St. Michael-Albertville Middle School East
Language Arts 7
Teacher: Danielle Kelm
September 2013
Fiction and Nonfiction
Content
Skills
Learning Targets
Assessment
Tips for Next Year:
Reading Skills
Reading Skills
Reading Skills


Give Beginning-of-Year
Benchmark Test from online
Assessments book OR give Final
Test that I created for 2010-2011
school year as a pretest
Slow down pacing of stories more class time, less homework
7TH LANGUAGE ARTS
CEQ:



Reading and Literature: How do
we become better readers? What is
the value in reading different types
of literature?
Writing: How do we become
better writers?
Speaking, Listening, and
Viewing: How do we become
better communicators? Why
should we think critically about
the media we use in our everyday
1. Identify and apply context clues
2. Identify elements of a short story
3. Predict what happens next in a
story based on prior knowledge
4. Make inferences based on a text
5. Classify fact and opinion by using
resources to check facts
6. Adjust reading rate and make
connections to identify the main
idea
7. Locate types of information
8. Identify details that indicate the
author's purpose
9. Apply background information to
determine the author's purpose
10. Analyze author's argument
11. Identify and analyze structure and
purpose
Literary Analysis
1. Compare Literary Works: Fiction
and Nonfiction
2. Identify elements of a story
o
Plot
LT1: I can identify
and apply context
clues within text.
Resou
Techn
Prenti
Litera
2010 Unit 2
1. Selection tests/quizzes
2. Benchmark (unit) tests
Literary Analysis
LT2: I can identify story
elements in a fictional
text. These include
plot, setting, conflict,
theme, characters,
mood and point of
view.
LT3: I can make
inferences based
on the text.
LT4: I know the
difference between
fact and opinion in
a non-fiction
text.
LT5: I can locate
different types of
information in
various types (this
1. After reading questions
2. Selection tests/quizzes
3. Benchmark (unit) tests
Vocabulary
1. Selection tests/quizzes
2. Benchmark (unit) tests
3. End-of-the-year
comprehensive test on all
affixes
Grammar
1. Grammar Tests remove
grammar from benchmark
tests and story quizzes to
allow for teacher flexibility
to teach grammar in a more
natural progression)
2. Worksheets
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Prent
Hall
Litera
2010 O
Textb
Prenti
Online
Resou
Prenti
Litera
CD-R
Micro
Word/
Drive
Intern
Brows
Units
3 Ben
(Unit)
Kelm
Language Arts 7
Content
Skills
UNIT: Fiction and Nonfiction
UEQ:








What are fiction and nonfiction?
What are the elements of a story?
How do we use reading strategies
(predicting and inferencing) while
reading?
What are the different types of
nonfiction?
How can we use context clues to
increase our understanding of a
story?
What nonfiction strategies and
skills are used to create
understanding?
What is author's purpose and how
does one identify the author's
purpose of a story?
What are nouns and how do we
use them in everyday life?
Reading Skills





Context Clues
Author's Purpose
Informational Reading
Make Predictions
Make Inferences
Learning Targets
o
o
o
o
o
3.
lives?
St. Michael-Albertville Middle School East
Setting
Characterization
Theme
Mood
Point of View
Identify types of
nonfiction
Vocabulary
1. Recall meaning and apply to
readings
2. Recognize how prefixes and
suffixes change word meanings
3. Identify how roots contribute to
word meaning
4. Identify words using the affixes
we learned during this unit
Grammar
1. Identify the parts of speech
2. Distinguish Between Common vs.
Proper Nouns
3. Identify Possessive Nouns
Listening/Speaking
Research/Technology
one is not tested,
but it's needed to
answer any
questions in 7th
LA).
LT6: I can use
background
knowledge and
details in the story
to determine
author’s
purpose.
LT7: I can identify
an author's
argument.
LT8: I can set a
purpose for
reading a text.
Literary Analysis
LT9: I can
understand the
difference between
fiction and nonfiction and its
structure.
Assessment
Resou
Techn
3. Sentence Hunting
Units
3 Sele
Tests/
Listening/Speaking
Research/Technology
1. Correct format of typed
story
Writing
Process (Elements of
Composition)
1. Show proof of the writing
process from beginning to
end for descriptive essay
Forms (Types)
1. Compare and Contrast
Paragraph
2. News Report
3. Cursive Letter
4. Descriptive Essay
Traits:
1. Cursive letter graded on
voice and correct
conventions
2. Descriptive essay graded
Vocabulary
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Senteo
Clicke
Kelm
Language Arts 7
Content
Skills
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

Main Idea
Fact and Opinion
Author's Argument
Structure and Purpose
Literary Analysis

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
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
o

Fiction and Nonfiction
Narrative Writing
Point of View
Setting
Historical Context
Characters
Elements of a Short Story
Plot
o Setting
o Characterization
o Theme
o Mood
o Point of View
 Types of Nonfiction
Comparing Literary Works
Prefixes: re-, in-, trans-,
Suffixes: -ment, -ious
Roots: -vit-/-viv-, -manere-, -dict-,
-sper-/-spes-, mal-, per-
Grammar
Learning Targets
1. Type Descriptive Essay
Writing
Process (Elements of Composition)
Assessment
Resou
Techn
on correct conventions
LT10: I can
understand
vocabulary words
in the text.
Forms (Types)
1. Compare a character's actions
before and after junior high school
(Compare and Contrast Paragraph)
o
"Papa's Parrot"
2. Create a News Report
(based on the story's events
describing the 5W's and H)
o
o
Vocabulary



St. Michael-Albertville Middle School East
"All Summer in a Day"
3. Compose a cursive letter to
a nonfiction author
"My First Free Summer"
OR "Angela's Ashes"
4. Go through the writing
process (rough draft,
revise, final copy, selfassess)
Traits
1. Construct a descriptive essay with
correct conventions
2. Construct a cursive letter to
include voice and correct
LT11: I understand
how affixes change
word meanings
and give examples
AND I can identify
root words and
their meanings.
Grammar
LT12: I can identify
all parts of
speech.
Listening/Speaking
Research/Technology
LT13: I can type a
paper using a
computer program
(MS Word/Google
Docs).
Writing
Process (Elements
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Kelm
Language Arts 7
Content
Skills
Learning Targets
conventions
 Nouns
o
Common/Proper Nouns
o Possessive Nouns
 Pronouns
 Adjectives
 Verbs
 Adverbs
 Conjunctions
 Prepositions
 Interjections
Listening/Speaking
Research/Technology

Type descriptive essay
Writing
Process (Elements of Composition)
Forms (Types)




Compare and Contrast Paragraph
News Report
Cursive Letter
Descriptive Essay (rough draft,
peer edit, final copy, and selfassessment)
St. Michael-Albertville Middle School East
Assessment
Resou
Techn
of Composition)
LT14: I can create
a narrative that
develops setting,
people/characters,
dialogue, and
conflicts.
LT15: I can create
a multiple
paragraph piece of
writing that states,
maintains, and
uses details in a
logical order to
support a main
idea.
LT16: I can complete a
piece of writing using
the writing process
(prewriting, drafting,
revising, editing, and
publishing).
Forms (Types)
LT17: I can
compare and
contrast
characters.
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Kelm
Language Arts 7
Content
Skills
St. Michael-Albertville Middle School East
Learning Targets
Resou
Techn
LT18: I can write
frequently and in a
variety of forms,
including a letter
and a news
report.
Traits


Assessment
Voice
Conventions
Traits
LT19: I can identify the
author's purpose (to
persuade, to inform, to
entertain).
October 2013
Reading Workshop (RWS)
Content
Skills
Learning Targets
Assessment
Resources &
Technology
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Language Arts 7
Kelm
Content
Skills
Tips for Next Year:
Reading Skills


Consider creating a
journal helping students
identify and understand
their Lexile levels (so
they can choose books
that are appropriate for
them). This would need
to be shared during the
first or second month of
school to reap the
greatest benefit.
Continue updating the
Genre of the Month PPT
with current genre
examples as well as to
include good/bad
examples of student
responses.
Learning Targets
1. Point out what's
2.
3.
4.
5.
UNIT: Reading Workshop
(RWS)
happened in the novel
so far and predict
what happens next
(predict)
Identify important
details from the novel
and illustrate those
details (visualize)
State events from the
novel and explain how
your life connects to
those events
(connect)
Produce questions
and answers based
on the novel's
chapters (question)
Evaluate the novel
and make
recommendations
based on the
evaluation (evaluate)
UEQ:



Literary Analysis
How does the genre of a
book impact the
character's actions and
the storyline?
How do reading
strategies shape our
understanding of what
we read?
How does our history as
a reader shape who we
St. Michael-Albertville Middle School East
Reading Skills
LT1: I can identify and
use reading strategies,
including predicting,
visualizing, connecting,
questioning, and
evaluating.
2.
Resources &
Technology
Reading Skills
Internet Explorer/Mozilla
Firefox (to share different
topics that connect to
current events; i.e. the
updated banned books
list, the updated Newbery
Award winners, etc.)
1. Journals
Literary Analysis
1. Journals
Vocabulary
LT2: I can self-select texts for
a variety of purposes
(personal enjoyment, interest,
Grammar
and academic tasks).
Listening/Speaking
Literary Analysis
Research/Technology
LT3: I can recognize
differences between
genres of literature.
Writing
Process (Elements of
Composition)
Forms (Types)
LT4: I can identify story
elements in a fictional text.
These include plot, setting,
theme, conflict, characters,
mood and point of view.
1. Recognize differences Vocabulary
between the genres of
literature and identify
which genre the
chosen novel is
Identify the elements
of a story within the
novel of choice
Assessment
MS PowerPoint (to share
genres of the month and
other topics)
1. Journals
Traits:
1. Multiple journals that
focus on Ideas
Grammar
Listening/Speaking
Research/Technology
Writing
LT5: I can write a journal
entry for a specific task,
purpose, and audience.
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Language Arts 7
Kelm
Content
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
are as readers today?
What can we do to
improve ourselves as
readers moving forward?
What do statistics say
about reading and how
can we use those
statistics to improve
ourselves as readers?
What are the elements
of a story and how do
authors use these to
make their story
appealing to readers?
Skills
Predict
Visualize
Connect
Question
Evaluate
Literary Analysis

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Learning Targets
Assessment
Resources &
Technology
Vocabulary
Grammar
Listening/Speaking
Process (Elements of
Composition)
Forms (Types)
Traits
Research/Technology
Writing
Process (Elements of
Composition)
Forms (Types)
1. Produce journals
based on the
assigned
topics/weekly focus
Reading Skills

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


St. Michael-Albertville Middle School East
Traits
1. Construct multiple
journals that focus on
the Idea/topic
assigned based on
the weekly focus
Genres of Literature
Plot
Setting
Characterization
(character conductor)
Conflict and Resolution
Theme
Vocabulary
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Language Arts 7
Kelm
Content
Skills
St. Michael-Albertville Middle School East
Learning Targets
Assessment
Resources &
Technology
Grammar
Listening/Speaking
Research/Technology
Writing
Process (Elements of
Composition)
Forms (Types)

Journals
Traits

Ideas
November 2013
Literature Circles
Content
Skills
Learning Targets
Tips for Next Year:
 Use U4B p.226 Evaluating
Advertisements during the
book commercial portion of
this unit
 Plan accordingly so that we
can do two rounds of lit.
circles and The Outsiders
each year.
 Consider using Google Docs
next year for turning in the
Reading Skills
1. Identify important
2.
3.
details from the novel
and illustrate those
details (artful illustrator)
Produce questions and
answers based on the
novel's chapters
(investigator)
State events from the
Reading Skills
LT1: I can identify and
use reading strategies,
including predicting,
visualizing, connecting,
questioning, and
evaluating.
Literary Analysis
Assessment
Resources &
Technology
Reading Skills
Prentice Hall Reader's
Journey - literature
circle resources
1. Role sheets
Literary Analysis
1. Role sheets
2. End-of-novel test
Vocabulary
Internet browser for lit.
circle Prove It projects
Video editing software
for book commercials
YouTube teacher
account for posting
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Language Arts 7
Kelm
Content


Prove It projects. It was kind
of a mess tracking down
electronic vs. print copies and
making sure everyone had
theirs in
Consider doing the book
commercial for one round of
lit. circles and the Prove It
Project for a second round
Maybe copy the vocab WITH
the lit. circle role sheets? Add
the reading day # to the role
sheets so there's little
confusion over which day the
assignment is supposed to
be completed.
UNIT: Literature Circles
UEQ:




How does the genre of a
book impact the character's
actions and the storyline?
How does group discussion
shape our understanding of a
novel?
What are the elements of a
story and how do authors
use these to make their story
appealing to readers?
How do reading strategies
shape our understanding of
what we read?
Reading Skills
Skills
Learning Targets
novel and explain how
your life connects to
those events (connect)
Literary Analysis
1. Recognize differences
2.
3.
St. Michael-Albertville Middle School East
between the genres of
literature and identify
which genre the chosen
novel is
Analyze a character of
your choice from the
novel and identify their
main character traits
(character conductor)
Identify plot, setting,
conflict and resolution,
and theme for the
chosen novel
Vocabulary
1. Identify unknown words
and locate the meaning
of the word using
dictionaries/thesauruse
s
Grammar
LT2: I can identify story
elements in a fictional
text. These include
plot, setting, theme,
conflict, characters,
mood and point of
view.
support answers in a
group discussion
1. Role sheets
2. Vocabulary Guide
Grammar
Listening/Speaking
1. Participation rubric
for grading group
discussion (selfevaluation and group
evaluation)
Vocabulary
LT3: I can understand
vocabulary words in the
text.
Research/Technology
1. Students will self-
Grammar
Listening/Speaking
LT4: I can prepare
for and participate in a
group discussion
regarding a piece of
text.
2.
3.
Research/Technology
LT5: I can create a
commercial in collaboration
with a group.
Listening/Speaking
1. Share role sheets and
Assessment
Writing
Process (Elements of
Composition)
Forms (Types)
assess their
performance and
their group members'
performances in their
book commercials
through a rubric.
The teacher will
assess the students'
Book Commercials
through a rubric.
The teacher will
assess the students'
Prove It Projects
through a rubric.
Writing
Process (Elements of
Composition)
Forms (Types)
Resources &
Technology
student book
commercials
Little Bird Tales as
book commercial
alternate
Literature Circle
Selections
Al Capone Does My
Shirts by Gennifer
Choldenko
The Big Empty by J.B.
Stephens
Blackwater by Eve
Bunting
Carlos is Gonna Get It
by Kevin Emerson
Corner of the Universe
by Ann M. Martin
Ghost of Spirit Bear by
Ben Mikaelsen
Memory Boy by Will
Weaver
Old Yeller by Fred
Gipson
Pictures of Hollis
Woods by Patricia
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Language Arts 7
Kelm
Content
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Visualize (artful illustrator)
Question (investigator)
Connect (connector)
Skills






Genres of Literature
Characterization (character
conductor)
Plot
Setting
Conflict and Resolution
Theme
being an engaged
listener (maintaining
eye contact, focus on
the person speaking,
give nonverbals and
verbals to show that
you're listening)
Research/Technology
2.
Dictionaries/thesauruses
(word wizard)
Grammar
Listening/Speaking

Discussion
Research/Technology


Book Commercial
Prove It Project
Writing
Process (Elements of Composition)
Forms (Types) - Students will have a
choice of writing forms to choose
Traits
Assessment
1. Prove It Project
2. Storyboard for Book
Commercial
Resources &
Technology
Reilly Giff
So B. It by Sarah
Weeks
Traits:
1. Multiple forms of
writing that
incorporate Ideas,
Voice, and correct
Conventions
Stormbreaker by
Anthony Horowitz
Surviving the
Applewhites by
Stephanie S. Tolan
1. Create a book
Vocabulary

Learning Targets
2. Follow conventions for
Literary Analysis
St. Michael-Albertville Middle School East
commercial using the
Flip cameras
Create a variety of
Prove It projects using
technology (the internet,
Google Docs, MS
Word, MS PowerPoint,
Google Maps, SMART
software, etc.)
When Zachary Beaver
Came to Town by
Kimberly W. Holt
Writing
Process (Elements of
Composition)
Forms (Types)
1. Produce multiple forms
of writing (Prove It
Project)
Traits
1. Construct multiple
forms of writing that
incorporate Ideas,
Voice, and correct
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Language Arts 7
Kelm
Content
Skills
from (Prove It Projects)
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


St. Michael-Albertville Middle School East
Learning Targets
Assessment
Resources &
Technology
Conventions
Poem
Interview
Email
Film critic
Picture book
Travel brochure
Record a scene
New ending
Traits



Ideas
Voice
Conventions
January 2014
The Outsiders
Content
Skills
THE OUTSIDERS
THE OUTSIDERS
Learning Targets
Tips for Next Year:
 If I teach the research paper
FIRST (before reading the
novel), CHANGE the various
pages about the research
paper so that they don't say
"To wrap up this unit..."
 Take one to two additional
days next year to do the preresearching day lessons.
Reading Skills
1. Identify important
2.
details from the novel
and illustrate those
details (artful illustrator)
Produce questions and
answers based on the
novel's chapters
(investigator)
THE OUTSIDERS
NOVEL LEARNING
TARGETS:
LT1: I can identify the
theme of a novel (The
Assessment
Resources & Technology
THE OUTSIDERS
CFA: Discussion Guides
CSA: Outsiders Test
CSA: Research Paper
THE OUTSIDERS
Reading Skills
Outsiders).
LT2: I can engage
effectively in a
collaborative group
Prentice Hall Reader's
Journey - literature circle
resources
1. Role sheets
2. Chapter quizzes
Internet browser for online
research for five-paragraph
essays (research papers)
MS Word for five-paragraph
essays (research papers)
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Language Arts 7
Kelm
Content
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

This year things were too
rushed. Take time to go
through examples of notetaking and source recording.
Check out the school's books
on the various topics to have
them on hand again (in case
I can't get into the media
center for a day of research
again). The public library was
also a good source.
Next year take TWO days for
the first reading day
(because there's so much
background info and time
spent going over the vocab
sheets) OR partner the intro
to the author with the intro to
vocab/book handout/etc.
ADD affixes from short story
and nonfiction units to The
Outsiders so that we can
learn more affixes AND
practice affixes along the
way. Otherwise it's a long
time between units before
they're able to practice these.
UNIT: The Outsiders
UEQ:
NOVEL EQ:
Skills
3. State events from the
novel and explain how
your life connects to
those events (connect)
Literary Analysis
1. Recognize differences
2.
3.
between the genres of
literature and identify
the genre of The
Outsiders
Analyze a character of
your choice from the
novel and identify their
main character traits
(character conductor)
Identify plot, setting,
conflict and resolution,
and theme for The
Outsiders
Vocabulary
1. Identify unknown
words and locate the
meaning of the word
using
dictionaries/thesauruse
s
Grammar


What does it mean to be an
outsider and how does
identifying as one shape
characters' actions?
Is it possible to be part of a
group and still keep your
Listening/Speaking
1. Share role sheets and
support answers in a
group discussion
St. Michael-Albertville Middle School East
Learning Targets
Assessment
Literary Analysis
discussion and
build on others'
1. Role sheets
ideas and express
2. Chapter quizzes
my own.
3. End-of-novel test
LT3: I can identify
the elements of a
Vocabulary
story and how they
influence each
1. Critical Vocab sheets
other throughout a
2. Role sheets
story.
Resources & Technology
The Outsiders by SE Hinton
The Outsiders DVD
The Outsiders Audio CDs
(for struggling readers)
CA:
Informative/Explanatory:
Five-paragraph essay
(research paper)
Grammar
LT4: I can identify
the impact that the
setting has on the
characters and the
conflict.
LT5: I
can apply reading
strategies to help
me understand a
novel.
LT6: I can predict
what happens in a
story using my
background
knowledge.
LT7: I can compare
a written story to a
film.
RESEARCH PAPER
LEARNING TARGETS
- Part 1, The Research
Listening/Speaking
1. Participation rubric for
grading group
discussion (selfevaluation and group
evaluation)
Research/Technology
1. Students must have at
2.
least one print source
out of the three
required sources.
Five-paragraph
essays/bibliographies
must be typed
according to MLA
format.
Writing
Process (Elements of
Composition)
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Language Arts 7
Kelm
Content
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



individuality?
What universal themes are
present throughout The
Outsiders?
How does the genre of a
book impact the character's
actions and the storyline?
How does group discussion
shape our understanding of a
novel?
What are the elements of a
story and how do authors
use these to make their story
appealing to readers?
How do reading strategies
shape our understanding of
what we read?
Skills
2. Follow conventions for
being an engaged
listener (maintaining
eye contact, focus on
the person speaking,
give nonverbals and
verbals to show that
you're listening)
Research/Technology
1. Conduct research
2.
RESEARCH EQ, Part 1, The
Research:



What makes a source
reliable or unreliable?
What research steps do I use
to cite sources used and take
notes?
How can I avoid
plagiarizing in my researchbased writing?
RESEARCH EQ, Part 2, Paper:


How can I avoid
plagiarizing in my researchbased writing?
How do I use the MLA style
to write a research paper
3.
online using internet
search engines
(advanced search) and
online encyclopedias
Create a bibliography
and use in-text
citations following the
MLA format in MS
Word
Type five-paragraph
essay in MS Word
Writing: CA
1. Research a topic from
2.
3.
the 1960s by taking
notes and citing
sources to avoid
plagiarizing
Construct a fiveparagraph essay
covering a topic from
the 1960s following the
writing process
The 6 Traits focused
on in the five-
St. Michael-Albertville Middle School East
Learning Targets
Assessment
LT8: I can gather
1. Students will complete
all steps in the writing
relevant
process; effort points
information from
will be assigned based
multiple print and
on steps completed
digital sources,
using search terms Forms (Types)
effectively.
1. CA:
Informative/Explanator
LT9: I can assess
y: Five-paragraph
the credibility and
essay (research paper)
accuracy of each
rubric
source.
Resources & Technology
Traits:
LT10: I can quote
or paraphrase the
information from
my research in my
own words while
avoiding
plagiarism and
following a
standard format for
citation.
1. CA:
2. Five-paragraph essay
will focus on
organization and
conventions traits
RESEARCH PAPER
LEARNING TARGETS
- Part 2, The Paper
LT11: I can write
an informative
research paper to
explore a topic and
share my research
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Language Arts 7
Kelm
Content
(using in-text citations and a
bibliography)?
Skills
paragraph essay
include organization
and conventions
St. Michael-Albertville Middle School East
Learning Targets
in an organized, 5paragraph
essay.
Assessment
Resources & Technology
Reading Skills



Visualize (artful illustrator)
Question (investigator)
Connect (connector)
Literary Analysis






Genres of Literature
Characterization (character
conductor)
Plot
Setting
Conflict and Resolution
Theme
LT12: I can share
my research
findings in my own
words while
avoiding
plagiarism.
LT13: I can cite my
research using
MLA-style
citations.
Vocabulary


Dictionaries/thesauruses
(word wizard)
Critical Vocab for each
chapter
Listening/Speaking

Literature Circle Discussion
Research/Technology


Online research
Online encyclopedias
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Language Arts 7
Kelm
Content
 MS Word - MLA
Skills
St. Michael-Albertville Middle School East
Learning Targets
Assessment
Resources & Technology
Citations/Bibliography, type
paper
Writing
Process (Elements of Composition)






Prewriting
Rough Copy
Self-Editing and Revising
Peer Editing and Revising
Self-Evaluate
Final Copy
Forms (Types)

Traits


CA: Informative/Explanatory:
Five-paragraph essay
(research paper)
Organization
Conventions
March 2014
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Language Arts 7
Kelm
St. Michael-Albertville Middle School East
Poetry
Content
Skills
Learning Targets
Assessment
Tips for Next Year:
Reading Skills
Reading Skills
LT1: I can draw conclusions
based on details from the
text.
Reading Skills






Introduce and explain the
poetry presentation when
students write their first poem
Do a better job teaching
stanzas vs. paragraphs;
phrases vs. sentences. Too
many students write their
poems as paragraphs with
full sentences. CHANGE
poetry writing assignments to
reflect the need for stanzas.
Figure out how to do a better
job teaching symbolism. This
one's still a mystery for 7th
graders.
Also an area of struggle:
rhythm and meter.
Continue to read aloud or
listen to the poems, since
poems are meant to be heard
Consider adding in
NaPoWriMo as an option for
poetry writing instead of
poems that we assign.
Note: April is National Poetry
Month
UNIT: Poetry
UEQ:


1. Connect the details
2.
3.
4.
5.
Literary Analysis
LT2: I can reread and
paraphrase a piece of
text using punctuation
marks.
LT3: I can determine the
main idea of a passage.
LT4: I can follow technical
directions.
Literary Analysis
1. Identify and
2.
3.
4.
5.
What is poetry? How can you
tell that something is poetry?
What are poetic devices and
to draw conclusions
Paraphrase by
reading aloud
according to
punctuation
Reread and restate
to paraphrase
Determine the main
idea
Follow technical
directions
compare forms of
poetry
Label examples of
figurative language
and compose poems
containing figurative
language
Identify examples of
imagery and
compose a poem
containing imagery
Compare narrative
poems
Identify sound
devices and
compose poems
containing sound
devices
LT5: I can identify and/or
compare forms of poetry.
LT6: I can identify figurative
language and/or use it in my
writing.
LT7: I can identify sound
devices and/or use them in
my writing.
Vocabulary
LT8: I can understand
vocabulary words in the text.
1. Selection
tests/quizzes
2. Benchmark (unit)
tests
Literary Analysis
1. Music journals
2. After reading
questions
3. Selection
tests/quizzes
4. Benchmark (unit)
tests
Vocabulary
1. Selection
tests/quizzes
2. Benchmark (unit)
tests
Resources &
Technology
Prentice Hall Literature
2010 - Unit 4
Prentice Hall
Literature 2010 Online
Textbook
Prentice Hall Online
Text Resources
Prentice Hall Literature
CD-ROM
Microsoft Word or
Google Docs
NaPoWriMo - 30 poems
in 30 days challenge April
Internet browser
(Optional:
http://animoto.com
/ for publishing poetry
online)
Grammar
1. Grammar tests
(remove grammar
from story quizzes
and benchmark
tests to allow
Unit 4 Benchmark
(Unit) Tests
Unit 4 Selection
Tests/Quizzes
LT9: I understand how
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Language Arts 7
Kelm
Content


what are they used for?
How can drawing
conclusions, paraphrasing,
and finding the main idea
help readers understand
poetry?
What are phrases and
clauses and how do they
impact writing?
Reading Skills
 Drawing Conclusions
o
Ask questions
o Connect the details
 Paraphrasing
o

Read aloud
according to punctuation
o Restate passage
 Main Idea
Follow Technical Directions
Literary Analysis






Forms of Poetry
Figurative Language
Comparing Imagery
Comparing Narrative Poems
Sound Devices
Rhythm and Rhyme
Vocabulary

Skills
Learning Targets
6. Identify rhythm and
rhyme in poetry
Vocabulary
1. Recall meaning and
apply to readings
2. Recognize how
3.
4.
St. Michael-Albertville Middle School East
prefixes and suffixes
change word
meanings
Identify how roots
contribute to word
meaning
Identify words using
im-, un-, -ly, -y, ancy, -ency, -less, lum-, -gram-
Grammar
1. Identify and
distinguish between
independent and
subordinate clauses
2. Identify and
distinguish between
different sentence
structures; write a
variety of sentence
sturctures
Listening/Speaking
1. Read aloud poetry
2. Read aloud selfcreated poem to
Assessment
affixes change word
meanings and give
examples AND I can identify
root words and their
meanings.
Grammar
LT10: I can identify and
distinguish between
independent and
subordinate clauses.
LT11: I can identify and write
different types of sentences.
Listening/Speaking
LT12: I am able to read
a poem with emotion,
including a self-created
poem.
Research/Technology
Writing
Process (Elements of
Composition)
Forms (Types)
LT13: I can write various
forms of poetry routinely
over extended and shorter
time frames.
teachers freedom to
teach grammar in a
more natural
progression).
Resources &
Technology
Senteo Clickers
CA: Argument: Poetry
Presentation Persuasive
Paragraph
Listening/Speaking
1. Poetry Presentation
(speak clearly and
read with
expression)
Research/Technology
1. Optional: Publish
poetry online (e.g.
http://animoto.com
/)
Writing
Process (Elements of
Composition)
Forms (Types)
1.
2.
3.
4.
5.
6.
Concrete Poem
Haiku
Imagery Poem
Narrative Poem
SSMP Poem
CA: Argument:
Prefixes: im-, un-
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Language Arts 7
Kelm
Content


Suffixes: -ly, -y, -ancy--ency,
-less
Roots: -lum-, -gram-
Grammar


Independent and
Subordinate Clauses
Sentence Structures (Simple,
Compound, Complex)
Listening/Speaking


Optional: Publish poetry
online (e.g.
http://animoto.com
/)
Writing
Process (Elements of Composition)
Forms (Types)


Learning Targets
Assessment
class
Poetry Presentation
Persuasive
Paragraph
Research/Technology
1. Optional: Publish
Resources &
Technology
Traits
poetry online (e.g.
http://animoto.com
/)
Writing
Process (Elements of
Composition)
Forms (Types)
Poetry Reading
Poetry Presentation
Research/Technology

Skills
St. Michael-Albertville Middle School East
1. Compose poems in
a variety of forms
(including concrete
poem, haiku,
imagery poem,
narrative poem, and
SSMP poem)
2. CA: Argument:
Poetry Presentation
Persuasive
Paragraph
Traits
Poems (including Concrete
Poem, Haiku, Imagery Poem,
Narrative Poem, SSMP
Poem)
CA: Argument: Poetry
Presentation Persuasive
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Language Arts 7
Kelm
Content
Skills
St. Michael-Albertville Middle School East
Learning Targets
Assessment
Resources &
Technology
Paragraph
Traits
May 2014
Drama
Content
Skills
Learning Targets
Assessment
Tips for Next Year:
Reading Skills
Reading Skills
Reading Skills


Consider moving A
Christmas Carol to
Christmas time (duh)-BUT, if this is done,
the BMT 9/10 will need
to be changed to
reflect the amount of
time between when A
Christmas Carol is
taught (Dec.) and
when it's tested (May).
Don't leave a whole
1. Set a purpose for reading
2.
by completing U5B p.28
before starting A
Christmas Carol
Determine reading rate
appropriate for text (using
U5B p.49)
Literary Analysis
1. Identify examples of
LT1: I can provide an
objective summary of the
text.
LT2: I can set a purpose
for reading a text.
LT3: I can determine an
appropriate reading rate for a
1. Selection
tests/quizzes
2. Benchmark (unit) test
Literary Analysis
1. After reading
questions
2. Selection
3.
tests/quizzes
Benchmark (unit)
Resources &
Technology
Prentice Hall Literature
2010 - Unit 5
Prentice Hall
Literature 2010
Online Textbook
Prentice Hall Online
Text Resources
Prentice Hall Literature
CD-ROM
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19 of 22
Language Arts 7
Kelm
Content
class period for the
small group discussion
(A Christmas Carol); I
had about 20-25+
minutes of hang time.
Combine the small
group discussion with
another activity.
UNIT: Drama
Skills
Learning Targets
stage directions
2. List examples of dialogue
3. Identify characterization
4. Determine character's
5.
6.
7.
St. Michael-Albertville Middle School East
motivation for actions
Define historical context
Explain how historical
context affects text
Identify the author's
perspective
UEQ:
particular text.



What are elements of
drama?
How does text affect
reading rate?
How and why do you
set a purpose for
reading?
What is historical
context?

Reading Skills


Setting a Purpose
Reading Rate
Literary Analysis



Stage Directions
Dialogue
Comparing Characters
1. Recall word meaning and
apply to readings
2. Recognize how prefixes
3.
4.
and suffixes change word
meanings
Identify how roots
contribute to word
meaning
Identify words using inter, -sist-, and -grat-
Grammar
Listening/Speaking
1. Read aloud drama
2.
3.
o
selection
Use stage directions
while reading aloud
Compare and contrast
performance of text to
written text
Monsters Are
test
Resources &
Technology
Microsoft
Word/Google Docs
Vocabulary
Literary Analysis
LT4: I can analyze how elements
of drama interact (e.g. dialogue,
stage directions, plot).
LT5: I can identify
characterization and
character’s motives.
Vocabulary

Assessment
LT6: I can identify historical
context and explain how it
affects the text.
LT7: I can identify an author’s
perspective (opinion).
1. Selection
tests/quizzes
2. Benchmark (unit)
test
Grammar
1. Grammar tests
(remove grammar
from story quizzes
and benchmark
tests)
Research/Technology
Vocabulary
Internet Browser
Unit 5 Benchmark
(Unit) Tests
Unit 5 Selection
Tests/Quizzes
Senteo Clickers
Monsters Are Due on
Maple Street DVD or
access to it via Netflix
(Season 1 - Episode
22)
1. Students will
LT8: I can understand
vocabulary words in the text.
LT9: I understand how affixes
change word meanings and
give examples AND I can
identify root words and their
meanings.
produce a reader's
theater script using
MS Word or another
word processing
application (maybe
Google Docs???)
Grammar
Writing
Process (Elements of
Composition)
Listening/Speaking
Forms (Types)
LT10: I can use stage
directions while reading
Newfangled Fairy
Tales: Book 1 by Bruce
Lansky
CA: Narrative:
Reader's Theater Script
with Stage Directions
1. CA: Narrative:
Reader's Theater
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Language Arts 7
Kelm
Content



Prefixes: interRoots: -sist-, -grat-
Grammar
Listening/Speaking


Reader's Theater
Performance vs.
Written
Research/Technology

Reader's Theater
scripts using MS Word
or Google Docs
Writing
Process (Elements of
Composition)




Rough draft
Revise
Edit
Final copy
Learning Targets
Due on Maple Street
teleplay vs. television
episode
Character Motives
Historical Context
Author's Perspective
Vocabulary


Skills
St. Michael-Albertville Middle School East
Research/Technology
aloud a piece of drama.
LT11: I can compare and
contrast performance of
a text to a written text.
1. Type a reader's theater
script with stage
directions
Writing
Process (Elements of
Composition)
1. Apply the writing process
to write a reader's theater
script
Forms (Types)
1. CA: Narrative: Translate
a story into a reader's
theater script with stage
directions
Assessment
Research/Technology
Writing
Process (Elements of
Composition)
Resources &
Technology
Script with Stage
Directions
Traits
1. Reader's Theater
Script with Stage
Directions
emphasizing
organization
Forms (Types)
LT12: I am able to
translate a story into a
reader’s theater script
using dialogue and stage
directions.
Traits
Traits
1. Compose a reader's
theater script focusing on
organization (making
sure that the script is
organized according to
the rules of drama)
Forms (Types)
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Language Arts 7
Kelm
Content

Skills
St. Michael-Albertville Middle School East
Learning Targets
Assessment
Resources &
Technology
CA: Narrative:
Reader's Theater
Script with Stage
Directions
Traits

Organization
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