based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Grade 7 English Language Arts
Content Area: English Language Arts
Course Title: English Language Arts
Grade Level: 7
Characters with Character
Pacing Guide – Click Here
Perseverance
Pacing Guide – Click Here
Determination in Life and Literature
Pacing Guide – Click Here
Survival in Life and Literature
Pacing Guide – Click Here
Science or Fiction?
Pacing Guide – Click Here
Literature Reflects Life
Pacing Guide – Click Here
Date Created:
July 2011
Board Approved on:
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Introduction
Students entering seventh grade have read literature from many standpoints: in connection with
history, science, and the arts; in pursuit of answers to a question; in consideration of a theme or
literary element; and as a way of gaining insights into human existence. In seventh grade, they
continue reading texts from different angles. Students read literature from and about the Middle
Ages around the world in order to gain insights into character. They consider themes of
perseverance and determination in a wide variety of fictional and historical texts. In one unit, the
study of a poem will lead into a study of theme of survival; at the end of the unit, students return to
the poem with new understanding. In another, students read science fiction. The units are not
limited to their central themes; there are side topics and excursions into related subjects. As in
grade 6, students study morphology, etymology, and word history throughout the units, building
their own dictionaries of words they have investigated. Students write in a variety of genres,
including responses to literature, reflective essays, and stories. In addition, they create multimedia
presentations. Students also write research essays about an author they have read and develop their
skills of argumentation. They use graphic organizers to lay out their ideas and plan their essays.
They participate in class discussion and art enrichment activities; practice reading literature
expressively; and deliver presentations. By the end of seventh grade, they are ready to begin
studying complex aspects of literature.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 1
Content Area: English Language Arts
Unit Title: Characters with Character
Target Course/Grade Level: Grade 7
Unit Summary
This first six-week unit of seventh grade starts the year off with reflections on characters from literature
and historical time periods.
Primary interdisciplinary connections:
Social Studies:
• respond to reading with appropriate text-based references to support opinions
• understand and evaluate messages in political cartoons
Science:
• respond to reading with appropriate text-based references to support opinions
Spanish:
•
listen actively
•
speak clearly
Math:
• respond to open-ended questions with appropriate problem-based references to support response or
solutions
21st century themes:
LEARNING AND INNOVATION SKILLS
CREATIVITY AND INNOVATION
CRITICAL THINKING AND PROBLEM SOLVING
COMMUNICATION AND COLLABORATION
INFORMATION, MEDIA, AND TECHNOLOGY SKILLS
INFORMATION LITERACY
LIFE AND CAREER SKILLS
FLEXIBILITY AND ADAPTABILITY
INITIATIVE AND SELF-DIRECTION
SOCIAL AND CROSS-CULTURAL SKILLS
PRODUCTIVITY AND ACCOUNTABILITY
LEADERSHIP AND RESPONSIBILITY
(For more information of the 21st Century Skills and Themes, go to
http://www.21stcenturyskills.org/route21/index.php?
option=com_content&view=article&id=6&Itemid=3 and download the P21 Framework Definitions
Document.)
Unit Rationale
After spending much of sixth grade looking at the plot of stories read to discover how the author helps the
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
events unfold, students begin looking at characters in the seventh grade and delving into their personalities
to see how the events in the stories help mold and shape the characters.
Learning Targets
Standards
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort
to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help
ensure that all students are college and career ready in literacy no later than the end of high school.
Content Statements
Students build on their knowledge of the medieval time period. Students have had a variety of “Middle
Ages” novels from which to choose for summer reading. They take place in Byzantium, England, or
France; and while the historical time period is secondary to the focus on character development, historical
accuracies and creative license are considered. Students discuss how elements of a story interact, practice
citing textual evidence, and formalize a process for determining word meanings. This unit ends with an
open-ended reflective essay response to the essential question.
CPI #
Cumulative Progress Indicator (CPI)
RL.7.9
Compare and contrast a fictional portrayal of a time, place, or character and a historical
account of the same period as a means of understanding how authors of fiction use or alter
history.
RI.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
W.7.3
Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’
ideas and expressing their own clearly.
SL.7.1.a
Come to discussions prepared, having read or researched material under study; explicitly
draw on that preparation by referring to evidence on the topic, text, or issue to probe and
reflect on ideas under discussion.
SL.7.1.b
Follow rules for collegial discussions, track progress toward specific goals and deadlines,
and define individual roles as needed.
L.7.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 7 reading and content, choosing flexibly from a range of strategies.
L.7.4.a
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase.
L.7.4.c
Consult 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.
Unit Essential Questions
•
What makes characters in historical fiction
believable?
Unit Enduring Understandings
•
Authors of historical fiction do extensive
research of an historical period before writing a
novel so that they have a deep understanding of the
time in which they will be placing their characters;
therefore, they seem authentic and believable.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Learning Targets
Students will ...
•
Read and discuss fiction and nonfiction texts about the Middle Ages.
•
Summarize informational text by creating a comic strip of key events.
•
Compare and contrast characters and settings across stories about the Middle Ages.
•
Cite textual evidence, especially as it relates to character development.
•
Explain the historical context of a story, and how authors make historical fiction believable.
•
Write a variety of responses to literature and informational text.
•
Write “character with character” narratives that use effective technique
Evidence of Learning
Summative Assessment
As a summative activity for this unit, students will select an historical fiction novel to read independently,
and then they will research the time period in which the story occurs. The product will be in the form of an
expository essay, which should include a summary of the novel and the historical timeframe, an analysis of
how the characters were blended with historical fact, and an evaluation of how believable the characters
were.
Equipment needed:
• media center
• media specialist
• resource materials
• independent reading selections
Teacher Resources:
Glencoe Literature: Level 2
http:glencoe.com/ose/
Glencoe Writer's Choice: Level 2
Vocabulary Workshop: Level B
http://www.sadlier-oxford.com/vocabulary/vocabularyworkshop.cfm
http://www.corestandards.org/the-standards/english-language-arts-standards
Formative Assessments
•
•
•
spelling/vocabulary pre-tests
reading benchmark assessments
group discussion
•
•
journal responses
grammar pretests
Lesson Plans
Lesson
Focus Area 1
Reading
Focus Area 2
Writing
Focus Area 3
Language
Focus Area 4
Media Literacy
Timeframe
6 weeks
6 weeks
6 weeks
6 weeks
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 5
6 weeks
Speaking/Listening
Teacher Notes:
As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block,
none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills
should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each
lesson focus area so that the literacy block is used to deliver information daily in the areas of reading,
writing, language, media literacy, and speaking and listening.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
http://www.corestandards.org/the-standards/english-language-arts-standards
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 1
Content Area: Characters with Character
Lesson Title: Reading
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
X
Financial, Economic,
X Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
X
X
21st Century Skills
X Creativity and
Innovation
Media Literacy
Critical Thinking and
Problem Solving
ICT Literacy
X Communication
and Collaboration
X Information
Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Read text with purpose, and annotate for understanding
• Use text appropriately as support when answering questions or supporting opinions.
Science
• Read text with purpose, and annotate for understanding
• Use text appropriately as support when answering questions or supporting opinions.
Math
• Read and annotate word problems to aid in understanding in order to solve correctly
• Use text of a word problem appropriately as support when solving or explaining how to solve a
problem.
Foreign Language
• Read text and annotate, or translate, for understanding
• Use text appropriately as support when answering questions or supporting opinions.
Integration of Technology:
• Glencoe Literature on-line student edition
• readwritethink.org – “Improve Comprehension: A Word Gane Using Root Words and Affixes”
• readwritethink.org – “Analyzing and Comparing Medieval and Modern Ballads”
• readwritethink.org – “Multiple Texts: Multiple Opportunities for Teaching and Learning”
• The British Library – “Glimpses of Medieval Life”
Equipment needed:
• Glencoe Literature Level 2
• Summer Reading novels
Goals/Objectives
Learning Activities/Instructional
Formative Assessment
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Strategies
Students:
• Read and discuss fiction
and nonfiction texts about
the Middle Ages.
• Compare and contrast
characters and settings
across stories about the
Middle Ages.
• Cite textual evidence,
especially as it relates to
character development.
• Explain the historical
context of a story, and how
authors make historical
fiction believable.
Lesson Sequence
1. Share similarities and differences in
medieval life as demonstrated in
summer reading novels.
2. Read several nonfiction selections
on medieval life, such as how to
become a knight or how to build a
cathedral, and demonstrate
understanding by creating a comic
strip of key events.
3. Read an additional novel of
historical fiction or nonfiction
independently.
4. Identify how characters’ lives were
affected by the time period in which
they live, particularly women or the
poor.
5. Identify techniques authors use to
create memorable characters.
6. Identify traits authors give
characters to demonstrate bravery
Tasks
•
•
•
•
comprehension checks
class discussion
journal responses
literature circles
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
•
•
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 2
Content Area: Characters with Character
Lesson Title: Writing
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
X
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X Media Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Respond to text applying rules for appropriate grammar, usage, and punctuation.
Science
• Write lab reports applying rules for appropriate grammar, usage, and punctuation.
Math
• Write explanations for problem solutions applying rules for appropriate grammar, usage, and
punctuation.
Foreign Language
• Write sentences using correct Spanish phrasing and structure.
Integration of Technology:
• Glencoe Literature online student edition
Equipment needed:
•
Glencoe Literature level 2
•
Glencoe Writer’s Choice
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• Write a variety of responses
to literature and
informational text.
• Write “Character with
Character” narratives that
use effective technique,
relevant descriptive details,
Lesson Sequence
1. After discussing summer reading
novels, write a response to the
question, “Are characters born
brave, or is courage developed by
facing fears?” using specific details
from the text to justify responses.
2. Write an original narrative that takes
Formative Assessment
Tasks
•
•
•
•
journal responses
rough draft of narrative
rough draft of researchbased essay
rough draft of reflective
essay
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
and well-structured event
sequences.
Write a research-based
essay.
Write a reflective essay.
place during the medieval period
incorporating elements and
techniques learned in this unit.
3. Write a research-based essay on a
novel based in/on an historical event
or period, analyzing the accuracy of
the author’s portrayal of the time or
event and the authenticity/
believability of the character.
4. Write a reflective essay in response
to the essential question, “What
makes characters in historical
fiction believable?”
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Narrative” p. 154 Glencoe Literature
• “Functional Document” p. 332 Glencoe Literature
• “Response to Literature” p. 448 Glencoe Literature
• “Persuasive Essay” p. 580 Glencoe Literature
• “Research Report” p. 738 Glencoe Literature
• “Expository Essay” p. 874 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 3
Content Area: Characters with Character
Lesson Title: Language
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Use social studies vocabulary correctly in context
Science
• Use science vocabulary correctly in context
Math
• Use math vocabulary correctly in context
Foreign Language
• Use Spanish vocabulary correctly in context
Integration of Technology:
• sadlier-oxford.com
• readwritethink.org – “Internalization of Vocabulary Through the Use of a Word Map”
• readwritethink.org – “Improve Comprehension: A Word Game Using Rot Words and Affixes”
• readwritethink.org – “Flip-a-Chip: Examining Affixes and Roots to Build Vocabulary”
• readwritethink.org – “You Can’t Spell the Word Prefix Without a Prefix”
Equipment needed:
• Vocabulary Workshop Level B
• Glencoe Writer’s Choice and Handbook for Grammar and Composition
• Glencoe Literature level 2
Goals/Objectives
Students:
• Use vocabulary correctly in
context.
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Complete units 1, 2, and 3 in
Vocabulary Workshop level B.
Formative Assessment
Tasks
•
•
•
vocabulary pretests
grammar pretests
class discussion
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
Follow the conventions for
acceptable use when
writing and speaking.
Discover the etymology of
words (e.g., window
derived from wind hole;
cupboard derived from cup
board)
2. Create a personal dictionary of
terms learned in this unit.
3. Identify words from medieval times
that are still a part of the lexicon.
4. Last names originated in medieval
times. Create a list of last names
and their meanings (e.g., Cooper,
Bearden, O’Connor, DeForrest) and
understand that they were assigned
based on occupation, physical
characteristics, place in a family, or
geographical location. Discover the
meaning of their own last names.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• Glencoe Writer’s Choice
• Glencoe Handbook for Grammar and Composition
• Vocabulary Workshop Level B
• “Sentence Combining” p. 36 Glencoe Literature
• “Context Clues” p. 70 Glencoe Literature
• “Sentence Fragments” p. 208 Glencoe Literature
• “Word Parts” p. 262 Glencoe Literature
• “Multiple-Meaning Words” p. 368 Glencoe Literature
• “Idioms” p. 509 Glencoe Literature
• “Dictionary Skills” p. 659 Glencoe Literature
• “Word Origins” p. 790 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 4
Content Area: Characters with Character
Lesson Title: Media Literacy
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Watch a video depiction of an historical event and compare to a written nonfiction account.
• View video documentary of the 100 Years War and discuss in relationship to the current conflict in
the Middle East.
Science
• Watch a video explanation of a scientific theory and evaluate how it helps or hinders
understanding of the topic.
Math
• Watch a video explanation of how to solve a problem or perform an operation and evaluate how it
helps or hinders understanding of the topic.
Foreign Language
• Watch a video in Spanish and evaluate your understanding of the dialogue.
Integration of Technology:
• The British Library – “Glimpses of Medieval Life”
• Tolt Middle School – “Middle Ages”
• San Francisco USD – “Medieval Islamic Cultures”
• Kidipede.com – “Middle Ages for Kids”
• PBS.org – “Building Big”
Equipment needed:
• media center
• media specialist
• electronic databases
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Goals/Objectives
Students:
• Use resources meaningfully
for research.
• Present information in a
visual format.
• Create a multimedia
presentation.
Learning Activities/Instructional
Strategies
Lesson Sequence
•
1. Create a comic strip of major steps
•
involved in a process (e.g., how to
•
become a knight).
2. Listen to music and view art from
the medieval period, and discuss the
insight it provides into the historical
time period.
3. Select a favorite piece of artwork or
music from the medieval period and
explain why, using appropriate
terms and vocabulary.
4. Conduct research on an historical
time period or event, around which
a novel has been written, in order to
analyze the efficacy and accuracy in
the author’s portrayal of the event or
time period.
Formative Assessment
Tasks
class discussion
journal responses
student conferences
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Media Elements” p.247 Glencoe Literature
• “Propaganda” p. 566 Glencoe Literature
• “Media Ethics” p. 625 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 5
Content Area: Characters with Character
Lesson Title: Speaking/Listening
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Present findings from class readings orally to class.
Science
• Present findings from labwork orally to class.
Math
• Present solutions for problems orally to class.
Foreign Language
• Present dialogues orally to class.
Integration of Technology:
• create a podcast
Equipment needed:
• laptops
Goals/Objectives
Students:
• Follow conventions for
proper usage in speaking
and writing.
• Perform a monologue for
classmates.
• Participate in group
discussions.
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Discuss similarities and differences
in characters from the various
summer reading novels read.
2. Discuss how authors accurately
portray or alter history.
3. Read some picture books based in
the medieval time period aloud and
discuss how the format helps
Formative Assessment
Tasks
•
•
class discussion
examination of
speaking/listening rubric
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
improve understanding.
4. Choose a monologue from a story
about the medieval time, and
present it to the class as a dramatic
interpretation.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Narrative Presentation” p. 160 Glencoe Literature
• “Informative Presentation” p. 338 Glencoe Literature
• “Oral Response to Literature” p. 454 Glencoe Literature
• “Persuasive Speech” p. 586 Glencoe Literature
• “Oral Report” p. 746 Glencoe Literature
• “Active Listening and Note-Taking” p. 880 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 2
Content Area: English Language Arts
Unit Title: Perseverance
Target Course/Grade Level: Grade 7
Unit Summary
This second six-week unit of seventh grade builds upon the study of character by examining those who
persevered in a variety of challenging circumstances.
Primary interdisciplinary connections:
Social Studies:
• respond to reading with appropriate text-based references to support opinions
• understand and evaluate messages in political cartoons
Science:
• respond to reading with appropriate text-based references to support opinions
Spanish:
•
listen actively
•
speak clearly
Math:
• respond to open-ended questions with appropriate problem-based references to support response or
solutions
21st century themes:
LEARNING AND INNOVATION SKILLS
CREATIVITY AND INNOVATION
CRITICAL THINKING AND PROBLEM SOLVING
COMMUNICATION AND COLLABORATION
INFORMATION, MEDIA, AND TECHNOLOGY SKILLS
INFORMATION LITERACY
LIFE AND CAREER SKILLS
FLEXIBILITY AND ADAPTABILITY
INITIATIVE AND SELF-DIRECTION
SOCIAL AND CROSS-CULTURAL SKILLS
PRODUCTIVITY AND ACCOUNTABILITY
LEADERSHIP AND RESPONSIBILITY
(For more information of the 21st Century Skills and Themes, go to
http://www.21stcenturyskills.org/route21/index.php?
option=com_content&view=article&id=6&Itemid=3 and download the P21 Framework Definitions
Document.)
Unit Rationale
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
As students move from the literal interpretation of text to the more figurative interpretation of text, they
need a more comprehensive understanding of character traits that can be used as examples of ways to
resolve conflict. The trait of perseverance is one that can be applied to their individual lives as they make
their way through middle school.
Learning Targets
Standards
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort
to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help
ensure that all students are college and career ready in literacy no later than the end of high school.
Content Statements
Students read a variety of fictional and informational accounts of characters who persevered in the face of
adversity. Students continue to reflect on the impact an historical time period has on people, but also delve
more deeply into the internal and external conflicts that characters encounter and the qualities they possess
that help them overcome challenges. Students continue to hone skills learned in the first unit about how
characters develop uniquely, based on the context of the plot and setting, and compare their development
to the development of ideas in an informational text. This unit ends with an open-ended reflective essay
response to the essential question.
CPI #
Cumulative Progress Indicator (CPI)
RL.7.3
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the
characters or plot).
RI.7.2
Determine two or more central ideas in a text and analyze their development over the
course of the text; provide an objective summary of the text.
W.7.7
Conduct short research projects 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.
SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’
ideas and expressing their own clearly.
SL.7.1.c
Pose questions that elicit elaboration and respond to others’ questions and comments with
relevant observations and ideas that bring the discussion back on topic as needed.
SL.7.1.d
Acknowledge new information expressed by others and, when warranted, modify their
own views.
L.7.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 7 reading and content, choosing flexibly from a range of strategies.
L.7.4.b
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning
of a word (e.g., belligerent, bellicose, rebel).
L.7.4.d
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking
the inferred meaning in context or in a dictionary.
Unit Essential Questions
•
How do characters, real and fictional, use
words and actions to demonstrate perseverance?
Unit Enduring Understandings
•
Authors create characters who demonstrate
perseverance in their words, actions, and reactions
to conflict by meeting challenges head on and
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
facing their fears.
Unit Learning Targets
Students will ...
•
Define perseverance.
•
Read and discuss fiction and nonfiction texts featuring characters that demonstrate perseverance.
•
Analyze how the setting (historical context) of a story or biography shapes the character’s
development.
•
Discuss the authors’ use of literary techniques, such as diction and imagery.
•
Write a variety of responses to literature and informational text.
•
Compare and contrast a story to film and other print versions.
•
Conduct research on a person of interest, such as Martin Luther King, Jr. or Geronimo, who
demonstrated perseverance.
•
Create a multimedia presentation that persuades classmates why the person you chose to research
is the most determined.
•
Write a bio-poem and recite it for the class.
•
Participate in group discussions.
Evidence of Learning
Summative Assessment
As a culminating activity for this unit, students will research a famous person who demonstrated
perseverance in the face of adversity and write a report detailing the challenges faced by the individual and
how he/she dealt with the conflicts and persevered.
Equipment needed:
• media center
• media specialist
• electronic databases
Teacher Resources:
Glencoe Literature: Level 2
http:glencoe.com/ose/
Glencoe Writer's Choice: Level 2
Vocabulary Workshop: Level B
http://www.sadlier-oxford.com/vocabulary/vocabularyworkshop.cfm
http://www.corestandards.org/the-standards/english-language-arts-standards
Formative Assessments
•
•
•
spelling/vocabulary pre-tests
reading benchmark assessments
group discussion
•
•
journal responses
grammar pretests
Lesson Plans
Lesson
Focus Area 1
Reading
Focus Area 2
Timeframe
6 weeks
6 weeks
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Writing
Focus Area 3
6 weeks
Language
Focus Area 4
6 weeks
Media Literacy
Focus Area 5
6 weeks
Speaking/Listening
Teacher Notes:
As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block,
none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills
should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each
lesson focus area so that the literacy block is used to deliver information daily in the areas of reading,
writing, language, media literacy, and speaking and listening.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
http://www.corestandards.org/the-standards/english-language-arts-standards
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 1
Content Area: Perseverance
Lesson Title: Reading
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Read text with purpose, and annotate for understanding
• Use text appropriately as support when answering questions or supporting opinions.
Science
• Read text with purpose, and annotate for understanding
• Use text appropriately as support when answering questions or supporting opinions.
Math
• Read and annotate word problems to aid in understanding in order to solve correctly
• Use text of a word problem appropriately as support when solving or explaining how to solve a
problem.
Foreign Language
• Read text and annotate, or translate, for understanding
• Use text appropriately as support when answering questions or supporting opinions.
Integration of Technology:
• Glencoe Literature on-line student edition
• readwritethink.org – “Drama Map”
• readwritethink.org – “Young Adult Literature about the Middle East: A Cultural Response
Perspective”
• The Poetry Foundation – “Additional Poems by Gary Soto”
Equipment needed:
• The Autobiography of Frederick Douglass student editions
• Glencoe Literature level 2
• electronic databases
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• Read and discuss fiction and
nonfiction texts featuring
characters that determine
perseverance.
• Analyze how the setting
(historical context) of a story
or biography shapes the
character’s development.
• conduct research on a person
from history who
demonstrated perseverance.
Lesson Sequence
1. Read a variety of short stories and
biographies about characters with
perseverance, making note of how
the characters were affected by the
time period in which they lived.
2. Compare and contrast characters
from various texts read and identify
what similarities exist between
fictional characters and real people.
Generalize about the types of
experiences that build
perseverance.
3. While reading the Autobiography
of Frederick Douglass, discuss the
limits to which he could be pushed
while overcoming the challenges
he faced in achieving his goals.
How did expectations, both his
own and those of others, affect
what he was able to accomplish?
4. Read research material about a
famous person who persevered in
spite of significant challenges.
5. Read fictional accounts of
characters who persevered and
overcame obstacles and identify
how the author’s style affected the
believability of the main character.
6. Compare the prose and poetry of
Gary Soto, and identify how he
uses form, diction, imagery, and
language differently to convey
ideas.
Formative Assessment
Tasks
•
•
•
•
comprehension checks
class discussion
journal responses
literature circles
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
•
•
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 2
Content Area: Perseverance
Lesson Title: Writing
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Respond to text applying rules for appropriate grammar, usage, and punctuation.
Science
• Write lab reports applying rules for appropriate grammar, usage, and punctuation.
Math
• Write explanations for problem solutions applying rules for appropriate grammar, usage, and
punctuation.
Foreign Language
• Write sentences using correct Spanish phrasing and structure.
Integration of Technology:
• online databases
• readwritethink.org – “She Did What? Revising for Connotation”
• readwritethink.org – “Exploring Author’s Voice Using Jane Addams Award-Winning Books”
Equipment needed:
• Glencoe Writer’s Choice
• laptops
Goals/Objectives
Students:
• Write a variety of responses
to literature and
informational text.
• Write a bio-poem.
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Write an analysis of Frederick
Douglass’s ability to overcome
challenges and obstacles. Respond
to the question, “How do
Formative Assessment
Tasks
•
•
•
•
journal responses
rough draft of analysis
rough draft of bio-poem
rough draft of research
essay
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
Write a research essay.
Write a reflective essay.
expectations affect what one can
accomplish?” by citing specific
information from the text as
justification or explanation.
2. Write a bio-poem about a character,
real or fictional, who demonstrated
the epitome of perseverance.
3. Write a research report on a famous
person who persevered in spite of
significant challenges.
4. Write a response to the essential
question based on the novel, stories,
and other text read and discussed in
class: “How do characters, real and
imagined, use words and actions to
demonstrate perseverance?” Cite
specific details from texts read.
•
rough draft of reflective
essay.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Narrative” p. 154 Glencoe Literature
• “Functional Document” p. 332 Glencoe Literature
• “Response to Literature” p. 448 Glencoe Literature
• “Persuasive Essay” p. 580 Glencoe Literature
• “Research Report” p. 738 Glencoe Literature
• “Expository Essay” p. 874 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 3
Content Area: Perseverance
Lesson Title: Language
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Use social studies vocabulary correctly in context
Science
• Use science vocabulary correctly in context
Math
• Use math vocabulary correctly in context
Foreign Language
• Use Spanish vocabulary correctly in context
Integration of Technology:
• sadlier-oxford.com
Equipment needed:
• Vocabulary Workshop Level B
• Glencoe Writer’s Choice and Handbook for Grammar and Composition
• Glencoe Literature level 2
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
Lesson Sequence
• Define perseverance.
1. Complete review unit 1-3, unit 4
and unit 5 in Vocabulary Workshop
• Use vocabulary correctly in
Level B.
context.
• Follow rules for acceptable 2. Create a word map for
‘perseverance’ in order to move
use in speaking and writing.
comprehension beyond the
•
Formative Assessment
Tasks
•
•
•
vocabulary pretests
grammar pretests
class discussion
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
dictionary definition.
3. Continue adding words to your
personal dictionary of terms learned
in this unit.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• Glencoe Writer’s Choice
• Glencoe Handbook for Grammar and Composition
• Vocabulary Workshop Level B
• “Sentence Combining” p. 36 Glencoe Literature
• “Context Clues” p. 70 Glencoe Literature
• “Sentence Fragments” p. 208 Glencoe Literature
• “Word Parts” p. 262 Glencoe Literature
• “Multiple-Meaning Words” p. 368 Glencoe Literature
• “Idioms” p. 509 Glencoe Literature
• “Dictionary Skills” p. 659 Glencoe Literature
• “Word Origins” p. 790 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 4
Content Area: Perseverance
Lesson Title: Media Literacy
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Watch a video depiction of an historical event and compare to a written nonfiction account.
Science
• Watch a video explanation of a scientific theory and evaluate how it helps or hinders
understanding of the topic.
Math
• Watch a video explanation of how to solve a problem or perform an operation and evaluate how it
helps or hinders understanding of the topic.
Foreign Language
• Watch a video in Spanish and evaluate your understanding of the dialogue.
Integration of Technology:
• view speech of historical figures who persevered
Equipment needed:
• media center
• media specialist
• electronic databases
Goals/Objectives
Students:
• Compare and contrast a play
to another print version
and/or a filmed version.
• Watch a speech or video of a
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Read “The Monsters Are Due on
Maple Street” and compare to the
television episode of the same
name. How do the different
Formative Assessment
Tasks
•
•
•
class discussion
journal responses
student conferences
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
famous person as a part of
research.
Create a multimedia
presentation that persuades
classmates why the person
you chose to research is the
most determined.
versions compare in their depiction
of the main character’s
perseverance and delivery of plot?
2. As part of research, find a video of
a famous person who persevered,
and use it as a primary source of
information.
3. As part of a persuasive argument,
create a multimedia presentation to
defend why an historical figure
demonstrated the most
perseverance.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Media Elements” p.247 Glencoe Literature
• “Propaganda” p. 566 Glencoe Literature
• “Media Ethics” p. 625 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 5
Content Area: Perseverance
Lesson Title: Speaking/Listening
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Present findings from class readings orally to class.
Science
• Present findings from labwork orally to class.
Math
• Present solutions for problems orally to class.
Foreign Language
• Present dialogues orally to class.
Integration of Technology:
• create a podcast or video track as part of a multimedia presentation
Equipment needed:
• laptops
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• Discuss authors’ use of
literary techniques, such as
diction and imagery.
• Make oral presentations to
the class.
• Participate in group
discussions.
Lesson Sequence
1. Discuss similarities and differences
of characters in the various stories
and articles read.
2. Read “The Monsters Are Due on
Maple Street” in small groups or as
a class with appropriate vocal
expression.
3. Present a dramatic reading of
Formative Assessment
Tasks
•
•
class discussion
examination of
speaking/listening rubric
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
original bio-poems to class.
4. Present defense of historical figure
as most determined to class.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Narrative Presentation” p. 160 Glencoe Literature
• “Informative Presentation” p. 338 Glencoe Literature
• “Oral Response to Literature” p. 454 Glencoe Literature
• “Persuasive Speech” p. 586 Glencoe Literature
• “Oral Report” p. 746 Glencoe Literature
• “Active Listening and Note-Taking” p. 880 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 3
Content Area: Language Arts Literacy
Unit Title: Determination in Life and Literature
Target Course/Grade Level: Grade 7
Unit Summary
This third, eight-week unit of seventh grade continues building on character analysis, focusing on
determined and courageous people in both informational texts and in literature.
Primary interdisciplinary connections:
Social Studies:
• respond to reading with appropriate text-based references to support opinions
• understand and evaluate messages in political cartoons
Science:
• respond to reading with appropriate text-based references to support opinions
Spanish:
•
listen actively
•
speak clearly
Math:
•
respond to open-ended questions with appropriate problem-based references to support
response or solutions
21st century themes:
LEARNING AND INNOVATION SKILLS
CREATIVITY AND INNOVATION
CRITICAL THINKING AND PROBLEM SOLVING
COMMUNICATION AND COLLABORATION
INFORMATION, MEDIA, AND TECHNOLOGY SKILLS
INFORMATION LITERACY
LIFE AND CAREER SKILLS
FLEXIBILITY AND ADAPTABILITY
INITIATIVE AND SELF-DIRECTION
SOCIAL AND CROSS-CULTURAL SKILLS
PRODUCTIVITY AND ACCOUNTABILITY
LEADERSHIP AND RESPONSIBILITY
(For more information of the 21st Century Skills and Themes, go to
http://www.21stcenturyskills.org/route21/index.php?
option=com_content&view=article&id=6&Itemid=3 and download the P21 Framework Definitions
Document.)
Unit Rationale
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Students will continue their examination into characters, both fictional and real, as they study examples of
an additional character trait. Like perseverance, determination is a trait upon which students can focus
their own decision making in the future.
Learning Targets
Standards
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort
to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help
ensure that all students are college and career ready in literacy no later than the end of high school.
Content Statements
Students read The Pearl as a class and compare the author’s delivery of the theme with stories having
similar themes. In addition, students choose a story with a similar theme to provide additional support for
how characters’ determination is portrayed in literature. Students compare and contrast these stories with
informational texts written from a variety of perspectives. Students focus their reading on in-depth
analysis of interactions among individuals, events, and ideas in a variety of texts, comparing the ways in
which different authors shape similar stories. This unit ends with an open-ended reflective essay response
to the essential question.
CPI #
Cumulative Progress Indicator (CPI)
RL.7.5
Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to
its meaning.
RL.7.7
Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or
multimedia version, analyzing the effects of techniques unique to each medium (e.g.,
lighting, sound, color, or camera focus and angles in a film).
RI.7.3
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas
influence individuals or events, or how individuals influence ideas or events).
RI.7.9
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.
W.7.2
Write informative, explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
SL.7.2
Analyze the main ideas and supporting details presented in diverse media and formats
(e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or
issue under study.
L.7.6
Acquire and use accurately grade-appropriate general academic and domain-specific words
and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Unit Essential Questions
Unit Enduring Understandings
•
How does real-world determination inform •
When authors create characters, they depict
the depiction of determined literary characters?
the trait of determination based upon real-world
examples from history or from their own lives and
experiences.
Unit Learning Targets
Students will ...
•
Define determination.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
•
•
•
•
•
•
Read and discuss fiction and nonfiction texts about people, real and fictional, that face conflict.
Compare and contrast characters from the various novels read.
Discuss how authors’ use of language, diction, or style of presentation affects the meaning of their
stories and makes their styles unique.
Write a variety of responses to literature and informational text.
Explain how knowing the historical context impacts understanding of a story.
Analyze two accounts of the same event and describe important similarities and differences in the
details they provide.
Compare and contrast Steinbeck’s The Pearl in written forn to the 2001 film version.
Participate in group discussions.
Evidence of Learning
Summative Assessment
As a culminating activity for this unit, students will research a person from history who demonstrated
determination in facing conflict. Students will then read an autobiography or biography about the same
historical figure and compare the two accountings of his or her life, noting how the authors’ use of
language might influence readers’ understanding of events.
Equipment needed:
•
media center
•
media specialist
•
resources for research, both print and electronic
•
a selection of biographies and autobiographies
Teacher Resources:
Glencoe Literature: Level 2
http:glencoe.com/ose/
Glencoe Writer's Choice: Level 2
Vocabulary Workshop: Level B
http://www.sadlier-oxford.com/vocabulary/vocabularyworkshop.cfm
http://www.corestandards.org/the-standards/english-language-arts-standards
Formative Assessments
•
•
•
spelling/vocabulary pre-tests
reading benchmark assessments
group discussion
•
•
journal responses
grammar pretests
Lesson Plans
Lesson
Focus Area 1
Reading
Focus Area 2
Writing
Focus Area 3
Language
Focus Area 4
Media Literacy
Timeframe
8 weeks
8 weeks
8 weeks
8 weeks
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 5
8 weeks
Speaking/Listening
Teacher Notes:
As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block,
none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills
should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each
lesson focus area so that the literacy block is used to deliver information daily in the areas of reading,
writing, language, media literacy, and speaking and listening.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
http://www.corestandards.org/the-standards/english-language-arts-standards
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 1
Content Area: Determination in Life and Literature
Lesson Title: Reading
Timeframe: 8 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Read text with purpose, and annotate for understanding
• Use text appropriately as support when answering questions or supporting opinions.
Science
• Read text with purpose, and annotate for understanding
• Use text appropriately as support when answering questions or supporting opinions.
Math
• Read and annotate word problems to aid in understanding in order to solve correctly
• Use text of a word problem appropriately as support when solving or explaining how to solve a
problem.
Foreign Language
• Read text and annotate, or translate, for understanding
• Use text appropriately as support when answering questions or supporting opinions.
Integration of Technology:
• National Endowment of the Humanities – “Anne Frank: One of Hundreds of Thousands”
• readwritethink.org – “Elie Wiesel was born on September 30, 1928”
• readwritethink.org – “Walter Dean Myers was born in 1937”
• Ohio Resource Center for Mathematics – “Language Arts and Social Studies – It’s the Connections
that Matter Most”
Equipment needed:
• Glencoe Literature level 2
•
The Pearl student editions
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• Read and discuss fiction
and nonfiction texts about
people, real and fictional,
that face conflict.
• Compare and contrast
characters from the various
stories read.
• Explain how knowing the
historical context impacts
understanding of a story.
• Analyze two accounts of
the same event and describe
important similarities and
differences in the details
they provide.
• Compare and contrast a
written and video
presentation of a story.
• Read research materials.
Lesson Sequence
1. Read The Pearl and discuss the
determination of the main
characters.
2. Read a variety of stories with
determined characters and respond
to the question, “What makes the
character a person to whom students
can relate?”
3. Compare characters from a variety
of short stories to characters from
The Pearl, and identify experiences
or traits that were similar.
4. Generalize about the types of
character qualities that lead to
determination.
5. Analyze how knowing the historical
context of nonfiction writing can
add to the readers’ appreciation of
the writing.
6. Research an historical figure who
showed determination, then read a
biography or autobiography of the
same person and use it to establish
historical context.
Formative Assessment
Tasks
•
•
•
•
comprehension checks
class discussion
journal responses
literature circles
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 2
Content Area: Determination in Life and Literature
Lesson Title: Writing
Timeframe: 8 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Respond to text applying rules for appropriate grammar, usage, and punctuation.
Science
• Write lab reports applying rules for appropriate grammar, usage, and punctuation.
Math
• Write explanations for problem solutions applying rules for appropriate grammar, usage, and
punctuation.
Foreign Language
• Write sentences using correct Spanish phrasing and structure.
Integration of Technology:
•
readwritethink.org – “Writing Alternative Plots for Robert C. O’Brien’s Z for Zachariah”
Equipment needed:
• Glencoe Writer’s Choice
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• Write a variety of responses
to literature and
informational text.
• Write a script.
• Write a research-based
analysis of a historical
figure.
Lesson Sequence
1. Read informational accounts of the
same event, and identify and
distinguish among the facts,
opinions, and reasoned judgments
presented by different people.
2. Write a dramatic interpretation of an
actual person’s experience with
conflict.
Formative Assessment
Tasks
•
•
•
•
journal responses
rough draft of script
rough draft of researchbased analysis
rough draft of reflective
essay
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
Write a reflective essay.
3. Write a research report on a famous
person from history who faced
conflict, using both primary and
secondary sources.
4. Write a reflective essay in response
to the essential question: “How does
real-world determination inform the
depiction of characters in
literature?”
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Narrative” p. 154 Glencoe Literature
• “Functional Document” p. 332 Glencoe Literature
• “Response to Literature” p. 448 Glencoe Literature
• “Persuasive Essay” p. 580 Glencoe Literature
• “Research Report” p. 738 Glencoe Literature
• “Expository Essay” p. 874 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 3
Content Area: Determination in Life and Literature
Lesson Title: Language
Timeframe: 8 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Use social studies vocabulary correctly in context
Science
• Use science vocabulary correctly in context
Math
• Use math vocabulary correctly in context
Foreign Language
• Use Spanish vocabulary correctly in context
Integration of Technology:
• sadlier-oxford.com
Equipment needed:
• Vocabulary Workshop Level B
• Glencoe Writer’s Choice and Handbook for Grammar and Composition
• Glencoe Literature level 2
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• Use vocabulary correctly in
context.
• Follow conventions for
correct usage in writing.
• Discuss how authors’ use of
language, diction, or style
Lesson Sequence
1. Complete unit 6, review unit 4-6,
and units 7 & 8 in Vocabulary
Workshop, Level B.
2. Define determination.
3. Continue adding to personal
dictionaries of terms learned in this
Formative Assessment
Tasks
•
•
•
vocabulary pretests
grammar pretests
class discussion
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
of presentation affects the
meaning of their stories and
makes their styles unique.
unit.
4. Study the etymology of words.
5. Analyze language used in short
stories and informational selections,
especially how authors’ use of
figurative language affects feelings
of readers.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• Glencoe Writer’s Choice
• Glencoe Handbook for Grammar and Composition
• Vocabulary Workshop Level B
• “Sentence Combining” p. 36 Glencoe Literature
• “Context Clues” p. 70 Glencoe Literature
• “Sentence Fragments” p. 208 Glencoe Literature
• “Word Parts” p. 262 Glencoe Literature
• “Multiple-Meaning Words” p. 368 Glencoe Literature
• “Idioms” p. 509 Glencoe Literature
• “Dictionary Skills” p. 659 Glencoe Literature
• “Word Origins” p. 790 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 4
Content Area: Determination in Life and Literature
Lesson Title: Media Literacy
Timeframe: 8 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Watch a video depiction of an historical event and compare to a written nonfiction account.
Science
• Watch a video explanation of a scientific theory and evaluate how it helps or hinders
understanding of the topic.
Math
• Watch a video explanation of how to solve a problem or perform an operation and evaluate how it
helps or hinders understanding of the topic.
Foreign Language
• Watch a video in Spanish and evaluate your understanding of the dialogue.
Integration of Technology:
• PBS.org – “Teacher’s Guide to Bataan Rescue: The Most Daring Rescue of World War II”
• readwritethink.org – “Investigating the Holocaust: A Collaborative Inquiry Project”
Equipment needed:
• media center
• media specialist
• electronic databases
Goals/Objectives
Students:
• Compare and contrast a
story in written form to a
film version..
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Watch the film The Pearl after
finishing the novel, and analyze
decisions made by actors and
Formative Assessment
Tasks
•
•
•
class discussion
journal responses
student conferences
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
Use video documentaries as
a means of researching.
director in telling the story.
Evaluate for effectiveness in telling
the story.
2. Watch a documentary on an
historical event connected to the
setting of a short story read in
class, and identify how the
presentation of the information
affects the understanding of the
story.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Media Elements” p.247 Glencoe Literature
• “Propaganda” p. 566 Glencoe Literature
• “Media Ethics” p. 625 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 5
Content Area: Determination in Life and Literature
Lesson Title: Speaking/Listening
Timeframe: 8 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Present findings from class readings orally to class.
Science
• Present findings from labwork orally to class.
Math
• Present solutions for problems orally to class.
Foreign Language
• Present dialogues orally to class.
Integration of Technology:
• TheHistoryPlace.com – “Great Speeches Collection”
Equipment needed:
• laptops
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• Follow conventions for
acceptable use when
speaking.
• Discuss how author’s use of
language, diction, or style
of presentation affects the
meaning of their stories and
makes their styles unique.
Lesson Sequence
1. Compare and contrast characters
from the various novels and stories,
and generalize about the types of
character qualities that lead to
determination.
2. Choose a poem from the unit and
present it as a dramatic reading.
3. Perform a dramatic interpretation of
Formative Assessment
Tasks
•
•
class discussion
examination of
speaking/listening rubric
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
Participate in group
discussions.
an historical figure’s life and
conflicts.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Narrative Presentation” p. 160 Glencoe Literature
• “Informative Presentation” p. 338 Glencoe Literature
• “Oral Response to Literature” p. 454 Glencoe Literature
• “Persuasive Speech” p. 586 Glencoe Literature
• “Oral Report” p. 746 Glencoe Literature
• “Active Listening and Note-Taking” p. 880 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 4
Content Area: English Language Arts
Unit Title: Survival in Literature and Life
Target Course/Grade Level: Grade 7
Unit Summary
This four-week unit of seventh grade continues the close examination of characters, and examines how
setting plays a role in their development. The students will read Our Town as a class and analyze how the
characters are shaped by the time and place in which they lived.
Primary interdisciplinary connections:
Social Studies:
• respond to reading with appropriate text-based references to support opinions
• understand and evaluate messages in political cartoons
Science:
• respond to reading with appropriate text-based references to support opinions
Spanish:
•
listen actively
•
speak clearly
Math:
• respond to open-ended questions with appropriate problem-based references to support response or
solutions
21st century themes:
LEARNING AND INNOVATION SKILLS
CREATIVITY AND INNOVATION
CRITICAL THINKING AND PROBLEM SOLVING
COMMUNICATION AND COLLABORATION
INFORMATION, MEDIA, AND TECHNOLOGY SKILLS
INFORMATION LITERACY
LIFE AND CAREER SKILLS
FLEXIBILITY AND ADAPTABILITY
INITIATIVE AND SELF-DIRECTION
SOCIAL AND CROSS-CULTURAL SKILLS
PRODUCTIVITY AND ACCOUNTABILITY
LEADERSHIP AND RESPONSIBILITY
(For more information of the 21st Century Skills and Themes, go to
http://www.21stcenturyskills.org/route21/index.php?
option=com_content&view=article&id=6&Itemid=3 and download the P21 Framework Definitions
Document.)
Unit Rationale
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
As students continue their study of characters, it is important for them to realize how interdependent the
literary elements of character and setting are. In so doing, they will be better able to analyze and
understand the characters about which they will be reading and how they are shaped by their surroundings
and the social norms of their times.
Learning Targets
Standards
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort
to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help
ensure that all students are college and career ready in literacy no later than the end of high school.
Content Statements
Students read “The Song of Wandering Aengus” by William Butler Yeats and use it as a springoard for
discussions of characters’ pursuits of the unknown. Some of the characters in this unit’s literature choose
to be different or choose an adventure, while others have situations thrown upon them which require a shift
in behavior or thinking in order to survive. Students compare and contrast character experiences across
stories, as well as the points of view in narration, and are encouraged to research the authors behind the
stories, many of whom are survivors themselves. Students analyze the development of the theme of
survival across various texts, evaluate nonfiction text structures, and present claims on these findings
coherently to their classmates. This unit ends with a review of “The Song of Wandering Aengus” in order
to see how this unit led to deeper understanding of the poem. In addition, students are asked to write an
open-ended reflective essay response to the essential question.
CPI #
Cumulative Progress Indicator (CPI)
RL.7.2
Determine a theme or central idea of a text and analyze its development over the course of
the text; provide an objective summary of the text.
RI.7.5
Analyze the structure an author uses to organize a text, including how the major sections
contribute to the whole and to the development of the ideas.
W.7.1
Write arguments to support claims with clear reasons and relevant evidence.
SL.7.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with
pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate
volume, and clear pronunciation.
L.7.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meaning.
Unit Essential Questions
Unit Enduring Understandings
•
What similarities and differences exist
•
Characters who survive share similar traits,
among characters that survive?
whether the survival is as a result of a chosen
adventure or an unexpected event or situation.
•
Is surviving an unexpected trauma or
event any different from surviving a chosen
adventure?
Unit Learning Targets
Students will ...
•
Read and discuss novels, stories, and biographies about characters, real and fictional, that
survived.
•
Analyze the development of characters and themes over the course of texts about survival.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
•
•
•
•
•
Discuss how an author’s use of literary techniques in narration, such as flashback or point of view,
engages the reader.
Write a variety of responses to literature and informational text.
Write an argument about the importance of reading original versions of stories, such as The Call of
the Wild, in order to better appreciate abridged versions.
Conduct research on authors who wrote about survival and present findings to the class.
Compare and contrast Our Town in written form to the film version.
Write a survival story.
Participate in group discussions.
Evidence of Learning
Summative Assessment
As a culminating activity for this unit, students will research an author whose writing includes the theme of
survival, whether it was about surviving in the wild about which Jack London or Gary Paulson wrote, or
surviving adolescence about which Judy Blume and Jerry Spinelli wrote. Students will include any
reference to early experiences of the authors that may have influenced their writing, and any reference to
the theme of survival in their works.
Equipment needed:
• media center
• media specialist
• research materials, both electronic and print
Teacher Resources:
Glencoe Literature: Level 2
http:glencoe.com/ose/
Glencoe Writer's Choice: Level 2
Vocabulary Workshop: Level B
http://www.sadlier-oxford.com/vocabulary/vocabularyworkshop.cfm
http://www.corestandards.org/the-standards/english-language-arts-standards
Formative Assessments
•
•
•
spelling/vocabulary pre-tests
reading benchmark assessments
group discussion
•
•
journal responses
grammar pretests
Lesson Plans
Lesson
Focus Area 1
Reading
Focus Area 2
Writing
Focus Area 3
Language
Focus Area 4
Media Literacy
Focus Area 5
Timeframe
4 weeks
4 weeks
4 weeks
4 weeks
4 weeks
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Speaking/Listening
Teacher Notes:
As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block,
none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills
should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each
lesson focus area so that the literacy block is used to deliver information daily in the areas of reading,
writing, language, media literacy, and speaking and listening.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
http://www.corestandards.org/the-standards/english-language-arts-standards
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 1
Content Area: Survival in Life and Literature
Lesson Title: Reading
Timeframe: 4 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Read text with purpose, and annotate for understanding
• Use text appropriately as support when answering questions or supporting opinions.
Science
• Read text with purpose, and annotate for understanding
• Use text appropriately as support when answering questions or supporting opinions.
Math
• Read and annotate word problems to aid in understanding in order to solve correctly
• Use text of a word problem appropriately as support when solving or explaining how to solve a
problem.
Foreign Language
• Read text and annotate, or translate, for understanding
• Use text appropriately as support when answering questions or supporting opinions.
Integration of Technology:
• readwritethink.org – “Boys Read: Considering Courage in Novels”
• National Endowment for the Humanities – “Jack London’s Call of the Wild: Nature Faker?”
Equipment needed:
•
Glencoe Literature
•
Our Town student editions
Goals/Objectives
Students:
• Read and discuss novels,
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Read “The Song of Wandering
Formative Assessment
Tasks
•
comprehension checks
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
•
stories, and biographies
about characters, real and
imagined, who survived.
Analyze the development of
characters and themes over
the course of texts about
survival.
Conduct research on authors
who write about survival.
Read a drama and analyze
the elements that are unique
to the form.
2.
3.
4.
5.
6.
7.
8.
Aengus” by William Butler Yeats,
•
and identify literal and figurative
•
meaning.
•
Read Our Town and identify the
survival traits found in the
characters.
Read an excerpt from Twain’s A
Connecticut Yankee in King
Arthur’s Court and compare it to
the dramatic interpretation “The
Miraculous Eclipse”
Identify how characters are
affected by their surroundings,
especially in ways related to the
characters’ ability to survive.
Compare and contrast characters
from various stories read and
generalize a list of traits that enable
a character to survive.
Find examples of
anthropomorphism in literature
Identify the use of flashback in
literature and explain how the past
can influence the present.
Reread “The Song of Wandering
Aengus” and identify new insights
into poem and how readers’
understanding may change after
reading survival stories.
class discussion
journal responses
literature circles
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Resources Provided
•
•
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 2
Content Area: Survival in Life and Literature
Lesson Title: Writing
Timeframe: 4 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Respond to text applying rules for appropriate grammar, usage, and punctuation.
Science
• Write lab reports applying rules for appropriate grammar, usage, and punctuation.
Math
• Write explanations for problem solutions applying rules for appropriate grammar, usage, and
punctuation.
Foreign Language
• Write sentences using correct Spanish phrasing and structure.
Integration of Technology:
•
TeacherWeb – “Anthropomorphic Poetry”
Equipment needed:
•
Glencoe Writer’s Choice
•
Glencoe Literature
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• Write a variety of responses
to literature and
informational text.
•
Write an argument about
the importance of reading
original versions of stories,
Lesson Sequence
1. Read “The Miraculous Eclipse”
and an excerpt from A Connecticut
Yankee in King Arthur’s Court and
write a convincing argument for
reading the original version, citing
similarities and differences
Formative Assessment
Tasks
•
•
•
•
•
journal responses
rough draft of argument
rough draft of research
report
rough draft of original
narrative
rough draft of reflective
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
•
•
such as A Connecticut
Yankee in King Arthur’s
Court, in order to better
appreciate abridged or
revised versions.
Follow conventions for
acceptable use in writing.
Write a research report.
Write an original narrative.
Write a reflective essay.
between versions read.
2. Write a research report on an
author of choice who writes about
survival.
3. Write an original survival story,
incorporating words, styles, and
techniques from novels and stories
read and discussed in class.
4. Write a response to the essential
question based on the novels and
stories read in class: “What
similarities and differences exist
among characters that survive in
different settings?”
response
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Narrative” p. 154 Glencoe Literature
• “Functional Document” p. 332 Glencoe Literature
• “Response to Literature” p. 448 Glencoe Literature
• “Persuasive Essay” p. 580 Glencoe Literature
• “Research Report” p. 738 Glencoe Literature
• “Expository Essay” p. 874 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 3
Content Area: Survival in Life and Literature
Lesson Title: Language
Timeframe: 4 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Use social studies vocabulary correctly in context
Science
• Use science vocabulary correctly in context
Math
• Use math vocabulary correctly in context
Foreign Language
• Use Spanish vocabulary correctly in context
Integration of Technology:
• sadlier-oxford.com
• readwritethink.org – “Action Is Character: Exploring Character Traits with Adjectives”
Equipment needed:
• Vocabulary Workshop Level B
• Glencoe Writer’s Choice and Handbook for Grammar and Composition
• Glencoe Literature level 2
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• Identify how authors use
literary techniques in
narration, such as flashback
or point of view, engage the
reader.
Lesson Sequence
1. Define anthropomorphism and
discuss animals used as characters
in survival stories.
2. Continue adding to personal
dictionaries of terms learned in this
Formative Assessment
Tasks
•
•
•
vocabulary pretests
grammar pretests
class discussion
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
Use vocabulary correctly in
context.
Follow conventions for
acceptable use in speaking
and writing.
unit.
3. Complete Unit 9 and review unit 79 in Vocabulary Workshop Level B.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• Glencoe Writer’s Choice
• Glencoe Handbook for Grammar and Composition
• Vocabulary Workshop Level B
• “Sentence Combining” p. 36 Glencoe Literature
• “Context Clues” p. 70 Glencoe Literature
• “Sentence Fragments” p. 208 Glencoe Literature
• “Word Parts” p. 262 Glencoe Literature
• “Multiple-Meaning Words” p. 368 Glencoe Literature
• “Idioms” p. 509 Glencoe Literature
• “Dictionary Skills” p. 659 Glencoe Literature
• “Word Origins” p. 790 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 4
Content Area: Survival in Life and Literature
Lesson Title: Media Literacy
Timeframe: 4 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Watch a video depiction of an historical event and compare to a written nonfiction account.
Science
• Watch a video explanation of a scientific theory and evaluate how it helps or hinders
understanding of the topic.
Math
• Watch a video explanation of how to solve a problem or perform an operation and evaluate how it
helps or hinders understanding of the topic.
Foreign Language
• Watch a video in Spanish and evaluate your understanding of the dialogue.
Integration of Technology:
•
National Endowment for the Humanities – “Jack London’s Call of the Wild: Nature Faker?”
Equipment needed:
• media center
• media specialist
• electronic databases
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• Compare and contrast the
written version of a story to a
movie version.
• Use video or audio versions
Lesson Sequence
1. After reading the play Our Town,
watch the video adaptation of the
drama. Analyze choices made by
director and actors and how those
Formative Assessment
Tasks
•
•
•
class discussion
journal responses
student conferences
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
of stories as research
materials.
choices affect viewer
understanding.
2. Watch or listen to accounts of
survivor stories and apply traits to
original story.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Media Elements” p.247 Glencoe Literature
• “Propaganda” p. 566 Glencoe Literature
• “Media Ethics” p. 625 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 5
Content Area: Survival in Life and Literature
Lesson Title: Speaking/Listening
Timeframe: 4 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Present findings from class readings orally to class.
Science
• Present findings from labwork orally to class.
Math
• Present solutions for problems orally to class.
Foreign Language
• Present dialogues orally to class.
Integration of Technology:
• create a podcast
Equipment needed:
• laptops
Goals/Objectives
Students:
• Apply conventions for
acceptable use when
speaking.
• Present research findings to
the class.
• Participate in group
discussions.
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Conduct class discussion about
characteristics that enable a person
to survive.
2. Experiment with reading a poem
aloud and changing intonations or
emphasis on certain words or
phrases to see if that changes the
meaning or understanding of the
Formative Assessment
Tasks
•
•
class discussion
examination of
speaking/listening rubric
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
poem.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Narrative Presentation” p. 160 Glencoe Literature
• “Informative Presentation” p. 338 Glencoe Literature
• “Oral Response to Literature” p. 454 Glencoe Literature
• “Persuasive Speech” p. 586 Glencoe Literature
• “Oral Report” p. 746 Glencoe Literature
• “Active Listening and Note-Taking” p. 880 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 5
Content Area: English Language Arts
Unit Title: Science or Fiction?
Target Course/Grade Level: Grade 7
Unit Summary
This four-week unit of seventh grade examines the genre of science fiction and related science. Students
will read The Giver and analyze how elements of science are blended with elements of fiction in search of
a utopia.
Primary interdisciplinary connections:
Social Studies:
• respond to reading with appropriate text-based references to support opinions
• understand and evaluate messages in political cartoons
Science:
• respond to reading with appropriate text-based references to support opinions
Spanish:
•
listen actively
•
speak clearly
Math:
• respond to open-ended questions with appropriate problem-based references to support response or
solutions
21st century themes:
LEARNING AND INNOVATION SKILLS
CREATIVITY AND INNOVATION
CRITICAL THINKING AND PROBLEM SOLVING
COMMUNICATION AND COLLABORATION
INFORMATION, MEDIA, AND TECHNOLOGY SKILLS
INFORMATION LITERACY
LIFE AND CAREER SKILLS
FLEXIBILITY AND ADAPTABILITY
INITIATIVE AND SELF-DIRECTION
SOCIAL AND CROSS-CULTURAL SKILLS
PRODUCTIVITY AND ACCOUNTABILITY
LEADERSHIP AND RESPONSIBILITY
(For more information of the 21st Century Skills and Themes, go to
http://www.21stcenturyskills.org/route21/index.php?
option=com_content&view=article&id=6&Itemid=3 and download the P21 Framework Definitions
Document.)
Unit Rationale
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Science fiction is a genre not largely read by students, and is also one that will help extend their
examination of characters. When placed in the near future where scientific imaginings of today are reality,
the characters are still essentially human and relatable.
Learning Targets
Standards
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort
to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help
ensure that all students are college and career ready in literacy no later than the end of high school.
Content Statements
Like other genres studied to date, science fiction examines humans’ existence and issues, but often
approaches characters and experiences in a futuristic manner. Science fiction involves the imagining of
ideas and technologies that haven’t yet been invented; however, many of them may comport with our
current understanding of science and technology. In addition to exploring classic and contemporary works
of science fiction, students pair fictional stories with informational text about science and astronomy.
Student discussions trace the logic of various storylines, focusing on the believability of the stories read in
class. This unit ends with the students’ choice of responding to the open-ended reflective question or
writing their own science fiction story that answers the question, “What if…?”
CPI #
Cumulative Progress Indicator (CPI)
RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
RI.7.8
Trace and evaluate the argument and specific claims in text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient to support the claims.
W.7.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
SL.7.5
Include multimedia components and visual displays in presentations to clarify claims and
findings and emphasize salient points.
L.7.1
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
Unit Essential Questions
•
How do authors make science fiction
believable?
Unit Enduring Understandings
•
Authors of science fiction begin by asking
the question, “What if…?” then conduct research
to determine what is possible and what might be
possible.
Unit Learning Targets
Students will ...
•
Read and discuss science fiction stories and nonfiction science texts about space, robots, and
planets.
•
Compare and contrast the settings, characters, and unusual circumstances among science fiction
stories, and discuss the unique nature of this genre.
•
Analyze how a science fiction story evolves over the course of a text, and discuss how this is
similar to and different from other novels read.
•
Write a variety of responses to literature and informational text.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
Conduct research on an astronaut or science fiction author of choice and present findings to the
class in a multimedia format.
•
Write a science fiction story.
•
Participate in group discussions.
Evidence of Learning
Summative Assessment
As a concluding activity for this unit, students will conduct research on an aspect of space, robots, or
planets. Their findings will be used in one of two ways. The students may (A) write an original science
fiction story that includes relevant facts from research and answers the question, “What if…?” or (B)
include the results of their research in an analysis of what makes science fiction believable.
Equipment needed:
• media center
• media specialist
• research materials, both electronic and print
Teacher Resources:
Glencoe Literature: Level 2
http:glencoe.com/ose/
Glencoe Writer's Choice: Level 2
Vocabulary Workshop: Level B
http://www.sadlier-oxford.com/vocabulary/vocabularyworkshop.cfm
http://www.corestandards.org/the-standards/english-language-arts-standards
Formative Assessments
•
•
•
spelling/vocabulary pre-tests
reading benchmark assessments
group discussion
•
•
journal responses
grammar pretests
Lesson Plans
Lesson
Timeframe
Focus Area 1
4 weeks
Reading
Focus Area 2
4 weeks
Writing
Focus Area 3
4 weeks
Language
Focus Area 4
4 weeks
Media Literacy
Focus Area 5
4 weeks
Speaking/Listening
Teacher Notes:
As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block,
none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills
should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each
lesson focus area so that the literacy block is used to deliver information daily in the areas of reading,
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
writing, language, media literacy, and speaking and listening.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
http://www.corestandards.org/the-standards/english-language-arts-standards
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 1
Content Area: Science or Fiction?
Lesson Title: Reading
Timeframe: 4 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Read text with purpose, and annotate for understanding
• Use text appropriately as support when answering questions or supporting opinions.
Science
• Read text with purpose, and annotate for understanding
• Use text appropriately as support when answering questions or supporting opinions.
Math
• Read and annotate word problems to aid in understanding in order to solve correctly
• Use text of a word problem appropriately as support when solving or explaining how to solve a
problem.
Foreign Language
• Read text and annotate, or translate, for understanding
• Use text appropriately as support when answering questions or supporting opinions.
Integration of Technology:
• readwritethink.org – “Finding the Science Behind Science Fiction through Paired Readings”
• readwritethink.org – “Science Fiction Writer Ray Bradbury was born in 1920”
• readwritethink.org – “Teen Time Travel”
Equipment needed:
• Glencoe Literature
•
The Giver student editions
Goals/Objectives
Learning Activities/Instructional
Strategies
Formative Assessment
Tasks
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Students:
• Read and discuss science
fiction stories and
nonfiction science texts
about space, robots, and
planets.
• Compare and contrast the
settings, characters, and
unusual circumstances
among science fiction
stories.
• Analyze how a science
fiction story evolves over
the course of a text.
• Conduct research on an
astronaut or science fiction
author of choice.
Lesson Sequence
1. Read The Giver and identify the
characteristics of a science fiction
story found in it.
2. As science fiction stories are read,
begin identifying elements of the
stories that classify them as science
fiction.
3. Compare and contrast settings and
experiences from the various
science fiction stories read.
4. Identify themes found in science
fiction stories and make
generalizations about how they are
similar to of different from themes
found in other genres.
5. Research public reaction to the
original broadcast of The War of the
Worlds, and identify elements of the
story that might make it sound
believable.
•
•
•
•
comprehension checks
class discussion
journal responses
literature circles
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
•
•
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 2
Content Area: Science or Fiction?
Lesson Title: Writing
Timeframe: 4 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Respond to text applying rules for appropriate grammar, usage, and punctuation.
Science
• Write lab reports applying rules for appropriate grammar, usage, and punctuation.
Math
• Write explanations for problem solutions applying rules for appropriate grammar, usage, and
punctuation.
Foreign Language
• Write sentences using correct Spanish phrasing and structure.
Integration of Technology:
• publish writing on an online blog or other venue
Equipment needed:
• media center
• laptops
Goals/Objectives
Students:
• Write a variety of responses
to literature and
informational text.
• Write a science fiction story.
• Follow conventions for
acceptable use when writing.
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Write a research essay about an
astronaut or science fiction author
of choice.
2. Write your own science fiction
story that answers the question,
“What if…?”
Formative Assessment
Tasks
•
•
•
•
journal responses
rough draft of science
fiction story
rough draft of research
report
rough draft of reflective
response
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
Write a research report.
3. Write an essay response to the
essential question: “How do
authors make science fiction
believable?” citing specific details
from texts read in class.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Narrative” p. 154 Glencoe Literature
• “Functional Document” p. 332 Glencoe Literature
• “Response to Literature” p. 448 Glencoe Literature
• “Persuasive Essay” p. 580 Glencoe Literature
• “Research Report” p. 738 Glencoe Literature
• “Expository Essay” p. 874 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 3
Content Area: Science or Fiction?
Lesson Title: Language
Timeframe: 4 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Use social studies vocabulary correctly in context
Science
• Use science vocabulary correctly in context
Math
• Use math vocabulary correctly in context
Foreign Language
• Use Spanish vocabulary correctly in context
Integration of Technology:
• sadlier-oxford.com
Equipment needed:
• Vocabulary Workshop Level B
• Glencoe Writer’s Choice and Handbook for Grammar and Composition
• Glencoe Literature level 2
Goals/Objectives
Students:
• Use vocabulary words
correctly in context.
• Identify techniques authors
use to create vivid
descriptions of places.
Learning Activities/Instructional
Strategies
Lesson Sequence
•
1. Complete units 10 and 11 in
•
Vocabulary Workshop Level B.
•
2. Continue adding words to personal
dictionary of terms learned this year.
Formative Assessment
Tasks
vocabulary pretests
grammar pretests
class discussion
Differentiation
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• Glencoe Writer’s Choice
• Glencoe Handbook for Grammar and Composition
• Vocabulary Workshop Level B
• “Sentence Combining” p. 36 Glencoe Literature
• “Context Clues” p. 70 Glencoe Literature
• “Sentence Fragments” p. 208 Glencoe Literature
• “Word Parts” p. 262 Glencoe Literature
• “Multiple-Meaning Words” p. 368 Glencoe Literature
• “Idioms” p. 509 Glencoe Literature
• “Dictionary Skills” p. 659 Glencoe Literature
• “Word Origins” p. 790 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 4
Content Area: Science or Fiction?
Lesson Title: Media Literacy
Timeframe: 4 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Watch a video depiction of an historical event and compare to a written nonfiction account.
Science
• Watch a video explanation of a scientific theory and evaluate how it helps or hinders
understanding of the topic.
Math
• Watch a video explanation of how to solve a problem or perform an operation and evaluate how it
helps or hinders understanding of the topic.
Foreign Language
• Watch a video in Spanish and evaluate your understanding of the dialogue.
Integration of Technology:
•
readwritethink.org – “Star Wars creator George Lucas was born in 1944”
Equipment needed:
• media center
• media specialist
• electronic databases
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• Present research findings in
a multi-media format.
• Analyze a dramatic
interpretation of a story.
Lesson Sequence
1. Listen to the original 1938 radio
broadcast of War of the Worlds and
discuss how the media chosen to
deliver the story may have
Formative Assessment
Tasks
•
•
•
class discussion
journal responses
student conferences
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
contributed to the reaction of the
public.
2. Create a multimedia presentation
demonstrating how a science fiction
author is able to reach the audience
and make his or her stories
believable.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Media Elements” p.247 Glencoe Literature
• “Propaganda” p. 566 Glencoe Literature
• “Media Ethics” p. 625 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 5
Content Area: Science or Fiction?
Lesson Title: Speaking/Listening
Timeframe: 4 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Present findings from class readings orally to class.
Science
• Present findings from labwork orally to class.
Math
• Present solutions for problems orally to class.
Foreign Language
• Present dialogues orally to class.
Integration of Technology:
• create a podcast of a dramatic reading of a science fiction tale
Equipment needed:
• laptops
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
Lesson Sequence
•
• Discuss the unique nature of 1. Discuss authors’ claims or
•
creations in text of a science fiction
the science fiction genre.
nature – is reasoning sound and is
• Discuss similarities and
evidence relevant and sufficient?
differences between different
genres.
2. Listen to The Planets by Gustav
Holst and discuss which sounds
• Participate in group
make the music for each planet
discussions.
unique. How does the music match
Formative Assessment
Tasks
class discussion
examination of
speaking/listening rubric
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
each planet?
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Narrative Presentation” p. 160 Glencoe Literature
• “Informative Presentation” p. 338 Glencoe Literature
• “Oral Response to Literature” p. 454 Glencoe Literature
• “Persuasive Speech” p. 586 Glencoe Literature
• “Oral Report” p. 746 Glencoe Literature
• “Active Listening and Note-Taking” p. 880 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 6
Content Area: English Language Arts
Unit Title: Literature Reflects Life
Target Course/Grade Level: Grade 7
Unit Summary
In this final six-week unit of seventh grade, students wrap up their yearlong study of the human condition
by examining a variety of genres: fantasy, comedy, satire, tragedy, short stories, and poetry.
Primary interdisciplinary connections:
Social Studies:
• respond to reading with appropriate text-based references to support opinions
• understand and evaluate messages in political cartoons
Science:
• respond to reading with appropriate text-based references to support opinions
Spanish:
•
listen actively
•
speak clearly
Math:
• respond to open-ended questions with appropriate problem-based references to support response or
solutions
21st century themes:
LEARNING AND INNOVATION SKILLS
CREATIVITY AND INNOVATION
CRITICAL THINKING AND PROBLEM SOLVING
COMMUNICATION AND COLLABORATION
INFORMATION, MEDIA, AND TECHNOLOGY SKILLS
INFORMATION LITERACY
LIFE AND CAREER SKILLS
FLEXIBILITY AND ADAPTABILITY
INITIATIVE AND SELF-DIRECTION
SOCIAL AND CROSS-CULTURAL SKILLS
PRODUCTIVITY AND ACCOUNTABILITY
LEADERSHIP AND RESPONSIBILITY
(For more information of the 21st Century Skills and Themes, go to
http://www.21stcenturyskills.org/route21/index.php?
option=com_content&view=article&id=6&Itemid=3 and download the P21 Framework Definitions
Document.)
Unit Rationale
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
This final unit will act as a culminating assessment of all that students have learned through the year. They
will read Animal Farm and analyze it as a satire of the human condition while reading other genres and
reflecting on their portrayal of the human condition.
Learning Targets
Standards
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort
to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help
ensure that all students are college and career ready in literacy no later than the end of high school.
Content Statements
Although students read from various genres, writing and class discussions focus on how literature can help
us make sense of our world. The goal of this unit is for students to apply all the reading, writing, speaking,
and listening strategies and skills they have learned up until this point in the year, and also learn to analyze
how authors develop the point of view of different characters. As with other units, this unit ends with an
open-ended reflective essay response to the essential question.
CPI #
Cumulative Progress Indicator (CPI)
RL.7.6
Analyze how an author develops and contrasts the points of view of different characters or
narrators in a text.
W.7.1
Write arguments to support claims with clear reasons and relevant evidence.
SL.7.3
Delineate a speaker’s argument and specific claims, evaluating the soundness of the
reasoning and the relevance and sufficiency of the evidence.
L.7.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
Unit Essential Questions
•
Is literature always a reflection of life?
Unit Enduring Understandings
•
Literature is a reflection of the authors’
perceptions of life or a perception of what the
authors would like life to be.
Unit Learning Targets
Students will ...
•
Read and discuss a variety of genres—fantasy, comedy, tragedy, short stories, and poems—and
discuss what these types of literature reveal about life.
•
Compare and contrast the settings, characters, plots, themes, and genres across a variety of
literature.
•
Write a variety of responses to literature.
•
Write and recite poetry that uses poetic devices to enhance its meaning.
•
Discuss how comedy and tragedy provide insights into human existence.
•
Conduct research on an aspect of the Russian Revolution and present findings to classmates.
•
Compare novels with their theatrical/film versions.
•
Participate in group discussions.
Evidence of Learning
Summative Assessment
As a culminating activity for the unit, students will conduct research on an aspect of the Russian
Revolution, upon which many say is the basis of an allegory that George Orwell creates in Animal Farm,
and write a paper drawing similarities and differences to the novel by Orwell.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Equipment needed:
• media center
• media specialist
• research materials, both print and electronic
•
Animal Farm by George Orwell
Teacher Resources:
Glencoe Literature: Level 2
http:glencoe.com/ose/
Glencoe Writer's Choice: Level 2
Vocabulary Workshop: Level B
http://www.sadlier-oxford.com/vocabulary/vocabularyworkshop.cfm
http://www.corestandards.org/the-standards/english-language-arts-standards
Formative Assessments
•
•
•
spelling/vocabulary pre-tests
reading benchmark assessments
group discussion
•
•
journal responses
grammar pretests
Lesson Plans
Lesson
Timeframe
Focus Area 1
6 weeks
Reading
Focus Area 2
6 weeks
Writing
Focus Area 3
6 weeks
Language
Focus Area 4
6 weeks
Media Literacy
Focus Area 5
6 weeks
Speaking/Listening
Teacher Notes:
As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block,
none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills
should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each
lesson focus area so that the literacy block is used to deliver information daily in the areas of reading,
writing, language, media literacy, and speaking and listening.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
http://www.corestandards.org/the-standards/english-language-arts-standards
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 1
Content Area: Literature Reflects Life
Lesson Title: Reading
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Read text with purpose, and annotate for understanding
• Use text appropriately as support when answering questions or supporting opinions.
Science
• Read text with purpose, and annotate for understanding
• Use text appropriately as support when answering questions or supporting opinions.
Math
• Read and annotate word problems to aid in understanding in order to solve correctly
• Use text of a word problem appropriately as support when solving or explaining how to solve a
problem.
Foreign Language
• Read text and annotate, or translate, for understanding
• Use text appropriately as support when answering questions or supporting opinions.
Integration of Technology:
• readwritethink.org – “You Know the Movie Is Coming—Now What?”
• readwritethink.org – “Doodle Splash: Using Graphics to Discuss Literature”
Equipment needed:
• Animal Farm student editions
• Glencoe Literature
Goals/Objectives
Students:
Learning Activities/Instructional
Strategies
Lesson Sequence
Formative Assessment
Tasks
•
comprehension checks
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
•
Read and discuss a variety of
genres and identify what
each reveals about life.
Compare and contrast the
settings, characters, plots,
themes, and genres across a
variety of literature.
Compare a novel with its
theatrical or film version.
1. Identify genres of stories read and
•
generalize about traits each share.
•
2. Compare and contrast settings,
•
characters, plots, and themes of the
various novels read.
3. Discuss characters’ searches in
literature read; how true to life are
they?
4. Discuss how literature portrays
beauty and why it is such a valued
trait in our society.
5. Identify what makes characters
unique in literature and what makes
them seem real or authentic.
6. Read satire and identify the insight
it provides into human character or
existence.
class discussion
journal responses
literature circles
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
•
•
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 2
Content Area: Literature Reflects Life
Lesson Title: Writing
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Respond to text applying rules for appropriate grammar, usage, and punctuation.
Science
• Write lab reports applying rules for appropriate grammar, usage, and punctuation.
Math
• Write explanations for problem solutions applying rules for appropriate grammar, usage, and
punctuation.
Foreign Language
• Write sentences using correct Spanish phrasing and structure.
Integration of Technology:
• publish writing to a class wiki or blog
Equipment needed:
• laptops
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• Write a variety of responses
to literature.
• Write poetry that uses poetic
devices to enhance its
meaning.
Lesson Sequence
1. Write an analysis of three human
traits as depicted in the novels and
stories read and make a case for
why those three are the most
important traits humans posses.
2. Write an analysis of a satire and
identify the truths about human
Formative Assessment
Tasks
•
•
•
•
•
journal responses
rough draft of analysis
of human traits
rough draft of analysis
of satire
rough draft of analysis
of humorous stories
rough draft of poem
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
nature that exist in the novel.
3. Write an analysis of humorous
stories: “Are all comedies funny, or
do they have dramatic elements as
well?”
4. Write a poem about one of the
characters from one of the
readings.
5. Write a research-based essay about
the Russian Revolution.
6. Write a response to the essential
question: “Is literature always a
reflection of life?”
•
•
rough draft of research
paper
rough draft of reflective
response
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Narrative” p. 154 Glencoe Literature
• “Functional Document” p. 332 Glencoe Literature
• “Response to Literature” p. 448 Glencoe Literature
• “Persuasive Essay” p. 580 Glencoe Literature
• “Research Report” p. 738 Glencoe Literature
• “Expository Essay” p. 874 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 3
Content Area: Literature Reflects Life
Lesson Title: Language
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Use social studies vocabulary correctly in context
Science
• Use science vocabulary correctly in context
Math
• Use math vocabulary correctly in context
Foreign Language
• Use Spanish vocabulary correctly in context
Integration of Technology:
• sadlier-oxford.com
Equipment needed:
• Vocabulary Workshop Level B
• Glencoe Writer’s Choice and Handbook for Grammar and Composition
• Glencoe Literature level 2
Goals/Objectives
Students:
• Use vocabulary correctly in
context.
• Identify techniques writers
use when telling stories.
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Complete unit 12, review unit 1012, and unit 13 in Vocabulary
Workshop Level B.
2. Continue to add to personal
dictionary of terms learned in this
unit.
Formative Assessment
Tasks
•
•
•
vocabulary pretests
grammar pretests
class discussion
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
3. Analyze language choice in Animal
Farm.
4. Choose specific language to convey
character traits.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• Glencoe Writer’s Choice
• Glencoe Handbook for Grammar and Composition
• Vocabulary Workshop Level B
• “Sentence Combining” p. 36 Glencoe Literature
• “Context Clues” p. 70 Glencoe Literature
• “Sentence Fragments” p. 208 Glencoe Literature
• “Word Parts” p. 262 Glencoe Literature
• “Multiple-Meaning Words” p. 368 Glencoe Literature
• “Idioms” p. 509 Glencoe Literature
• “Dictionary Skills” p. 659 Glencoe Literature
• “Word Origins” p. 790 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 4
Content Area: Literature Reflects Life
Lesson Title: Media Literacy
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Watch a video depiction of an historical event and compare to a written nonfiction account.
Science
• Watch a video explanation of a scientific theory and evaluate how it helps or hinders
understanding of the topic.
Math
• Watch a video explanation of how to solve a problem or perform an operation and evaluate how it
helps or hinders understanding of the topic.
Foreign Language
• Watch a video in Spanish and evaluate your understanding of the dialogue.
Integration of Technology:
• readwritethink.org – “You Know the Movie Is Coming—Now What?”
• readwritethink.org – “Thoughtful Threads: Sparking Rich Online Discussions”
• readwritethink.org – “Doodle Splash: Using Graphics to Discuss Literature”
Equipment needed:
• media center
• media specialist
• electronic databases
Goals/Objectives
Students:
• Compare novels with
their theatrical/film
Learning Activities/Instructional Strategies
Lesson Sequence
•
1. Compare and contrast a written story with •
Formative Assessment
Tasks
class discussion
journal responses
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
version.
its filmed/theatrical version.
2. Examine the tools used to produce video,
film, or theater to its staged version.
•
student conferences
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Media Elements” p.247 Glencoe Literature
• “Propaganda” p. 566 Glencoe Literature
• “Media Ethics” p. 625 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 5
Content Area: Literature Reflects Life
Lesson Title: Speaking/Listening
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Present findings from class readings orally to class.
Science
• Present findings from labwork orally to class.
Math
• Present solutions for problems orally to class.
Foreign Language
• Present dialogues orally to class.
Integration of Technology:
• create a podcast for presentaions
Equipment needed:
• laptops
Goals/Objectives
Students:
• Follow conventions for
correct usage when
speaking.
• Participate in group
discussions.
• Present a dramatic
interpretation.
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Present an original poem to the
class.
2. Discuss humorous stories, such as
Charles, and identify how they use
humor to provide insights into
human existence.
Formative Assessment
Tasks
•
•
class discussion
examination of
speaking/listening rubric
Differentiation
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Narrative Presentation” p. 160 Glencoe Literature
• “Informative Presentation” p. 338 Glencoe Literature
• “Oral Response to Literature” p. 454 Glencoe Literature
• “Persuasive Speech” p. 586 Glencoe Literature
• “Oral Report” p. 746 Glencoe Literature
• “Active Listening and Note-Taking” p. 880 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
LIST OF TERMS FOR EACH UNIT
UNIT 1
• character development
• dialogue
• monologue
• plot
• protagonist
• historical setting
UNIT 2
• biography
• external conflict
• internal conflict
• diction
• graphical autobiography
• photobiography
• tone
• imagery
UNIT 3
• dialogue
• diction
• documentary
• point of view (in narration)
• screenplay
UNIT 4
• abridged versions
• anthropomorphism
• flashback
• foreshadowing
• idiom
• figure of speech
UNIT 5
• fantasy
• science fiction
• setting
• theme
UNIT 6
• comedy
• fantasy
• hyperbole
• verbal irony
• situational irony
• dramatic irony
• oxymoron
• parody
• plot
• tragedy
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
LESSON REFLECTION
Reflect on the lesson you have developed and rate the degree to which the lesson Strongly,
Moderately or Weakly meets the criteria below.
Lesson Activities:
Strongly Moderately Weakly
Are challenging and require higher order thinking and
problem solving skills
Allow for student choice
Provide scaffolding for acquiring targeted knowledge/skills
Integrate global perspectives
Integrate 21st century skills
Provide opportunities for interdisciplinary connection and
transfer of knowledge and skills
Foster student use of technology as a tool to develop
critical thinking, creativity and innovation skills
Are varied to address different student learning styles and
preferences
Are differentiated based on student needs
Are student-centered with teacher acting as a facilitator and
co-learner during the teaching and learning process
Provide means for students to demonstrate knowledge and
skills and progress in meeting learning goals and objectives
Provide opportunities for student reflection and selfassessment
Provide data to inform and adjust instruction to better meet
the varying needs of learners
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
based on The Common Core Curriculum Mapping Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.