Roselle Public Schools
English Curriculum Units of Study Grade 7
Unit/Chapter Title: Unit 3: Rising Above Adversity/ Making a
Difference
Unit Length: 8 weeks
Sub Theme: Courage
Course/Grade: LAL/ 7
Interdisciplinary Connection/s: Social Studies , Technology
Unit Overview:
The main purpose of this unit is to enable students to understand the theme of “Courage” when faced with adversity. Throughout this
unit students will read and discuss different real life accounts of courageous acts and the difference that these acts have made in the
world. There will be a special focus on equal access to education and discrimination toward women through the different texts and
topics discussed. The students will analyze opposing outlooks on real world issues that are presented through news and media in
today’s society. They will be able to collaborate and discuss controversial topics that are relevant to their lives, consisting of local and
world-wide views. The accounts that will be portrayed will show courageous individuals who have stood up for what they believe to
be right. The students will read and analyze different nonfiction sources, various news clips, and memoirs.
They will synthesize this information to gather relevant claims to argue valid points through discussions and an argumentative essay.
The students will gain relevant textual evidence to support claims, closely read various texts, and argue with clear reasoning and
validity. Through the readings and the argument writing the students will gain more knowledge of how to overcome their own
adversities and obstacles. Although each facet of information focuses on different forms of courage the students will gain a better
understanding of facing fears and acting courageously for what they believe in.
NEW JERSEY STUDENT LEARNING STANDARDS FOR LANGUAGE ARTS (NJSLSA)
Anchor Standards
NJSLSA.R1 Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it;
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English Curriculum Units of Study Grade 7
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
NJSLSA.R2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and
ideas.
NJSLSA.R3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure
NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
NJSLSA.R5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a
section, chapter, scene, or stanza) relate to each other and the whole.
NJSLSA.R6. Assess how point of view or purpose shapes the content and style of a text.
NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as
in words.
NJSLSA.R9 Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to
compare the approaches the authors take.
NJSLSA.R10 Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as
needed.
NJSLSA.W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and releveant and
sufficient evidence.
NJSLSA.W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
NJSLSA.W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
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NJSLSA.W6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
NJSLSA.W7 Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused
questions, demonstrating understanding of the subject under investigation.
NJSLSA.W8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source,
and integrate the information while avoiding plagiarism.
NJSLSA.W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
NJSLSA.W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audiences.
NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and
orally.
NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
NJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the
organization, development, and style are appropriate to task, purpose, and audience.
NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of
presentations.
NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when
indicated or appropriate.
NJSLSA.L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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NJSLSA.L2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
NJSLSA L3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
NJSLSA L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
NJSLSA L5. Demonstrate understanding of word relationships and nuances in word meanings.
NJSLSA L6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary
knowledge when encountering an unknown term important to comprehension or expression.
21st Century Life and Career Standards
9.2.8. B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and
extracurricular activities for use in a career.
Career Ready Practices
CRP1 - Act as a responsible and contributing citizen and employee.
CRP2 - Apply appropriate academic and technical skills.
CRP4 - Communicate clearly and effectively and with reason.
CRP6 - Demonstrate creativity and innovation.
CRP8 - Utilize critical thinking to make sense of problems and persevere in solving them.
CRP11 - Use technology to enhance productivity.
Interdisciplinary Connection/s: Social Studies, Technology
Social Studies:
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RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from
prior knowledge or opinions.
RH.6-8.6
Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular
facts).
RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
Technology:
8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to
solve problems individually and collaborate and to create and communicate knowledge.
8.1.2. A.2 Create a document with text using a word processing application
Essential Questions
1. How can you make a difference in the world through your
actions today?
2. Why should I read and analyze nonfiction texts?
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Enduring Understandings
1. Your actions today can make a big difference in the world.
2. Types of nonfiction stories that are read and analyzed in
everyday life include letters, articles, editorials, speeches,
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3. Why is it important to have strong evidence to make a
logical, non-emotional argument?
brochures, biographies, essays, academic journals, etc.
3. Differentiating between logical and emotional arguments
enables writers to fully develop/examine a topic.
Student Learning Objectives /Progress Indicators
(What students should know and be able to do?)
READING
READING
What students should know?
What student should be able to do?
RI.7.1 Cite several pieces of textual evidence and make relevant
connections to support analysis of what the text says explicitly as
well as inferences drawn from the text.
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Paraphrase evidence from text
Correctly cite evidence
Closely read the text (questioning, determining
importance, looking for patterns) to extract quality
evidence to support a claim
Use evidence from the text to make and check predictions
as you read
Make personal connections, connections to other texts,
and/or global connections, when relevant
Gather evidence from the text to support inferences or
explicit meaning
Read and analyze a variety of literary genres and
informational texts
Probe a segment of text in order to study and evaluate its
multiple, deeper, and varied meanings
Combine text information and prior knowledge (personal
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RI.7.2. Determine two or more central ideas in a text and analyze
their development over the course of the text; provide an
objective summary of the text.
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RI.7.3. Analyze the interactions between individuals, events, and
ideas in a text (e.g., how ideas influence individuals or events, or
how individuals influence ideas or events).
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experience and/or previous reading) to create new
information in the form of inferences
Refer to the text for support when analyzing and drawing
inferences
Provide a statement of a theme(s) or a central idea(s) of a
fictional text, based on textual evidence
Explain the theme or central idea of a fictional piece
using key details as evidence, including details from the
beginning, middle, and end of the text
Analyze the development of the theme or central idea
over the course of the fictional text, including the
relationship between characters, setting, and plot over the
course of a text
Evaluate recurring ideas and changes in the characters
and plot over the course of the text (why did the author
make those changes, impact on the reader, effectiveness of
the author’s choices)
Identify how the theme or central idea relates to the
characters, setting, and/or plot over the course of the text
Explain how two or more central ideas in a nonfiction
piece develop over the course of the text, including the
relationship between people, ideas, and events
Identify and use knowledge of common graphic features
(charts, maps, diagrams, captions, illustrations) to help
determine two or more central idea of a text
Summarize the text objectively, capturing the main ideas
Distinguish between essential and nonessential details of
a text to create an objective summary of the text
Use a note taking structure to track key individuals,
events, and/or ideas in informational texts.
Explain the relationships between individuals, events, and
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English Curriculum Units of Study Grade 7
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RI.7.4. Determine the meaning of words and phrases as they are
used in a text, including figurative, connotative, and technical
meanings; analyze the impact of a specific word choice on
meaning and tone.
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RI.7.5. Analyze the structure an author uses to organize a text,
including how the major sections contribute to the whole and to
the development of the ideas.
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ideas in a text
Reflect on how historical figures influenced ideas or
events of the time period and vice versa
Analyze why the author chose to describe the interaction
between ideas, individuals, and events in a particular way
Analyze the impact of the interaction between ideas,
individuals, and events on the reader
Analyze the effectiveness of the interaction between
ideas, individuals, and events in communicating the
author’s central idea
Demonstrate the ability to determine the meaning of
words and phrases as they are used in a text (e.g.,
figurative, connotative, technical)
Analyze the impact of specific word choice on meaning
and/or tone
Explain poetic devices used in text
Analyze the impact of poetic sound devices (rhyme
scheme, alliteration, consonance, etc) on a particular
section of a text
Analyze why the author used a specific word choice or
sound device
Analyze the impact of a word choice or sound device on
the reader
Evaluate the effectiveness of the author’s word choice or
sound device
Describe the structure used to organize a nonfiction text
Explain how text structure impacts overall meaning of
text
Identify how the differing form or structure of a text
contributes to its meaning
Analyze how parts of a text contribute to meaning
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English Curriculum Units of Study Grade 7
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RI.7.6. 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.
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RI.7.7. 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).
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RI.7.8. Trace and evaluate the argument and specific claims in a
text, assessing whether the reasoning is sound and the evidence is
relevant and sufficient to support the claims.
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RI.7.9 Analyze and reflect on (e.g. practical knowledge,
historical/cultural context, and background knowledge) how two
or more authors writing about the same topic shape their
presentations of key information by emphasizing different
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Explain why the author chose a specific form or structure
Analyze the impact of the form or structure on the reader
(how would the text be different if the form changed?)
Evaluate the effectiveness of the chosen form or structure
Identify the author’s point of view
Explain the techniques the author uses to distinguish
his/her point of view from others
Evaluate the effectiveness of the techniques the author
uses to distinguish his/her point of view from others
Analyze how content differs depending on the medium in
which it is presented
Explain how content shifts/transforms/re-shapes when
presented in written, audio, video or multimedia formats
Identify techniques present in each format
Compare/contrast two or more formats’ portrayal of the
same subject
Reflect upon how the techniques within all mediums
utilized affect and/or shape/color the particular segment of
text
Support arguments presented in text with evidence.
Identify arguments and specific claims in a text
Determine which textual segments most strongly support
the author's claim
Determine the validity of the reasoning
Determine the relevance and sufficiency of the evidence
Delineate and evaluate the argument and specific claims
in a text
Track key individuals, events, and/or ideas in
informational texts from two or more authors.
Investigate how one topic may be presented in different
ways
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Roselle Public Schools
English Curriculum Units of Study Grade 7
evidence or advancing different interpretations of facts.
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Writing
What student should be able to do?
What students should know?
W.7.1. Write arguments to support claims with clear reasons and
relevant evidence.
W.7.1.A. Introduce claim(s), acknowledge alternate or
opposing claims, and organize the reasons and evidence
logically.
W.7.1.B. Support claim(s) with logical reasoning and
relevant evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
W.7.1.C. Use words, phrases, and clauses to create
cohesion and clarify the relationships among claim(s),
reasons, and evidence.
W.7.1.D. Establish and maintain a formal style/academic
style, approach, and form.
W.7.1.E. Provide a concluding statement or section that
follows from and supports the argument presented.
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Compare and contrast two or more authors’
presentations of key information.
Analyze the importance of the different information each
author emphasized and excluded
Analyze how the authors use the same information, but
produce different texts because of interpretation
Use a variety of previous knowledge (e.g. practical
knowledge, historical/cultural context, and background
knowledge) to make connections to and reflect on the text
Evaluate the effectiveness of the authors’ emphasis of
specific evidence and different interpretations of facts for
promoting their view
Writing
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Write arguments to support claims
Support arguments with clear reasons and relevant
evidence
Introduce claim(s)
Write a clear thesis statement
Address opposing claims
Organize the reasons and evidence logically.
Choose appropriate reasoning and evidence to support
claims
Evaluate sources for accuracy and reliability
Demonstrate an understanding of the topic or text
Use transitional words and phrases
Use transitions to clarify the relationships among claim(s),
counterclaims, reasons, and evidence
Choose a consistent style, approach, and form for the task
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English Curriculum Units of Study Grade 7
W.7.4. Produce clear and coherent writing in which the
development, organization, voice and style are appropriate to
task, purpose, and audience.
W.7.5. With some guidance and support from peers and adults,
develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on how
well purpose and audience have been addressed.
W.7.6. Use technology, including the Internet, to produce and
publish writing and present the relationships between information
and ideas efficiently as well as to interact and collaborate with
others.
W.7.7. (Choice) Conduct short research projects to answer a
question, drawing on several sources and generating additional
related, focused questions for further research and investigation
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Close the text with a conclusion
Identify defining characteristics of different genres of
writing
Unpack the writing prompt
Write for a specific purpose and audience
Select an appropriate text structure or format for the task
Use language that is precise and powerful to create voice
in writing
Create a tone that is appropriate for one’s audience
Revise and edit intentionally to improve writing.
Generate ideas to develop topic
Revise writing with a partner or self-editing checklists
View writing from the vantage point of the audience in
order to determine the effectiveness of their words,
organization, etc.
Use technological resources to enhance writing
Follow appropriate typing format and conventions
Use technology to broaden research base
Use evidence found online to support ideas
Give and receive feedback using technology
Seek out authentic publishing opportunities
Engage in short research projects to answer a self-selected
or teacher-assigned questions
Develop research questions
Determine keywords or topics for each question
Search for informational sources in an effort to answer
the question
Compose follow-up research questions based on the
initial search
Explain quotations used as support to enhance meaning
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English Curriculum Units of Study Grade 7
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W.7.8. (Choice) 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.
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W.7.9. (Choice) Draw evidence from literary or informational
texts to support analysis, reflection, and research.
W.7.9.A. Apply grade 7 Reading standards to literature
(e.g., "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").
W.7.9.B. Apply grade 7 Reading standards to literary
nonfiction (e.g. "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").
W.7.10. Write routinely over extended time frames (time for
research, reflection, metacognition/self correction, and revision)
and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
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Research and synthesize information from several
sources
Conduct research and synthesize multiple sources of
information
Use search terms effectively
Write a clear thesis statement
Draw evidence from texts to support thesis
Assess the credibility and accuracy of each source
Select direct and indirect quotations that relate to the topic
as evidence
Follow published guidelines (MLA, APA, etc) to cite
direct and indirect quotations
Identify examples of plagiarism in writing
Paraphrase source information to avoid plagiarism in
writing
Incorporate ideas from literary or informational texts to
support writing
Deconstruct and reflect upon textual evidence
Identify evidence that supports claims in literary analysis
Logically connect evidence to claims in writing
Select direct and indirect quotations that relate to the topic
as evidence
Cite in-text direct and indirect quotations appropriately
Explain quotations used as support to enhance meaning
Recognize and identify multiple organizational models
Apply a specific organizational strategy to a writing
Practice writing in a myriad of situations (journals,
dialogues, creative tasks, etc.)
Reflect on and be able to explain decisions made while
crafting a piece of writing
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English Curriculum Units of Study Grade 7
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Speaking & Listening
What student should be able to do?
What students should know?
SL.7.1. Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on
grade 7 topics, texts, and issues, building on others' ideas and
expressing their own clearly.
SL.7.1.A. Come to discussions prepared, having read or
researched material under study; explicitly draw on that
preparation by referring to evidence on the topic, text, or
issue to probe and reflect on ideas under discussion.
SL.7.1.B. Follow rules for collegial discussions, track
progress toward specific goals and deadlines, and define
individual roles as needed.
SL.7.1.C. Pose questions that elicit elaboration and respond
to others' questions and comments with relevant
observations and ideas that bring the discussion back on
topic as needed.
SL.7.1.D. Acknowledge new information expressed by
others and, when warranted, modify their own views.
SL.7.2. 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.
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Produce written reflections
Write for a variety of audiences and purposes on an array
of cross-curricular topics
Speaking & Listening
Read required texts prior to discussions
Prepare for discussions
Use previous knowledge to expand discussions about a
topic
Engage in conversations about grade-appropriate topics
and texts
Participate in a variety of rich, structured conversations
Define and identify rules for discussions, including group
and individual roles
Model appropriate behavior during discussions
Craft and respond to specific questions based on the
topic or text, elaborating when necessary
Reflect on and paraphrase what was discussed
Summarize the ideas expressed
Extract the main ideas and the details used to support it
presented in different media formats
Synthesize the information, sorting between the main
points and smaller details that work to support the main
points
Use a graphic organizer (e.g., web, outline, etc)to analyze
presented information
Explain how the main idea and supporting details help to
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SL.7.3. Delineate a speaker's argument and specific claims,
evaluating the soundness of the reasoning and relevance and
sufficiency of the evidence.
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SL.7.4. Present claims and findings, emphasizing salient points in
a focused, coherent manner with pertinent descriptions, facts,
details, and examples; use appropriate eye contact, adequate
volume, and clear pronunciation.
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SL.7.6. Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated or
appropriate.
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Language
What student should be able to do?
What students should know?
L.7.1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
L.7.1.C. Place phrases and clauses within a sentence,
recognizing and correcting misplaced and dangling
modifiers.
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clarify a topic, text, or issue
Determine the speaker’s argument and claims
Evaluate whether the speaker’s reasoning is rational and
legitimate
Evaluate whether there is enough evidence to support the
claims
Present information using sound, detailed, and relevant
evidence in a coherent manner.
Build arguments to prepare for persuasive speeches on
topics of interest or address the class on a teacher-assigned
topic
Use practices that engage the audience (ie: eye contact,
volume, pronunciation)
Emphasize important points with different pitch or
volume
Elaborate on a point that listeners may need more
explanation to understand
Orally present information, using appropriate speech, in a
variety of situations.
Recognize and consider the audience
Determine if the topic and language style correspond
appropriately
Reflect on the use of language and revise as needed
Language
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Identify phrases and clauses in sentences when reading
Accurately use phrases and clauses within a sentence in
writing
Recognize and correct misplaced and dangling modifiers
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L.7.2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
L.7.2.A. Use a comma to separate coordinate adjectives
(e.g., It was a fascinating, enjoyable movie but not He wore
an old[,] green shirt).
L.7.2.B. Spell correctly.
L.7.3. Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
L.7.3.A. Choose language that expresses ideas precisely and
concisely, recognizing and eliminating wordiness and
redundancy.
L.7.4. Determine or clarify the meaning of unknown and
multiple-meaning words or phrases based on grade 7 reading and
content, choosing flexibly from a range of strategies.
L.7.4.A. 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.
L.7.4.C. Consult 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.
L.7.4.D. Verify the preliminary determination of the
meaning of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
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Identify a series of adjectives in writing
Use a comma to separate adjectives in a series
Apply common rules and patterns to spell words correctly
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Select precise language
Revise writing for wordiness and redundancies
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L.7.6. Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
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Use a combination of context clues, structural clues, and
the word’s position in a sentence to determine the
meaning of unknown words or phrases
Use dictionaries, glossaries, and/or thesauruses to find the
pronunciation of a word
Use dictionaries, glossaries, and/or thesauruses to
determine the actual meaning of a word or its part of
speech
Verify the inferred meaning of a word is the actual
meaning by using dictionaries, glossaries, and/or
thesauruses
Consult reference materials that are both printed and
digital
Understand and apply conversational, academic, and
domain specific vocabulary
Interpret unknown words and their meanings, using
context clues, understanding Greek and Latin roots, and
applying grammatical knowledge of function and form
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English Curriculum Units of Study Grade 7
Instructional Strategies
Scaffolds for Learning
Assessments
Resources/Technology
(How will the students
reach the learning targets?)
(How will I differentiate?)
(How will the students
demonstrate mastery?)
(What resources and
materials will students
need?)
Reading
Scaffolds for Learning:
Formative Assessments:
Text:
 Read Aloud and Think
Aloud
 Active Reading
 Active Listening
 Guided Reading
 Whole Group Instruction
 Small Group
 Literature Circle
 Gallery Walk
 Word wall
 Vocabulary Map
 Think, Pair, Share
 Turn and Talk
 Graphic Organizers (KWL
Chart, Venn Diagram,
Two column notes,
character map, etc.)
 Technology infusion,
websites, on-line
newspapers, etc.
 Chunking texts
 Close Reading
 Use a main idea organizer to
identify the essential and
non-essential information.
 Guided reading
 Use an inference chart while
reading a story or a
particular event and draw
conclusions about what was
read.
 While listening to a read
aloud, use post- it notes to
write questions that comes
to mind that relates to
characters, plot, etc.
 Pose questions
 Read a short story, find the
big ideas or general topics,
jot down repeated words or
ideas, important events or
dialogue then relate to the
story and discuss with a
partner your findings.
 Use graphic organizer to












 Prentice Hall Literature
Book (see Appendix D)
 I Am Malala
Revised 2016
Questioning
Data Chat/ Review
I-Ready
Journal writing
Teacher observation
Group discussion
Guided Reading
Response to Literature
Open-ended Response
Graphic Organizers
Vocabulary quizzes
Entrance/Exit Tickets
Performance Tasks: Please see
Appendix A
Socratic Seminar: Please see
Appendix B
Websites:
Readwritethink.org
Onlinereadingresources.com
Studystack.com
Socrative.com
Classtools.net
teacherdomain.org
onlinedictionary.com
Quizlet.com
Summative Assessment: Please
Page 16
Roselle Public Schools
English Curriculum Units of Study Grade 7
 Text features in various
print formats
 Habits of a good reader
(making inferences,
visualizing, connecting,
questioning, synthesizing)
 Jigsaw
 Strategic Reading
(knowing when, why, and
how to use reading
strategies)
 Modeling (Explicit
reading strategy
instruction)
 RACE (Restate, Answer,
Cite, Explain)
 RSS-RSS-E (Restate,
Support from Text,
Support from Self –
Restate, Support from
Text, Support from Self –
Extension)
 Dialectical Journal
 Comprehension
monitoring
 Cooperative learning or
peer tutoring
 Question Generation
 SOAPSTONE
 Five S strategies
Revised 2016












visualize the meanings and
relationships of words.
Identify affixes used in a
short story.
Create a vocabulary map to
learn new words
Use context clues in
identifying the meanings of
vocabulary words.
Skim and scan an assigned
reading to identify text
features and structure.
Make predictions about the
next scenes of a play or a
dram and explain why.
Use plot diagram to the
follow the development of
conflict
Select leveled texts
Highlight targeted passages
and language that convey a
writer’s perspective
Respond to selected
excerpts from the text.
Record students’ practice
reading for playback and
self-correction.
Use seven habits of a good
reader while reading
independently.
Read different genres and
see Appendix C
Kidblog.com
i-ready.com
www.state.nj.us/education/mo
delcurriculum/ela/
www.mla.org/
www.noodletools.com/
edmodo.com
http://createwebquest.com/we
bquest/taking-flight-webquest
Ancillary Materials:
 Writer’s Notebook
 Journals
 Print and Online graphic
organizers
 Open-Ended Response
Rubric
 Word Walls
 Internet
 Various Writing Prompts
 Exemplars
 Student Portfolios
Page 17
Roselle Public Schools
English Curriculum Units of Study Grade 7
interact with the texts using
post it notes to write
questions, wonderings, etc.
 Feedback worksheets
 Grammar and Composition
Handbook
 Vocabulary Book
Extensions:
 Respond to an open-ended
question based on an
editorial or any
informational text read in
class.
 Complete a dialectical
journal or Cornell notes
with questions that
encourage critical thinking.
Then write a brief summary
of their questions at the end
of each dialectical journal or
Cornell notes.
 Use a double entry journal
while reading. Write
important passages on the
left side of the journal and
your thoughts on the right
side of the journal
 Students read notable
examples of stories that use
a variety of visual aids, and
discuss how how these
devices contribute to the
total effect of the
information.
Revised 2016
Page 18
Roselle Public Schools
English Curriculum Units of Study Grade 7
 Identify new words from the
text that you are reading,
and use context clues to
make a logical guess about
the word’s meanings.
 Identify signal words in an
article to figure out the
meaning of a new word or
concept.
 Create a graphic organizer
to analyze textual structure.
 Students evaluate the
effectiveness of the text
features in different sources.
 Critique the elements of the
writers’ style.
 Write a personal response to
informational text using
evidence to support
interpretations.
 Read challenging texts
Writing





Sample writings
Writing MiniLessons, Peer
Response Group
Guided Writing
Pre-writing
Organizing thoughts/
Revised 2016
Scaffolds for Learning:
 Complete a KWL chart or
any organizer to plan for
writing an informative
essay.
 Think-Pair-Share
 Provide sample published
reports and review
Formative Assessments:
 Everyday writing tasks
 Sample writings
 Teacher observation
 Teacher/ student conference
 Peer editing
 Revise/ edit
 RST Argument Essay
Text:
 Prentice Hall Literature
Book (see Appendix D)
 Various articles/ videos
about discrimination,
prejudice, and acts of
Page 19
Roselle Public Schools
English Curriculum Units of Study Grade 7









brainstorming
Conferencing
Self editing
Peer editing
Revising
Use of reference
writer’s checklist
Review exemplar
essays
Edit sample essay
Graphic organizers
Create student
friendly rubric
Revised 2016
organization
 Use dictionary and
thesaurus to aid in rewriting.
 Use word processing
software to check for
spelling and grammar
 Recognize different types of
language (formal,
conversational) and use
them appropriately in
writing.
 Address a specific audience
 Assist students in writing an
interesting opening and
satisfying conclusion
 Extended time
 Provide a list of transition
words
 Assist in writing in logical
sequence
 Correct sentences adding a
transitional word or phrase.
 Assist students with using a
dictionary to spell correctly.
 Provide a word bank.
 Make a list of any ten entry
words using a thesaurus,
locate a synonym for each
and write a sentence using
it.
 Revisiting prior work




Writing benchmarks
Entrance/Exit Tickets
Student Portfolios
Data chat/ review
courage.(See Appendix D)
Websites:
Readwritethink.org
Onlinereadingresources.com
Summative Assessments:
teacherdomain.org
Performance Tasks: Please see
Appendix A
onlinedictionary.com
Socratic Seminar: Please see
Appendix B
www.state.nj.us/education/mo
delcurriculum/ela/
Summative Assessment : Please
see Appendix C
www.mla.org/
Student Portfolio
District Writing Benchmark
www.noodletools.com/
Studystack.com
Socrative.com
Classtools.net
Quizlet.com
Kidblog.com
i-ready.com
www.mla.org/
Page 20
Roselle Public Schools
English Curriculum Units of Study Grade 7
 Recognize different types of
language (formal,
conversational) and use
them appropriately in
writing.
 Create a story board to
identify events (for
directions).
 Assist students in adding
descriptive words to
enhance writing
 Modify work load and
length of assignment
 Assist students in writing an
interesting opening and
satisfying conclusion
 Correct sentences adding a
transitional word or phrase.
 Provide examples
paragraphs
 Provide students with the
different writing forms (e.g.
editorial, book review, firstaid book, cookbook,
friendly letter) and identify
two appropriate audiences
for each and explain why
they made the choice.
 Confer with teacher
identifying strengths and
weaknesses using a
feedback form.
Revised 2016
www.noodletools.com/
edmodo.com
Ancillary Materials:
 Writer’s Notebook
 Journals
 Print and Online graphic
organizers
 Open-Ended Response
Rubric
 Word Walls
 Internet
 Various Writing Prompts
 Exemplars
 Student Portfolios
 Feedback worksheets
 Grammar and Composition
Handbook
 Vocabulary Book
Page 21
Roselle Public Schools
English Curriculum Units of Study Grade 7
 Peer collaboration
 Use computer software,
thesaurus, or dictionary to
replace common words with
synonyms and antonyms to
improve a writing piece.
 Use word processing
software to create, save,
revise, edit for spelling and
grammar.
 Work with a partner in using
word processing software to
compose revise, edit and
publish work.
 Write an argumentative
response to nonfiction
text(s) and video to make
connections, use as clear
reasoning.
Extensions:
 Integrate suggestions from
various sources to improve
writing (e.g., clarifying
meaning, adding details).
 Make choices of language
and details to address a
particular audience and
purpose
 Use computer as primary
resource.
Revised 2016
Page 22
Roselle Public Schools
English Curriculum Units of Study Grade 7
 Use computer software,
thesaurus, or dictionary to
replace common words with
synonyms and antonyms to
improve a writing piece.
 Write an argumentative
essay detailing information
learned through different
sources
 Peer sharing and critiquing
of work
 Locate an article about an
event of international
concern and rewrite the
article using as many
transitional words and
phrases as deemed
necessary to bridge ideas.
 Edit any writing piece
completed for conventions.
 Write essays with multiparagraphs
 Self-evaluate compositions
using a rubric to address
logic, clarity, evidence, and
mechanics
 Self-edit and revise written
work using reference
materials and other internet
or writing software to
improve language and
Revised 2016
Page 23
Roselle Public Schools
English Curriculum Units of Study Grade 7
details to address a
particular audience and
purpose.
Reading (NF)
Scaffolds for Learning:
Formative Assessments:
Text:
 Read Aloud and Think
Aloud
 Active Reading
 Active Listening
 Guided Reading
 Whole Group Instruction
 Small Group
 Gallery Walk
 Word wall
 Vocabulary Map
 Think, Pair, Share
 Turn and Talk
 Graphic Organizers (KWL
Chart, Venn Diagram,
Two column notes,
character map, etc.)
 Technology infusion,
websites, on-line
newspapers, etc.
 Chunking texts
 Close reading
 Text features in various
print formats
 Habits of a good reader
(making inferences,
 Use a main idea organizer to
identify the essential and
non-essential information.
 Guided reading
 Use an inference chart while
reading a story or a
particular event and draw
conclusions about what was
read.
 While listening to a read
aloud, use post- it notes to
write questions that comes
to mind that relates to
characters, plot, etc.
 Pose questions
 Read a short story, find the
big ideas or general topics,
jot down repeated words or
ideas, important events or
dialogue then relate to the
story and discuss with a
partner your findings.
 Use graphic organizer to
visualize the meanings and
relationships of words.
 Identify affixes used in a










Teacher observation
I-Ready
Practice texts
Group discussion
Guided Reading
Response to Literature
Short Constructed Response
Open-ended Response
Graphic Organizers
Everyday Writing Tasks/
Journals
 Reading Quizzes
 Entrance/Exit Tickets
 Prentice Hall Literature
Book (see Appendix D)
 I Am Malala
Performance Tasks: Please see
Appendix A
www.mla.org/
Revised 2016
Websites:
Readwritethink.org
Onlinereadingresources.com
teacherdomain.org
onlinedictionary.com
www.state.nj.us/education/mo
delcurriculum/ela/
www.noodletools.com/
Socratic Seminar: Please see
Appendix B
Studystack.com
Summative Assessment:
Socrative.com
Please see Appendix C
Classtools.net
Page 24
Roselle Public Schools
English Curriculum Units of Study Grade 7








visualizing, connecting,
questioning, synthesizing)
Jigsaw
Strategic Reading
(knowing when, why, and
how to use reading
strategies)
Modeling (Explicit
reading strategy
instruction)
RACE (Restate, answer,
cite, explain)
RSS-RSS-E (Restate,
Support from Text,
Support from Self –
Restate, Support from
Text, Support from Self –
Extension)
Comprehension
monitoring
Cooperative learning or
peer tutoring
Question Generation
Revised 2016
short story.
 Create a vocabulary map to
learn new words
 Use context clues in
identifying the meanings of
vocabulary words.
 Skim and scan an assigned
reading to identify text
features and structure.
 Use plot diagram to the
follow the development of
conflict
 Select leveled texts
 Highlight targeted passages
and language that convey a
writer’s perspective
 Read an informational text
and highlight key details.
 Read at least 2
informational texts about the
same topic to compare
opinion
 Summarize paragraphs
while reading.
 Respond to selected
excerpts from the text.
 Record students’ practice
reading for playback and
self-correction.
 Use seven habits of a good
reader while reading
Quizlet.com
Kidblog.com
i-ready.com
www.mla.org/
www.noodletools.com/
edmodo.com
Ancillary Materials:
 Writer’s Notebook
 Journals
 Print and Online graphic
organizers
 Open-Ended Response
Rubric
 Word Walls
 Internet
 Various newspaper articles
pulled from online sources
 Various Writing Prompts
 Exemplars
 Student Portfolios
 Feedback worksheets
 Grammar and Composition
Handbook
 Vocabulary Book
Page 25
Roselle Public Schools
English Curriculum Units of Study Grade 7
independently.
 Read different genres and
interact with the texts using
post it notes to write
questions, wonderings, etc.
Extensions:
 Read a non-fiction text and
summarize it including only
the important details.
 Respond to an open-ended
question based on an
editorial or any
informational text read in
class.
 Complete a dialectical
journal or Cornell notes
with questions that
encourage critical thinking.
Then write a brief summary
of their questions at the end
of each dialectical journal or
Cornell notes.
 Use a double entry journal
while reading. Write
important passages on the
left side of the journal and
your thoughts on the right
side of the journal
 Students read notable
examples of stories that use
Revised 2016
Page 26
Roselle Public Schools
English Curriculum Units of Study Grade 7







a variety of visual aids, and
discuss how these devices
contribute to the total effect
of the information.
Identify new words from the
text that you are reading,
and use context clues to
make a logical guess about
the word’s meanings.
Identify signal words in an
article to figure out the
meaning of a new word or
concept.
Create a graphic organizer
to analyze textual structure.
Students evaluate the
effectiveness of the text
features in different sources.
Critique the elements of the
writers’ style.
Write a personal response to
informational text using
evidence to support
interpretations.
Read challenging texts
Language :
Scaffolds for Learning:
 Peer Review
 Conferencing
 Story Telling
 Assist with understanding
parts of speech
 Use practice sheets for
Revised 2016
Formative Assessments:


Everyday writing tasks
Practice worksheets using
context clues
Text:
 Prentice Hall Literature
Book (see Appendix D)
Page 27
Roselle Public Schools
English Curriculum Units of Study Grade 7









News Reporting
Journal writing
Language through pictures
Reading Corners
Teacher as
Informant/Peers as
Informants
Diagrams
Sample writings
Oral and written examples
Word wall
Revised 2016
subject / verb agreement
 Peer collaboration
 Guided Writing with
teacher.
 Assist with proper use of
commas in sentences
 Provide sample writing with
proper punctuation /
capitalization
 Assist students with using a
dictionary to spell correctly
 Provide a word bank
 Assist with the writing of
paragraphs
 Provide examples
paragraphs
 Guided Writing with
teacher.
 Modeling
 Make a list of any ten entry
words using a thesaurus,
locate a synonym for each
and write a sentence using
it.
 Identify figurative language
styles


Sample/ supplementary texts
Teacher observation of
reading strategies
 Comprehension of text via
various reading strategies
 Vocabulary quizzes
 Use of dictionary/ thesaurus
 Teacher observation
 Writing samples
 Practice worksheets
 Grammar quizzes
 Oral speeches
Performance Tasks: Please see
Appendix A
Socratic Seminar: Please see
Appendix B
Summative Assessment:
Please see Appendix C
 I Am Malala
Websites:
Readwritethink.org
Onlinereadingresources.com
teacherdomain.org
onlinedictionary.com
www.state.nj.us/education/mo
delcurriculum/ela/
www.mla.org/
www.noodletools.com/
Studystack.com
Socrative.com
Classtools.net
Quizlet.com
Kidblog.com
Extensions:
i-ready.com
 Use computer software to
practice identifying parts of
www.mla.org/
Page 28
Roselle Public Schools
English Curriculum Units of Study Grade 7
speech
 Create a newsletter or other
publication using a desktop
publishing software with no
convention errors.
 Edit any writing piece
completed for conventions.
 Use highlighters to identify
correct punctuation /
capitalization in exemplars
 Create a list of words adding
prefixes and suffixes to a
root word
 Edit any writing piece
completed for conventions.
 Write stories with multiparagraphs
 Use computer software,
thesaurus, or dictionary to
replace common words with
synonyms and antonyms to
improve a writing piece.
 Use figurative language in
speech and writing
Speaking and Listening



Oral Debate
Position Paper
Read a variety of
opposing texts
Revised 2016
www.noodletools.com/
edmodo.com
Ancillary Materials:
 Writer’s Notebook
 Journals
 Print and Online graphic
organizers
 Open-Ended Response
Rubric
 Word Walls
 Internet
 Various Writing Prompts
 Exemplars
 Student Portfolios
 Feedback worksheets
 Grammar and Composition
Handbook
 Vocabulary Book
Scaffolds for Learning:
Formative Assessments:
Text:
 Create a power point
presentation about a topic of
interest. Include graphics
and sound to project key
 Teacher observation
 Group discussion
 Oral presentation
 Prentice Hall Literature
Book (see Appendix D)
Page 29
Roselle Public Schools
English Curriculum Units of Study Grade 7







PowerPoint
Presentations
Active listening
Group discussion
Drawing inferences
Speeches and lectures
Radio/ television
programs
Role playing
points
 Read a speech by a famous
person in history and
identify the speaker’s
position about an issue and
indicate its effectiveness in
influencing others.
Extensions:
 Students read an essay or
newspaper article and write
questions, connections, or
conclusions for discussion
within the group.
 Collaborative Discussion
 Oral debate
 Active listening
 I Am Malala
Websites:
Performance Tasks: Please see
Appendix A
Readwritethink.org
Socratic Seminar: Please see
Appendix B
teacherdomain.org
Summative Assessment:
Please see Appendix C
Onlinereadingresources.com
onlinedictionary.com
www.state.nj.us/education/mo
delcurriculum/ela/
www.mla.org/
www.noodletools.com/
Studystack.com
Socrative.com
Classtools.net
Quizlet.com
Kidblog.com
i-ready.com
www.mla.org/
Revised 2016
Page 30
Roselle Public Schools
English Curriculum Units of Study Grade 7
www.noodletools.com/
edmodo.com
Ancillary Materials:
 Writer’s Notebook
 Journals
 Print and Online graphic
organizers
 Open-Ended Response
Rubric
 Word Walls
 Internet
 Various Writing Prompts
 Exemplars
 Student Portfolios
 Feedback worksheets
 Grammar and Composition
Handbook
 Vocabulary Book
VOCABULARY WORDS AND KEY TERMS
Academic Key TermsParaphrase, summarize, critical thinking, analyze, evaluate, close reading, predict, clarify, visualize, research analysis task, prose
constructed response, argument , MLA format, pre-write, draft, revise, edit, peer review, teacher evaluation, publish, thesis, counter
argument, claims
Tier 2 VocabularyLiaison, opposition, prospective, suspense, Abdicate, Bamboozle, Candor, Demeanor, Exonerated, Formidable, Abrasive,
Bewilder(ed), Characterize, Devastate, Emphasize, Harass, Abruptly, Boycott, Cause, Devour, Estimate, Intimidate, Acknowledge,
Belligerent, Compel, Diversity, Eligible, Irate, Necessary
Revised 2016
Page 31
Roselle Public Schools
English Curriculum Units of Study Grade 7
Content Vocabulary- Bazaar, trinkets, banter, fickle, oblige, reprimand, linger, raucous, radiant, devout, melancholy, sputter, sliver,
wreckage, illiterate, matted, conservative, vulnerable, scholar, blasphemy, spats, virtuous, charisma, corrupt, motivate, instill,
sanctuary, deemed, ploy, menacingly, stance, refuge, disputes, exile, fitful, rubble, wavering, smoldering, deprived, pronouncements,
edict, savored, pseudonym, cower, wrath, immune, scandalized, strongholds, militants, vice versa, bunkers, elated, imposed, relented,
bold, burly, accosted, plight, haste, exodus, treacherous, ambassador, activists, pockmarked, looted, negligence, reconciliation,
authoritative, receded, convert, scarcely, advocacy, omen, humble, wretched, dwell, huddled, reign, ritual, vulgarity, obscenity,
improper, opponent, vary, boundary, gala, budge, chaplain, prophet, excruciating, obsessed, seized, squirmed, mimed, specimen,
throbbing, splinters, ordeal, brink, undergo, flocked, gesture, hostel, abroad, grave, amid, noble, parcels, wading, rubbish, critical,
adapted, perplexed, marveling, humanitarian, advocate,
Revised 2016
Page 32
Roselle Public Schools
English Curriculum Units of Study Grade 7
Appendix A: Performance Task Assessments:
(Students may select from one of the tasks)
Research Simulated Task
Text: I Am Malala
1. Argument Writing: You have just read two pieces of writing and viewed a video clip about prejudice and discrimination around
the world and the fight for equal education, think about some of the ways that ordinary people have confronted these injustices to
make a real difference in the world. Some may say that “all children should have the right to an education.” Write to argue whether
this statement is true or false, using the information from the given texts. Think of the different reasons why all children should be
able to get an equal education or why some children should not be given this basic human right and why.
(RI.7.1, RI.7.8, RI.7.9, W.7.1, W.7.4, W.7.5, W.7.6, W.7.9, L.7.1, L.7.2)
Note: Refer to Appendix D for choice of nonfiction texts and videos.
Directions for Writing
You may take notes, create a web, or do other prewriting work on a prewriting page. Then write your essay.
Before you begin writing, read the checklist. After you write your essay, read what you have written. Use the checklist to make certain
that your writing is the best it can be.
Remember to
·
Keep the central idea or topic in mind.
·
Keep your audience in mind.
·
Support your ideas with details, explanations, and examples.
·
State your events in a clear order.
·
Include an opening and a closing.
·
Use a variety of words and vary your sentence structure.
·
State your conclusion clearly.
·
Infuse figurative language into your essay.
·
Capitalize, spell and use punctuation correctly.
Keep essay school appropriate.
Revised 2016
Page 33
Roselle Public Schools
English Curriculum Units of Study Grade 7
2. Argument Writing: You have just read two pieces of writing and viewed a video clip about prejudice and discrimination around
the world and the fight for equal education, think about some of the ways that ordinary people have confronted these injustices to
make a real difference in the world. Some may say that “the world can and will change to fit the needs of all children to go to school.”
Write to argue whether this statement is true or false, using the information from the given texts. Think of the different ways people
can and will change or focus attention to what may not be able to change and why.
(RI.7.1, RI.7.8, RI.7.9, W.7.1, W.7.4, W.7.5, W.7.6, W.7.9, L.7.1, L.7.2)
Refer to Appendix D for choice of nonfiction texts and videos.
Directions for Writing
You may take notes, create a web, or do other prewriting work on a prewriting page. Then write your essay.
Before you begin writing, read the checklist. After you write your essay, read what you have written. Use the checklist to make certain
that your writing is the best it can be.
Remember to
·
Keep the central idea or topic in mind.
·
Keep your audience in mind.
·
Support your ideas with details, explanations, and examples.
·
State your events in a clear order.
·
Include an opening and a closing.
·
Use a variety of words and vary your sentence structure.
·
State your conclusion clearly.
·
Infuse figurative language into your essay.
·
Capitalize, spell and use punctuation correctly.
Keep essay school appropriate.
Grading: Refer to the PARCC RST/LAT Rubrics
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Appendix B:
Socratic Seminar Questions:
Review Socratic Seminar Protocol
Peer Feedback required during discussions
1. As we view the images of the gallery walk, what symbols or colors are represented? Do you think they have a significant
impact on your opinion of the image? What ideas can you gather from the opposing images? Do you have any background
already on Muslim traditions and/ or women and men of Pakistan? What might you already know about Malala from viewing
these images?
2. In the prologue of I Am Malala we find that Malala is speaking of her life presently and having flashbacks of her old life and a
major event that took place. What are some of the significant things that Malala speaks of in this chapter? What are some
major differences of her life in Pakistan and her life in Birmingham? Can you picture her life before she had to leave her
home? What do you think her opinion is of her new life and her old? How do you feel about the two different atmospheres?
3. There is a famous saying, “an eye for an eye, makes the whole world blind.” How does this connect to that of Malala’s belief
in the Pashtunwali code? Within the first few chapters we learn that Malala has faith in her religion and follows a certain set of
beliefs. Is this the same for everyone in her country? How is it that the media can skew the ideals of this religion to make it
seem like a purely negative set of beliefs about discrimination and prejudice toward women and others?
4. Now that we have read and discussed various true life and fictional stories of courage and fighting injustices, think about the
memoir we have been reading “I Am Malala”. Think critically about the different stories; think about the theme of all of these
stories. Generate Questions to further discuss. Some examples are as follows:
a. What is a common theme and how does that connect?
b. Are there similarities between these other individuals who have fought for an injustice and that of Malala?
c. What are the emotional and physical hurdles these people must overcome? Do they use similar strategies to overcome
the adversity they are faced with?
d. What can you learn from the different stories about adversity and challenges in your own life?
Grading: Refer to the Socratic Seminar Rubric
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Appendix C:
Summative Assessment
Unit 3 Summative Assessment
Title: Courage
Subject: English
Grade Level: 7
____________________________________________________________________________________
Instructional Focus: (Indicate standards)
Reading
RI.7.1
RI.7.2
RI.7.3
RI.7.5
RI.7.6
RI. 7.7
RI7.8
Writing
W7.1
W.7.4
W.7.5
W.7.6
W.7.7
W.7.8
W7.9
Speaking & Listening
SL.7.1
SL.7.2
SL7.3
SL.7.4
SL.7.5
Language
L.7.2
L.7.3
L.7.4
L.7.1
RI.7.9
Student Learning: Students will be able to complete the following:





Use reading strategies to determine two or more central ideas in a text and analyze their development
Analyze and explain the how two or more author’s shape their presentations of key information
Determine the appropriate strategy to gather and organize information.
Evaluate information about a topic gathered from a variety of sources.
Combine new information with existing knowledge.
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Unit 3 Summative Assessment Task
Essential question: How can you make a difference in the world through your actions today?
Introduction: Malala is a young girl growing up in a world where her freedoms are limited. As she grows older she begins to speak
out against those impeding on her freedoms which resulted to an attempt against her life. She survives and this is her story.
Throughout the novel women’s rights is a major theme. The tasks below will assist you as you explore and gain knowledge of
women’s rights around the world.
Task: You are passionate about the right to education for all children and feel as though there should be no discrimination toward
women. You are so passionate about these topics that you have become an activist just like Malala. You will try to change the real
world by spreading the word around your school, community, and even through social media. You will read and gather information
about the inequality toward women in education and basic human rights. You will then create brochures, posters, or blogs to spread
the word of the negative impacts of discrimination and prejudice toward women. These documents will present informative elements
on the struggle of women’s rights around the world and the continued efforts to make a change for the better.
Steps/Process: (Teach the RESEARCH Process to the students (i.e. choosing a topic, gathering sources, evaluating sources,
notetaking, paraphrasing, citing sources using MLA Format).
1. Complete a Gallery Walk (See Below- Directions & rubric # 1)
Due Date: Week 1
2. Complete a web quest (See Below- Directions & rubric # 2)
Due Date: Week 2
3. Create a Fakebook page for Malala (See Below- Directions & rubric # 3)
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Due Date: Week 5
4. Create posters or brochures bringing awareness of women’s rights around the world (See Below- Directions & rubric # 4)
Due Date: Week 8
Materials:
 Text:
I Am Malala
Short articles on discrimination toward women

Websites
Interviews/ spotlights/features of Malala Yousafazai & family
https://www.youtube.com/watch?v=B9dm0PC0_b8
https://www.youtube.com/watch?v=8hx0ajieM3M
https://www.youtube.com/watch?v=A6Pz9V6LzcU
https://www.youtube.com/watch?v=RE1KNTxc0uU
https://www.youtube.com/watch?v=cR8aVgousDc
https://www.youtube.com/watch?v=h4mmeN8gv9o
https://www.youtube.com/watch?v=NKckKStggSY
https://www.youtube.com/watch?v=HQL8bTqyFCo
Articles on discrimination toward women & the fight for education
http://elitedaily.com/women/separate-unequal-countries-worst-gender-inequality-education/
http://www.bloomberg.com/news/articles/2013-10-17/pakistans-girls-look-up-to-malala-defy-taliban-and-go-to-school
http://stories.plancanada.ca/10-wins-for-girls-and-womens-rights-2015/
http://becauseiamagirl.ca/fathers-standing-up-for-girls-and-women?frsid=79
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Rubrics:
Directions & Rubric # 1Name: _____________________________
Date: ________
Malala Gallery Walk
Directions: Today you will walk around the classroom and view many different pictures. All of these pictures are important to
the next text we will read in class, I Am Malala.
Rules:
1. No more than 2 people can be at 1 picture at a time.
2. There will be a timer, go to a new picture when the timer is up.
3. You MUST go to each picture once.
4. You must respond to the corresponding questions appropriately.
5. You should be working individually, we will discuss as a group later.
6. You will be graded based on the rubric below.
7. The assignment MUST be completed by class tomorrow.
8. Be prepared to share your interpretations and knowledge.
9. Title each picture you view, be creative and sensible.
Malala Gallery Walk Rubric
Area/Points
25 points
20 points
15 points
0-10 points
Content
Content is clear and
specific at all time.
Content is clear and
specific most of the time.
Content is clear and specific
only some of the time.
Content is not clear or
specific.
Mechanics
There are less than 5
mechanical, spelling,
capitalization, and
punctuation errors, which
There are 8-10 mechanical,
spelling, capitalization, and
punctuation errors, which
do not take away from
There are 15+ mechanical,
capitalization, spelling, and
punctuation errors, which
take away from meaning of
There are numerous
mechanical, spelling,
capitalization, and
punctuation errors,
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do not take away from
meaning of answers.
meaning of answers.
answers.
which make it difficult
to understand answers.
Requirements 8-9 pictures’ questions
have been answered in full
detail.
5-7 pictures’ questions
have been answered in full
detail.
4-6 pictures’ questions have
been answered in partial
detail.
3 or less pictures’
questions have been
answered in little detail.
At least 2 responses have
been shared with the class,
at least 1higher level
thinking question has been
posed
At least 2 responses have
been shared with the class,
at least 1 question has been
posed
At least 1 response has been
shared with the class, 1
question may have been
posed
Little to no responses or
questions posed during
class discussion
Information is presented in
an organized and neat
manner.
Information is presented in
a mostly organized and
neat manner.
Information is not always
presented in an organized
and neat manner.
Information is rarely
presented in an
organized and neat
manner.
Organization
Score:
Malala Gallery Walk Response Questions
Picture # 1- ___________________________________________________________________
A. What is this a picture of? Describe what you see in detail.
B.
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What are some feelings or emotions that you get from the photograph?
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C.
Why do you think this girl looks upset? What could be happening to her or around her?
Picture # 2- ___________________________________________________________________
A. What is this a picture of? Describe what you see in detail.
B.
What are some feelings or emotions that you get from the photograph?
C.
What does this phrase mean? Why would this be important when speaking of Pakistan and
Muslim women? How do you feel about this picture?
Picture # 3- ___________________________________________________________________
A. What is this a picture of? Describe what you see in detail.
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B.
What are some feelings or emotions that you get from the photograph?
C.
What do you think these words stand for? Why are they unique when speaking about women and their
rights?
Malala Gallery Walk Response Questions
Picture # 4- ___________________________________________________________________
A. What is this a picture of? Describe what you see in detail.
B. What are some feelings or emotions that you get from the photograph?
C. That is a picture of Malala, why is she represented on this sign? What does she represent?
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Picture # 5- ___________________________________________________________________
A. What is this a picture of? Describe what you see in detail.
B. What are some feelings or emotions that you get from the photograph?
C.
What are some words that speak to you? Why? What do they mean? Why are they represented
here in this picture?
Picture # 6- ___________________________________________________________________
A. What is this a picture of? Describe what you see in detail.
B.
What are some feelings or emotions that you get from the photograph?
C.
What is something important about this picture? Why is it important? What lesson can be
learned?
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Picture # 7- ___________________________________________________________________
A. What is this a picture of? Describe what you see in detail.
B. What are some feelings or emotions that you get from the photograph?
C. What do you think they mean by “honor killing?” How do the women in the photo appear to be
reacting?
Picture # 8- ___________________________________________________________________
A. What is this a picture of? Describe what you see in detail.
B. What are some feelings or emotions that you get from the photograph?
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C.
Who is this girl? What happened to her? What is important about this picture? What does this
show her community and the world?
Picture # 9- ___________________________________________________________________
A. What is this a picture of? Describe what you see in detail.
B.
What are some feelings or emotions that you get from the photograph?
C.
Where might you have seen this before? Where does this slogan originate back from? Is it still relevant
today? If so, how?
Picture # 10- __________________________________________________________________
A. What is this a picture of? Describe what you see in detail.
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B.
What are some feelings or emotions that you get from the photograph?
C.
What do you think this phrase means? Do you agree with it? How do you think this relates to Malala
Yousafazai?
Picture # 11- __________________________________________________________________
A. What is this a picture of? Describe what you see in detail.
B.
What are some feelings or emotions that you get from the photograph?
C.
What do you think this phrase means? Do you agree with it? Respond to the question. Why do
people feel the need to state their opinion on everything?
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Picture # 12- ______________________________________________________________
A. What is this a picture of? Describe what you see in detail.
B.
What are some feelings or emotions that you get from the photograph?
C.
This comic is meant to be humorous but invoke emotion and spread a worldwide message. What
do you think the comic’s message is? Does it invoke emotion in you? Explain your thoughts on this
subject.
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Picture # 1
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Picture # 2
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Picture # 3
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Picture # 4
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Picture # 5
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Picture # 6
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Picture # 7
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Picture # 8
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Picture # 9
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Picture # 10
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Picture # 11
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Picture # 12
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Directions & Rubric # 2I Am Malala Web Quest
Directions: Answer the questions below using the internet to aid you. Either Follow the links given and look on those websites to find
your answers or use the search engine Google to find your answers. Be careful of false information, some websites are not completely
accurate!
You will be working in a small group and each person will have a certain job or jobs that they must always be cautious of. Each
member of the group MUST participate in the overall presentation of this webquest.
Step1- The leader MUST copy and paste all of the questions and links below on to a new document on google docs. Title this
document “Malala Webquest”. Then, the leader MUST share with me at [email protected] , and the other group members.
Step 2- All group members must start their research. You should each take time to read through the articles and THEN
respond to the questions. Each day you will have to make sure you respond to at least 6 questions. You or a group member may
already know the answer to some questions, but please be aware that I expect these responses to be detailed and correct.
Step 3- The responses must be accurate and in your own words (no copy & paste vocabulary you don’t even know). The
questions and responses should then be formatted on to a google slide show; each set of question/ answers should be on a separate
slide. This slide show again, must be shared with me and all group members. Do not worry about the design of the slide show until
after you know you have all the information first!
1. What continent is Pakistan located on? What countries border Pakistan? What is the name for the region Pakistan is located in?
a. http://www.worlddailies.com/asia.htm
b. http://www.maps-world.net/southern-asia.htm
Who is Malala Yousafzai?
a. http://www.biography.com/people/malala-yousafzai-21362253
b. http://www.bbc.com/news/magazine-24379018
What is the Taliban?
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a. http://asianhistory.about.com/od/afghanista1/f/Who-Are-the-Taliban.htm
What does Pashtun mean?
a. http://asianhistory.about.com/od/glossaryps/g/Who-Are-The-Pashtun.htm
What is the Pashtunwali code?
What are burqas? Are Pakistani women forced to wear them today still?
What is Eid? How many Eid’s are there? Which holiday can you most closely relate it to?
a. http://www.zawaj.com/events/eid/eid_meaning.html
Are women allowed to go to school in Pakistan? What is a madrasas?
a. http://www.eldis.org/index.cfm?objectid=13280D29-A3C7-6A84-CBBEC02836108D05#.VihsZBx6JN0
What are rupees?
What is the Quran?
What is a mosque?
What does Allah mean?
What is terrorism?
a. http://www.wisegeek.com/what-is-terrorism.htm
Who is Ziauddin Yousafzai? What was his job in Pakistan?
a. http://www.principiacollege.edu/ziauddin-yousafzai
Who is Maulana Fazlullah? What group was he part of? Name three acts he did while in power?
a. http://www.aljazeera.com/indepth/features/2013/11/iron-fist-maulana-fazlullah-20131171538269715.html
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What are some other countries women have limited rights in?
Who was the first women prime minister of Pakistan? What happened to her? When was she elected?
What prize did Malala win? When was it awarded to her?
a. http://news.yahoo.com/malala-kailash-satyarthi-win-nobel-peace-prize090630266.html;_ylt=AwrBT.KMcihW_IoA1qtXNyoA;_ylu=X3oDMTByNXM5bzY5BGNvbG8DYmYxBHBvcwMzBHZ0
aWQDBHNlYwNzcg--
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Directions & Rubric # 3
Fakebook Profile
Directions: Create a fakebook profile for the main character, Malala. You must include at least 5 postings, 6 images, and 8 out of 10
traits about Malala. Follow the rubric below to guide you to the best grade possible.
Link: www.classtools.net/FB/home-page
Fakebook Profile Rubric
Name:
Points
25
20
15
0-10
Content
Content is always clear
and appropriate for main
character.
Content is mostly clear
and appropriate for main
character.
Content is not always clear
and or appropriate for main
character.
Content is unclear and not
appropriate for main
character.
Mechanics
Mechanics are always
properly used making
meaning clear.
Mechanics are mostly
used properly and do not
take away from meaning.
Mechanics are not always
used properly and take
away from meaning.
Mechanics are not properly
used and always take away
from meaning.
Images
6 + images that are
appropriate for the
characters profile.
4-5 images that are
appropriate for main
characters profile.
2-3 images that are not
always connected to main
characters profile.
0-1 images and they are not
always connected to main
characters profile.
Postings
5+ postings that are clear
in meaning and are clearly
connected to the main
character.
4 postings that are clear in
meaning and are clearly
connected to the main
character.
2-3 postings that are mostly
clear in meaning and are
mostly connected to the
main character.
0-1 postings that are
unclear in meaning and are
not always connected to the
main character.
OR
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Name: ______________________________
Due Date: Friday 1/22/16
Malala Fakebook
Directions: Create a “Fakebook” for Malala. Put yourself in her shoes, what would she have posted about? What would be
on her mind? What are some things that she would want to share or comment on in her life?
**Include either a hand drawn picture or printed picture, then create at least 5 posts that she would share with her friends and/or
the public. Put some information about her in the “Bio section”. Include pictures and friends she might have on her fakebook. Be
creative and think about Malala’s Personality traits and her likes and dislikes!**
Update Info
Malala Yousafzai
Timeline
About
Status
Friends
Photo/Video
Photos
View Activity Log
More
Life Event
What’s on your mind?
Short
Bio
_________________________________
_________________________________
_________________________________
_________________________________
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_________________________________
_________________________________
_________________________________
_________________________________
Post
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_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
Photos
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
Friends
_______________________________________________
_______________________________________________
_______________________________________________
Rubric for Fakebook
Score
4
3
2
1
Content
5 posts that cover many
4-5 posts that includes
3-4 posts that can include
3 or less posts that shows
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added facts and
important events.
some added facts and
important events.
some important facts/
events.
Shows a full
understanding of the
person
Shows an understanding
of the person.
Shows some of an
understanding of the person.
Includes at least 3
pictures that may be hand
drawn or printed that are
relevant and have
significance to the
person.
Includes at least 2-3
pictures that may be hand
drawn or printed that are
relevant to the person.
Includes at least 1-2 pictures May include 1 or fewer
that may be hand drawn or
pictures that may be hand
printed that are relevant.
drawn or printed that may
be relevant or important.
Completed There are 3 or more
Profile
elements in the Bio
section that are true and
important facts about the
person.
There are 2 or more
elements in the Bio
section that are true and
important facts about the
person.
There are 2 or more
elements in the Bio section
that may or may not be true
about the person.
There is one or less element
in the Bio section. This
may not be true or
important.
Neatness/
Creativity
The assignment is neat
and tidy, well designed,
and well thought out.
The assignment may not be
neat or tidy, somewhat
unorganized, with little
thought put into the overall
appearance.
The assignment is extremely
unorganized or incomplete.
Pictures
The assignment is neat
and tidy, well designed,
and extremely well
thought out.
The assignment shows
great pride and creativity
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The assignment shows
pride and creativity
minor events or facts.
Shows little to no
understanding of the person.
The assignment shows little
to no pride and lacks
creativity
The assignment shows little
to no pride and little
creativity
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Grammar/ There may be 1-2 errors
Mechanics in spelling, punctuation,
capitalization, and
grammar, shows effort to
check over piece
There are 3-5 errors in
spelling, punctuation,
capitalization, and
grammar, may show some
effort to check over piece
There are 6-10 errors in
spelling, punctuation,
capitalization, and grammar,
may show little effort to
check over piece
There are numerous errors
in spelling, punctuation,
capitalization, and grammar,
shows little to no effort to
check over piece
Directions & Rubric # 4
Women’s Rights Poster/Brochure
Directions: You are to choose and create a poster or brochure focusing on raising awareness for women’s rights to education. The best
ones will be placed around the school and handed out to your peers, so do your best work.
Poster(Visual/Spatial/Interpersonal)
Work in a group to:
Step one: Focus on one point you want to highlight for your poster
Step two: Create a rough draft of your poster
Be sure to include color
Be sure to include at least 5 facts about women’s
rights to education
Be sure to include at least three pictures relevant to
your topic
Be sure to be creative in your presentation
Step three: Get a teacher or peer to edit you poster
Step four: Revise your poster and make your final copy
Brochure (Verbal/Linguistic/Intrapersonal)
Work alone to:
Step one: Focus on one point you want to highlight for your
poster
Step two: Create a rough draft of your brochure
Be sure to include color
Be sure to include at least 5 facts about women’s
rights to education
Be sure to include at least three pictures relevant
to your topic
Be sure to be creative in your presentation
Step three: Get a teacher or peer to edit you brochure
Step four: Revise your brochure and make your final copy
Remember your project is DUE _________________________.
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Poster/Brochure Rubric
Area
25 points
Content
Content is clear and
appropriate for the project
helping the reader to
understand the material.
Project has all 5 facts.
Mechanics Mechanics have less than
2 mistakes, which do not
affect the project's overall
meaning.
20 points
15 points
0-10 points
Content is mostly clear
and appropriate and at
times can be confusing.
Projects has 2-3 facts.
Content has little clarity
and is hard to tell if it is
appropriate or not. Project
has only 1 fact.
Content has no clarity and is
not appropriate for the project,
not meeting project
expectations. Project has no
facts.
Mechanics have 3-5
mistakes which affect the
overall project’s meaning.
Mechanics have more than Mechanics have more than ten
6-10 mistakes, which take
mistakes taking away from
away from overall project’s overall project’s meaning.
meaning.
Creativity
Project has all 3 pictures,
is full of color, and is well
organized.
Project has 1-2 pictures,
has some color and is
mostly organized.
Project has 1 picture, has
little color, and is
unorganized.
Project has no pictures, has no
color, and is unorganized.
Women’s
rights
issue
Poster/brochure clearly
focuses on one aspect of
women’s rights issue,
raising awareness.
Poster/brochure mostly
focuses on one aspect of
women’s rights issue,
raising some awareness.
Poster/brochure focuses
little on women’s rights
issue, raising little
awareness.
Poster/brochure focuses on
zero women’s rights issues,
raising no awareness.
Positive comments:
Areas for improvement:
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Appendix D: Reading List
Title
I am Malala/ Malala Yousafazai
Provided by district
All Together Now/ Barbara Jordan
Purple Prentice Hall Literature Book
Genre
Novel
Speech
https://www.youtube.com/watch?v=TLhbxYPTjKE
Articles of Malala Yousafazai
http://www.tweentribune.com/article/tween56/youngest-nobel-peace-prize-winner-stresseseducation/
http://www.tweentribune.com/article/tween56/teen-wins-nobel-peace-prize-youngest-winner-ever/
http://www.nytimes.com/politics/first-draft/2015/12/16/malala-yousafzai-nobel-winner-callsdonald-trumps-remarks-on-muslims-full-of-hatred/
http://parenting.blogs.nytimes.com/2014/12/05/when-talk-of-racism-centers-on-black-and-whitewhat-does-a-brown-parentsay/?rref=collection%2Ftimestopic%2FYousafzai%2C%20Malala&action=click&contentCollecti
on=timestopics&region=stream&module=stream_unit&version=latest&contentPlacement=6&pgt
ype=collection
He Named Me Malala
DVD
Articles
Interviews/ spotlights/features of Malala Yousafazai & family
Interview/ news
clips/ Youtube
video clips
https://www.youtube.com/watch?v=B9dm0PC0_b8
https://www.youtube.com/watch?v=8hx0ajieM3M
https://www.youtube.com/watch?v=A6Pz9V6LzcU
https://www.youtube.com/watch?v=RE1KNTxc0uU
https://www.youtube.com/watch?v=cR8aVgousDc
https://www.youtube.com/watch?v=h4mmeN8gv9o
https://www.youtube.com/watch?v=NKckKStggSY
Revised 2016
Movie
Documentary
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https://www.youtube.com/watch?v=HQL8bTqyFCo
Articles on discrimination toward women & the fight for education
Articles
http://elitedaily.com/women/separate-unequal-countries-worst-gender-inequality-education/
http://www.bloomberg.com/news/articles/2013-10-17/pakistans-girls-look-up-to-malala-defy-taliban-and-goto-school
http://stories.plancanada.ca/10-wins-for-girls-and-womens-rights-2015/
http://becauseiamagirl.ca/fathers-standing-up-for-girls-and-women?frsid=79
http://www.tweentribune.com/article/tween56/women-get-place-paper-money/
http://www.tweentribune.com/article/tween56/its-way-too-hard-find-statues-notable-women-us/
http://www.worldvision.org/news-stories-videos/world-vision-educating-women-and-girls
Texts for Performances Tasks A & B
http://tweentribune.com/article/tween56/youngest-nobel-peace-prize-winner-stresses-education/
http://tweentribune.com/article/teacher/first-lady-promote-education-liberia-morocco-spain/
10 articles
5 video clips
1 slideshow video
http://stories.plancanada.ca/10-wins-for-girls-and-womens-rights-2015/
http://becauseiamagirl.ca/fathers-standing-up-for-girls-and-women?frsid=79
http://www.unicef.org/education/bege_61657.html
http://www.unicef.org/education/bege_70640.html
http://www.unicef.org/education/index_access.html
https://www.globalcitizen.org/en/content/10-barriers-to-education-around-the-world-2/
http://journalistsresource.org/studies/international/human-rights/pakistan-women-equalityeducation-economic-development-research-roundup
http://www.right-to-education.org/issue-page/marginalised-groups/girls-women
Video Clips for Performances Tasks A & B
Short clip from- https://mic.com/articles/101072/8-ways-malala-has-made-the-world-better-forwomen#.RvdCJdkSr
http://www.usatoday.com/story/news/world/2015/11/04/michelle-obama-women-educationrights/75142004/
http://www.euronews.com/2014/03/07/breaking-down-the-barriers-to-equal-education-rights
https://www.youtube.com/watch?v=TzhFNZntEaQ
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https://www.youtube.com/watch?v=RcIss0w_50c
Slideshow for Performances Tasks A & B
https://www.youtube.com/watch?v=oR6vU9QZz3M
Poem
Revised 2016
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