7th Grade Core Curriculum Standards with Resources and Activities
STANDARD 3.1 (READING)
ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS,
LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND
FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH
FLUENCY AND COMPREHENSION.
Standard
Strand Behavioral Objectives
3.1
(READING)
3.1.7.A
Concepts About Print
7.A.1
3.1.7.B.
Identify and use common textual
features (e.g., paragraphs, topic,
sentence, index, glossary, table of
contents) and graphic features, (e.g.,
charts, maps, diagrams) to
comprehend information.
Develop an understanding of the
organizational structure of printed
material (e.g. chronological,
sequential, procedural text).
Phonological Awareness
3.1.7.C.
No additional indicators at this
grade level
Decoding & Word Recognition
7.A.2
7.C.1
Distinguish among the spellings of
homophones (e.g. cite, site, sight).
Activities/Assessment
Resources
A Midsummer Night’s
Dream – Understand how
Bottom uses malapropisms.
Identify them and substitute
with the correct word.
A Midsummer
Night’s Dream by
William
Shakespeare
7.C.2
7.C.3
3.1.7.D
7.D.1.
7.D.2
7.D.3
7.D.4
3.1.7.E.
7.E.1.
Apply spelling rules and
syllabication that aid in correct
spelling.
Continue to use structural analysis
and context analysis to decode new
words.
Fluency
Read aloud in selected texts
reflecting understanding of the text
and engaging the listener.
Read increasingly difficult texts
silently with comprehension and
fluency.
By second half of the school
year, seventh grade will
read, Habibi, by Naomi
Shihab Nye, with weekly
comprehension checks.
Students will also read a
book of choice (one a month)
and be tested by Accelerated
Reader.
Habibi by Naomi
Shihab Nye
Apply self-correcting strategies to
decode and gain meaning from print
both, orally and silently.
Reread informational text for clarity.
Reading Strategies (before,
during, and after reading)
Monitor reading for understanding
by setting a purpose for reading,
making and adjusting predictions,
asking essential questions, and
relating new learning to background
experiences.
Short Story Unit- Prior to
“Charles” by
reading “Charles” by Shirley Shirley Jackson
Jackson, students should list
behaviors a “naughty” child
might do. Share results
with class. Following the
reading, determine whether
or not the student’s
prediction was correct.
7.E.2
Use increasingly complex text guides
to understand different text
structure and organizational
patterns (e.g., chronological sequence
or comparison and contrast.
3.1.7.F.
Vocabulary and Concept
Development
7.F.1
Develop an extended vocabulary
through both listening and
independent reading.
Clarify word meanings through the
use of a word’s definition, example,
restatement, or contrast.
Clarify pronunciations, meanings,
alternate word choice, parts of
speech, and etymology of words using
the dictionary, thesaurus, glossary,
and technology resources
Expand reading vocabulary by
identifying and correctly using
idioms and words with literal and
figurative meanings in their
speaking and writing experiences.
7.F.2.
7.F.3
7.F.4
3.1.7.G.
7.G.1
Comprehension Skills and
Response to Text
Speculate about text by generating
literal and inferential questions
Short Story Unit –
Compare and contrast
science fiction stories by Ray
Bradbury and Road Serling.
“Something
Wicked This Way
Comes” and “All
Summer in a Day”
by Ray Bradbury.
“Time Enough at
Last” and “The
Prime Mover” by
Rod Serling.
A Midsummer Night’s
Dream – While reading this
drama, ask class to identify
literal and figurative
meanings. Compose a list of
how the meanings would
change if used the opposite
way.
A Midsummer
Night’s Dream by
William
Shakespeare
Poetry Unit – Speculate
both aspects while reading a
Refer to poetry
selection
variety of poetry.
7.G.2
7.G.3
Distinguish between essential and
nonessential information.
Differentiate between fact, opinion,
bias, and propaganda in newspapers,
periodicals, and electronic texts
7.G.4
Articulate the purposes and
characteristics of different genres.
7.G.5
Analyze ideas and recurring themes
found in texts, such as bravery,
loyalty, friendship, and loneliness.
7.G.6
Develop an awareness of a variety of
perspectives on a single event,
setting, character, personality, or
topic as expressed by different
authors.
Locate and analyze the elements of
setting, characterization, and plot to
construct understanding of how
characters influence the progression
and resolution of the plot.
7.G.7
Night – Discuss tactics
Nazi’s used with propaganda
posters. Discuss bias crimes
as they are found in various
newspapers. Discuss past
current events from paper.
At the end of the school
year, discuss and label all
texts read in class. Example
– A Midsummer Night’s
Dream by William
Shakespeare – Comedic
Drama and The Pearl by
John Steinbeck – Folklore.
Create posters to draw
positives about each genre.
Night – Create a five
paragraph theme essay
utilizing three of the four
themes discussed. Themes
include:
Night by Elie
Weisel
Short Story Unit – Read
“After Twenty Years” by O.
Henry and discuss reasons
why Joe would have his
friend meet him, only to
betray him. Discuss how
“After Twenty
Years” by O.
Henry
All texts read in
the course of the
school year.
Night by Elie
Weisel
7.G.8
7.G.9
7.G.10
7.G.11
7.G.12
Read critically by identifying,
analyzing, and applying knowledge
of the purpose, structure, and
elements of nonfiction and providing
support from the text as evidence of
understanding.
Read critically by identifying,
analyzing, and applying knowledge
of the theme, structure, style, and
literary elements of fiction and
providing support from the text as
evidence of understanding.
Respond critically to text ideas and
the author’s craft by using textual
evidence to support interpretations.
Identify and analyze literary
techniques and elements, such as
figurative language, meter,
rhetorical and stylistic features of
text.
Identify and analyze recurring
themes across literary works.
occupation and morals play
a role.
Night – While studying the
holocaust, analyze children’s
poetry from concentration
camps, from “I Never Saw
Another Butterfly”. Discuss
children’s role in war
Short Story Unit- Discuss
theme of bravery in
Something Wicked This Way
Comes by Ray Bradbury.
List all characters who
exhibited this trait and how.
Poetry Unit- Read
“Annabel Lee” by Edgar
Allen Poe and discuss
whether or not it was
written for his wife – discuss
syllables in name, cause of
death, etc.
Poetry Unit – Read “The
Cremation of Sam McGee”
and identify the meter used
and the sound the poem
produces.
Short Story Unit – Discuss
the theme of “be careful
what you wish you” found in
“The Monkey’s Paw” and
“The Third Wish” and “The
Necklace”. Discuss how the
same theme can be different
“I Never Saw
Another Butterfly”
Children’s Drawings
and Poems from
Terezin
Concentration Camp
1942–1944. By
Hana Volavkova
(Editor)
Something Wicked
This Way Comes
by Ray Bradbury
“Annabel Lee” by
Edgar Allen Poe
“The Cremation of
Sam McGee” by
Robert Service
Refer to short
story selctions
in a variety of short stories.
7.G.14
7.G.15
Compare and contrast the
perspectives of authors in a variety
of interdisciplinary works.
Interpret text ideas through journal
writing, discussion, and enactment.
7.G.16
Demonstrate the use of everyday
texts (e.g., train schedules,
directions, brochures) and make
judgments about the importance of
such documents.
7.G.17
3.1.7.H
Interpret idiomatic expressions.
Inquiry and Research
7.H.1
Produce written and oral work that
demonstrates comprehension of
informational materials.
Analyze a work of literature,
showing how it reflects the heritage,
traditions, attitudes, and beliefs of
its authors.
7.H.2
A Midsummer Night’s
Dream – Write as letter to
Quince’s wife, from Quince.
Discuss the different
problems he is encountering
from the actors.
Write a journal entry from
one of the main characters
discussing occurrences that
have happened in play.
Night- Analyze a variety of
train schedules from the era
and discuss why it be crucial
to understand one(example:
smuggling Jews out of
occupied countries).
A Midsummer
Night’s Dream by
William
Shakespeare
Short Story Unit – Read
“The Sniper” by Liam
O’Flaherty and discuss
past/current issues with the
IRA and Catholics and
Protestant in Ireland.
Discuss how O’Flaherty’s
heritage plays a role in his
writing.
“The Sniper” by
Liam O’Flaherty
Night by Elie
Weisel
7.H.3
Collect materials for a portfolio that
reflect possible career choices.
7.H.4
Self-select materials appropriately
related to a research project.
Language Arts Workshop
– Discuss possible career
opportunities based on
interests. Create a poster
with three possible choices
and share with the class.
Language Arts Workshop
– Create a research paper
about topic of choice. Follow
guidelines and timeline
provided by teacher.
Internet Research
Library Research
Internet Research
STANDARD 3.2 (WRITING)
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT
VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Standard
Strand Behavioral Objectives
3.2.7.A
Writing as a Process
3.2
(prewriting, drafting, revising,
(WRITING)
Activities/Assessment
Resources
Short Story Unit –
Following the short story
unit, create a short story
including all elements
(theme, point of view,
characters, setting, conflict).
A plot chart will also be
included.
Short Story Unit
editing, postwriting)
7.A.1
Write stories or scripts with welldeveloped characters, setting,
dialogue, clear conflict and
resolution, and sufficient descriptive
detail.
The Pearl- Rewrite The
The Pearl by John
Steinbeck
7.A.2
Write multi-paragraph compositions
that have clear topic development,
logical organization, effective use of
detail, and variety in sentence
structure.
7.A.3
Generate and narrow topics by
considering purpose, audience, and
form with a variety of strategies
(e.g., graphic organizers,
brainstorming, or technologyassisted processes).
7.A.4
Revise and edit drafts by rereading
for content and organization, usage,
sentence construction, mechanics,
and word choice.
Pearl as a children’s book.
Make sure to include all
elements, just make
appropriate for school aged
children.
The Pearl – Create journal
entries from Kino’s point of
view. Discuss how all of his
actions have lead to the
following consequences.
Night – Write a letter from
Elie to a friend who is not
being relocated to the ghetto.
Discuss the new rules being
enforced and reactions to
these rules.
A Midsummer Night’s
Dream – Prior to writing a
five paragraph character
analysis essay, brainstorm
in small groups all traits
held by the following
characters: Oberon, Titania,
Botton, Quince, Hermia,
Helena, Lysadner, Theseua
and Demetrius.
A Midsummer Night’s
Dream – After using an
outline to create character
analysis essay, have
students self –correct anfd
partner correct draft, using
revision sheets provided by
teacher.
The Pearl by John
Steinbeck
Night by Elie
Weisel
A Midsummer
Night’s Dream by
William
Shakespeare
A Midsummer
Night’s Dream by
William
Shakespeare
7.A.5
Demonstrate understanding of a
scoring rubric to improve and
evaluate writing.
7.A.6
Compose, revise, edit, and publish
writing using appropriate word
processing software.
7.A.7
Reflect on own writing, noting
strengths and setting goals for
improvement.
3.2.7.B
Writing as a Product (resulting
in a formal product or
publication)
Extend knowledge of specific
characteristics, structures, and
appropriate voice and tone of
selected genres and use this
knowledge in creating written work,
considering the purpose, audience,
and context of the writing.
7.B.1
7.B.2
Write various types of prose, such as
short stories, biographies,
Language Arts
Workshop- Use a New
Jersy Holistic Scoring
Rubric to correct a
classmates work. Mark on
the rubric where
improvements can be made.
List suggestions.
A Midsummer Night’s
Dream – In class, compose a
rough draft of a character
analysis. Have a partner
correct it and make
suggestions. Revise and
type.
Night- After composing
theme essay, use a selfguided grading rubric to
make improvements.
Language Arts
Workshop
A Midsummer
Night’s Dream by
William
Shakespeare
Night by Elie
Weisel
Poetry Unit – Recognize
Refer to poetry
and identify stanzas in
and short story
poetry. Be very specific in
selections.
identification (couplet,
tercet, quatrain, etc.)
Short Story Unit – Use one
object to symbolize each
short story read and create a
poster montage. Attach a
sheet of explanation for each
item drawn.
Language Arts Workshop
–Write a memoir (personal
autobiographies, or memoirs that
contain narrative elements.
7.B.3
Write reports and subjectappropriate nonfiction pieces across
the curriculum based on research
and including citations, quotations,
and a works consulted page.
7.B.4
Write a range of essays, including
persuasive, speculative (picture
prompt), descriptive, personal, or
issue-based.
narrative) discussing a
personally important event.
Focus on the need for
sharing this event (the “so
what”). Include dialogue,
transitions and new
vocabulary. Also, have
strong introduction and
clincher sentences.
Language Arts Workshop
– Choose a topic of choice
and write a research paper.
There will be a timeline so
all areas a re submitted on
time. Quotations and works
cited page must be used
correctly (after model)
Language Arts Workshop
– Write a five paragraph
persuasive essay arguing the
need for or against school
uniforms.
Write a descriptive essay
focusing on a special event.
Be sure to include all five
senses.
7.B.9
Provide logical sequence throughout
multi-paragraph works by refining
organizational structure and
developing transitions between
Allow 25 minutes to write
speculative essays, in order
to prepare for state testing.
Use guided outlines while
writing any type of long
term essay (descriptive,
personal narrative,
ideas.
3.2.7.C
7.C.1
7.C.2
7.C.3
7.C.4
7.C.5
7.C.6
7.C.7
Mechanics, Spelling, and
Handwriting
Use Standard English conventions
in all writing, such as sentence
structure, grammar and usage,
punctuation, capitalization, spelling,
handwriting
Use a variety of sentence types and
syntax, including independent and
dependent clauses and prepositional
and adverbial phrases, to connect
ideas and craft writing in an
interesting and grammatically
correct way
Understand and use parallelism,
including similar grammatical
forms, to present items in a series or
to organize ideas for emphasis.
Experiment in using subordination,
coordination, apposition, and other
devices to indicate relationships
between ideas.
Use transition words to reinforce a
logical progression of ideas.
character analysis, theme
essay)
In all areas, have students
correct spelling, mechanics
and grammar. Have writing
be legible.
A Midsummer Night’s
Dream – Use at least one
transition in each
paragraph. Identify the best
choices for each paragraph.
Edit writing for correct grammar
In all essays submitted,
usage, capitalization, punctuation,
have students correct all
and spelling.
mistakes.
Use a variety of materials, such as a In all essays submitted,
dictionary, grammar reference,
have students correct all
and/or internet/software resources to spelling errors by using a
A Midsummer
Night’s Dream by
William
Shakespeare
7.C.8
3.2.7.D
7.D.1
edit written work.
Write legibly in manuscript or
cursive to meet district standards
Writing Forms, Audiences, and
Purposes (exploring variety of
forms)
Gather, select, and organize
information appropriate to a topic,
task, and audience.
7.D.2
Apply knowledge and strategies for
composing pieces in a variety of
genres (e.g., narrative, expository,
persuasive, poetic, and everyday/
workplace or technical writing).
7.D.3
Write responses to literature and
develop insights into interpretations
by connecting to personal
experiences and referring to textual
information
7.D.4
Write personal narratives, short
stories, memoirs, poetry and
persuasive and expository text that
relate clear, coherent events or
situations through the use of specific
details.
7.D.5
Use narrative and descriptive
writing techniques that show
dictionary.
In all areas, have students
writing be legible.
Language Arts
Workshop- Have students
uses a “T Chart” to organize
pros and cons for a
persuasive essay.
Language Arts
Workshop- For an
expository essay, have
students organize
suggestions on the following
topic: If you could have four
new faces on Mt. Rushmore,
who would you pick and
why?
Short Story Unit – After
reading “The Goldbug” by
Edgar Allen Poe, decide
what happened to the boy,
based on what student
would have personally done.
Poetry Unit – Model selfmade poetry after ones
previously read in
class.(ABAB pattern, AABB
pattern, no rhyme, haiku,
acrostic, etc.) Identify
specific type.
Literature and Language
Arts Workshop- While
“The Goldbug” by
Edgar Allen Poe
Refer to Poetry
Selections
7.D.6
7.D.7
7.D.8
7.D.9
7.D.10
compositional risks (e.g., dialogue,
literary devices, sensory words and
phrases, background information,
thoughts and feelings of characters,
and comparison and contrast of
characters).
Use primary and secondary sources
to understand the value of each
when writing a research report.
Write reports based on research and
include citations, quotations, and
works consulted page
writing speculative prompt,
encourage class to use
dialogue to enhance writing.
Also, use five senses to
create a descriptive feel to
the writing.
Language Arts Workshop
– Choose a topic of choice
and write a research paper.
There will be a timeline so
all areas a re submitted on
time. Quotations and works
cited page must be used
correctly (after model)
Explore the central idea or theme of Night – Read an article
Night by Elie
an informational reading and
about Prince Harry wearing Weisel
support analysis with details from
the Nazi uniform to a
the article and personal experiences. Halloween party. Form an
opinion whether or not this
was appropriate. Use
background knowledge
about the holocasut to come
to this conclusion
Demonstrate writing clarity and
Literature- When
supportive evidence when answering answering all types of
open-ended and essay questions
questions, use evidence from
across the curriculum.
text to support answers.
State a position clearly in a
Language Arts Workshop
persuasive essay by stating the
– Write a five paragraph
issue, giving facts, examples, and
persuasive essay arguing the
details to support the position, and
need for or against school
citing sources when appropriate.
uniforms
7.D.11
Present evidence when writing
persuasive essays, examples, and
justification to support arguments.
7.D.12
Choose an appropriate organizing
strategy, such as cause/effect, pro
and con, or parody to effectively
present a topic, point of view, or
argument.
Develop the use of a personal style
and voice effectively to support the
purpose and engage the audience of
a piece of writing.
Maintain a collection of writing (e.g.,
a literacy folder, or a literacy
portfolio).
7.D.13
7.D.14
7.D.15
Review scoring criteria of relevant
rubrics.
Language Arts Workshop
– Write a five paragraph
persuasive essay arguing the
need for or against school
uniforms
Language Arts
Workshop- Use a pro and
con chart to identify best
point of view for writing a
persuasive essay.
Literature- All writing and
tests will be kept in a
portfolio over the span of two
years to show growth as a
writer.
Literature- Always discuss
scoring criteria prior to
assignments.
STANDARD 3.3 (SPEAKING)
ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN
CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Standard
Strand
3.3
3.3.7.A
(SPEAKING)
7. A.1
Behavioral Objectives
Discussion
Activities/Assessment
Resources
Support a position, acknowledging
opposing views.
Poetry Unit- Debate
whether or not The Grinch
Who Stole Christmas is a
The Grinch Who
Stole Christmas by
Dr. Suess
short story or poem. Use
prior knowledge discussed in
class to support specified
side.
7. A.2
7. A.3
7. A.4
7. A.5
7.A.6
7.A.7
3.3.7.B
7.B.1
Present ideas and opinions
spontaneously in response to a topic
or other speakers.
Apply rules for cooperative or whole
class debate on a controversial issue
Define group roles using consensus
to ensure task is understood and
completed.
Participate in an informal debate
(e.g., small group discussion).
Respond orally to literature.
Participate in class discussions
appropriately
Questioning (Inquiry) and
Contributing
Paraphrase others' comments to
clarify viewpoints.
7.B.2
Question to clarify others' opinions.
7.B.3
Talk with others to identify and
The Giver – Hold a debate
on whether or not a Utopian
society could happen.
Discuss pros and cons.
The Giver by Lois
Lowry
A Midsummer Night’s
Dream – Discuss who is
responsible for the love
madness in the dramaOberon or Puck.
Daily class discussion.
Daily class discussion.
A Midsummer
Night’s Dream by
William
Shakespeare
Short Story Unit – In
pairs, discuss favorite short
story and reasons why.
Share findings with the
class.
Short Story Unit – In
pairs, discuss favorite short
story and reasons why.
Share findings with the
class.
Short Story Unit- Discuss
Refer to Short
Story List
Refer to Short
Story List
Refer to Short
explore issues and problems.
7.B.4
3.3.7.C
7.C.1
7.C.2
7.C.3
7.C.4
3.3.6.D
7.D.1
7.D.2
7.D.3
background of Edgar Allen
Poe and how it contributes
to his dark nature of story
writing.
Story List
Solve a problem or understand a
task through group cooperation.
Word Choice
Paraphrase, illustrate, clarify, and/or The Pearl- Pearl Envisions- The Pearl by John
expand on a topic or idea.
Illustrate what students
Steinbeck
would do with Kino’s new
found fortune.
Develop and use advanced
Vocabulary Study – Use
Vocabulary
vocabulary related to a topic.
past vocabulary words as a
guide for using better
vocabulary in essays.
Use language that stimulates an
Literature- As a class,
audience's interest.
discuss thesis statements
and create one together.
Discuss importance of
grabbing the audiences
attention.
Incorporate varied sentence
In all essays submitted,
structure and correct grammar
have students vary sentence
structure and correct
grammatical errors.
Oral Presentation
Use writing to prompt discussion and
enhance planning of formal and
informal presentations.
Use visual aids, media, and/or
technology to support oral
communication.
Give oral presentations to different
Book Review- Give an oral
audiences for various purposes, such presentation reviewing the
as summaries of books and articles,
book read and give a brief
7.D.4
7.D.5
7.D.6
7.D.7
7.D.8
narratives, and persuasive topics.
Acknowledge the audience with eye
contact and use appropriate verbal
responses to clarify questions and
inquiries.
Incorporate peer feedback and
teacher suggestions for revisions in
content, organization, and delivery
Develop speaking techniques,
including voice modulation,
inflection, tempo, enunciation, and
eye contact for effective
presentations.
Use a scoring rubric to prepare,
evaluate, and improve the oral
presentations of self and others.
Read aloud with fluency
summary.
Language Arts Workshop
– Public Speaking Unit –
Explanatory and
extemporaneous speeches.
Language Arts
Workshop- Have students
provide positive criticism
after speeches.
Language Arts Workshop
– Public Speaking Unit –
Explanatory and
extemporaneous speeches.
Language Arts Workshop
– Public Speaking Unit –
Explanatory and
extemporaneous speeches.
In all areas of Literature.
STANDARD 3.4 (LISTENING)
ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A
VARIETY OF SITUATIONS.
Standard
Strand
Behavioral Objectives
Activities/Assessment
Resources
3..4
(LISTENING)
3.4.7.A
Active Listening
7.A.1
Demonstrate active listening
behaviors in a variety of
situations (e.g., one-on-one or
small group).
Demonstrate active listening by
analyzing information, ideas,
and opinions to determine
relevancy.
Acknowledge the speaker
through eye contact and use
appropriate feedback and
questions to clarify the speaker’s
message.
Recognize persuasive techniques
and credibility in oral
communication.
7.A.2
7.A.3
7.A.4
7.A.5
7.A.6
6.A.7
Listen to determine a speaker’s
purpose, attitude, and
perspective.
Use, when appropriate,
criteria/rubric to evaluate oral
presentations, such as purpose,
delivery techniques, content,
visual aids, body language, and
facial expressions
Use, when appropriate,
criteria/rubric to evaluate oral
presentations, such as purpose,
delivery techniques, content,
visual aids, body language, and
facial expressions.
Short Story Unit- Read
“Seventh Grade” by Gary
Soto in groups of three.
“Seventh Grade”
by Gary Soto
Short Story Unit- Have
Refer to Short
students actively listen as
Story List
teacher reads a variety of
stories aloud.
Language Arts Workshop
– Public Speaking Unit –
Explanatory and
extemporaneous speeches.
Night – Watch Adolf
Hitler’s speeches and
discuss crowds readiness to
follow because of his ability
to address an audience.
Language Arts Workshop
– Public Speaking Unit –
Explanatory and
extemporaneous speeches.
Language Arts Workshop
– Public Speaking Unit –
Explanatory and
extemporaneous speeches.
Night by Elie
Weisel
3.4.7.B
7.B.1
7.B.2
7.B.3
7.B.4
7.B.5
7.B.6
Listening Comprehension
Interpret a speaker's verbal and
nonverbal messages, purposes,
and perspectives.
Exhibit proficiency in
integrating oral reading with
listening, writing, and viewing.
Critique information heard or
viewed
Critique oral presentations
using agreed-upon criteria for
evaluation (e.g., rubric).
Ask probing questions to elicit
information, including evidence
to support the speaker’s claims
and conclusions.
Make inferences based on an
oral report or presentation.
Night – Use audio cassettes
to read story as a whole
group.
Night by Elie
Weisel
Language Arts Workshop
– Public Speaking Unit –
Explanatory and
extemporaneous speeches.
Language Arts Workshop
– Public Speaking Unit –
Explanatory and
extemporaneous speeches.
Language Arts Workshop
– Public Speaking Unit –
Explanatory and
extemporaneous speeches.
STANDARD 3.5 (VIEWING AND MEDIA LITERACY)
ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT,
NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES.
Standard
Strand
3.5 (VIEWING 3.5.7.A
AND MEDIA
LITERACY)
7.A.1
Behavioral Objectives
Constructing Meaning
Analyze aspects of print and
electronic texts that support the
Activities/Assessment
Resources
7.A.2
7.A.3
7.A.4
3.5.7.B
7.B.1
7.B.2
7.B.3
author's point of view, opinion,
or attitude.
Analyze the use of elements
(e.g., setting plot, theme,
characters) to understand media
presentations, such as film,
video, television, and theatrical
productions.
Analyze and respond to visual
and print messages (e.g., humor,
irony, metaphor) and recognize
how words, sounds, and still or
moving images are used in each
medium to convey the intended
messages
Compare and contrast how the
various forms of media (e.g.
newspapers, radio, television,
internet news outlets) cover the
same topic.
Visual and Verbal Messages
Analyze and compare the pros
and cons of visual and verbal
advertising.
Evaluate media messages for
credibility.
Develop criteria/rubric to judge
the effectiveness of visual and
verbal presentations.
Short Story Unit- Watch
the following stories on
video –
“The Lonely”
“The Goldbug”
“Time Enough at Last”
“To Build a Fire”
“The Gift of the Magi”
Poetry Unit- Read “The
Cremation of Sam McGee”
and “Sarah Cynthia Sylvia
Snout” for humor.
“The Lonely” by
Rod Serling
“The Goldbug” by
Edgar Allen Poe
“Time Enough at
Last” by Rod
Serling
“To Build a Fire”
by Jack London
“The Gift of the
Magi” by
O.Henry
“The Cremation
of Sam McGee”
by Robert Service
“Sarah Cynthia
Sylvia Stout” by
Shel Siverstein
7.B.4
Make inferences based upon the
content of still images.
7.B.5
Compare and contrast media
sources, such as film and book
versions of a story.
3.5.7.C
Living with Media
7.C.1
Evaluate media forms, such as
television, video, games, music,
and film for content
appropriateness (e.g. rating
systems, rubric).
Analyze media content for
emotional effect on audience.
7.C.2
7.C.3
Create media presentations and
written reports, using multimedia resources such as an
overhead projector, computer,
and/or a tape recorder to
communicate information.
Language Arts Workshop
–Speculative Writing
Prompts
The Short Story UnitRefer to Short
Use a venn diagram to
Story List
compare and contract videos
to text.
The Short Story UnitAfter reading “The Tell Tale
Heart” discuss the effect it
would have on the audience.
The Short Story UnitCreate a power point
presentation on any author
discussed in unit.
“The Tell Tale
Heart” by Edgar
Allen Poe
Refer to Short
Story List