Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Garfield Public Schools
Language Arts Department
Curriculum Committee:
Caryn Christiano
Anna D’Agostino
Anna Kalogeras
Lisa Fiduccia
Marie Marx
Regina Stellato
Amber Simpson-Sidler
Joanne LoIacono
Kristen Haftek
Kathy DelMauro
Allison Bugge
Final Revision Date: June 27, 2012
Garfield Board of Education
Dr. Kenneth Conte- President
Mr. Tony Lio - Vice President
Mr. Anthony Barckett
Mr. Salvatore Benanti
Mr. Richard Giacomarro
Mr. Nikolce Milevski
Mr. Charles Nucifora
Mr. Edward Puzio
Mr. Jeffrey Stewart
Administration
Mr. Nicholas Perrapato, Superintendent
Mr. Tom Egan, Business Administrator / Board Secretary
Curriculum Supervisor
Mrs. Alexandra Bellenger
Assistant Curriculum Supervisor Language Arts
Mrs. Diane Nunno
Board Adoption Date – August 27, 2012
Resolution # - 08-129-12
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
English Language Arts Literature
Grade 7 Year at a Glance
Unit 1: Novel Study/ Holocaust/ Don’t You Know There’s a War On?
Timeframe: September
Description: Students will review and discuss summer reading book “Don’t you Know There’s a War On” by
Avi.
Unit 2: Reader's Workshop: Parts of a Story
Timeframe: September
Description: Students will be able to establish prior knowledge about plot, conflict, and setting. Students will
identify stages of plot (exposition, rising action, climax, falling action, resolution), and analyze plot
development in familiar stories (i.e. How do characters influence the development of the plot?). Students will
be able to identify internal and external conflict, as well as analyze and evaluate setting.
Unit 3: Narrative Short Story: Seventh Grade by Gary Soto
Timeframe: September
Description: Students will be able to establish prior knowledge about plot, conflict, and setting. Students will
identify stages of plot (exposition, rising action, climax, falling action, resolution), and analyze plot
development in familiar stories (i.e. How do characters influence the development of the plot?). Students will
be able to identify internal and external conflict, as well as analyze and evaluate setting. Students will be able to
make connections, build vocabulary for reading/ writing, and improve fluency.
Unit 4: Readers Workshop: Understanding Theme
Timeframe: October
Description: Students will be able to distinguish topic from theme. Students will be able to identify theme by
using elements of fiction as clues (title, plot, characters, setting).
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit 5: Narrative Short Story: A Crush by Cynthia Rylant
Timeframe: October
Description: Students will be able to identify how character growth and change reveal theme. Students will be
able to understand cause-effect relationships, build vocabulary for reading/ writing, and improve fluency.
Unit 6: Narrative Poetry: The Raven
Timeframe: October
Description: Students gain an understanding of selected works by Edgar Allan Poe. Emphasis is placed on
identifying mood, tone, suspense, point of view, theme, conflict, plot and resolution. Poetic devices including
rhyme, rhythm, alliteration and metaphor are also identified and analyzed. Understanding is expanded through
the use of video presentations of the works from which the students must compare and contrast the film and
literary versions.
Unit 7: Narrative Short Story: The War of The Wall by Toni Cade Bambara
Timeframe: November
Description: Students will be able to identify theme and analyze elements of fiction (setting, characters, plot,
conflict). Students will be able to monitor reading comprehension by asking questions, build vocabulary for
reading/ writing, and improve fluency.
Unit 8: Reader's Workshop: Reading for Information
Timeframe: November
Description: Students will be able to identify main ideas and supporting details in informational/ nonfiction
text. Students will be able to identify topic sentences. Students will be able to take notes, using a graphic
organizer, an outline, etc. Students will be able to identify and use text features (title, headings, subheadings,
graphic aids, captions) to locate and comprehend information.
Unit 9: Text Features and Outlining: What do you know about Sharks?
Timeframe: December
Description: Students will be able to identify and use text features to locate and comprehend information
within informational articles. Students will be able to outline text, identify main ideas and supporting details,
and build vocabulary for reading/ writing. Students will be able to improve fluency.
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit 10: Reader's Workshop: Biography and Autobiography
Timeframe: December
Description: Students will be able to identify forms and characteristics of biography and autobiography (i.e.
books, letters, journals, point of view).
Unit 11: Informational/Biography: Eleanor Roosevelt
Timeframe: January
Description: Students will be able to analyze a biography and identify events in chronological order. Students
will be able to build vocabulary for reading/ writing and work to improve fluency.
Unit 12: Informational / Martin Luther King
Timeframe: January
Description: Students will study the life and accomplishments of Dr. Martin Luther King, Jr. to understand his
role in the civil rights movement.
Unit 13: Informational/Autobiography: A Noble Experiment
Timeframe: February
Description: Students will be able to identify the form and characteristics of autobiography. Students will also
be able to summarize text, build vocabulary for reading/ writing, and read for fluency.
Unit 14: Reader's Workshop: Character and Point of View
Timeframe: February
Description: Students will be able to recognize and analyze point of view, including first person and third
person omniscient/ limited. Students will be able to identify and analyze methods of characterization (physical
appearance; thoughts, speech, actions; other character's reactions; narrator's comments).
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit 15: Speculative/Narrative Short Story: A Retrieved Reformation
Timeframe: February
Description: Students will be able to recognize and analyze omniscient point of view while reading a short
story. Reading fluently and critically by analyzing literary elements. Reading strategies will be used while
including visualizing, predicting and connecting while reading.
Unit 16: Speculative/Narrative Short Story: Amigo Brothers
Timeframe: March
Description: Students will be able to distinguish between theme and topic and compare and contrast
characters while reading fluently. While reading a short story students will use prediction skills and determine a
possible ending based on the information provided. Comprehension will be monitored by asking questions to
determining the theme and topic of the story.
Unit 17: Reader's Workshop: Argument and Persuasion
Timeframe: March
Description
Students will be able to understand elements of an argument, analyze persuasive techniques along with evaluate
reasoning. Students will be able to take notes, using a graphic organizer, an outline, etc. Students will be able to
identify an arguments claim with supporting reasons and evidence.
Unit 18: Persuasive Article: Pro Athletes' Salaries
Timeframe: April
Description: Students will be able analyze the elements of an argument such as claim, support, and
counterargument. While reading an editorial students will analyze an argument and evaluate reasoning.
Vocabulary will be built for reading and writing by defining idioms and using context clues. During reading
students will practice fluency while analyzing persuasive techniques and evaluating reasoning.
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit 19: Reader's Workshop: Mood, Tone and Style
Timeframe: April
Description: Students will be able to analyze mood and compare and contrast tone. Through the use the reader's
workshop students will identify elements of style, including word choice, sentence structure, imagery, and
dialogue. Reading strategies will be used to enhance students understanding such as monitoring and setting
purpose for reading, summarizing and distinguishing fact from opinion.
Unit 20: Narrative Poetry: The Highway Man
Timeframe: April
Description: Students will be able to identify characteristics of a narrative poem (plot, setting, conflict,
etc.) and use strategies for reading a narrative poem. Students will identify and analyze mood in poetry.
Students will be able to build vocabulary for reading/ writing and read for fluency.
Unit 21: Poetry: Out of the Dust by Karen Hesse
Timeframe: May
Description: Students will be able to read a novel in verse while working on fluency. The novel in verse will
combine the narrative sweep of a novel with the vivid images of poetry. Students will examine primary source
material and historical fiction to gain knowledge and understand human aspects of the Dust Bowl experience.
Unit 22: Introduction to Summer Reading
Timeframe: June
Description: Students will preview required summer reading book, The Lightning Thief.
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: English Language Arts Literature
Unit Title: Novel Study/ Holocaust/ Don’t You Know There’s a War On?
Target Course/Grade Level: 7
Duration:
One Week
Description: Students will review and discuss summer reading book “Don’t you Know There’s a War On” by Avi.
Concepts & Understandings
Concepts
Understandings
Prejudice can lead to hateful acts.
Anti-Semitism is discrimination and prejudice
toward people of the Jewish religion.
WWII is the time period in which the
Holocaust took place.
The Nazi party rose through the use of
Nationalism and scapegoating of the Jews
because of the economic problems in
Germany, led by the charismatic leadership of
Adolf Hitler.
Prejudice
Anti-Semitism
WWII
Nazi Party
Learning Targets
CPI Codes
RL.7.02
RL.7.03
RL.7.09
L.7.4a
21st Century Themes and Skills
Global Awareness
Creativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration
Guiding Questions
What led to the start of WWII?
Who are the main aggressors in WWII?
What was Hitler’s plan for Europe?
What led to the involvement of the United States in WWII?
Who were the allies?
What sacrifices did Americans make during WWII?
How did WWII end?
Who are the Nazis?
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Results
Students will ...
Gain an understanding of the events on WWII
Gain an understanding of the sacrifices of Americans during WWII
Gain an understanding of vocabulary particular to WWII
Gain an understanding of American culture during WWII
Gain an understanding of the Holocaust and its consequences
Relate the Holocaust to other genocides around the world
Suggested Activities
The following activities can be incorporated into the daily lessons:
Online quizlet on novel’s vocabulary
Write letter to author
Blue Star family program
Read and discuss letters from soldiers during WWII
WWII lunch (fondue w/Swiss cheese, spam, Campbell’s tomato soup, Ritz crackers, jello)
Examine WWII statistics- compare states
Students write Thank you cards to WWII veterans
Equipment of WWII combat soldiers http://www.mtaofnj.org/content/WWII%20Combat%20Medic%20%20Dave%20Steinert/EquipmentOfWWIICombatMedic.htm
WWII By the Numbers- Charting and graphing WWII data
http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/by-the-numbers.pdf
http://www.ww2sci-tech.org/activities/activities.html
Send a coded message ^^^^^
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: English Language Arts Literature
Unit Title: Reader's Workshop: Parts of a Story
Target Course/Grade Level: 7
Duration:
One week
Description
Students will be able to establish prior knowledge about plot, conflict, and setting. Students will identify stages
of plot (exposition, rising action, climax, falling action, resolution), and analyze plot development in familiar
stories (i.e. How do characters influence the development of the plot?). Students will be able to identify
internal and external conflict, as well as analyze and evaluate setting.
Concepts & Understandings
Concepts
Understandings
Plot is the series of events in a story and
includes 5 elements (exposition, rising action,
climax, falling action, resolution).
Conflict is the central problem of a story that
moves the plot along. Conflict can be either
internal or external and include struggles
between opposing forces (man vs. self, man vs.
man, man vs. nature, man vs. society).
Setting is the time and place of the action.
Setting can affect the action of the story, as
well as the characters' feelings.
Plot
Conflict
Setting
Learning Targets
CPI Codes
L.7.03
RL.7.03
W.7.03: a,b,c,d,e
21st Century Themes and Skills
Creativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration
Guiding Questions
What drives a story?
What are the devices an author uses to add complexity to a story’s plot?
Although a story may point of many contain several conflicts, what makes the main conflict so
important?
Unit Results
Students will ...
Identify the stages and development of plot.
Identify internal and external conflict.
Analyze and evaluate the setting of a story.
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Suggested Activities
The following activities can be incorporated into the daily lessons:
Create a plot diagram for a well-known story, movie, etc.
SMART lesson on the elements of plot
SMART lesson on internal/ external conflict
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: English Language Arts Literature
Unit Title: Narrative Short Story: Seventh Grade by Gary Soto
Target Course/Grade Level: 7
Duration:
Three weeks
Description
Students will be able to establish prior knowledge about plot, conflict, and setting. Students will identify stages
of plot (exposition, rising action, climax, falling action, resolution), and analyze plot development in familiar
stories (i.e. How do characters influence the development of the plot?). Students will be able to identify
internal and external conflict, as well as analyze and evaluate setting. Students will be able to make
connections, build vocabulary for reading/ writing, and improve fluency.
Concepts & Understandings
Concepts
Understandings
Plot is the series of events in a story and is
influenced by characters' actions and conflict
development.
A story may include both internal and external
conflicts
Setting influences the progression of the plot.
First impressions can be lasting.
Plot
Conflict
Setting
First Impressions
Learning Targets
CPI Codes
L.7.03
W.7.03: a,b,c,d,e
RL.7.03
L.7.04:a,c
L.7.06
SL.7.01: c,d,e
21st Century Themes and Skills
Creativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration
Social and Cross-Cultural Skills
Leadership and Responsibility
Guiding Questions
How do you make a good impression?
What background information do you learn about Victor?
What are the five stages/elements of plot?
How can you connect the story to your life?
How did the author’s own childhood influence his writing?
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Results
Students will ...
Explore the key idea of making a good impression.
Identify the stages and development of the plot. (exposition, rising action, climax, falling action and
resolution).
Make a real-life connection to the story.
Gain experience in real-world speech making.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Performance Task- Students will write a speech from the perspective of Victor
Students complete a plot diagram
Write letter to the author, Gary Soto, as a way to understand connections between his life and his
writing
Students write script of story
Students complete a T-chart comparing and contrasting their lives to the characters’ (text to self)
Brainstorm/ Pre-reading Activity- How do you make a good first impression?
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: English Language Arts Literature
Unit Title: Readers Workshop: Understanding Theme
Target Course/Grade Level: 7
Duration:
One week
Description
Students will be able to distinguish topic from theme. Students will be able to identify theme by using elements
of fiction as clues (title, plot, characters, setting).
Concepts & Understandings
Concepts
Understandings
Theme is the author's message about life that
the writer wants the reader to understand.
The topic is the main idea of a piece of writing
that can be summed up usually in one word.
Theme
Topic
Learning Targets
CPI Codes
L.7.03a
RL.7.02
RL.7.03
21st Century Themes and Skills
Creativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration
Guiding Questions
How can you distinguish the difference between topic and theme?
What clues can you find to infer the theme of a story?
Unit Results
Students will ...
Distinguish between topic and theme.
Use clues from the title, plot, characters and setting of the story to assist in identifying the theme.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Use a web diagram to show how multiple themes can stem from a single topic
Use expert groups to identify clues to theme (title, plot, character, setting). Students should come
to the understanding that you need all components to identify theme.
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: English Language Arts Literature
Unit Title: Narrative Short Story: A Crush by Cynthia Rylant
Target Course/Grade Level: 7
Duration:
Two weeks
Description
Students will be able to identify how character growth and change reveal theme. Students will be able to
understand cause-effect relationships, build vocabulary for reading/ writing, and improve fluency.
Concepts & Understandings
Concepts
Understandings
Theme is the message about life the author
wants the reader to understand.
Cause and effect helps the reader how events
in the plot are related.
Authors use varied methods of characterization
to convey a character's personality.
Gifts may impact the giver and the receiver in
a positive way.
Theme
Cause and Effect
Characterization
Gifts
Learning Targets
CPI Codes
L.7.03:a
RL.7.02
RL.7.03
L.7.04: a, c
L.7.06
SL.7.01: c,d,e
21st Century Themes and Skills
Global Awareness
Creativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration
Guiding Questions
What makes a gift special?
What lessons do the characters learn?
What is the theme?
Which characters change throughout the story?
How does the author achieve characterization?
How does point of view affect the reader’s understanding of the story?
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Results
Students will ...
Explore the key idea of a gift.
Determine a stories theme or message about life.
Identify how the characters grow and change throughout the story, which leads to revealing the theme.
Understand cause and effect and the relationship to a chain effect.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Performance Task- Love letter
R-word campaign
Analyze symbolism (Coyote tattoo, homes, flowers and seeds)
Random acts of kindness
Extreme makeover of Dolores
Comic strip of story
Illustrate favorite scene with description
SMART lesson on Characterization (direct/ indirect, static and dynamic characters)
Students will use a graphic organizer to distinguish between static and dynamic characters
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: English Language Arts Literature
Unit Title: Narrative Poetry: The Raven
Target Course/Grade Level: 7
Duration:
Two weeks
Description
Students gain an understanding of selected works by Edgar Allan Poe. Emphasis is placed on identifying
mood, tone, suspense, point of view, theme, conflict, plot and resolution. Poetic devices including rhyme,
rhythm, alliteration and metaphor are also identified and analyzed. Understanding is expanded through the use
of video presentations of the works from which the students must compare and contrast the film and literary
versions.
Concepts & Understandings
Concepts
Understandings
Narrative poetry contains the literary elements
that you would find in a story, such as: mood,
tone, suspense, point of view, theme, conflict
and plot.
Writers use poetic devices, such as rhyme,
rhythm, and figurative language, to bring
poetry to life.
Edgar Allan Poe's writing is greatly reflective
of his life experiences.
Narrative Poetry
Poetic Devices
Life Experience
Learning Targets
CPI Codes
RL.7.03
W.7.03: a, b, c, d, e
L.7.03: a
RL.7.02
RL.7.03
L.7.05
L.7.06
RL.7.04
RL.7.05
RL.7.07
21st Century Themes and Skills
Creativity and Innovation
Critical Thinking and Problem Solving
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Communication and Collaboration
Guiding Questions
How does a writer’s life influence his/her work?
How do poetic devices help build suspense?
What are the elements of a narrative poem?
What makes a poem a “classic”?
Unit Results
Students will ...
Identify and gain an understanding of poetic devices.
Learn about the tragedies in Poe’s life that influenced his work.
Identify and analyze elements of a narrative poem.
Understand and use new vocabulary terms from “The Raven.”
Improve fluency through choral reading.
Identify themes of loneliness, grief and death.
Compare/contrast poem to video version.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Complete rhyme scheme analysis of “The Raven”
Use of Interactive Raven (identifies figurative language and poetic devices used in “The Raven”)
Expert groups analyze selected stanzas and present summaries to class
Students study Poe’s life and compare/contrast to events in “The Raven”
Students write a Shrink-Lit
Students identify and organize stanzas according to plot diagram
Students view various animations/ short films of “The Raven”
Field Trip- Tales of Poe at The Castle Theater
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: English Language Arts Literature
Unit Title: Narrative Short Story: The War of The Wall by Toni Cade Bambara
Target Course/Grade Level: 7
Duration:
Three weeks
Description
Students will be able to identify theme and analyze elements of fiction (setting, characters, plot, conflict). Students will be
able to monitor reading comprehension by asking questions, build vocabulary for reading/ writing, and improve fluency.
Concepts & Understandings
Concepts
Understandings
Belonging to a community gives people a
feeling of identity and security.
Theme is the message about life the writer
wants the reader to understand.
Everything we learn about the characters and
plot comes from what the narrator chooses to
tell.
Community
Theme
Point of View
Learning Targets
CPI Codes
L.7.03: a
RL.7.02
RL.7.03
L.7.04: a, c
L.7.06
SL.7.01: c, d, e
21st Century Themes and Skills
Creativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration
Social and Cross Cultural Skills
Guiding Questions
What makes a community?
What is the theme of the story?
What are special places for children in our community?
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
What is the Wall of Respect Movement?
How do we accept newcomers into our community?
How can we show respect to our community?
How does the conflict influence the progression of the plot?
How do you relate to the characters in the story?
Unit Results
Students will ...
Explore the key idea of community.
Identify themes of racial tolerance, civil rights, and community pride.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Soul Food Tasting
Create Dialect/Idiom charts
Magic 10
Write skits that mirror events in the story, or extend certain scenes
Replicate or create original Wall of Respect mural
Refer to website for activities http://www.emcp.com/product_catalog/school/litLink/Grade08/U08-03warofthewall/
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: English Language Arts Literature
Unit Title: Reader's Workshop: Reading for Information
Target Course/Grade Level: 7
Duration:
One week
Description
Students will be able to identify main ideas and supporting details in informational/ nonfiction text. Students
will be able to identify topic sentences. Students will be able to take notes, using a graphic organizer, an
outline, etc. Students will be able to identify and use text features (title, headings, subheadings, graphic aids,
captions) to locate and comprehend information.
Concepts & Understandings
Concepts
Understandings
Using text features (title, headings,
subheadings, graphic aids, captions) helps
readers locate and comprehend information.
Main ideas are the most important ideas about
a topic that the author wants to communicate to
readers. The main idea can usually be located
in the topic sentence of a paragraph.
Supporting details are the facts and examples
that help to explain and elaborate on the main
idea.
Text Features
Main Idea
Supporting Details
Learning Targets
CPI Codes
RI.702
RI.705
RI.7.06
RI.7.10
SL.7.01: c, d
21st Century Themes and Skills
Critical Thinking and Problem Solving
Information Literacy
Guiding Questions
How do we identify a main idea in informational text?
How do text features help the reader to locate and comprehend information?
How can graphic organizers be used to organize information?
Unit Results
Students will ...
Identify main ideas and supporting details.
Identify topic sentences.
Identify and use text features to locate and comprehend information.
Use graphic organizers to facilitate note taking.
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Suggested Activities
The following activities can be incorporated into the daily lessons:
Students will identify text features within various articles
Students will preview the workshop using the PLAN process.
Use graphic organizer to organize main ideas and supporting details within an article
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: English Language Arts Literature
Unit Title: Text Features and Outlining: What do you know about Sharks?
Target Course/Grade Level: 7
Duration:
Two weeks
Description
Students will be able to identify and use text features to locate and comprehend information within informational articles.
Students will be able to outline text, identify main ideas and supporting details, and build vocabulary for reading/ writing.
Students will be able to improve fluency.
Concepts & Understandings
Concepts
Understandings
Using text features can help the reader to
locate and comprehend information.
Outlining helps readers keep track of the main
ideas and supporting details of a text.
Appearances can be deceiving.
A fact is a statement that can be proved, while
an opinion is a statement that cannot.
Text Features
Outlining
Deception
Fact vs. Opinion
Learning Targets
CPI Codes
RI.702
RI.705
RI.7.06
RI.7.10
SL.7.01: c, d
L.7.03
L.7.04: a, c, d
21st Century Themes and Skills
Environmental Literacy
Critical Thinking and Problem Solving
Information Literacy
Guiding Questions
How can appearances be deceiving?
How do text features help the reader understand content?
How does creating an outline help the reader keep track of main ideas and supporting details?
How can we determine fact from opinion?
Unit Results
Students will ...
Explore the key idea of how appearances can be deceiving.
Identify and use text features to identify and locate information.
Outline informational text.
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Identify main ideas and supporting details.
Build vocabulary for reading and writing.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Text Features PowerPoint
Refer to scholastic article :
http://teacher.scholastic.com/scholasticnews/magazines/scope/pdfs/SCOPE-101110-Sharks.pdf
Students will write down 10 sensory details that create a sense of terror. They will use the details
to write a paragraph about their own imagined shark encounter.
“Jaws” trailer- traileraddict.com
Sensory Wheel: Student will spin the wheel and whatever sense the dial lands on, student will have
to provide a specific example from Scholastic article
Complete T-chart distinguishing between fact and opinion
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: English Language Arts Literature
Unit Title: Reader's Workshop: Biography and Autobiography
Target Course/Grade Level: 7
Duration: One week
Description
Students will be able to identify forms and characteristics of biography and autobiography (i.e. books, letters,
journals, point of view).
Concepts & Understandings
Concepts
Understandings
A biography is a story of a person's life told by
someone else and written from the third-person
point of view.
An autobiography is a story of a person's life
as told by that person. It is written in firstperson point of view.
Biography
Autobiography
Learning Targets
CPI Codes
RI.7.02
RI. 7.05
RI.7.06
RI.7.10
SL.7.01: c, d
21st Century Themes and Skills
Creativity and Innovation
Critical Thinking and Problem Solving
Information Literacy
Guiding Questions
What are the basics of a biography?
What are the basics of an autobiography?
How is point of view different in an autobiography from a biography?
What are the different types of autobiographical writing?
What are the disadvantages/advantages of reading autobiographies/biographies?
How does a biographer’s possible bias influence their work?
Unit Results
Students will ...
Identify forms and characteristics of biography and autobiography.
Recognize advantages and disadvantages of reading each.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Biocube
Students create a scrapbook to tell a story about his or her life
Create a T-chart about a historical figure comparing information that may be available and information
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not available
Write a personal narrative
I Am From poem/ Biopoem
Garfield Middle School
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: English Language Arts Literature
Unit Title: Informational/Biography: Eleanor Roosevelt
Target Course/Grade Level: 7
Duration:
Two weeks
Description
Students will be able to analyze a biography and identify events in chronological order. Students will be able to
build vocabulary for reading/ writing and work to improve fluency.
Concepts & Understandings
Concepts
Understandings
Eleanor Roosevelt's commitment to duty
changed history
A biography is the story of a person's life told
by another person.
A biography is usually told in chronological
(time) order.
Eleanor Roosevelt was first lady during the
challenging time of the Great Depression.
Duty
Biography
Chronological order
The Great Depression
Learning Targets
CPI Codes
RI.7.02
RI.7.05
RI.7.06
RI.7.10
SL.7.01:c,d
L.7.03
L.7.04:a,c,d
21st Century Themes and Skills
Global Awareness
Financial, economic, business and entrepreneurial literacy
Environmental Literacy
Information Literacy
Guiding Questions
What is your duty to other?
What are the elements of a biography?
What words or phrases signal the chronological order of events?
How do we overcome obstacles?
Who was an influence in Eleanor’s life?
What are Eleanor’s greatest accomplishments?
Unit Results
Students will ...
Explore the key idea of duty
Analyze and read a biography while identifying the elements of a biography.
Garfield Middle School
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Identify the events in Eleanor Roosevelt’s life in chronological order.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Students complete web quest
Students complete timeline of Eleanor Roosevelt’s life
Students watch video clip from discoveryeducation.com on The Great Depression
Students view documentary of Eleanor’s life and answer accompanying questions
Students complete synthesizing chart that compares strengths, weaknesses, and accomplishments of
Eleanor according to three different sources
Trip to Hyde Park
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: English Language Arts Literature
Unit Title: Informational / Martin Luther King
Target Course/Grade Level: 7
Duration:
One week
Description
Students will study the life and accomplishments of Dr. Martin Luther King, Jr. to understand his role in the
civil rights movement.
Concepts & Understandings
Concepts
Civil Rights
Segregation
Biography/Autobiography
Discrimination
Understandings
Martin Luther King, Jr. was a major influence
on the Civil Rights Movement.
Segregation was a practice in the south to keep
African Americans and whites apart in public
places.
Readers gain different perspectives on people
when reading biographies and autobiographies.
Discrimination makes a person feel inferior
and undermines a person's dignity.
Learning Targets
CPI Codes
L.7.03
L.7.04 a,c,d
RI.7.02
RI.7.05
RI.7.06
RI.7.10
SL.7.01 c,d
21st Century Themes and Skills
Global Awareness
Critical Thinking and Problem Solving
Communication and Collaboration
Information Literacy
Media Literacy
Social and Cross-Cultural Skills
Guiding Questions
How did Martin Luther King, Jr. influence civil rights?
What is the difference between biography/ autobiography?
What makes a great leader?
Unit Results
Students will ...
Garfield Middle School
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Understand the role that Martin Luther King, Jr. played in the civil rights movement
Be able to differentiate between a biography and an autobiography
Gain an understanding of segregation and discrimination in America during the 1960’s
Suggested Activities
The following activities can be incorporated into the daily lessons:
Students write “I have a dream” speeches
Students use a Venn diagram to compare their values to those of Dr. Martin Luther King, Jr.
Students read a biography and/or view a documentary on his life
Garfield Middle School
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: English Language Arts Literature
Unit Title: Informational/Autobiography: A Noble Experiment
Target Course/Grade Level: 7
Duration:
Two weeks
Description
Students will be able to identify the form and characteristics of autobiography. Students will also be able to
summarize text, build vocabulary for reading/ writing, and read for fluency.
Concepts & Understandings
Concepts
Understandings
An autobiography is an account of a person's
life as written by that person.
Segregation was a practice in the south to keep
African Americans and whites apart in public
places and organized sports.
Dignity is a feeling of self-worth that can be
compromised by racism and prejudice.
Discrimination makes a person feel inferior
and undermines the person's dignity.
Summarizing is a way to monitor reading
comprehension
Autobiography
Segregation
Dignity
Discrimination
Summarizing
Learning Targets
CPI Codes
RI.7.02
RI.7.05
RI.7.06
RI.7.10
SL.7.01
21st Century Themes and Skills
Global Awareness
Creativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration
Information Literacy
Guiding Questions
Is hard work always rewarded?
How do you overcome obstacles in your life?
Why is prejudice wrong?
Unit Results
Students will ...
Explore the key idea of dignity
Identify the form and characteristics of autobiography
Garfield Middle School
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Summarize information to monitor reading comprehension
Build vocabulary for reading and writing
Suggested Activities
The following activities can be incorporated into the daily lessons:
Students write an explanatory essay in which they choose one of Jackie Robinson’s 9 values and
relate it to their own life (text to self, text to world, text to media).
Students will research a player from the Negro League and create a baseball card (include stats,
biography, picture, years played, team name, position, etc.)
Students write journal entries from the perspective of Jackie Robinson and/or Branch Rickey.
KWL chart on Jackie Robinson
Reader’s Circle: Should we expect professional athletes to be role models?
Relay Summary
Provide specific examples from the text that indicate elements of an autobiography
Garfield Middle School
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: English Language Arts Literature
Unit Title: Reader's Workshop: Character and Point of View
Target Course/Grade Level: 7
Duration:
One week
Description
Students will be able to recognize and analyze point of view, including first person and third person omniscient/
limited. Students will be able to identify and analyze methods of characterization (physical appearance;
thoughts, speech, actions; other character's reactions; narrator's comments).
Concepts & Understandings
Concepts
Understandings
Stories contain both major and minor
characters.
An author may use several methods of
characterization to develop characters (i.e.
describing the character's appearance, thoughts
and feelings).
An author may choose to write using one of
many different points of view (first-person,
third-person, limited, omniscient). Point of
view influences how the reader understands the
story.
Character
Characterization
Point of View
Learning Targets
CPI Codes
RL.7.02
RL.7.03
RL.7.06
SL.7.01 a, b, e
21st Century Themes and Skills
Critical Thinking and Problem Solving
Communication and Collaboration
Guiding Questions
How do characters influence the progression of the plot?
What techniques does an author use to develop characters?
How does point of view influence the way a reader understands a story?
Unit Results
Students will ...
Recognize character traits
Recognize and analyze point of view, including first person, omniscient, and limited
Identify and analyze characterization
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Suggested Activities
The following activities can be incorporated into the daily lessons:
Group activity: Students discuss a recent event and have each group member tell it from a
different point of view
Students complete a graphic organizer that includes character traits and supporting evidence
from a story or movie of student’s choice.
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: English Language Arts Literature
Unit Title: Speculative/Narrative Short Story: A Retrieved Reformation
Target Course/Grade Level: 7
Duration:
Description
Two weeks
Students will be able to recognize and analyze omniscient point of view while reading a short story. Reading
fluently and critically by analyzing literary elements. Reading strategies will be used while including
visualizing, predicting and connecting while reading.
Concepts & Understandings
Concepts
Understandings
People can change if they truly want to.
There are many things that motivate people to
change.
The Turn of the Century was a time of great
change and innovation in the history of
America.
The point of view is how the narrator views
events in the story. There are 4 possible points
of view.
Plot is the sequence of events in a story.
An author's life experience influences their
work.
Change
Motivation
Turn of the Century
Point of View
Plot
Life Experience
Irony
Learning Targets
CPI Codes
L.7.04
L.7.06
RL.7.02
RL.7.03
RL.7.04
RL.7.06
RL.7.09
SL.7.01 a,b,e
21st Century Themes and Skills
Creativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration
Guiding Questions
Who deserves a second chance?
How do we identify third person point of view?
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How does making predictions help us to better understand fictional text?
What are context clues? How do we use them?
How does O. Henry use irony in “A Retrieved Reformation”?
Unit Results
Students will ...
Explore the key idea of second chances
Recognize and analyze omniscient point of view
Make predictions to aid in comprehension
Build vocabulary for reading and writing
Use context clues to determine the meanings of unfamiliar words
Identify and analyze the author’s use of irony
Suggested Activities
The following activities can be incorporated into the daily lessons:
Students create a WANTED poster for Jimmy Valentine
Students complete a T-chart to record and explain examples of irony throughout the story
Students complete prediction chart
Students write an alternative ending to the story
Garfield Middle School
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Unit Overview
Content Area: English Language Arts Literature
Unit Title: Speculative/Narrative Short Story: Amigo Brothers
Target Course/Grade Level: 7
Duration: Two weeks
Description
Students will be able to distinguish between theme and topic and compare and contrast characters while reading
fluently. While reading a short story students will use prediction skills and determine a possible ending based
on the information provided. Comprehension will be monitored by asking questions to determining the theme
and topic of the story.
Concepts & Understandings
Concepts
Understandings
Don't let anyone or anything interfere with a
close friendship.
Conflict is the struggle that moves a story
along in the plot sequence.
Plot is the sequence of events in a story
Setting (time and place) of a story has a direct
influence on the plot.
A theme is the life lesson the author wants the
reader to learn.
Predictions help readers infer outcomes based
on the text.
Comparing and contrasting characters helps
readers better understand a story.
Friendship
Conflict
Plot
Setting
Theme
Predictions
Compare/Contrast characters
Learning Targets
CPI Codes
L.7.04
L.7.06
RL.7.02
RL.7.03
RL.7.04
RL.7.06
RL.7.09
SL.7.01 a,b,e
21st Century Themes and Skills
Health Literacy
Creativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration
Guiding Questions
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What happens when friends compete?
What does it mean to be a champion?
What is the difference between topic and theme?
How do we compare and contrast characters?
Unit Results
Students will ...
Explore the key idea of competition
Distinguish topic from theme
Identify theme
Compare and contrast characters
Build vocabulary for reading and writing
Suggested Activities
The following activities can be incorporated into the daily lessons:
Students will complete a Venn diagram comparing and contrasting the two main characters,
Felix and Antonio
Complete T-chart to show how Felix and Antonio value their friendship
Students create a dictionary of boxing terms
Project options: 1. Students write dialogue to determine the aftermath of the fight between Felix
and Antonio, 2. Students create a poster advertising the boxing match, 3. Students create a
diorama representing a scene from the story
Relate story to an informational article about concussions in sports. Students write an essay
answering the question “Is boxing too brutal of a sport?”
Students identify text features within the informational article.
Use graphic organizer to help students determine between the topics and themes of the story
Use graphic organizer to identify internal and external conflicts within characters
Students will identify the use of idioms within the story
Garfield Middle School
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Unit Overview
Content Area: English Language Arts Literature
Unit Title: Reader's Workshop: Argument and Persuasion
Target Course/Grade Level: 7
Duration:
One week
Description
Students will be able to understand elements of an argument, analyze persuasive techniques along with evaluate
reasoning. Students will be able to take notes, using a graphic organizer, an outline, etc. Students will be able
to identify an arguments claim with supporting reasons and evidence.
Concepts & Understandings
Concepts
Understandings
Arguments are a claim that is supported by
reasons and evidence.
A claim is a writer’s position on a problem or
an issue.
Persuasive techniques consist of appeals by
association, emotional appeals and loaded
language.
Claim
Persuasive Techniques
Elements of an Argument
Learning Targets
CPI Codes
W.7.1.a
SL.7.1
RL.7.1
RI.7.1
RI.7.8
21st Century Themes and Skills
Critical Thinking and Problem Solving
Information Literacy
Guiding Questions
What is an argument?
How do we identify a claim?
What really persuades you?
What are the advantages to using appeals by association, emotional appeals and loaded language?
What elements are needed in a persuasive writing piece?
Unit Results
Students will ...
Identify elements of an argument (claim, support).
Analyze persuasive techniques (appeals by association, emotional appeals, loaded language).
Create a persuasive piece that contains elements of an argument and persuasive techniques.
Garfield Middle School
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Suggested Activities
The following activities can be incorporated into the daily lessons:
Students will view a short clip on persuasive techniques in advertising:
http://www.readwritethink.org/classroom-resources/lesson-plans/video/persuasive-techniquesadvertising-1166.html
Students will create a persuasive paragraph stating their stand on a debatable topic.
Read a persuasive article and use persuasive writing graphic organizer to organize and identify
the arguments claim, reasons and supporting evidence.
Social studies connection: Civil War Tug A War activity.
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: English Language Arts Literature
Unit Title: Persuasive Article: Pro Athletes' Salaries
Target Course/Grade Level: 7
Duration:
Two weeks
Description
Students will be able analyze the elements of an argument such as claim, support, and counterargument. While
reading an editorial students will analyze an argument and evaluate reasoning. Vocabulary will be built for
reading and writing by defining idioms and using context clues. During reading students will practice fluency
while analyzing persuasive techniques and evaluating reasoning.
Concepts & Understandings
Concepts
Understandings
Form an opinion about salaries of professional
athletes.
Examine the text features of an article in a
magazine.
Summarizing while reading will help the
reader understand the content.
Salaries
Elements of an Article
Summary
Learning Targets
CPI Codes
L.7.03
RI.7.08
SL.7.01: a, b, c, d, e
SL.7.03
W.7.01: a, b, c, e
21st Century Themes and Skills
Global Awareness
Financial, economic, business and entrepreneurial literacy
Critical Thinking and Problem Solving
Communication and Collaboration
Information Literacy
Guiding Questions
Are people paid fairly?
Should salaries be a reflection of people’s worth?
What are the elements of an argument?
How can you analyze a fallacy or errors in reasoning?
Unit Results
Students will ...
Explore the key idea of salaries.
Read and editorial and identify the elements of an argument (claim, support, counterargument).
Evaluate reasoning by analyzing an argument and look for fallacies or errors in reasoning.
Garfield Middle School
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Develop vocabulary to assist in constructing an argumentative writing piece.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Use a graphic organizer to state the claim in the article and its supporting reasons
Use Venn diagram to compare and contrast authors’ opinions on athletes salaries
Students will write a persuasive essay stating claim and supporting reasons according to their
opinion on athletes salaries
Math connection: Students will compare Babe Ruth’s salary in 1921 to Alex Rodriguez’s salary in
2004. They will calculate the percentage increase and discuss their findings.
Compare salaries of different professional sports and different genders
Garfield Middle School
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: English Language Arts Literature
Unit Title: Reader's Workshop: Mood, Tone and Style
Target Course/Grade Level: 7
Duration:
One week
Description
Students will be able to analyze mood and compare and contrast tone. Through the use the reader's workshop
students will identify elements of style, including word choice, sentence structure, imagery, and dialogue.
Reading strategies will be used to enhance students understanding such as monitoring and setting purpose for
reading, summarizing and distinguishing fact from opinion.
Concepts & Understandings
Concepts
Understandings
Mood is a feeling that a writer creates for
readers. The setting and other contributing
factors often shape the mood.
The tone is formulated by the writer’s attitude
toward his or her subject. The topic of a piece
of writing or its intended audience often
demands a certain tone.
Style is the way something is written. A
writer’s style depends on certain elements,
such as the writer’s tone, sentence structures,
and choice of words.
Mood
Tone
Style
Learning Targets
CPI Codes
L.7.03: a
RL.7.04
RL.7.05
RL.7.11
SL.7.01: a, c
21st Century Themes and Skills
Creativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration
Guiding Questions
How can you clarify the difference between mood and tone?
What is style?
When can you determine the appropriate tone for a specific type of writing?
What are some adjectives that can be used to describe mood?
What are some adjectives that can describe tone?
Unit Results
Students will ...
Compare and contrast mood and tone and style.
Garfield Middle School
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ST
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Identify and analyze elements of style, including word choice, sentence structure, imagery and dialogue.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Interactive SMART lesson on mood, tone, and style
Students view several movie clips and complete a graphic organizer to determine tone and mood
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: English Language Arts Literature
Unit Title: Narrative Poetry: The Highway Man
Target Course/Grade Level: 7
Duration:
One week
Description
Students will be able to identify characteristics of a narrative poem (plot, setting, conflict, etc.) and use
strategies for reading a narrative poem. Students will identify and analyze mood in poetry. Students will be
able to build vocabulary for reading/ writing and read for fluency.
Concepts & Understandings
Concepts
Understandings
Narrative poetry is a poem that tells a story.
Figurative language uses words in an
imaginative way to express that are not
literally true.
Poetic devices including rhythm, meter, rhyme,
and figurative language add to a reader's
enjoyment and understanding of the poem.
The perspective from which the poem is told is
important for the reader to recognize in order
to better understand the deeper meaning of a
poem.
Honor sometimes leads to sacrifice.
A narrative poem follows the same plot
structure as a short story.
Narrative Poetry
Figurative Language
Poetic Devices
Point of View
Honor
Plot
Learning Targets
CPI Codes
L.7.03:a
RL.7.04
RL.7.05
RL.7.11
SL.7.01: a, c
21st Century Themes and Skills
Creativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration
Guiding Questions
What is honor?
What are the elements of a narrative poem?
Is love worth sacrificing your life?
Have you ever admired a criminal? Do you think it’s okay to make robbers into heroes?
How does figurative language impact the mood of a poem?
How do you feel about tragic poems? Would you switch this ending for a happy one if you could?
Garfield Middle School
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Results
Students will ...
Explore the key idea of honor
Identify characteristics of a narrative poem
Build vocabulary for reading and writing
Understand the role of highwaymen in England in the 1600’s
Suggested Activities
The following activities can be incorporated into the daily lessons:
Tea Party
Students will complete a story map to document important events from the poem
Students will use a graphic organizer to identify figurative language and explain how it impacts
the poem’s mood
Students will complete a T-chart to identify narrative elements within the poem
Debate: Is your final impression of Bess that she is a hero or a victim?
Interactive Highwayman
Students will view Highwayman animation
Garfield Middle School
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: English Language Arts Literature
Unit Title: Poetry: Out of the Dust by Karen Hesse
Target Course/Grade Level: 7
Duration:
Three weeks
Description
Students will be able to read a novel in verse while working on fluency. The novel in verse will combine the
narrative sweep of a novel with the vivid images of poetry. Students will examine primary source material and
historical fiction to gain knowledge and understand human aspects of the Dust Bowl experience.
Concepts & Understandings
Concepts
Understandings
Blank verse is a type of poetry that does not
have to rhyme.
The Dust Bowl was a time of great drought,
hunger, and poverty in the mid-west.
The Great Depression and the Dust Bowl take
place at the same time in our history.
People deal with loss in different ways.
Perseverance is a quality that enables people to
get through difficult times.
Figurative language helps the reader
understand meaning through the use of
imaginative ways to express ideas that are not
literal.
Poetry in Verse
The Dust Bowl
The Great Depression
Loss
Perseverance
Figurative Language
Forgiveness
Learning Targets
CPI Codes
L.7.03: a
RL.7.04
RL.7.05
RL.7.11
SL.7.01: a, c
21st Century Themes and Skills
Global Awareness
Environmental Literacy
Creativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration
Guiding Questions
What was the Dust Bowl?
What does it take to be able to forgive?
What are the conditions and effects of a dust storm?
How did the Dust Bowl and the Depression affect Midwestern farm families?
What events led up to the Great Depression?
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
What factors caused the Dust Bowl?
What was the popular culture of the 1930’s?
Unit Results
Students will ...
Provide new insights about life in the 1930’s
Demonstrate an understanding of the Great Depression and the Dust Bowl
Make connections between the economic status of America during the Great Depression and now
Identify the use of figurative language within the novel
Suggested Activities
The following activities can be incorporated into the daily lessons:
Venn diagram- compare and contrast economic status of America then and now
Identify figurative language/ smiley face tricks within the novel
Response Journals
Commemorative Stamps with images from the Dust Bowl
Read and summarize selected poems
Apple Fest (1930’s music, apple recipes from the book, etc.)
Dust Bowl scrapbook
Documentary on PBS.org “Surviving the Dust Bowl”
Shoe box project- collect several items that have special meaning to you and complete a onesentence explanation for each item
Apple recipe book
For more activities, visit: Theeducationcenter.com
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: English Language Arts Literature
Unit Title: Introduction to Summer Reading
Target Course/Grade Level: 7
Duration:
One week
Description
Students will preview required summer reading book, The Lightning Thief.
Concepts & Understandings
Concepts
Understandings
Myth
A myth is a traditional story that was
created to explain mysteries of the universe.
Learning Targets
CPI Codes
SL.7.1
21st Century Themes and Skills
Critical Thinking and Problem Solving
Communication and Collaboration
Guiding Questions
Do you have any special talents that you share with your friends and family? What is the talent?
Explain how you use it.
What is the difference between trust and betrayal? Explain with examples.
What is a myth?
What do you know about learning disabilities, such as ADHD and Dyslexia?
Do you believe in anything that science cannot prove, such as magic, ghosts, or creatures like the
Loch Ness monster?
Have you ever been to summer camp? Discuss your likes and dislikes.
Unit Results
Students will ...
Identify elements of a myth
Make connections through the use of a graphic organizer
Develop an interest and understanding of the summer reading assignment
Suggested Activities
The following activities can be incorporated into the daily lessons:
Discuss a time when the students have felt they were treated unfairly.
Discuss Dyslexia and ADHD
Discuss why the Greeks may have believed in more than one god.
Have the students visit the map of Camp Half-Blood at
http://www.rickriordan.com/Camp_Half_Blood_Map.htm and talk about where they would like to visit
and why.
Have the students fill out a chart with some facts about several of the ancient Greek gods.
Readers Workshop on Myths, Legends, and Tales p. 626
Garfield Middle School
Aligned to the Common Core Curriculum Standards for Language Arts
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS