GRADE 7 RESOURCE PACKET
GPB LIVE-STREAMING
PROFESSIONAL LEARNING
JANUARY 31, 2012
2:00 PM TO 4:00 PM
Grade 7 Sample Instructional Unit
Grade 7 Sample Text Complexity Rubric
Grade 7 Sample Performance Rubrics
Grade-level CCGPS Standards
Teacher Guidance Document, Selected Pages
Grade 7 Curriculum Map
Resource Locator with Glossary
Professional Learning PowerPoint (downloaded separately)
CCGPS UNIT PLANNING GUIDE
PART I: UNIT OVERVIEW, GRADE 7, UNIT 1 OF 4
Consult grade-level curriculum maps for guidance on reading/writing focus for each unit
After completing planning guide, use Part II of this template to create instructional tasks
Reading Focus : Literary
1 extended text
6 thematically connected short texts
List Theme and Texts
THEME: There and Back Again: What Science Fiction and Fantasy Can Teach Us About Ourselves
EXTENDED TEXT: The Hobbit, J.R.R. Tolkien
(minimum)
ELACCRL1-RL10
ELACCRI1- RI10
SHORT TEXTS LITERARY:
The Martian Chronicles, Ray Bradbury, selected science fiction short stories:
“—And the Moon Be Still as Bright”
“The Martian”
“Sir Lancelot and Queen Guinevere,” Alfred Lord Tennyson, poem
http://charon.sfsu.edu/TENNYSON/poems/lancelotguinevere.shtml
“The Lady of Shalott,” Alfred Lord Tennyson, poem
http://www.online-literature.com/tennyson/720/
“What Makes the Grass Grow,” David Monette, science fiction short story
http://davidmonette.blogspot.com/2010/02/what-makes-grass-grow.html
“The Shoddy Lands,” by C. S. Lewis, science fiction short story
http://www.ele.uri.edu/faculty/vetter/Other-stuff/The-Shoddy-Lands.pdf
Le Morte d'Arthur, Sir Thomas Malory
http://www.sacred-texts.com/neu/mart/index.htm
Dandelion Wine (Chapter 13 excerpted), “The Happiness Machine,” by Ray Bradbury
SHORT TEXTS INFORMATIONAL:
“Why do We Read Science-Fiction?” Carol Pinchefsky, essay
http://intergalacticmedicineshow.com/cgi-bin/mag.cgi?article=012&do=columns&vol=carol_pinchefsky
Poetry in The Hobbit, by Stella Quinn
http://robotfromthefuture.com/visuals/Poetry-in-the-Hobbit.pdf
“Why We Love Science Fiction,” Schuyler R. Thorpe, essay
http://schuylerthorpe.wordpress.com/2011/01/08/why-we-love-science-fiction/
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 2
The Hero with a Thousand Faces, Joseph Campbell, excerpts: Chapters I, II, and II (archetypal character and story
elements)
King Arthur: Overview, historical connections, name, literary traditions (medieval through modern), legacy
http://www.absoluteastronomy.com/topics/King_Arthur
“Windows on the life and work of J.R.R. Tolkien,” Armstrong, Chris, Gertz Steven, essay, literary criticism
http://web.ebscohost.com/ehost/detail?sid=dc189a7d-20f3-4f17-800b88692d161de3%40sessionmgr12&vid=1&hid=17&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=khh&AN=10001
139
Paris Review Interview with Ray Bradbury
http://www.theparisreview.org/interviews/6012/the-art-of-fiction-no-203-ray-bradbury
Arthurian Legend
http://edsitement.neh.gov/lesson-plan/exploring-arthurian-legend#section-16239
VISUAL/OTHER TEXTS:
The Hobbit, 1977 animated version:
http://www.youtube.com/watch?v=MSIFzzYeCTY
Excalibur, 1981 (film version of the story of King Arthur and Camelot; PG version, edited for television)
The Sword in the Stone, 1963 Disney (animated film version of T.H. White’s Once and Future King)
John William Waterhouse's The Lady of Shalott, 1888 (Tate Gallery, London)
Images of Guinevere, Julia Margaret Cameron, from a series of Arthurian-themed portraits to illustrate Idylls of
the King:
http://preraphaelitesisterhood.com/images-of-guinevere/
“The High Road to Narnia: C. S. Lewis and his friend J. R. R. Tolkien believed that truths are universal and that
stories reveal them”
http://web.ebscohost.com/ehost/detail?sid=1ba26a92-967e-402a-b19a5f4c9689d8a4%40sessionmgr4&vid=1&hid=17&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=khh&AN=357175
62
“The Necessity of Chivalry,” C.S. Lewis, essay on the character of Launcelot
http://yourdailycslewis.blogspot.com/2005/08/necessity-of-chivalry.html
Howard Pyle: King Arthur and His Knights
http://celtic-twilight.com/camelot/pyle/ka/index.htm
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 3
Writing Focus: Informational
Assessment Tasks
Prompts/Topics
Informative/Explanatory writing should focus on why literary and rhetorical choices are made by the author, and how those choices are intended to affect or impact the reader based solidly in text
evidence; argumentative/opinion writing must provide strong and logical support, based solidly in text, for claims.
3 informative/explanatory writing
connected to reading
1 argumentative/opinion analysis
writing connected to reading
INFORMATIONAL/EXPLANATORY: Literary Analysis, The Hobbit: Identify theme, audience, and purpose. Identify
and analyze literary strategies used to convey theme and purpose including but not limited to plot, setting, characters,
characterization, diction, syntax, tone, imagery, figurative language, symbols (motif). Why did Tolkien make the
choices he did, and how were those choices intended to impact readers? Use primary text only for citations (ideas
must be your own); use Shanahan’s graphic organizer to identify theme; use précis format to create essay outline.
ELACCW1-2/4-10
INFORMATIONAL/EXPLANATORY: Using evidence from the short story “—And the Moon Be Still as Bright,” as well
as independent research and background knowledge on the colonization of the Americas, identify Bradbury’s
message and attitude about colonizers in human history. Explain and analyze the allegory between the treatment of
native Americans, their culture, and their homeland, and the treatment of native Martians, their culture, and their
homeland. Your thesis will include a statement of Bradbury’s purpose and message. All evidence to support this
thesis must come directly from the text or researched sources on American colonization (you may not use researched
criticism on the short story; ideas must be your own).
OR
C.S. Lewis’s short story, “The Shoddy Lands,” uses a fantastical occurrence to teach a lesson about self-perception
and ego. Use evidence from the text to explain Lewis’s ideas about the ways in which we perceive ourselves as
opposed to the ways in which others perceive us. Remember that this is an expository and not an
argumentative/opinion essay.
INFORMATIONAL/EXPLANATORY (CONSTRUCTED IN TEAMS/PAIRS AS MULTIMEDIA PRESENTATION): Using
Joseph Campbell’s Hero with a Thousand Faces as a rubric to define and describe archetypal characters and plot
elements, synthesize information from a variety of sources studied in class and independently (see unit reading list)
including paintings, poems, film, and prose to explain the archetypal significance of the main characters and events
represented in Arthurian Legend.
OR
INFORMATIONAL/EXPLANATORY (CONSTRUCTED IN TEAMS/PAIRS AS MULTIMEDIA PRESENTATION): After
studying the archetypal characters and life events described in Joseph Campbell’s Hero with a Thousand Faces,
compare and contrast with the literary criticism contained in “The High Road to Narnia: C. S. Lewis and his friend J.
R. R. Tolkien believed that truths are universal and that stories reveal them.” Archetypes are representations of
people and circumstances that are universally recognized. What universal truths does the article identify that Tolkien
and Lewis believed in? What do those truths have in common with Campbell’s archetypes?
ARGUMENT: You will use any three texts of your choice from the unit reading list along with one significant text
provided at the time of writing to answer the following question:
What can literature from the science fiction and fantasy genres teach us about ourselves? What can it tell us about
the human condition?
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 4
All claims made in your argumentative analysis must be directly supported by a citation from one of the four texts. All
four texts must be used, and the text provided at exam time must be fully integrated into your argument.
Additional Standards Focus for Grade/Unit/Module: Skill Building Tasks
Narratives to convey experiences
1. In the Ray Bradbury story “The Martian,” the Martian native involuntarily shifts his appearance and attitude to suit
whoever he is with, subconsciously becoming what they want him to be, and the strain of this finally kills him. Do you
ELACCW3
believe that your attitude, beliefs, appearance, or values sometimes change to match circumstances? Convey an
experience wherein remaining true to yourself or maintaining your integrity was difficult. Use dialogue in your
narrative.
2. Choose a character from one of the texts we have read in class that you think resembles you in some way and
explain the ways in which you identify with that character. Using dialogue to sharpen your narrative, convey
experiences from your life that shaped you into this type of character.
Research connection(s)
Brief or sustained inquiries related
to the texts or topics
ELACCW7, 8, 9
Routine writing
Notes, summaries, process journals,
and short responses across all genres
ELACCW1-10
Language Integration
Grammar ELACCL1-3
L1:
 Function of phrases and clauses in
general and their function in specific
sentences
 Use simple, compound, complex,
and compound-complex sentences
to signal differing relationships
among ideas
 Recognize and correct misplaced
Suggested topics:
Archetypes
Allusions within the texts
Biography of authors
Historical context of texts
History of the science fiction genre
Suggested integration (diaries, exit slips, brief response, journal, etc.):
 Compare written and film versions of text
 Interact with text through correspondence written in character
 Annotate the texts as they are read, taking notes in anticipation of the defined culminating writing project
 Reflect on writing process (exit notes)
 Create short response/reflection on text
 Create diary (sponge)
 Make predictions (sponge/exit)
 Practice journalism/news reporting
Ideas/Tasks for Integration
 Examine and compare the prose styles of each author (for distribution of simple, compound, and complex
sentences)
 Examine syntax and use of introductory subordinate clauses
 Combine sentences for fluency in writing process
 Place attention on dangling modifiers in rubric
 Place attention on varied sentence structure on rubric
 Diagram sentences from texts in exploration of style
 Provide direct instruction in definition of phrase/clause and misplaced modifiers
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 5
and dangling modifiers
 Address serial commas in sets of
coordinate adjectives
L2:
 Capitalization, punctuation, and
spelling when writing
 Use a comma to separate
coordinate adjectives
L3:
 Choose language that expresses
ideas precisely and concisely,
recognizing and eliminating
wordiness and redundancy
Language Integration
Vocabulary ELACCL4-6
L4:
 Determine or clarify the meaning of
unknown and multiple-meaning
words and phrases using multiple
strategies including context and
reference materials
 Greek or Latin affixes and roots
L6:
 Acquire and use accurately
academic and domain-specific
vocabulary
L5:
 Figurative language,
 Biblical and mythological allusions
 Synonyms
 Connotations and denotations
Speaking and Listening
ELACCSL1-6
SL1:
 Express ideas clearly in
collaborative discussions
 Acquire and show evidence of
knowledge of topic
 Work well in group, set goals
 Modify views when warranted
SL2:
 Analyze material presented in
 Place attention on conventions in rubric
 Provide direct instruction on comma usage with coordinate adjectives
 Identify text examples of coordinate adjective lists




Compare and contrast author’s prose styles with attention to diction
Give attention to concise language in class discussion
Employ thesaurus for precision
Eliminate extraneous/flowery language in writing process
Ideas/Tasks for Integration
 Provide direct instruction in literary terms to scaffold analysis, citing examples from texts (diction, syntax, tone,
imagery, figurative language, audience, purpose, theme, structure)
 Use online and paper reference materials in class
 Give attention to Greek and Latin vocabulary in Joseph Campbell as teachable moment for roots
 Conduct vocabulary study in each text
 Study figurative language and connotative language in texts
 Give attention to figurative language in writing/rubric
 Identify allusions in texts (Hobbit: Shakespearean and Greek mythological allusions; Arthurian Legend: mythical
and biblical allusions; Bradbury: American folklore allusions; etc.)
Ideas/Tasks for Integration
 Engage in routine daily discussion of ideas
 Express ideas in Paper 3 (Archetypes in Arthurian Legend) may be written in pairs or teams as an academic
presentation that includes a visual component such as poster, Prezi, or PowerPoint
 Engage in debate, formal and informal as issues arise
 Engage in Peer Review of paper 3 presentations
 Conduct evaluation of web resources in research process
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 6
diverse media and formats
SL3:
 Delineate and evaluate a speaker’s
argument
SL4:
 Present claims and findings
SL5:
 Include multimedia components
SL6:
 Adapt speech to a variety of
contexts and tasks
 Evaluate arguments presented in pivotal monologues from film clips accompanying texts (for example, Gandalf’s
argument persuading Bilbo to go on the adventure, or Merlin’s speech arguing that Arthur must get hold of himself
and fight for Camelot after Arthur is wounded and weakened)
 Engage in Paper 3 Collaboration
 Engage in Paper 3 Collaboration
 Note the differences in vocabulary and level of discourse between informal discussion and formal presentation;
note differences in speech patterns of characters of different types (royalty versus commoner, wizard versus
monster, astronaut versus farmer)
The standards above represent material that must be conveyed to students in this instructional unit. After brainstorming ideas for each category, proceed to Part II of the planning template, where you
will create tasks that integrate the standards into appropriate instructional activities. Read the standards recommended for each section and use the Text Complexity Rubric to ensure that all text
choices are appropriately rigorous. The unit is not limited to the texts you choose, but these will represent a minimum.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 7
CCGPS UNIT PLANNING GUIDE FOR UNIT 1, MODULE 1
PART II: STANDARDS-BASED TASK PLANNER
Use this template to plan individual tasks designed to scaffold the skills taught in the unit. Each major Culminating Assessment will be supported by all necessary Skill Building Tasks. Integrate all the
activities brainstormed in Part I within your Skill Building Tasks, using the check boxes on Part I to ensure recursive inclusion of all items. Refer to your grade-level curriculum map to determine the
number of assessments appropriate for your unit. Each Assessment Task should have several Skill Building Tasks.
ASSESSMENT 1: integrating reading selections from the unit into a writing task
INFORMATIONAL/EXPLANATORY: Literary Analysis, The Hobbit (320 pages, 19 chapters, chapters average 15 pages in length): Identify theme, audience,
and purpose. Identify and analyze literary strategies used to convey theme and purpose including but not limited to plot, setting, characters, characterization,
diction, syntax, tone, imagery, figurative language, symbols (motif). Why did Tolkien make the choices he did, and how were those choices intended to impact
readers? Use primary text only for citations (ideas must be your own); use Shanahan’s graphic organizer to identify theme
>Use the graphic organizer to discuss and determine theme:
(Students identify what a character was like before and after
before
after
the major crisis of a story, then ponder what it was the
author wanted us to learn from this - and what did the
crisis
character learn)
and use précis format to create essay outline
(How to write a précis:
http://oregonstate.edu/instruct/phl201/modules/rhetorical-precis/sample/peirce_sample_precis_click.html )
ESSENTIAL QUESTION
How do authors use specific literary elements to convey theme and purpose?
SKILL BUILDILNG TASKS
Note: the following tasks represent one possible configuration for the delivery of instruction to scaffold successful performance on the Culminating Assessment above. This schedule may be amended
as necessary to fit your unique instructional needs. In particular, note that the recommended homework is sufficient only to include the minimum concepts set forth in this plan. Significant additional
homework may be required if necessary.
SKILL/CONCEPT: Pre-reading
TASK: Establish text context, predict
STRAND
Reading
Writing
Speaking
and
Listening
Language
NETS
STANDARD
ELACC7RI1, 2,
9
ELACC7W7, 8,
9
ELACC7SL1 b.
c. d.
ELACC7SL2






Have students begin a notebook section in the recommended academic style (Cornell, double entry journal, etc.)
taking notes on today’s information
Share PowerPoint/Webquest on SmartBoard providing background on J.R.R. Tolkien and the historical context of
The Lord of the Rings trilogy, including the prequel we will read: The Hobbit
Activate background knowledge, especially of the recent popular movie adaptations
Have students use computer stations to briefly review the pre-WWII political situation in pre-1940 England while the
book was being written, determining which sites are academically appropriate
Examine various cover art and dust-cover blurbs about the texts
Conclude with a discussion making predictions about the text
NETS2b.c.
NETS3b
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 8
SKILL/CONCEPT:
Read and annotate text
TASK: Group and independent reading/note taking
STRAND
Reading
STANDARD
ELACC7RL1, 3,
6
ELACC7W9


Provide explicit instruction in how to effectively takes notes on the text
Provide very brief overview of the kinds of evidence students should be looking for in text (this will be covered more
in depth later)
Conduct group read-aloud of Chapter 1
Conduct peer note-check for exit. Notes will focus on elements of plot, character/characterization, literary
elements/prose style of author, literary/mythological/Biblical allusions, and unknown words (explore these!)

Writing

Speaking
ELACC7SL6
and
Listening
Homework: Read Chapter 2, annotate with attention to Tolkien’s literary strategies using your own background knowledge of
ELACC7L4
Language
diction, syntax, imagery, figurative language, tone, style, etc. These elements will be discussed in class tomorrow.
NETS
SKILL/CONCEPT: Literary terms, author’s prose style
TASK: Illustrate terms, search text, diagram sentences, echo write
STRAND
STANDARD
Reading
RL4, 3
Writing
Speaking
and
Listening
ELACC7W9
Language
ELACC7SL4 ad, L6
7L1ab, L5


Discuss plot and character in Chapter 2, modeling appropriate notes
Introduce literary concepts to be analyzed in assessment writing, providing definitions and examples from text of
each (ensure that students take appropriate notes): diction, syntax, tone, figurative language, imagery, symbolism
 Conduct group read-aloud Chapter 3 (student notes should reflect information gathering on at least one or two
literary elements)
Homework: Locate and write down 2 examples of each of the following in the text:
1. Simple sentence
2. Compound sentence
3. Compound/complex sentence
4. Complex sentence
NETS6a,b
NETS
SKILL/CONCEPT: Compare text versions, understand author’s purpose in choices
TASK: View clips, group discussion of artistic choices, employ literary terms
STRAND
Reading
Writing
Speaking
and
Listening
Language
STANDARD
ELACC7RL1, 4,
7
ELACC7W9, 10
ELACC7SL1 ad, 2
ELACC7L5abc




View Chapters 4 - 9 from the film version of The Hobbit; students will have written texts in hand during the viewing to
periodically check for matches in dialogue and description
Discuss and take notes on the following:
*Determine in what ways the film depiction matched or diverged from what you visualized as you read
*As you skim through your text while you watch the clip, identify dialogue matches or places where the film
differs from the written text significantly
Determine reasons for the changes that were made to the film version
Having read aloud, read independently, and viewed a film clip, articulate your ideas about the word choices Tolkien
has made; for example old fashioned or modern, simple or sophisticated, varying by character; connotations of
language
NETS
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 9
SKILL/CONCEPT: Sentence fluency
TASK: Understand the composition and the function of phrases and clauses in sentences
STRAND
STANDARD
Reading
ELACC7RL5
Writing
Speaking
and
Listening
Language
ELACC7W9
ELACC7SL1
ELACC7L1A-C

Conduct independent in-class reading of Chapter 10, having students note particularly elegant or interesting
sentences for later discussion
 Examine a few chosen sentences, explaining sentence components to students
1. What are the elements of a phrase?
2. What are the elements of a clause?
3. How do phrases and clauses work together to make compound, complex, and compound/complex sentences.
4. What do you think an optimum mixture of these types of sentences would look like? Would it vary depending on the author
or the piece and its tone and purpose?
Homework: Read and annotate Chapters 11 and 12, paying specific attention to literary elements.
NETS
SKILL/CONCEPT: Evaluation of verbal argument
TASK:
Evaluate Gandalf’s argument to Bilbo from the film version of text
STRAND
STANDARD

Reading
ELACC7RL4

Writing
Speaking
and
Listening
Language
NETS
ELACC7W9
ELACC7SL2, 3

Lead the class in an informal discussion of the strategies we tend to use to persuade people to do things (guilt,
repetition, shame, peer pressure, pride, etc.)
View Chapter 1 of The Hobbit in the film version, wherein Gandalf and his comrades bring their powers of
persuasion to bear on the timid hobbit in order to engage him as a burglar in their quest; (students will take notes
with special attention to the persuasive strategies used on Bilbo)
Have students complete an exit card describing the strategies they identified and how well they think those
strategies worked
NETS2a
SKILL/CONCEPT: Understanding the assessment for this task
TASK: Group peer review chart, rubric review/edit
STRAND
Reading
Writing
Speaking
and
Listening
Language
NETS
STANDARD
ELACC7RL4,
RI4
ELACC7W2, 4,
5




ELACC7SL2, 5

ELACC7L1-L6


Place the prompt for this culminating writing task (see above) on chart paper or smart board
Lead students in a thorough deconstruction of all parts of the prompt so that they thoroughly understand what they
will be asked to do in the assessment
Examine the vocabulary of the prompt and share student models of good work
th
Provide worksheets and copies of the 7 grade standards to students and engage them (in teams, pairs, or whole
groups) in determining what they expect to see on a rubric for this assignment
Provide students with a copy of the actual rubric you will use, or modify it in class based on the feedback from
discussion
Review the grammatical concepts included in this study (phrases and clauses) and make sure they are meaningfully
included in the rubric
Have students return to their groups and brainstorm a check-list of peer review items; that is, what should you check
your paper for before the final edit to make sure it meets the requirements of the rubric (for example, check sentence
fluency to make sure you have employed diverse and interesting sentence construction; check for passive voice;
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 10
check that all items are backed up by evidence and that evidence is properly cited, etc.)
SKILL/CONCEPT: Analyzing literary elements of text
TASK: Model and discuss together the literary elements in chapters 11-13
STRAND




STANDARD
ELACC7RL1, 2,
3,5,6
ELACC7W9
Reading
Writing
Speaking
and
Listening

ELACC7SL1a-d
Language
Conduct group read-aloud Chapter 13
Review literary elements: diction, syntax, tone, figurative language, imagery, and symbolism
Use discussion of syntax to review phrase, clause, and sentence structure/fluency
Ask the following questions: How would students describe Tolkien’s syntactic style? (Does he use long or short
sentences? How are they composed? What effect does their structure have on the reader?)
Take questions from students on their progress in compiling information on WHY the author uses certain literary
devices and HOW those devices work on the reader
ELACC7L4a-d,
5, 6
NETS
SKILL/CONCEPT: Literary Allusion
TASK: Discuss the concept of literary allusion; examine allusions in the text
STRAND
STANDARD
Reading
ELACC7RL4, 6


Conduct group read-aloud Chapter 14
Lead students in a discussion on the concept of literary allusion ("a brief reference, explicit or indirect, to a person,
place or event, or to another literary work or passage”)
Provide explicit instruction on allusion and the important ways in which it differs from a direct reference
Provide several easy to understand examples of allusion
Note allusions commonly discussed in The Hobbit: Shakespeare’s King Lear and to Greek mythology, especially
regarding the waters of forgetfulness and Gollum’s home beneath the earth - see the Internet and literary journals for
more detail; importantly, students may find their own resonances in the text, which may be explored in class
Students will take appropriate notes, integrating the information into their literary analyses as appropriate
ELACC7W9
Writing


Speaking

ELACC7SL1a-d
and
Listening
ELACC7L5
Language

NETS
SKILL/CONCEPT: Active listening, annotation
TASK:
Audio presentation of 2 chapters with vocabulary and prose study
STRAND
Reading
Writing
Speaking
and
Listening
Language
NETS
STANDARD
ELACC7RL1, 4,
6, 7
ELACC7W9
ELACC7SL4, 1
ELACC7L4a-d
NETS2a,b

Have students actively listen to a professionally produced audio book version of The Hobbit for Chapters 15, 16 (17
18 homework)
 After hearing the text read aloud by a professional reader, students should be prepared to discuss their aesthetic
perception of the sound of the words. From a purely artistic point of view, guide them in thinking about whether the
prose sounds flowing, musical, staccato, clipped, etc.
 Following this general conversation, which need not be too academic, have students examine text passages from
these two chapters. In teams or pairs they can perform a brief analysis of a passage, noting interesting word
choices, the number of sentences in a paragraph, the number of words in a sentence, and the distribution of simple,
compound, complex, and compound/complex sentences
 Students can compose an exit card attempting to articulate Tolkien’s choices in diction and syntax in their given
passage, focusing on WHY these choices were made and HOW they are meant to impact the reader
Homework: Read and annotate chapters 17 and 18
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 11
SKILL/CONCEPT: Evaluating the author’s literary devices in advance of analysis
TASK:
In-class dramatic reading of novel’s conclusion
STRAND
STANDARD
ELACC7RL3, 5,
10
ELACC7RI1, 2,
6
ELACC7W1, 9
Reading





Conduct group read-aloud Chapter 19, the conclusion
Reflect on the overall structure of the chapters, including the arc of the plot
Reflect on characters and the ways in which the author provided characterization
Review the writing prompt and rubric for Culminating Assessment
Have students take notes; cumulative notes from study segment may be used in the course of the writing
assessment
Homework: Students will read and annotate “Windows on the life and work of J.R.R. Tolkien,” by Chris Armstrong and
Steven Gertz (Literary Criticism) before constructing their culminating assessment. This piece will provide scaffolding in what
the analysis of literary elements and devices should look and sound like, as well as providing valuable insights into Tolkien’s
history and prose.
Writing
Speaking
ELACC7SL1-4
and
Listening
Language
NETS
SKILL/CONCEPT: Literary analysis essay
TASK:
Students will write in class, complete for homework
STRAND
Reading
Writing
STANDARD
ELACC7SL1,2,
3,5,6,10
ELACC7W2af,4,5,9,10
Speaking
and
Listening
Language
ELACC7L2, 1 3,
5, 6

Using their notes, the text, and referring to the prompt and the rubric provided, students will begin the writing
process to produce a cogent thesis describing the literary devices employed by Tolkien in his classic work The
Hobbit. Students may be expected to complete at least a complete rough draft of this work within the class period,
allowing them an opportunity to request clarification or support (to the extent appropriate) from the instructor. The
final draft of this essay (recommended length 2 pages, 500 words) will be due at the beginning of the next class
period.

This essay will be discussed and reviewed at the outset of the next unit segment (science fiction short stories) and
th
will become the anchor piece in the student’s 7 grade writing portfolio. The graded paper, along with peer review
commentary, rough draft, and teacher-completed rubric with commentary should all be in the portfolio.
NETS
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 12
CCGPS UNIT PLANNING GUIDE FOR UNIT 1, MODULE 2
PART II: STANDARDS-BASED TASK PLANNER
Use this template to plan individual tasks designed to scaffold the skills taught in the unit. Each major Culminating Assessment will be supported by all necessary Skill Building Tasks. Integrate all the
activities brainstormed in Part I within your Skill Building Tasks, using the check boxes on Part I to ensure recursive inclusion of all items. Refer to your grade-level curriculum map to determine the
number of assessments appropriate for your unit. Each Assessment Task should have several Skill Building Tasks.
ASSESSMENT 2: integrating reading selections from the unit into a writing task
INFORMATIONAL/EXPLANATORY: Using evidence from the short story “—And the Moon Be Still as Bright,” as well as independent research and background
knowledge on the colonization of the Americas, identify Bradbury’s message and attitude about colonizers in human history. Explain and analyze the allegory
between the treatment of native Americans, their culture, and their homeland, and the treatment of native Martians, their culture, and their homeland. Your
thesis will include a statement of Bradbury’s purpose and message. All evidence to support this thesis must come directly from the text or researched sources
on American colonization (you may not use researched criticism on the short story; ideas must be your own).
OR
Using evidence from “The Shoddy Lands” and “What Makes the Grass Grow,” explain the claims of Pinchefsky and Thorpe (see unit reading list) about the
elements that make the science fiction genre attractive to its fans. What are the primary claims of Pinchefsky and Thorpe in their essays, and how do these two
stories exemplify those claims (or fail to exemplify them). Remember that this is an expository and not an argumentative/opinion essay.
ESSENTIAL QUESTION
Why is science fiction often used as a vehicle to discuss difficult or inflammatory issues in human society?
SKILL BUILDILNG TASKS
Note: The following tasks represent one possible configuration for the delivery of instruction to scaffold successful performance on the Culminating Assessment above. This schedule may be
amended as necessary to fit your unique instructional needs. In particular, note that the recommended homework is sufficient only to cover the minimum concepts set forth in this plan. Significant
additional homework may be required if necessary.
SKILL/CONCEPT: Developing a writing portfolio, building writing skill
TASK: Discuss/peer review Assessment 1, preview next assessment
STRAND
Reading
STANDARD
ELACC7RI3, 6,
9
ELACC7W9, 7


Allow students to compare final writing pieces from Assessment 1; they may conduct a peer review if desired
Have students construct writing portfolios. The graded paper, along with peer review commentary, rough draft, and
teacher-completed rubric with commentary should all be in the portfolio.
Provide Prezi/PowerPoint overview of the science fiction genre with introduction to Ray Bradbury, C.S. Lewis
(students will take notes)

Writing
Speaking
ELACC7SL2, 3
and
Listening
Language
NETS2a
NETS
SKILL/CONCEPT: Close reading, theme, allegory, allusion
TASK: Read short story, annotate, use graphic organizer to understand theme
STRAND
Reading
STANDARD
ELACC7RL9, 6,
3, 2


Use silent reading, group read-aloud, pair reading or any other strategy to read “-And the Moon Still Be As Bright”
from The Martian Chronicles
Use the graphic organizer to discuss and determine theme:
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 13
Writing
Speaking
and
Listening
Language
ELACC7W9
ELACC7SL1
(Students identify what a character was like before and after
the major crisis of a story, then ponder what it was the author wanted us to learn from this before
after
and what did the character learn)
crisis
ELACC7L5a
NETS
SKILL/CONCEPT:
 Have students discuss the allegory to the treatment of Native Americans in the western expansion of the U.S.
 Point out the allusion to the poetry of Lord Byron in the line “we’ll go no more a roaming”
Evaluating prose styles
TASK: Review literary terms, phrase/clause, fluency
STRAND
STANDARD
Reading
ELACC7RL1, 4

Assign students a segment (about a paragraph or ½ page) of the text from yesterday’s short story to evaluate in
terms of diction, syntax, tone, figurative language, and imagery
 Review those terms to scaffold activity as necessary
 Model the activity together with the class if necessary
 Have students produce a brief analysis of the text they have evaluated
Homework: Read and summarize “Why Do We Read Science Fiction?,” by Carol Pinchefsky
ELACC7W2
Writing
Speaking
and
Listening
ELACC7L5a,b,c
Language
NETS
SKILL/CONCEPT: Summary without bias; close reading
TASK: Share homework summaries, begin reading “The Shoddy Lands” with annotation
STRAND
STANDARD
Reading
ELACC7RI2
Writing
Speaking
and
Listening
ELACC7W1
Language



Have students share summaries (only 3 or 4)
Discuss the concept of summary without bias; students should share their summaries and try to determine a) what is
the author’s audience and purpose, and b) did the student avoid bias in his or her summary
Read (using the strategy of your choice) “The Shoddy Lands;” annotation to focus on DICTION and specifically
words that the student finds particularly beautiful or concise, or words that are unknown
ELACC7SL4, 6
ELACC7L1, 2,
3, 4
Homework or Exit Slip: (Reader response, ½ -1 page) What do you believe C.S. Lewis is saying about the nature of our
egos and our perceptions of ourselves and others in this short story? Do you agree?
NETS
SKILL/CONCEPT: Compare themes and topics within genre/Prose style
TASK: Discuss reflections from “The Shoddy Lands,” evaluate texts in light of informational articles on genre
STRAND
Reading
STANDARD
ELACC7RI1,2,
3,6
ELACC7RL1, 2,
3, 6



Using notes from “Why Do We Read Science Fiction,” have students delineate (in the form of a list) the unique and
attractive qualities of the science fiction genre (according to Pinchesfsky)
Have students include words in his or her notes that the student finds particularly beautiful or concise, or words that
are unknown
Using evidence from “-And the Moon Still Be as Bright” and “The Shoddy Lands,” have students identify the ways in
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 14
which these two stories illustrate the qualities identified by Pinchefsky, or alternatively, fail to illustrate them
ELACC7W2
Writing

Compare the prose styles of Bradbury and Lewis, noting differences/similarities in diction, syntax, tone, imagery, and
Speaking
figurative language (may be assigned as homework)
and

Address elements 2 and 3 of this task in a single response of ½ to 1 page)
Listening
ELACC7L1, 2, 3
Language
NETS
SKILL/CONCEPT: Close reading, vocabulary exploration, annotation
TASK:
Read “The Martian,” from The Martian Chronicles, identify new vocabulary, complete Frayer Models
STRAND
STANDARD

Reading
ELACC7RL4

Writing
Speaking
and
Listening
Language
ELACC7SL6
NETS
NETS3b,c,d
Conduct group read-aloud of “The Martian;” annotation to focus on DICTION, and specifically words that the student
finds particularly beautiful or concise, or words that are unknown
Have students employ the Frayer Model to explore the vocabulary (using reference materials such as dictionaries,
thesauruses, and the Internet)
ELACC7L4a-d
SKILL/CONCEPT: Vocabulary exploration, analysis of diction, adapting speech to purpose
TASK: Examine vocabulary pulled from texts in Tasks 2-6
STRAND
Reading
STANDARD
ELACC7RL1,
RI1
ELACC7W2, 9


In teams or small groups, share, compare, and discuss the vocabulary gleaned from the texts in question
Have students produce a brief (1/2 page to 1 page) analysis composed by the group comparing the diction of the
authors in each piece, with attention to how the author’s voice and word choice are different for different audiences,
as well as comparing the literary qualities of the diction (does one author use bigger or more academic words than
another? Does one author employ more imagery or figurative language than another? Do the students have an
aesthetic opinion about which style they find the most enjoyable?)
 Have each group choose the “Top Ten” favorite words from their combined lists; these may be put on posters or on
a class website for future reference
Homework: Read “What Makes the Grass Grow,” science fiction short story by David Monette; annotate and note any
unknown vocabulary
Writing
Speaking
ELACC7SL6
and
Listening
ELACC7L1-4
Language
NETS
SKILL/CONCEPT: Collaborative discussion, supporting claims
TASK: Review the short story read for homework
STRAND
STANDARD

Discuss the short story read for homework
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 15
Reading

ELACC7RL1, 4,
6
ELACC7W1b
In terms of yesterday’s exploration of vocabulary and diction, describe Monette’s diction choices in the story and his
reasons for those choices; what was the resulting tone of the story?
Conduct debate: The Monette story was a rather bleak one, presenting a dire future in which violence is the norm.
Do you believe the human race is becoming kinder, smarter, and better, or do you believe we are getting meaner,
greedier, and less clever over time? (Debate should take the form of an informal discussion)
As students venture opinions and points in this debate, require reasons and evidence for each claim; use the
teachable moment to discuss what seems to constitute a “good” reason or piece of evidence and what is weak or
fallacious

Writing
Speaking
ELACC7SL1a,
and
b, c, d

Listening
Language
NETS
SKILL/CONCEPT: Comparison of informational articles on the same topic
TASK: Read Thorpe’s “Why We Love Science Fiction,” compare to Pinchefsky article
STRAND
Reading
Writing
Speaking
and
Listening
Language
NETS
STANDARD
ELACC7RI1, 2,
3, 6, 8
ELACC7W2a



Perform close reading of “Why We Love Science Fiction,” by Schuyler R. Thorpe
Have students annotate as they read, with attention to vocabulary/diction
Using a Venn diagram, students will compare and contrast what Pinchefsky had to say on this subject with what
Thorpe contends
 (An extension to this activity may be to have students create a basic précis on each article prior to completing the
diagram)
 How to write a précis:
http://oregonstate.edu/instruct/phl201/modules/rhetorical-precis/sample/peirce_sample_precis_click.html
SKILL/CONCEPT: Writing process, rubric/assessment review
TASK: Prepare for culminating assessment by reviewing prompt and rubric
STRAND
STANDARD

ELACC7Sla-d
ELACC7SL2



Reading
Writing
Speaking
and
Listening
Language
ELACC7L1-6
Review the language components that have been targeted in this unit
phrases and clauses:
sentence fluency (compound, complex, etc. and combining sentences)
correct use of commas with coordinate adjectives
Review basic rubric together with the assessment prompt
Share models of successful papers
Discuss the concept of synthesis versus analysis as a goal for this paper; assessment #1 was a literary analysis,
and in this paper students will be focusing more on the synthesis of multiple sources to provide information on an
overarching topic
NETS
SKILL/CONCEPT: Narrative writing, characterization, character traits
TASK: Produce a narrative piece
STRAND
STANDARD

th
Each 9 week 7 grade unit should include opportunities for narrative writing. During this class period students will
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 16
Reading
write a narrative piece on the following prompt:
ELACC7RL1
ELACC7W3
Writing
In the Ray Bradbury story “The Martian,” the Martian native involuntarily shifts his appearance and attitude to suit whoever
Speaking
he is with, subconsciously becoming what they want him to be, and the strain of this finally kills him. Do you believe that your
and
attitude, beliefs, appearance, or values sometimes change to match circumstances? Convey an experience wherein
Listening
remaining true to yourself or maintaining your integrity was difficult. Use dialogue in your narrative.
ELACC7L1-3
Language
NETS
SKILL/CONCEPT: Synthesis essay
TASK: Students will combine information from multiple texts to create informational essay
Students may choose either prompt
STRAND
STANDARD
 Prompt 1: Using the text and their notes from the discussion on Bradbury’s allegory of Martian colonization with the
ELACC7RL1,2,
expansion of the US, (as well as computer stations for independent research), students will address the prompt in a
3,6,9
Reading
2 page informational essay
ELACC7RI1,2,
OR
3,6,9
 For Prompt 2: Using their notes, Venn Diagram, and the texts, students will address the prompt in a 2 page
ELACC7W2a-f
informational essay
ELACC7W4, 5,
Writing
6, 9
Speaking
and
Listening
Language
NETS

Rough draft may be completed in class, with final draft completed for homework if necessary
ELACC7L1-3
NETS4c
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 17
CCGPS UNIT PLANNING GUIDE, UNIT 1, MODULE 3
PART II: STANDARDS-BASED TASK PLANNER
Use this template to plan individual tasks designed to scaffold the skills taught in the unit. Each major Culminating Assessment will be supported by all necessary Skill Building Tasks. Integrate all the
activities brainstormed in Part I within your Skill Building Tasks, using the check boxes on Part I to ensure recursive inclusion of all items. Refer to your grade-level curriculum map to determine the
number of assessments appropriate for your unit. Each Assessment Task should have several Skill Building Tasks.
ASSESSMENT 3: integrating reading selections from the unit into a writing task
INFORMATIONAL/EXPLANATORY: Using Joseph Campbell’s Hero with a Thousand Faces as a rubric to define and describe archetypal characters and plot
elements, synthesize information from a variety of sources studied in class and independently (see unit reading list) including paintings, poems, film, and prose
to explain the archetypal significance of the main characters and events represented in Arthurian Legend.
ESSENTIAL QUESTION
How do archetypal stories and characters help us to understand our lives and our cultures?
SKILL BUILDILNG TASKS
SKILL/CONCEPT:
Writing portfolio, pre-reading/background knowledge
TASK: Consolidating portfolios, introduction to Arthurian legend
STRAND
Reading
STANDARD
ELACC7RI3, 4,
6, 7
ELACC7W7, 8
*Note on writing: a culminating assessment tying reading to writing takes place about every two weeks in this unit. The first task of the succeeding text focus
is often to place the last assessment into the writing portfolio - this is not meant to assume that teachers will be able to thoroughly review, grade, and
comment on over 100 essays in a single day. Electronic review software may sometimes be employed, a peer-review system may be used for some
assessments, and others may be held back for several days for careful instructor consideration.
 Have students briefly conference on their recently completed essay, updating writing portfolios
Writing
 Introduce Arthurian Legend: use the sites recommended in the text list for this unit or others that you may discover
Speaking
(there are hundreds of sites); have students explore the world of Arthurian legend, activating their background
ELACC7SL2, 3
and
knowledge through discussion and through the completion of webquests; students may be provided with a
Listening
worksheet or “scavenger hunt” guide to facilitate their research
Language
NETS1c, 2a, d
NETS
SKILL/CONCEPT: Comparing written and visual texts
TASK:
Watch Part I of Excalibur
STRAND
STANDARD
Reading
ELACC7RL7



View Part I of the film treatment of the story of Arthur and Camelot, Excalibur
Have students annotate the film as they would a written text
Allow students to briefly discuss what they have seen as a closing activity, asking guiding questions such as “How
does this film version match up to what you learned yesterday about the legends of Arthur, or to your own preconceptions or background knowledge?” “What significant departures can you identify from the text versions of the
legends?” etc.
Require students to articulate a specific piece of feedback on the visual text in the form of an exit card; students may
also want to articulate a prediction about how the movie will treat the last half of the text
ELACC7W2b
Writing
Speaking
ELACC7SL1b,
and
c, d

Listening
Language
NETS
SKILL/CONCEPT: Archetypes, Greek and Latin mythology (in vocabulary roots and in allusion)
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 18
TASK: View PowerPoint or Prezi on Joseph Campbell and archetypes; supplement with text excerpts
STRAND
STANDARD
Reading
ELACC7RI1, 2
Writing
Speaking
and
Listening
ELACC7W9
ELACC7SL2, 3
Language
ELACC7L4a-d,
6
NETS
NETS3d


Share PowerPoint on Joseph Campbell and his seminal work on archetypes, The Hero with a Thousand Faces:
http://www.bing.com/search?q=joseph+campbell+archetype+powerpoint&form=MSNH14&qs=n&sk=&sc=025&pc=Z129
 Supplement the PowerPoint with a link to or hard copy of Chapters 1-3 of , The Hero with a Thousand Faces
 Have students take notes and will need to become very familiar with the concept of archetypes and several specific
archetypal representations
 As they take notes, students will think about how these various archetypal representations relate to characters and
events from Arthurian legend
 (This presentation contains numerous references to Greek and Roman mythology; use this opportunity to briefly
illustrate the usefulness of Greek and Latin roots in vocabulary discernment)
Homework: carefully read and annotate Chapters 1-3 of The Hero with a Thousand Faces, becoming reasonably familiar
with basic archetypes
SKILL/CONCEPT: Comparing written and visual texts
TASK: Watch Part II of Excalibur
STRAND
STANDARD
Reading
ELACC7RL7


View part II of the film Excalibur
During this viewing, concentrate on identifying archetypal characters and events in the story and will take notes
accordingly
Allow students to briefly discuss what they have seen as a closing activity, asking guiding questions pertaining to the
Joseph Campbell PPT and reading from yesterday
Require students to articulate a specific piece of feedback on the visual text in the form of an exit card
ELACC7W2b
Writing

Speaking

ELACC7SL1
and
Listening
ELACC7L5a
Language
NETS
SKILL/CONCEPT: Elements of poetry, comparing visual and written text
TASK: Close study of “Sir Lancelot and Queen Guinevere,” SOAPSTone method, comparison with “Images of Guinevere”
STRAND
STANDARD
Reading
ELA7RL3, 7
Writing
Speaking
and
Listening
Language
ELACC7W9




ELACC7SL2, 3

NETS
ELACC7L5



Review background knowledge of poetry structure and terminology
th
(See teacher guidance for 7 grade literary terms; may explore rhyme, internal rhyme, meter, and rhyme scheme)
Provide students with SOAPSTone worksheets
“Sir Lancelot and Queen Guinevere,” Alfred Lord Tennyson, poem
http://charon.sfsu.edu/TENNYSON/poems/lancelotguinevere.shtml
Images of Guinevere, Julia Margaret Cameron, from a series of Arthurian-themed portraits to illustrate Idylls of
the King:
http://preraphaelitesisterhood.com/images-of-guinevere/
Perform close reading and analysis of the poem
Review archetypes and search this text for archetypal elements
Have students attempt to “analyze” the photographs in the Cameron collection using the same literary elements
(who is the audience, what is the purpose, etc.) The photographic analysis may be conducted for homework.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 19
SKILL/CONCEPT: Elements of prose, comparing visual and written text
TASK: Read excerpt from Le Morte de Arthur, compare to John William Waterhouse's “The Lady of Shalott”
STRAND
STANDARD

Reading
ELA7RL3, 7

Writing
Speaking
and
Listening
Language
ELACC7W2a-f
ELACC7SL2, 3
ELACC7L5





NETS
Allow students to conduct brief Internet or library research on the character of Elaine (who is known as The Lady of
Shalott in the poem by Tennyson)
Have students research the relatively unknown character of Elaine and think about 1) her archetypal significance, 2)
her relationship to Lancelot, 3) why Tennyson thought her important enough be portrayed in his immortal poem,
4)the nature of love triangles (Arthur loves Guinevere, Guinevere loves Lancelot, Elaine loves Lancelot…)
http://csis.pace.edu/grendel/projs993a/arthurian/fairmaid.htm
Read “The Lady of Shalott,” Alfred Lord Tennyson, poem
http://www.online-literature.com/tennyson/720/ (this is a rather long and difficult poem, although it is very appealing;
excerpt important parts if you do not want to tackle the whole poem)
Study the famous painting by John Waterhouse, “The Lady of Shalott;” conducting an analysis of the painting (using
SOAPSTone strategies if helpful)
Discuss: How does Waterhouse’s famous painting relate to the text of Tennyson’s poem; for example, which literary
elements do they have in common (tone, mood, imagery? Do they share an audience or purpose? Etc.) (this
question may be answered in the form of a ½ to 1 page reader response based in text evidence that may be
completed for homework)
SKILL/CONCEPT: Writing process, pre-writing, collaborative discussion
TASK:
Choose work groups for multi-media presentation (culminating assessment); begin planning
STRAND
STANDARD
ELACC7RI4, 6,
8
Reading
Writing
Speaking
and
Listening
Language
ELACC7SL1a-d
ELACC7L1a-c,
2a-b, 3





Have students choose partners/teams for their culminating assessment
Review the prompt for this presentation and discuss specifics and parameters with students; allow them to review
the basic rubric and work together to craft the rubric to sharpen or move focus as desired
Note: Rubric will contain a points-focus on misplaced modifiers and comma usage in coordinate adjectives; students
will be required to demonstrate competency in these two elements (explicit instruction included in later task)
Have students brainstorm on the focus of their presentation, set goals, plan, assign tasks, decide on technology and
timeline, and complete any other work necessary to being prepared to present for the culminating assessment
Have students compare notes as they plan, considering each text presented in the set, and reviewing the Joseph
Campbell material
NETS
SKILL/CONCEPT: Viewing text, annotating, archetypes
TASK:
View selected clips from Disney’s “The Sword and the Stone”
STRAND
Reading
Writing
Speaking
and
Listening
STANDARD

ELACC7RL7
ELACC7W9

ELACC7SL2

Before beginning the final push toward completing their projects, students will experience one more treatment of the
Arthur stories. Acquaint students with the works of T.H. White (The Once and Future King) by way of introduction to
the film. Students may watch excerpted clips or the entire film, at instructor discretion.
Have students annotate, focusing on archetypal representations and on comparisons between the Tennyson poems,
the Malory text, and the Excalibur film.
Guide students in thinking critically about the similarities and differences between the paintings, photos, poems,
texts, and films, and also about why these legends have such a primary place in human history and literature; what
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 20
is it that makes these tales resonate with so many? What makes them timeless? How does this relate to the concept
of archetypes?
Language
NETS
SKILL/CONCEPT:
Grammar and mechanics, group planning
TASK: Continue group work on presentation
STRAND
Reading
Writing
Speaking
and
Listening
Language
NETS
STANDARD
ELACC7RI4, 6,
8
ELACC7W4, 5


ELACC7SL4, 5
Allow students to work for one or two days on their group projects, providing access to technology and media center
as necessary; review prompt and rubric a final time to ensure that students are addressing the prompt in their
presentations and that they are clear on how they will be assessed
Provide explicit instruction (perhaps in opening sponge) on the grammar concepts that will appear on the project
rubric and that have been addressed in this unit: phrases, clauses, sentence structure, and comma usage with
coordinate adjectives; provide students with a goal for integrating these items into their presentations (for example a
minimum number of compound or complex sentences to suggest, or a certain percentage of non-simple sentences;
correctly use coordinate adjectives in 3 instances, etc.)
ELACC7L1a-c,
2a-b, 3
NETS1b, 2a
SKILL/CONCEPT: Multimedia presentation
TASK:
STRAND
STANDARD

Reading
Writing
Speaking
and
Listening
Language
NETS



Engage in student presentations (2 days)
Provide rubrics or peer review worksheets to the students so that they may critique the performances of their peers
(Each student should participate in the actual presentation of the material; for example, each group member
presenting at least one slide or concept)
Include peer review worksheets/rubrics and a hard copy of the presentation in the writing portfolio
ELACC7SL4, 5,
6
ELACC7L2, 3, 6
NETS1b, 2a
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 21
CCGPS UNIT PLANNING GUIDE, UNIT 1, MODULE 4
PART II: STANDARDS-BASED TASK PLANNER
Use this template to plan individual tasks designed to scaffold the skills taught in the unit. Each major Culminating Assessment will be supported by all necessary Skill Building Tasks. Integrate all the
activities brainstormed in Part I within your Skill Building Tasks, using the check boxes on Part I to ensure recursive inclusion of all items. Refer to your grade-level curriculum map to determine the
number of assessments appropriate for your unit. The Culminating Assessment Task should have several Skill Building Tasks.
CULMINATING ASSESSMENT: integrating reading selections from the unit into a writing task
ARGUMENT: You will use any three texts of your choice from the unit reading list along with one significant text provided at the time of writing to answer the
following question:
What can literature from the science fiction and fantasy genres teach us about ourselves? What can they tell us about the human condition?
All claims made in your argumentative analysis must be directly supported by a citation from one of the four texts. All four texts must be used, and the text
provided at exam time must be fully integrated into your argument.
ESSENTIAL QUESTION
What can literature from the science fiction and fantasy genres teach us about ourselves? What can it tell us about the human condition?
SKILL BUILDILNG TASKS
SKILL/CONCEPT:
Elements and analysis of poetry
TASK: Study Stella Quinn’s literary criticism of poetry from The Hobbit, incorporating poetry analysis
STRAND
Reading
STANDARD
ELACC7RI1, 3,
4, 5
ELACC7RL5, 4


Create writing portfolio entry for presentation on Archetypes in Arthurian Legend (this may consist of handouts of the
slides, copies of written portions of presentation, CD of presentation, etc.)
Perform close reading of “Poetry in The Hobbit,” by Stella Quinn
http://robotfromthefuture.com/visuals/Poetry-in-the-Hobbit.pdf
Review poetry terms and concepts as they apply to the poems under consideration (see Grade 7 Teacher Guidance;
terms may include rhythm, rhyme, rhyme scheme, ballad, narrative, lyric, internal rhyme, meter, etc.)
Employ SOAPSTone strategies if desired

Writing
Speaking

and
Listening
Language
NETS
SKILL/CONCEPT: Elements and analysis of poetry
TASK: Quinn criticism with Tennyson, comparison and contrast
STRAND
Reading
STANDARD
ELACC7RI1, 3,
4, 5
ELACC7RL5, 4



Continue close reading of Quinn criticism along with Tennyson poems
Use this opportunity to review the texts from the beginning of the unit and informally assess how well the students
have retained the information
Compare these simple poems to passages from Tennyson if desired, allowing students to draw conclusions about
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 22
Writing
Speaking
and
Listening
Language
NETS
SKILL/CONCEPT:
the intended audience and purpose of each type of poem and how they differ; consider the different literary
strategies employed for each type of poem (for instance the differences in formality and word choice, structure, etc.)
Close reading and annotation, literary analysis
TASK: Read “The Happiness Machine” and annotate, reviewing literary concepts
STRAND
Reading
STANDARD
ELA7CCRL2, 3,
4, 6


Engage in group reading of “The Happiness Machine,” Chapter 13 excerpted from Ray Bradbury’s Dandelion Wine.
This story deals with an inventor who wants to create a machine that will make people happy by allowing them to
experience their heart’s desire, but instead it makes them sad because it shows them a glimpse of something they
will never really have. Guide students in discussion to make a connection between the function of fantasy and
science fiction literature and “the happiness machine.” These types of literature also allow us to experience things
that we can (usually) never experience in real life.
Writing
Speaking
and
Listening
Language
NETS
SKILL/CONCEPT: Close reading and annotation, literary analysis
TASK: Read “The Happiness Machine” and annotate, reviewing literary concepts
STRAND
Reading
STANDARD
ELA7CCRL2, 3,
4, 6
Writing
Speaking
and
Listening
Language
NETS
SKILL/CONCEPT:




Conclude and discuss “The Happiness Machine,” Chapter 13 excerpted from Ray Bradbury’s Dandelion Wine (see
discussion points above)
Remind students that effective annotation will include evidence of the kind they will need on their assessments, such
as literary elements and strategies, audience, purpose, and theme
Have students conduct a partner-check of notes using a worksheet/rubric
Use this opportunity to review the texts from the beginning of the unit and informally assess how well the students
have retained the information
Collaborative discussion, review
TASK: Students work in groups to jigsaw review materials for portions of unit
STRAND
Reading
Writing
Speaking
STANDARD
ELA7CCRI1, 8,
9



Conduct jigsaw review: place students in pairs or groups and assign each a portion of material from this unit for
review (for example archetypes, sentence structure, literary terms, or a specific text)
Advise students to prepare study materials that thoroughly reinforce and provide effective study lists/resources/notes
for their area of responsibility in the jigsaw
Model and guide students in preparing effective review materials by providing reminders and highlights from the
units
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 23
and
Listening
Language
NETS
SKILL/CONCEPT:

Advise that jigsaw review presentation may be in the form of documents on the overhead, handouts, Prezi, or
PowerPoint
Presentation of review materials
TASK: Jigsaw groups will present
STRAND
Reading
STANDARD
ELA7CCRI1, 8,
9


Students will present review materials
Assess through peer review (check list may be provided) if desired
Writing
Speaking
and
Listening
Language
NETS
SKILL/CONCEPT: Narrative Writing
TASK: Respond to narrative prompt
th
> Each 9 week 7 grade unit should include opportunities for narrative writing. During this class period students will write a
STRAND
STANDARD
narrative piece on the following prompt:
ELACC7RL1, 3
Reading
Writing
Choose a character from one of the texts we have read in class that you think resembles you in some way and explain the
Speaking
ways in which you identify with that character. Using dialogue to sharpen your narrative, convey experiences from your life
and
that shaped you into this type of character.
Listening
Language
NETS
SKILL/CONCEPT: Close reading of a prompt; rubric review
TASK: Study project parameters for culminating assessment
STRAND
STANDARD
Reading
ELACC7RI1, 2
Writing
Speaking
and
Listening
Language





Engage students in reviewing the prompt for their culminating assessment
Guide students in “how to read a writing prompt” in order to ensure that their writing addresses the prompt in its
specifics (this exercise may include circling key words, examining the verbs in the prompt, etc.)
Discuss specifics and parameters with students; allow them to review the basic rubric and work together to craft the
rubric to sharpen or move focus as desired
Note: Rubric will contain a points-focus on chosen grammatical concepts from the unit (choose your focus and
discuss these with the students)
Have students brainstorm on the focus of their essay and complete any other work necessary to being prepared to
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 24
present for the culminating assessment (including reviewing or completing notes and re-reading text passages)
Review the CCGPS for writing argumentative essays

NETS
SKILL/CONCEPT: Argumentative writing
TASK: Culminating assessment addressing prompt with multiple texts
STRAND
Reading
STANDARD
ELACC7RI1, 2
ELACC7RL1, 2,
3, 4, 5, 6, 7, 9
Writing
Speaking
and
Listening
Language

The final culminating assessment in this unit is an argumentative essay that synthesizes elements from 3 texts from
th
the unit as well as a 4 text provided upon writing. Students will address the following prompt:
ARGUMENT: You will use any three texts of your choice from the unit reading list along with one significant text provided at
the time of writing to answer the following question:
What can literature from the science fiction and fantasy genres teach us about ourselves? What can it tell us about the
human condition?
All claims made in your argumentative analysis must be directly supported by a citation from one of the four texts. All four
texts must be used, and the text provided at exam time must be fully integrated into your argument.
th
The 4 text to be provided for synthesis is “Paris Review Interview with Ray Bradbury:”
http://www.theparisreview.org/interviews/6012/the-art-of-fiction-no-203-ray-bradbury
NETS

SKILL/CONCEPT:
th
Students will use this work day to begin reading and annotating the 4 text and pulling evidence from their own 3
text choices
Argumentative writing
TASK: Culminating assessment addressing prompt with multiple texts
STRAND
Reading
STANDARD
ELACC7RI1, 2
ELACC7RL1, 2,
3, 4, 5, 6, 7, 9
Writing
Speaking
and
Listening
Language
NETS
SKILL/CONCEPT:


Use this work day to continue reading, annotating, and pulling evidence
(Students should be able to move to writing their first draft)
Argumentative writing
TASK: Culminating assessment addressing prompt with multiple texts
STRAND
STANDARD
Reading
ELACC7RI1, 2


Complete the first draft of their argumentative essays addressing the essential question of the unit
Allow students to partner with one another to conference on their rough drafts
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 25
ELACC7RL1, 2,
3, 4, 5, 6, 7, 9
Writing
Speaking
and
Listening
Language
NETS
SKILL/CONCEPT:



Students may use a peer review checklist or worksheet in order to guide their discussions about edits and revisions
to sharpen essay
Conduct peer review partners should review the rubric as well during their work together
Go through multiple peer review conferences as time allows
Argumentative writing
TASK: Culminating assessment addressing prompt with multiple texts
Final draft - written in class:
STRAND
STANDARD
ARGUMENT: You will use any three texts of your choice from the unit reading list along with one significant text provided at
ELACC7RI1, 2
the time of writing to answer the following question:
ELACC7RL1, 2,
Reading
3, 4, 5, 6, 7, 9
What can literature from the science fiction and fantasy genres teach us about ourselves? What can it tell us about the
Writing
human condition?
Speaking
and
All claims made in your argumentative analysis must be directly supported by a citation from one of the four texts. All four
Listening
texts must be used, and the text provided at exam time must be fully integrated into your argument.
Language
th
The 4 text to be provided for synthesis is “Paris Review Interview with Ray Bradbury:”
http://www.theparisreview.org/interviews/6012/the-art-of-fiction-no-203-ray-bradbury
NETS
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 26
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 27
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 28
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 29
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 30
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 31
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 32
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 33
READING LITERARY (RL)
 Key Ideas and Details

ELACC7RL1: Cite several pieces of textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
ELACC7RL2: Determine a theme or central idea of a text and analyze its
development over the course of the text; provide an objective summary of the
text.
ELACC7RL3: Analyze how particular elements of a story or drama interact
(e.g., how settings shape the characters or plot).
READING INFORMATIONAL (RI)
Key Ideas and Details
ELACC7RI1: Cite several pieces of textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
ELACC7RI2: Determine two or more central ideas in a text and analyze their
development over the course of the text; provide an objective summary of the
text.
ELACC7RI3: Analyze the interactions between individuals, events, and ideas in
a text (e.g., how ideas influence individuals or events, or how individuals
influence ideas or events).
 Craft and Structure
 Craft and Structure
ELACC7RL4: Determine the meaning of words and phrases as they are used in ELACC7RI4: Determine the meaning of words and phrases as they are used in
a text, including figurative and connotative meanings; analyze the impact of
a text, including figurative, connotative, and technical meanings; analyze the
rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or impact of a specific word choice on meaning and tone.
stanza of a poem or section of a story or drama.
ELACC7RL5: Analyze how a drama’s or poem’s form or structure (e.g.,
ELACC7RI5: Analyze the structure an author uses to organize a text, including
soliloquy, sonnet) contributes to its meaning.
how the major sections contribute to the whole and to the development of the
ideas.
ELACC7RL6: Analyze how an author develops and contrasts the points of view ELACC7RI6: Determine an author’s point of view or purpose in a text and
of different characters or narrators in a text.
analyze how the author distinguishes his or her position from that of others.
 Integration of Knowledge and Ideas
 Integration of Knowledge and Ideas
ELACC7RL7: Compare and contrast a written story, drama, or poem to its
ELACC7RI7: Compare and contrast a text to an audio, video, or multimedia
audio, filmed, staged, or multimedia version, analyzing the effects of
version of the text, analyzing each medium’s portrayal of the subject (e.g., how
techniques unique to each medium (e.g., lighting, sound, color, or camera
the delivery of a speech affects the impact of the words).
focus and angles in a film).
ELACC7RL8: (Not applicable to literature)
ELACC7RI8: Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant and
sufficient to support the claims.
ELACC7RL9: Compare and contrast a fictional portrayal of a time, place, or
ELACC7RI9: Analyze how two or more authors writing about the same topic
character and a historical account of the same period as a means or
shape their presentations of key information by emphasizing the different
understanding how authors of fiction use or alter history.
evidence or advancing different interpretations of facts.
 Range of Reading and Level of Text Complexity
 Range of Reading and Level of Text Complexity
ELACC7RL10: By the end of the year, read and comprehend literature,
ELACC7RI10: By the end of the year, read and comprehend literary nonfiction
including stories, dramas, and poems, in the grades 6-8 text complexity band
in the grades 6-8 text complexity band proficiently, with scaffolding as needed
proficiently, with scaffolding as needed at the high end of the range.
at the high end of the range.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 34




WRITING (W)
Text Types and Purposes
ELACC7W1: Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
ELACC7W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include
formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
ELACC7W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
Production and Distribution of Writing
ELACC7W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
ELACC7W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how
well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade7.)
ELACC7W6: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing
sources.
Research to Build and Present Knowledge
ELACC7W7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
ELACC7W8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data
and conclusions of others while avoiding plagiarism and following a standard format for citation.
ELACC7W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of
understanding how authors of fiction use or alter history”).
b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant
and sufficient to support the claims”).
Range of Writing
ELACC7W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 35
SPEAKING AND LISTENING (SL)
 Comprehension and Collaboration
ELACC7SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on
the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the
discussion back on topic as needed.
d. Acknowledge new information expressed by others and, when warranted, modify their own views and understanding.
ELACC7SL2: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain
how the ideas clarify a topic, text, or issue under study.
ELACC7SL3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of
the evidence.
 Presentation of Knowledge and Ideas
ELACC7SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and
examples; use appropriate eye contact, adequate volume, and clear pronunciation.
ELACC7SL5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
ELACC7SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade
7 Language standards 1 and 3 for specific expectations.)
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 36
LANGUAGE (L)
 Conventions of Standard English
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of phrases and clauses in general and their function in specific sentences.
b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
ELACC7L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
b. Spell correctly.
 Knowledge of Language
ELACC7L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*
 Vocabulary Acquisition and Use
ELACC7L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content,
choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word
or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation
of a word or determine or clarify its precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
ELACC7L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic,
condescending).
ELACC7L6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge
when considering a word or phrase important to comprehension or expression.
*Skills marked with an asterisk (*) are included on the Language Progressive Skills chart for CCGPS and are likely to require continued attention in
higher grades as they are applied to increasingly sophisticated writing and speaking.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 37
Grade 7 CCGPS
Reading Literary (RL)
ELACC7RL1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text.













Skills/Concepts for Students:
Practice careful and attentive reading of both assigned texts and independent text choices
Read a wide variety of texts, including a variety of styles, genres, literary periods, authors, perspectives, and subjects
Distinguish important facts and details from extraneous information
Distinguish facts that support your specific claim from facts that are irrelevant
Make a practice of taking notes from texts (both formally and informally) as you read in order to gather text evidence for claims
Practice reading texts within the prescribed time limit for your grade-level expectations, for example completing a 300 page book within the number of days delineated by your
assignment
Strategies for Teachers:
Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RL1 (see above)
Provide frequent opportunities to examine individual literary and rhetorical elements within texts
Require students to take effective notes, both within the classroom and when reading on their own, and allow them to use these notes in assessments on occasion in order to
support their engagement in the process
Assign reading at a level of rigor (including complexity and length) so that students continue to develop text endurance
Lead students in examining what constitutes strong evidence as opposed to weak evidence for a text-based claim (for example if the student claims that the author frequently uses
alliteration to mimic the sound of the whispering wind, but can only produce only one weak example of such a sound in the text)
Provide students with opportunities to find evidence for claims that are explicit, inferred, content-related, and literary concept-related (for example, find evidence that Robert is not an
honest person [inferred/content-related], find evidence that Ann is class president [explicit/content-related], find evidence that the author is intentionally creating a suspenseful mood
[inferred/literary concept-related], find evidence of the author’s use of sensory detail [explicit/literary concept-related])
Examine genre characteristics
Sample Task for Integration:
Because standard RL1 is concerned with identifying multiple pieces of evidence to support a claim or inference about the text, tasks supporting this standard should require students
to understand the relationship between a claim and effective support for that claim, and to then identify several pieces of evidence. Using a literary text under consideration by the
class, provide students with a claim to be supported, (for example, “Cite 3 pieces of evidence from the text that prove that Anne is not romantically interested in Robert”). Using the
definitions in Bullet 7 above under “Strategies for Teachers,” provide students with several types of evidence to find. Allow students to try this activity alone, in pairs, and in groups.
Students should create well-organized notes detailing their findings.
Recommended Vocabulary for Teaching and Learning:
Diction
Syntax
Imagery
Genre
Characterization
Setting
Tone
Sensory Detail
Plot
Mood
Characterization
Inferred
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 38
Figurative Language
Explicit
Evidence
Grade 7 CCGPS
Writing (W)
ELACC7W1: Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic
or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.







Skills/Concepts for Students:
Employ knowledge of appropriate organizational structures for argument writing that include a focus for audience and purpose
Use appropriate transitions for optimal clarity and coherence
Exclude extraneous, irrelevant, or overly trivial information
Employ knowledge of rhetorical strategies and structural strategies such as purposeful repetition
Use sophisticated strategies for closure (such as a call to action) and avoid reiterating the points of your argument
Use engaging strategies for introduction such as a powerful anecdotal story and avoid listing the points you will make in your argument
Artfully employ the exploration of counterclaims and knowledge of audience bias in your arguments






Strategies for Teachers:
Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for W1 (see above)
Include topics from current national and international issues of debate as well as historical issues for consideration to build general background knowledge
Encourage the implementation of multimodal venues for writing, such as blogs, wikis, co-writing with remote partners, and presentation of arguments in video and digital formats
Provide students with topics and texts from which to construct arguments that are relevant and provacative
Share great student examples and real world examples
Practice co-writing with students
Sample Task for Integration:
Writing impassioned arguments on issues of emotional weight is usually easier for students than constructing valid arguments on academic points. Allow students to strengthen their
argument writing skills by providing prompts from the former category when possible. Students in grade 7 may be invested in topics such as the effect of media and gaming on
young people, rights and responsibilities in the academic environment, animal rights, or the political correctness of fast food, to name just a few. Students have often been given
opportunities to write extemporaneous arguments on these sorts of topics, but in this instance every point in the argument must be tied to a cited piece of textual evidence. Use this
opportunity to explore and explain the differences between writing extemporaneous argument and preparing a researched argument with purposefully constructed rhetorical
strategies. An extension to this activity could include assigning teams of students to write arguments on the same topic with opposing points of view and then present the papers,
having the class determine which argument was strongest.
Recommended Vocabulary for Teaching and Learning:
Argument
Claim
Fallacy
Counterclaim
Formal Style (APA, MLA)
Introduction
Evidence
Phrase
Body
Credible
Clause
Conclusion
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 39
Valid
Transition
Rhetoric
Grade 7 CCGPS
Speaking and Listening (SL)
ELACC7SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics,
texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or
issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic
as needed.
d. Acknowledge new information expressed by others and, when warranted, modify their own views and understanding.
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Skills/Concepts for Students:
Actively engage in collaborative discussions within your classroom, bringing a mature disposition and appropriate academic demeanor to both listening to others and sharing your
own comments
Shake hands, make appropriate eye contact, speak loudly enough to be heard, and observe other common courtesies in your discourse with others
Take notes if necessary to scaffold attentive listening and to jot down comments you may want to link, synthesize, or build upon
Apply knowledge of bias and unsupported arguments or claims when evaluating information from others, and bring the same level of rigor to your own discourse (support your
claims, avoid logical fallacies)
Be proactive in taking a leadership role when necessary, setting goals and helping to discern roles for team members
Strategies for Teachers:
Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for SL1(see above)
Incorporate frequent opportunities for collaborative discussion and team work within classroom and extended assignments
Invite non-peers to participate in discussions with the class, both formally and informally, so that students become comfortable participating in discussions with adults, children,
peers, and experts
Occasionally require formal preparation for a collaborative discussion, ensuring that students meet element a of the standard
Allow students to brainstorm about what they believe the rules for collegial discussion should be and set up a “rituals and routines” for brainstorming and discussion
Specific focus on tolerance and respectful consideration of alternative points of view may be beneficial
Sample Task for Integration:
In order to build the students’ ability to collaborate, brainstorm, and effectively plan, have students produce an Ezine related to topics or texts under consideration by the class
throughout the year. Many platforms are available online to facilitate the technical side of Ezine creation, for example Zebra Moon at:
http://www.zmoon.com/articles/newsletter12.shtml . (Following the directions to establish the site would make a great informational reading exercise). One idea for an Ezine would
be a magazine of literary criticism, affording the class an opportunity to address reading standards RL9 and RI9, but the magazine could be on any relevant, text-connected topic.
The students will need to work together to set goals, divide responsibilities, produce and edit content, and publish.
Recommended Vocabulary for Teaching and Learning:
Brainstorm
Discussion
Observation
Evidence
Diverse
Express
Presentation
Explicit
Articulate
Collegial
Implicit
Tolerance
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 40
Relevant
Collaborate
Alternative
Grade 7 CCGPS
Language (L)
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of phrases and clauses in general and their function in specific sentences.
b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
*Skills marked with an asterisk (*) are included on the Language Progressive Skills chart for CCGPS and are likely to require continued attention in higher grades as
they are applied to increasingly sophisticated writing and speaking.
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Skills/Concepts for Students:
Consistently review and maintain the knowledge of grammar and conventions you have learned up until grade 7
Demonstrate knowledge of the elements of a phrase (a collection of words with a noun, such as “the beautiful red wagon,” but without a verb, or a collection of words with a verb,
such as “walking through the woods,” but without a noun) versus the elements of a clause (a construction with both a noun and a verb which may or may not be a sentence - an
independent clause is a sentence, a dependent clause is not; dependent clauses have subordinating conjunctions in them that make them incomplete; therefore “I like hamburgers”
is an independent clause; “Because I like hamburgers,” is a dependent clause)
Be aware of the need for variety in your sentence construction, employing your knowledge of phrases and clauses to use compound, complex, and compound/complex sentences
regularly
Remember the simple rule of placing modifiers, such as adverbs and adjectives and phrases constructed with adverbs and adjectives, as close as possible to the word they modify,
so that you avoid sentences like “Abraham Lincoln wrote the Gettysburg address while traveling from Washington to Gettysburg on the back of an envelope”
Strategies for Teachers:
Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RL1 (see above)
Consider diagramming sentences to enforce skills and concepts such as the parts of speech, phrases and clauses, etc.
Add specific focus elements to rubrics for speaking and writing that include grammatical elements included in your standards for this grade
Point out examples within texts under consideration of grammatical concepts focused on in your grade’s standards
As necessary, provide focused instruction on concepts that may be new to students, such as subjunctive mood or shifts in verb aspect
Routinely consult the Language Progressive Skills Chart to ensure review of relevant concepts for your grade level
Sample Task for Integration:
Make students aware of the grammatical focus for your grade level as you undertake attentive reading of an extended or short text. Create a chart where students receive points for
each instance they are able to identify (when reading in class) of a grammatical concept of focus in grade 7, such as phrases, clauses, sentence types, coordinate adjectives, and
misplaced modifiers. As items are identified they can be discussed within that “teachable moment,” and students who spot the items will not only become adept at recognizing the
construction, but will become engaged in the hunt through the competition and possible rewards, such as a homework pass.
Recommended Vocabulary for Teaching and Learning:
Standard English
Conventions
Clause
Dependent
Compound-complex
Dangling modifier
Mechanics
Independent
Misplaced modifier
Grammar
Compound
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 41
Phrase
Complex
COMMON CORE GEORGIA PERFORMANCE STANDARDS
ENGLISH LANGUAGE ARTS
SEVENTH GRADE CURRICULUM MAP
First Nine Weeks
Reading
Primary Focus: Literary Text
ELACC7RL1-10
Secondary Focus: Informational
Text
ELACC7RI1-10
1 extended literary text
6 thematically connected short texts
Second Nine Weeks
Reading
1 extended informational text
6 thematically connected short texts
Third Nine Weeks
Reading
Primary Focus: Literary Text
ELACC7RL1-10
Secondary Focus: Informational
Text
ELACC7RI1-10
1 extended literary text
6 thematically connected short texts
1 extended informational text
6 thematically connected short texts
Writing
Writing
Writing
Writing
Focus: Informational/Explanatory
4-6 informational/explanatory
analysis essays
ELACC7W2, 4, 5, 6, 10
Research connection
Brief or sustained inquiries related
to the texts or topics
ELACC7W7, 8, 10
2-3 narratives to develop real or
imagined experiences (focus:
dialogue)
ELACC7W3, 4, 5, 6, 10
Routine writing
Notes, summaries, process journals,
and short responses across all genres
ELACC7W1, 2, 3, 9
Focus: Argumentative
Focus: Argumentative
4-6 argumentative analysis essays
ELACC7W1, 4, 5, 6, 10
4-6 argumentative analysis essays
ELACC7W1, 4, 5, 6, 10
Research connection
Brief or sustained inquiries related
to the texts or themes
ELACC7W7, 8, 10
2-3 narratives to develop real or
imagined experiences (focus: pacing)
ELACC7W3, 4, 5, 6, 10
Research connection
Brief or sustained inquiries related
to the texts or topics
ELACC7W7, 8, 10
2-3 narratives to develop real or
imagined experiences (focus:
description)
ELACC7W3, 4, 5, 6, 10
Routine writing
Notes, summaries, process journals,
and short responses across all genres
ELACC7W1, 2, 3, 9
Focus: Informational/Explanatory
4-6 informational/explanatory
analysis essays
ELACC7W2, 4, 5, 6, 10
Research connection
Brief or sustained inquiries related
to the texts or themes
ELACC7W7, 8, 10
2-3 narratives to develop real or
imagined experiences (focus:
character)
ELACC7W3, 4, 5, 6, 10
Routine writing
Notes, summaries, process journals,
and short responses across all genres
ELACC7W1, 2, 3, 9
Primary Focus: Informational Text
ELACC7RI1-10
Secondary Focus: Literary Text
ELACC7RL1-10
Routine writing
Notes, summaries, process journals,
and short responses across all genres
ELACC7W1, 2, 3, 9
Fourth Nine Weeks
Reading
Primary Focus: Informational Text
ELACC7RI1-10
Secondary Focus: Literary Text
ELACC7RL1-10
EVIDENCE FROM OR REFERENCE TO TEXTS SHOULD BE INCLUDED IN ALL WRITING
Language
Study and apply grammar
Use and understand both general academic and
domain-specific vocabulary
Study and apply grammar
Speaking and Listening
Engage in collaborative discussions
Present findings
Evaluate a speaker’s claims, rhetoric, and strategy
Incorporate multimedia components
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 42
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 43
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 44
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
January 2012  GPB Professional Learning Resource Packet
Grade 7, page 45