Waianae Intermediate School Curriculum Map

School Year: 2017-2018

Grade/Subject: 7th ELA

UNIT 1 NARRATIVE: THE CHOICES WE MAKE

Our pacing leaves time for us to check formatively, have multiple iterations, re-teach, and coach up kids so skills get s
ignificantly
higher.
Students will be proficient (or above) at the following skills/standards by the end of this
unit...
WRITING LANGUAGE READING SPEAKING/LISTENING

W.7.3 Narrative Techniques L.7.1 Convention RL.7.2 Comprehension SL.7.1/SL.7.4

EVERY student will be great at these skills...
Know the roller coaster (plot
diagram)
Punctuate, space, indent dialogue
Imagery - paint a picture, sensory
detail
EVERY student will be great at these skills... EVERY student will be great at these skills EVERY student will be great at these skills
Know how to write a complete Pick out key ideas and evidence Describe what active listening looks
sentence with capitalization, periods RL. Craft and Structure like and display active listening
and commas EVERY student will be great at these skills Work effectively in a group,
Students know how to check for and Recognize imagery and sensory detail providing and utilizing constructive
correct spelling Find examples of characterization feedback
L.7.3 Lit Terms
Know all 12 types of figurative
language

Instructional Learning Target(s) Instructional Materials/ Resources/Strategies/ Assessment of Learning

Week (LT) What students will know and be Vocabulary (F) Formative and
Quarter # able to do as a result of the instruction (M) Instructional materials and other resources to (S) Summative assessments
Week # and the be used, (CD) highest cognitive demand of
(CD) cognitive demand (IS) Instructional strategies, each
of each learning target (V) vocabulary needed to access the learning

By the end of this lesson, I will....

Week 1 SWBAT: 8th Grade Only Day (F)

Day 1 (M)
August 7 Know your room assignment (who you will be
Monday CC Skill/Standard: helping for the day) (S)
(CD)
(IS)

(V)

Week 1 SWBAT: describe what a positive 7th Grade Orientation/Tour of Campus (F)
Day 2 learning environment looks like. (M) Exit ticket - What rule do you feel
August 8 Student Planners is the most important in creating a
Tuesday - Review all essential parts of the planner positive learning environment?
CC Skill/Standard: with students Explain why that rule is essential.

Tour Map and Time (highlight classes your S will (S)

be in, great time to emphasize expectations for (CD) Understand
walking as a class (two lines), listening, being
respectful...ete)

Syllabus (what will be covered, expectations,

rules, rituals and routines, grading)
- ELA
- Homeroom
- Period 5 (Intervention)

Team Contract (team rules, rituals and routines,

expectations...etc)

Seating Charts for all periods

(IS)
- Direct Instruction (reviewing all materials,
rules, expectations, rituals and routines)
- Group Discussion (opening it up for
questions)

(V)
Week 1 SWBAT: apply rituals and routines to Rituals and Routines - Building Relationships (F)
Day 3 create a positive learning environment. [Day 1] Observation during activity -
August 9 (M) check S ability to follow rules,
Wednesday CC Skill/Standard: Seating Charts for all period directions, expectations, and
rituals and routines
Getting to know you activities - If S need
- Learning style diagnostic - Pause and remind S
- Writing Prompts (to get to know S of rules,
preferences) directions...etc
- Writing Diagnostic - Model what activity
- Ice Breakers should look and
(IS) sound like
- Direct Instruction (reviewing expectations (S)
and directions) (CD) Apply
- Individual (S setting up for activity [filling
out information...etc] prior to activity,
completing diagnostic or writing prompts)
- Small groups/pairs (sharing individual
information, participating in ice breakers)
- Whole class (sharing information,
participating in ice breakers)
(V)

Week 1 SWBAT: apply rituals and routines to Rituals and Routines - Building Relationships (F)
Day 4 create a positive learning environment. [Day 2] Observation during activity -
August 10 (M) check S ability to follow rules,
Thursday CC Skill/Standard: Seating Charts for all periods directions, expectations, and
rituals and routines
Getting to know you activities - If S need
- Learning style diagnostic - Pause and remind S
- Writing Prompts (to get to know S of rules,
preferences) directions...etc
- Writing Diagnostic - Model what activity
- Ice Breakers should look and
(IS) sound like
- Direct Instruction (reviewing expectations (S)
and directions) (CD) Apply
 - Individual (S setting up for activity [filling
out information...etc] prior to activity,
completing diagnostic or writing prompts)
- Small groups/pairs (sharing individual
information, participating in ice breakers)
- Whole class (sharing information,
participating in ice breakers)
(V)

Week 1 SWBAT: identify sensory details in a Activity 1.5 Introduction to Sensory Details (F)
Day 5 story [Day 1] Written or observation
August 11 (M) - Are S able to identify
Friday CC Skill/Standard: Activity 1.5 (pgs. 24-30) sensory detail in a story?
W.7.2b (S)
Supplemental - mini lesson on Sensory Detail (??) (CD)
[what it is and possible examples of each??]

[Note: Marking the Text should be focused on

identifying sensory details]

Bad Boy reading pgs. 24-28

(IS)
-

(V)

Week 2 SWBAT: use sensory details in their Activity 1.5 Introduction to Sensory Details (F)
Day 6 writing [Day 2] Written or Observation
August 14 (M) - Are S able to use sensory
Monday CC Skill/Standard: details in their writing
W.7.2b Activity 1.5 (pgs. 24-30)
(S)
Continue reading Bad Boy reading pgs. 24-28 (CD)
[continuing to mark the text for sensory details]
 Second Read Questions [pg. 28]

SUPPLEMENTAL Activity - S create their own

sensory details
(IS)
- Direct Instruction (review sensory details
and figurative language, review marking
the text, review rituals and routines, and
expectations)
- Whole class (Reading of Bad Boy,
pausing to model thinking and using key
ideas and details)
- Individual (during the reading - marking
the text, writing prompt)

(V)

Week 2 SWBAT: CFA 1 - Sensory Details (F)

Day 7 (M) CFA 1 - Sensory Details
August 15 CFA 1 - Sensory Details - Are S able to appropriately
Tuesday CC Skill/Standard: - Images for CFA 1 use and create sensory
- Student Response Worksheet for CFA 1 details for a given image?

Data is Due Monday August 21st (S)

(IS) (CD)

(V)

Week 2 SWBAT: identify effective use of COACH-UP Activity/Lesson for Sensory (F)
Day 8 sensory detail Details Product for the Activity
August 16 (M) (S)
Wednesday SWBAT: use sensory detail in their why couldnt i have been named ashley? pg. 33 (CD)
writing
Modified Graphic Organizer pg. 35 (provide S
CC Skill/Standard: with paraphrased Incident, Response,
 W.7.3b Reflection and have them provide textual
evidence of sensory details)

Supplemental - Provide S with a short story or

excerpt that LACKS sensory details and have
them ADD in what they feel would enhance the
story (?)

Enrichment Activity Ideas

- Provide S with a sensory detailed
description of something, and have S
hunt the internet for what you were
describing.

(IS)
- Direct Instruction
- Small groups/pairs (at least one will be
teacher led)
- Individual

(V)

Week 2 SWBAT: identify the knowledge and Activity 1.10 Unpacking EA1.2 - Creating an (F)
Day 9 skills needed to complete EA1.2 Illustrated Myth Student Skills Profile for EA1.2
August 17 successfully. [Day 1] (?) or WIS ELA Student Skill
Thursday (M) Profile [self assessment - pre (?)]
CC Skill/Standard: Activity 1.10 (pgs. 46-47)
L.7.6 (S)
Rubric for EA1.2 - Creating an Illustrated Myth (CD) Understand

Prompt for EA1.2

Student Skills Profile for EA1.2 (?) or WIS ELA

Student Skill Profile

(IS)
 - Direct Instruction (review EQ,
expectations, rituals and routines)
- Small group or pairs (unpacking the EA)
- Individual (Do Now EQ and closing)

(V)

Week 2 Statehood Day Holiday No School

Day
August 18
Friday

Week 3 SWBAT: identify narrative elements Activity 1.10 Review of Plot Diagram and (F)
Day 10 and the purpose of myths. Introduction to Myths Kahoot it! or Plicker
August 21 [Day 2] - Purpose of myth, elements
Monday CC Skill/Standard: (M) of a story, plot structure
L.7.6 Activity 1.10 (pg. 48-49) Based on what S are confused on
you will want to do a Coach-Up
Chart or Huge visual of a plot diagram lesson or activity
- Elements of a story plot
(IS) and plot structure can be
- Direct Instruction (review purpose of Coached-Up using
myths, reviewing element of a story and Phaethon (the reading
definition, review plot structure) from the next activity)
- (S)
(V) Myth, plot (CD) Remember

Week 3 SWBAT: identify plot structure in a Activity 1.11 Reviewing Plot Structure/Plot (F)
Day 11 short story. Diagram Plot Structure/Plot Diagram on
August 22 [Day 1] Phaethon
Tuesday SWBAT: identify key plot elements of (M) - Based on S ability to apply
conflict and climax Activity 1.11 (pg. 50-59) their knowledge and
understanding of plot
CC Skill/Standard: Phaethon reading - pgs. 50-57 structure to Phaethon, I
RL.7.2 would consider doing
Key Ideas and Detail Questions (located in the another small
RL.7.3 My Notes section in SB on pgs. 57-59) group/practice round after
 Coaching-Up S who are
Plot diagram (either worksheet or have S create on still having difficulty with
at the end of the reading on a separate sheet of it.
paper)
(S)
(IS) (CD) Apply
- Direct Instruction (review plot
structure/plot diagram, review expectations
and rituals and routines for read aloud and
marking the text)
- Whole class (T reading - modeling what
good reading and thinking during reading
looks like, modeling asking self questions
using key ideas and details, after
work-time you could have S share their
ideas about the conflict and climax of
Phaethon)
- Individual (have S complete a plot diagram
on Phaethon)
- Pairs/Small Groups (have S share ideas
about conflict and climax)
(V)

Week 3 SWBAT: CFA 2 - Plot Diagram (F)

Day 12 (M) CFA 2 - Plot Diagram
August 23 CFA 2 - Plot Diagram
Wednesday CC Skill/Standard: (S)
Data is Due Monday Aug. 28th (CD)
(IS)

(V)

Week 3 SWBAT: to increase their COACH-UP Activity/Lesson for plot (F)

Day 13 understanding of plot structures in structure/diagram The product for the activity
August 24 short stories. (M)
Thursday Manipulatives (S)
 SWBAT: apply their knowledge and - Having slips of paper with each element of (CD)
understanding of plot a story printed
- Blank plot diagrams for S to place slips on
CC Skill/Standard: Short Stories for S to practice identifying plot
RL.7.2 structure

Plot diagrams

Premade groups based on data from formatives

(plot structure)

Enrichment Activity Ideas

- Provide a short story with a missing plot
structure element and have S
1. Identify the missing element
2. Complete the short story by writing
what they think the missing
element should look like.
- Lock box activity
- Provide S with a plot diagram and as a
small group, they need to write out the
story.

(IS)
- Direct Instruction
- Small groups/pairs (at least one will be
teacher led)
- Individual

(V)

Week 3 Welcome Back Assembly Continue with coach-up activity/lesson or

Day 14 start next activity/lesson.
August 25
Friday
Week 4 SWBAT: analyze how character is Activity 1.11 Characterization and Textual (F)
Day 15 developed through words and action Evidence Observations
August 28 [Day 2] - During groups/pair
Monday CC Skill/Standard: (M) work-time check S
RL.7.1 Activity 1.11 (specifically pgs. 59) understanding of textual
evidence (have a check
RL.7.3l Graphic Organizer (pg. 59) sheet if necessary)

Phaethon reading (pgs. 50-57) Writing Prompt

- Are S able to explain how
Writing prompt (pg. 60) Apollo or Phaethons
character traits drive the
Index Cards or extra folder paper (for S to respond story?
to the writing prompt) - Are S able to use textual
evidence to support their
(IS) analysis?
- Direct Instruction (review directions, (S)
expectations, rituals and routines) (CD) analyze
- Small group/pairs (S working on
completing GO on pg. 56 and pulling out
textual evidence)
- Individual (completing their Writing
Prompt)

(V)

Week 4 SWBAT: identify the conventions of SUPPLEMENTAL Lesson - Daedalus and (F)
Day 16 dialogue paragraph in a story Icarus - Introduction to Dialogue and extra Observations
August 29 practice with Characterization - During reading, check S to
Tuesday CC Skill/Standard: [Day 1] see if they can identify the
W.7.3b (M) use of dialogue
(S)
Supplemental Dialogue mini lesson (???) (CD)

Daedalus and Icarus reading

(IS)
 (V)

Week 4 SWBAT: apply the conventions of SUPPLEMENTAL Lesson - Daedalus and (F)
Day 17 dialogue paragraph in a story Icarus - Introduction to Dialogue and extra Writing Prompt:
August 30 practice with Characterization - Are S able to use dialogue
Wednesday CC Skill/Standard: [Day 2] and punctuate, space, and
W.7.3b (M) indent appropriately
(S)
Daedalus and Icarus reading (CD) create
(S are being asked to create and
Key ideas and details questions unseen scene for Daedalus and
Icarus - But we are accessing if S
Writing Prompt can apply their knowledge and
skills to writing dialogue)
(IS)

(V)

Week 4 SWBAT: CFA 3 - Dialogue (F)

Day 18 SWBAT: (M) CFA 3 - Dialogue
August 31
Thursday CC Skill/Standard: CFA 3 - Dialogue (S)
(CD)
Data Due Tuesday Sept. 5
(IS)
- Direct Instruction
- Small groups/pairs (at least one will be
teacher led)
- Individual

(V)

Week 4 SWBAT: to increase their COACH-UP Activity/lesson for Dialogue (F)

Day 19 understanding of dialogue and how to (M) The product for the activity
September 1 appropriately add it into short stories. (S)
Friday
SWBAT: apply their knowledge and
understanding of dialogue
CC Skill/Standard:
W.7.3b
Excerpts from stories for S to practice identifying (CD)
dialogue
Rules and hints (?) for using dialogue
Premade groups based on data from formatives
(dialogue)

Enrichment Activity Ideas

- Bad Boy pgs. 24-28 (where S can
practice identifying dialogue , explaining
the purpose and how it moves the story
and possibly another shot at creating an
unseen scene using dialogue)

(IS)
- Direct Instruction
- Small groups/pairs (at least one will be
teacher led)
- Individual

(V)

Week 5 Labor Day Holiday No School

Day
September 4
Monday

Week 4 SWBAT: analyze the relationship Activity 1.12 Analyzing Plot and Plot Structure (F)
Day 20 between character and plot and [Day 1]
September 5 between conflict and resolution (M) (S)
Tuesday Activity 1.12 (pgs. 61-65) (CD)
CC Skill/Standard:
RL.7.1 Arachne reading pgs. 61-63

RL.7.3 Second Read Questions (pgs. 64-66)

 Supplemental -
- Create Plot Diagram and have S plot the
storyline of Arachne
- Create a Characterization chart for
Arachne

Graphic Organizer on pg. 66

(IS)
- Direct Instruction (review rituals and
routines, and expectations)
- Whole class (Reading of Arachne,
pausing to model thinking and using key
ideas and details)
- Small groups/pairs (Supplemental work
and GO)
- Individual (formative writing prompt)
(V)

Week 4 SWBAT: analyze the relationship Activity 1.12 Analyzing Plot and Plot Structure (F)
Day 21 between character and plot and [Day 2] What conclusions can be drawn
September 6 between conflict and resolution (M) about the relationship between a
Wednesday Activity 1.12 (pgs. 61-65) character and the plot? Explain
CC Skill/Standard: your answer and provide examples
RL.7.1 Arachne reading pgs. 61-63 using Arachne.

RL.7.3 Working from the Text: Graphic Organizers (pgs. What conclusions can be drawn
64-65) about the relationship between the
conflict of a story and the
Supplemental - resolution? Explain your answer
- Create Plot Diagram and have S plot the and provide examples using
storyline of Arachne Arachne.
- Create a Characterization chart for (S)
Arachne (CD) analyze

Graphic Organizer on pg. 66

 (IS)
- Direct Instruction (review rituals and
routines, and expectations)
- Whole class (Reading of Arachne,
pausing to model thinking and using key
ideas and details)
- Small groups/pairs (Supplemental work
and GO)
- Individual (formative writing prompt)
(V)

Week 4 SWBAT: Planning for the Myth (F)

Day 22 [Day 1]
September 7 CC Skill/Standard: (M)
Thursday Ideas for natural phenomenon (S)
- Choices (CD)
- Lesson learned

(IS)

(V)

Week 4 SWBAT: Planning for the Myth (F)

Day 23 [Day 2]
September 8 CC Skill/Standard: (M)
Friday Plot line for Original Myth (S)
(CD)

(IS)

(V)

Week 4 SWBAT: Planning for Myth (F)

Day 24 [Day 3]
September 11 CC Skill/Standard: (M)
Monday Other elements of a story (outline??) (S)
- Characters (CD)
 - Setting
- Dialogue
- Sensory Details
- etc.

(IS)

(V)

Week 4 SWBAT: Planning for a Myth (F)

Day 25 [Day 4]
September 12 CC Skill/Standard: (M)
Tuesday Ideas for visuals to add to story (S)
(CD)

(IS)

(V)

Week 4 SWBAT: Planning for a Myth (F)

Day 26 [Day 5]
September 13 CC Skill/Standard: (M)
Wednesday (S)
(CD)

(IS)

(V)

Week 4 SWBAT: EA: Creating an Illustrated Myth (F)

Day 27 [Day 1]
September 14 CC Skill/Standard: (M)
Thursday 1st Draft (S)
(CD)
Homework: EA Draft Due Wednesday Sept. 20th

(IS)
 (V)

Week 4 PC Day PC Day PC Day

Day 28
September 15
Friday

Week 5 SWBAT: EA: Creating an Illustrated Myth (F)

Day 29 [Day 2]
September 18 CC Skill/Standard: (M)
Monday 1st Draft (S)
(CD)
Homework: EA Draft Due Wednesday Sept. 20th

(IS)

(V)

Week 5 SWBAT: EA: Creating an Illustrated Myth (F)

Day 30 [Day 3]
September 19 CC Skill/Standard: (M)
Tuesday 1st Draft and creating visual(s) (S)
(CD)
Homework: EA Draft Due Wednesday Sept. 20th

(IS)

(V)

Week 5 SWBAT: EA: Creating an Illustrated Myth (F)

Day 31 [Day 4]
September 20 CC Skill/Standard: (M)
Wednesday Peer Evaluations - Concentrating on? (S)
(CD)

(IS)
 (V)

Week 5 SWBAT: EA: Creating an Illustrated Myth (F)

Day 32 [Day 5]
September 21 CC Skill/Standard: (M)
Thursday Peer Evaluations - Concentrating on? (S)
(CD)
Homework: EA Final Revision Due by the end of
the period on Monday Sept. 25th

(IS)

(V)

Week 5 SWBAT: EA: Creating an Illustrated Myth (F)

Day 33 [Day 6]
September 22 CC Skill/Standard: (M)
Friday Revisions based on Peer Evaluations (S)
(CD)
Homework: EA Final Revision Due by the end of
the period on Monday Sept. 25th

(IS)

(V)

Week 6 SWBAT: EA: Creating an Illustrated Myth (F)

Day 34 [Day 7]
September 25 CC Skill/Standard: (M)
Monday Revisions based on Peer Evaluations (S)
(CD)

(IS)

(V)
Week 6 SWBAT: identify key components to Paragraph Essay Writing [Day 1] (F)
Day 35 writing a multiple paragraph essay. (M) Observation during small
September 26 What are the key components? (Powerpoint ?) group/pairs - are S identifying
Tuesday CC Skill/Standard: correctly?
W.7.10 Graphic Organizer or Fill-in-the-Blank Notes - If S need
(with possible color coding) - Multiple S having
difficulty with a
Sample essays (S can label and identify key specific component
components [possibly color code them]) - Pause class
and possibly
(IS) re-teach or
- Direct instruction (Reviewing key clarify
components) - Provide
- Individual (S filling out graphic clarification, or
organizer/notes during direct instruction) prompt/question
- Small Groups/Pairs (labeling and group or pair
identifying key components in sample Kahoot it! or Plicker review game
essays) - If S need
- Individual (formative assessment) - Review answers
(V) and either have S
share why its
correct or T explain
why its correct
(S)
(CD) Remember

Week 6 SWBAT: construct an essay using Paragraph Essay Writing [Day 2] (F)
Day 36 multiple paragraphs (M) Individual writing prompt practice
September 27 Rubric for general writing prompts - Use data to adjust
Wednesday CC Skill/Standard: instruction for Wednesday
W.7.10 Writing Prompt for whole class multi-paragraph (S)
writing practice (CD) Apply

Writing Prompt for individual multi-paragraph

writing practice

(IS)
 Direct instruction (review rubric, rituals and
routines, expectations, and directions)

Whole class (we do process for the whole class

multi-paragraph writing practice)

Individual (you do individual multi-paragraph

writing practice)
(V)

Week 6 SWBAT: develop and strengthen their Paragraph Essay Writing [Day 3] - (F)
Day 37 writing by editing, revising, and Coach-Up Activity
September 28 rewriting with the help of their writing (M)
Thursday groups. Sample Multi-paragraph essay (S)
(CD)
CC Skill/Standard: Individual Writing assignment from Tuesday
W.7.5
Rubric

(IS)

(V)

Week 6 SWBAT: Paragraph Essay Writing [Day 4] - (F)

Day 38 Coach-Up Activity
September 29 CC Skill/Standard: (M)
Friday (S)
(CD)

(IS)

(V)
Week 7 SWBAT: Paragraph Essay Writing [Day 5] - (F)
Day 39 Coach-Up Activity
October 2 CC Skill/Standard: (M)
Monday (S)
(CD)

(IS)

(V)

Week 7 Flex Day Flex Day Flex Day

Day 40
October 3
Tuesday

Week 7 Team Activity Team Activity Team Activity

Day 41
October 4
Wednesday

Week 7 Team Activity Team Activity Team Activity

Day 42
October 5
Thursday

Week 7 SG Activity SG Activity SG Activity

Day 43
October 6
Friday