THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Quarterly Content Guide 2016-2017
MS IR Inside B Year 1 – 10000100BY1
National Geographic Cengage Learning: Inside Level B Volume 1
Imagine the Possibilities - Guiding Question: What makes an idea
powerful?
Suggested
Content Standards
Big Idea
Unit Length
Hitching a Ride:
Scientists ask
questions that lead
to good ideas.
LAFS.7.RI.1.1,LAFS.7.RI.2.4,
LAFS.7.RI.4.10 LAFS.7.L.1.1,
LAFS.7.L.3.4b, LAFS.7.L.3.6
LAFS.7.SL.1.1c,
LAFS.7.W.1.1
Unit 1
Selection 2
2-3 Weeks
LAFFF: Discover
how an invention
can be used for the
wrong reasons.
LAFS.7.RL.1, LAFS.7.RL.2,
LAFS.7.RL.4.10,
LAFS.7.RI.2.4, LAFS.7.L.1.1
,LAFS.7.L.1.2 ,
LAFS.7.L.3.4b , LAFS.7.L.3.6 ,
LAFS.7.SL.1.1c
Unit 1
Selection 3
2-3 Weeks
Kids are Inventors,
Too: Learn about
some ingenious
inventions kids
have made to solve
life’s daily
problems.
Unit 1 Close
Reading
1 Week
The Evolution of a
Great Idea:
Consider how a
risky idea can
result in a great
invention.
Quarter 1
Unit 1
Selection 1
2-3 Weeks
LAFS.7.L.1.1, LAFS.7.RL.4.10,
LAFS.7.RI.2.4,
LAFS.7.RL.1.1 , LAFS.7.L.1.2 ,
LAFS.7.SL.1.2 ,
LAFS.7.L.3.6 , LAFS.7.L.3.4b
LAFS.7.RI.1.1 , LAFS.7.L.3.6
Imagine the Possibilities - Guiding Question: How Should People use their
talents?
Suggested
Content Standards
Big Idea
Unit Length
Unit 2
Selection 1
2-3 Weeks
Quarter 2
Adopted Instructional Materials:
The Challenge: Find out
why sometimes it is
smarter to just be
yourself.
LAFS.7.RL.1.1, LAFS.7.RL.1.3,
LAFS.7.RL.2.4, LAFS.7.RL.4.10,
LAFS.7.W.1.3, LAFS.7.W.1.3
LAFS.7.L.1.1, LAFS.7.L.3.5,
LAFS.7.L.3.5.a, LAFS.7.L.3.5.b,
LAFS.7.L.3.5.c, LAFS.7.L.3.6
LAFS.7.SL.1.1, LAFS.7.SL.1.1.b
Rachel the Clever:
Discover what happens
when being clever woks
against you.
LAFS.7.RL.1.1, LAFS.7.RL.1.3,
LAFS.7.RL.2.4, LAFS.7.RL.2.5,
LAFS.7.RL.2.6, LAFS.7.RL.4.10,
LAFS.7.L.1.1, LAFS.7.SL.1.1.c,
LAFS.7.L.1.2, LAFS.7.L.1.2.b,
LAFS.7.L.3.6
Unit 2
Selection 3
2-3 Weeks
A Contest of Riddles:
Sometimes being smart
isn’t always enough.
LAFS.7.RL.1.1, LAFS.7.RL.1.3,
LAFS.7.RL.2.4, LAFS.7.RL.2.5,
LAFS.7.RL.4.10, LAFS.7.W.1.3
LAFS.7.SL.1.1.c, LAFS.7.L.1.1,
LAFS.7.L.1.2.b
Unit 2 Close
Reading
1 Week
The Hobbit: Riddle sin the
dark: Consider how the
solution to a puzzle could
come from a person’s
talent or simply luck.
Unit 2
Selection 2
2-3 Weeks
LAFS.7.RL.1.1,LAFS.7.RL.1.2,
LAFS.7.RL.1.3, LAFS.7.L.3.6,
LAFS.7.W.4.10, LAFS.7.SL.1.1
A New Chapter - Guiding Question: How does our past impact our
future?
Quarter 3
Unit 3
Selection 1
2-3 Weeks
Unit 3
Selection 2
2-3 Weeks
Unit 3
Selection 3
2-3 Weeks
Big Idea
The Lotus Seed:
Find out why it’s
important to value
the past.
Suggested
Unit Length
Content Standards
LAFS.7.RL.1.1, LAFS.7.RL.1.2,
LAFS.7.RL.1.3, LAFS.7.RL.2.4,
LAFS.7.RL.4.10 , LAFS.7.W.1.3,
LAFS.7.W.1.3d, LAFS.7.W.2.5,
LAFS.7.W.3.9, LAFS.7.W.4.10,
LAFS.7.SL.1.1, LAFS.7.L.1.1,
LAFS.7.L.1.2, LAFS.7.L.1.2a,
LAFS.7.L.1.2b, LAFS.7.L.2.3,
LAFS.7.L.3.4b, LAFS.7.L.3.6
Immigrants Today:
Discover why
people leave their
homes to begin
again in a new
country.
LAFS.7.RL.1.1,LAFS.7.RL.1.2,
LAFS.7.RI.1.1, LAFS.7.RI.1.3,
LAFS.7.RI.2.4, LAFS.7.RI.4.10,
LAFS.7.W.1.2, LAFS.7.W.1.3,
LAFS.7.W.1.3d, LAFS.7.W.2.4,
LAFS.7.W.2.5, LAFS.7.W.3.9
LAFS.7.W.4.10, LAFS.7.SL.1.1,
LAFS.7.SL.2.5, LAFS.7.L.1.1,
LAFS.7.L.1.2, LAFS.7.L.1.2b,
LAFS.7.L.3.4b, LAFS.7.L.3.4.c,
LAFS.7.L.3.6
Brothers in Hope:
Learn about what it
means to be truly
lost and without a
home.
LAFS.7.RL.1.1, LAFS.7.RL.1.2,
LAFS.7.RL.2.4, LAFS.7.RL.2.6,
LAFS.7.RL.3.9, LAFS.7.RL.4.10
LAFS.7.W.1.2, LAFS.7.W.1.3d,
LAFS.7.W.2.4, LAFS.7.W.2.5,
LAFS.7.W.2.6, LAFS.7.W.3.9
LAFS.7.W.4.10, LAFS.7.SL.1.1,
LAFS.7.SL.1.1b, LAFS.7.L.1.1
LAFS.7.L.1.2 , LAFS.7.L.2.3,
LAFS.7.L.3.4b, LAFS.7.L.3.6
Unit 4
Selection 1
2-3 Weeks
Quarter 4
Suggested
Unit Length
Every Body is a Winner - Guiding Question: Why is the human body so
amazing?
Big Idea
The Human Machine:
Explore how the human
body works.
Unit 4
Selection 2
2-3 Weeks
The Beat Goes On: Find
out what happens when
the body doesn’t work like
it should.
Unit 4
Selection 3
2-3 Weeks
Two Left Feet, Two Left
Hands: How do our bodies
drive our interests?
Content Standards
LAFS.7.RL.1.1, LAFS.7.RI.1.1,
LAFS.7.RI.1.2, LAFS.7.RI.1.3,
LAFS.7.RI.2.4, LAFS.7.RI.2.5,
LAFS.7.RI.4.10, LAFS.7.W.4.10,
LAFS.7.W.2.4, LAFS.7.W.2.5,
LAFS.7.W.2.6, LAFS.7.W.3.7,
LAFS.7.W.3.8, LAFS.7.W.3.9,
LAFS.7.SL.1.1, LAFS.7.SL.1.1b,
LAFS.7.SL.2.4, LAFS.7.SL.2.5,
LAFS.7.L.1.1, LAFS.7.L.1.2,
LAFS.7.L.3.6
LAFS.7.RL.1.1, LAFS.7.RL.2.4,
LAFS.7.RI.1.1, LAFS.7.RI.1.2,
LAFS.7.RI.2.4, LAFS.7.RI.2.5,
LAFS.7.RI.4.10, LAFS.7.W.1.2a
LAFS.7.W.1.3d, LAFS.7.W.2.4,
LAFS.7.W.2.5, LAFS.7.W.3.7,
LAFS.7.W.3.8, LAFS.7.W.3.9
LAFS.7.W.4.10, LAFS.7.SL.1.1,
LAFS.7.SL.1.1b, LAFS.7.SL.1.3,
LAFS.7.SL.2.4, LAFS.7.SL.2.5,
LAFS.7.L.1.1, LAFS.7.L.1.2,
LAFS.7.L. 3.4a-b, LAFS.7.L.3.5b
LAFS.7.L.3.6
LAFS.7.RL.1.1, LAFS.7.RL.1.2,
LAFS.7.RL.2.4, LAFS.7.RL.2.5,
LAFS.7.RI.2.4, LAFS.7.RI.1.1,
LAFS.7.RI.2.5, LAFS.7.RI.2.6,
LAFS.7.RI.4.10, LAFS.7.W.1.2,
LAFS.7.W.1.3d, LAFS.7.W.2.4,
LAFS.7.W.2.5, LAFS.7.W.2.6,
LAFS.7.W.3.7, LAFS.7.W.3.8,
LAFS.7.W.3.9, LAFS.7.W.4.10,
LAFS.7.SL.1.1a-d, LAFS.7.SL.1.2,
LAFS.7.SL.2.5, LAFS.7.L.1.1,
LAFS.7.L.1.2, LAFS.7.L.1.2b,
LAFS.7.L.2.3, LAFS.7.L.3.4
LAFS.7.L.3.6
Unit 3 Close
Reading
1 Week
The New Colossus:
Compare an ancient LAFS.7.RL.1.2, LAFS.7.RL.2.4,
and modern statue LAFS.7.RL.2.6, LAFS.7.RL.3.9,
LAFS.7.W.4.10
and consider what
a statue represents
to immigrants.
Unit 4 Close
Reading
1 Week
Bionics: Consider what
new technologies can do
to make the human body
even more amazing.
LAFS.7.RL.1.2, LAFS.7.RI.1.2,
LAFS.7.RI.2.5, LAFS.7.RI.3.9,
LAFS.7.W.4.10, LAFS.7.SL.1.1
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter 1, Unit 1 Selection 1
Adopted Instructional Materials:
Intensive Reading Quarterly Content Guide 2016-2017
MS IR Inside B Year 1 – 10000100BY1
National Geographic Cengage Learning: Inside Level B Volume 1
Suggested Range: 3-4 weeks
Unit Guiding Question: “What makes an idea powerful?”
Selection Big Idea: Scientists ask questions that lead to good ideas.
Standards
Content Standards
Genre Focus: Science article
Florida Standards for Career & College Readiness:
LAFS.7.RI.1.1 – Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
LAFS.7.RI.2.4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative,
and technical meanings; analyze the specific word choice on meaning and tone.
LAFS.7.RI.4.10 – By the end of the year, read and comprehend literary non-fiction in the grades 6-8 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
LAFS.7.L.1.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
LAFS.7.L.3.4b – Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.
LAFS.7.L.3.6 – Acquire and use accurately grade-appropriate general academics and domain-specific words and phrases;
father vocabulary knowledge when considering a word or phrase important to comprehension or expression.
LAFS.7.SL.1.1c – Pose questions that elicit elaboration and respond to others’ questions and comments with relevant
observations and ideas that bring the discussion back on topic as needed.
LAFS.7.W.1.1 – Write arguments to support claims with clear reasons and relevant evidence.
Cross-Curricular Connections
Vocabulary Study:
 Use compound words
Research/Speaking:
 Study and endangered species
Language and Grammar:
 Ask and answer questions
Writing and Grammar:
 Write about new ideas
Essential Outcome Question
How can I use text evidence to support my understanding of the science article?
Aligned Learning Goals
(Content Statements)
Unit Launch
Focus on Reading
 Reading Strategies
Focus on Vocabulary
 Compound Words,
Prefixes, Suffixes
Selection 1
 Plan, Monitor,
Visualize
 Use text Evidence
 Use Context Clues
 Use Key Vocabulary
 Use Academic
vocabulary
 Build Fluency
 Grammar: Statements
Vocabulary
Key Vocabulary:
attach, captive, challenge,
experiment, invention,
record, scientist, test
Academic Vocabulary:
compound, research
District-Adopted Materials
Textbook Resources
Unit Launch
TE pp. 0-1 Unit 1 Launch and Essential Question
TE pp. 2-7 Focus On Reading: Reading Strategies;
Plan, Monitor, Visualize, Determine Importance
TE pp. 8-9 Focus On Vocabulary: Use Academic
Vocabulary, Use Word Parts
Selection 1
TE pp. 10-13 Selection overview: Build background
knowledge
Language and grammar: ask and answer questions,
use different kinds of sentences
TE pp. 14-15 Prepare To Read: Key Vocabulary;
Focus on Reading Strategies: plan, monitor, ask
questions
TE pp. 16-31 Hitching a Ride:
Reading Strategy
Activate Prior Knowledge
Plan, Monitor, Ask Questions
Literary Analysis
Recognize Genre
Use Text Evidence
Use Text Features
Viewing
Respond to and Interpret Visuals
Vocabulary
Use Key Vocabulary
Use Word Parts
Reading Fluency
Read with Intonation
Additional Resources
Until Launch Inside
Interactive Practice
Book pp. 1-5
Strategies for Differentiation
Rotation Model to support Differentiated
Instruction
Literacy Strategy Handbook
Small Group Instruction
Based on Selection /Performance Test data

Selection 1 Inside
Interactive Practice
Book pp. 6-11
Drill Down Lessons
 Re-teaching Lessons MyNGConnect.com
Inside Fundamentals (As required by data support)
 Decoding
 Grammar
 Word recognition
Anchor Centers
Grammar Practice - Inside
Complex Text Library Interactive Practice Book
Inside Writing Book pp. T1Wa-T65W
Language Function
Ask and Answer Questions
Cultural Perspectives
Compare Across Cultures – Mythology and Legends
Research Skills
Gather information
Listening and Speaking
Engage in Discussion
Monitoring Options:
TE p. 29 Connect Reading and Writing
TE p. 30-31 Connect Across the Curriculum
Selection 1 Assessment (Performance Matters)
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Quarterly Content Guide 2016-2017
Quarter 1 - Unit 1 Selection 2
Adopted Instructional Materials:
MS IR Inside B Year 1 – 10000100BY1
National Geographic Cengage Learning: Inside Level B Volume 1
Suggested Range: 3-4
Weeks
Unit Guiding Question: "What makes an idea powerful?”
Selection Big Idea: Discover how an invention can be used for the wrong reasons.
Standards
Content Standards
Genre Focus: Short Story
Florida Standards for Career & College Readiness:
LAFS.7.RL.1.1 – Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
LAFS.7.RL.2.4 – 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 on a specific verse or stanza of a poem of section of a
story or drama.
LAFS.7.RL.4.10 – By the end of the year, read and comprehend literature, including stories, dramas and poems, in the 6-8 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
LAFS.7.RI.2.4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings; analyze the specific word choice on meaning and tone.
LAFS.7.L.1.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.7.L.1.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
LAFS.7.L.3.4b – Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.
LAFS.7.L.3.6 – Acquire and use accurately grade-appropriate general academics and domain-specific words and phrases; father
vocabulary knowledge when considering a word or phrase important to comprehension or expression.
LAFS.7.SL.1.1c – Pose questions that elicit elaboration and respond to others’ questions and comments with relevant
observations and ideas that bring the discussion back on topic as needed.
Cross-Curricular
Connections
Social Studies:
 Cultural
perspectives
Careers:
Analyze Interests
Make a Career Chart
Travel
Health:
Healthy Eating Habits –
Food Pyramid
Essential Outcome Question

Aligned Learning
Goals
Selection 2
 Make Connections
 Make Inferences
 Visualize
 Use Text Evidence
 Determine Main
Idea
 Use Key Vocabulary
 Use Academic
Vocabulary
 Use Nouns
 Use Word Parts
Vocabulary
Key Vocabulary:
backward, concentrate,
convince, destination,
forward, future, genius,
machine
How do readers make connections, inferences, and visualize when comprehending short stories?
Additional
Strategies for
District-Adopted Materials
Resources
Differentiation
Selection 2
TE p. 32 Build Background
TE pp. 33-35 Language and Grammar
TE pp. 36-37
Prepare to Read:
Key Vocabulary, Make Connections, Make Inferences, and Visualize
TE pp. 38“LAFFF”
Reading Strategies:
Make Connections
Make Inferences
Visualize
Literary Analysis
Use Text Evidence
Use Context Clues
Make Inferences
Analyze Characters’ Motives
Viewing
Interpret and Analyze Visuals
Reading Fluency
Read with Expression
Vocabulary
Use Key Vocabulary
Use Word Parts (Compound Words)
Monitoring Options:
TE p. 57 Connect Reading and Writing
TE p. 58-59 Connect Across the Curriculum
Selection 2 Assessment Performance Matters
Selection 2
Inside
Interactive
Practice Book
pp. 13-17
Rotation Model to
support Differentiated
Instruction
Literacy Strategy
Handbook
Small Group Instruction
Based on Selection
/Performance Test data

Drill Down
Lessons

Re-teaching
Lessons
MyNGConnect.co
m
Inside Fundamentals
(As required by data
support)
 Decoding
 Grammar
 Word recognition
Anchor Centers
Grammar Practice - Inside
Interactive Practice Book
Complex Text Library
Inside Writing Book pp.
T1Wa-T65W
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter 1, Unit 1 Selection 3
Adopted Instructional Materials:
Intensive Reading Quarterly Content Guide 2016-2017
MS IR Inside B Year 1 – 10000100BY1
National Geographic Cengage Learning: Inside Level B Volume 1
Suggested Range: 3-4 Weeks
Unit Guiding Question: "What makes an idea powerful?”
Selection Big Idea: Learn about some ingenious inventions kids have made to solve life’s daily problems.
Standards
Content Standards
Cross-Curricular Connections
Technology:
Genre Focus: Magazine Article
 Research
 Video Demonstration
Florida Standards for Career & College Readiness:
LAFS.7.L.1.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
LAFS.7.RL.4.10 – By the end of the year, read and comprehend literature, including stories, dramas and poems, in the 6-8 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
LAFS.7.RI.2.4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings; analyze the specific word choice on meaning and tone.
LAFS.7.RL.1.1 – Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
LAFS.7.L.1.2 -Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
LAFS.7.SL.1.2 - 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.
LAFS.7.L.3.6 – Acquire and use accurately grade-appropriate general academics and domain-specific words and phrases; further
vocabulary knowledge when considering a word or phrase important to comprehension or expression.
LAFS.7.L.3.4b- 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. Use common, grade-appropriate Greek or Latin affixes and roots as
clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
Social Studies:
 History of Bicycles
Essential Outcome Question

How can you comprehend and connect the Essay to the other selections through reading, writing, and discussion?
Additional
Aligned Learning Goals
Strategies for
District-Adopted Materials
Resources
(Content Statements)
Differentiation
Selection 3
Selection 3
TE pp. 60 Build background
 Key Vocabulary
TE pp. 61-63 Language and Grammar
 Determine Main Idea
TE pp. 64-65
 Make Inferences
Prepare to Read:
 Use Complete Sentences Determine Importance and Synthesize
 Academic Vocabulary
Introduce the Genre




Use Word Parts
Use Complete Sentences
Edit and Proofread
Evaluate and Revise
Key Vocabulary:
ability, design, device, exist,
model, problem, solve,
suggestion
Academic Vocabulary:
analyze, research
TE pp. 66- 78 Kids Are Inventors, Too
Reading Strategies
Activate Prior Knowledge
Determine Importance
Synthesize
Viewing
Respond to and Interpret Visuals
Listening and Speaking
Deliver Ideas Effectively
Language Function
Give Information
Grammar
Use Complete Sentences
Vocabulary
Use Key Vocabulary
Use Word Parts
Use Academic Vocabulary
Literary Analysis
Recognize Genre
Use Text Evidence
Determine Main Idea
Use Text Features
Reading Fluency
Read with Phrasing
Cultural Perspectives
Selection 3
Inside Interactive
Practice Book
pp. 24-25
pp. 46-47 Unit 1
Vocabulary
review
Rotation Model to
support Differentiated
Instruction
Literacy Strategy
Handbook
Small Group Instruction
Based on Selection
/Performance Test data
 Drill Down
Lessons
 Re-teaching
Lessons
MyNGConnect.c
om
Inside Fundamentals
(As required by data
support)
 Decoding
 Grammar
 Word
recognition
Anchor Centers:
Grammar Practice - Inside
Interactive Practice Book
Complex Text Library
Inside Writing Book pp.
T1Wa-T65W
Appreciate and Share Aspects of World Cultures
Research and Speaking
Gather Information
Deliver Ideas Effectively
Monitoring Options:
TE p. 79 Connect Reading and Writing
TE p. 80-81 Connect Across the Curriculum
Selection 3 Assessment (Performance Matters)
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter 1, Unit 1 Close Reading
Adopted Instructional Materials:
Intensive Reading Quarterly Content Guide 2016-2017
Suggested Range: 3-4 Weeks
MS IR Inside B Year 1 – 10000100BY1
National Geographic Cengage Learning: Inside Level B Volume 1
Unit Guiding Question: "What makes an idea powerful?”
Selection Big Idea: Consider how a risky idea can result in a great invention.
Standards
Content Standards
Genre Focus: Fiction: Essay
Florida Standards for Career & College Readiness:
LAFS.7.RI.1.1 – Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
LAFS.7.L.3.6 – Acquire and use accurately grade-appropriate general academics and domain-specific words and phrases;
further vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Cross-Curricular Connections
Essential Outcome Question

Aligned Learning Goals
(Content Statements)
Close Reading



Ask Questions
Determine Importance
Use Academic Vocabulary Analyze
Key Vocabulary:
challenge
How can I reread for deeper understanding of the essay?
Additional
District-Adopted Materials
Resources
Textbook Resources
Close Reading
TE pp. 82-87
The Evolution of a Great Idea
Reading Strategies
Ask Questions
Determine Importance
Literary Analysis
Use Text Evidence
Determine Main Idea
Writing
Write About Using Reading Strategies
Vocabulary
Use Academic Vocabulary – Analyze
Comprehension and Critical Thinking
Compare Writing: Similar Topics
Monitoring Options:
Unit 1 Assessment (Performance Matters)
Unit 1
Inside Interactive
Practice Book
Vocabulary Review
pp. 28-35
Unit 1 Wrap-Up
TE p. 87
Strategies for Differentiation
Rotation Model to support Differentiated
Instruction
Literacy Strategy Handbook
Small Group Instruction

Based on Cluster/Performance Test data
 Drill Down Lessons
Inside Fundamentals (As required by data
support)
 Decoding
 Grammar
 Word recognition
Anchor Centers:
Grammar Practice - Inside Interactive Practice Book
Complex Text Library
Inside Writing Book pp. T1Wa-T65W
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter 2, Unit 2 Selection 1
Adopted Instructional Materials:
Intensive Reading Quarterly Content Guide 2016-2017
MS IR Inside B Year 1 – 10000100BY1
National Geographic Cengage Learning: Inside Level B Volume 1
Suggested Range: 3-4 weeks
Unit Guiding Question: “How Should People use their talents?”
Selection Big Idea: Find out why sometimes it is smarter to just be yourself.
Standards
Content Standards
Genre Focus: Fiction: Short Story
Florida Standards for Career & College Readiness:
LAFS.7.RL.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
LAFS.7.RL.1.3 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).
LAFS.7.RL.2.4 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.
LAFS.7.RL.4.10 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.
LAFS.7.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences
LAFS.7.SL.1.1 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.
LAFS.7.SL.1.1.b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define
individual roles as needed.
LAFS.7.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
LAFS.7.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LAFS.7.L.3.5.a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
LAFS.7.L.3.5.b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand
each of the words.
LAFS.7.L.3.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions)
LAFS.7.L.3.6 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.
Cross-Curricular Connections
Vocabulary Study:
 Use compound words
Research/Speaking:
 Study and endangered species
Language and Grammar:
 Ask and answer questions
Writing and Grammar:
 Write about new ideas
Social Studies:
 Compare Across Cultures –
Mythology and Legends
Essential Outcome Question
How can I use text evidence to support my understanding character analysis in the short story?
Aligned Learning Goals
(Content Statements)
Unit Launch
Focus on Reading
 Reading Strategies
 Elements of Literature
Focus on Vocabulary
 Relate words
Selection 1
 Plan, Monitor,
Visualize
 Use text Evidence
 Use Context Clues
 Relate words
 Use Key Vocabulary
 Use Academic
vocabulary
 Build Fluency
 Grammar: Pronouns as
subjects
District-Adopted Materials
Textbook Resources
Unit Launch
TE pp. 88-89 Unit 1 Launch and Essential Question
TE pp. 90-93 Focus On Reading: Reading Strategies;
Plan, Monitor, Visualize, Determine Importance;
Elements of Literature, Character plot Setting.
TE pp. 94-5-95 Focus On Vocabulary: Use Academic
Vocabulary, Relate Words
Selection 1
TE pp. 96-99 Selection overview: Build background
knowledge
Language and grammar: Engage in conversation;
use pronouns as subjects
TE pp. 100-101 Prepare To Read: Key Vocabulary;
Focus on Reading Strategies: plan, monitor, ask
questions; Analyze Plot
TE pp. 102-120 Challenge
Reading Strategy
Activate Prior Knowledge
Plan, Monitor, Ask Questions
Literary Analysis
Recognize Genre
Analyze plot, character, setting
Viewing
Respond to and Interpret Visuals
Vocabulary
Use Key Vocabulary
Relate Words
Reading Fluency
Read with intonations
Additional Resources
Until Launch Inside
Interactive Practice Book
pp. 39-41
Strategies for Differentiation
Rotation Model to support Differentiated
Instruction
Literacy Strategy Handbook
Small Group Instruction
Based on Selection /Performance Test data

Selection 1 Inside
Interactive Practice Book
pp. 42-48
Drill Down Lessons
 Re-teaching Lessons MyNGConnect.com
Inside Fundamentals (As required by data support)
 Decoding
 Grammar
 Word recognition
Anchor Centers
Grammar Practice - Inside
Complex Text Library Interactive Practice Book
Inside Writing Book pp. T65Wa-T107W
Language Function
Ask and Answer Questions
Cultural Perspectives
Compare Across Cultures – Mythology and Legends
Research Skills
Gather information
Listening and Speaking
Engage in Discussion
Monitoring Options:
TE p. 121 Connect Reading and Writing
TE p. 122-123 Connect Across the Curriculum
Selection 1 Assessment (Performance Matters)
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter 2 - Unit 2 Selection 2
Adopted Instructional Materials:
Intensive Reading Quarterly Content Guide 2016-2017
MS IR Inside B Year 1 – 10000100BY1
National Geographic Cengage Learning: Inside Level B Volume 1
Suggested Range: 3-4
Weeks
Unit Guiding Question: “How Should People use their talents?”
Selection Big Idea: Discover what happens when being clever woks against you.
Standards
Content Standards
Genre Focus: Fiction: Folk Tale
Florida Standards for Career & College Readiness:
LAFS.7.RL.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
LAFS.7.RL.1.3 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).
LAFS.7.RL.2.4 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.
LAFS.7.RL.2.5 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.
LAFS.7.RL.2.6 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.
LAFS.7.RL.4.10 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.
LAFS.7.SL.1.1.c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations
and ideas that bring the discussion back on topic as needed.
LAFS.7.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.7.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
LAFS.7.L.1.2.b Spell correctly.
LAFS.7.L.3.6 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.
Cross-Curricular
Connections
Social Studies:
 Cultural
perspectives
Essential Outcome Question

Aligned Learning Goals
(Content Statements)
Selection 2
 Make Connections
 Make Inferences
 Visualize
 Use Text Evidence
 Determine Main Idea
 Analyze Character
 Use Key Vocabulary
 Use Academic Vocabulary
 Deliver Ideas Effectively
How do readers make connections, inferences, and visualize when comprehending folk tales?
Additional
District-Adopted Materials
Strategies for Differentiation
Resources
Textbook Resources
Selection 2
TE p. 124-127 Build Background / Language and Grammar; Deliver
ideas effectively, forms of the verb Be
TE pp. 128-129 Prepare to Read:
Key Vocabulary, Make Connections, clarify ideas, Analyze Character
Selection 2 Inside
Interactive
Practice Book pp.
49-55
Rotation Model to support
Differentiated Instruction
Literacy Strategy Handbook
Small Group Instruction
Based on Selection
/Performance Test data

TE pp. 130-138 Rachel the Clever;
Reading Strategies:
Make Connections
Make Inferences
Set a purpose
Clarify ideas
Visualize
Literary Analysis
Use Text Evidence
Use Context Clues
Recognize genre, folk tale
Make Inferences
Analyze Characters
Viewing
Interpret and Analyze Visuals
Reading Fluency
Read with phrasing
Vocabulary
Use Key Vocabulary
Relate words, synonyms
Monitoring Options
TE p. 139 Connect Reading and Writing
TE p. 140-141 Connect Across the Curriculum
Selection 2 Assessment Performance Matters
Drill Down Lessons

Re-teaching Lessons
MyNGConnect.com
Inside Fundamentals (As
required by data support)
 Decoding
 Grammar
 Word recognition
Anchor Centers
Grammar Practice - Inside
Interactive Practice Book
Complex Text Library
Inside Writing Book pp. T65WaT107W
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter 2, Unit 2 Selection 3
Adopted Instructional Materials:
Intensive Reading Quarterly Content Guide 2016-2017
MS IR Inside B Year 1 – 10000100BY1
National Geographic Cengage Learning: Inside Level B Volume 1
Suggested Range: 3-4
Weeks
Unit Guiding Question: "How Should People use their talents?”
Selection Big Idea: Sometimes being smart isn’t always enough.
Standards
Content Standards
Genre Focus: Fiction: Play, Myth
Florida Standards for Career & College Readiness:
LAFS.7.RL.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
LAFS.7.RL.1.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
LAFS.7.RL.2.4 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.
LAFS.7.RL.2.5 Analyze how dramas or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
LAFS.7.RL.4.10 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.
LAFS.7.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive
details, and well-structured event sequences.
LAFS.7.L.1.1 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.
LAFS.7.SL.1.1.c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant
observations and ideas that bring the discussion back on topic as needed.
LAFS.7.L.1.2.b Acknowledge new information expressed by others and, when warranted, modify their own views.
Cross-Curricular
Connections
Technology:
 Research
 Video Demonstration
Social Studies:
 History of Bicycles
Cultural Perspectives
Appreciate and Share
Aspects of World Cultures
 Folk Tales
Essential Outcome Question

How can you compare and connect the play and the myth to the other selections through reading, writing, and discussion?
Aligned Learning
Aligned Learning Goals
Additional
Goals
District-Adopted
District-Adopted Materials
(Content Statements)
Resources
(Content
Materials
Statements)
Textbook Resources
Textbook Resources
Selection 3
Selection 3
Selection 3
Selection 3
Selection 3
TE pp. 142-145 Build background / Language and Inside Interactive
TE pp. 142-145 Build
 Key Vocabulary
 Key Vocabulary
 Determine Main Idea
 Determine Main
Grammar, Ask for rand give information, Use of Practice Book
background /
Idea
 Make Inferences
subjects and verbs
Language and
pp. 56-62
 Make Inferences Grammar, Ask for
 Listen to and role play
questions
 Listen to and role rand give
TE pp. 64-65 Prepare to Read: Key vocabulary,
play questions
 Elements of drama
Analyze elements of Drama
information, Use of
 Elements of
 Academic Vocabulary
subjects and verbs
drama
 Use Word Parts
TE pp. 148-162 A Contest of Riddles/Atalanta’s
 Academic
 Use Complete Sentences Race
TE pp. 64-65 Prepare
Vocabulary
 Edit and Proofread
Reading Strategies
to Read: Key
 Use Word Parts
 Evaluate and Revise
Activate Prior Knowledge
vocabulary, Analyze
 Use Complete
Determine Importance
elements of Drama
Sentences
Synthesize
Viewing
Respond to and Interpret Visuals
Listening and Speaking
Participate in chant
Role play questions
Language Function
Ask and Give Information
Grammar
Subjects and Verbs
Vocabulary
Use Key Vocabulary
Relate Words, synonyms
Use Academic Vocabulary
Literary Analysis
Recognize Genre: Play, Myth
Analyze elements of drama
Determine Main Idea


Edit and
Proofread
Evaluate and
Revise
TE pp. 148-162 A
Contest of
Riddles/Atalanta’s
Race
Reading Strategies
Activate
Prior
Knowledge
Determine Importance
Synthesize
Viewing
Respond to and
Interpret Visuals
Listening and Speaking
Participate in chant
Role play questions
Language Function
Use Text Features
Reading Fluency
Read with Expression
Research and Speaking
Gather Information
Deliver Ideas Effectively
Monitoring Options
TE p. 163 Connect Reading and Writing
TE p. 164-165 Connect Across the Curriculum
Selection 3 Assessment (Performance Matters)
Ask and Give
Information
Grammar
Subjects and Verbs
Vocabulary
Use Key Vocabulary
Relate Words,
synonyms
Use Academic
Vocabulary
Literary Analysis
Recognize Genre: Play,
Myth
Analyze elements of
drama
Determine Main Idea
Use Text Features
Reading Fluency
Read with Expression
Research and Speaking
Gather Information
Deliver Ideas
Effectively
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter 2, Unit 2 Close Reading
Adopted Instructional Materials:
Intensive Reading Quarterly Content Guide 2016-2017
Suggested Range: 3-4
Weeks
MS IR Inside B Year 1 – 10000100BY1
National Geographic Cengage Learning: Inside Level B Volume 1
Unit Guiding Question: "How should people use their talents?”
Selection Big Idea: Consider how the solution to a puzzle could come from a person’s talent or simply luck.
Standards
Content Standards
Cross-Curricular Connections
Genre Focus: Fiction: Fantasy
Florida Standards for Career & College Readiness:
LAFS.7.RL.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
LAFS.7.RL.1.2 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.
LAFS.7.RL.1.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or
plot).
LAFS.7.W.4.10 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.
LAFS.7.SL.1.1 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.
LAFS.7.L.3.6 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.
Essential Outcome Question

Aligned Learning Goals
(Content Statements)
Close Reading



Ask Questions
Determine Importance
Use Academic Vocabulary Analyze
How can I reread for deeper understanding and compare unit themes across texts?
District-Adopted Materials
Textbook Resources
Close Reading
TE pp. 166-171
From the Hobbit; Riddles in the Dark
Additional Resources
Strategies for Differentiation
Unit 2
Inside Interactive
Practice Book pp. 6471
Rotation Model to support Differentiated
Instruction
Literacy Strategy Handbook
Small Group Instruction

Based on Cluster/Performance Test data


Analyze character and
setting
Write about Character and
setting
Reading Strategies
Ask Questions
Determine Importance
Literary Analysis
Analyze character and setting
Writing
Write About Using Character and
setting
Vocabulary
Use Academic Vocabulary – Analyze
Comprehension and Critical Thinking
Compare across texts, themes in literature
Monitoring Options:
Unit 2 Assessment (Performance Matters)
Unit 2 Wrap-Up
Vocabulary Review
pp. 72-74
 Drill Down Lessons
Inside Fundamentals (As required by data
support)
 Decoding
 Grammar
 Word recognition
Anchor Centers:
Grammar Practice - Inside Interactive Practice
Book
Complex Text Library
Inside Writing Book pp. T65Wa-T107W
Quarter 3, Unit 3, Selection 1
Adopted Instructional Materials:
Intensive Reading Quarterly Content Guide 2016-2017
MS IR Inside B Year 1 – 10000100BY1
National Geographic Cengage Learning: Inside Level B Volume 1
Suggested Range: 3-4 Weeks
Unit Guiding Question: "How does our past impact our future?”
Selection Big Idea: Find out why it’s important to value the past.
Standards
Content Standards
Genre Focus: Realistic Fiction
Florida Standards for Career & College Readiness:
LAFS.7.RL.1.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
LAFS.7.RL.1.2- 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.
LAFS.7.RL.1.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
LAFS.7.RL.2.4- 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.
LAFS.7.RL.4.10 By the end of the year, read and comprehends 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.
LAFS.7.W.1.3- Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive
details, and well-structured event sequences.
LAFS.7.W.1.3d- Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and
convey experiences and events.
LAFS.7.W.2.5- 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.
LAFS.7.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character
and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).
LAFS.7.W.4.10- 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.
LAFS.7.SL.1.1- 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.
LAFS.7.L.1.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of phrases and clauses in general and their function in specific sentences.
Cross-Curricular Connections
Video/Social Studies:
Learn about Vietnam’s past
Perspectives
World Cultures: Ancestor Album
b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among
ideas.
c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
LAFS.7.L.1.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
LAFS.7.L.1.2a- Use a comma to separate coordinate adjectives
LAFS.7.L.1.2b- Spell correctly.
LAFS.7.L.2.3- Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
LAFS.7.L.3.4b- Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,
belligerent, bellicose, rebel).
LAFS.7.L.3.6- 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.
Essential Outcome Question
How can reading, writing and discussion of realistic nonfiction help you gain knowledge and experience?
Aligned Learning Goals
(Content Statements)
Selection 1
 Key Vocabulary
 Analyze Plot
 Use Word Parts
 Use Adjectives that
Describe
 Academic Vocabulary
 Evaluate the Work and
Revise
 Edit and Proofread
Vocabulary
Key Vocabulary:
Arrive, Bloom, Chapter,
Emperor, Forget,
Remember, Special, Throne
Academic Vocabulary:
Identify, Analyze
District-Adopted Materials
Additional Resources
Textbook Resources
Selection 1
TE pp. 178- Build background / Language and
Grammar, Ask for and give information, Use
Adjectives that Describe
TE pp. 182-183 Prepare to Read: Key
vocabulary, Analyze Plot
Selection 1
Inside Interactive
Practice Book
Strategies for Differentiation
Rotation Model to support Differentiated
Instruction
Literacy Strategy Handbook
Small Group Instruction
Based on Selection /Performance Test data
 Drill Down Lessons
 Re-teaching Lessons
MyNGConnect.com
TE pp. 184-185 The Lotus Seed
Reading Strategies
Activate Prior Knowledge
Visualize: Use Sensory Images
Plan: Preview
Plan: Set a Purpose
Plan: Predict
Comprehension and Critical Thinking
Viewing
Respond to and Interpret Visuals
Inside Fundamentals (As required by data
support)
 Decoding
 Grammar
 Word recognition
Anchor Centers:
Grammar Practice - Inside Interactive Practice
Book
Listening and Speaking
Deliver Ideas Effectively
Describe a Photograph
Role play questions
Language Function
Describe People, Places, and Things
Grammar
Use Adjectives that Describe
Vocabulary
Use Key Vocabulary
Use Academic Vocabulary
Literary Analysis
Analyze Plot
Recognize Genre: Realistic Fiction
Analyze Character
Analyze Literary Elements: Poem Structure
Compare Viewpoints
Reading Fluency
Read with Intonation
Writing
Literary Analysis and Writing- Write in Response to
Literature
Use Describing Words
Monitoring Options:
TE p. 195 Connect Reading and Writing
TE p. 196-197 Connect Across the Curriculum
Selection 1 Assessment (Performance Matters)
Complex Text Library
Inside Writing Book
Quarter 3, Unit 3 Selection 2
Adopted Instructional Materials:
Intensive Reading Quarterly Content Guide 2016-2017
MS IR Inside B Year 1 – 10000100BY1
Pacing Range: 3-4 Weeks
National Geographic Cengage Learning: Inside Level B Volume 1
Unit Guiding Question: "How does our past impact our future?”
Selection Big Idea: Discover why people leave their homes to begin again in a new country.
Standards
Content Standards
Cross-Curricular Connections
Genre Focus: Nonfiction Social Science Textbook
Florida Standards for Career & College Readiness:
LAFS.7.RL.1.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
LAFS.7.RL.1.2- 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.
LAFS.7.RI.1.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
LAFS.7.RI.1.3- 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).
LAFS.7.RI.2.4- 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.
LAFS.7.RI.4.10- 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.
LAFS.7.W.1.2- Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as
definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
Cultural Perspectives
Appreciate and Share Aspects of
World Cultures: Language
Social Science-Time Lines TE p.
208
Out-Of-School Literacy TE p.
212 Ethnic Recipes
Community ConnectionCultural Resources TE p. 215
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
LAFS.7.W.1.3- Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive
details, and well-structured event sequences.
LAFS.7.W.1.3d- Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and
convey experiences and events.
LAFS.7.W.2.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
LAFS.7.W.2.5- 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.
LAFS.7.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character
and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).
LAFS.7.W.4.10- 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.
LAFS.7.SL.1.1- 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.
LAFS.7.SL.2.5- Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize
salient points.
LAFS.7.L.1.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of phrases and clauses in general and their function in specific sentences.
b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among
ideas.
c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
LAFS.7.L.1.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
LAFS.7.L.1.2b- Spell correctly.
LAFS.7.L.3.4b- Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,
belligerent, bellicose, rebel).
LAFS.7.L.3.4.c- Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
LAFS.7.L.3.6- 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.
Essential Outcome Question
How can reading, writing and discussion enable you to analyze interactions of people and events in society?
Aligned Learning Goals
Additional
District-Adopted Materials
Strategies for Differentiation
(Content Statements)
Resources
Textbook Resources
Selection 2
Rotation Model to support Differentiated
Selection 2
Selection 2
Instruction
 Key Vocabulary
Literacy
Strategy
Handbook
TE
pp.
198Build
background
/
Language
and
Inside
Interactive
 Make Comparisons
Practice Book
 Focus on Vocabulary: Grammar, Make Comparisons
Small Group Instruction
Use Word Parts
Based on Selection /Performance Test data
TE pp. 202-203 Prepare to Read: Key
 Use Adjectives that
vocabulary, Analyze Interactions Among Ideas
 Drill Down Lessons
Compare
 Re-teaching Lessons MyNGConnect.com
 Focus on Reading:
TE
pp.
204-205
Immigrants
Today
Analyze Interactions
Inside Fundamentals (As required by data
Among Ideas
Reading Strategies
support)
 Focus Strategy:
Activate Prior Knowledge
 Decoding
Visualize
Visualize: Form Mental Images
 Grammar
 Academic Vocabulary Plan: Set a Purpose
 Word recognition
 Writing Trait: Focus
Plan: Predict
and Unity-Compare
Review: Select a Strategy
Anchor Centers:
and Evaluate Writing
Viewing
Grammar Practice - Inside Interactive Practice Book
Respond to and Interpret Visuals
Samples
Key Vocabulary:
Adjust, Community, Foreign,
Immigrant, Local, Museum,
Poverty, Preserve
Academic Vocabulary:
Identify, Data
Listening and Speaking
Deliver Ideas Effectively
Compare Photographs
Language Function
Make Comparisons
Grammar
Use Adjectives that Compare
Vocabulary
Use Key Vocabulary
Use Academic Vocabulary: Identify Data
Use Word Parts (Prefixes and Suffixes)
Relate Words
Literary Analysis
Analyze Interactions Among Ideas
Recognize Genre: Social Science Textbook
Recognize Genre: Personal Narrative
Complex Text Library
Inside Writing Book
Recognize Literary Elements: First Person POV
Reading Fluency
Read with Phrasing
Writing
Literary Analysis and Writing- Write in Response to
Literature
Use Comparative Adjectives
Research and Speaking
Use Technology to Learn
Interpret and Analyze Graphics
Monitoring Options:
TE p. 217 Connect Reading and Writing
TE p. 219 Connect Across the Curriculum
Selection 2 Assessment (Performance Matters)
Quarter 3 - Unit 3 Selection 3
Adopted Instructional Materials:
Intensive Reading Quarterly Content Guide 2016-2017
Suggested Range: 3-4 Weeks
MS IR Inside B Year 1 – 10000100BY1
National Geographic Cengage Learning: Inside Level B Volume 1
Unit Guiding Question: How does our past impact our future?
Selection Big Idea: Learn about what it means to be truly lost and without a home.
Standards
Content Standards
Genre Focus: Nonfiction: News Article
Florida Standards for Career & College Readiness:
LAFS.7.RL.1.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
LAFS.7.RL.1.2- 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.
LAFS.7.RL.2.4 – 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 on a specific verse or stanza of a poem of section of a
story or drama.
LAFS.7.RL.2.6- Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
LAFS.7.RL.3.9- 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.
LAFS.7.RL.4.10 – By the end of the year, read and comprehend literature, including stories, dramas and poems, in the 6-8 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
LAFS.7.W.1.2- Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as
definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables),
and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
LAFS.7.W.1.3d- Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and
convey experiences and events.
LAFS.7.W.2.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
Cross-Curricular
Connections
Social Studies:
Cultural perspectives- History:
Sudan
Appreciate and Share Aspects
of World Cultures
Geography:
Plan a Route TE p. 230
Out of School Literacy:
News Sources
LAFS.7.W.2.5- 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.
LAFS.7.W.2.6- 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.
LAFS.7.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character
and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).
LAFS.7.W.4.10- 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.
LAFS.7.SL.1.1- 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.
LAFS.7.SL.1.1b- Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual
roles as needed.
LAFS.7.L.1.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of phrases and clauses in general and their function in specific sentences.
b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
LAFS.7.L.1.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
LAFS.7.L.2.3- Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
LAFS.7.L.3.4b- Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,
belligerent, bellicose, rebel).
LAFS.7.L.3.6- 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.
Essential Outcome Question
Aligned Learning Goals
(Content Statements)
Selection 3
 Use Adverbs
 Key Vocabulary
 Compare Fiction and Nonfiction
 Analyze Author’s Purpose
 Visualize
 Use Academic Vocabulary
 Use Word Parts: Root Words
Vocabulary
Key Vocabulary:
Cross, Dangerous, Education, Effort,
Emerge, Improve, Journey, Tend
Academic Vocabulary:
Connect, Role
How do fiction and nonfiction compare in telling the stories of immigrants?
Additional
District-Adopted Materials
Resources
Strategies for Differentiation
Textbook Resources
Selection 3
TE p. 220 Build Background
TE pp. 221 Language and
Grammar
Selection 3 Inside
Interactive Practice
Book
Rotation Model to support Differentiated Instruction
Literacy Strategy Handbook
Small Group Instruction
Based on Selection /Performance Test data

TE pp. 224
Prepare to Read:
Key Vocabulary, Compare Fiction
and Nonfiction
TE pp. 227Brothers in Hope
Reading Strategies:
Visualize: Identify Emotional
Responses
Plan: Preview
Activate Prior Knowledge
Plan: Set a Purpose
Visualize
Plan: Predict
Literary Analysis
Use Text Features
Analyze Author’s Purpose
Compare Texts
Recognize Genre: Biographical
Fiction
Analyze Text Structure:
Chronological Order
Listening and Speaking
Deliver Ideas Effectively
Participate in a Song
Drill Down Lessons
 Re-teaching Lessons MyNGConnect.com
Inside Fundamentals (As required by data support)
 Decoding
 Grammar
 Word recognition
Anchor Centers
Grammar Practice - Inside Interactive Practice Book
Complex Text Library
Inside Writing Book pp. T1Wa-T65W
Discuss a Photograph and Song
Role Play
Viewing
Respond to and Interpret Visuals
Language Function
Describe an Event or Experience
Grammar
Use Adverbs
Reading Fluency
Read with Expression
Vocabulary
Use Key Vocabulary
Use Academic Vocabulary
Use Word Parts (Root Words,
Suffixes)
Strategy: Relate Words (Use
Synonyms)
Monitoring Options:
TE p. 247 Connect Reading and Writing
TE p. 248 Connect Across the Curriculum
Selection 3 Assessment Performance Matters
Quarter 3 - Unit 3 Close Reading
Adopted Instructional Materials:
Intensive Reading Quarterly Content Guide 2016-2017
Suggested Range: 3-4 Weeks
MS IR Inside B Year 1 – 10000100BY1
National Geographic Cengage Learning: Inside Level B Volume 1
Unit Guiding Question: How does our past impact our future?
Selection Big Idea: Compare an ancient and modern statue and consider what a statue represents to immigrants.
Standards
Content Standards
Cross-Curricular
Connections
Genre Focus: Poem
Florida Standards for Career & College Readiness:
LAFS.7.RL.1.2- 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.
LAFS.7.RL.2.4 – 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 on a specific verse or stanza of a
poem of section of a story or drama.
LAFS.7.RL.2.6- Analyze how an author develops and contrasts the points of view of different characters or narrators in a
text.
LAFS.7.RL.3.9- 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.
LAFS.7.W.4.10- 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.
Essential Outcome Question
Aligned Learning Goals
(Content Statements)
Close Read
 Analyze Elements of Poetry
 Use Academic Vocabulary
How do authors use elements of poetry to convey meaning?
Additional Resources
District-Adopted Materials
Textbook Resources
Close Read
TE pp. 250The New Colossus
Reading Strategies:
Visualize
Academic Vocabulary:
Analyze
Close Read- Inside Interactive
Practice Book
Strategies for Differentiation
Rotation Model to support Differentiated
Instruction
Literacy Strategy Handbook
Unit 3 Wrap-Up Vocabulary
Review pp. 249b
Small Group Instruction
Based on Selection /Performance Test data

Drill Down Lessons
Comprehension and Critical
Thinking
Compare Across Texts: Writing on
the Same Topic
Literary Analysis
Analyze Interactions
Listening and Speaking
Participate in a Discussion
Vocabulary
Use Academic Vocabulary
Monitoring Options:
Unit Assessment Performance Matters
 Re-teaching Lessons MyNGConnect.com
Inside Fundamentals (As required by data
support)
 Decoding
 Grammar
 Word recognition
Anchor Centers
Grammar Practice - Inside Interactive Practice
Book
Complex Text Library
Inside Writing Book pp. T1Wa-T65W
Intensive Reading Quarterly Content Guide 2016-2017
Quarter 4, Unit 4 Selection 1
Adopted Instructional Materials:
MS IR Inside B Year 1 – 10000100BY1
National Geographic Cengage Learning: Inside Level B Volume 1
Suggested Range: 3-4 Weeks
Unit Guiding Question: "Why is the human body so amazing?”
Selection Big Idea: Explore how the human body works.
Standards
Content Standards
Genre Focus: Science Article
Florida Standards for Career & College Readiness:
LAFS.7.RL.1.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
LAFS.7.RI.1.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
LAFS.7.RI.1.2- 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.
LAFS.7.RI.1.3- 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).
LAFS.7.RI.2.4- 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.
LAFS.7.RI.2.5- 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.
LAFS.7.RI.4.10- 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.
LAFS.7.W.4.10- 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.
LAFS.7.W.2.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
LAFS.7.W.2.5- 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.
LAFS.7.W.2.6- 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.
LAFS.7.W.3.7- Conduct short research projects to answer a question, drawing on several sources and generating additional
related, focused questions for further research and investigation.
LAFS.7.W.3.8- 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.
LAFS.7.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
Cross-Curricular Connections
Out of School Literacy: News
Sources
Science: Understanding the
Diaphragm
a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character
and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).
LAFS.7.SL.1.1- 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.
LAFS.7.SL.1.1b- Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual
roles as needed.
LAFS.7.SL.2.4- 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.
LAFS.7.SL.2.5- Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize
salient points.
LAFS.7.L.1.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of phrases and clauses in general and their function in specific sentences.
b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among
ideas.
c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
LAFS.7.L.1.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
LAFS.7.L.3.6- 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.
Essential Outcome Question
Aligned Learning Goals
(Content Statements)
Unit Launch: Every Body
is a Winner
Focus on Reading: Text
Structure: Main Idea and
Chronological Order
Focus on Vocabulary: Use
Context Clues
Genre: Science Article
Selection 1
 Key Vocabulary
 Use Possessive Nouns
How does the structure of a text impact the message?
Additional Resources
District-Adopted Materials
Textbook Resources
Unit Launch TE, p. 254
Focus on Reading, p. 256
Focus on Vocabulary, p. 258
Selection 1
TE pp. 260- Build background / Language and
Grammar, Use Possessive Nouns
TE pp. 264-265 Prepare to Read: Key
vocabulary, Text Structure: Main Idea and
Details
Selection 1
Inside Interactive
Practice Book
Strategies for Differentiation
Rotation Model to support Differentiated
Instruction
Literacy Strategy Handbook
Small Group Instruction
Based on Selection /Performance Test
data
 Drill Down Lessons
 Re-teaching Lessons
MyNGConnect.com




Text Structure: Main
Idea and Details
Focus Strategy:
Determine Importance
Focus on Vocabulary:
Use Context Clues
Academic Vocabulary
Vocabulary
Key Vocabulary:
Cell, Circulate, Examine,
Involve, Organ, Oxygen,
System, Vessel
Academic Vocabulary:
Context, Topic
TE pp. 266 The Human Machine
Reading Strategies
Activate Prior Knowledge
Determine Importance: Identify Main Idea and
Details
Plan: Preview
Plan: Set a Purpose
Viewing
Respond to and Interpret Visuals
Interpret a Visual Image
Interpret and Analyze Visuals
Listening and Speaking
Deliver Ideas Effectively
Participate in a Chant
Deliver an Informational Presentation
Language Function
Define and Explain
Grammar
Use Possessive Nouns
Vocabulary
Use Key Vocabulary
Use Academic Vocabulary
Strategy: Use Context Clues
Strategy: Use Word Parts
Literary Analysis
Text Structure: Main Idea and Details
Recognize Genre: Poem
Analyze Figurative Language: Metaphor
Comprehension and Critical Thinking
Analyze and Interpret Text: Make Judgments, Make
Inferences, Make Comparisons, Summarize
Reading Fluency
Read with Phrasing
Writing
Literary Analysis and Writing- Write in Response to
Literature
Write with Clear Meaning
Inside Fundamentals (As required by data
support)
 Decoding
 Grammar
 Word recognition
Anchor Centers:
Grammar Practice - Inside Interactive
Practice Book
Complex Text Library
Inside Writing Book
Monitoring Options:
TE p. 277 Connect Reading and Writing
TE p. 278-279 Connect Across the Curriculum
Selection 1 Assessment (Performance Matters)
Quarter 4, Unit 4 Selection 2
Adopted Instructional Materials:
Intensive Reading Quarterly Content Guide 2016-2017
MS IR Inside B Year 1 – 10000100BY1
National Geographic Cengage Learning: Inside Level B Volume 1
Suggested Range: 3-4 Weeks
Unit Guiding Question: "Why is the human body so amazing?”
Selection Big Idea: Find out what happens when the body doesn’t work like it should.
Standards
Content Standards
Genre Focus: Science Article
Florida Standards for Career & College Readiness:
LAFS.7.RL.1.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
LAFS.7.RL.2.4- 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.
LAFS.7.RI.1.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
LAFS.7.RI.1.2- 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.
LAFS.7.RI.2.4- 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.
LAFS.7.RI.2.5- 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.
LAFS.7.RI.4.10- 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.
LAFS.7.W.1.2a- Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as
definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to aiding comprehension.
LAFS.7.W.1.3d- Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and
convey experiences and events.
LAFS.7.W.2.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
LAFS.7.W.2.5- 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.
LAFS.7.W.3.7- Conduct short research projects to answer a question, drawing on several sources and generating additional
related, focused questions for further research and investigation.
Cross-Curricular Connections
Cultural Perspectives: Recognize
and Appreciate Aspects of
World Cultures: Medicine
Research and Technology: Make
a PSA p. 298
LAFS.7.W.3.8- 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.
LAFS.7.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character
and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).
LAFS.7.W.4.10- 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.
LAFS.7.SL.1.1- 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.
LAFS.7.SL.1.1b- Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual
roles as needed.
LAFS.7.SL.1.3- Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance
and sufficiency of the evidence.
LAFS.7.SL.2.4- 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.
LAFS.7.SL.2.5- Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize
salient points.
LAFS.7.L.1.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.7.L.1.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
LAFS.7.L. 3.4a-b- 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.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to
the meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent,
bellicose, rebel).
LAFS.7.L.3.5b- Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of
the words.
LAFS.7.L.3.6- 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.
Essential Outcome Question
Aligned Learning Goals
(Content Statements)
Selection 2
 Key Vocabulary
 Text Structure: Main
Idea and Details
 Focus Strategy:
Determine Importance
 Focus on Vocabulary:
Use Context Clues
 Use Possessive
Adjectives
 Academic Vocabulary
Vocabulary
Key Vocabulary:
Artery, Healthy, Muscle,
Pump, Section,
Transplant, Vein, Ventricle
Academic Vocabulary:
Context, Topic
How do authors use text structure and text features to emphasize the central idea?
Additional
District-Adopted Materials
Resources
Strategies for Differentiation
Textbook Resources
Selection 2
TE pp. 280- 283 Build background / Language
and Grammar: Give and Follow Directions, Use
Possessive Adjectives
TE pp. 284-285 Prepare to Read: Key
vocabulary, Text Structure: Main Idea and
Details
TE pp. 286 The Beat Goes On
Reading Strategies
Activate Prior Knowledge
Determine Importance: Summarize
Plan: Preview
Plan: Set a Purpose
Viewing
Respond to and Interpret Visuals
Interpret and Analyze Visuals
Listening and Speaking
Deliver Ideas Effectively
Participate in a Song
Listen to and Follow Directions
Language Function
Give and Follow Directions
Grammar
Use Possessive Adjectives
Vocabulary
Use Key Vocabulary
Use Academic Vocabulary
Strategy: Use Context Clues (Synonyms and
Antonyms)
Selection 2
Inside Interactive
Practice Book
Rotation Model to support Differentiated
Instruction
Literacy Strategy Handbook
Small Group Instruction
Based on Selection /Performance Test data
 Drill Down Lessons
 Re-teaching Lessons MyNGConnect.com
Inside Fundamentals (As required by data
support)
 Decoding
 Grammar
 Word recognition
Anchor Centers:
Grammar Practice - Inside Interactive Practice Book
Complex Text Library
Inside Writing Book
Strategy: Use Word Parts
Literary Analysis
Text Structure: Main Idea and Details
Recognize Genre: Science Article
Recognize Genre: Experiment
Reading Fluency
Read with Intonation
Writing
Literary Analysis and Writing- Write in Response to
Literature
Comprehension and Critical Thinking
Analyze and Interpret Text: Summarize
Research and Technology
Choose and Narrow Topic
Use Technology to Create Products
Create Media Products
Monitoring Options:
TE p. 297 Connect Reading and Writing
TE p. 298 Connect Across the Curriculum
Selection 2 Assessment (Performance Matters)
Quarter 4, Unit 4 Selection 2
Intensive Reading Quarterly Content Guide 2016-2017
MS IR Inside B Year 1 – 10000100BY1
Adopted Instructional Materials:
Suggested Range: 3-4 Weeks
National Geographic Cengage Learning: Inside Level B Volume 1
Unit Guiding Question: "Why is the human body so amazing?”
Selection Big Idea: Find out what happens when the body doesn’t work like it should.
Standards
Content Standards
Genre Focus: Science Article
Florida Standards for Career & College Readiness:
LAFS.7.RL.1.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
LAFS.7.RL.2.4- 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.
LAFS.7.RI.1.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
LAFS.7.RI.1.2- 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.
LAFS.7.RI.2.4- 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.
LAFS.7.RI.2.5- 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.
LAFS.7.RI.4.10- 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.
LAFS.7.W.1.2a- Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as
definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to aiding comprehension.
LAFS.7.W.1.3d- Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and
convey experiences and events.
LAFS.7.W.2.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
LAFS.7.W.2.5- 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.
LAFS.7.W.3.7- Conduct short research projects to answer a question, drawing on several sources and generating additional
related, focused questions for further research and investigation.
Cross-Curricular Connections
Cultural Perspectives: Recognize
and Appreciate Aspects of
World Cultures: Medicine
Research and Technology: Make
a PSA p. 298
LAFS.7.W.3.8- 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.
LAFS.7.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character
and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).
LAFS.7.W.4.10- 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.
LAFS.7.SL.1.1- 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.
LAFS.7.SL.1.1b- Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual
roles as needed.
LAFS.7.SL.1.3- Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance
and sufficiency of the evidence.
LAFS.7.SL.2.4- 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.
LAFS.7.SL.2.5- Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize
salient points.
LAFS.7.L.1.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.7.L.1.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
LAFS.7.L. 3.4a-b- 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.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to
the meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent,
bellicose, rebel).
LAFS.7.L.3.5b- Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of
the words.
LAFS.7.L.3.6- 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.
Essential Outcome Question
Aligned Learning Goals
(Content Statements)
Selection 2
 Key Vocabulary
 Text Structure: Main
Idea and Details
 Focus Strategy:
Determine Importance
 Focus on Vocabulary:
Use Context Clues
 Use Possessive
Adjectives
 Academic Vocabulary
Vocabulary
Key Vocabulary:
Artery, Healthy, Muscle,
Pump, Section,
Transplant, Vein, Ventricle
Academic Vocabulary:
Context, Topic
How do authors use text structure and text features to emphasize the central idea?
Additional
District-Adopted Materials
Resources
Strategies for Differentiation
Textbook Resources
Selection 2
TE pp. 280- 283 Build background / Language
and Grammar: Give and Follow Directions, Use
Possessive Adjectives
TE pp. 284-285 Prepare to Read: Key
vocabulary, Text Structure: Main Idea and
Details
TE pp. 286 The Beat Goes On
Reading Strategies
Activate Prior Knowledge
Determine Importance: Summarize
Plan: Preview
Plan: Set a Purpose
Viewing
Respond to and Interpret Visuals
Interpret and Analyze Visuals
Listening and Speaking
Deliver Ideas Effectively
Participate in a Song
Listen to and Follow Directions
Language Function
Give and Follow Directions
Grammar
Use Possessive Adjectives
Vocabulary
Use Key Vocabulary
Use Academic Vocabulary
Strategy: Use Context Clues (Synonyms and
Antonyms)
Selection 2
Inside
Interactive
Practice Book
Rotation Model to support Differentiated
Instruction
Literacy Strategy Handbook
Small Group Instruction
Based on Selection /Performance Test data
 Drill Down Lessons
 Re-teaching Lessons MyNGConnect.com
Inside Fundamentals (As required by data support)
 Decoding
 Grammar
 Word recognition
Anchor Centers:
Grammar Practice - Inside Interactive Practice Book
Complex Text Library
Inside Writing Book
Strategy: Use Word Parts
Literary Analysis
Text Structure: Main Idea and Details
Recognize Genre: Science Article
Recognize Genre: Experiment
Reading Fluency
Read with Intonation
Writing
Literary Analysis and Writing- Write in Response to
Literature
Comprehension and Critical Thinking
Analyze and Interpret Text: Summarize
Research and Technology
Choose and Narrow Topic
Use Technology to Create Products
Create Media Products
Monitoring Options:
TE p. 297 Connect Reading and Writing
TE p. 298 Connect Across the Curriculum
Selection 2 Assessment (Performance Matters)
Quarter 4, Unit 4, Selection 3
Adopted Instructional Materials:
Intensive Reading Quarterly Content Guide 2016-2017
MS IR Inside B Year 1 – 10000100BY1
Suggested Range: 3-4 Weeks
National Geographic Cengage Learning: Inside Level B Volume 1
Unit Guiding Question: "How does our past impact our future?”
Selection Big Idea: How do our bodies drive our interests?
Standards
Content Standards
Cross-Curricular Connections
Genre Focus: Autobiography
Florida Standards for Career & College Readiness:
LAFS.7.RL.1.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
LAFS.7.RL.1.2- 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.
LAFS.7.RL.2.4- 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.
LAFS.7.RL.2.5- Analyze how a dramas or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
LAFS.7.RI.2.4- 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.
LAFS.7.RI.1.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
LAFS.7.RI.2.5- 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.
LAFS.7.RI.2.6- 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.
LAFS.7.RI.4.10- 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.
LAFS.7.W.1.2- Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as
definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
Cultural Perspective:
Share Aspects of United States
Culture
The History of Karate TE p. 315
LAFS.7.W.1.3d- Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and
convey experiences and events.
LAFS.7.W.2.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
LAFS.7.W.2.5- 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.
LAFS.7.W.2.6- 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.
LAFS.7.W.3.7- Conduct short research projects to answer a question, drawing on several sources and generating additional
related, focused questions for further research and investigation.
LAFS.7.W.3.8- 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.
LAFS.7.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character
and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).
LAFS.7.W.4.10- 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.
LAFS.7.SL.1.1a-d- 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.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as
needed.
c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas
that bring the discussion back on topic as needed.
d. Acknowledge new information expressed by others and, when warranted, modify their own views.
LAFS.7.SL.1.2- 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.
LAFS.7.SL.2.5- Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize
salient points.
LAFS.7.L.1.1 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.
LAFS.7.L.1.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
LAFS.7.L.1.2b- Spell correctly.
LAFS.7.L.2.3- Use knowledge of language and its conventions when writing, speaking, reading, or listening.
LAFS.7.L.3.4- 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.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to
the meaning of a word or phrase.
LAFS.7.L.3.6- 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.
Essential Outcome Question
How does the text structure of an autobiography or poem compare to the other selections in Unit 4? Does the text structure change the
message?
Additional
Aligned Learning Goals
District-Adopted Materials
Resources
Strategies for Differentiation
(Content Statements)
Selection 3
 Key Vocabulary
 Use Indefinite
Pronouns
 Focus on Vocabulary:
Use Context Clues
 Focus on Reading:
Text Structure:
Chronological Order
 Focus Strategy:
Determine Importance
 Academic Vocabulary
 Reading Fluency:
Expression , Accuracy
and Rate
Key Vocabulary:
Accept, Assignment,
Clueless, Determined,
Disaster, Glory, Realize,
Survive
Academic Vocabulary:
Textbook Resources
Selection 3
TE pp. 300-303 Build background / Language
and Grammar: Engage in Discussion, Use
Indefinite Pronouns
TE pp. 304-305 Prepare to Read: Key
vocabulary, Text Structure: Chronological Order
TE pp. 204-205 Two Left Feet, Two Left Hands,
and Too Left on the Bench
Reading Strategies
Activate Prior Knowledge
Determine Importance: Personal Relevance
Plan: Preview
Plan: Set a Purpose
Plan: Predict
Viewing
Respond to and Interpret Visuals
Interpret a Visual Image
Interpret and Analyze Visuals
Listening and Speaking
Deliver Ideas Effectively
Selection 3
Inside
Interactive
Practice Book
Rotation Model to support Differentiated
Instruction
Literacy Strategy Handbook
Small Group Instruction
Based on Selection /Performance Test data
 Drill Down Lessons
 Re-teaching Lessons MyNGConnect.com
Inside Fundamentals (As required by data support)
 Decoding
 Grammar
 Word recognition
Anchor Centers:
Grammar Practice - Inside Interactive Practice Book
Complex Text Library
Inside Writing Book
Affect, Context
Participate in Discussion
Language Function
Engage in Discussion
Grammar
Use Indefinite Pronouns
Vocabulary
Use Key Vocabulary
Use Academic Vocabulary: Sequence, Context,
Affect
Use Word Parts
Strategy: Use Context Clues
Literary Analysis
Analyze Text Structure-Chronological Order
Recognize Genre: Autobiography
Recognize Literary Elements: POV
Analyze Structure: Poetry
Analyze Figurative Language: Sensory Images
Reading Fluency
Read with Expression
Comprehension and Critical Thinking
Analyze and Interpret Text: Paraphrase; Make
Comparisons; Summarize
Writing
Literary Analysis and Writing- Write in Response to
Literature
Writing with Clear Meaning
Write a Letter to the Character
Monitoring Options:
TE p. 319 Connect Reading and Writing
TE p. 320 Connect Across the Curriculum
Selection 3 Assessment (Performance Matters)
Quarter 4 - Unit 4 Close Reading
Intensive Reading Quarterly Content Guide 2016-2017
Suggested Range: 3-4 Weeks
MS IR Inside B Year 1 – 10000100BY1
National Geographic Cengage Learning: Inside Level B Volume 1
Adopted Instructional Materials:
Unit Guiding Question: Why is the human body so amazing?
Selection Big Idea: Consider what new technologies can do to make the human body even more amazing.
Standards
Content Standards
Cross-Curricular
Connections
Genre Focus: Magazine Article
Florida Standards for Career & College Readiness:
LAFS.7.RL.1.2- 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.
LAFS.7.RI.1.2- 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.
LAFS.7.RI.2.5- 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.
LAFS.7.RI.3.9- Analyze how two or more authors writing about the same topic shape their presentations of key information by
emphasizing different evidence or advancing different interpretations of facts.
LAFS.7.W.4.10- 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.
LAFS.7.SL.1.1- 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.
Essential Outcome Question
Aligned Learning Goals
(Content Statements)
How do the text features in the article contribute to the understanding of the central idea?
Additional Resources
District-Adopted Materials
Strategies for Differentiation
Close Read
 Text Structure: Main Idea
 Use Academic Vocabulary
 Reread and Analyze
 Discuss and Write about the Main
Idea
Textbook Resources
Close Read
TE pp. 322-325
from Bionics by Josh Fischman
Rotation Model to support Differentiated Instruction
Close Read- Inside
Interactive Practice Book
Unit 4 Wrap-Up
Vocabulary Review pp.
327
Literacy Strategy Handbook
Small Group Instruction
Based on Selection /Performance Test data

Drill Down Lessons
Key Vocabulary:
System, Muscle
Compare Across Texts:
Vocabulary: Use Academic
Vocabulary-Topic
Comprehension and Critical
Thinking: Compare Across Texts
Literary Analysis
Text Structure and Main Idea
Writing
Write about Main Idea and Details
Monitoring Options:
Unit Assessment Performance Matters
 Re-teaching Lessons MyNGConnect.com
Inside Fundamentals (As required by data support)
 Decoding
 Grammar
 Word recognition
Anchor Centers
Grammar Practice - Inside Interactive Practice Book
Complex Text Library
Inside Writing Book