Pacing Guide
English Language Arts
Grade 7
Marking Period 1
Theme: Racism & Prejudice


Enduring Understandings
Literature provides a window for us to understand
humanity past and present.
We write in various forms to share ideas, impart
knowledge, and exchange information.
Anchor
Standards
RL.7.1.
RL.7.2.
RL.7.3.
RL.7.4.
RL.7.5.
RL.7.6.
RL.7.7.
RL.7.9.
Instructional
Focus/Objectives
Instructional
Strategies
Launching of Reading
and Writing Workshop
 Routines/Rituals
 Structure
 Components
 Centers
 Use of writer’s
notebook
 Reading Log
Reading Literature:
Elements of a short
story (setting, plot,
characters, mood,
contrast the point of
view of different
Read Aloud/Think
Aloud
Paired Reading
Shared Reading
Guided Reading
Graphic Organizers
(KWL Chart,
Concept Map,
Sequencing of
events, etc.)
Modeling
Gallery Walk
Turn and Talk
Note taking
Active Reading,
small and whole


Essential Questions
What can I learn about the world from fiction and nonfiction?
What makes for good writing?
Core /
Supplemental
Requirements
Reading:
(Attached)
Core Text:
The Watsons Go
to Birmingham 1963
Short stories:
Seventh Grade
All Together
Now
Poems:
Prejudice by
Daniel Brown
http://www.poem
Assessments
Suggested Resources
Formative:
Teacher observation,
quiz, test, essays,
open discussion,
open- ended
response, response
to literature, read
passages and answer
questions, author
study, reading logs,
quick writes, exit
tickets, Jeopardy
game.
Reading Literature
Word Wall
Prentice Hall: Timeless Themes,
Timeless Voices –Bronze Edition
Textbook/Selection Support
Workbook, Classroom Library, The
Watsons Go to Birmingham - 1963
Novel,
Print and Online graphic organizers
Reader’s Theatre script, Word Wall,
Open ended response rubric, teacher
made rubrics www.StudyIslands.com
www.readwritehink.org
www.teacherdomain.org
www.brainpop.com
http://www.pampetty.com/novelunit.h
Summative:
RL.7.10.
characters/narrators,
theme) Parts of plot,
types of conflict, types
of characters,
characterization, tone,
types point of view,
compare and contrast
a historical event and
how fictional portrayal
alter history,
Cite textual evidence,
Theme or central idea,
Summarizing,
Interaction of the
different elements of a
story or drama,
Forms /structures of
poems/drama,
Compare and contrast
literacy types in print
and multimedia
version, films, video, or
audio, staged,
Read and comprehend
varied literature types
in the grades 6-8
complexity band
proficiently (scaffold
when necessary)
Habits of a Good
Reader (Making
inferences, drawing
conclusions, making
connections, making
predictions, asking
group instruction
Carousel Walks
hunter.com/poem
/prejudice-21/
Skills Competitions
Oranges by Gary
Soto
25 Book
Campaign
Reading:
DRA2
District Benchmark
(Study Island)
Project Based
Learning with UDL
Open- ended
Response
tm
http://faculty.salisbury.edu/~elbond/w
atsons.htm
https://www.scholastic.com/kids/hom
ework/pdfs/Watsons.pdf
questions, visualizing)
Analyze setting, plot,
characters, mood
Evaluate, Order of
Events, Compare and
Contrast
Figurative Language
Simile, metaphor,
personification, and
hyperbole
RIT.7.1.
RIT.7.2.
RIT.7.3.
RIT.7.4.
RIT.7.5.
RIT.7.6.
RIT.7.8.
RIT 7.10.
W.7.5.
W.7.6.
W.7.9.
W.7.10.
Annotating text,
identification of
text features,
complete graphic
organizers (Venn
Diagram, etc.) and
Question
Generation.
Literary Devices
Allusions, figurative
language, alliteration
rhymes, connotations
Reading Informational
Text: Conduct online
and print searches for
research, differentiate
between major and
minor details, formulate
inferences,
compare/contrast
information, and analyze
information, read and
comprehend nonfiction
in the grades 6-8 text
complexity band
proficiently (scaffolding
as needed at the high
end on the range)
Writing:
Steps of the Writing
Informational
Text:
Reading Informational
Prentice Hall: Timeless Themes,
Timeless Voices –Bronze Edition
Textbook/Selection Support
Workbook, Classroom Library, Print
and Online graphic organizers, Open
ended response rubric, teacher made
rubrics
www.readwritehink.org
www.brainpop.com
www.teacherdomain.org
Sixteenth Street
Baptist Church
bombing
http://www.nps.g
ov/nr/travel/civilr
ights/al11.htm
The Children’s
March Video
Writing MiniLessons, Peer
Response Group,
Guided Writing,
Conferencing,
Self editing,
Peer editing,
Writing:
Narrative Writing
Color Poem
(sensory
imagery)
Writing:
District
Benchmark
Assessment
Narrative Writing
Writing
Writer’s Notebook, Journals, do now,
quick writes, Print and Online graphic
organizers, NJ Holistic Scoring
Rubric,
www.brainpop.com
www.writingfun.com
Process, Pre-writing,
Revising, Editing,
Publishing,
Elements of Narrative
Writing
Figurative Language
and Sensory Details,
Peer Feedback, Writing
Purpose/Audience,
Use technology to
produce and publish
writing,
Research (cite sources),
Apply grade 7 Reading
informational to
evaluate arguments and
specific claims in a text,
Write routinely over
extended time frames
(research, reflections,
revision), and shorter
time frames a single
sitting or a two days for
discipline specific tasks,
purpose and audiences
Compositional Risks
Anecdotes, personal
humor, descriptive
adjectives, transitional
words/phrases
SL.7.1. (a-d)
SL.7.2.
SL.7.4.
SL.7.5.
SL.7.6.
Speaking/Listening:
Pacing, Fluency, Tone,
Eye Contact, Varied
collaborative discussion,
Revising,
Use of reference
writer’s checklist,
Review exemplar
essays,
Edit sample essays,
Graphic organizers,
Picture books to
provide examples
of imagery,
figurative language,
character
development, etc.
Journal writing,
R.A.C.E., format
RSS RSS E (type
of open ended
response)
Collaborative
discussion, Think
Pair Share,
Reader’s Theatre,
Turn and Talk,
Active Reading and
Active Listening.
Author’s Chair.
Response to
Literature
Speaking and
Listening: Class
Discussions,
class
presentations,
and projects.
Project-Based
Learning with UDL
Components
Portfolio Collection
Writing fundamentals
http://www.creative-writingnow.com/how-to-write-amemoir.html
www.teacherdomain.org
www.readwritehink.org
edhelper.com
SCAN
www.tregoed.org
Standards Solution
Word Wall
Mentor Texts
Speaking and Listening
Oral presentation rubric and
guidelines, read aloud, DRA readings,
class discussions, group discussions
Discussion Protocols,
Ask and respond to
questions, Analyze main
ideas and details
presented in diverse
media and formats,
Speak clearly and
correctly, Use specific
evidence to support
ideas, include
multimedia components
and visual displays to
aid presentation
L.7.1. (a-c)
L.7.2. (a-c)
L.7.3. (a)
L.7.4. (a-d)
L.7.5.(a-c)
L 7.6
Language:
Grammar and
Conventions: correct
punctuations, spelling,
sentence structure,
synonyms, and
antonyms,
Use precise/concise
words
Avoid redundancy in
writing and speaking,
Context clues,
Use grade –
appropriate Greek or
Latin affixes and root
words,
Use point/digital
reference materials
(glossaries,
dictionaries),
Grammar exercises,
context clue and
word use activities,
picture books and
graphic organizers
for the
identification and
analysis of
figurative language.
Language:
Vocabulary Word
Wall, depicting
figurative
language
Class Spelling
Bee
DRA2
Language
Grammar Workbook, Grammar
Textbook,
www.chompchomp.com
www.brainpop.com,
Word Wall,
http://games.pppst.com/languagearts.
html
http://jcschools.net/tutorials/interactive.htm
Figurative language,
Allusion,
Antonyms / Synonyms,
Analogy
Connotation/
definitions of words,
Acquire grade specific
academic and domainspecific words.
Academic Vocabulary:
(Ex: Memoir, setting,
climax, conflict, plot,
theme, prejudice, etc.)
Content Vocabulary:
Introduction of
unfamiliar words from
novels, short stories, and
informational text
Pacing Guide
English Language Arts
Grade 7
Marking Period 2
Theme: Finding Out Who You Are (identity)
Enduring Understandings


Essential Questions
A writing process helps us more effectively communicate our
ideas, describe our experiences, and inform our audience.
Effective readers use a variety of appropriate critical thinking
and comprehension strategies to construct meaning.
Anchor
Standards
Instructional
Focus/Objectives
Instructional
Strategies
Continue to establish
routines and rituals for
Reading and Writing
Workshop
Establish expectations
for each Learning
Center
Read Aloud/Think
Aloud
Paired Reading
Shared Reading
Guided Reading
Graphic Organizers
(KWL Chart,
Concept Map,


Why is it important for me to know narrative, persuasive, and letter
structures in writing?
What reading comprehension strategies will be most effective in
different text situations?
Core /
Supplemental
Requirements
Reading:
(Attached)
Core Texts:
The Face on the
Milk Carton or
Dragonwings(
CCSS) by
Assessments
Suggested Resources
Formative:
Teacher observation,
quiz, tests, essays,
open discussion,
open-ended response,
response to literature,
read passages and
answer questions,
Reading Literature
Prentice Hall: Timeless Themes,
Timeless Voices –Bronze Edition
Textbook/Selection Support
Workbook, Classroom Library, The
Face on the Milk Carton Novel,
Print and Online graphic organizers
Reader’s Theatre script, Word Wall,
RL 7.1
RL7.2
RL.7.10.
Reading Literature:
Elements of a short
story (setting, plot,
characters, mood, point
of view, theme), Cite
textual evidence, Theme
or central idea,
Summarizing , read and
comprehend varied
literary types in the
grades 6-8 complexity
band proficiently
(scaffold when
necessary) point of
view
Habits of a Good
Reader (Making
inferences, drawing
conclusions, making
connections,
synthesizing, asking
questions, visualizing)
Analyze setting, plot,
characters, mood
Foreshadowing,
Flashback, Evaluate,
Order of Events,
Compare and Contrast
(novel to movie)
Figurative Language
simile, metaphor,
personification,
alliteration,
Sequencing of
events, etc.)
Modeling
Gallery Walk
Turn and Talk
Note taking
Active Reading,
Character Map,
Comprehension
Monitoring, Word
Wall
Lawrence Yap
Short stories:
The Cat Who
Thought She Was
a Dog and the Dog
Who Thought He
Was a Cat
Two Kinds from
The Joy Luck
Club
Eleven by Sandra
Cisneros
Poems:
from Song of
Myself
I’m Nobody
Me
25 Book
Campaign
author study, reading
logs, quick writes
Summative:
Reading:
DRA2
District Benchmark
(Study Island)
Project Based
Learning with UDL
Open- ended
Response
Open ended response rubric, teacher
made rubrics
www.StudyIslands.com
www.readwritehink.org
www.teacherdomain.org
www.brainpop.com
http://novelinks.org/uploads/Novels/
Othello/Final%20Project.pdf
http://www.docstoc.com/docs/17464
200/Face-on-the-Milk-Carton
onomatopoeia, idioms,
hyperbole
Literary Devices
foreshadowing,
flashback, irony
RIT.7.1.
RIT.7.2.
RIT.7.3.
RIT.7.4.
RIT.7.5.
RIT.7.6.
RIT.7.8.
Reading Informational
Text: Conduct online
and print searches for
research, differentiate
between major and
minor details, formulate
inferences,
compare/contrast
information, and analyze
information,
Provide textual
evidence,
Summarizing,
Two or more central
ideas,
Analyze how ideas
influence individuals
or events,
Context clues,
Text organizational
structure,
Point of view,
Evaluate author’s
specific claims in a text
Annotating text,
identification of
text features,
complete graphic
organizers (Venn
Diagram, etc.) and
Question
Generation and
Answering, Citing
information from
text
Informational
Text:
Research/Project
Open Ended
Response to
Narrative/
Informational
Texts
Writing:
Writing:
District Benchmark
Assessment
Argument Writing
Argument Writing
Narrative Writing
W.7.1. (a-e)
W.7.3. (a-e)
W.7.4.
Writing:
Steps of the Writing
Process,
Writing:
Mini-Lessons, Peer
Research project,
Biography poem, I
Am poem
Project-Based
Learning with UDL
Components
Portfolio Collection
Reading Informational Text
Prentice Hall: Timeless Themes,
Timeless Voices –Bronze Edition
Textbook/Selection Support
Workbook, Classroom Library,
Print and Online graphic organizers,
Open ended response rubric, teacher
made rubrics
www.readwritehink.org
www.brainpop.com
www.teacherdomain.org
http://www.aolnews.com/2010/05/2
7/da-reopens-case-of-first-missingchild-on-milk-carton/ (article about
the 1st missing child on a milk
carton)
http://articles.cnn.com/2009-0513/justice/grace.coldcase.patz_1_eta
n-patz-missing-child-casedisappearance?_s=PM:CRIME
(article about the 1st missing child
on a milk carton)
Writing
Writer’s Notebook, Journals, do
now, quick writes, Print and Online
graphic organizers, NJ Holistic
Scoring Rubric,
www.brainpop.com
W.7.5.
Elements of Argument
Writing Interesting
Introduction (hook)
Strong Concluding
Paragraph,
Evidence,
Introduce claims
Supporting claims
Transition words
Formal style of writing
conclusions
Produce clear and
coherent writing
Peers feedback
Narrative writing (point
of view – narrative or
characters)
Details
Conclusions – reflecting
narrated or events
Compositional Risks
Figurative language,
compound sentences,
quotations, citing
reliable sources in
research paper, dialogue,
writing an interesting
hook, making personal
connections
SL.7.1. (a-b)
Speaking/Listening:
Response Group,
Guided Writing,
Conferencing,
Self editing,
Peer editing,
Revising,
Use of reference
writer’s checklist,
Review exemplar
essays,
Edit sample essays,
Graphic organizers,
Picture books to
provide examples
of character
development, etc.
Journal writing,
mini research
projects and
R.A.C.E. open
ended format.
RSS RSS E (open
ended response)
Collaborative
w/ student reflection
Propaganda
Persuasive
Advertisement
Speaking and
www.writingfun.com
Writing fundamentals
www.teacherdomain.org
www.readwritehink.org
edhelper.com
SCAN
www.tregoed.org
Standards Solution
Word Wall
Mentor Texts
Speaking and Listening
SL.7.2.
SL.7.3.
SL.7.4.
SL.7.6.
Pacing, Fluency, Tone,
Eye Contact
L.7.2. (a-b)
L.7.3. (a)
L.7.4. (a-d)
L.7.5. (a-b)
L.7.6.
Language:
Grammar and
Conventions: Proper
use of phrases and
clauses, spelling,
capitalization, and
punctuation,
Function of words in a
sentence,
Grade appropriate
Greek/Latin affixes
and root words,
Use print and digital
references materials,
Figurative Language,
Synonyms / Antonyms,
Allusions,
Connections /
demonstrations,
Acquire grade specific
and academic /
domain-specific words
and phrases
Academic Vocabulary:
(Ex: Argument,
flashback, foreshadow,
identity, point of view,
tone, irony)
Content Vocabulary:
discussion, Think
Pair Share, Turn
and Talk, Reader’s
Theatre, Active
Reading and Active
Listening.
Listening: Class
Discussions, class
presentations, and
projects.
Oral presentation rubric and
guidelines, read aloud, DRA
readings, class discussions, group
discussions
Grammar exercises,
word use activities,
picture books and
graphic organizers
for the
identification and
analysis of literary
devices
Language:
Vocabulary Word
Wall and games,
depicting
figurative
language, sentence
structure,
identifying word
redundancy,
comma usage
Language
Grammar Workbook, Grammar
Textbook,
www.chompchomp.com
www.brainpop.com,
Word Wall
http://games.pppst.com/languagearts
.html
http://jcschools.net/tutorials/interactive.htm
Grade Level
Spelling Bee
Introduction of
unfamiliar words from
novels, short stories, and
informational text
Pacing Guide
English Language Arts
Grade 7
Marking Period 3
Theme: Survival
Enduring Understandings


Essential Questions
A writing process helps us more effectively communicate our
ideas, describe our experiences, and inform our audience.
Effective readers use a variety of appropriate critical thinking
and comprehension strategies to construct meaning.
Anchor
Standards
Instructional
Focus/Objectives
Review story elements.
Reteach/Reasess skills
when necessary
RL.7.10.
Reading Literature:
Instructional
Strategies
Read
Aloud/Think
Aloud
Paired Reading
Shared Reading
Guided Reading
Graphic


Why is it important for me to know narrative, persuasive, and letter
structures in writing?
What reading comprehension strategies will be most effective in
different text situations?
Core /
Supplemental
Requirements
Reading:
(Attached)
Core Text:
Milkweed
Short stories:
Assessments
Formative:
Teacher observation,
quiz, tests, essays,
open discussion,
open-ended response,
response to literature,
read passages and
Suggested Resources
Reading Literature
Word Wall
Prentice Hall: Timeless Themes,
Timeless Voices –Bronze Edition
Textbook/Selection Support
Workbook, Classroom Library,
Milkweed Novel,
Elements of a short
story
Read and comprehend
literature in the grade 68 text complexity band
proficiently
RIT.7.1.
RIT.7.2.
RIT.7.3.
RIT.7.4.
RIT.7.6.
RIT.7.9.
RI. 7.10.
Reading Informational
Text: Conduct online
and print searches for
research, differentiate
between major and
minor details, formulate
inferences,
compare/contrast
information, and analyze
information
Provide textual
evidence
Summarizing
Two or more central
ideas in a text
Analyze how ideas
influence individuals
and events
Context clues
Text organizational
structure
Organizers (KWL
Chart, Concept
Map, Sequencing
of events, etc.)
Modeling
Literature Circle
Gallery Walk
Turn and Talk
Note taking
Active Reading,
Character Map,
Comprehension
Monitoring, Word
Wall
Annotating text,
identification of
text features,
complete graphic
organizers (KWL,
Venn Diagram,
etc.) and Question
Generation and
Answering, Citing
information from
text
Rikki-tikki-tavi
After Twenty
Years
answer questions,
author study, reading
logs, quick writes
Poems:
The Charge of the
Light Brigade
The Enemy
Summative:
Reading:
DRA2
District Benchmark
(Study Island)
Project Based
Learning
Open- ended
Response
25 Book
Campaign
Informational
Text:
Suzy and Leah
The Midwife’s
Apprentice
Print and Online graphic organizers
Reader’s Theatre script, Word Wall,
Open ended response rubric, teacher
made rubrics www.StudyIslands.com
www.readwritehink.org
www.teacherdomain.org
www.brainpop.com
http://www.ced.appstate.edu/departm
ents/ci/programs/currspec/docs/CI5850%20Unit%20Plans%20Milkwee
d_Unit_Plan.pdf
Reading Informational Text
Prentice Hall: Timeless Themes,
Timeless Voices –Bronze Edition
Textbook/Selection Support
Workbook, Classroom Library, Print
and Online graphic organizers, Open
ended response rubric, teacher made
rubrics
www.readwritehink.org
www.brainpop.com
www.teacherdomain.org
http://history1900s.about.com/od/holo
caust/tp/holocaust.htm
http://www.history.com/topics/theholocaust/videos#adolf-hitler
Point of view
Evaluate author’s
specific claims in a text
Analyze two or more
author’s perspectives
about the same topic
Read and comprehend
nonfiction in the grades
6-8 text complexity
band (scaffold when
necessary)
W.7.5.
W.7.6.
W.7.7.
W.7.8.
W.7.9.
W.7.10.
Writing:
Steps of the Writing
Process,
Elements of an
Informational/
Explanatory Writing)
Interesting Introduction
(hook)
Strong Concluding
Paragraph, use
technology to produce
and publish writing,
Review steps to write a
research paper,
Conduct short
research projects to
answer a question,
Use several sources,
Paraphrasing,
Use print and digital
sources,
Assess accuracy and
credibility of
resources,
Writing Mini
Lessons, Peer
Response Group,
Guided Writing,
Conferencing,
Self editing,
Peer editing,
Revising,
Use of reference
writer’s checklist,
Review exemplar
essays,
Edit sample
essays,
Graphic
organizers,
Picture books to
provide examples
of, character
development, etc.
Journal writing,
mini research
projects and
R.A.C.E. open
ended format.
Writing:
Photo essay
Research paper
Writing Ideas
Informational
Writing
Writing:
District Benchmark
Assessment
Informational /
Explanatory
Writing
Project-Based
Learning with UDL
Components
Portfolio Collection
w/student reflection
Writing
Writer’s Notebook, Journals, do now,
quick writes, Print and Online graphic
organizers, NJ Holistic Scoring
Rubric,
www.brainpop.com
www.writingfun.com
Writing fundamentals
www.teacherdomain.org
www.readwritehink.org
Word Wall
Mentor Texts
Compare and contrast
fictional portrayal of
historical events and
how author’s use or
alter history’s
Compositional Risks
Descriptive language,
figurative language,
citations, compound and
complex sentences,
point of view
SL.7.1. (a-d)
SL.7.2.
SL.7.4.
SL.7.5.
SL.7.6.
L.7.1. (a-c)
L.7.2. (a-b)
L.7.3. (a)
L.7.4. (a-d)
Speaking/Listening:
Pacing, Fluency, Tone,
Eye Contact
Varied collaborative
discussions
Ask and respond
questions
Analyze main ideas
and details presented
in diverse media and
formats
Speak clearly and
correctly
Use specific evidence
and support idea
Include multi-media
and displays to aid
presentations
Collaborative
discussion, Think
Pair Share, Turn
and Talk,
Reader’s Theatre,
Active Reading
and
Active Listening.
Language:
Grammar and
Conventions:
Proper use of phrases
Grammar
exercises, word
use activities,
picture books and
Speaking and
Listening: Class
Discussions, class
presentations, and
projects.
Language:
Vocabulary Word
Wall and games,
Speaking and Listening
Oral presentation rubric and
guidelines, read aloud, DRA readings,
class discussions, group discussions
Language
Grammar
Workbook,
Textbook,
www.chompchomp.com
www.brainpop.com,
Word Wall
Grammar
L.7.5. (a-c)
L.7.6.
and clauses, spelling,
capitalization, and
punctuation ,
Simple, compound,
complex and
compound complex
sentences,
Dangling modifiers,
Use precise and concise
language,
Context clues,
Functions of words in a
sentence
Grade appropriate
Greek or Latin affixes
and root words as
clues,
Print and digital
reference materials,
Figurative language,
Allusion,
Connotations,
denotations,
Grade level /specific
academic words
Academic Vocabulary:
(Ex:
Informative/explanatory,
flashback, foreshadow,
conflict
Content Vocabulary:
Introduction of
unfamiliar words from
novels, short stories, and
graphic organizers
for the
identification and
analysis of literary
devices
depicting
figurative
language,
identifying word
redundancy,
sentence structure,
comma usage
School Spelling
Bee
http://games.pppst.com/languagearts.
html
http://jcschools.net/tutorials/interactive.htm
informational text
Pacing Guide
English Language Arts
Grade 7
Marking Period 4
Theme: Fitting in/Finding One’s Place
Enduring Understandings


Anchor
Standards
RL.7.3.
RL.7.4.
RL.7.6.
RL.7.7.
RL.7.9.
Essential Questions
Literature provides a window for us to understand humanity past
and present.
We write in various forms to share ideas, impart knowledge, and
exchange information
Instructional
Focus/Objectives
Reading Literature:
Continue to review and
reinforce skills
Compare and contrast
historical event and
Instructional
Strategies
Read
Aloud/Think
Aloud
Paired Reading
Shared Reading


What can I learn about the world from fiction and non-fiction?
What makes for good writing?
Core /
Supplemental
Requirements
Reading:
(Attached)
CoreText:
The Outsiders
Assessments
Formative:
Teacher observation,
quiz, tests, essays,
open discussion,
open-ended response,
Suggested Resources
Reading Literature
Word Wall
Prentice Hall: Timeless Themes,
Timeless Voices –Bronze Edition
Textbook/Selection Support
RL.7.10.
how is fictional
portrayal by authors
alter history,
Read and comprehend
literature in the grades
6-8 text complexity
band,
Connotation/
demonstration,
Analyze different points
of view of characters,
Effects of techniques to
different literacy types,
Elements of a short story
(setting, plot, characters,
point of view, themes,
resolution), tone,
symbolism, imagery,
allusion, maintain
reading and writing
workshop skills
Guided Reading
Graphic
Organizers (KWL
Chart, Concept
Map, Sequencing
of events, etc.)
Modeling
Literature Circle
Gallery Walk
Turn and Talk
Note taking
Active Reading,
Character Map,
Comprehension
Monitoring, Word
Wall
Short stories:
Amigo Brothers
All Summer in a
Day
Poems:
Mother to Son
Annabel Lee
Nothing Gold Can
Stay (in the novel)
25 Book
Campaign
response to literature,
read passages and
answer questions,
author study, reading
logs, quick writes
Summative:
Reading:
DRA2
(Study Island)
Project Based
Learning with UDL
Open- ended
Response
NJ-ASK
Workbook, Classroom Library, The
Outsiders, Novel, Print and Online
graphic organizers
Reader’s Theatre script, Word Wall,
Open ended response rubric, teacher
made rubrics www.StudyIslands.com
www.readwritehink.org
www.teacherdomain.org
www.brainpop.com
http://monett.k12.mo.us/~costley/outs
idersculesson.pdf
http://www.lessonplanspage.com/LA
TheOutsidersNovelWarmUpActivityI
dea712.htm
http://education.library.ubc.ca/files/20
11/06/08Sabrina-Block-Outsiders.pdf
http://www.rbk12blog.com/wpcontent/uploads/2011/01/Outsiders_L
P.pdf
http://www.ttsd.k12.or.us/district/curr
iculum-and-instruction/contentarea/english-languagearts/Outsiders.pdf
Figurative Language
simile, metaphor,
personification, idioms,
hyperbole
Literary Devices
Conflicts, themes,
resolution, symbolism,
imagery, tone, allusion
RIT.7.1.
RIT.7.3.
RIT.7.4.
Reading Informational
Text: Conduct online
and print searches for
Annotating text,
identification of
text features,
Informational
Text:
Reading Informational Text
Prentice Hall: Timeless Themes,
Timeless Voices –Bronze Edition
RIT.7.5.
RIT.7.6
RIT.7.7.
RIT.7.8.
RIT 7.10
research, differentiate
between major and
minor details, formulate
inferences,
compare/contrast
information, and analyze
information,
Read and comprehend
complete graphic
organizers (KWL,
Venn Diagram,
etc.) and Question
Generation and
Answering, Citing
information from
text
W.7.1. (a-e)
W.7.2. (a-f)
W.7.3 (a-e)
W 7.4
W 7.5
W 7.6
W 7.7
W 7.8
W 7.9
W 7.10
Writing:
Steps of the Writing
Process,
Elements of narrative
writing
Interesting Introduction
(hook)
Strong Concluding
Paragraph, Figurative
Language and
Sensory Details
Point of view
Precise words
Transition words /
phrases
Elements of
informational writing
Produce clear and
coherent writing
Use technology
Conduct research
Writing MiniLessons, Peer
Response Group,
Guided Writing,
Conferencing,
Self editing,
Peer editing,
Revising,
Use of reference
writer’s checklist,
Review exemplar
essays,
Edit sample
essays,
Graphic
organizers,
Picture books to
provide examples
of, character
development,
conflict, imagery,
etc. Journal
writing, mini
research projects
and R.A.C.E.
open ended
Compositional Risks
Vivid imagery,
analogies, opening or
closing with a question,
http://www.bgsu.e
du/colleges/library
/crc/webquest/Out
sidersWebQuest/ju
ror4.html
http://zunal.com/w
ebquest.php?w=51
190 (webquest
activity prior to
reading the novel)
Writing:
Informational
Narrative
Argument
Textbook/Selection Support
Workbook, Classroom Library, Print
and Online graphic organizers, Open
ended response rubric, teacher made
rubrics
www.readwritehink.org
www.brainpop.com
www.teacherdomain.org
Writing:
District Benchmark
Assessment
Informational/
Explanatory
Writing or
Narrative Writing
Project-Based
Learning with UDL
Components
Portfolio Collection
w/student reflection
Writing
Writer’s Notebook, Journals, do now,
quick writes, Print and Online graphic
organizers, NJ Holistic Scoring
Rubric,
www.brainpop.com
www.writingfun.com
Writing fundamentals
www.teacherdomain.org
www.readwritehink.org
Word Wall
http://www.readwritethink.org/files/re
sources/interactives/riddle/
Mentor Texts
descriptive language,
using transitional
words/phrases, humor,
anecdotes, figurative
language, cause and
effect
format.
SL.7.1. (a-c)
SL.7.2. (a-b)
SL.7.3. (a)
SL.7.4. (a-d)
SL.7.5. (a-c)
SL.7.6.
Speaking/Listening:
Pacing, Fluency, Tone,
Eye Contact
Use of language
Standards when writing
or speaking
Collaborative
discussions
Respond to others
questions and comments
Present claims and
findings with evidence
Include multimedia
components and
displays in presentation
Collaborative
discussion, Think
Pair Share, Turn
and Talk,
Reader’s Theatre,
Active Reading
and
Active Listening.
L.7.1. (a-c)
L.7.2. (a-b)
L.7.3. (a)
L.7.4. (a-d)
L.7.5. (a-c)
L.7.6.
Language:
Grammar and
Conventions: Proper
use of phrases and
clauses, spelling,
capitalization, and
punctuation, compound
and complex sentences
Dangling modifications
Grade appropriate
Greek or Latin affixes
and root words as clues
Print and digital
Grammar
exercises, word
use activities,
picture books and
graphic organizers
for the
identification and
analysis of literary
devices
Speaking and
Listening: Class
Discussions, class
presentations, and
projects.
Language:
Vocabulary Word
Wall and games,
depicting
figurative and
descriptive
language,
identifying word
redundancy,
sentence structure,
comma usage
Speaking and Listening
Oral presentation rubric and
guidelines, read aloud, DRA readings,
class discussions, group discussions
Language
Grammar
Workbook,
Grammar
Textbook,
www.chompchomp.com
www.brainpop.com,
Word Wall
http://games.pppst.com/languagearts.
html
http://jcschools.net/tutorials/interactive.htm
reference materials
Figure of speech
Antonyms/synonyms
Connotations and
denotations of words
Grade level /specific
academic words
Academic Vocabulary:
Argument,
Informational, imagery,
allusions
Content Vocabulary:
Grade level/specific
words
District Spelling
Bee