CURRICULUM
FOR
LANGUAGE ARTS
GRAD E 7
This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.
ACKNOWLEDGMENTS
Tiffany Lynch, Program Supervisor of Literacy
The Board acknowledges the following who contributed to the preparation of this curriculum.
Leslie Cawley
Kristyn Suckow
Stephanie Holobinko
Stephanie Volino
Christine H. Salcito, Assistant Superintendent for Curriculum and Instruction
Subject/Course Title:
Date of Board Adoptions:
Language Arts
Grade 7
September 18, 2012
Revised August 26, 2014
RAHWAY PUBLIC SCHOOLS CURRICULUM
GENERAL TECHNOLOGY RESOURCES
Teachers College Reading & Writing Project: Multimedia

Pathways to the Common Core: Videos from Inside Classrooms
40 clips of Common-Core aligned teaching and learning videos
http://readingandwritingproject.com/resources/video-and-e-media.html
Readworks.org (free sign up)
http://www.readworks.org/
Colorin Colorado: A bilingual site for families and educators English language learners
http://www.colorincolorado.org/
Reading Informational Text: Learn Zillion (free sign up)
Lesson Set Videos- Reading "Stopping Sharks by Blasting Their Senses"
Common Core Standards: RI.7.1, RI.7.2, RI.7.3, RI.7.4, RI.7.5, RI.7.6
https://learnzillion.com/lessonsets/417-close-reading-informational-text-stopping-sharks-by-blasting-their-senses

Understand the role of an introduction in an informational article

Determine author's purpose by analyzing text structure

Determine the tone of a text by noticing an author's word choice

Analyze the role of specific sentences within a paragraph

Determine the central idea of a nonfiction article

Analyze the interaction between ideas in a text
Argumentative Writing: Learn Zillion (free sign up)
Lesson Set Videos- Argumentative letter: convince a donor to fund shark research using "Stopping Sharks by Blasting Their Senses"
Common Core Standards: W.7.1A, W.7.1B, W.7.1C, W.7.1D, W.7.1E, W.7.5, W.7.9B
https://learnzillion.com/lessonsets/633-writing-an-persuasive-letter-in-response-to-the-article-stopping-sharks-by-blasting-their-senses

Generate reasons and evidence to prepare for writing

Find evidence in an article to support persuasive writing

Introduce a claim by hooking the reader

Write a first draft using an outline

Add transition words and phrases to writing to clarify the relationships between reasons and evidence

Write a concluding paragraph

Revise writing to establish a formal style

Acknowledge opposing claims in argumentative writing

Revise writing for clarity and purpose
Reading Literature: Learn Zillion (free sign up)
Lesson Set Videos- Close Reading Literature: “The Diamond Necklace”
Common Core Standards: RL.7.1, RL.7.2, RL.7.3, RL.7.5, RL.7.6
https://learnzillion.com/lessonsets/431-close-reading-literature-the-diamond-necklace

Explain how setting shapes a character

Determine one character’s point of view by analyzing interactions

Analyze interactions of story elements

Analyze a character’s relationships

Analyze shifts in time in a story

Analyze how irony reveals character traits
Informational Writing: Learn Zillion (free sign up)
Lesson Set Videos- Informational Writing: Mathilde's values in "The Diamond Necklace"
Common Core Standards: L.7.1, L.7.1B, W.7.2A, W.7.2B, W.7.2C, W.7.2F, W.7.5
https://learnzillion.com/lessonsets/432-writing-informative-essay-in-response-to-the-diamond-necklace

Brainstorm ideas for writing using a bubble map

Draft an introductory paragraph

Draft body paragraphs

Draft a concluding statement

Revise a draft to add in textual evidence

Revise by varying sentence patterns

Revise by adding transition words

Revise for shifts in verb tense
Reading Literature: Learn Zillion (free sign up)
Lesson Set Videos- Reading "Rikki Tikki Tavi"
Common Core Standards: RL.7.1, RL.7.2, RL.7.3, RL.7.4, RL.7.6
https://learnzillion.com/lessonsets/603-close-reading-literature-rikki-tikki-tavi

Visualize the setting by analyzing an author's word choice

Determine how setting shapes a character

Determine the meaning of figurative language to understand a character's thoughts and feelings

Determine a character's traits by examining evidence from the text

Analyze dialogue between characters to understand different character's points of view

Determine the theme of a story by comparing and contrasting character actions
Argumentative Writing: Learn Zillion (free sign up)
Lesson Set Videos- Argumentative essay in response to "Rikki Tikki Tavi": what is the theme of the story?
Common Core Standards: W.7.1, W.7.1A, W.7.1B, W.7.1C, W.7.1E
https://learnzillion.com/lessonsets/632-write-argumentative-essays-in-response-to-rikki-tikki-tavi

Generate a claim by analyzing the text and reading notes

Develop a claim and an alternate claim by outlining essay

Draft the introduction of an argumentative essay

Write a cohesive essay by using linking words, phrases, and clauses.

Write a conclusion for an argumentative essay

Revise an argumentative essay to include supporting evidence
Reading Literature: Learn Zillion (free sign up)
Lesson Set Videos- Close reading poetry: "Paul Revere's Ride"
Common Core Standards: RL.7.1, RL.7.2, RL.7.3, RL.7.4, RL.7.5, RL.7.6
https://learnzillion.com/lessonsets/525-close-reading-poetry-paul-reveres-ride
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Analyze narrator's point of view
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Infer an author's message

Analyze how a poem's structure contributes to its meaning

Determine the connotative meaning of words

Analyze the impact of setting on mood and tone

Determine the theme of a poem
Argumentative Writing: Learn Zillion (free sign up)
Lesson Set Videos- Argumentative writing: is the tone of "Paul Revere's Ride" hopeful or grim?
Common Core Standards: L.7.3A, W.7.1A, W.7.1C, W.7.1E, W.7.2B
https://learnzillion.com/lessonsets/645-writing-argumentative-essays-about-paul-reveres-ride

Introduce a claim and acknowledge an opposing claim

Plan an argumentative essay using evidence from the text

Distinguish a claim from an opposing claim using evidence

Use words and phrases to create cohesion

Write a conclusion following from the argument presented

Revise an argumentative essay for redundancy and wordiness
Nonfiction Texts: Newsela.com (free sign up)
https://newsela.com/
Search by grade level and reading standard:

Reading Standard 1:: What the Text Says Grade 7

Reading Standard 2: Central Idea Grade 7

Reading Standard 3: People, Events & Ideas Grade 7

Reading Standard 4: Word Meaning & Choice Grade 7

Reading Standard 5: Text Structure Grade 7

Reading Standard 6: Point of View/Purpose Grade 7

Reading Standard 7: Multimedia Grade 7

Reading Standard 8: Arguments & Claims Grade 7
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Summer Reading Unit
Target Course/Grade Level: Grade 7
Unit Summary: In order to prepare students for the next grade level, they will be required to complete a summer reading assignment. Each student is
required to read one book. Reading is an essential aspect of education and can only benefit them throughout their lives. Keeping students academically
engaged throughout the summer is one way to continue to ensure their success in the future.
Approximate Length of Unit: 2-3 Weeks
Primary interdisciplinary connections: Social Studies, Technology, Multimedia
LEARNING TARGETS
Standards:
Reading: Literature, 6-12
Reading: Informational Text, 6-12
Writing, 6-12
Speaking & Listening, 6-12
Language, 6-12
Content Standard:
Reading: Literature
RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Craft and Structure
RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of
rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.7.5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
RL.7.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
RL.7.9. 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.
RL.7.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Reading: Informational Text
RI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
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).
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.
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.
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.
RI.7.10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
Writing
W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event
sequences.
W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.)
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 link to and cite sources as well as to interact and collaborate with
others, including linking to and citing sources.
W.7.10. 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 discipline-specific tasks, purposes, and audiences.
Speaking and Listening
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.
SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Language
L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.7.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly
from a range of strategies.
L.7.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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.
21st Century Life and Career Skills:
9.1.A.1
9.1.D.2
Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills.
Demonstrate the ability to understand inferences.
Unit Understandings:
Students will understand that…

reading is an essential piece of learning and that reading does not stop at the end of the school day.

reading is a fundamental piece of education throughout the entire year and must continue outside of the school building.

there are four basic types of conflict

conflict is found in texts

conflict affects the characters in a text

there are many different types of characters

conflict arises between protagonists and antagonists

many factors affect characters in a text

theme is not stated but implied

theme is relevant to the world today
Unit Essential Questions:

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What is conflict?
What are the four basic types of conflict?
How is conflict found in the text?
How does conflict affect the characters in the text?
How does conflict exist today?
How does conflict affect our lives?
What are types of characters?
What is a protagonist?
What is an antagonist?
What factors affect the characters in the text?
What is the theme?
How is the theme of a text relevant to our world today?
Knowledge and Skills:
Students will know…..

what conflict is

the four basic types of conflict: man vs. self, man, society, nature

how conflict is found in the text

how conflict affects the characters in the text
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how conflict exists today
how conflict affects a persons life
what the types of characters are
what a protagonist is
what an antagonist is
factors that affect the characters in the text
theme of a text
how theme is relevant to the world today
Students will be able to …

respond to questions using supporting details from the book.

discuss the book in class.

support all answers by details from the book.

formulate opinions on the book

formulate responses to short answer questions.

answer NJASK formatted Open-Ended Questions in class.

complete a project on the book.

present orally to the class.

identify and explain the story elements of characters, setting and conflict

differentiate between different types of characters

identify the four types of conflict

define theme

identify theme

identify conflict and how it affects all other story elements

write a summary that describes the main problem and the solution of the book.

design a game that is based on the story giving information from the book.

rate the book.

write a review of the book.
EVIDENCE OF LEARNING
Assessment:
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
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short answer questions
NJASK formatted open-ended questions
Essays
Unit assessment: Students will complete a “Cereal Box” that addresses literary elements in their novel. (theme, setting, plot, conflict, character,
figurative language, etc.)
Assignment:
You will read your self-selected book and create a cereal box book report at home. You will decorate a real cereal box with illustrations
and information related to the book you read using the directions below.
Cereal Box Book Report

FRONT OF BOX: Use a piece of white or light colored paper to cover the front of your cereal box. (You will probably want to create
the cover before gluing it on your box.) Include the name of the cereal and a picture. Invent a name for the cereal that is related to the
title of the book and sounds like a cereal. Do not use the exact title of the book. Choose a shape for the cereal as well as colors and
ingredients that all relate to the book. For example, for Harry Potter and the Sorcerer's Stone, you might invent a cereal called Wizard
Wands, a toasted oat cereal in the shape of miniature lightning bolts.

RIGHT SIDE: Make a list of ingredients that includes the story elements Characters and Setting. Under the heading "Ingredients,"
list the main characters and write a sentence about each one. Then describe the setting. Create a "Nutritional Facts" chart that rates
the book by giving the percentage of the RDA (Recommended Daily Allowance) in several categories (humor, drama, suspense,
action, education, vocabulary, etc.) Make sure you include these and at least one category of your own.

LEFT SIDE: Write a summary that describes the main problem and the solution of the book. Try to use words that will “grab”
readers’ attention and make them want to buy your cereal.

BACK OF BOX: Design a game that is based on the story. It can be a puzzle, a word search, a word scramble, a maze, a crossword
puzzle, a hidden pictures illustration, or any other fun activity that might be found on the back of a cereal box. Make sure it includes
information from the book.

TOP OF BOX: Include the title, author, number of pages, and number of stars you would give this book if you were a book critic.
The maximum number of stars would be 5.

PRIZE: Cereal boxes often include a prize. Your prize must be something the main character could have used in the book or
something that reminds you of the main character. You can even include a picture of the prize on the front of your box to let the
reader know what is inside the box.
You will use the completed cereal box to promote discussion of the summer reading book you selected by sharing your project with the
class. Refer to the rubrics as guides throughout the creation process.
Learning Activities:

Create a Cereal Box Book Report at home. Students will decorate a real cereal box with illustrations and information related to the book they
have read.
RESOURCES
Teacher Resources:

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Open Ended Questions
Open Ended Scoring Rubric
Summer reading assignment sheet
Project Rubric
Project Instructions
Equipment Needed:


Summer Reading Books
Cereal Boxes
Technology Resources:
Teacher Resources:

Cereal Box Report Templates
http://www.ggca.org/pdf/summer-reading/Cereal-Box-Book-Report.pdf
http://hil.troy.k12.mi.us/staff/bnewingham/myweb3/cereal_box_book_report.htm

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Short Stories
Target Course/Grade Level: Grade 7
Unit Summary: The purpose of this unit is for students to understand the literary elements of short stories. These elements include characters, setting,
theme, plot, conflict, point of view, cause and effect, figurative language, and personification. Through the use and reading of short stories, the students
will be able to identify each of these elements and the affect it has on the reader. The literary devices and vocabulary in each of the texts will be used to
enhance this unit.
Approximate Length of Unit: 4-5 weeks
Primary interdisciplinary connections: Social Studies, Technology, Multimedia
LEARNING TARGETS
Standards:
Reading: Literature, 6-12
Reading: Informational Text, 6-12
Writing, 6-12
Speaking & Listening, 6-12
Language, 6-12
Content Standard:
Reading: Literature
RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
RL.7.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
RL.7.7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques
unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
RL.7.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Reading: Informational Text
RI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
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).
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.
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.
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.
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).
RI.7.10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at
the high end of the range
.
Writing
W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event
sequences.
W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.)
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 link to and cite sources as well as to interact and collaborate with
others, including linking to and citing sources.
W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further
research and investigation.
W.7.8. 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.
W.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.10. 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 discipline-specific tasks, purposes, and audiences.
21st-Century Life & Career Skills
9.1.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills.
9.1.D.2 Demonstrate the ability to understand inferences.
Unit Understandings:
Students will understand that…

there are numerous elements of plot.

there are four types of conflict.

there are different character types.

character affects plot.

literary elements affect the reader’s experience.

literary elements affect the meaning of a story.

stories are written in the first person or third person point of view.

theme can be found in text.
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the multimedia version of a story may be different from the written version.
Unit Essential Questions:
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What are the elements of plot?
What are the types of conflict?
What are the different types of characters?
How does character affect plot?
How do literary elements affect a reader’s experience?
How do literary elements affect the meaning of a story?
What are the different points of view stories are written in?
What is the theme and how is it found?
How is the multimedia version of a story different from the written version?
Knowledge and Skills:
Students will know...

the elements of plot (exposition, rising action, climax, falling action, resolution)

the different types of conflict (man vs. man, man vs. society, man vs. self, man vs. nature).

different types of characters (round, static, flat, major, minor, protagonist, antagonist, dynamic).

characters affect the plot of the story.

literary elements such as figurative language, personification, etc. affect a story’s meaning as well as the reader’s experience.

stories are written in first person and third person, and third person omniscient points of view.
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each story has a theme and it is a universal message that all readers can understand.

a variety of literary elements affect a stories plot and overall meaning.

multimedia versions of stories portray a different image than the written version.
Students will be able to …

identify elements of plot.

analyze various types of conflict.

identify different types of characters.

explain how characters affect the plot.

differentiate between various points of view stories are written in.
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explain the theme of the story.
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analyze different themes and explain their meaning.
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define, identify and understand literary elements such as simile, metaphor, hyperbole, etc.

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define, identify and understand personification.
explain how literary elements affect a story’s plot and meaning.
compare and contrast the media version of a story to the written story.
EVIDENCE OF LEARNING
Assessment:
What evidence will be collected and deemed acceptable to show that students truly “understand”?

Tests

Quizzes

NJASK formatted open-ended questions

Essays

Unit assessment: Students will complete a “Tic, Tac, Toe” board that addresses each of the literary elements in the unit (theme, setting, plot,
conflict, character, figurative language, etc.)
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Journal Entries

Think-Pair-Share

Socratic Seminar

Literature Circles

Guided Reading

Double-Entry Journals

Independent Reading

Class Discussions

Post-it Note Reading
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Student Conferences

Informal daily observations
RESOURCES
Teacher Resources:
The Language of Literature 7th grade
Rikki Tikki Tavi
From Exploring the Titanic
What do fish have to do with anything?
A Christmas Carol
Supplemental stories
http://www.encyclopedia-titanica.org/
“Primal Compassion” by Charles Hirshberg and Robert Allison
Equipment Needed:
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Textbook
Journals
Notebook
Brochure paper
DVD player
TV
Computers
Technology Resources:
Teacher Resources:

Five Elements of a Short Story Video and Lesson Plan

http://blog.flocabulary.com/five-elements-of-a-story-lesson/

Elements of Short Stories

http://www.harrycollinge.ca/docs/homework/Elements%20of%20a%20short%20story.pdf

Digital Nonfiction Text Sets (6-8)
http://readingandwritingproject.com/resources/book-lists-classroom-libraries-and-text-sets-for-students/text-sets.html



Student Collections of Authentic Texts by Theme
o Sports Illustrated for Kids: http://www.sikids.com/
o IGN.com: http://www.ign.com/
o Time For Kids: http://www.timeforkids.com/
o National Geographic: http://kids.nationalgeographic.com/
o Teen Health: http://teenshealth.org/teen/
Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/7/page/812/search-for-lessons-to-use-with-popular-stories-secondary-list-pg
RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

Elements of the Short Story Activity

http://staff.fcps.net/tcarr/shortstory/plot1.htm

Encyclopedia Titanica
http://www.encyclopedia-titanica.org/

Titanic Interactive

http://www.history.com/interactives/titanic-interactive

A Christmas Carol Webquest

http://questgarden.com/136/20/2/111125053628/

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/

Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/

Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

Read Write Think Interactive: Drama Map
http://www.readwritethink.org/files/resources/interactives/dramamap/

Read Write Think Interactive: Literary Elements Map
http://www.readwritethink.org/files/resources/interactives/lit-elements/

Read Write Think Interactive: Venn Diagram, 3 Circles
http://rwtinteractives.ncte.org/view_interactive.aspx?id=28

7th Grade Language Arts Skills Builders

http://www.internet4classrooms.com/skills-7th-langbuilders.htm
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Personal Challenges/Overcoming Obstacle
Target Course/Grade Level: Grade 7
Unit Summary: In this unit, students will explore how all people encounter obstacles in their lives and how the decisions we make to address these
challenges influence our futures. Responsibility, decision-making and interdependence are major values addressed in this unit. The purpose of this unit is
to show students through the use of personal memoir, short stories, nonfiction articles and poetry that they will be able to overcome the adversity and
hardships that are inevitable in life. The literary devices and vocabulary in each of the texts will be used to enhance this realization.
Approximate Length of Unit: 6-8 weeks
Primary interdisciplinary connections: Social Studies, Technology, Multimedia
LEARNING TARGETS
Standards:
Reading: Literature, 6-12
Reading: Informational Text, 6-12
Writing, 6-12
Speaking & Listening, 6-12
Language, 6-12
Content Standard:
Reading: Literature
RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of
rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.7.5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
RL.7.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
Writing
W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event
sequences.
W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade
specific expectations for writing types are defined in standards 1–3 above.)
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 link to and cite sources as well as to interact and collaborate with
others, including linking to and citing sources.
Speaking and Listening
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.7.2. 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.
Language
L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.7.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
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.
21st Century Life and Career Skills:
9.1.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact thinking and problem solving skills.
Unit Understandings:
Students will understand that…

the importance of learning through self discover and/or educational studies.

the author used various choices in deciding how to write about a person’s life.

the form and characteristics of biography and autobiography are different.

despite that a person can be influenced by his/her environment, the past, and those around him/her, he/she can make decisions that will
positively influence their lives.
Unit Essential Questions:











How is a person’s identity influenced by the past as well as his/her environment?
How can my past influence my future?
What characteristics define one’s background?
How do peers affect our values and beliefs?
What characteristics make me unique?
How can I express my individuality and use this to contribute to the community?
How do events in my life influence me?
How does a person undergo a change in attitude that makes a fundamental difference in the outcome of his/her life?
What stands in the way of your dreams?
Who sees the best in you?
What brings out the best in you?
Knowledge and Skills:
Students will know…

the difference between cause and effect

the definition of conflict as well as the different types of conflict (man vs. man, man vs. nature, man vs. society and man vs. self)

what the theme of the memoir and supplementary texts are as well as how to identify them in each

the different points of view that an author can use when writing (1 st and 3rd POV) and how they can affect a reading of the text
Students will be able to …

understand and appreciate a short story about an encounter between an adult and a young person

understand cause and effect

identify and explore conflict

analyze theme

explore the key ideas of obstacles

recognize first person point of view

speculate about text by generating literal and inferential questions

develop an awareness of a variety of perspectives

identify and analyze narrative elements in poetry

recognize sound devices: repetition, rhyme (internal and end), rhythm
EVIDENCE OF LEARNING
Assessment:
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Open-Ended:
 The theme is a message about life or human nature that the writer shares with the reader.
 What theme is communicated by the author in Thank You M’am?
 Do you agree or disagree with the author, Hughes?
Explanatory Essay- “It takes a village to raise a child.” African Proverb. How does this apply to Thank you M’am?. Does this story support or contradict
this statement?

Tests

Quizzes

Essays
Unit Assessment:

Choose one of the characters or people from the unit and write a poem, song, or rap from his or her perspective. Refer to the events in the story
or text, to the character’s past and to the character’s imagined hopes for the future.
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Activity: Write thank-you speech for Martha to give when she receives her scholarship jacket. In speech mention the obstacles Martha had to
overcome to achieve this award. Present to speech to class.

Activity: Interview with partner. One person interviewer, the other, Casey. Create newspaper article based on interview.

Journal Entries

Think-Pair-Share

Socratic Seminar

Literature Circles

Guided Reading

Double-Entry Journals

Independent Reading

Class Discussions

Post-it Note Reading
RESOURCES
Teacher Resources:







We Beat the Street by Rameck Hunt, Sampson Davis, and George Jenkins
The Language of Literature 7th Grade
“Thank You M’am”
“Scholarship Jacket”
“Casey at Bat -Poem”
“If I Can Stop One Heart From Breaking” - Poem
Supplemental non-fiction articles
Equipment Needed:




Novel
textbook
notebook
computers
Technology Resources:
Teacher Resources:

We Beat the Street Teacher Resources
https://www.teachervision.com/tv/printables/penguin/BeatTheStreet_DG.pdf
http://sharondraper.com/guides.asp?id=15

Point of View Activities

http://www.ereadingworksheets.com/point-of-view/point-of-view-activities/

Digital Nonfiction Text Sets (6-8)
http://readingandwritingproject.com/resources/book-lists-classroom-libraries-and-text-sets-for-students/text-sets.html

Student Collections of Authentic Texts by Theme
o Sports Illustrated for Kids: http://www.sikids.com/
o IGN.com: http://www.ign.com/
o Time For Kids: http://www.timeforkids.com/
o National Geographic: http://kids.nationalgeographic.com/
o Teen Health: http://teenshealth.org/teen/


Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/7/page/812/search-for-lessons-to-use-with-popular-stories-secondary-list-pg
RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/

Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/

Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

Read Write Think Interactive: Drama Map
http://www.readwritethink.org/files/resources/interactives/dramamap/

Read Write Think Interactive: Literary Elements Map
http://www.readwritethink.org/files/resources/interactives/lit-elements/

Read Write Think Interactive: Venn Diagram, 3 Circles
http://rwtinteractives.ncte.org/view_interactive.aspx?id=28

7th Grade Language Arts Skills Builders

http://www.internet4classrooms.com/skills-7th-langbuilders.htm
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Imagination/Fantasy Science Fiction
Target Course/Grade Level:
Grade 7
Unit Summary: In this unit students will understand the importance of people staying connected to each other and the world around them. Students will
explore the significance of individuality vs. sameness. Students will understand the advantages and disadvantages of living in a Utopian society. Students
will identify and understand dialogue in a play and recognize conflict in drama. Students will explore the key idea of “mob mentality” and the fear of the
unknown.
Approximate Length of Unit: 6-8 weeks
Primary interdisciplinary connections: Social Studies, Health, Science, Technology
LEARNING TARGETS
Standards:
Reading: Literature, 6-12
Reading: Informational Text, 6-12
Writing, 6-12
Speaking & Listening, 6-12
Language, 6-12
Content Standard:
Reading: Literature
RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of
rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.7.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
RL.7.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Writing
W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event
sequences
W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.)
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.
Speaking and Listening
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.
21st Century Life and Career Skills:
9.1. A.1
Develop strategies to reinforce positive attitudes and productive behaviors that impact thinking and problem solving skills.
Unit Understandings:
Students will understand that…

since the beginning of time, human beings have searched for “Utopia”-a perfect place where people could lead perfect lives.

ordinary people react to fear of the unknown.

there is a difference between a crowd and a mob.
Unit Essential Questions:

What is theme of the story?

What is the conflict in this story?

What type of conflict is presented?

How is a persons identity influenced by their environment?

How does our environment affect our values and beliefs?

What turns a crowd into a mob?
Knowledge and Skills:
Students will know…..

the difference between cause and effect

the definition of conflict as well as the different types of conflict

the theme of “The Giver”.
Students will be able to….

understand and appreciate a novel about the advantages and disadvantages of living in a Utopian society

identify and explore conflict

identify how the conflicts develop plot.

analyze theme

explore the key idea of “sameness” vs. “uniqueness”

explore the key idea of “control” within a community

respond to writing prompts related to the literary work.
EVIDENCE OF LEARNING
Assessment:
What evidence will be collected and deemed acceptable to show that students truly “understand”?

Tests

Quizzes

NJ Ask open-ended formatted questions

Giver Assessment (Project) - The year is 3012. You and your team members have been given the task to start a new society on a deserted island
that is fully quipped with all needed amenities and modern technology. The island is not owned or under the influence of the nation. It is the
responsibility of your group to inhabit the island in any manner that you choose. By completing the following assignments and working
cooperatively, your group will build the “Perfect Society” and will sell your society to the class by means of a product and presentation.

Essays-Write an individual argumentative essay in which you not only present the pros and cons of your society, but your goal is to persuade
your reader to believe in the power of your utopian world or you may write an individual argumentative essay in which you present the cons of
living in a utopian society and explain why a utopia is not necessarily “perfect”.
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Informal daily observations

Independent reading

Journal entries

Class discussions

Guided reading

Socratic seminar

Literature circles

Think-Pair-Share
RESOURCES
Teacher Resources:




Novel- The Giver by Lois Lowry
The Language of Literature: 7th grade McDougal and Little
Short Stories…. “Monsters Are Due on Maple Street”
“Lose Now/Pay Later”
Equipment Needed:




Textbook
Novel
Notebook
Journals
Technology Resources:
Teacher Resources:

The Giver Teacher Resources
http://www.scholastic.com/teachers/lesson-plan/giver-lesson-plan
http://www.webenglishteacher.com/the-giver-lesson-plans.html
http://www.walden.com/blog/the-giver-7-creative-classroom-activities/

Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/7/page/812/search-for-lessons-to-use-with-popular-stories-secondary-list-pg

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

Science Fiction Genre Webquest

http://questgarden.com/136/20/2/120105162918/

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/

Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/

Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

Read Write Think Interactive: Drama Map
http://www.readwritethink.org/files/resources/interactives/dramamap/

Read Write Think Interactive: Literary Elements Map
http://www.readwritethink.org/files/resources/interactives/lit-elements/

Read Write Think Interactive: Venn Diagram, 3 Circles
http://rwtinteractives.ncte.org/view_interactive.aspx?id=28

7th Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-7th-langbuilders.htm
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Learning from Experience/What is the truth?
Target Course/Grade Level: Grade 7
Unit Summary: The purpose of this unit is for students to understand the complex nature of the truth. Students will obtain the knowledge to differentiate
between appearance and reality. The unit provides a closer look at a personal narrative and documentary novel to enhance students reading and writing
experiences as well as provide them with alternate views of situations. The literary devices and vocabulary in each of the texts will be used to enhance this
unit.
Approximate Length of Unit: 6-8 weeks
Primary interdisciplinary connections: Social Studies, Technology, Multimedia
LEARNING TARGETS
Standards:
Reading: Literature, 6-12
Reading: Informational Text, 6-12
Writing, 6-12
Speaking & Listening, 6-12
Language, 6-12
Content Standard:
Reading: Literature
RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
RL.7.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.RL.7.7. Compare and contrast a
written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting,
sound, color, or camera focus and angles in a film).
RL.7.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Reading: Informational Text
RI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
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).
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.
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.
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.
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).
RI.7.10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at
the high end of the range
Writing
W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event
sequences.
W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.)
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 link to and cite sources as well as to interact and collaborate with
others, including linking to and citing sources.
W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further
research and investigation.
W.7.8. 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.
W.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.10. 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 discipline-specific tasks, purposes, and audiences.
21st Century Life and Career Skills:
9.1.8.C.1 Determine an individual’s responsibility for personal actions and contributions to group activities.
9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects.
9.1.8.E.3 Differentiate between explicit and implicit digital media messages, and discuss the impact on individuals, groups, and society as a whole.
Unit Understandings:
Students will understand that…

a personal narrative involves a short story about a short instance in a person’s life

stories can be written in different points of view

stories can generate different opinions based on who writes them

the truth can be discovered in many ways

imagery is a literary tool involving imagining something that is not there based on what the author has said

imagery affects a story

impressions of people and characters in a story are formed by what they say, do, don’t do, what others say about them and how they act.

truth may never be discovered

suspense is created by the author in many ways

perception alters truth
Unit Essential Questions:










What is a personal narrative?
How does a personal narrative alter the reality of the story?
How is a documentary different from a narrative?
How can a person discover the truth?
What is imagery?
How does imagery affect a story?
How are impressions of people formed?
Can the truth ever really be discovered?
How is suspense created?
Does perspective alter the truth?
Knowledge and Skills:
Students will know....

how to write a personal narrative

how to read a personal narrative

stories can be written from numerous points of view, which can alter the reality

a documentary is different than a narrative

the truth may never be revealed

the truth can be different depending on who is asked

imagery affects a story’s plot

the truth is often too complicated to pin down in a single statement

people often ignore the truth when their own well-being is threatened

behavior is motivated by many factors
Students will be able to …

write a personal narrative

read a personal narrative

identify various points of view that stories are written in

differentiate between documentary and narrative

identify truth vs. gossip

draw inferences on what the truth is

define imagery






identify imagery
show how imagery affects plot
understand truth from various perspectives
analyze numerous perceptions
understand factors that alter truth
understand factors that alter behaviors
EVIDENCE OF LEARNING
Assessment:
What evidence will be collected and deemed acceptable to show that students truly “understand”?

Tests

Quizzes

NJASK formatted open-ended questions

Final Assessment - Create a six-sided cube to hang from the ceiling. Each face of the cube should contain 100 words. Typing this on your
computer will help you fit the words into the space. Each face of the cube should focus on one character’s view of the main problem. For
example, Philip and Miss Narwin both see the problem from a different viewpoint. Explain how each major character’s viewpoint has
complicated the issues.
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Journal Entries

Think-Pair-Share

Socratic Seminar

Literature Circles

Guided Reading

Double-Entry Journals

Independent Reading

Class Discussions

Post-it Note Reading

Student Conferences

Informal daily observations
RESOURCES
Teacher Resources:







The Language of Literature: 7th grade
“Charles”
“The Smallest Dragonboy”
Nothing but the Truth, Avi
Supplemental stories
Nonfiction Resources regarding First Amendment Rights and Nothing but the Truth
http://www.readwritethink.org/files/resources/lesson_images/lesson394/NBTT-Web.html
Equipment Needed:




Textbook
Journals
notebook
Computers
Technology Resources:
Teacher Resources:

Digital Nonfiction Text Sets (6-8)
http://readingandwritingproject.com/resources/book-lists-classroom-libraries-and-text-sets-for-students/text-sets.html



Student Collections of Authentic Texts by Theme
o Sports Illustrated for Kids: http://www.sikids.com/
o IGN.com: http://www.ign.com/
o Time For Kids: http://www.timeforkids.com/
o National Geographic: http://kids.nationalgeographic.com/
o Teen Health: http://teenshealth.org/teen/
Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/7/page/812/search-for-lessons-to-use-with-popular-stories-secondary-list-pg
RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

Nonfiction resources regarding First Amendment Rights and Nothing but the Truth
http://www.readwritethink.org/files/resources/lesson_images/lesson394/NBTT-Web.html

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/

Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/

Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

Read Write Think Interactive: Drama Map
http://www.readwritethink.org/files/resources/interactives/dramamap/

Read Write Think Interactive: Literary Elements Map
http://www.readwritethink.org/files/resources/interactives/lit-elements/

Read Write Think Interactive: Venn Diagram, 3 Circles
http://rwtinteractives.ncte.org/view_interactive.aspx?id=28

7th Grade Language Arts Skills Builders

http://www.internet4classrooms.com/skills-7th-langbuilders.htm
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Everyone loves a mystery
Target Course/Grade Level: Grade 7
Unit Summary: The mystery genre represents one of the most popular forms of fiction because it sets up a challenge for the reader. Many people enjoy
solving the puzzle the writer creates. We will explore all facets of the mystery genre. We will analyze different mysteries as we define and examine
mystery structures, types, elements, and vocabulary. Activities will be provided to practice and sharpen deductive reasoning and logical thinking skills.
Also, we will research areas of forensic science and police work while investigating real life mysteries. Finally, students will have an opportunity to write
their own mystery story or play and solve your classmates.
Approximate Length of Unit: 6-8 Weeks
Primary interdisciplinary connections: Science, Social Studies, Technology
LEARNING TARGETS
Standards:
Reading: Literature, 6-12
Reading: Informational Text, 6-12
Writing, 6-12
Speaking & Listening, 6-12
Language, 6-12
Content Standard:
Reading: Literature
RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of
rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.7.5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
RL.7.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
RL.7.9. 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.
RL.7.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Reading: Informational Text
RI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
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).
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.
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.
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.
RI.7.10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
.
Writing
W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event
sequences.
W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.)
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 link to and cite sources as well as to interact and collaborate with
others, including linking to and citing sources.
W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further
research and investigation.
W.7.8. 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.
W.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.10. 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 discipline-specific tasks, purposes, and audiences.
Speaking and Listening
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.7.2. 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.
SL.7.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
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.
SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Language
L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.7.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly
from a range of strategies.
L.7.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Distinguish among the connotations
(associations) of words with similar denotations (definitions) (e.g., refined, 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.
21st Century Life and Career Skills:
.
9.1.8.C.1
Determine an individual’s responsibility for personal actions and contributions to group activities.
9.1.8.C.2
Demonstrate the use of compromise , consensus, and community building strategies for carrying out different tasks , assignments,
and projects.
9.1.8.E.3
Differentiate between explicit and implicit digital media messages, and discuss the impact on individuals, groups, and society as
a whole.
Unit Understandings:
Students will understand that…

there are different facets of the mystery genre

there are different mysteries

tone, mode, setting makes the text more interesting

character types, specifically, flat, round, dynamic and static make up a plot

there are differences between narration, first person vs. third person

there are five major pieces of plot (exposition, rising action, climax, falling action, resolution)

literary terms including simile, metaphor, pun, foil, cliché, point of view, affect plot

the various attitudes of characters and authors make up a story

an authors treatment of class issues affects the play

there are numerous differences in mystery novels from other pieces of fiction

the use deductive reasoning and logical thinking skills is necessary

many areas of forensic science and police work are involved while investigating real life mysteries
Unit Essential Questions:


What is a mystery?
How do literary elements make a text more interesting?









What are the various character types?
What are the various points of view stories are written in?
What are major elements of plot?
What are major literary elements?
How do characters and authors attitudes affect plot?
What are class and social issues?
How does a mystery differ from other fiction pieces?
How do you deduce and infer?
How can you solve a real-life mystery?
Knowledge and Skills:
Students will know…..

different facets of the mystery genre

different mysteries

the difference between tone, mode, setting and how the author uses each to make the text more interesting

character types, specifically, flat, round, dynamic and static

the differences between narration, first person vs. third person

the major pieces of plot (exposition, rising action, climax, falling action, resolution)

literary terms including simile, metaphor, pun, foil, cliché, point of view

the various attitudes of characters and authors

the affects of the authors treatment of class issues

the differences in mystery novels from other pieces of fiction

how to use deductive reasoning and logical thinking skills

areas of forensic science and police work while investigating real life mysteries

how to create their own mystery or short story

how to solve real life mystery and classmates mysteries
Students will be able to …

explore facets of the mystery genre

analyze different mysteries

analyze difference between tone, mode, setting and discuss how the author uses each to make the text more interesting

differentiate between character types, specifically, flat, round, dynamic and static

discuss the differences between narration, first person vs. third person

identify major pieces of plot (exposition, rising action, climax, falling action, resolution)

define and identify literary terms including smilie, metaphor, pun, foil, cliché, point of view

evaluate various attitudes of characters and authors

discuss authors treatment of class issues in Hound of the Baskervilles

explain differences in mystery novels from other pieces of fiction

sharpen deductive reasoning and logical thinking skills

research areas of forensic science and police work while investigating real life mysteries

create your own mystery or short story

solve real life mystery and classmates mysteries
EVIDENCE OF LEARNING
Assessment:





Tests
Quizzes
NJASK formatted open-ended questions
Essays
Final Assessments:
o Investigate a real life unsolved mystery and offer theories and pertinent details to the class. A written report, interesting visual,
and oral presentation makes up the components of this activity.
o Research an area of forensic science or other related field and report their findings to the class. A visual and research paper will
also accompany this project.
o Write your own mystery to prove your knowledge of the mystery genre.
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Journal Entries

Think-Pair-Share

Socratic Seminar








Literature Circles
Guided Reading
Double-Entry Journals
Independent Reading
Class Discussions
Post-it Note Reading
Forensic Activity- research an area of forensic science
Investigate a real life mystery
RESOURCES
Teacher Resources:







The Language of Literature: 7th grade
“Hound of the Baskervilles”
“The Bus Ride”
http://www.readwritethink.org/files/resources/lesson_images/lesson796/bus-ride.pdf
And Then There Were None, Agatha Christie
Supplemental stories
Various Nonfiction Resources
Equipment Needed:




Textbook
Journals
notebook
Computers
Technology Resources:
Teacher Resources:

And Then There Were None Teacher Resources
http://www.webenglishteacher.com/christie.html

Digital Nonfiction Text Sets (6-8)
http://readingandwritingproject.com/resources/book-lists-classroom-libraries-and-text-sets-for-students/text-sets.html

Student Collections of Authentic Texts by Theme

Sports Illustrated for Kids: http://www.sikids.com/

IGN.com: http://www.ign.com/

Time For Kids: http://www.timeforkids.com/

National Geographic: http://kids.nationalgeographic.com/

Teen Health: http://teenshealth.org/teen/

Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/7/page/812/search-for-lessons-to-use-with-popular-stories-secondary-list-pg

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

MysteryNet’s Kids Mysteries

http://kids.mysterynet.com/

“The Bus Ride”
http://www.readwritethink.org/files/resources/lesson_images/lesson796/bus-ride.pdf

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/

Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/





Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/
Read Write Think Interactive: Drama Map
http://www.readwritethink.org/files/resources/interactives/dramamap/
Read Write Think Interactive: Literary Elements Map
http://www.readwritethink.org/files/resources/interactives/lit-elements/
Read Write Think Interactive: Venn Diagram, 3 Circles
http://rwtinteractives.ncte.org/view_interactive.aspx?id=28
7th Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-7th-langbuilders.htm
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Writing a Life-Research
Target Course/Grade Level:
Grade 7
Unit Summary: In this unit students will conduct research on notable people, who have influenced others, either from the past or the present. Research is
designed to serve as a vehicle to help students develop a means of defining a topic by conducting an in-depth study. It is an opportunity for students to
demonstrate their acquired reading and writing skills in an original situation.
Approximate Length of Unit: 4-6 weeks
Primary interdisciplinary connections: Social Students, Science, Technology
LEARNING TARGETS
Standards:
Reading: Literature, 6-12
Reading: Informational Text, 6-12
Writing, 6-12
Speaking & Listening, 6-12
Language, 6-12
Content Standard:
Reading: Literature
RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of
rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.7.5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
RL.7.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
RL.7.9. 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.
RL.7.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Reading: Informational Text
RI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
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).
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.
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.
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.
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.
RI.7.9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence
advancing different interpretations of facts.
RI7.10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
Writing
W.7.1. Write arguments to support claims with clear reasons and relevant evidence.
W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts,
W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event
sequences that follows from and reflects on the narrated experiences or events.
W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade
specific expectations for writing types are defined in standards 1–3 above.)
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 link to and cite sources as well as to interact and collaborate with
others, including linking to and citing sources.
W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further
research and investigation.
W.7.8. 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.
W.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.10. 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 discipline-specific tasks, purposes, and audiences.
Speaking and Listening
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.7.2. 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.
SL.7.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
Language
L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.7.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly
from a range of strategies.
L.7.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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.
21st Century Life and Career Skills:
9.1.8.C.1
9.1.8.C.2
9.1.8.E.3
Determine an individual’s responsibility for personal actions and contributions to group activities.
Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and
projects.
Differentiate between explicit and implicit digital media messages, and discuss the impact on individuals, groups, and society as a
whole.
Unit Understandings:
Students will understand that…

people are remembered for what they do

people can improve themselves by changing their environment

there is a difference between being told to do something versus choosing to do

there can be dignity in silence

circumstances in life affect a person’s life in many ways

the cost may be worth the reward

experiences affect decisions

a person can change something they view as wrong or unjust

words can influence others

many qualities are necessary to be a leader

much research is needed for a research paper

there are numerous ways to write about a person’s life

all sources must be cited

research requires time and numerous skills
Unit Essential Questions:












Why a person can be remembered as great?
What is the difference between being told to do something versus choosing to do for others?
When is there dignity in silence?
How do incidents in a person’s life affect other circumstances (i.e. discrimination)?
Is the cost worth the reward?
How do experiences affect decisions?
How can we change what’s wrong?
Can just one person change the world?
How do words influence others?
What qualities are necessary for leadership?
How do I write a research paper?
How can you write about a person’s life and in what form?
Knowledge and Skills:
Students will know…..

people are remembered for what they do

people can improve themselves by changing their environment

there is a difference between being told to do something versus choosing to do it by yourself

there can be dignity in silence

circumstances in life affect a person’s life in many ways

the cost may be worth the reward

experiences affect decisions

a person can change something they view as wrong or unjust

words can influence others

many qualities are necessary to be a leader

much research is needed for a research paper

there are numerous ways to write about a person’s life

how to cite sources

how to format a research paper

how to conduct research
Students will be able to …






read about and understand that people are remembered for what they do
recognize that people can improve themselves by changing their environment
analyze the difference between being told to do something versus choosing to do
understand that there can be dignity in silence
analyze how circumstances in life affect a person’s life in many ways
realize the cost may be worth the reward











understand experiences affect decisions
identify a person can change something they view as wrong or unjust
acknowledge that words can influence others
identify the many qualities necessary to be a leader
research on a particular topic
differentiate between the numerous ways to write about a person’s life
explore the various choices authors make in deciding how to write about a person’s life
identify form and characteristics of biography, autobiography, personal essay and historical drama
cite sources
conduct research
format research in the proper format
EVIDENCE OF LEARNING
Assessment:

Research Paper - Choose any person from history (past or current history) that has played a significant role in the lives of others while facing
adversity. Significant role is defined as a person who has experienced adversity in their life and has overcome it. For example, Harriet Tubman,
Martin Luther King Jr., Lance Armstrong, Susie Koman-You may not use people like Michael Jackson, Whitney Houston, etc. The person must
have had a significant impact as well as a positive impact on others lives! (The paper must be 4 pages, typed, not including works cited)
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Journal Entries

Think-Pair-Share

Socratic Seminar

Literature Circles

Guided Reading

Double-Entry Journals

Independent Reading

Class Discussions

Post-it Note Reading

Student Conferences

Informal daily observations
RESOURCES
Teacher Resources:







The Language of Literature: 7th grade
From the Autobiography of Malcolm X
Biography--Eleanor Roosevelt
Autobiography--The Noble Experiment- Jackie Robinson
Historical Drama-Lucy Stone- Champion of Women’s Rights
Various Non-Fiction Articles
Research Paper Rubrics, Information
Equipment Needed:





Computers
Textbooks
Journals
Notebooks
Internet
Teacher Resources:



Research Paper Survival Guide
http://www.fcboe.org/files/curriculum/survival_guide.pdf
Basic Steps in the Research Process
http://www.crlsresearchguide.org/
Scaffolding Methods for Research Paper Writing
http://www.readwritethink.org/classroom-resources/lesson-plans/scaffolding-methods-research-paper-1155.html


Wading Through the Web: Teaching Internet Research Strategies
http://www.readwritethink.org/classroom-resources/lesson-plans/wading-through-teaching-internet-983.html?tab=4#tabs
RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:







Britannica School
http://school.eb.com/
Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html
Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/
Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/
Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/
Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/
Read Write Think Interactive: Venn Diagram, 3 Circles
http://rwtinteractives.ncte.org/view_interactive.aspx?id=28
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Creative Writing with Fables and Fractured Fairy Tales
Target Course/Grade Level: Grade 7
Unit Summary: The purpose of unit is to have students understand that fables often use talking animals as the main characters and teach an explicit
moral or lesson. By reading and interpreting the hidden meaning, moral, or lesson, the students will acquire inference strategies, learn to draw conclusions
about the character and plot, and apply the moral or lesson to their own lives. Students will be able to write and illustrate their own fable. Students will
read the fables of other students and be able to extract the moral or lesson of the story.
In this unit students will also be reading and analyzing traditional fairy tales to enhance knowledge of story elements. Students will write their own
version of a "fractured fairy tale" while experimenting with humor, satire, irony and parody and present their version in a technology tool of their choice
or in a visual and performing format.
Approximate Length of Unit: 6-8 Weeks
Primary interdisciplinary connections: Technology
LEARNING TARGETS
Standards:
Reading: Literature, 6-12
Reading: Informational Text, 6-12
Writing, 6-12
Speaking & Listening, 6-12
Language, 6-12
Content Standard:
Reading: Literature
RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings;
RL.7.5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
RL.7.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
RL.7.7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques
unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
RL.7.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Writing
W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event
sequences.
W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade
specific expectations for writing types are defined in standards 1–3 above.)
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 link to and cite sources as well as to interact and collaborate with
others, including linking to and citing sources.
W.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.10. 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 discipline-specific tasks, purposes, and audiences.
Speaking and Listening
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.7.2. 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.
SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Language
L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.7.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly
from a range of
L.7.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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.
21st Century Life and Career Skills:
9.1.A.1
9.1.8. 1
9.1.8.2
9.1.D.2
Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills.
Determine an individual’s responsibility for personal actions and contributions to group activities.
Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and
projects.
Demonstrate the ability to understand inferences.
Unit Understandings:
Students will understand that…

stories teach life lessons

fables and fairy tales are of a unique genre

fables teach or present a lesson or moral

fables can be life lessons or advice.

animals can take on human traits/personification.

stories of different genres can be related to students’ lives.

fables and fairy tales can be written using various literary devices

using a “hook” captures a reader’s attention

they can create fables and fairy tales

numerous elements make up fairy tales and fables
Unit Essential Questions:








How can determining the moral of a story help you in your everyday life?
How can stories teach life lessons?
Where do ideas for my writing come from?
What is unique about the fable genre?
How do fable writers “hook” the reader?
How do fable writers teach a lesson to the reader?
What are elements of fairy tales?
What are the various literary devices used in fairy tales and fables?
Knowledge and Skills:
Students will know…..

that stories teach life lessons and can be found by inferring.

that fables and fairy tales are of a unique genre

that fables teach or present a lesson or moral

gables can be life lessons or advice.

animals can take on human traits also known as personification.

stories of different genres can be related to their lives.

fables and fairy tales can be written using various literary devices.

that using a “hook” captures a reader’s attention.

how to write fables and fairy tales

that various elements make up fairy tales and fables
Students will be able to …

brainstorm common elements of fairy tales and fable.

identify some typical characteristics of a fairy tale and fable using literary terms such as character, setting, and plot.

listen to and read fairy tales and fables.

complete a story map based on a selected fairy tale and fables.

rewrite a known fairy tale and fable, changing literary elements

publish and illustrate their new fairy tale and fable.

cultivate an understanding of the nature of folktales and their subject matter (both concrete and abstract.)

Show an understanding of folktales, fables and fairytales by role playing, oral readings and play acting.

Understand the oral tradition of storytelling.

refine and practice creative writing skills.

listen to an Aesop’s fable and various fairy tales and summarize the story.

interpret or identify the moral or lesson in the fable using their own background knowledge and information from the story.
EVIDENCE OF LEARNING
Assessment:

Tests

Quizzes

NJASK formatted open-ended questions

Essays

Rubrics

Unit assessment: Students will create their own fairy tales and fables.
Learning Activities:











Journal Entries
Think-Pair-Share
Socratic Seminar
Literature Circles
Guided Reading
Double-Entry Journals
Independent Reading
Class Discussions
Post-it Note Reading
Student Conferences
Informal daily observations
RESOURCES
Teacher Resources:





Fables by Arnold Lobel
Aesop’s Fables by Jerry Pinkney
Fractured Fairy Tales Activities
http://teacher.scholastic.com/writewit/mff/fractured_fairy.htm
Online Fairy Tale Collections and Activities http://www.readwritethink.org/files/resources/lesson_images/lesson1043/fairy_tales.html
Equipment Needed:






Textbook
Journals
Notebook
Computers
Fables
Fairy Tales
Teacher Resources:

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php

Fractured Fairy Tales Activities
http://teacher.scholastic.com/writewit/mff/fractured_fairy.htm

Online Fairytale collection and Activities
http://www.readwritethink.org/files/resources/lesson_images/lesson1043/fairy_tales.html
Student Resources:

Read Write Think Interactive: Fractured Fairytales

http://www.readwritethink.org/files/resources/interactives/fairytales/

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/

Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/

Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

Read Write Think Interactive: Drama Map
http://www.readwritethink.org/files/resources/interactives/dramamap/

Read Write Think Interactive: Literary Elements Map
http://www.readwritethink.org/files/resources/interactives/lit-elements/

Read Write Think Interactive: Venn Diagram, 3 Circles
http://rwtinteractives.ncte.org/view_interactive.aspx?id=28

7th Grade Language Arts Skills Builders

http://www.internet4classrooms.com/skills-7th-langbuilders.htm
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Outside Reading
Target Course/Grade Level: Grade 7
Unit Summary: Students will read a minimum of four books independent of the in-class novels. These books may be loosely connected in terms of their
subject matter or theme to the units being studied in the classroom. The outside reading books should be enjoyable and interesting to the students;
however, they must also be at or above grade level.
Approximate Length of Unit: 3-4 weeks per book
Primary interdisciplinary connections: Social Studies, Technology
LEARNING TARGETS
Standards:
Reading: Literature, 6-12
Reading: Informational Text, 6-12
Writing, 6-12
Speaking & Listening, 6-12
Language, 6-12
Content Strand:
Reading: Informational Text
RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and
sufficient; recognize when irrelevant evidence is introduced.
RI.8.10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and
proficiently.
Writing
W.8.1. Write arguments to support claims with clear reasons and relevant evidence.
W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional
related, focused questions that allow for multiple avenues of exploration.
W.8.8. 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.
W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two).
Speaking and Listening
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts,
and issues, building on others’ ideas and expressing their own clearly.
SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Language
L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly
from a range of strategies.
L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.8.6. 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.
21st Century Life & Career Skills
9.1.8.C.1
9.1.8.C.2
9.1.8.C.3
9.1.8.D.3
Determine an individual’s responsibility for personal actions and contributions to group activities.
Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks,
assignments, and projects.
Model leadership skills during classroom and extracurricular activities.
Use effective communication skills in face-to-face and online interactions with peers and adults from home and from
diverse cultures.
Unit Understandings
Students will understand that…

reading is a worthwhile activity which can be interesting, entertaining, stimulating, relaxing or all of the above.

reading strengthens one’s vocabulary, deepens one’s understanding of human nature, and broadens one’s world view.

competent readers can communicate their understanding of literary elements and textual meaning through a variety of creative mediums.

readers often develop preferences with regard to genre, author, and topic; competent readers challenge themselves with quality literature that is
outside of their comfort zone.
Unit Essential Questions



How does reading outside the classroom make one a better reader?
How does an independent reading book influence the reader’s perspective on a topic or theme being studied in class?
How can an independent reading book be both entertaining and challenging?
Knowledge and Skills
Students will know…

fiction and non-fiction genres and sub-genres, how to recognize those genres, and their individual genre preferences.

how to choose books that are appropriate to their reading and interest levels.

all works of fiction share structural elements such as character, setting, plot, and point of view, the recognition of which bolsters the reader’s
comprehension.

there can be numerous perspectives on a single historical event.

written and oral presentations about literature help deepen one’s understanding of the text

art and technology are creative mediums through which understanding can be communicated.
Students will be able to…

read for an average of twenty minutes each day outside of the classroom.

choose books that share a topic or theme with the core text in order to broaden their perspective and foster critical thinking about an event or
issue.

discuss the literary aspects of independent reading with their in-class reading groups.

compare and contrast the structure and literary elements of outside and in-class reading.

evaluate outside reading and make recommendations supported by references to text.

develop a variety of creative and engaging “book reports” to demonstrate understanding of outside reading.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Performance Tasks (one for each book):

Students will choose their assessment from a list of differentiated, teacher-approved activities and present to the class. For example: write letters
to the author, compose poems or songs relating to characters or events in the book, write a character’s diary, or construct a diorama to represent
the climax.
Other Evidence:



Quizzes – One quiz per book on literary elements.
Explanatory - Compare and contrast outside books to core texts based on character development, setting, plot structure, and/or conflicts.
Persuasive - make recommendations about the book to fellow students, librarian.
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Teacher will review essential questions and assessments.

Students will visit that RMS library or the classroom library to select their outside reading book. They may refer to a teacher-suggested list that
offers a range of difficulty levels or they may choose their own.

Students will choose the form of their assessment from a teacher-approved list that offers a range of creative tasks catering to multiple
intelligences.

Students will present their performance tasks to their groups or to the class.
RESOURCES
Teacher Resources:





Book recommendations for students
Differentiated “book report” activities
Compare and Contrast outline and template
Classroom library
7th & 8th Grade Academy library
Equipment Needed:


Book display cases
Classroom library books to complement new curriculum.