Edgewood ISD – 7th Grade English Language Arts & Reading
Genre Study:
Short Story, Poetry, and Personal Narrative Writing
Time Frame:
3 weeks
Dates:
September 15 – October 3
Comprehensive Seventh Grade Unit Plan:
7-2
Essential Questions
1. What is a literary theme?
2. How do works of literature reflect multiple themes?
3. How does a reader identify multiple themes in a work of literature?
4. What are the storytelling conventions common to myths and epic tales?
5. What is an extended simile? A quest? A hero’s task? A circle story?
6. How do place and time influence the theme or message of a literary work?
7. What is the connection between graphical elements and the meaning of a poem?
8. How does the setting of a literary work influence plot development?
9. What is the connection between plot development and the internal/external responses of characters, including their motivations and conflicts?
10.
11.
12.
13.
What are the various forms of point of view?
How does a reader determine the point of view from which a story is being told?
How does the point of view from which a story is told influence the story?
What are the similarities/differences amongst first-person, third-person-omniscient, and third-person limited points of view?
14. How does a reader determine figurative meaning as opposed to literal meaning?
15. How do authors use language to create imagery, appeal to the senses, and suggest mood?
16.
17.
18.
19.
20.
What is an explicit media message versus an implicit media message?
How are explicit and implicit media messages identified?
How are explicit and implicit media messages interpreted?
How do media messages influence and inform audiences?
Are media messages always effective? Always ethical? Why?
21. How do writers communicate effectively when writing an imaginative story?
22. How do writers communicate effectively when writing a poem?
23. How do writers communicate effectively when writing a personal narrative?
1
Curriculum and Instruction
Edgewood Service Center at Emma Frey
900 S. San Eduardo, San Antonio, TX 78237
Edgewood ISD – 7th Grade English Language Arts & Reading
Readiness Standard
Student Expectations - TEKS
Supporting Standard
Skills
Concepts
7.1 Reading/Fluency (Spiraled)
A. Adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.
* Fluency – the ability to read text at an appropriate rate, and with accuracy, expression, and appropriate phrasing
Analyzing
Interpreting
Fluency
Prosody
7.2 Reading/Vocabulary Development (Spiraled)
A. Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes.
B. Use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words.
* Context – the words, sentences, or passages that precede or follow a specific word, sentence, or passage
C. Complete analogies that describe part to whole or whole to part.
D. Identify the meaning of foreign words commonly used in written English with emphasis on Latin and Greek words (e.g., habeus corpus, e
pluribus unum, bona fide, nemesis).
E. Use a dictionary, a glossary, or a thesaurus to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of
speech of words.
7.3 Reading/Comprehension of Literary Text/Theme and Genre (Spiraled)
A. Describe multiple themes in a work of fiction.
* Theme – the central or universal idea of a piece of fiction or the main idea of a nonfiction essay. Themes are ideas or concepts that relate
to morals and values and speak to the human experience
* Implicit theme – refers to the author's ability to construct a piece in such a way that through inference the reader understands the theme
NOTE: Some literature has more than one theme, while most shorter pieces have just one theme.
B. Describe conventions in myths and epic tales (e.g., extended simile, the quest, the hero's tasks, circle stories).
* Myth – a body of traditional or sacred stories to explain a belief or a natural happening
* Epic tale – a long narrative story dealing with supernatural beings or heroes
C. Analyze how place and time influence the theme or message of a literary work.
* Setting- the time and place in which a narrative occurs. Elements of setting may include the physical, psychological, cultural, or historical
background against which the story takes place.
7.4 Reading/Comprehension of Literary Text/Poetry (NEW)
A. Analyze the importance of graphical elements (e.g., capital letters, line length, word position) and the meaning of a poem.
Graphical element – capital letters, line length, and word position (also called the “shape” of the poem)
Analyzing
Comparing
Synthesizing
Evaluating
Vocabulary
Context
Meaning
Analogy
Analyzing
Comparing
Inferring
Synthesizing
Genre
Theme
Short story
Inference
Implicit
Stylistic elements
Theme
Topic
Myth
Epic tale
Setting
Storytelling conventions
Graphical element
Poem/Poetry
Poetic line
Poetic shape
Plot
Conflict
Internal response
External response
Point of view
1st person
3rd person omniscient
3rd person limited
7.6 Reading/Comprehension of Literary Text/Sensory Language (Spiraled)
A. Explain the influence of the setting on plot development.
Examples of the influence of the setting: sets the mood; creates problems and/or solutions for the character
B. Analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts.
* Internal responses of a character – a response demonstrated through inner thoughts and feelings
* External responses of a character – a response demonstrated by the character through speech or action
* Conflict – in literature, the opposition of persons or forces that brings about dramatic action central to the plot of a story. Conflict may be
internal, as a psychological conflict within a character, or external (e.g., man versus man, man versus nature, or man versus society).
C. Analyze different forms of point of view, including first-person, third-person-omniscient, and third-person limited.
* Including, but not limited to:
* Steps in analysis – identify point of view; determine the advantage or disadvantage of the particular point of view
Analyzing
Inferring
Synthesizing
Evaluating
Analyzing
Comparing
Synthesizing
Evaluating
Depth of
Knowledge
Skill/Concept
Strategic thinking
Extended thinking
Skill/Concept
Strategic thinking
Extended thinking
Skill/Concept
Strategic thinking
Extended thinking
Skill/Concept
Strategic thinking
Extended thinking
Skill/Concept
Strategic thinking
Extended thinking
2
Curriculum and Instruction
Edgewood Service Center at Emma Frey
900 S. San Eduardo, San Antonio, TX 78237
Edgewood ISD – 7th Grade English Language Arts & Reading
7.8 Reading/Comprehension of Literary Text/Sensory Language (Spiraled)
A. Determine the figurative meaning of phrases and analyze how an author's use of language creates imagery, appeals to the senses, and suggests
mood.
* Including, but not limited to:
* Steps in analysis – identify the figurative meaning of phrases; identify the sense(s) the language appeals to and its/their role in imagery;
identify the words or phrases that contribute to the overall mood; explain how the literary language appeals to the senses and the mood.
* Mood – the atmosphere or feeling created by the writer in a literary work or passage. Mood can be expressed through imagery, word
choice, setting, voice, and theme. (For example, the mood evoked in Edgar Allen Poe's work is gloomy and dark.)
7.13 Reading/Media Literacy (New)
A. Interpret both explicit and implicit messages in various forms of media.
* Explicit message – specific, clear, detailed (leaves little room for interpretation)
* Implicit message – uses visuals, body language, etc., to communicate meaning (The meaning must be inferred.)
C. Evaluate various ways media influences and informs audiences.
* Including, but not limited to, determining the purpose; identifying the techniques used; identifying the intended audience; determining if
the media informs and/or influences the audience; and explaining the effectiveness
7.14 Writing/Writing Process (Spiraled)
A. Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through
a range of strategies, and developing a thesis or controlling idea.
* Determine appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews, etc.);
select a focused topic; determine the purpose or intended meaning of the topic; determine an appropriate audience; select an appropriate
genre for the purpose and audience; generate and categorize ideas and details about the selected topic (e.g., webbing, graphic organizer,
listing, etc.).
B. Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, etc.) and building on ideas to create a focused,
organized, and coherent piece of writing.
* Construct a draft using a selected organizational strategy according to the genre and purpose; include and build upon ideas and details
that are strongly related and contribute to the thesis or controlling idea of the piece; develop a coherent draft that is focused, organized, and
well controlled with meaningful transitions and connections; choose words that are purposeful and precise and support the overall meaning
(or purpose) of the piece.
C. Revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting,
combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been
addressed.
* Including, but not limited to: ensure precise word choice and vivid images; maintain consistent point of view; used varied sentences,
simple, compound, and complex, that are purposeful and well controlled to enhance the effectiveness of the piece; check internal (within the
paragraph) and external (within the complete piece) coherence; improve transitions and sentence-to-sentence connections to enhance the
flow of the piece
* Coherent – logically ordered, with consistent relations of parts to the whole
* Word choice – the author's thoughtful use of precise vocabulary to fully convey meaning to the reader
D. Edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric.
E. Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audience.
7.15 Writing/Literary Texts (Spiraled/New)
A. Write an imaginative story that sustains reader interest; includes well-paced action and an engaging story line; crates a specific, believable
setting through the use of sensory details; develops interesting characters; and uses a range of literary strategies and devices to enhance the style
and tone.
Note: Imaginative stories can be based on real people, events, and ideas.
B. Write a poem using poetic techniques (e.g., rhyme scheme, meter); figurative language (e.g., personification, idioms, hyperbole); and graphic
elements (e.g., word position).
Note: When considering poetry, there is no need to consider the forms as exclusive of each other. Writers continually push established
forms to the limits and continue to develop new ones. However, for novices, the narrative poem and the lyric poem are comfortable starting
places. Narrative poems tell a story; lyric poems deal with emotions; and both sometimes contain dialect.
Analyzing
Synthesizing
Evaluating
Imagery
Mood
Atmosphere
Skill/Concept
Strategic thinking
Extended thinking
Analyzing
Synthesizing
Evaluating
Interpreting
Media forms
Explicit message
Implicit message
Media influence
Inform
Skill/Concept
Strategic thinking
Extended thinking
Planning
Writing
Analyzing
Developing
Organizing
Synthesizing
Revising
Editing
Writing process
Plan
Develop
Revise
Edit
Writing mode
Personal narrative
Organizational structure
Sentence types
Coherent/Coherence
Skill/Concept
Strategic thinking
Extended thinking
Planning
Writing
Analyzing
Developing
Organizing
Synthesizing
Revising
Editing
Writing process
Imaginative story
Poem/Poetry
Rhyme
Meter
Personification
Idiom
Hyperbole
Graphic element
Skill/Concept
Strategic thinking
Extended thinking
3
Curriculum and Instruction
Edgewood Service Center at Emma Frey
900 S. San Eduardo, San Antonio, TX 78237
Edgewood ISD – 7th Grade English Language Arts & Reading
7.16 Writing/Literary Texts (Spiraled)
A. Write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences.
* Personal narrative – an expressive literary piece written in first person that centers on a particular event in the author's life and may
contain vivid description as well as personal commentary and observations
Including, but not limited to: focus on a realistic personal experience; use an organizational structure that is appropriate to the purpose
(e.g., sequential, cause/effect, problem/solution, logical order, etc.); use literary devices that contribute to the overall meaning; convey the
experience and communicate its importance or meaning; communicate changes and/or insights that developed as a result of the experience;
provide details that are vivid and expressive and contribute to understanding the personal experience
Figure 19 - Reading Comprehension Skills (Spiraled)
A. Establish purposes for reading selected texts based upon own or others' desired outcome to enhance comprehension.
B. Ask literal, interpretive, evaluative, and universal questions of the text.
* Literal question – knowledge level, fact-based question (e.g., who, what, when, where, why, and how questions), questions asked for
clarification
* Interpretive question – may have more than one answer and requires that the answer(s) be supported with evidence from the text (e.g.,
What does this mean?)
* Evaluative question – asks for an opinion, a belief, or a point of view. Responses may represent different perspectives and should be
supported with evidence from the text (e.g., Do you agree or disagree?)
C. Reflect on understanding to monitor comprehension.
* Including, but not limited to: summarize and synthesize; make connections (textual, personal, and world)
D. Make complex inferences about text and use textual evidence to support understanding.
* Complex inferences go beyond the explicit text. A complex inference can be a subtle inference.
* Subtle inference – an inference in which the bits of information are not obviously connected
* Textual evidence – specific details or facts found in the text that support what is inferred
[Fiction & Expository = Readiness/Literary Non-fiction & Poetry = Supporting]
* Inference – a logical guess made by connecting bits of information
* Drawing conclusions – a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge
from the information, and comes to a decision. The conclusion is generally based on more than one piece of information.
E. Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts.
[Fiction & Expository = Readiness/Literary Non-fiction & Poetry = Supporting]
* Summary includes, but is not limited to: brief, coherent sentences that communicate the key information in logical order; main ideas from
beginning, middle, and end
F. Make connections between and across texts, including other media (e.g., film, play) and provide textual evidence.
* Including, but not limited to: own experiences – things done or seen; ideas in other text – concepts that connect texts; larger community –
a group of people who have the same interest or live in the same area; thematic link – a logical connection made between or among texts that
share similar themes
Planning
Writing
Analyzing
Developing
Organizing
Synthesizing
Revising
Editing
Inferring
Summarizing
Paraphrasing
Synthesizing
Defined focus
Personal Narrative
Vivid details
Expressive details
Literal question
Interpretive question
Evaluative question
Universal question
Background knowledge
Sensory image
Reread
Generate
Infer
Textual evidence
Summary/Summarize
Paraphrase
Synthesis/Synthesize
Complex inference
Subtle inference
Skill/Concept
Strategic thinking
Extended thinking
Skill/Concept
Strategic thinking
Extended thinking
4
Curriculum and Instruction
Edgewood Service Center at Emma Frey
900 S. San Eduardo, San Antonio, TX 78237
Edgewood ISD – 7th Grade English Language Arts & Reading
7.19 Oral and Written Conventions/Conventions (Spiraled)
A. Identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking:
* Verbs (perfect and progressive tenses) and participles;
* Perfect tense – verb form that indicates an act that has been completed. In the present perfect tense, the auxiliary verb has or have is used.
* Progressive tense – verb form that indicates an action is ongoing(e.g., is talking; has been talking).
* Participle – verb form incorporating the use of –ed; or –ing.
* Conjunctive adverbs (e.g., consequently, furthermore, indeed);
* Conjunctive adverb – an adverb that introduces or connects independent clauses and that shows cause and effect, comparison, contrast, or
some other relationship between clauses (e.g., however, nonetheless, therefore).
* Prepositions and prepositional phrases and their influence on subject-verb agreement;
* Preposition – a word that relates its object to another word in the sentence (e.g., at in the phrase at school).
* Prepositional phrase – a phrase that begins with a preposition and is followed by an object (e.g., on the road).
* Relative pronouns (e.g., whose, that, which);
* Relative pronoun – a pronoun that refers to an antecedent (e.g., whom in the man to whom you were talking. Relative pronouns link a
dependent clause to a main clause in a sentence.
* Subordinating conjunctions (e.g., because, since);
* Subordinating conjunction – introduces a dependent clause and connects it to an independent clause (e.g., because, when, unless).
* Independent clause – a group of words containing a subject and a verb that can stand alone as a complete sentence; also called a main
clause.
* Dependent clause – a group of words with a subject and a verb that modifies a main or independent clause to which it is joined (e.g., until
you leave in I will wait until you leave).
* Transitions for sentence to sentence or paragraph to paragraph coherence;
* Transitional word/phrase – words or phrases that help to sustain a thought or idea through the writing. They link sentences and
paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas.
* Coherent – logically ordered, with consistent relations of parts to the whole (e.g., a coherent essay).
* Appositive phrases;
* Appositive phrase – a phrase that appears directly after a noun or pronoun to describe or rename the noun or pronoun (e.g., Mr. Jones, the
Nobel prize winner, is teaching the class.)
* Adverbial and adjectival phrases and clausses;
* Phrase – a sentence fragment that does not include a subject and a verb
* Clause – a sentence fragment that contains a subject and a verb
* Adjectival phrase – a prepositional or participle phrase that acts like an adjective and modifies a noun or a pronoun (e.g., The dog,
showing off, is mine.)
* Adjectival clause – a group of words with a subject and a verb that acts as an adjective by describing a noun or pronoun (e.g., The young
man who is sitting near the door is my son.)
* Adverbial phrase – a prepositional phrase that modifies a verb, adjective, or another adverb (e.g., The tennis courts stay open late into the
evening.)
* Adverbial clause – a group of words with a subject and a verb that acts as an adverb by modifying a verb, adjective, or another adverg (e.g.,
I will go home when the party is over.)
B. Write complex sentences and differentiate between main versus subordinate clauses.
* Complex sentence – a sentence with an independent clause and at least one dependent clause (e.g., I cleaned the room when the guests
left.)
C. Use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified
antecedents, parallel structures, and consistent tenses.
* Including, but not limited to: simple sentences; compound sentences; complex sentences; sentences that do not shift in tense, number, or
person; include modifiers, antecedents, and parallel structures
Comprehending
Analyzing
Comparing
Inferring
Synthesizing
Parts of speech
Irregular verb
Active voice
Passive voice
Non-count nouns
Predicate adjective
Comparative adjective
Superlative adjective
Conjunctive adverb
Preposition
Prepositional
phrase
Indefinite pronoun
Subordinating conjunction
Independent clause
Dependent clause
Transitional word/phrase
Coherent
Simple sentence
Compound sentence
Run-on sentence
Fragment
Skill/Concept
Strategic thinking
Extended thinking
5
Curriculum and Instruction
Edgewood Service Center at Emma Frey
900 S. San Eduardo, San Antonio, TX 78237
Edgewood ISD – 7th Grade English Language Arts & Reading
7.20 Oral and Written Conventions/Conventions (Spiraled)
A. Use capitalization for abbreviations, initials and acronyms, and organizations.
* Including, but not limited to: applying previously learned standards for capitalization
B. Recognize and use punctuation marks, including commas after introductory words, phrases, and clauses; semicolons, colons, and hyphens).
* Including, but not limited to: commas after introductory words, phrases, and clauses
7.21 Oral and Written Conventions/Spelling
A. Spell correctly, including using various resources to determine and check correct spellings
Knowing
Comprehending
Analyzing
Evaluating
Analyzing
Evaluating
Applying
Abbreviation
Acronym
Organization
Punctuation
Quotations
Omissions
Interruptions
Mechanics
Correct spelling
Confused terms
Skill/Concept
Strategic thinking
Extended thinking
Skill/Concept
Strategic thinking
Extended thinking
6
Curriculum and Instruction
Edgewood Service Center at Emma Frey
900 S. San Eduardo, San Antonio, TX 78237
Edgewood ISD – 7th Grade English Language Arts & Reading
Academic Vocabulary
Fluency
Context
Theme
Implicit theme
Myth
Epic tale
Setting
Internal response
External response
Conflict
Mood
Explicit message
Implicit message
Coherent
Word choice
Literal question
Interpretive question
Evaluative question
Inference
Complex inference
Subtle inference
Text/textual evidence
Drawing conclusions
Ambiguous
Clarify
Connections
Prediction
Draw conclusion
Implicit
Theme
Implicit theme
Topic
Distinguish
Prediction
Connection
Literary text
Compare and contrast
Historical
Cultural
Setting
Literary work
Figurative language
Literary device
Writing mode
Personal Narrative
Genre
Short story
Thesis/controlling idea
Literal
Interpretive
Instructional Resources
Traditional
Classical
Dialect
Conversational voice
Character
Narrator
Point of view
First-person point of view
Third-person point of view
Evaluative
Universal
Summary
Mechanics
Short answer response
Plot elements
Plot development
Persuasive technique
Poetic structure
Poetic form
Author’s Chair
Think-Aloud
Rhyme
Meter
Personification
Idiom
Hyperbole
* Sheltered Instruction
- Refer to 7 Steps to a Language-Rich Interactive Classroom (Seidlitz & Perryman)
* Vocabulary Instruction
- Refer to Maria Elena Arguelles – Vocabulary Instruction and Language Development for ALL
http://www.dpi.state.nd.us/title1/08fallconfhandouts/vocab.pdf
* Reading Instruction
- TCMPC Vertical Alignment Document Grade 7-8
- STAAR Field Guide – English Language Arts Reading Grade 7
- Comprehension Toolkit Strategies for ALL genres
- Strategies that Work (Harvey & Goudvis)
- Refer to Strategies to Help Readers Make Meaning through Inferences
www.thinkfinity.org/servlet/...1.../Making%20Inferences.pdf
- Refer to dialectical journal link:
https://www.ocps.net/lc/west/msr/students/Documents/Dialectical%20Journal%20Assignment%20(2).pdf
* Short Story
- Texts and Lessons for Teaching Literature with 75 Fresh Mentor Texts (Daniels & Steineke)
- Mentor Authors Mentor Text (Fletcher)
- Literature Grade 7
- Teacher choice – INCLUDE RECOMMENDED TITLES AND SOURCE
* Personal Narrative (mentor text)
- Literature Grade 7
- STAAR released materials- Personal Narrative
- Teacher choice – INCLUDE RECOMMENDED TITLES AND SOURCE
* Poetry
- Reading Poetry in the Middle School Grades (Jeneczko)
- A Poem a Day: Naming the World (Atwell)
- Refer to the Academy of American Poets at: http://www.poets.org/poetsorg/tips-teaching-poetry
- Refer to: http://www.poetryoutloud.org/teaching-resources/
- Refer to dialectical journal link:
https://www.ocps.net/lc/west/msr/students/Documents/Dialectical%20Journal%20Assignment%20(2).pdf
* Writing Instruction
- Acts of Teaching: How to Teach Writing (Carroll & Wilson) - Abydos
- TCMPC Vertical Alignment Document Grade 7 – 8
- STAAR Field Guide – English Language Arts Writing Grade 7
- Literature Grade 7
- Write Source
7
Curriculum and Instruction
Edgewood Service Center at Emma Frey
900 S. San Eduardo, San Antonio, TX 78237
Edgewood ISD – 7th Grade English Language Arts & Reading
ELL Accommodations
Listening
Speaking
Reading
Writing
To be completed by Bilingual/ESL Dept.
High Impact Instructional Strategies
Tier 1 – Classroom Instruction for All Students
Classroom Constants
* Set high expectations.
* Frame the lesson.
* Work in the power zone.
* Present new material in small steps.
* Provide explicit instruction.
* Model processes being taught.
* Guide student practice.
* Check for understanding.
* Require and monitor independent practice.
* Ask a large number of pre-planned questions,
keeping literal questions at a minimum.
* Teacher think-aloud
* Student think-aloud
* Teacher modeling
* Gradual Release Model – I do/We do/You do
* Question stems
* ELA journal
* Closing question
* Ticket-out-the-Door
Reading and Writing
* Teacher think-aloud
* Teacher modeling
* Annotation strategies per "footprints of
thinking"(Comprehension Toolkit) when
reading ANY text, including visual text
* Question stems
* Turn and Talk
* Whole group discussion
* Closing question
* Ticket-out-the-Door
* Anchor charts
* Dialectical journals
* Shaping conference
* Status of the class
* Reward risk-takers
* Author’s Chair
* Choral reading (poetry)
Sheltered Instruction
* Teach students what to say when they don't
know what to say.
* Have students speak in complete sentences
* Randomize and rotate when calling on
students.
* Use total response signals.
* Use visuals and vocabulary strategies that
support your objectives.
* Have students participate in structured
conversations
* Have students participate in structured
reading and writing activities.
8
Curriculum and Instruction
Edgewood Service Center at Emma Frey
900 S. San Eduardo, San Antonio, TX 78237
Edgewood ISD – 7th Grade English Language Arts & Reading
High Impact Instructional Strategies
Tier 2 – Additional Instruction for Small Groups
* Regularly monitor students' progress.
* Identify students' needs through formative
assessment
* Plan instruction intentionally in terms of what
students need.
* Provide systematic, sequential instruction that
moves from simple to complex.
* Provide frameworks/graphic organizers and
sentence stems.
* Provide ample opportunities to practice skills and
strategies in reading and writing text.
* Provide assisted reading practice.
*
*
*
*
*
*
*
*
*
Provide visual supports.
Analyze tasks.
Set goals.
Provide time management coaching.
Create performance contracts.
Create a Homework Club.
Provide coaching in organization and study skills.
Establish routines.
Create a Reflection Center.
Tier 3 – Additional Instruction for Small Groups
To be completed by Special Education Department
Special Education Accommodations
To be completed by Special Education Department
GT/Depth and Complexity Component
Depth – Details: Focus on deep meaningful and extended discussion.
Ask students to consider multiple poems and to analyze and explain the details of how those poems are written.
9
Curriculum and Instruction
Edgewood Service Center at Emma Frey
900 S. San Eduardo, San Antonio, TX 78237
Edgewood ISD – 7th Grade English Language Arts & Reading
Key Concepts/Ideas to Teach – Week 1
Reading
Academic Vocabulary:
* Reference page 7 of unit
* Select additional vocabulary based on specific reading selections
Word Study
1. Root words
2. Affixes
3. Prefixes
4. Suffixes
5. Explain the meaning of foreign words and phrases commonly used in English (e.g., habeus corpus, e
pluribus unum, bona fide, nemesis).
Key Concepts/Ideas to Teach - Short Stories, Poetry, Personal Narratives, and Media Messages
1. Students read short fiction, poetry, personal narratives, and media messages to determine multiple themes,
using text evidence to support their interpretations.
Writing
Writing in Response to Reading
1. Students take notes and create journal entries that address multiple themes in short fiction, poetry, personal
narratives, and media messages, using text evidence to support their ideas.
2. Students write short answer written responses to interpretive questions, using text evidence to support their
responses.
3. Students write summaries of grade level appropriate works of short fiction.
4. Students engage in the writing process as they generate ideas and eventually compose an imaginative story
that sustains reader interest; includes well-paced action and an engaging story line; creates a specific,
believable setting through the use of sensory details; develops interesting characters; and uses a range of
literary strategies and devices to enhance the style and tone.
5. Students engage in the writing process as they generate ideas and eventually compose a poem, using poetic
techniques (e.g., rhyme scheme, meter); figurative language (e.g., personification, idioms, hyperbole); and
graphic elements (e.g., word position).
2. Students read short fiction, myths, and epic tales to determine common storytelling conventions. Students
use text evidence to support their conclusions.
3. Students analyze short fiction, myths, and epic tales to identify extended similes;; the quest;; the hero’s task;;
and circle stories. Students use text evidence to support their conclusions.
4. Students read short fiction, poetry, personal narratives, and media messages to analyze and explain how
place and time influence the theme or message of a literary work? Students use text evidence to support their
conclusions.
5. Students read poetry to analyze and explain the connection between graphical elements and meaning, using
text evidence to support their conclusions.
6. Students read short fiction and personal narratives to analyze and explain how the setting of a literary work
influences plot development. Students use text evidence to support their analyses.
7. Students read short fiction and personal narratives to analyze and explain the connection between plot
development and the internal/external responses of characters, including their motivations and conflicts.
Students use text evidence to support their interpretations.
6. Students engage in the writing process as they generate ideas and eventually compose a personal narrative
that has a clearly defined focus and communicates the importance of or reasons for actions and/or
consequences.
Approaches to Writing Instruction
Prewriting and Drafting – Stories, Poems, and Essays:
1. Students who get their meaning down first and then work it into an appropriate form/genre use critical
thinking skills. What do I want to say? What form will I use to say it? A poem? A personal narrative?
2. When raising awareness of form/genre, begin with the ones students know. Then move them into areas that
are new. Together create an anchor chart of favorite genres and specific titles within those genres.
3. Model writing in different genres.
8. Students read short fiction to identify and explain the various forms of point of view. Students use text
evidence to support their conclusions.
9. Students read short fiction to analyze and explain how the point of view from which a story is told influences
the story. Students use text evidence to support their analyses.
10
Curriculum and Instruction
Edgewood Service Center at Emma Frey
900 S. San Eduardo, San Antonio, TX 78237
Edgewood ISD – 7th Grade English Language Arts & Reading
Key Concepts/Ideas to Teach – Week 1
Reading
Writing
10. Students read short fiction to analyze and explain the similarities/differences amongst first-person, thirdperson-omniscient, and third-person limited points of view. Students use text evidence to support their
analyses.
Developing Drafts – Poems
11. Students read short fiction, poetry, personal narratives, and media messages to determine the figurative
meaning as opposed to literal meaning, using text evidence to support their interpretations.
2. Narrative poems tell stories in brief. The three-words-to-a-line poem provides an inroad for students to
discover how significant line breaks can be in terms of emphasizing meaning and establishing rhythm.
12. Students read short fiction, poetry, personal narratives, and media messages to analyze and explain how
language is used to create imagery, appeal to the senses, and suggest mood. Students use text evidence to
support their analyses.
Conventions
13. Students read media messages to identify explicit media messages versus implicit media messages.
Students use evidence to support their conclusions.
Phrases versus clauses
1. Songs hook students into lyric poems.
Transitional words/phrases (e.g., sentence-to-sentence; paragraph-to-paragraph)
Kinds of phrases (e.g., adjectival; adverbial; appositive)
14. Students read media messages to analyze and interpret explicit and implicit media messages. Students use
evidence to support their conclusions.
Kinds of clauses (e.g., adjectival; adverbial)
15. Students read media messages to analyze and evaluate their influence on the intended audience. Students
use evidence to support their conclusions.
16. Students read media messages to evaluate whether they are effective and/or ethical. Students use
evidence to support their conclusions.
17. Students use a variety of means to ask and respond to literal, interpretive, and evaluative questions to
make connections: text-to-text, text-to-self, and text-to-world (e.g., Socratic seminars, literature circles, whole
group/small group discussions, etc., as the teacher chooses).
18. Based on text-to-self and/or text-to-the-world connections, students engage in the writing process as they
generate ideas and eventually compose an imaginative story that sustains reader interest; includes well-paced
action and an engaging story line; creates a specific, believable setting through the use of sensory details;
develops interesting characters; and uses a range of literary strategies and devices to enhance the style and
tone.
19. Based on text-to-self and text-to-the-world connections, students engage in the writing process as they
generate ideas and eventually compose a poem, using poetic techniques (e.g., rhyme scheme, meter);
figurative language (e.g., personification, idioms, hyperbole); and graphic elements (e.g., word position).
20. Based on text-to-self and text-to-the-world connections, students engage in the writing process as they
generate ideas and eventually compose a personal narrative that has a clearly defined focus and communicates
the importance of or reasons for actions and/or consequences.
11
Curriculum and Instruction
Edgewood Service Center at Emma Frey
900 S. San Eduardo, San Antonio, TX 78237
Edgewood ISD – 7th Grade English Language Arts & Reading
Key Concepts/Ideas to Teach – Week 2
Reading
Academic Vocabulary:
* Reference page 7 of unit
* Select additional vocabulary based on specific reading selections
Word Study
1. Root words
2. Affixes
3. Prefixes
4. Suffixes
5. Explain the meaning of foreign words and phrases commonly used in English (e.g., habeus corpus, e
pluribus unum, bona fide, nemesis).
Key Concepts/Ideas to Teach - Short Stories, Poetry, Personal Narratives, and Media Messages
1. Students read short fiction, poetry, personal narratives, and media messages to determine multiple themes,
using text evidence to support their interpretations.
Writing
Writing in Response to Reading
1. Students take notes and create journal entries that address multiple themes in short fiction, poetry, personal
narratives, and media messages, using text evidence to support their ideas.
2. Students write short answer written responses to interpretive questions, using text evidence to support their
responses.
3. Students write summaries of grade level appropriate works of short fiction.
4. Students engage in the writing process as they generate ideas and eventually compose an imaginative story
that sustains reader interest; includes well-paced action and an engaging story line; creates a specific,
believable setting through the use of sensory details; develops interesting characters; and uses a range of
literary strategies and devices to enhance the style and tone.
5. Students engage in the writing process as they generate ideas and eventually compose a poem, using poetic
techniques (e.g., rhyme scheme, meter); figurative language (e.g., personification, idioms, hyperbole); and
graphic elements (e.g., word position).
2. Students read short fiction, myths, and epic tales to determine common storytelling conventions. Students
use text evidence to support their conclusions.
3. Students analyze short fiction, myths, and epic tales to identify extended similes;; the quest;; the hero’s task;;
and circle stories. Students use text evidence to support their conclusions.
6. Students engage in the writing process as they generate ideas and eventually compose a personal narrative
that has a clearly defined focus and communicates the importance of or reasons for actions and/or
consequences.
4. Students read short fiction, poetry, personal narratives, and media messages to analyze and explain how
place and time influence the theme or message of a literary work? Students use text evidence to support their
conclusions.
Approaches to Writing Instruction
5. Students read poetry to analyze and explain the connection between graphical elements and meaning, using
text evidence to support their conclusions.
6. Students read short fiction and personal narratives to analyze and explain how the setting of a literary work
influences plot development. Students use text evidence to support their analyses.
7. Students read short fiction and personal narratives to analyze and explain the connection between plot
development and the internal/external responses of characters, including their motivations and conflicts.
Students use text evidence to support their interpretations.
Prewriting and Drafting – Stories, Poems, and Essays:
1. Students who get their meaning down first and then work it into an appropriate form/genre use critical
thinking skills. What do I want to say? What form will I use to say it? A poem? A personal narrative?
2. When raising awareness of form/genre, begin with the ones students know. Then move them into areas that
are new. Together create an anchor chart of favorite genres and specific titles within those genres.
3. Model writing in different genres.
8. Students read short fiction to identify and explain the various forms of point of view. Students use text
evidence to support their conclusions.
9. Students read short fiction to analyze and explain how the point of view from which a story is told influences
the story. Students use text evidence to support their analyses.
12
Curriculum and Instruction
Edgewood Service Center at Emma Frey
900 S. San Eduardo, San Antonio, TX 78237
Edgewood ISD – 7th Grade English Language Arts & Reading
Key Concepts/Ideas to Teach – Week 2
Reading
10. Students read short fiction to analyze and explain the similarities/differences amongst first-person, thirdperson-omniscient, and third-person limited points of view. Students use text evidence to support their
analyses.
11. Students read short fiction, poetry, personal narratives, and media messages to determine the figurative
meaning as opposed to literal meaning, using text evidence to support their interpretations.
12. Students read short fiction, poetry, personal narratives, and media messages to analyze and explain how
language is used to create imagery, appeal to the senses, and suggest mood. Students use text evidence to
support their analyses.
13. Students read media messages to identify explicit media messages versus implicit media messages.
Students use evidence to support their conclusions.
14. Students read media messages to analyze and interpret explicit and implicit media messages. Students use
evidence to support their conclusions.
Writing
Developing Drafts – Poems
1. Songs hook students into lyric poems.
2. Narrative poems tell stories in brief. The three-words-to-a-line poem provides an inroad for students to
discover how significant line breaks can be in terms of emphasizing meaning and establishing rhythm.
Conventions
Transitional words/phrases (e.g., sentence-to-sentence; paragraph-to-paragraph)
Phrases versus clauses
Kinds of phrases (e.g., adjectival; adverbial; appositive)
Kinds of clauses (e.g., adjectival; adverbial)
15. Students read media messages to analyze and evaluate their influence on the intended audience. Students
use evidence to support their conclusions.
16. Students read media messages to evaluate whether they are effective and/or ethical. Students use
evidence to support their conclusions.
17. Students use a variety of means to ask and respond to literal, interpretive, and evaluative questions to
make connections: text-to-text, text-to-self, and text-to-world (e.g., Socratic seminars, literature circles, whole
group/small group discussions, etc., as the teacher chooses).
18. Based on text-to-self and/or text-to-the-world connections, students engage in the writing process as they
generate ideas and eventually compose an imaginative story that sustains reader interest; includes well-paced
action and an engaging story line; creates a specific, believable setting through the use of sensory details;
develops interesting characters; and uses a range of literary strategies and devices to enhance the style and
tone.
19. Based on text-to-self and text-to-the-world connections, students engage in the writing process as they
generate ideas and eventually compose a poem, using poetic techniques (e.g., rhyme scheme, meter);
figurative language (e.g., personification, idioms, hyperbole); and graphic elements (e.g., word position).
20. Based on text-to-self and text-to-the-world connections, students engage in the writing process as they
generate ideas and eventually compose a personal narrative that has a clearly defined focus and communicates
the importance of or reasons for actions and/or consequences.
13
Curriculum and Instruction
Edgewood Service Center at Emma Frey
900 S. San Eduardo, San Antonio, TX 78237
Edgewood ISD – 7th Grade English Language Arts & Reading
Key Concepts/Ideas to Teach – Week 3
Reading
Academic Vocabulary:
* Reference page 7 of unit
* Select additional vocabulary based on specific reading selections
Word Study
1. Root words
2. Affixes
3. Prefixes
4. Suffixes
5. Explain the meaning of foreign words and phrases commonly used in English (e.g., habeus corpus, e
pluribus unum, bona fide, nemesis).
Key Concepts/Ideas to Teach - Short Stories, Poetry, Personal Narratives, and Media Messages
1. Students read short fiction, poetry, personal narratives, and media messages to determine multiple themes,
using text evidence to support their interpretations.
2. Students read short fiction, myths, and epic tales to determine common storytelling conventions. Students
use text evidence to support their conclusions.
3. Students analyze short fiction, myths, and epic tales to identify extended similes;; the quest;; the hero’s task;;
and circle stories. Students use text evidence to support their conclusions.
Writing
Writing in Response to Reading
1. Students take notes and create journal entries that address multiple themes in short fiction, poetry, personal
narratives, and media messages, using text evidence to support their ideas.
2. Students write short answer written responses to interpretive questions, using text evidence to support their
responses.
3. Students write summaries of grade level appropriate works of short fiction.
4. Students engage in the writing process as they generate ideas and eventually compose an imaginative story
that sustains reader interest; includes well-paced action and an engaging story line; creates a specific,
believable setting through the use of sensory details; develops interesting characters; and uses a range of
literary strategies and devices to enhance the style and tone.
5. Students engage in the writing process as they generate ideas and eventually compose a poem, using poetic
techniques (e.g., rhyme scheme, meter); figurative language (e.g., personification, idioms, hyperbole); and
graphic elements (e.g., word position).
6. Students engage in the writing process as they generate ideas and eventually compose a personal narrative
that has a clearly defined focus and communicates the importance of or reasons for actions and/or
consequences.
4. Students read short fiction, poetry, personal narratives, and media messages to analyze and explain how
place and time influence the theme or message of a literary work? Students use text evidence to support their
conclusions.
Approaches to Writing Instruction
5. Students read poetry to analyze and explain the connection between graphical elements and meaning, using
text evidence to support their conclusions.
1. Students who get their meaning down first and then work it into an appropriate form/genre use critical
thinking skills. What do I want to say? What form will I use to say it? A poem? A personal narrative?
6. Students read short fiction and personal narratives to analyze and explain how the setting of a literary work
influences plot development. Students use text evidence to support their analyses.
2. When raising awareness of form/genre, begin with the ones students know. Then move them into areas
that are new. Together create an anchor chart of favorite genres and specific titles within those genres.
7. Students read short fiction and personal narratives to analyze and explain the connection between plot
development and the internal/external responses of characters, including their motivations and conflicts.
Students use text evidence to support their interpretations.
3. Model writing in different genres.
8. Students read short fiction to identify and explain the various forms of point of view. Students use text
evidence to support their conclusions.
1. Songs hook students into lyric poems.
9. Students read short fiction to analyze and explain how the point of view from which a story is told
influences the story. Students use text evidence to support their analyses.
Prewriting and Drafting – Stories, Poems, and Essays:
Developing Drafts – Poems
2. Narrative poems tell stories in brief. The three-words-to-a-line poem provides an inroad for students to
discover how significant line breaks can be in terms of emphasizing meaning and establishing rhythm.
14
Curriculum and Instruction
Edgewood Service Center at Emma Frey
900 S. San Eduardo, San Antonio, TX 78237
Edgewood ISD – 7th Grade English Language Arts & Reading
10. Students read short fiction to analyze and explain the similarities/differences amongst first-person, thirdperson-omniscient, and third-person limited points of view. Students use text evidence to support their
analyses.
Conventions
11. Students read short fiction, poetry, personal narratives, and media messages to determine the figurative
meaning as opposed to literal meaning, using text evidence to support their interpretations.
Phrases versus clauses
Transitional words/phrases (e.g., sentence-to-sentence; paragraph-to-paragraph)
Kinds of phrases (e.g., adjectival; adverbial; appositive)
12. Students read short fiction, poetry, personal narratives, and media messages to analyze and explain how
language is used to create imagery, appeal to the senses, and suggest mood. Students use text evidence to
support their analyses.
Kinds of clauses (e.g., adjectival; adverbial)
13. Students read media messages to identify explicit media messages versus implicit media messages.
Students use evidence to support their conclusions.
14. Students read media messages to analyze and interpret explicit and implicit media messages. Students use
evidence to support their conclusions.
15. Students read media messages to analyze and evaluate their influence on the intended audience. Students
use evidence to support their conclusions.
16. Students read media messages to evaluate whether they are effective and/or ethical. Students use
evidence to support their conclusions.
17. Students use a variety of means to ask and respond to literal, interpretive, and evaluative questions to
make connections: text-to-text, text-to-self, and text-to-world (e.g., Socratic seminars, literature circles, whole
group/small group discussions, etc., as the teacher chooses).
18. Based on text-to-self and/or text-to-the-world connections, students engage in the writing process as they
generate ideas and eventually compose an imaginative story that sustains reader interest; includes well-paced
action and an engaging story line; creates a specific, believable setting through the use of sensory details;
develops interesting characters; and uses a range of literary strategies and devices to enhance the style and
tone.
19. Based on text-to-self and text-to-the-world connections, students engage in the writing process as they
generate ideas and eventually compose a poem, using poetic techniques (e.g., rhyme scheme, meter);
figurative language (e.g., personification, idioms, hyperbole); and graphic elements (e.g., word position).
20. Based on text-to-self and text-to-the-world connections, students engage in the writing process as they
generate ideas and eventually compose a personal narrative that has a clearly defined focus and communicates
the importance of or reasons for actions and/or consequences.
15
Curriculum and Instruction
Edgewood Service Center at Emma Frey
900 S. San Eduardo, San Antonio, TX 78237
Edgewood ISD – 7th Grade English Language Arts & Reading
Possible Learning Activities and Assessment Items
Learning/Formative
1. Students use a variety of means to demonstrate their ability to apply reading strategies in order to support
their understanding of text, using a variety of approaches (e.g., Toolkit activities, Socratic seminars, short
answer written responses, etc., as the teacher chooses).
2. Students use a variety of means to analyze and explain how a literary theme differs from a literary topic,
using text evidence to support their analyses (e.g., Thinking Maps, Think-Alouds, whole group/small group
discussion, literature circles, etc., as the teacher chooses).
3. Students use a variety of means to infer the implicit theme within a literary work, using text evidence to
support their interpretations (e.g., Socratic seminars, whole group/small group discussion, literature circles,
etc., as the teacher chooses).
Summative
1. Students write short answer written responses to interpretive and evaluative questions, using text evidence to
support their responses.
2. Students use writing to compare and contrast works of short fiction in terms of theme, setting, plot, point of
view and/or character, using text evidence to support their analyses.
3. Students write essays or make brief presentations to analyze and explain how stylistic elements and
figurative language function to create meaning within a literary work. Students use text evidence to support
their interpretations.
4. Students write essays or make brief presentations that compare and contrast the historical/cultural settings
of two literary works, using text evidence to support their analyses.
4. Students use a variety of means to analyze and explain how stylistic elements function within a literary
work, using text evidence to support their analyses (e.g., literature circles, whole group/small group
discussions, short answer written responses, etc., as the teacher chooses).
5. Students make brief presentations to identify, explain, and evaluate media messages and the persuasive
techniques used to convey them.
5. Students use a variety of means to compare and contrast the historical/cultural settings of two literary works,
using text evidence to support their analyses (e.g., Venn diagrams, Thinking Maps, short answer written
responses, essays, etc., as the teacher chooses).
6. Students write an imaginative story that sustains reader interest; includes well-paced action and an engaging
story line; creates a specific, believable setting through the use of sensory details; develops interesting
characters; and uses a range of literary strategies and devices to enhance the style and tone.
6. Students use a variety of means to analyze and explain how figurative language contributes to the meaning
behind a literary work (e.g., brief presentations, Socratic seminars, literature circles, short answer written
responses, whole group/small group discussions, etc., as the teacher chooses). Students use text evidence to
support their analyses.
7. Students write a variety of poems, using poetic techniques (e.g., rhyme scheme, meter); figurative language
(e.g., personification, idioms, hyperbole); and graphic elements (e.g., word position).
7. Students use a variety of means to identify and explain the elements of plot development (e.g., Thinking
Maps, Think-Alouds, whole group/small group discussion, Ticket-out-the-Door, etc., as the teacher chooses).
8. Students use a variety of means to identify dialect and/or conversational voice in literature/media (e.g.,
choral reading, Think-Aloud, whole group/small group discussion, literature circles, etc., as the teacher
chooses). Students use text evidence to support their conclusions.
8. Students write a personal narrative that has a clearly defined focus and communicates the importance of or
reasons for actions and/or consequences.
9. The teacher chooses other summative assessments at his/her professional discretion.
10. For scoring purposes, the teacher focuses on content and the specific elements of writing taught during
the unit.
9. Students use a variety of means to analyze and explain how dialect and/or conversational voice function to
define character in a literary/media work (e.g., Socratic seminars, literature circles, whole group/small group
discussions, short answer written responses, etc., as the teacher chooses).
10. Students use a variety of means to identify and describe the different forms of point of view (e.g., Thinking
Maps, Think-Alouds, Ticket-out-the-Door, etc., as the teacher chooses). Students use text evidence to support
their analyses.
11. Students use a variety of means to identify and explain explicit messages in media (e.g., Think-Alouds,
Socratic seminars, whole group/small group discussion, literature circles, etc., as the teacher chooses).
Students use evidence to support their conclusions.
16
Curriculum and Instruction
Edgewood Service Center at Emma Frey
900 S. San Eduardo, San Antonio, TX 78237
Edgewood ISD – 7th Grade English Language Arts & Reading
Possible Learning Activities and Assessment Items
Possible Learning Activities and Assessment Items
Learning/Formative
Learning/Formative
12. Students use a variety of means to identify the specific persuasive techniques employed in media
messages (e.g., Thinking Maps, Think-Alouds, whole group/small group discussion, Ticket-out-the-Door, etc.,
as the teacher chooses).
13. Students use a variety of means to critique/evaluate specific persuasive techniques employed in media to
determine if they are effective and if they are ethical (e.g., Socratic seminars, whole group/small group
discussions, short answer written responses, etc., as the teacher chooses).
14. Students read poetry to identify and analyze how graphical elements (e.g., capital letters, line length,
word position) contribute to the meaning of a poem.
16. Students engage in the writing process as they generate ideas and eventually compose an imaginative
story that sustains reader interest; includes well-paced action and an engaging story line; creates a specific,
believable setting through the use of sensory details; develops interesting characters; and uses a range of
literary strategies and devices to enhance the style and tone.
17. Students engage in the writing process as they generate ideas and eventually compose a variety of poems,
using poetic techniques (e.g., rhyme scheme, meter); figurative language (e.g., personification, idioms,
hyperbole); and graphic elements (e.g., word position).
18. Students engage in the writing process as they generate ideas and eventually compose a personal narrative
that has a clearly defined focus and communicates the importance of or reasons for actions and/or
consequences.
17
Curriculum and Instruction
Edgewood Service Center at Emma Frey
900 S. San Eduardo, San Antonio, TX 78237