District Overview:

Effective communication is the ultimate goal of the English Language Arts (ELA) program. The District’s program is committed to producing
reflective, critical, and creative thinkers by developing a positive learning community in which students are empowered to read, write, and
respond to texts to prepare them for college and careers. Throughout the educational process, students shall strive to become expert readers
and writers, effective speakers and listeners, thoughtful problem solvers, critical consumers of visual media and competent users of language.
Instruction focuses on meaningful language experiences, which allow for whole-group, small-group and individualized instruction based on the
needs of each student. Technology integration creates an interactive, engaging, and relevant learning environment. Through readings of both
classic and contemporary literature as well as non-fiction selections, students are exposed to a variety of text modalities. By providing these
opportunities, students are able to exercise skills in gathering, synthesizing, and communicating language. In all, the curriculum aims to develop
problem solving skills and connect knowledge across curriculum to build an understanding of cultural diversities and complexities of the world.

Grade 7 Description:

The seventh grade Reading program is designed to meet students’ individual needs in their development as independent readers. All seventh
grade students will incorporate skills of reading, writing, speaking, researching, and listening into activities focusing on common core standards.
As a student progresses through the course, they will develop more sophisticated strategies and build upon the ones learned. The literary units
will provide them with a variety of literary experiences based on short stories, novels, multi-media, and non-fiction text.

Grade 7 Units:

 Unit 1: Story Elements: Fiction and Non-fiction

 Unit 2: Short Story: Character, Plot, Setting
 Unit 3: The Cay – Whole Group Literature Circle
 Unit 4: Analyzing Theme and Point of View
 Unit 5: Style, Mood, Tone and Figurative Language
 Unit 6: Informational Text
 Unit 7: Literature Circles
Subject: Reading Grade: 7 Suggested Timeline: 4 weeks

Unit Title: Story Elements: Fiction and Non-Fiction

Unit Overview/Essential Understanding:

Students will review and be introduced to the story elements for both fictional and non-fiction text. They will review the types of genre, text
types, media, and key vocabulary specific to the grade level standards. They will read story selections and identify the genre. They will read
story selections and identify and discuss elements related to each. As they begin to identify elements, they will discuss and practice reading
strategies important for being successful independent readers.

Unit Essential Questions:

 What skills do successful readers possess?
 What literary elements relate to fiction and non-fiction text?
 How do readers use text features and structure to deepen their understanding of a text?
 Why do authors write for a variety of purposes?
 How will collaboration with peers assist with understanding of text?
 How do various sources of texts and media enhance understanding?
Unit Objectives:
 Students will develop an understanding of themselves as readers.
 Students will develop habits of mind for engaging with a variety of texts.
 Students will self-select appropriate texts and apply self-monitoring skills.
 Students will prepare for and engage in a range of collaborative conversations to deepen their own and others’ understandings of texts.
 Students will cite textual evidence to support analysis of text.
 Students will identify and analyze literary elements from a variety of texts.
 Students will analyze the impact of word choices on meaning and tone.
 Students will apply comprehension strategies to increase proficiency in understanding complex texts across fiction and non-fiction texts.
 Students will utilize multi-media sources to support understanding of a topic.
 Students will write routinely to process their thinking about texts.
Focus Standards Addressed in this Unit:
 CC.1.2.7.E and CC.1.3.7.E - Analyze the structure of the text
 CC.1.2.7.F and CC.1.3.7.F - Determine the meaning of words and phrases
 CC.1.2.7.C - Analyze the interactions between individuals, events, and ideas in a text
  CC1.3.7.B - Cite several pieces of textual evidence to support analysis of what the text says explicitly, as well as inferences, conclusions,
and/or generalizations drawn from the text

Important Standards Addressed in this Unit:

 CC.1.2.7.H - Evaluate an author’s argument, reasoning, and specific claims
 CC.1.3.7.K - Read and comprehend literary fiction on grade level, reading independently and proficiently
 CC.1.5.7.A - Engage effectively in a range of collaborative discussions
 CC.1.4 - Writing Students write for different purposes and audiences
Misconceptions:
 Students believe that good readers read fast and have a large vocabulary knowledge base.
 Students believe that literary elements are the same as what elementary students have learned.
 Students believe finding support for text needs to be long and encompasses a lot of research time.
 Students believe proving what you read is difficult to do.
Concepts/Content: Competencies/Skills: Description of Activities:
 Literary elements  Identify literary elements, genre,  Students will participate in hybrid learning
 Text features and author’s purpose of text stations for: literary elements, genres
 Text structure  Use literary elements in writing  Students will read and discuss a variety of texts
 Use of schema  Use word origins to understand  Students will learn vocabulary terms through
 Making inferences word meaning various activities: on-line review, Quizlet, etc.
 Speaking to communicate  Use context clues to understand  Students will use strategies like Talk to the Text
 Listening and responding text to analyze details and prepare for discussions
 Engaging in discussion  Analyze text  Students will collaborate with peers to present
 Determining importance  Make inferences while reading and defend ideas
 Visualizing text
 Questioning  Discuss evidence to support
 Monitor comprehension responses
 Summarizing  Predict outcomes of text
 Synthesizing  Use critical thinking skills
 Vocabulary building skills
Assessments:
 Story assessments
 Vocabulary quiz
 Classwork assignments
Interdisciplinary Connections: Additional Resources:
 Reading non-fiction (science, social studies)  Approved Literature Textbook
 Using digital tools (Google Classroom, Quizlet, online text)  Approved Supplemental Resources
 Creating multi-media documents  Teacher created materials
 Forms and Elements of Literature, McDonald
 Figurative Language, McDonald
 Literary Genres, McDonald
Subject: Reading Grade: 7 Suggested Timeline: 4 – 5 weeks

Unit Title: Short Story: Character, Setting and Plot

Unit Overview/Essential Understanding:

It is important that students are exposed to many different aspects of writing. Exploring a unit of short stories offers students many
opportunities to internalize and apply the knowledge they gain about reading and interpreting literature to the next story they read. They are
more frequently exposed to the craft of using language, the literary devices that authors use, and how these can make a story work (or not
work) for a reader. The short stories themselves contain underlying themes or motifs that challenge the students to draw broader conclusions
from the material, encouraging students to think on a wider level about interconnected issues and themes that run throughout the materials.

Unit Essential Questions:

 How do the characterization, conflict and plot of a work of non-fiction differ from those of a work of fiction?
 What makes fiction narrative different from other types of writing?
 What are the main characteristics of a short story?
 How does the setting drive the plot of a story?
Unit Objectives:
 Students will follow the sequence of events in literature.
 Students will use details and facts to draw conclusions.
 Students will understand the importance of setting in literature.
 Students will examine and analyze characters from various forms of literature.
 Students will use context to determine word meaning.

Focus Standards Addressed in this Unit:

 CC.1.3.7.B - Cite several pieces of textual evidence to support analysis
 CC.1.3.7.C - Analyze how particular elements of a story or drama interact and how setting shapes the characters or plot
 CC.1.3.7.E - Analyze how the structure or form of a text contributes to its meaning
 CC.1.3.7.F - Determine the meaning of words and phrases
 CC.1.3.7.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases
 CC.1.3.7.J - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases
 CC.1.3.7.K - Read and comprehend literary fiction on grade level
Important Standards Addressed in this Unit:
 CC.1.2.7.E - Analyze the structure of the text through evaluation of the author’s use of graphics
 CC.1.2.7.G - Compare and contrast a text to an audio, video, or multimedia version of the text
 CC.1.4.7.A - Write informative/explanatory texts to examine a topic
 CC.1.4.7.G - Write arguments to support claims
 CC.1.4.7.M - Write narratives to develop real or imagined experiences or events

Misconceptions:
 Students believe making inferences is the same as making predictions.
 Students believe text features are not important to pay attention to within a story.
 Students believe that a character analysis focuses only on visual aspects.
 Students believe the setting only provides insight into the time and place of a story.

Concepts/Content: Competencies/Skills: Description of Activities:

 Text features  Cite text evidence to support  Students will participate in hybrid learning
 Text structure reasoning stations for: plot structure, text features
 Use of schema  Analyze elements of story  Students will read and discuss a variety of texts
 Making inferences  Write narratives  Students will learn vocabulary terms through
 Speaking to communicate  Use Latin roots various activities: on-line review, Quizlet, etc.
 Listening and responding  Acquire and use general academic  Students will use strategies like Talk to the Text
 Engaging in discussion words to analyze details and prepare for discussions
 Determining importance  Analyze and evaluate characters  Students will collaborate with peers to present
 Visualizing  Evaluate the plot using a diagram and defend ideas
 Questioning  Justify reasoning  Students will write and present a book report
 Monitor comprehension  Interpret figures of speech  Students will create a poster using a media
 Summarizing  Conduct short research format related to setting
 Synthesizing  Write explanatory texts to
 Determining bias examine a topic
 Author’s purpose  Analyze text structure
 Vocabulary building skills  Write arguments to support
claims
Assessments:
 Story assessments
 Vocabulary quiz
 Classwork assignments
 Presentation

Interdisciplinary Connections: Additional Resources:

 Using digital tools (Google Classroom, Quizlet, online text)  Approved Literature Textbook
 Creating media documents (Google Drawing, Slide Show)  Approved Supplemental Resources
 Writing in various formats  Teacher created materials
 Conducting research related to historical event
Subject: Reading Grade: 7 Suggested Timeline: 5 weeks

Unit Title: The Cay – Whole Group Literature Circle

Unit Overview/Essential Understanding:

Students will participate in a whole group literature circle learning experience. Their reading and discussion of the novel will focus on the effects
of war, overcoming prejudice through friendship, and the challenges presented by physical disabilities. The literary elements addressed in the
unit include: setting, characterization, dialogue, dialect, point of view, theme and plot. Beyond the elements, students will learn the roles
related to a collaborative literature circle environment. This will set the stage for future literature circle experiences in the school year.

Unit Essential Questions:

 How do the beliefs and values of your parents shape your own beliefs and values?
 What causes a person to modify his/her beliefs and values?
 How are opinions and behaviors impacted by first impressions?
 If you suddenly found yourself sightless, how would your prejudices, behaviors and expectations change?
 What can we do, individually and collectively, to eliminate prejudice in the classroom and the larger community?
Unit Objectives:
 Students will read independently and examine the literary elements.
 Students will record notes to prepare for literature group discussions.
 Students will actively participate in weekly literature group discussions.
 Students will identify character traits.
 Students will analyze the plot using a diagram and notes.
 Students will explore the setting and research facts.
 Students will write a compare/contrast essay.
 Students will discuss the differences between media versions of the story.
 Students will use literature as a resource to explore ideas and decisions, as well as political and social issues.
Focus Standards Addressed in this Unit:
 CC.1.3.7.A - Determine a theme or central idea of a text
 CC.1.3.7.B - Cite several pieces of textual evidence to support analysis of what the text says
 CC.1.3.7.C - Analyze how particular elements of a story or drama interact
 CC.1.3.7.D - Analyze how an author develops and contrasts the points of view
  CC.1.3.7.E - Analyze how the structure or form of a text contributes to its meaning
 CC.1.3.7.F - Determine the meaning of words and phrases as they are used
 CC.1.3.7.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases
 CC.1.3.7.K - Read and comprehend literary fiction
 CC.1.4.7.A Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly
 CC.1.4.7.B Identify and introduce the topic clearly
 CC.1.4.7.C Develop and analyze the topic with relevant facts, definitions, concrete details, quotations
 CC.1.4.7.D Organize ideas, concepts, and information
 CC.1.4.7.F Demonstrate a grade appropriate command of the conventions of standard English grammar
 CC.1.5.7.A Engage effectively in a range of collaborative discussions
Important Standards Addressed in this Unit:
 CC.1.3.7.G - Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the
effects of techniques unique to each medium
 CC.1.3.7.H - 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
 CC.1.3.7.J - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases
Misconceptions:
 Students believe literature circles are a lot of work and time consuming.
 Students believe some character roles are not important.
 Students believe reading and understanding the dialect does not teach anything.
 Students believe the teacher is my audience, the only person who will read my writing.
 What “I” think does not matter.
 In order to begin writing, students believe one needs a clear topic / thesis.
Concepts/Content: Competencies/Skills: Description of Activities:
 Text features  Model appropriate reading  Students will participate in collaborative
 Text structure strategies literature circle groups
 Use of schema  Cite text evidence to support  Students will read and discuss chapters
 Making inferences reasoning  Students will journal and take notes on reading
 Speaking to communicate  Analyze elements of story  Students will learn vocabulary terms through
 Listening and responding  Write an informative piece various activities: on-line review, Quizlet, etc.
 Engaging in discussion  Use Latin roots  Students will use strategies like bookmarks,
 Determining importance  Acquire and use general academic quote and question, etc. to analyze details and
  Visualizing words prepare for discussions
 Questioning  Analyze and evaluate characters  Students will collaborate with peers to present
 Monitor comprehension  Evaluate the plot using a diagram and defend ideas
 Summarizing  Justify reasoning  Students will write a media analysis
 Synthesizing  Interpret and understand dialect
 Determining bias  Conduct short research
 Author’s purpose  Analyze text structure
 Vocabulary building skills  Examine media formats
 Informative writing  Identify themes
 Compare / contrast media
formats
 Researching
Assessments:
 Story assessments (quiz and test)
 Vocabulary quizzes
 Classwork assignments
 Group work
Interdisciplinary Connections: Additional Resources:
 Using digital tools (Google Classroom, Google Maps, Quizlet)  The Cay by Theodore Taylor – novel
 Creating media documents (digital journal, map)  The Cay – teacher resources
 Writing in various formats  Teacher created materials
 Conducting research related to historical facts  Approved District resources
 Mapping region / trip
Subject: Reading Grade: 7 Suggested Timeline: 4-6 weeks

Unit Title: Analyzing Theme and Point of View

Unit Overview/Essential Understanding:

This unit introduces students to the concepts of "theme” and “point of view." Students will look at both nonfiction and fiction texts. They will
analyze how point of view determines what information is included, how it reflects the author’s bias, and conveys the theme. Students will then
apply these concepts by creating their own media project demonstrating their understanding.

Unit Essential Questions:

 Why is theme important?
 Is the theme of a story always interpreted in the same way?
 How does a reader identify the theme in a piece of writing?
 How does comparing and contrasting themes from various pieces of literature increase understanding?
 What is point of view?
 How do authors develop different points of view in a variety of genres?
 How does a change in point of view affect our perception?
 How can a certain point of view that a writer chooses influence a reader?
 How do omniscient, first-person, and third-person limited points of view differ and what impact do they have on a reader's
understanding of the text?
 How can point of view change the theme of a story?
Unit Objectives:
 Students will discuss writing techniques used by authors to power their themes.
 Students will understand that theme represents a view or comment on life.
 Students will analyze texts to discover similar themes.
 Students will locate themes and provide textual support their ideas.
 Students will identify various types of points of view in texts.
 Students will examine text to discuss the impact of point of view on the theme.
 Students will comprehend how different points of view affect the interpretation of a piece of fiction.
Focus Standards Addressed in this Unit:
 CC.1.2.7.A - Determine two or more central ideas in a text and analyze their development
  CC.1.3.7.A - Determine a theme or central idea of a text and analyze its development
 CC.1.2.7.D - Determine an author’s point of view or purpose in a text
 CC.1.3.7.D - Analyze how an author develops and contrasts the points of view of different characters
 CC.1.2.7.I - Analyze how two or more authors present and interpret facts on the same topic
 CC.1.3.7.H - Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period
 CC.1.3.7.C - Analyze how particular elements of a story or drama interact

Important Standards Addressed in this Unit:

 CC.1.2.7.B - Cite several pieces of textual evidence to support analysis
 CC.1.2.7.F - Determine the meaning of words and phrases
 CC.1.2.7.J - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases
 CC.1.2.7.K - Determine or clarify the meaning of unknown and multiple-meaning words
 CC.1.2.7.L - Read and comprehend literary nonfiction and informational text on grade level
 CC.1.3.7.B - Cite several pieces of textual evidence to support analysis
 CC.1.3.7.F - Determine the meaning of words and phrases
 CC.1.3.7.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases
 CC.1.3.7.J - Acquire and use accurately grade-appropriate general academic and domain-specific words
 CC.1.3.7.K - Read and comprehend literary fiction on grade level
 CC.1.5.7.A - Engage effectively in a range of collaborative discussions
 CC.1.5.7.D - Present claims and findings, emphasizing salient points in a focused, coherent manner
 CC.1.4.7.S - Draw evidence from literary or informational texts to support analysis, reflection

Misconceptions:
 Students believe there are only three points of view.
 Students believe the theme of a literary work can be summed up in one word.
 Students believe first person point of view is easy to write.
 Students believe a literary work only ever contains one point of view.
 Students believe dialogue has no point of view.
 Students believe the theme and main idea of a selection are the same.
 Students believe only one theme can apply to a literary selection.
 Students believe non-fiction texts do not have themes.
Concepts/Content: Competencies/Skills: Description of Activities:
 Context clues  Cite text evidence to support  Students will read and discuss a variety of texts
 Identifying themes reasoning  Students will learn vocabulary terms through
 Citing evidence  Analyze elements of story various activities: on-line review, Quizlet, etc.
 Analyzing development of text  Write reflections  Students will use strategies like Talk to the Text
 Making inferences  Use Latin roots to analyze details and prepare for discussions
 Analyzing literary elements  Acquire and use general academic  Students will use a plot chart to demonstrate
 Identifying points of view words understanding of the elements
 Speaking to communicate  Analyze and evaluate characters  Students will track perspectives of characters in
 Listening and responding  Evaluate and identify the theme journal entries
 Engaging in discussion  Justify reasoning  Students will complete a Point of View ID activity
 Determining importance  Analyze text structure  Students will respond to Text Dependent
 Visualizing  Learn how suffixes affect word Questions
 Questioning meaning  Students will complete a theme tree diagram for
 Monitor comprehension  Use events to predict outcomes literature selections
 Summarizing  Understand the role of characters  Students will participate in small group
 Synthesizing in a story discussion sharing evidence and ideas
 Determining bias  Understand the point of view
 Author’s purpose  Identify the main idea and
 Vocabulary building skills supporting details
 Journal writing
Assessments:
 Story assessments
 Vocabulary quiz
 Classwork assignments
 Journal entries

Interdisciplinary Connections: Additional Resources:

 Using digital tools (Google Classroom, Quizlet, online text)  Approved Literature Textbook
 Creating media documents (journal)  Approved Supplemental Resources
 Writing in various formats  Teacher created materials
 Informational reading related to science / history topics
Subject: Reading Grade: 7 Suggested Timeline: 4 weeks

Unit Title: Style, Mood, Tone and Figurative Language

Unit Overview/Essential Understanding:

This unit introduces students to the concepts of "mood, tone, style and figurative language." Students will look at both nonfiction and fiction
texts. First, they will understand what style is and why authors use it to enhance other literary elements that they have already studied this year
(plot, character, and setting). Second, they will learn the difference between mood and tone in various texts. This will help to develop their
understanding of the literal statements and figurative ones. As they analyze the author’s style of writing use of mood and tone, they will
understand how it influences one’s understanding and interpretation of the text. Finally, they will discuss how the use of figurative language
impacts the literal meaning of a text. Students will apply their learning as they examine various forms of prose and poetry.

Unit Essential Questions:

 What is style?
 What elements converge to form a writer’s style and how does each play a unique role?
 What are some ways that readers deconstruct literary style?
 How does an author’s background contribute to his/her writing style?
 How are literary devices used to enhance written selections and its meaning?
 How are mood and tone different?
 How do mood and tone contribute to the effect of a literature selection?
 What is the purpose of figurative language?
Unit Objectives:
 Students will demonstrate understanding of style as a core concept by recognizing and identifying key details from text and incorporate
those details into a set of notes for journal.
 Students will use academic language and content specific vocabulary related to selected texts.
 Students will examine the author’s style by writing a paragraph examining the elements the author uses to convey his/her personal
writing style.
 Students will analyze how literary elements (style, mood and tone) interact within texts.
 Students will determine the meaning of words and phrases as they are used in a text, including figurative language and connotative
meanings.
 Students will write narratives to develop real or imagined experiences or events.
Focus Standards Addressed in this Unit:
  CC.1.2.7.B - Cite several pieces of textual evidence to support analysis of what the text says
 CC.1.3.7.B - Cite several pieces of textual evidence to support analysis of what the text says
 CC.1.2.7.C - Analyze the interactions between individuals, events, and ideas in a text
 CC.1.3.7.C - Analyze how particular elements of a story or drama interact a
 CC.1.2.7.D - Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others
 CC.1.2.7.E - Analyze the structure of the text through evaluation of the author’s use of graphics, charts. and the major sections
 CC.1.3.7.E - Analyze how the structure or form of a text contributes to its meaning
 CC.1.2.7.F - Determine the meaning of words and phrases
 CC.1.3.7.F - Determine the meaning of words and phrases as they are used in grade-level reading and content
 CC.1.3.7.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases
 CC.1.2.7.H - Evaluate an author’s argument, reasoning, and specific claims
 CC.1.3.7.H - 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
 CC.1.2.7.I - Analyze how two or more authors present and interpret facts on the same topic
 CC.1.2.7.J - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases
 CC.1.3.7.J - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases
 CC.1.2.7.K - Determine or clarify the meaning of unknown and multiple-meaning words and phrases
 CC.1.2.7.L - Read and comprehend literary nonfiction and informational text on grade level
 CC.1.3.7.K - Read and comprehend literary fiction on grade level

Important Standards Addressed in this Unit:

 CC.1.2.7.G - Compare and contrast a text to an audio, video, or multimedia version of the text
 CC.1.3.7.A - Determine a theme or central idea of a text and analyze its development over the course of the text
 CC.1.3.7.D - Analyze how an author develops and contrasts the points of view
 CC.1.4.7.N - Engage and orient the reader by establishing a context
 CC.1.4.7.O - Use narrative techniques such as dialogue, description, and pacing to develop experiences, events, and/or characters
 CC.1.4.7.P - Organize an event sequence that unfolds naturally and logically
 CC.1.4.7.Q - Write with an awareness of the stylistic aspects of writing
 CC.1.4.7.T - With some guidance and support from peers and adults

Misconceptions:
  Students believe there is no difference between the mood and tone of a story.
 Students believe figurative language is easily understood.
 Students believe style does not matter when it comes to your audience (word choice, sentence fluency, and voice).

Concepts/Content: Competencies/Skills: Description of Activities:

 Visualizing
 Context clues
 Foreshadowing
 Citing evidence
 Analyzing development of text
 Making inferences
 Analyzing literary elements: plot,
setting, character, POV, theme
 Speaking to communicate
 Listening and responding
 Engaging in discussion
 Determining importance
 Questioning
 Monitor comprehension
 Summarizing
 Synthesizing
 Analyzing figurative language:
hyperbole, simile, metaphor,
personification, onomatopoeia,
oxymoron, allusion, and idiom
 Vocabulary building skills
 Journal writing
 Cite text evidence to support
reasoning
 Analyze elements of story
 Write reflections
 Use Latin roots
 Acquire and use general academic
words
 Analyze and evaluate characters
 Evaluate and identify the tone and
mood
 Justify reasoning for style
 Analyze text structure
 Learn how suffixes affect word
meaning
 Use events to predict outcomes
 Understand the role of characters
in a story
 Understand the style
 Identify the figurative language
 Students will read and discuss a variety of texts.
 Students will learn vocabulary terms through
various activities: on-line review, Quizlet, etc.
 Students will use strategies like Talk to the Text
to analyze details and prepare for discussions
 Students will use a plot chart to demonstrate
understanding of the elements
 Students will complete a literary devices journal
activity
 Students will respond to Text Dependent
Questions
 Students will complete listening activities related
to figurative language
 Students will participate in small group
discussion sharing/editing/revising written
narratives
 Students will participate in hybrid learning
activities related to style, mood, tone and
figurative language

Assessments:
  Story assessments
 Vocabulary quiz
 Classwork assignments
 Journal entries
 Hybrid station activities
Interdisciplinary Connections: Additional Resources:
 Using digital tools (Google Classroom, Quizlet, on-line text)  Approved Literature Textbook
 Creating media documents (journal, hybrid station, art  Approved Supplemental Resources
portraits)  Teacher created materials
 Writing in various formats
 Informational reading related to art / science / history topics
Subject: Reading Grade: 7 Suggested Timeline: 4 weeks

Unit Title: Informational Text

Unit Overview/Essential Understanding:

In this unit students will read various selections of non-fiction text. They will learn how to use text features to support their understanding of
the content. Students will be engaging in work and research that furthers their understanding of main ideas and details. They are provided with
opportunities to compare and contrast selections of similar topics. Students are also using their knowledge of informational text to write their
own piece on a topic of interest. It is expected that throughout the unit, students apply literary elements that they have already studied
throughout the year.

Unit Essential Questions:

 How can the reader’s understanding of text structures and features enhance comprehension of nonfiction content?
 In what ways are different expository texts structured?
 How do readers use text structures to aid in understandings what is read?
 What text structures are used in technical writing?
 How does a graphic organizer help me understand informational text?
 What skills help a reader make sense of informational text?

Unit Objectives:
 Students will understand and effectively use the characteristics of expository text in order to better comprehend the content.
 Students will determine author’s purpose and the central idea of a text by analyzing text features.
 Students will identify main points and supporting details.
 Students will use organizational tools and note taking strategies to learn from informational texts and to track their sources.
 Students will use strategies to effectively navigate both print and digital non-fiction text.
 Students will write an informational piece that is clearly organized and well developed with relevant research.
 Students will create a presentation effectively integrating text features that supplement the content of their written piece, using
appropriate formatting, graphics, and multimedia.

Focus Standards Addressed in this Unit:

 CC.1.2.7.A - Determine two or more central ideas in a text and analyze their development over the course of the text
 CC.1.2.7.B - Cite several pieces of textual evidence to support analysis of what the text says
  CC.1.2.7.C - Analyze the interactions between individuals, events, and ideas
 CC.1.2.7.D - Determine an author’s point of view or purpose in a text
 CC.1.2.7.E - Analyze the structure of the text through evaluation of the author’s use of graphics, charts. and the major sections
 CC.1.2.7.F - Determine the meaning of words and phrases as they are used in grade-level reading
 CC.1.2.7.G - Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the
subject
 CC.1.2.7.H - Evaluate an author’s argument, reasoning, and specific claims
 CC.1.2.7.I - Analyze how two or more authors present and interpret facts on the same topic
 CC.1.2.7.L - Read and comprehend literary nonfiction and informational text on grade level

Important Standards Addressed in this Unit:

 CC.1.2.7.J - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases
 CC.1.2.7.K - Determine or clarify the meaning of unknown and multiple-meaning words and phrases
 CC.1.4.7.A - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly
 CC.1.4.7.D - Organize ideas, concepts, and information using strategies
 CC.1.4.7.E - Write with an awareness of the stylistic aspects of composition
 CC.1.5.7.D - 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
 CC.1.5.7.F - Include multimedia components and visual displays in presentations

Misconceptions:
 Students believe that informational text is boring and difficult to read.
 Students believe informational text is completely objective, without the writer’s passion, opinion, or sense of humor.
 Students believe that first person point of view cannot be used in informational writing.
 Students believe informational text is very long and incorporates a great deal of complex vocabulary.

Concepts/Content: Competencies/Skills: Description of Activities:

 Visualizing  Use events in a story to predict  Students will read and discuss a variety of texts
 Context clues outcomes  Students will learn vocabulary terms through
 Citing evidence  Understand the literary elements: various activities: on-line review, Quizlet, etc.
 Text structures setting, character, POV, theme,  Students will use strategies like Read Around the
 Analyzing development of text  Symbolism Text, KIM vocabulary, and Two-Column note
  Making inferences
 Analyzing literary elements:
setting, character, POV, theme
 Speaking to communicate
 Listening and responding
 Engaging in discussion
 Determining importance
 Questioning
 Predicting outcomes
 Cause and effect
 Monitor comprehension
 Summarizing
 Synthesizing
 Vocabulary building skills
 Journal writing
 Understand word origins
 Use context clues to determine
word meaning
 Sequence events from a story
 Identify theme through a
selection’s characters and events
 Understand the relationship
between cause and effect
 Cite evidence to support ideas,
infographics, etc.
 Create infographic based on
research
 Present information using media
source
taking to analyze details and prepare for
discussions
 Students will complete journal activities related
to content
 Students will respond to Text Dependent
Questions
 Students will complete listening activities related
to content (ex: Titanic - Discovery Education)
 Students will participate in small group
discussion sharing/editing/revising written
pieces
 Students will research topics of interest and
create infographics to present

Assessments:
 Story assessments
 Vocabulary quiz
 Classwork assignments
 Journal entries
 Infographic presentation

Interdisciplinary Connections: Additional Resources:

 Using digital tools (Google Classroom, Quizlet, on-line text)  Approved Literature Textbook
 Creating media documents (journal, hybrid station, art  Approved Supplemental Resources
portraits)  Teacher created materials
 Writing in various formats
 Informational reading related to art / science / history topics
Subject: Reading Grade: 7 Suggested Timeline: 5 weeks (two times per school year)

Unit Title: Literature Circles

Unit Overview/Essential Understanding:

In literature circles, small groups of students gather together to discuss a piece of literature in depth. The discussion is guided by students'
responses to what they have read. You may hear talk about events and characters in the book, the author's craft, or personal experiences
related to the story. This unit will provide a way for students to engage in critical thinking and reflection as they read, discuss, and respond to
books. Collaboration is at the heart of this approach. Students reshape and add onto their understanding as they construct meaning with other
readers. Finally, literature circles guide students to deeper understanding of what they read through structured discussion and extended written
and artistic response.

Unit Essential Questions:

 What are literature circles?
 What does a good discussion look like / sound like?
 What is the individual’s role in making a discussion run smoothly?
 What strategies can be used to deepen conversations about novels?

Unit Objectives:
 Students will read independently and examine the literary elements.
 Students will record notes to prepare for literature group discussions.
 Students will actively participate in weekly literature group discussions and develop their discussion skills.
 Students will build on prior knowledge to assist with group discussion.
 Students will learn the meaning of new vocabulary words and use them when speaking and writing.
 Students will understand the purpose of researching a topic related to a novel.
 Students will deepen their understanding of literary elements: theme, symbolism, characterization, mood and tone.
 Students will formally present a project on their literature selection using appropriate public speaking skills.
 Students will analyze the plot using a diagram and notes.

Focus Standards Addressed in this Unit:

 CC.1.3.7.A - Determine a theme or central idea of a text
 CC.1.3.7.B - Cite several pieces of textual evidence to support analysis of what the text says
  CC.1.3.7.C - Analyze how particular elements of a story or drama interact
 CC.1.3.7.D - Analyze how an author develops and contrasts the points of view
 CC.1.3.7.E - Analyze how the structure or form of a text contributes to its meaning
 CC.1.3.7.F - Determine the meaning of words and phrases as they are used
 CC.1.3.7.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases
 CC.1.3.7.K - Read and comprehend literary fiction
 CC.1.4.7.A - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly
 CC.1.4.7.B - Identify and introduce the topic clearly
 CC.1.4.7.C - Develop and analyze the topic with relevant facts, definitions, concrete details, quotations
 CC.1.4.7.D - Organize ideas, concepts, and information
 CC.1.4.7.F - Demonstrate a grade appropriate command of the conventions of standard English grammar
 CC.1.5.7.A - Engage effectively in a range of collaborative discussions
Important Standards Addressed in this Unit:
 CC.1.3.7.J - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases
 CC.1.5.7.D - 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
 CC.1.5.7.F - Include multimedia components and visual displays in presentations
 CC.1.5.7.G - Demonstrate command of the conventions of standard English
Misconceptions:
 Students believe literature circles are a lot of work and time consuming.
 Students believe that some character roles are not important.
 Students believe reading and understanding the dialect does not teach anything.
 Students believe the teacher is my audience, the only person who will read my writing.
 What “I” think does not matter.
 In order to begin writing, students think that one needs a clear topic / thesis.
Concepts/Content: Competencies/Skills: Description of Activities:
 Text structure  Model appropriate reading  Students will participate in collaborative
 Predicting strategies literature circle groups
 Citing text evidence  Cite text evidence to support  Students will read daily and discuss chapters
 Comparing / contrasting reasoning weekly
 Qualities of a good discussion  Analyze elements of story  Students will journal and take notes on reading
 Identifying important information  Acquire and use general academic  Students will learn vocabulary terms through
  Building vocabulary words various activities: on-line review, Quizlet, etc.
 Using flexible strategies to identify  Analyze and evaluate characters  Students will participate in a fishbowl activity
unknown words  Evaluate the plot using a diagram  Students will plan, prepare and present a
 Analyzing and interpreting text  Justify reasoning project unique to each selection
 Making inferences  Interpret and understand  Students will participate in mini-lessons on
 Identifying genre characteristics vocabulary strategies: post-it notes; golden lines; student
 Analyzing descriptive details  Conduct short research generated questions, etc.
 Identifying literary elements:  Analyze text structure
characterization/simile/metaphor/  Examine media formats
o analogy/tone  Plan and present information
 Identifying point of view  Identify themes
 Using figurative language
 Using sketches and illustrations to
spark ideas
 Developing criteria for effective
writing
 Practice active listening
 Incorporating ideas raised during
discussion into written response
Assessments:
 Story assessments (quiz and test)
 Vocabulary quizzes
 Classwork assignments
 Group work based on calendar timeline
Interdisciplinary Connections: Additional Resources:
 Using digital tools (Google Classroom, Google Drawing,  District approved novels
PhotoShop, Quizlet)  Teacher created materials
 Creating media documents (digital journal, project components)
 Writing in various formats
 Conducting research related to facts