Grade 7 ELA Instructional Unit 3: Segment 1
Unit Big Idea
Connections
Suggested Duration:
Segment Idea: Relating to a Larger World
15 Days
What do we want all students to learn?
Claim 1: Read closely and analytically to
comprehend a range of increasingly
complex literary and informational texts.
Claim 2: Produce effective and wellgrounded writing for a range of purposes
and audiences.
When reading about unit content,
students will . . .
When writing about unit content,
students will . . .
When listening, speaking and
collaborating around unit content,
students will . . .
When conducting research or presenting
projects, focused on unit content and big
ideas, students will . . .
SBAC TARGETS
SBAC TARGETS
SBAC TARGETS
SBAC TARGETS
T1-KEY DETAILS: (RL1, RL3)
Cite several pieces of textual evidence
to support analysis of what the text
says explicitly as well as inferences
drawn from the text. (RL1)
Analyze how particular elements of a
story or drama interact (e.g., how
setting shapes the characters or plot).
(RL3)
T2-CENTRAL IDEAS: (RL2)
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. (RL2)
T3-WORD MEANINGS: (RL4, L4a,b,c,
L5c)
Determine the meaning of words and
phrases as they are used in a text,
including figurative and connotative
BCSD Curriculum & Standards
Claim 3: Employ effective speaking and
listening skills for a range of purposes
and audiences.
Skills and Concepts
T1, T3, T6-WRITE/REVISE BRIEF TEXTNARRATIVE, OPINION, AND
INFORMATIONAL/EXPLANATORY:
(W1, W2, W3)
Write arguments to support claims
with clear reasons and relevant
evidence. (W1)
Write informative/explanatory texts to
examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content. (W2)
Write narratives to develop real or
imagined experiences or events using
effective technique, relevant
descriptive details, and well-structured
event sequences. (W3)
T2-Compose Full Narrative TEXT-:
(W3a,W3b,W3c,W3d,W3e, and/or W9)
Engage and orient the reader by
establishing a context and point of
view and introducing a narrator and/or
Claim 4: Engage in research/inquiry to
investigate topics and to analyze,
integrate, and present information.
T1-LANGUAGE AND VOCABULARY
USE: (L3a, L6)
T1-PLAN & RESEARCH: (SL2, SL3, SL4
SL4a, W6, W7)
Choose language that expresses ideas
precisely and concisely, recognizing
and eliminating wordiness and
redundancy.* (L3a)
Analyze the main ideas and supporting
details presented in diverse media and
formats (e.g., visually, quantitatively,
orally) and explain how the ideas
clarify a topic, text, or issue under
study. (SL2)
Acquire and use accurately gradeappropriate general academic and
domain-specific words and
phrases; gather vocabulary
knowledge when considering a
word or phrase important to
comprehension or expression. (L6)
T2-CLARIFY MESSAGE: (L3a, L6)
Choose language that expresses ideas
precisely and concisely, recognizing
and eliminating wordiness and
redundancy.* (L3a)
Acquire and use accurately grade-
Grade 7 English Language Arts Instructional Unit 3: Segment 1
Delineate a speaker’s argument and
specific claims, and attitude toward
the subject, evaluating the soundness
of the reasoning and the relevance and
sufficiency of the evidence. (SL3)
Present claims and findings (e.g.,
argument, narrative, summary
presentations), emphasizing salient
points in a focused, coherent manner
with pertinent descriptions, facts,
details, and examples; use appropriate
eye contact, adequate volume, and
clear pronunciation. (SL4)
Plan and present an argument that:
supports a claim, acknowledges
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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. (See grade 7 Language
standards 4-6 on page 44 for additional
expectations.) (RL4)
Use context (e.g., the overall meaning
of a sentence or paragraph; a word’s
position or function in a sentence) as a
clue to the meaning of a word or
phrase. (L4a)
Use common, grade-appropriate Greek
or Latin affixes and roots as clues to
the meaning of a word (e.g.,
belligerent, bellicose, rebel). (L4b)
Consult general and specialized
reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and
digital, to find the pronunciation of a
word or determine or clarify its precise
meaning or its part of speech or trace
the etymology of words. (L4c)
Distinguish among the connotations
(associations) of words with similar
denotations (definitions) (e.g., refined,
respectful, polite, diplomatic,
condescending). (L5c)
T4-REASONING AND EVALUATION:
(RL2, RL3, RL6)
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. (RL2)
Analyze how particular elements of a
story or drama interact (e.g., how
BCSD Curriculum & Standards
characters; organize an event
sequence that unfolds naturally and
logically. (W3a)
Use narrative techniques, such as
dialogue, pacing, and description, to
develop experiences, events, and/or
characters. (W3b)
Use a variety of transition words,
phrases, and clauses to convey
sequence and signal shifts from one
time frame or setting to another.
(W3c)
Use precise words and phrases,
relevant descriptive details, and
sensory language to capture the action
and convey experiences and events.
(W3d)
Provide a conclusion that follows from
and reflects on the narrated
experiences or events. (W3e)
Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (W9)
T5-USE TEXT FEATURES: (W2a, W2b)
Introduce a topic or thesis statement
clearly, previewing what is to follow;
organize ideas, concepts, and
information, using strategies such as
definition, classification,
comparison/contrast, and cause/
effect; include formatting (e.g.,
headings), graphics (e.g., charts,
tables), and multimedia when useful to
aiding comprehension. (W2a)
appropriate general academic and
domain-specific words and
phrases; gather vocabulary
knowledge when considering a
word or phrase important to
comprehension or expression. (L6)
T3-PLAN/SPEAK/PRESENT: (SL2, SL4,
SL5, SL6)
Analyze the main ideas and supporting
details presented in diverse media and
formats (e.g., visually, quantitatively,
orally) and explain how the ideas
clarify a topic, text, or issue under
study. (SL2)
Present claims and findings (e.g.,
argument, narrative, summary
presentations), emphasizing salient
points in a focused, coherent manner
with pertinent descriptions, facts,
details, and examples; use appropriate
eye contact, adequate volume, and
clear pronunciation. (SL4)
Include multimedia components and
visual displays in presentations to
clarify claims and findings and
emphasize salient points. (SL5)
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 on page 43 for
specific expectations.) (SL6)
T4-LISTEN/INTERPRET: (SL1,SL2, SL3,
SL6)
counterarguments, organizes evidence
logically, uses words and phrases to
create cohesion, and provides a
concluding statement that supports
the argument presented. (SL4a)
Use technology, including the Internet,
to produce and publish writing and link
to and cite sources as well as to
interact and collaborate with others,
including linking to and citing sources.
(W6)
Conduct short research projects to
answer a question, drawing on several
sources and generating additional
related, focused questions for further
research and investigation. (W7)
T2-INTERPRET & INTEGRATE: (RI9, W8,
W9)
Analyze how two or more authors
writing about the same topic shape
their presentations of key information
by emphasizing different evidence or
advancing different interpretations of
facts. (RI9)
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. (W8)
Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (W9)
Develop the topic with relevant facts,
Grade 7 English Language Arts Instructional Unit 3: Segment 1
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setting shapes the characters or plot).
(RL3)
Analyze how an author develops and
contrasts the points of view of
different characters or narrators in a
text. (RL6)
T5-ANALYSIS WITHIN AND ACROSS
TEXT: (RL6, RL7, RL9)
Analyze how an author develops and
contrasts the points of view of
different characters or narrators in a
text. (RL6)
Compare and contrast a written story,
drama, or poem to its audio, filmed,
staged, or multimedia version, (RL7)
definitions, concrete details,
quotations, or other information and
examples. (W2b)
T7-COMPOSE FULL TEXTOPINION/ARGUMENT: (W1a,b,c,d,
W4, W5,W9)
Introduce claim(s), acknowledge and
address alternate or opposing claims,
and organize the reasons and evidence
logically. (W1a)
Support claim(s) or counterarguments
with logical reasoning and relevant
evidence, using accurate, credible
sources and demonstrating an
understanding of the topic or text.
(W1b)
Compare and contrast a fictional
portrayal of a time, place, or character
and a historical account of the same
period as a means of understanding
how authors of fiction use or alter
history. (RL9)
Use words, phrases, and clauses to
create cohesion and clarify the
relationships among claim(s), reasons,
and evidence. (W1c)
T6-TEXT STRUCTURE AND FEATURES:
(RL5)
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.) (W4)
Analyze how a drama’s or poem’s
form or structure (e.g., soliloquy,
sonnet) contributes to its meaning.
(RL5)
T7-LANGUAGE USE: (L5, L5a, L5b)
Demonstrate understanding of
figurative language, word relationships,
and nuances in word meanings. (L5)
BCSD Curriculum & Standards
Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacherled) with diverse
partners on grade 7 topics, texts, and
issues, building on others’ ideas and
expressing their own clearly. (SL1)
Analyze the main ideas and supporting
details presented in diverse media and
formats (e.g., visually, quantitatively,
orally) and explain how the ideas
clarify a topic, text, or issue under
study. (SL2)
Delineate a speaker’s argument and
specific claims, and attitude toward
the subject, evaluating the soundness
of the reasoning and the relevance and
sufficiency of the evidence. (SL3)
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 on page 43 for
specific expectations.) (SL6)
Establish and maintain a formal style.
(W1d)
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
Grade 7 English Language Arts Instructional Unit 3: Segment 1
T3-EVALUATE INFORMATION
RESOURCES: (W9)
Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (W9)
T4-USE EVIDENCE: (RI9, W8, W9)
Analyze how two or more authors
writing about the same topic shape
their presentations of key information
by emphasizing different evidence or
advancing different interpretations of
facts. (RI9)
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. (W8)
Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (W9)
T5-LANGUAGE & VOCABULARY USE:
(W2d, W3d, L3a, L6)
Use precise language and domainspecific vocabulary to inform about or
explain the topic. (W2d)
Use precise words and phrases,
relevant descriptive details, and
sensory language to capture the action
and convey experiences and events.
(W3d)
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Interpret figures of speech (e.g.,
literary, biblical, and mythological
allusions) in context. (L5a)
Use the relationship between
particular words (e.g.,
synonym/antonym, analogy) to better
understand each of the words. (L5b)
T8-KEY DETAILS: (RI1, RI3)
Cite several pieces of textual evidence
to support analysis of what the text
says explicitly as well as inferences
drawn from the text. (RI1)
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). (RI3)
T9-CENTRAL IDEAS: (RI2)
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. (RI2)
T10-WORD MEANINGS: (RI4, L4a,b,c
L5c, L6)
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. (See grade 7 Language
standards 4-6 on page 44 for additional
expectations.) (RI4)
BCSD Curriculum & Standards
command of Language standards 1–3
up to and including grade 7 on page
43.) (W5)
Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (W9)
T8-LANGUAGE AND VOCABULARY
USE: (W2d,W3d,L3a,L6)
W3d: Unit 3
Use precise language and domainspecific vocabulary to inform about or
explain the topic. (W2d)
Use precise words and phrases,
relevant descriptive details, and
sensory language to capture the action
and convey experiences and events.
(W3d)
Choose language that expresses ideas
precisely and concisely, recognizing
and eliminating wordiness and
redundancy.* (L3a)
Choose language that expresses ideas
precisely and concisely, recognizing
and eliminating wordiness and
redundancy.*( L3a)
Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression. (L6)
T6-EDIT/CLARIFY: (L1, L2)
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking. (L1)
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing. (L2)
Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression. (L6)
T9-EDIT/CLARIFY: (L1,L2)
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking. (L1)
Grade 7 English Language Arts Instructional Unit 3: Segment 1
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Use context (e.g., the overall meaning
of a sentence or paragraph; a word’s
position or function in a sentence) as a
clue to the meaning of a word or
phrase. (L4a)
Use common, grade-appropriate Greek
or Latin affixes and roots as clues to
the meaning of a word (e.g.,
belligerent, bellicose, rebel). (L4b)
Consult general and specialized
reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and
digital, to find the pronunciation of a
word or determine or clarify its precise
meaning or its part of speech or trace
the etymology of words. (L4c)
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing. (L2)
T10-TECHNOLOGY: (W6)
Use technology, including the Internet,
to produce and publish writing and link
to and cite sources as well as to
interact and collaborate with others,
including linking to and citing sources.
(W6)
Distinguish among the
connotations (associations) of
words with similar denotations
(definitions) (e.g., refined,
respectful, polite, diplomatic,
condescending). (L5c)
Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression. (L6)
T11-REASONING AND EVALUATION:
(RI3, RI6, RI8, RI9)
Analyze the interactions between
individuals, events, and ideas in a text
(e.g., how ideas influence individuals or
events, or how individuals influence
BCSD Curriculum & Standards
Grade 7 English Language Arts Instructional Unit 3: Segment 1
12/5/13
Page 5 of 15
ideas or events). (RI3)
Determine an author’s point of view or
purpose in a text and analyze how the
author distinguishes his or her position
from that of others. (RI6)
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. (RI8)
Analyze how two or more authors
writing about the same topic shape
their presentations of key information
by emphasizing different evidence or
advancing different interpretations of
facts. (RI9)
T12-ANALYSIS WITHIN AND ACROSS
TEXT: (RI7, RI9)
Compare and contrast a text to an
audio, video, or multimedia version of
the text analyzing each medium’s
portrayal of the subject (e.g., how the
delivery of a speech affects the impacts
of the words).(RI7)
Analyze how two or more authors
writing about the same topic shape
their presentations of key information
by emphasizing different evidence or
advancing different interpretations of
facts. (RI9)
RI9: See Claim 1, T11
T13-TEXT STRUCTURES AND
FEATURES: (RI5, RI7)
BCSD Curriculum & Standards
Grade 7 English Language Arts Instructional Unit 3: Segment 1
12/5/13
Page 6 of 15
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.
(RI5)
Compare and contrast a text to an
audio, video, or multimedia version of
the text, analyzing each medium’s
portrayal of the subject (e.g., how the
delivery of a speech affects the impact
of the words). (RI7)
T14-LANGUAGE USE: (L4, L5,L5a, L5b)
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. (L4)
Demonstrate understanding of
figurative language, word relationships,
and nuances in word meanings. (L5)
Interpret figures of speech (e.g.,
literary, biblical, and mythological
allusions) in context. (L5a)
Use the relationship between
particular words (e.g.,
synonym/antonym, analogy) to better
understand each of the words. (L5b)
BCSD Curriculum & Standards
Grade 7 English Language Arts Instructional Unit 3: Segment 1
12/5/13
Page 7 of 15
Language Functions and Considerations
Reading
Writing
Analyze—phrases or sentences to
indicate parts of a whole and/or the
relationship between/among parts of an
action, event, idea, or process.
Describing—words, phrases, or sentences
to express or observe the attributes or
properties of an object, action, event,
idea, or solution.
(Language Considerations: relationship
verbs such as contain, entail, consist of,
partitives such as a part of,
a segment of, and quantifiers such as
some, a good number of, almost all, a
few, hardly any.)
(Language Considerations: nouns,
adjectives, pronouns, and articles;
prepositional phrases)
The actions of the particular characters
entail ____________. The relationship
between the events is characterized by
____________. A good number of them
demonstrate ________________.
Compare—words, phrases, or sentences
to express similarities between two or
more processes, actions, events or ideas.
(Language Considerations: coordinating
conjunctions; adverbials such as similarly,
likewise)
The experience of ___________ and
___________ are similar in that they both
______________.
Contrast—words, phrases, or sentences
to express differences or distinctions
between two or more processes, actions,
events or ideas.
(Language Considerations: coordinating
conjunctions; adverbials such as in
contrast, instead, despite this)
The experience of ___________ and
___________ are different in that by
BCSD Curriculum & Standards
When _________ started to __________,
I was ___________. I knew it was only a
matter of time before __________
would_____________. I was __________
and decided to ____________.
Sequencing—words, phrases, or
sentences to express the order of
information (series of objects, actions,
events, or ideas).
(Language Considerations: adverbials
such as first, next, then, finally, since,
prior, before, after)
It has been _________ since ______. Prior
to that _________ (action or event). In
the future, I hope to ______________.
Classifying—words, phrases or sentences
to assign/associate an object, action,
event or idea to the category or type to
which it belongs
(Language Considerations: present tense
verbs, modals (could, should) and
coordinating conjunctions and
conditionals)
Listening/Speaking
Presentation
Interpret—phrases, sentences, or symbols
to express understanding of the intended
or alternate meaning of information.
Argumentation—sentences to present a
point of view with the intent of
communicating or supporting a particular
position or conviction.
Language Considerations: coordinating
conjunctions; adjectives; comparatives;
adverbials such as since, because,
although, however, therefore, for that
reason, as a result; increasingly complex
sentences
We can interpret ____________ as
_____________ rather than ________.
The details provided seem to suggest
_______________.
For that reason, _____________ is clearly
not ____________.
Analyze—phrases or sentences to
indicate parts of a whole and/or the
relationship between/among parts of an
action, event, idea, or process.
(Language Considerations: relationship
verbs such as contain, entail, consist of,
partitives such as a part of, a segment of,
and quantifiers such as some, a good
number of, almost all, a few, hardly any.)
After reading ____________ and
watching ___________, the common
thread is ____________. The two
_____________ clarify my understanding
of ___________.
Since _____ have _______, we should
categorize them as _______.
Grade 7 English Language Arts Instructional Unit 3: Segment 1
(Language Considerations: expressions
such as in my opinion, it seems to me;
adverbials such as since, because,
although, however; increasingly complex
sentences)
In my opinion, ______________
and____________ have similar
___________. However, _________
offers _____________, whereas
___________ seems to suggest
_______________.
Based on my research ___________ is
____________. _________ , _________,
and ___________ all support my position.
Interpret—phrases, sentences, or symbols
to express understanding of the intended
or alternate meaning of information.
(Language Considerations: coordinating
conjunctions; adjectives; comparatives;
adverbials such as since, because,
although, however, therefore, whereas,
for that reason, as a result; increasingly
complex sentences)
My interpretation of ___________is
___________, whereas___________
clearly means __________.
Based on my examination of the
evidence, ___________ and
____________ seem to suggest.
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reading a __________ I can
____________ whereas by viewing a
____________ the images/actions
_________________.
For that reason, _____________ is clearly
not ____________.
How will we know if they have learned it?
In ____ Instructional days students will be able to . . . . .
Sample Learning Outcome:
Compare and contrast a written story, drama, or poem
to its audio, filmed, staged, or multimedia version, (RL7)
Performance Descriptor:
After reading a piece of literature, student will be able
to compare and contrast the reading to an audio/visual
representation.
Sample of formative performance question:
Using your imagination, write a brief narrative about a
conflict between two characters. Must include dialogue.
How will we respond when learning has not occurred?
How will we respond when learning has already occurred?
Curricular Connections: English Language Arts, History, ELD, and Science
Language Standards
L3. Warriner’s Handbook. Chapter 8. Page 146.
L3. Warriner’s Handbook. Chapter 9. Page 174.
L3. Warriner’s Handbook. Chapter 10. Page 200.
English Language Arts (The following pieces of literature have movie connections that can be found)
RI1, RI2 RI3, RI4, RI5, RI6, RI9; “An Unforgettable Journey”; Holt Literature and Language Arts; Chapter 5; pages 524-533
RL1, RL2, RL3, RL4, RL6, RL7, RL9; “The Monsters are Due on Maple Street”; Holt Literature and Language Arts; Chapter 1, pages 64-77
RL1, RL2, RL3, RL4, RL6, RL9; “3 Skeleton Key”; Holt Literature and Language Arts; Chapter 1; pages 31-47
RI1, RI3, RI4, RI5; “The Black Death”
History-Social Science ( The following have documentaries that may be applicable)
th
RI1, RI2, RI3, RI4, RI5, HSS 7.1.1. “The Roman Empire.” 7 Holt HSS. Chapter 2. Pages 24-29
th
RI7, HSS 7.1.1. “Roman Advancements” and “The Legacy of Rome. 7 Holt HSS. Chapter 1. Pages 26-28.
th
RI1, RI2, RI3, RI4, RI5, HSS 7.1.2. “Fall of the Western roman Empire.” 7 Holt HSS. Chapter 2. Pages 30-35
th
RI1, RI2, RI3, RI4, RI5, HSS 7.1.3. “The Byzantine Empire.” 7 Holt HSS. Chapter 2. Pages 36-41.
th
RI7, HSS 7.1.1. “Roman Advancements” and “The Legacy of Rome. 7 Holt HSS. Chapter 1. Pages 26-28.
BCSD Curriculum & Standards
Grade 7 English Language Arts Instructional Unit 3: Segment 1
12/5/13
Page 9 of 15
th
RI1, RI2, RI3, RI4, RI5, HSS 7.6.1. “Geography of Europe.” 7 Holt HSS. Chapter 9. Pages 230-233.
RI7, HSS 7.6.1. “Geography and Living” and “Geography Shapes Life.” Chapter 9. Pages 232-233.
th
RI1, RI2, RI3, RI4, RI5, HSS 7.6.2. “Europe after the Fall of Rome.” 7 Holt HSS. Chapter 9. Pages 234-239.
th
RL1, RL2, RL3, RL4, HSS 7.3.0. “from Beowulf.” 7 Holt HSS. Chapter 9. Pages 240-241.
th
RI1, RI2, RI3, RI4, RI5, HSS 7.6.3. “Feudalism and Manor Life.” 7 Holt HSS. Chapter 9. Pages 242-243.
th
RI1, RI2, RI3, RI4, RI5, HSS7.6.4. “Popes and Kings.” 7 Holt HSS. Chapter 10. Pages 260-263
th
RI6, HSS 7.6.4. “Views of Power.” 7 Holt HSS. Chapter 10. Page 262.
th
RI1, RI2, RI3, RI4, RI5, HSS 7.6.6. “The Crusades.” 7 Holt HSS. Chapter 10. Pages 264-268.
th
RI1, RI2, RI3, RI4, RI5, HSS 7.6.8. “Christianity and Medieval Society.” 7 Holt HSS. Chapter 10. Pages 269-275.
th
RI1, RI2, RI3, RI4, RI5, HSS 7.6.8. “Political and Social Change.” 7 Holt HSS. Chapter 10. Pages 276-279.
th
RI7, HSS 7.6.8. “The Black Death” and “The Black Death [visual page 280-281]. 7 Holt HSS. Chapter 10. Pages 279-281.
th
RI1, RI2, RI3, RI4, RI5, HSS 7.6.8. “Challenges to Church Authority.” 7 Holt HSS. Chapter 10. Pages 282-285.
Science
th
RI1, RI2, RI3, RI4, RI5, SCI 7.3.c, SCI 7.3.d. “Change Over Time.” 7 Holt Science. Pages 298-304.
th
RI7, SCI 7.3.d. “Evidence of Ancestry” to “Figure 4.” 7 Holt Science. Page 301.
th
RI1, RI2, RI3, RI4, RI5, SCI 7.3.b. “How Does Evolution Happen?” 7 Holt Science. Pages 306-311.
th
RI7. SCI 7.3.b. “Darwin’s Theory of Natural Selection” to “Figure 6.” 7 Holt Science, Page 310.
th
RI1, RI2, RI3, RI4, RI5, SCI 7.3.a, SCI 7.3.e, SCI 7.4.f. “Natural Selection in Action.” 7 Holt Science. Pages 312-317.
Suggested Close Reading selections
RL1, RL2, RL3, RL4, RL6, RL7, RL9; “The Monsters are Due on Maple Street”; Holt Literature and Language Arts; Chapter 1, pages 64-77
th
RI7. SCI 7.3.b. “Darwin’s Theory of Natural Selection” to “Figure 6.” 7 Holt Science, Page 310.
th
RI6, HSS 7.6.4. “Views of Power.” 7 Holt HSS. Chapter 10. Page 262.
Academic Vocabulary/Domain Specific Words
ELA: Portrayal, compare, contrast, impact, multimedia, analyze, technique, medium, dialogue, pacing, emphasize, salient, audio, tone.
HSS: innovation, strategy, efficient, role, elements, authority, policy
SCI: variation, factor, diversity, conclusion, selection, evidence, construct, derived, expand, occur, adaptive, insufficient, survival.
Domain Specific Words
ELA: Refuge, transition, persecution, deprivation (An Unforgettable Journey); Transfixed, intimidated, defiant, idiosyncrasy, menace, converging (The Monsters are Due on
Maple Street); Treacherously, maneuver, hordes, receding, edible (Three Skeleton Key).
HSS: citizens, aqueducs, Constantine, Attila, corruption, Justinian, Theodora, Eurasia, Middle Ages, medieval, monks, monasteries, knights, feudalism, chivalry,excommunicate,
Crusades, friars, natural law, Magna Carta, Parliament, Joan of Arc, Black Death, heresy, Reconquista.
SCI: adaptation, species, evolution, fossil, fossil record, trait, selective breeding, natural selection, speciation, extinct
BCSD Curriculum & Standards
Grade 7 English Language Arts Instructional Unit 3: Segment 1
12/5/13
Page 10 of 15
The following resource for text dependent questions and close reading is from the Anthology Alignment Project on edmodo.com. Teachers may access other resources by
completing the following steps:
Anthology Alignment Project
1. Go to Edmodo.com
2. Complete teacher sign up information
3. Once in Edmodo – on your account, then go to Join Group – left hand section of page
4. Enter group code pkx4sp for the Anthology Alignment Project and select join
5. Once in the Anthology Alignment Project tab, Select Folders
6. Select Holt
a. Story selections are by grade and selection title
Unit 1
Title: Monsters are due on Maple Street
Suggested Time: 5-8 days (45 minutes per day)
Common Core ELA Standards: RL.7.1, RL.7.2, RL.7.3, RL.7.4, RL.7.5, RL.7.7; W.7.1, W.7.2, W.7.4, W.7.9; SL.7.1; L.7.1, L.7.2, L.7.4, L.7.5
Teacher Instructions
Preparing for Teaching
1. Read the Big Ideas and Key Understandings and the Synopsis. Please do not read this to the students. This is a description for teachers about the big ideas and key
understanding that students should take away after completing this task.
Big Ideas and Key Understandings:
People have a tendency to allow suspicion, prejudice, conformity and the desire to blame a scapegoat to guide their actions when inexplicable or emotional situations
arise.
Synopsis:
(From textbook) When a sudden and inexplicable force causes everything to stop working on Maple Street, the people there begin to wonder who or what is
responsible. At first they believe a meteor is causing the loss of power. Then as fear begins to invade each person’s mind, complications arise. Accusations and
suspicions about one person, then another and another and another, finally lead to violence, and an innocent man is killed. As the teleplay closes, the audience learns
that aliens who want to take over the world have stopped the machines and are observing the humans’ self-destructive behavior. This behavior reveals that the real
monsters on Maple Street are the people themselves and the fears and prejudices they harbor.
2. Read the entire selection, keeping in mind the Big Ideas and Key Understandings.
3. Re-read the text while noting the stopping points for the Text Dependent Questions and teaching Tier II/academic vocabulary.
During Teaching
1. Students read the entire selection independently.
2. Teacher reads the text aloud while students follow along or students take turns reading aloud to each other. Depending on the text length and student need, the teacher
may choose to read the full text or a passage aloud. For a particularly complex text, the teacher may choose to reverse the order of steps 1 and 2.
3. Students and teacher re-read the text while stopping to respond to and discuss the questions, continually returning to the text. A variety of methods can be used to
structure the reading and discussion (i.e., whole class discussion, think-pair-share, independent written response, group work, etc.)
BCSD Curriculum & Standards
Grade 7 English Language Arts Instructional Unit 3: Segment 1
12/5/13
Page 11 of 15
Text Dependent Questions
Text-dependent Questions
On page 61, how does the author establish the specific genre (beyond just a
play)?
What mood does the narrator establish on page 61, and what words and
phrases does the narrator use to draw the reader into the text?
Still on page 61, after considering the genre and the mood, what tone is set
for the play?
Looking at the opening descriptions of the setting of Maple Street, what
does the author want the reader to understand about the situation and the
characters? Cite examples to support your answer. (page 61)
What does the narrator’s dialogue on page 62 tell the reader about what
will occur later in the plot?
What is the effect of the author including the “Voices” dialogue at the
bottom of page 62?
On page 62, when the author says (through Charlie), “A little power failure
and right away we all get flustered and everything,” what does the word
flustered mean? How does this tie into the character reactions?
BCSD Curriculum & Standards
Evidence-based Answers
The narrator keys you into the genre (science fiction or fantasy) through words and phrases
like “fifth dimension”, “space between science and superstition”, “imagination”, “twilight
zone”.
The narrator sounds mysterious, using words that draw the reader into a world that holds
possibilities just beyond, but possibly within, the grasp of man. (For example: “dimension of
imagination,” and “between science and superstition.”) There’s no opinion involved (sounds
factual), and the repetitive lines (“it is”, “there lies”, “it will”) allow the narrator to seem
disconnected from the story, adding to the sense of mystery.
The narrator pairs together words such as, “pit” and “fears”, “summit” and “knowledge”,
“light” and “science.” With “science”, and “shadow” with “superstition”. While pit and
shadow both have negative connotations, light and summit have positive connotations. By
pairing the positive connotation words with knowledge and science, and pairing the negative
connotation words with fears (emotions) and superstition, the reader picks up on the
author’s attitude that science and knowledge are to be favored over fear and superstition.
This will set the scene for the events that will later unfold.
*This question might need to be scaffolded or used in a class discussion setting.
There’s the Good Humor man (students can determine what a Good Humor man is through
context) on a bicycle, children playing, quiet tree-lined street, people sit and swing on gliders
on front porches, chatting across their porches, women gossiping, and men watering lawns.
These details (selling ice cream on a bicycle, gliders on porches) show that it’s an “average”
suburban neighborhood in an older time period or small town. Everyone seems happy or
content, living a “normal” life in a suburban neighborhood, including a little bit of gossip.
Students may identify how these minor, common things, such as gossip and watching others,
can develop into extreme behavior.
The phrase “last calm and reflective moments” shows that there will be chaos later on, and
the phrase “before the monsters came” is foreshadowing later events. It creates a feeling of
dread and anticipation. The ellipses also reinforces that there is a moment of reflection
and/or buildup (suspense).
The buildup of the anxiety of the characters can be seen when they all speak together in
small, mildly disturbed voices. It shows their immediate fright and concern. In the stage
notes on page 62, the author’s use of the word “creep up” and later use of the phrase “again
murmur softly in wonderment and question” indicate a rising and falling of tension that will
build up to violence.
Context clues students could use: the notion that the power failure is “little” and that people
will think they’re “crazy”. Flustered means that people get nervous and start acting odd. This
fits because they are rattled out of fear and nervousness at the unknown.
Grade 7 English Language Arts Instructional Unit 3: Segment 1
12/5/13
Page 12 of 15
What do Steve’s words and the stage directions reveal about him or his
intentions? (page 63-64)
What does the word “murmur” mean, and why is it used repetitively (once
on page 62, twice on page 63, and now on page 64)?
When Tommy says, “They sent four people. A mother and a father and two
kids who looked just like humans… but they weren’t,” what is the effect on
the crowd? (page 65)
How do different people view Les Goodman in Act I? What do their actions
and statements reveal? (pages 66-67)
How have the characters shifted from a crowd to a mob? What words on
pages 65-66 reinforce the idea of a mob? How is this mob mentality
significant?
Why do you think that the author chose to use the word metamorphosis
instead of change in the sentence, “…they take the first step toward a
metamorphosis from a group into a mob.” What does this reveal about
human nature? (p. 66)
On page 67, Les reacts to the crowd. What does he say, and what does this
reveal about the theme?
BCSD Curriculum & Standards
Steve is trying to be optimistic and encourage others. He says “you’ll see”, “just a…meteor or
something”, “or something”, “likely as not”, “no doubt it (the meteor) did have something to
do with the power failure or something”. The ellipses and dashes convey his uncertainty. In
the stage directions, it says, “Steve is trying to weight his words with an optimism he doesn’t
feel…”
Murmur means to quietly and discreetly say something, often a complaint. (Students might
be able to identify this word in context with the words “of reaction”, “looks from face to
face”, “of assent”.) As it says on page 64: The people are saying things they don’t want to say
directly, they’re unsure, there are fears being brought up that shouldn’t be brought up. The
murmur shows uncertainty.
It describes the crowd as, “another silence,” “Steve wears a tight grin,” “there’s a laughter…
but it’s a laughter that comes from a desperate attempt to lighten the atmosphere,” “Charlie
laughs nervously, slightly forced,” and Charlie rubs his jaw nervously. This shows that even
though Tommy' idea is outlandish, it gives a direction for their fears and suspicions. As such,
people are becoming more fearful, nervous, and suspicious.
As the people are already murmuring and nervous, his car starts up. This gives some people
in the crowd a target for their fears. Woman One realizes that he didn’t come out with
everyone else to look at the thing in the sky, so he becomes the target of the mob. Charlie
singles Les out, calls him a “real oddball”, cuts off Steve to insist that Woman One be able to
talk. Charlie only wants people to talk who reinforce what he thinks. Most of the crowd turns
on Les as a mob, with Don asking why he didn’t come out with the rest to look. On the other
hand, Steve is the Devil’s Advocate, questioning their finger-pointing, stating, “We’re all on a
monster kick…”
The people have shifted from a crowd with descriptors such as, “there’s laughter at this”,
“there’s silence,” and “as they stare…caught up by this revelation…”, all of which indicate
that there is still thoughtfulness in the crowd. The phrases: “wild stampede,” “frightened
murmuring,” “murmuring becomes a loud chant,” “accusations,” “demands for action,”
show that they have developed a mob mentality. This is significant because they’re no longer
thinking as individuals; they are less rational with reactions such as “fear almost turns their
walk into a wild stampede” and “filling the air with accusations and demands for action.”
The lack of discussion and demand for immediacy indicates irrational thought.
It’s a scientific word that relates to a natural progression (as opposed to a choice). The words
“first step,” indicate that it is a progression rather than an automatic change. (Some may also
feel that it has a negative connotation from being tied to insects.) This reveals the facet of
human nature for people to be fearful of the unknown and desirous of someone to blame (a
scapegoat). It also reveals that fear builds more fear within groups.
Les says, “As God is my witness…you’re letting something begin here that’s a nightmare!”
Les, because he’s the victim of suspicion and scapegoating, recognizes the destructive path
that the people are on. There is no evidence to indict either man, yet the neighbors are
ready to lay blame on the shoulders of any person who is unusual. This illustrates the theme
that when inexplicable or emotional situations arise, civility can be destroyed.
Grade 7 English Language Arts Instructional Unit 3: Segment 1
12/5/13
Page 13 of 15
How does the title relate to Steve’s joke on page 66 that “We’re all on a
monster kick, Les.”?
The dark ages were a period of intellectual darkness and regression. On
page 70, why does the author choose to use the phrase “dark ages” instead
of dark? How does this tie back to the narrator’s original opening?
From pages 70-76, what is the sequence of events that describe the mob’s
progression? How do the plot and character actions develop a theme of the
story?
On page 73, using Charlie’s reactions and words as evidence, how do you
think Charlie feels about shooting Peter Van Horn?
At the end of the play, what conclusion do the aliens come to about
humanity?
What are the weapons of humanity? How can each destroy? Use specific
evidence from the text to support how each of these weapons caused
destruction in this story. (page 76)
BCSD Curriculum & Standards
He’s being sarcastic about people being monsters, but they really are monsters (the title
refers to the people) because of their fear and the violence emerging from their fear. Steve
actually says, “Seems that the general impression holds that maybe one family isn’t what we
think they are,” and “You know anybody that might fit that description around here on
Maple Street?” Steve unknowingly identifies them all as the monsters, which is what the title
is revealed as meaning.
They’re in the dark ages because of their loss of reason and civility versus Charlie’s basic use
of the term. Terms like, superstitious, fearful, little knots of people, indicate the loss of
civility. Students can connect this to the opposites presented in the quote “it is the middle
ground… between science between superstition,” and “between the pit of man’s fears and
the summit of his knowledge.”
On page 71, the characters continue picking out idiosyncrasies of people out of fear and
desperation to find a scapegoat. Arguments ensue in their increasing madness. A figure
begins to approach and rather than wait for any information about who or what it is, they
recoil in fear (grabbing their children and crying out), and Charlie actually gets his gun and
shoots without warning. The community has progressed from denial to fear to accusations to
violence. (More stages of the metamorphosis.) These events and the decisions and reactions
of the characters show that people have a tendency to let fear get the better of them,
leaving reason and rational thought behind. This reveals the theme that fear and the
careless, reactive search for a scapegoat, particularly with group behavior, can destroy
civility.
Charlie went from hunting people down, trying to find the culprits, to suddenly being the
accused. His reactions are described as “contorted” and his eyes are frightened. He says,
“but I didn’t know who he was,” and “how was I supposed to know he wasn’t a monster or
something?” This shows that he’s mortified (he looks down wildly at the body) but trying to
justify his shooting.
They come to the conclusion that the world is full of Maple Streets, and that humanity is its
own worst enemy. To destroy humanity there’s no need for weapons, as the aliens say,
“We’ll go from one to the other and let them destroy themselves.”
The weapons are “thoughts, attitudes, prejudices…” as well as “suspicions” and the “search
for a scapegoat.” Evidence of each is as follows:
• thoughts – Tommy’s thoughts of aliens and imposters moved the community to
look inward for enemies
• attitudes – Charlie’s accusation that Goodman is an oddball and the idea that
anyone “different” must be suspicious causes them to focus on specific community
members
• prejudices – the dark figure has no chance to be identified before people assume
the worst, leading to Pete being shot
• suspicions – the lights in the houses cause people to be suspicious of others, think
the worst, and fuel the fire
• search for a scapegoat – after Charlie shoots, he becomes the next scapegoat, and
then attempts to push off to another scapegoat (Tommy)
Grade 7 English Language Arts Instructional Unit 3: Segment 1
12/5/13
Page 14 of 15
Why does the author title the story “The Monsters are Due on Maple
Street”? What is the significance of the word “due”?
Initially, the reader is led to believe that outside monsters, such as aliens, will arrive, with
quotes such as, “monsters from outer space” on page 66, and even when Peter van Horn
enters the town and “Mothers clutch children, men stand in front of wives… as the figure
gets closer and closer” (page 72). Instead, it is revealed that due to a chain of events and
human behaviors, the humans themselves are the real monsters. The word “due”
emphasizes the author’s idea that, unless checked by careful thought and reason, the fear of
the unknown will inevitably lead to the destruction of civilized behavior.
Tier II/Academic Vocabulary
Meaning needs to be provided
Meaning can be learned from context
These words require less time to learn
(They are concrete or describe an object/event/
process/characteristic that is familiar to students)
These words require more time to learn
(They are abstract, have multiple meanings, are a part
of a word family, or are likely to appear again in future texts)
Page 61 – transfixed
Page 62 – flustered
Page 63 – reflectively (WP)
Page 64 – persistently, fringe, optimism
Page 66 – at bay, momentarily (WP)
Page 67 – incriminate
Page 70 – sentrylike (WP), Dark Ages
Page 72 – menace
Page 74 - converging
Page 75 – illuminated, explicit
Page 76 – conquest, variations
Page 64 – instill, conscious
Page 66 – revelation, metamorphosis
Page 70 – pervading
Page 72 – apprehensive
Page 75 – shrouded
Page 63 – assent, knit
Page 64 – murmur, defiant
Page 65 – inexplicably
Page 72 – crucify, scapegoat
Page 73 – contorted
Page 74 – converging
Page 75 – shrouded
Page 76 – variations (WP)
Page 61 - relief
Page 62 – indistinct, intelligible
Page 65 – antagonism
Page 66 – incisive
Page 70 – timorously
Page 70 – idiosyncrasy
Page 75 – morass
Page 75 – explicit
Words marked WP are selected for morphology.
BCSD Curriculum & Standards
Grade 7 English Language Arts Instructional Unit 3: Segment 1
12/5/13
Page 15 of 15
Grade 7 ELA Instructional Unit 3: Segment 2
Unit Big Idea
Connections
Suggested Duration:
Segment Idea: Connecting to Previous Generations
15 Days
What do we want all students to learn?
Claim 1: Read closely and analytically to
comprehend a range of increasingly
complex literary and informational texts.
Claim 2: Produce effective and wellgrounded writing for a range of purposes
and audiences.
When reading about unit content,
students will . . .
When writing about unit content,
students will . . .
When listening, speaking and
collaborating around unit content,
students will . . .
When conducting research or presenting
projects, focused on unit content and big
ideas, students will . . .
SBAC TARGETS
SBAC TARGETS
SBAC TARGETS
SBAC TARGETS
T1-KEY DETAILS: (RL1, RL3)
Cite several pieces of textual evidence
to support analysis of what the text
says explicitly as well as inferences
drawn from the text. (RL1)
Analyze how particular elements of a
story or drama interact (e.g., how
setting shapes the characters or plot).
(RL3)
T2-CENTRAL IDEAS: (RL2)
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. (RL2)
T3-WORD MEANINGS: (RL4, L4a,b,c,
L5c)
Determine the meaning of words and
phrases as they are used in a text,
including figurative and connotative
BCSD Curriculum & Standards
Claim 3: Employ effective speaking and
listening skills for a range of purposes
and audiences.
Skills and Concepts
T1, T3, T6-WRITE/REVISE BRIEF TEXTNARRATIVE, OPINION, AND
INFORMATIONAL/EXPLANATORY:
(W1, W2, W3)
Write arguments to support claims
with clear reasons and relevant
evidence. (W1)
Write informative/explanatory texts to
examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content. (W2)
Write narratives to develop real or
imagined experiences or events using
effective technique, relevant
descriptive details, and well-structured
event sequences. (W3)
T2-Compose Full Narrative TEXT-:
(W3a, W3b,W3c,W3d, W3e, and/or
W9)
Engage and orient the reader by
Claim 4: Engage in research/inquiry to
investigate topics and to analyze,
integrate, and present information.
T1-LANGUAGE AND VOCABULARY
USE: (L3a, L6)
T1-PLAN & RESEARCH: (SL2, SL3, SL4
SL4a , W6, W7)
Choose language that expresses ideas
precisely and concisely, recognizing
and eliminating wordiness and
redundancy.* (L3a)
Analyze the main ideas and supporting
details presented in diverse media and
formats (e.g., visually, quantitatively,
orally) and explain how the ideas
clarify a topic, text, or issue under
study. (SL2)
Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression. (L6)
T2-CLARIFY MESSAGE: (L3a, L6)
Choose language that expresses ideas
precisely and concisely, recognizing
and eliminating wordiness and
redundancy.* (L3a)
Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases;
Grade 7 English Language Arts Instructional Unit 3: Segment 2
Delineate a speaker’s argument and
specific claims, and attitude toward
the subject, evaluating the soundness
of the reasoning and the relevance and
sufficiency of the evidence. (SL3)
Present claims and findings (e.g.,
argument, narrative, summary
presentations), emphasizing salient
points in a focused, coherent manner
with pertinent descriptions, facts,
details, and examples; use appropriate
eye contact, adequate volume, and
clear pronunciation. (SL4)
Plan and present an argument that:
supports a claim, acknowledges
12/5/13
Page 1 of 10
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. (See grade 7 Language
standards 4-6 on page 44 for additional
expectations.) (RL4)
Use context (e.g., the overall meaning
of a sentence or paragraph; a word’s
position or function in a sentence) as a
clue to the meaning of a word or
phrase. (L4a)
Use common, grade-appropriate Greek
or Latin affixes and roots as clues to
the meaning of a word (e.g.,
belligerent, bellicose, rebel). (L4b)
Consult general and specialized
reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and
digital, to find the pronunciation of a
word or determine or clarify its precise
meaning or its part of speech or trace
the etymology of words. (L4c)
Distinguish among the connotations
(associations) of words with similar
denotations (definitions) (e.g., refined,
respectful, polite, diplomatic,
condescending). (L5c)
T4-REASONING AND EVALUATION:
(RL2, RL3, RL6)
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. (RL2)
Analyze how particular elements of a
story or drama interact (e.g., how
BCSD Curriculum & Standards
establishing a context and point of
view and introducing a narrator and/or
characters; organize an event
sequence that unfolds naturally and
logically. (W3a)
gather vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression. (L6)
counterarguments, organizes evidence
logically, uses words and phrases to
create cohesion, and provides a
concluding statement that supports
the argument presented. (SL4a)
Use narrative techniques, such as
dialogue, pacing, and description, to
develop experiences, events, and/or
characters. (W3b)
T3-PLAN/SPEAK/PRESENT: (SL2, SL4,
SL5, SL6)
Use technology, including the Internet,
to produce and publish writing and link
to and cite sources as well as to
interact and collaborate with others,
including linking to and citing sources.
(W6)
Use a variety of transition words,
phrases, and clauses to convey
sequence and signal shifts from one
time frame or setting to another.
(W3c)
Use precise words and phrases,
relevant descriptive details, and
sensory language to capture the action
and convey experiences and events.
(W3d)
Provide a conclusion that follows from
and reflects on the narrated
experiences or events. (W3e)
Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (W9)
T5-USE TEXT FEATURES: (W2a, W2b)
Introduce a topic or thesis statement
clearly, previewing what is to follow;
organize ideas, concepts, and
information, using strategies such as
definition, classification,
comparison/contrast, and cause/
effect; include formatting (e.g.,
headings), graphics (e.g., charts,
tables), and multimedia when useful to
aiding comprehension. (W2a)
Analyze the main ideas and supporting
details presented in diverse media and
formats (e.g., visually, quantitatively,
orally) and explain how the ideas
clarify a topic, text, or issue under
study. (SL2)
Present claims and findings (e.g.,
argument, narrative, summary
presentations), emphasizing salient
points in a focused, coherent manner
with pertinent descriptions, facts,
details, and examples; use appropriate
eye contact, adequate volume, and
clear pronunciation. (SL4)
Include multimedia components and
visual displays in presentations to
clarify claims and findings and
emphasize salient points. (SL5)
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 on page 43 for
specific expectations.) (SL6)
T4-LISTEN/INTERPRET: (SL1, SL2, SL3,
SL6)
Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacherled) with diverse
Grade 7 English Language Arts Instructional Unit 3: Segment 2
Conduct short research projects to
answer a question, drawing on several
sources and generating additional
related, focused questions for further
research and investigation. (W7)
T2-INTERPRET & INTEGRATE: (RI9, W8,
W9)
Analyze how two or more authors
writing about the same topic shape
their presentations of key information
by emphasizing different evidence or
advancing different interpretations of
facts. (RI9)
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. (W8)
Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (W9)
12/5/13
Page 2 of 10
setting shapes the characters or plot).
(RL3)
Analyze how an author develops and
contrasts the points of view of
different characters or narrators in a
text. (RL6)
T5-ANALYSIS WITHIN AND ACROSS
TEXT: (RL6, RL7, RL9)
Analyze how an author develops and
contrasts the points of view of
different characters or narrators in a
text. (RL6)
Compare and contrast a written story,
drama, or poem to its audio, filmed,
staged, or multimedia version,
analyzing the effects of techniques
unique to each medium (e.g., lighting,
sound, color, or camera focus and
angles in a film). (RL7)
Compare and contrast a fictional
portrayal of a time, place, or character
and a historical account of the same
period as a means of understanding
how authors of fiction use or alter
history. (RL9)
T6-TEXT STRUCTURE AND FEATURES:
(RL5)
Analyze how a drama’s or poem’s form
or structure (e.g., soliloquy, sonnet)
contributes to its meaning. (RL5)
T7-LANGUAGE USE: (L5, L5a, L6b)
Demonstrate understanding of
BCSD Curriculum & Standards
Develop the topic with relevant facts,
definitions, concrete details,
quotations, or other information and
examples. (W2b)
T7-COMPOSE FULL TEXTOPINION/ARGUMENT: (W1a,b,c,d,
W4, W5,W9)
Introduce claim(s), acknowledge and
address alternate or opposing claims,
and organize the reasons and evidence
logically. (W1a)
Support claim(s) or counterarguments
with logical reasoning and relevant
evidence, using accurate, credible
sources and demonstrating an
understanding of the topic or text.
(W1b)
partners on grade 7 topics, texts, and
issues, building on others’ ideas and
expressing their own clearly. (SL1)
Analyze the main ideas and supporting
details presented in diverse media and
formats (e.g., visually, quantitatively,
orally) and explain how the ideas
clarify a topic, text, or issue under
study. (SL2)
Delineate a speaker’s argument and
specific claims, and attitude toward
the subject, evaluating the soundness
of the reasoning and the relevance and
sufficiency of the evidence. (SL3)
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 on page 43 for
specific expectations.) (SL6)
Use words, phrases, and clauses to
create cohesion and clarify the
relationships among claim(s), reasons,
and evidence. (W1c)
Establish and maintain a formal style.
(W1d)
T3-EVALUATE INFORMATION
RESOURCES: (W9)
Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (W9)
T4-USE EVIDENCE: (RI9, W8, W9)
Analyze how two or more authors
writing about the same topic shape
their presentations of key information
by emphasizing different evidence or
advancing different interpretations of
facts. (RI9)
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. (W8)
Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (W9)
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.) (W4)
T5-LANGUAGE & VOCABULARY USE:
(W2d, W3d, L3a, L6)
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
Use precise words and phrases,
relevant descriptive details, and
sensory language to capture the action
and convey experiences and events.
(W3d)
Grade 7 English Language Arts Instructional Unit 3: Segment 2
Use precise language and domainspecific vocabulary to inform about or
explain the topic. (W2d)
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figurative language, word relationships,
and nuances in word meanings. (L5)
Interpret figures of speech (e.g.,
literary, biblical, and mythological
allusions) in context. (L5a)
Use the relationship between
particular words (e.g.,
synonym/antonym, analogy) to better
understand each of the words. (L5b)
been addressed. (Editing for
conventions should demonstrate
command of Language standards 1–3
up to and including grade 7 on page
43.) (W5)
Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (W9)
T8-LANGUAGE AND VOCABULARY
USE: (W2d, W3d, L3a, L6)
Choose language that expresses ideas
precisely and concisely, recognizing
and eliminating wordiness and
redundancy.*(L3a)
Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression. (L6)
T8-KEY DETAILS: (RI1, RI3)
W3d: Unit 3
T6-EDIT/CLARIFY: (L1, L2)
Cite several pieces of textual evidence
to support analysis of what the text
says explicitly as well as inferences
drawn from the text. (RI1)
Use precise language and domainspecific vocabulary to inform about or
explain the topic. (W2d)
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking. (L1)
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). (RI3)
T9-CENTRAL IDEAS: (RI2)
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. (RI2)
T10-WORD MEANINGS: (RI4, L4a,b,c
L5c, L6)
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
BCSD Curriculum & Standards
Use precise words and phrases,
relevant descriptive details, and
sensory language to capture the action
and convey experiences and events.
(W3d)
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing. (L2)
Choose language that expresses ideas
precisely and concisely, recognizing
and eliminating wordiness and
redundancy.* (L3a)
Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression. (L6)
T9-EDIT/CLARIFY: (L1, L2)
Demonstrate command of the
conventions of standard English
Grade 7 English Language Arts Instructional Unit 3: Segment 2
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and tone. (See grade 7 Language
standards 4-6 on page 44 for additional
expectations.) (RI4)
Use context (e.g., the overall meaning
of a sentence or paragraph; a word’s
position or function in a sentence) as a
clue to the meaning of a word or
phrase. (L4a)
grammar and usage when writing or
speaking. (L1)
Use common, grade-appropriate Greek
or Latin affixes and roots as clues to
the meaning of a word (e.g.,
belligerent, bellicose, rebel). (L4b)
T10-TECHNOLOGY: (W6)
Consult general and specialized
reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and
digital, to find the pronunciation of a
word or determine or clarify its precise
meaning or its part of speech or trace
the etymology of words. (L4c)
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing. (L2)
Use technology, including the Internet,
to produce and publish writing and link
to and cite sources as well as to
interact and collaborate with others,
including linking to and citing sources.
(W6)
Distinguish among the connotations
(associations) of words with similar
denotations (definitions) (e.g., refined,
respectful, polite, diplomatic,
condescending). (L5c)
Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression. (L6)
T11-REASONING AND EVALUATION:
(RI3, RI6, RI8, RI9)
Analyze the interactions between
individuals, events, and ideas in a text
(e.g., how ideas influence individuals or
events, or how individuals influence
BCSD Curriculum & Standards
Grade 7 English Language Arts Instructional Unit 3: Segment 2
12/5/13
Page 5 of 10
ideas or events). (RI3)
Determine an author’s point of view or
purpose in a text and analyze how the
author distinguishes his or her position
from that of others. (RI6)
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. (RI8)
Analyze how two or more authors
writing about the same topic shape
their presentations of key information
by emphasizing different evidence or
advancing different interpretations of
facts. (RI9)
T12-ANALYSIS WITHIN AND ACROSS
TEXT: (RI7, RI9)
Compare and contrast a text to an
audio, video, or multimedia version of
the text, analyzing each medium’s
portrayal of the subject (e.g., how the
delivery of a speech affects the impact
of the words).(RI7)
Analyze how two or more authors
writing about the same topic shape
their presentations of key information
by emphasizing different evidence or
advancing different interpretations of
facts. (RI9)
RI9: See Claim 1, T11
T13-TEXT STRUCTURES AND
FEATURES: (RI5, RI7)
BCSD Curriculum & Standards
Grade 7 English Language Arts Instructional Unit 3: Segment 2
12/5/13
Page 6 of 10
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.
(RI5)
Compare and contrast a text to an
audio, video, or multimedia version of
the text, analyzing each medium’s
portrayal of the subject (e.g., how the
delivery of a speech affects the impact
of the words). (RI7)
T14-LANGUAGE USE: (L4, L5, L5a, L5b)
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. (L4)
Demonstrate understanding of
figurative language, word relationships,
and nuances in word meanings. (L5)
Interpret figures of speech (e.g.,
literary, biblical, and mythological
allusions) in context. (L5a)
Use the relationship between
particular words (e.g.,
synonym/antonym, analogy) to better
understand each of the words. (L5b)
Language Functions and Considerations
Reading
Writing
Interpret—phrases, sentences, or symbols
to express understanding of the intended
or alternate meaning of information.
Describing—words, phrases, or sentences
to express or observe the attributes or
properties of an object, action, event,
idea, or solution.
(Language Considerations: coordinating
conjunctions; adjectives; comparatives;
(Language Considerations: nouns,
adjectives, pronouns, and articles;
BCSD Curriculum & Standards
Listening/Speaking
Presentation
Interpret—phrases, sentences, or symbols
to express understanding of the intended
or alternate meaning of information.
Argumentation—sentences to present a
point of view with the intent of
communicating or supporting a particular
position or conviction.
Language Considerations: coordinating
conjunctions; adjectives; comparatives;
adverbials such as since, because,
Grade 7 English Language Arts Instructional Unit 3: Segment 2
(Language Considerations: expressions
such as in my opinion, it seems to me;
12/5/13
Page 7 of 10
adverbials such as since, because,
although, however, therefore, for that
reason, as a result; increasingly complex
sentences
Based on the context of the text, the
meaning of ____________ seems to be
_______________.
In Biblical times, ___________ meant
_____________. However, the modern
interpretation of ___________ is
__________.
The allusion to _____________ provides a
powerful connection to ____________.
Analyze—phrases or sentences to
indicate parts of a whole and/or the
relationship between/among parts of an
action, event, idea, or process.
(Language Considerations: relationship
verbs such as contain, entail, consist of,
partitives such as a part of, a segment of,
and quantifiers such as some, a good
number of, almost all, a few, hardly any.)
This particular technique is effective
because _______________. It produces
the desired result by______________.
The interactions between the events
presented in this text influence the
outcome by________ and ________.
prepositional phrases)
When _________ started to __________,
I was ___________. I knew it was only a
matter of time before __________
would_____________. I was __________
and decided to ____________.
Sequencing—words, phrases, or
sentences to express the order of
information (series of objects, actions,
events, or ideas).
(Language Considerations: adverbials
such as first, next, then, finally, since,
prior, before, after)
It has been _________ since ______. Prior
to that _________ (action or event). In
the future, I hope to ______________.
Classifying—words, phrases or sentences
to assign/associate an object, action,
event or idea to the category or type to
which it belongs
(Language Considerations: present tense
verbs, modals (could, should) and
coordinating conjunctions and
conditionals)
Since _____ have _______, we should
categorize them as _______.
although, however, therefore, for that
reason, as a result; increasingly complex
sentences
adverbials such as since, because,
although, however; increasingly complex
sentences)
We can interpret ____________ as
_____________ rather than ________.
In my opinion, ______________
and____________ have similar
___________. However, _________
offers _____________, whereas
___________ seems to suggest
_______________.
The details provided seem to suggest
_______________.
For that reason, _____________ is clearly
not ____________.
Analyze—phrases or sentences to
indicate parts of a whole and/or the
relationship between/among parts of an
action, event, idea, or process.
(Language Considerations: relationship
verbs such as contain, entail, consist of,
partitives such as a part of, a segment of,
and quantifiers such as some, a good
number of, almost all, a few, hardly any.)
After reading ____________ and
watching ___________, the common
thread is ____________. The two
_____________ clarify my understanding
of ___________.
Clarifying—specific statements with
expanded verb phrases to clarify difficult
vocabulary, inadequate information,
challenging syntax, or
metaphorical/idiomatic expressions.
Language Considerations: verbs, verb
phrases, nouns, abstract nouns, pronouns,
adjectives.
Based on my research ___________ is
____________. _________ , _________,
and ___________ all support my position.
Interpret—phrases, sentences, or symbols
to express understanding of the intended
or alternate meaning of information.
(Language Considerations: coordinating
conjunctions; adjectives; comparatives;
adverbials such as since, because,
although, however, therefore, whereas,
for that reason, as a result; increasingly
complex sentences)
My interpretation of ___________is
___________, whereas___________
clearly means __________.
Based on my examination of the
evidence, ___________ and
____________ seem to suggest.
For that reason, _____________ is clearly
not ____________.
When _________ said __________ is a
“Herculean task,” he meant
________________.
BCSD Curriculum & Standards
Grade 7 English Language Arts Instructional Unit 3: Segment 2
12/5/13
Page 8 of 10
How will we know if they have learned it?
In ____ Instructional days students will be able to . . . . .
Sample Learning Outcome:
Analyzing the effects of techniques unique to each
medium (e.g., lighting, sound, color, or camera focus and
angles in a film). (RL7)
Analyzing each medium’s portrayal of the subject (e.g.,
how the delivery of a speech affects the impact of the
words).(RI7)
Performance Descriptor:
After viewing a movie (or segment of a movie),
students will analyze the lighting choices, sound
choices, etc. from a director’s point of view
(perspective).
Sample of formative performance question:
Explain in precise language why the director chose
eerie music at specific scenes.
How will we respond when learning has not occurred?
How will we respond when learning has already occurred?
Curricular Connections: English Language Arts, History, ELD, and Science
Language Standards
L1c. Warriner’s Handbook. Chapter 11. Page 222.
L1. Warriner’s Handbook 12. Page 244.
English Language Arts (The following pieces of literature have movie connections that can be found)
RI1, RI3, RI4, RI7, RI9; “Rikki-tikki-tavi”; Holt Literature and Language Arts; Chapter 1; pages 12-29
RL1, RL2, RL3, RL9 “Echo and Narcissus”; Holt Literature and Language Arts; Chapter 3; pages 286-293
RL1, RL2, RL3, RL6, RL7; “Aschenputtel”; Holt Literature and Language Arts; Chapter 4; pages 446-457
History-Social Science (The following have documentaries that may be applicable)
th
RI1, RI2, RI3, RI4, RI5, HSS 7.8.2, HSS 7.8.3. “The Origins of the Renaissance.” 7 Holt HSS. Chapter 11. Pages 298-303.
th
RI1, RI2, RI3, RI4, RI5, HSS 7.8.1, HSS 7.8.5. “The Italian Renaissance”; 7 Holt HSS. Chapter 11. Pages 304-310.
th
RI1, RI2, RI3, RI4, RI5. “The Renaissance Beyond Italy.” 7 Holt HSS. Chapter 11. Pages 304-310.
th
RL1, RL2. RL3, RL4, RL7, RL9, HSS 7.2.3. “Romeo and Juliet.” 7 Holt HSS. Chapter 11. Pages 318-319.
BCSD Curriculum & Standards
Grade 7 English Language Arts Instructional Unit 3: Segment 2
12/5/13
Page 9 of 10
Science
th
RI1, RI2, RI3, RI4, RI5, SCI 7.3.d. “Sorting it All Out.” 7 Holt SCI. Pages 332-337.
th
RI1, RI2, RI3, RI4, RI5, SCI 7.1.a, SCI 7.3.d. “Domains and Kingdoms.” 7 Holt SCI. Pages 338-343
th
RI7, SCI 7.3.d. “Domain Eukarya” and “Figures 4-7.” 7 Holt SCI. Pages 340-342.
Suggested Close Reading selections
th
RL1, RL2. RL3, RL4, RL7, RL9, HSS 7.2.3. “Romeo and Juliet.” 7 Holt HSS. Chapter 11. Pages 318-319.
RL1, RL2, RL3, RL6, RL7; “Aschenputtel”; Holt Literature and Language Arts; Chapter 4; pages 452 paragraphs 5-8.
th
RI7, SCI 7.3.d. “Domain Eukarya” and “Figures 4-7.” 7 Holt SCI. Pages 340-342.
Academic Vocabulary
ELA: Portrayal, compare, contrast, impact, multimedia, analyze, technique, medium (as it relates to multimedia genre), dialogue, pacing, emphasize, salient, audio, tone
HSS: classical, affect
SCI: function, similarly, construct, derived, expand.
Domain Specific Words
ELA: Immensely, cowered, valiant, consolation (RIkki-tikki-tavi); Detain, vainly, unrequited, intently (Echo and Narcissus); Persisted, splendor, (Ashcenputtel); Glistening,
entranced, vigil (Yeh-Shen)
HSS: Marco Polo, interest, Renaissance, humanism, Alighieri, Machiavelli, Gutenburg, Shakespeare, de Cervantes.
SCI: classification, taxonomy, Archaea, Bacteria, Eukarya, Protista, Fungi, Plantae, Animalia.
BCSD Curriculum & Standards
Grade 7 English Language Arts Instructional Unit 3: Segment 2
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Grade 7 ELA Instructional Unit 3: Segment 3
Unit Big Idea
Connections
Suggested Duration:
Segment Idea: Patterns in Social Movements
15 Days
What do we want all students to learn?
Claim 1: Read closely and analytically to
comprehend a range of increasingly
complex literary and informational texts.
Claim 2: Produce effective and wellgrounded writing for a range of purposes
and audiences.
When reading about unit content,
students will . . .
When writing about unit content,
students will . . .
SBAC TARGETS
SBAC TARGETS
T1-KEY DETAILS: (RL1, RL3)
Cite several pieces of textual evidence
to support analysis of what the text
says explicitly as well as inferences
drawn from the text. (RL1)
Analyze how particular elements of a
story or drama interact (e.g., how
setting shapes the characters or plot).
(RL3)
T2-CENTRAL IDEAS: (RL2)
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. (RL2)
T3-WORD MEANINGS: (RL4, L4a,b,c,
L5c)
Determine the meaning of words and
phrases as they are used in a text,
including figurative and connotative
meanings; analyze the impact of
BCSD Curriculum & Standards
Claim 3: Employ effective speaking and
listening skills for a range of purposes
and audiences.
Skills and Concepts
T1, T3, T6-WRITE/REVISE BRIEF TEXTNARRATIVE, OPINION, AND
INFORMATIONAL/EXPLANATORY:
(W1, W2, W3)
Write arguments to support claims
with clear reasons and relevant
evidence. (W1)
Write informative/explanatory texts to
examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content. (W2)
Write narratives to develop real or
imagined experiences or events using
effective technique, relevant
descriptive details, and well-structured
event sequences. (W3)
T2-Compose Full Narrative TEXT-:
(W3a, W3b, W3c, W3d, W3e, and/or
W9)
Engage and orient the reader by
establishing a context and point of
Claim 4: Engage in research/inquiry to
investigate topics and to analyze,
integrate, and present information.
When listening, speaking and
collaborating around unit content,
students will . . .
When conducting research or presenting
projects, focused on unit content and big
ideas, students will . . .
SBAC TARGETS
SBAC TARGETS
T1-LANGUAGE AND VOCABULARY
USE: (L3a, L6)
T1-PLAN & RESEARCH: (SL2, SL3, SL4
SL4a, W6, W7)
Choose language that expresses ideas
precisely and concisely, recognizing
and eliminating wordiness and
redundancy.* (L3a)
Analyze the main ideas and supporting
details presented in diverse media and
formats (e.g., visually, quantitatively,
orally) and explain how the ideas
clarify a topic, text, or issue under
study. (SL2)
Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression. (L6)
T2-CLARIFY MESSAGE: (L3a, L6)
Choose language that expresses ideas
precisely and concisely, recognizing
and eliminating wordiness and
redundancy.* (L3a)
Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases;
Grade 7 English Language Arts Instructional Unit 3: Segment 3
Delineate a speaker’s argument and
specific claims, and attitude toward
the subject, evaluating the soundness
of the reasoning and the relevance and
sufficiency of the evidence. (SL3)
Present claims and findings (e.g.,
argument, narrative, summary
presentations), emphasizing salient
points in a focused, coherent manner
with pertinent descriptions, facts,
details, and examples; use appropriate
eye contact, adequate volume, and
clear pronunciation. (SL4)
Plan and present an argument that:
supports a claim, acknowledges
12/5/13
Page 1 of 10
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. (See grade 7 Language
standards 4-6 on page 44 for additional
expectations.) (RL4)
Use context (e.g., the overall meaning
of a sentence or paragraph; a word’s
position or function in a sentence) as a
clue to the meaning of a word or
phrase. (L4a)
Use common, grade-appropriate Greek
or Latin affixes and roots as clues to
the meaning of a word (e.g.,
belligerent, bellicose, rebel). (L4b)
Consult general and specialized
reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and
digital, to find the pronunciation of a
word or determine or clarify its precise
meaning or its part of speech or trace
the etymology of words. (L4c)
Distinguish among the connotations
(associations) of words with similar
denotations (definitions) (e.g., refined,
respectful, polite, diplomatic,
condescending). (L5c)
T4-REASONING AND EVALUATION:
(RL2, RL3, RL6)
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. (RL2)
Analyze how particular elements of a
story or drama interact (e.g., how
setting shapes the characters or plot).
BCSD Curriculum & Standards
view and introducing a narrator and/or
characters; organize an event
sequence that unfolds naturally and
logically. (W3a)
gather vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression. (L6)
Use narrative techniques, such as
dialogue, pacing, and description, to
develop experiences, events, and/or
characters. (W3b)
counterarguments, organizes evidence
logically, uses words and phrases to
create cohesion, and provides a
concluding statement that supports
the argument presented. (SL4a)
T3-PLAN/SPEAK/PRESENT: (SL2, SL4,
SL5, SL6)
Use technology, including the Internet,
to produce and publish writing and link
to and cite sources as well as to
interact and collaborate with others,
including linking to and citing sources.
(W6)
Use a variety of transition words,
phrases, and clauses to convey
sequence and signal shifts from one
time frame or setting to another.
(W3c)
Use precise words and phrases,
relevant descriptive details, and
sensory language to capture the action
and convey experiences and events.
(W3d)
Provide a conclusion that follows from
and reflects on the narrated
experiences or events. (W3e)
Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (W9)
T5-USE TEXT FEATURES: (W2a, W2b)
Introduce a topic or thesis statement
clearly, previewing what is to follow;
organize ideas, concepts, and
information, using strategies such as
definition, classification,
comparison/contrast, and cause/
effect; include formatting (e.g.,
headings), graphics (e.g., charts,
tables), and multimedia when useful to
aiding comprehension. (W2a)
Analyze the main ideas and supporting
details presented in diverse media and
formats (e.g., visually, quantitatively,
orally) and explain how the ideas
clarify a topic, text, or issue under
study. (SL2)
Present claims and findings (e.g.,
argument, narrative, summary
presentations), emphasizing salient
points in a focused, coherent manner
with pertinent descriptions, facts,
details, and examples; use appropriate
eye contact, adequate volume, and
clear pronunciation. (SL4)
Include multimedia components and
visual displays in presentations to
clarify claims and findings and
emphasize salient points. (SL5)
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 on page 43 for
specific expectations.) (SL6)
T4-LISTEN/INTERPRET: (SL1, SL2, SL3,
SL6)
Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacherled) with diverse
Grade 7 English Language Arts Instructional Unit 3: Segment 3
Conduct short research projects to
answer a question, drawing on several
sources and generating additional
related, focused questions for further
research and investigation. (W7)
T2-INTERPRET & INTEGRATE: (RI9, W8,
W9)
Analyze how two or more authors
writing about the same topic shape
their presentations of key information
by emphasizing different evidence or
advancing different interpretations of
facts. (RI9)
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. (W8)
Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (W9)
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(RL3)
Analyze how an author develops and
contrasts the points of view of
different characters or narrators in a
text. (RL6)
T5-ANALYSIS WITHIN AND ACROSS
TEXT: (RL6, RL7, RL9)
Analyze how an author develops and
contrasts the points of view of
different characters or narrators in a
text. (RL6)
Compare and contrast a written story,
drama, or poem to its audio, filmed,
staged, or multimedia version,
analyzing the effects of techniques
unique to each medium (e.g., lighting,
sound, color, or camera focus and
angles in a film). (RL7)
Compare and contrast a fictional
portrayal of a time, place, or character
and a historical account of the same
period as a means of understanding
how authors of fiction use or alter
history. (RL9)
T6-TEXT STRUCTURE AND FEATURES:
(RL5)
Analyze how a drama’s or poem’s form
or structure (e.g., soliloquy, sonnet)
contributes to its meaning. (RL5)
T7-LANGUAGE USE: (L5, L5a, L5b)
Demonstrate understanding of
figurative language, word relationships,
BCSD Curriculum & Standards
Develop the topic with relevant facts,
definitions, concrete details,
quotations, or other information and
examples. (W2b)
T7-COMPOSE FULL TEXTOPINION/ARGUMENT: (W1a,b,c,d,
W4, W5,W9)
Introduce claim(s), acknowledge and
address alternate or opposing claims,
and organize the reasons and evidence
logically. (W1a)
Support claim(s) or counterarguments
with logical reasoning and relevant
evidence, using accurate, credible
sources and demonstrating an
understanding of the topic or text.
(W1b)
Use words, phrases, and clauses to
create cohesion and clarify the
relationships among claim(s), reasons,
and evidence. (W1c)
partners on grade 7 topics, texts, and
issues, building on others’ ideas and
expressing their own clearly. (SL1)
Analyze the main ideas and supporting
details presented in diverse media and
formats (e.g., visually, quantitatively,
orally) and explain how the ideas
clarify a topic, text, or issue under
study. (SL2)
Delineate a speaker’s argument and
specific claims, and attitude toward
the subject, evaluating the soundness
of the reasoning and the relevance and
sufficiency of the evidence. (SL3)
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 on page 43 for
specific expectations.) (SL6)
Establish and maintain a formal style.
(W1d)
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.) (W4)
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
Grade 7 English Language Arts Instructional Unit 3: Segment 3
T3-EVALUATE INFORMATION
RESOURCES: (W9)
Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (W9)
T4-USE EVIDENCE: (RI9, W8, W9)
Analyze how two or more authors
writing about the same topic shape
their presentations of key information
by emphasizing different evidence or
advancing different interpretations of
facts. (RI9)
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. (W8)
Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (W9)
T5-LANGUAGE & VOCABULARY USE:
(W2d, W3d, L3a, L6)
Use precise language and domainspecific vocabulary to inform about or
explain the topic. (W2d)
Use precise words and phrases,
relevant descriptive details, and
sensory language to capture the action
and convey experiences and events.
(W3d)
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and nuances in word meanings. (L5)
Interpret figures of speech (e.g.,
literary, biblical, and mythological
allusions) in context. (L5a)
Use the relationship between
particular words (e.g.,
synonym/antonym, analogy) to better
understand each of the words. (L5b)
T8-KEY DETAILS: (RI1, RI3)
Cite several pieces of textual evidence
to support analysis of what the text
says explicitly as well as inferences
drawn from the text. (RI1)
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). (RI3)
T9-CENTRAL IDEAS: (RI2)
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. (RI2)
T10-WORD MEANINGS: (RI4, L4a,b,c
L5c, L6)
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. (See grade 7 Language
standards 4-6 on page 44 for additional
BCSD Curriculum & Standards
conventions should demonstrate
command of Language standards 1–3
up to and including grade 7 on page
43.) (W5)
Choose language that expresses ideas
precisely and concisely, recognizing
and eliminating wordiness and
redundancy.*(L3a)
Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (W9)
Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression. (L6)
T8-LANGUAGE AND VOCABULARY
USE: (W2d, W3d, L3a, L6)
W3d: Unit 3
Use precise language and domainspecific vocabulary to inform about or
explain the topic. (W2d)
Use precise words and phrases,
relevant descriptive details, and
sensory language to capture the action
and convey experiences and events.
(W3d)
Choose language that expresses ideas
precisely and concisely, recognizing
and eliminating wordiness and
redundancy.* (L3a)
T6-EDIT/CLARIFY: (L1, L2)
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking. (L1)
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing. (L2)
Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression. (L6)
T9-EDIT/CLARIFY: (L1,L2)
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
Grade 7 English Language Arts Instructional Unit 3: Segment 3
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expectations.) (RI4)
speaking. (L1)
Use context (e.g., the overall meaning
of a sentence or paragraph; a word’s
position or function in a sentence) as a
clue to the meaning of a word or
phrase. (L4a)
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing. (L2)
Use common, grade-appropriate Greek
or Latin affixes and roots as clues to
the meaning of a word (e.g.,
belligerent, bellicose, rebel). (L4b)
T10-TECHNOLOGY: (W6)
Consult general and specialized
reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and
digital, to find the pronunciation of a
word or determine or clarify its precise
meaning or its part of speech or trace
the etymology of words. (L4c)
Use technology, including the Internet,
to produce and publish writing and link
to and cite sources as well as to
interact and collaborate with others,
including linking to and citing sources.
(W6)
Distinguish among the connotations
(associations) of words with similar
denotations (definitions) (e.g., refined,
respectful, polite, diplomatic,
condescending). (L5c)
Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression. (L6)
T11-REASONING AND EVALUATION:
(RI3, RI6, RI8, RI9)
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). (RI3)
BCSD Curriculum & Standards
Grade 7 English Language Arts Instructional Unit 3: Segment 3
12/5/13
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Determine an author’s point of view or
purpose in a text and analyze how the
author distinguishes his or her position
from that of others. (RI6)
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. (RI8)
Analyze how two or more authors
writing about the same topic shape
their presentations of key information
by emphasizing different evidence or
advancing different interpretations of
facts. (RI9)
T12-ANALYSIS WITHIN AND ACROSS
TEXT: (RI7, RI9)
Compare and contrast a text to an
audio, video, or multimedia version of
the text, analyzing each medium’s
portrayal of the subject (e.g., how the
delivery of a speech affects the impact
of the words). (RI7)
Analyze how two or more authors
writing about the same topic shape
their presentations of key information
by emphasizing different evidence or
advancing different interpretations of
facts. (RI9)
RI9: See Claim 1, T11
T13-TEXT STRUCTURES AND
FEATURES: (RI5, RI7)
Analyze the structure an author uses to
BCSD Curriculum & Standards
Grade 7 English Language Arts Instructional Unit 3: Segment 3
12/5/13
Page 6 of 10
organize a text, including how the
major sections contribute to the whole
and to the development of the ideas.
(RI5)
Compare and contrast a text to an
audio, video, or multimedia version of
the text, analyzing each medium’s
portrayal of the subject (e.g., how the
delivery of a speech affects the impact
of the words). (RI7)
T14-LANGUAGE USE: (L4, L5, L5a, L5b)
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. (L4)
Demonstrate understanding of
figurative language, word relationships,
and nuances in word meanings. (L5)
Interpret figures of speech (e.g.,
literary, biblical, and mythological
allusions) in context. (L5a)
Use the relationship between
particular words (e.g.,
synonym/antonym, analogy) to better
understand each of the words. (L5b)
Language Functions and Considerations
Reading
Writing
Interpret—phrases, sentences, or symbols
to express understanding of the intended
or alternate meaning of information.
Describing—words, phrases, or sentences
to express or observe the attributes or
properties of an object, action, event,
idea, or solution.
(Language Considerations: coordinating
conjunctions; adjectives; comparatives;
(Language Considerations: nouns,
adjectives, pronouns, and articles;
BCSD Curriculum & Standards
Listening/Speaking
Presentation
Interpret—phrases, sentences, or symbols
to express understanding of the intended
or alternate meaning of information.
Argumentation—sentences to present a
point of view with the intent of
communicating or supporting a particular
position or conviction.
Language Considerations: coordinating
conjunctions; adjectives; comparatives;
adverbials such as since, because,
Grade 7 English Language Arts Instructional Unit 3: Segment 3
(Language Considerations: expressions
such as in my opinion, it seems to me;
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adverbials such as since, because,
although, however, therefore, for that
reason, as a result; increasingly complex
sentences
Based on the context of the text, the
meaning of ____________ seems to be
_______________.
In Biblical times, ___________ meant
_____________. However, the modern
interpretation of ___________ is
__________.
The allusion to _____________ provides a
powerful connection to ____________.
Analyze—phrases or sentences to
indicate parts of a whole and/or the
relationship between/among parts of an
action, event, idea, or process.
(Language Considerations: relationship
verbs such as contain, entail, consist of,
partitives such as a part of, a segment of,
and quantifiers such as some, a good
number of, almost all, a few, hardly any.)
The key information on the topic of
_____________ provided by author A
leads to a different conclusion when
presented by author B. This is apparent
in the paragraph where author B
discusses ___________.
The interactions between the events
presented in this text influence the
outcome by________ and ________.
prepositional phrases)
When _________ started to __________,
I was ___________. I knew it was only a
matter of time before __________
would_____________. I was __________
and decided to ____________.
Sequencing—words, phrases, or
sentences to express the order of
information (series of objects, actions,
events, or ideas).
(Language Considerations: adverbials
such as first, next, then, finally, since,
prior, before, after)
It has been _________ since ______. Prior
to that _________ (action or event). In
the future, I hope to ______________.
Classifying—words, phrases or sentences
to assign/associate an object, action,
event or idea to the category or type to
which it belongs
(Language Considerations: present tense
verbs, modals (could, should) and
coordinating conjunctions and
conditionals)
Since _____ have _______, we should
categorize them as _______.
although, however, therefore, for that
reason, as a result; increasingly complex
sentences
adverbials such as since, because,
although, however; increasingly complex
sentences)
We can interpret ____________ as
_____________ rather than ________.
In my opinion, ______________
and____________ have similar
___________. However, _________
offers _____________, whereas
___________ seems to suggest
_______________.
The details provided seem to suggest
_______________.
For that reason, _____________ is clearly
not ____________.
Analyze—phrases or sentences to
indicate parts of a whole and/or the
relationship between/among parts of an
action, event, idea, or process.
(Language Considerations: relationship
verbs such as contain, entail, consist of,
partitives such as a part of, a segment of,
and quantifiers such as some, a good
number of, almost all, a few, hardly any.)
After reading ____________ and
watching ___________, the common
thread is ____________. The two
_____________ clarify my understanding
of ___________.
Clarifying—specific statements with
expanded verb phrases to clarify difficult
vocabulary, inadequate information,
challenging syntax, or
metaphorical/idiomatic expressions.
Language Considerations: verbs, verb
phrases, nouns, abstract nouns, pronouns,
adjectives.
Based on my research ___________ is
____________. _________ , _________,
and ___________ all support my position.
Interpret—phrases, sentences, or symbols
to express understanding of the intended
or alternate meaning of information.
(Language Considerations: coordinating
conjunctions; adjectives; comparatives;
adverbials such as since, because,
although, however, therefore, whereas,
for that reason, as a result; increasingly
complex sentences)
My interpretation of ___________is
___________, whereas___________
clearly means __________.
Based on my examination of the
evidence, ___________ and
____________ seem to suggest.
For that reason, _____________ is clearly
not ____________.
When _________ said __________ is a
“Herculean task,” he meant
________________.
BCSD Curriculum & Standards
Grade 7 English Language Arts Instructional Unit 3: Segment 3
12/5/13
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How will we know if they have learned it?
In ____ Instructional days students will be able to . . . . .
Sample Learning Outcome:
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.
(RI8)
Performance Descriptor:
Students will explain whether Martin Luther’s 95
Theses was sound and whether there is historical
evidence which supports his position.
Sample of formative performance question:
Determine if Martin Luther’s 95 Theses are sound
arguments against the Catholic Church. Read Luther’s
first 10 theses
(http://www.spurgeon.org/~phil/history/95theses.htm)
and determine if there is historical evidence (from Holt
HSS pgs. 328-331) which support his claims.
How will we respond when learning has not occurred?
How will we respond when learning has already occurred?
Curricular Connections: English Language Arts, History, ELD, and Science
Language Standards
L3. Warriner’s Handbook Chapter 18, p. 412
L3, Warriner’s Handbook Chapter 19, p. 444
English Language Arts (The following pieces of literature have movie connections that can be found)
RL1, RL2, RL3, RL4, RL6, RL7, RL9 “Sword and the Stone”; Holt Literature and Language Arts; Chapter 8; pages 766-783
RI1, RI2, RI3, RI4, RI5, RI6, RI8, RI9; “Mason-Dixon Memory”; Holt Literature and Language Arts; Chapter 5; pages 556-565
RI1, RI2, RI3, RI4, RI5, RI6; “Borders of Baseball”; Holt Literature and Language Arts; Chapter 7; pages 710
History-Social Science
th
RI1, RI2, RI3, RI4, RI5, HSS 7.9.1, HSS 7.9.2. “The Protestant Reformation.” 7 Holt HSS. Chapter 12. Pages 328-333.
th
RI1, RI2, RI3, RI4, RI5, HSS 7.9.5, HSS 7.9.6, HSS 7.9.7. “The Catholic Reformation.” 7 Holt HSS. Chapter 12. Pages 334-339.
th
RI1, RI2, RI3, RI4, RI5, HSS 7.9.3, HSS 7.9.4. “Effects of the Reformation.” 7 Holt HSS. Chapter 12. Pages 340-345.
BCSD Curriculum & Standards
Grade 7 English Language Arts Instructional Unit 3: Segment 3
12/5/13
Page 9 of 10
Science
th
RI1, RI2, RI3, RI4, RI5, SCI 7.1.b, SCI 7.1.d, SCI 7.5.a. “What is a Plant?” 7 Holt SCI. Chapter 12, Pages 360-363.
th
RI7, 7.5.a. “Plant Classification” and “Figure 3: The Main Groups of Plants.” 7 Holt SCI. Chapter 12, page 362.
th
RI1, RI2, RI3, RI4, RI5, SCI 7.1.b, SCI 7.2.a, SCI 7.5.a. “Seedless Plants.” 7 Holt SCI. Chapter 12, Pages 364-367.
th
RI1, RI2, RI3, RI4, RI5, SCI 7.2.a, SCI 7.5.f. “Seed Plants.” 7 Holt SCI. Chapter 12, Pages 368-373.
th
RI7, SCI 7.5.f. “Two Kinds of Angiosperms” and “Figure 6: Two Classes of Angiosperms.” 7 Holt SCI. Chapter 12, page 372.
th
RI1, RI2, RI3, RI4, RI5, SCI 7.5.a, SCI 7.5.f. “Structures of Seed Plants.” 7 Holt SCI. Chapter 12, Pages 374-381.
Suggested Close Reading Selections
th
RI7, HSS 7.9.4. “Religious Division” and “Religions in Europe, 1600 [map].” 7 Holt HSS, Chapter 12. Pages 340-341.
th
RI7, HSS 7.9.6. “Spread of Catholicism, 1400s-1700s [map]” and “Missionaries Spread Catholic Teachings. 7 Holt HSS, Chapter 12. Pages 338-339.
th
RI7, 7.5.a. “Plant Classification” and “Figure 3: The Main Groups of Plants.” 7 Holt SCI. Chapter 12, page 362.
th
RI7, SCI 7.5.f. “Two Kinds of Angiosperms” and “Figure 6: Two Classes of Angiosperms.” 7 Holt SCI. Chapter 12, page 372.
Academic Vocabulary:
ELA: Portrayal, compare, contrast, impact, multimedia, analyze, technique, medium (as it relates to multimedia genre) Dialogue, pacing, emphasize, salient, audio, tone
HSS: method, agreement
SCI: liberate, energy, cycle, method, sexual, structure, function, process, generate, differentiate
Domain Specific Words:
ELA: Turbulant, integrity, composure, revered, tumult (Sword and the Stone); Predominantly, forfeit, resolve, ominous, bigotry (A Mason-Dixon Memory); Traditions, identity,
intense (Borders of Baseball)
HSS: Reformation, indulgence, Martin Luther, Protestants, Catholic Reformation
SCI: nonvascular plant, vascular plant, gymnosperm, angiosperm, rhizoid, rhizome, pollen, pollination, xylem, phloem, sepal, petal, stamen, pistil, ovary, ovule, photosynthesis,
chlorophyll, cellular respiration, stoma, transpiration, dormant, stimulus, tropism.
BCSD Curriculum & Standards
Grade 7 English Language Arts Instructional Unit 3: Segment 3
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