Unit Plan Design Template

based on The Common Core Curriculum Mapping Project

Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS

Grade 7 English Language Arts Content Area: English Language Arts Course Title: English Language Arts

Grade Level: 7

Characters with Character

Pacing Guide – Click Here

Perseverance


Determination in Life and Literature


Survival in Life and Literature


Science or Fiction?


Literature Reflects Life


Date Created:

July 2011

Board Approved on:

Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.



Introduction

Students entering seventh grade have read literature from many standpoints: in connection with history, science, and the arts; in pursuit of answers to a question; in consideration of a theme or literary element; and as a way of gaining insights into human existence. In seventh grade, they continue reading texts from different angles. Students read literature from and about the Middle Ages around the world in order to gain insights into character. They consider themes of perseverance and determination in a wide variety of fictional and historical texts. In one unit, the study of a poem will lead into a study of theme of survival; at the end of the unit, students return to the poem with new understanding. In another, students read science fiction. The units are not limited to their central themes; there are side topics and excursions into related subjects. As in grade 6, students study morphology, etymology, and word history throughout the units, building their own dictionaries of words they have investigated. Students write in a variety of genres, including responses to literature, reflective essays, and stories. In addition, they create multimedia presentations. Students also write research essays about an author they have read and develop their skills of argumentation. They use graphic organizers to lay out their ideas and plan their essays. They participate in class discussion and art enrichment activities; practice reading literature expressively; and deliver presentations. By the end of seventh grade, they are ready to begin studying complex aspects of literature.




Unit 1 Content Area: English Language Arts Unit Title: Characters with Character Target Course/Grade Level: Grade 7 Unit Summary This first six-week unit of seventh grade starts the year off with reflections on characters from literature and historical time periods. Primary interdisciplinary connections: Social Studies: • respond to reading with appropriate text-based references to support opinions • understand and evaluate messages in political cartoons Science: • respond to reading with appropriate text-based references to support opinions Spanish: • listen actively • speak clearly Math: • respond to open-ended questions with appropriate problem-based references to support response or solutions 21st century themes: LEARNING AND INNOVATION SKILLS CREATIVITY AND INNOVATION CRITICAL THINKING AND PROBLEM SOLVING COMMUNICATION AND COLLABORATION INFORMATION, MEDIA, AND TECHNOLOGY SKILLS INFORMATION LITERACY LIFE AND CAREER SKILLS FLEXIBILITY AND ADAPTABILITY INITIATIVE AND SELF-DIRECTION SOCIAL AND CROSS-CULTURAL SKILLS PRODUCTIVITY AND ACCOUNTABILITY LEADERSHIP AND RESPONSIBILITY (For more information of the 21st Century Skills and Themes, go to

http://www.21stcenturyskills.org/route21/index.php? option=com_content&view=article&id=6&Itemid=3 and download the P21 Framework Definitions Document.) Unit Rationale After spending much of sixth grade looking at the plot of stories read to discover how the author helps the Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.



events unfold, students begin looking at characters in the seventh grade and delving into their personalities to see how the events in the stories help mold and shape the characters.

Learning Targets Standards The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school. Content Statements Students build on their knowledge of the medieval time period. Students have had a variety of “Middle Ages” novels from which to choose for summer reading. They take place in Byzantium, England, or France; and while the historical time period is secondary to the focus on character development, historical accuracies and creative license are considered. Students discuss how elements of a story interact, practice citing textual evidence, and formalize a process for determining word meanings. This unit ends with an open-ended reflective essay response to the essential question. CPI # Cumulative Progress Indicator (CPI) RL.7.9 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. RI.7.1

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.7.3

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

SL.7.1

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.

SL.7.1.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.

SL.7.1.b

Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

L.7.4

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.

L.7.4.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.

L.7.4.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.

Unit Essential Questions • What makes characters in historical fiction believable?

Unit Enduring Understandings • Authors of historical fiction do extensive research of an historical period before writing a novel so that they have a deep understanding of the time in which they will be placing their characters; therefore, they seem authentic and believable.




Unit Learning Targets Students will ... • Read and discuss fiction and nonfiction texts about the Middle Ages. • Summarize informational text by creating a comic strip of key events. • Compare and contrast characters and settings across stories about the Middle Ages. • Cite textual evidence, especially as it relates to character development. • Explain the historical context of a story, and how authors make historical fiction believable. • Write a variety of responses to literature and informational text. • Write “character with character” narratives that use effective technique

Evidence of Learning Summative Assessment As a summative activity for this unit, students will select an historical fiction novel to read independently, and then they will research the time period in which the story occurs. The product will be in the form of an expository essay, which should include a summary of the novel and the historical timeframe, an analysis of how the characters were blended with historical fact, and an evaluation of how believable the characters were. Equipment needed: • media center • media specialist • resource materials • independent reading selections Teacher Resources: Glencoe Literature: Level 2

http:glencoe.com/ose/ Glencoe Writer's Choice: Level 2 Vocabulary Workshop: Level B

http://www.sadlier-oxford.com/vocabulary/vocabularyworkshop.cfm http://www.corestandards.org/the-standards/english-language-arts-standards Formative Assessments • • •

spelling/vocabulary pre-tests reading benchmark assessments group discussion

• •

journal responses grammar pretests

Lesson Plans Lesson Focus Area 1 Reading Focus Area 2 Writing Focus Area 3 Language Focus Area 4 Media Literacy

Timeframe 6 weeks 6 weeks 6 weeks 6 weeks




Focus Area 5 6 weeks Speaking/Listening Teacher Notes: As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block, none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each lesson focus area so that the literacy block is used to deliver information daily in the areas of reading, writing, language, media literacy, and speaking and listening. Curriculum Development Resources Click the links below to access additional resources used to design this unit:

http://www.corestandards.org/the-standards/english-language-arts-standards




Focus Area 1 Content Area: Characters with Character Lesson Title: Reading

Timeframe: 6 weeks

Lesson Components 21st Century Themes Global Awareness X

Financial, Economic, X Business, and Entrepreneurial Literacy

Civic Literacy

Health Literacy

X

X

21st Century Skills X Creativity and Innovation Media Literacy

Critical Thinking and Problem Solving ICT Literacy

X Communication and Collaboration

X Information Literacy

Life and Career Skills

Interdisciplinary Connections: Social Studies • Read text with purpose, and annotate for understanding • Use text appropriately as support when answering questions or supporting opinions. Science • Read text with purpose, and annotate for understanding • Use text appropriately as support when answering questions or supporting opinions. Math • Read and annotate word problems to aid in understanding in order to solve correctly • Use text of a word problem appropriately as support when solving or explaining how to solve a problem. Foreign Language • Read text and annotate, or translate, for understanding • Use text appropriately as support when answering questions or supporting opinions. Integration of Technology: • Glencoe Literature on-line student edition • readwritethink.org – “Improve Comprehension: A Word Gane Using Root Words and Affixes” • readwritethink.org – “Analyzing and Comparing Medieval and Modern Ballads” • readwritethink.org – “Multiple Texts: Multiple Opportunities for Teaching and Learning” • The British Library – “Glimpses of Medieval Life” Equipment needed: • Glencoe Literature Level 2 • Summer Reading novels

Goals/Objectives

Learning Activities/Instructional

Formative Assessment




Strategies Students: • Read and discuss fiction and nonfiction texts about the Middle Ages. • Compare and contrast characters and settings across stories about the Middle Ages. • Cite textual evidence, especially as it relates to character development. • Explain the historical context of a story, and how authors make historical fiction believable.

Lesson Sequence 1. Share similarities and differences in medieval life as demonstrated in summer reading novels. 2. Read several nonfiction selections on medieval life, such as how to become a knight or how to build a cathedral, and demonstrate understanding by creating a comic strip of key events. 3. Read an additional novel of historical fiction or nonfiction independently. 4. Identify how characters’ lives were affected by the time period in which they live, particularly women or the poor. 5. Identify techniques authors use to create memorable characters. 6. Identify traits authors give characters to demonstrate bravery

Tasks • • • •

comprehension checks class discussion journal responses literature circles

Differentiation Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for students who struggle with language and processing. Additionally, planning for scaffolding activities with the special educator will make classroom experiences more effective for the struggling learner. ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many other languages as well. These include resources for both students and parents. In the case of an ESL learner who does not speak Spanish, or who speaks a language not provided for in the resources, translation websites are accessible so that teachers are able to translate when necessary. In addition, meeting with the ESL instructor can be very beneficial to both teachers and students. Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer. Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels. Resources Provided • •




Focus Area 2 Content Area: Characters with Character Lesson Title: Writing

Timeframe: 6 weeks

Lesson Components 21st Century Themes Global Awareness

Financial, Economic, Business, and Entrepreneurial Literacy

X

Civic Literacy

Health Literacy

21st Century Skills X Creativity and Innovation

X Critical Thinking and Problem Solving

X Communication and Collaboration

X Information Literacy

X Media Literacy

X ICT Literacy

X Life and Career Skills

Interdisciplinary Connections: Social Studies • Respond to text applying rules for appropriate grammar, usage, and punctuation. Science • Write lab reports applying rules for appropriate grammar, usage, and punctuation. Math • Write explanations for problem solutions applying rules for appropriate grammar, usage, and punctuation. Foreign Language • Write sentences using correct Spanish phrasing and structure. Integration of Technology: • Glencoe Literature online student edition Equipment needed: • Glencoe Literature level 2 • Glencoe Writer’s Choice

Goals/Objectives

Learning Activities/Instructional Strategies

Students: • Write a variety of responses to literature and informational text. • Write “Character with Character” narratives that use effective technique, relevant descriptive details,

Lesson Sequence 1. After discussing summer reading novels, write a response to the question, “Are characters born brave, or is courage developed by facing fears?” using specific details from the text to justify responses. 2. Write an original narrative that takes

Formative Assessment Tasks • • • •

journal responses rough draft of narrative rough draft of researchbased essay rough draft of reflective essay




• •

and well-structured event sequences. Write a research-based essay. Write a reflective essay.

place during the medieval period incorporating elements and techniques learned in this unit. 3. Write a research-based essay on a novel based in/on an historical event or period, analyzing the accuracy of the author’s portrayal of the time or event and the authenticity/ believability of the character. 4. Write a reflective essay in response to the essential question, “What makes characters in historical fiction believable?”

Differentiation Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for students who struggle with language and processing. Additionally, planning for scaffolding activities with the special educator will make classroom experiences more effective for the struggling learner. ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many other languages as well. These include resources for both students and parents. In the case of an ESL learner who does not speak Spanish, or who speaks a language not provided for in the resources, translation websites are accessible so that teachers are able to translate when necessary. In addition, meeting with the ESL instructor can be very beneficial to both teachers and students. Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer. Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels. Resources Provided • “Narrative” p. 154 Glencoe Literature • “Functional Document” p. 332 Glencoe Literature • “Response to Literature” p. 448 Glencoe Literature • “Persuasive Essay” p. 580 Glencoe Literature • “Research Report” p. 738 Glencoe Literature • “Expository Essay” p. 874 Glencoe Literature




Focus Area 3 Content Area: Characters with Character Lesson Title: Language

Timeframe: 6 weeks



Civic Literacy

Health Literacy

Information Literacy

21st Century Skills Creativity and Innovation

Critical Thinking and Problem Solving

Communication and Collaboration

Media Literacy

ICT Literacy


Interdisciplinary Connections: Social Studies • Use social studies vocabulary correctly in context Science • Use science vocabulary correctly in context Math • Use math vocabulary correctly in context Foreign Language • Use Spanish vocabulary correctly in context Integration of Technology: • sadlier-oxford.com • readwritethink.org – “Internalization of Vocabulary Through the Use of a Word Map” • readwritethink.org – “Improve Comprehension: A Word Game Using Rot Words and Affixes” • readwritethink.org – “Flip-a-Chip: Examining Affixes and Roots to Build Vocabulary” • readwritethink.org – “You Can’t Spell the Word Prefix Without a Prefix” Equipment needed: • Vocabulary Workshop Level B • Glencoe Writer’s Choice and Handbook for Grammar and Composition • Glencoe Literature level 2

Goals/Objectives Students: • Use vocabulary correctly in context.

Learning Activities/Instructional Strategies Lesson Sequence 1. Complete units 1, 2, and 3 in Vocabulary Workshop level B.

Formative Assessment Tasks • • •

vocabulary pretests grammar pretests class discussion




• •

Follow the conventions for acceptable use when writing and speaking. Discover the etymology of words (e.g., window derived from wind hole; cupboard derived from cup board)

2. Create a personal dictionary of terms learned in this unit. 3. Identify words from medieval times that are still a part of the lexicon. 4. Last names originated in medieval times. Create a list of last names and their meanings (e.g., Cooper, Bearden, O’Connor, DeForrest) and understand that they were assigned based on occupation, physical characteristics, place in a family, or geographical location. Discover the meaning of their own last names.

Differentiation Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for students who struggle with language and processing. Additionally, planning for scaffolding activities with the special educator will make classroom experiences more effective for the struggling learner. ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many other languages as well. These include resources for both students and parents. In the case of an ESL learner who does not speak Spanish, or who speaks a language not provided for in the resources, translation websites are accessible so that teachers are able to translate when necessary. In addition, meeting with the ESL instructor can be very beneficial to both teachers and students. Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer. Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels. Resources Provided • Glencoe Writer’s Choice • Glencoe Handbook for Grammar and Composition • Vocabulary Workshop Level B • “Sentence Combining” p. 36 Glencoe Literature • “Context Clues” p. 70 Glencoe Literature • “Sentence Fragments” p. 208 Glencoe Literature • “Word Parts” p. 262 Glencoe Literature • “Multiple-Meaning Words” p. 368 Glencoe Literature • “Idioms” p. 509 Glencoe Literature • “Dictionary Skills” p. 659 Glencoe Literature • “Word Origins” p. 790 Glencoe Literature




Focus Area 4 Content Area: Characters with Character Lesson Title: Media Literacy

Timeframe: 6 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy


Interdisciplinary Connections: Social Studies • Watch a video depiction of an historical event and compare to a written nonfiction account. • View video documentary of the 100 Years War and discuss in relationship to the current conflict in the Middle East. Science • Watch a video explanation of a scientific theory and evaluate how it helps or hinders understanding of the topic. Math • Watch a video explanation of how to solve a problem or perform an operation and evaluate how it helps or hinders understanding of the topic. Foreign Language • Watch a video in Spanish and evaluate your understanding of the dialogue. Integration of Technology: • The British Library – “Glimpses of Medieval Life” • Tolt Middle School – “Middle Ages” • San Francisco USD – “Medieval Islamic Cultures” • Kidipede.com – “Middle Ages for Kids” • PBS.org – “Building Big” Equipment needed: • media center • media specialist • electronic databases




Goals/Objectives Students: • Use resources meaningfully for research. • Present information in a visual format. • Create a multimedia presentation.

Learning Activities/Instructional Strategies Lesson Sequence • 1. Create a comic strip of major steps • involved in a process (e.g., how to • become a knight). 2. Listen to music and view art from the medieval period, and discuss the insight it provides into the historical time period. 3. Select a favorite piece of artwork or music from the medieval period and explain why, using appropriate terms and vocabulary. 4. Conduct research on an historical time period or event, around which a novel has been written, in order to analyze the efficacy and accuracy in the author’s portrayal of the event or time period.

Formative Assessment Tasks class discussion journal responses student conferences

Differentiation Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for students who struggle with language and processing. Additionally, planning for scaffolding activities with the special educator will make classroom experiences more effective for the struggling learner. ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many other languages as well. These include resources for both students and parents. In the case of an ESL learner who does not speak Spanish, or who speaks a language not provided for in the resources, translation websites are accessible so that teachers are able to translate when necessary. In addition, meeting with the ESL instructor can be very beneficial to both teachers and students. Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer. Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels. Resources Provided • “Media Elements” p.247 Glencoe Literature • “Propaganda” p. 566 Glencoe Literature • “Media Ethics” p. 625 Glencoe Literature




Focus Area 5 Content Area: Characters with Character Lesson Title: Speaking/Listening

Timeframe: 6 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy


Interdisciplinary Connections: Social Studies • Present findings from class readings orally to class. Science • Present findings from labwork orally to class. Math • Present solutions for problems orally to class. Foreign Language • Present dialogues orally to class. Integration of Technology: • create a podcast Equipment needed: • laptops

Goals/Objectives Students: • Follow conventions for proper usage in speaking and writing. • Perform a monologue for classmates. • Participate in group discussions.

Learning Activities/Instructional Strategies Lesson Sequence 1. Discuss similarities and differences in characters from the various summer reading novels read. 2. Discuss how authors accurately portray or alter history. 3. Read some picture books based in the medieval time period aloud and discuss how the format helps

Formative Assessment Tasks • •

class discussion examination of speaking/listening rubric




improve understanding. 4. Choose a monologue from a story about the medieval time, and present it to the class as a dramatic interpretation. Differentiation Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for students who struggle with language and processing. Additionally, planning for scaffolding activities with the special educator will make classroom experiences more effective for the struggling learner. ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many other languages as well. These include resources for both students and parents. In the case of an ESL learner who does not speak Spanish, or who speaks a language not provided for in the resources, translation websites are accessible so that teachers are able to translate when necessary. In addition, meeting with the ESL instructor can be very beneficial to both teachers and students. Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer. Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels. Resources Provided • “Narrative Presentation” p. 160 Glencoe Literature • “Informative Presentation” p. 338 Glencoe Literature • “Oral Response to Literature” p. 454 Glencoe Literature • “Persuasive Speech” p. 586 Glencoe Literature • “Oral Report” p. 746 Glencoe Literature • “Active Listening and Note-Taking” p. 880 Glencoe Literature




Unit 2 Content Area: English Language Arts Unit Title: Perseverance Target Course/Grade Level: Grade 7 Unit Summary This second six-week unit of seventh grade builds upon the study of character by examining those who persevered in a variety of challenging circumstances. Primary interdisciplinary connections: Social Studies: • respond to reading with appropriate text-based references to support opinions • understand and evaluate messages in political cartoons Science: • respond to reading with appropriate text-based references to support opinions Spanish: • listen actively • speak clearly Math: • respond to open-ended questions with appropriate problem-based references to support response or solutions 21st century themes: LEARNING AND INNOVATION SKILLS CREATIVITY AND INNOVATION CRITICAL THINKING AND PROBLEM SOLVING COMMUNICATION AND COLLABORATION INFORMATION, MEDIA, AND TECHNOLOGY SKILLS INFORMATION LITERACY LIFE AND CAREER SKILLS FLEXIBILITY AND ADAPTABILITY INITIATIVE AND SELF-DIRECTION SOCIAL AND CROSS-CULTURAL SKILLS PRODUCTIVITY AND ACCOUNTABILITY LEADERSHIP AND RESPONSIBILITY (For more information of the 21st Century Skills and Themes, go to

http://www.21stcenturyskills.org/route21/index.php? option=com_content&view=article&id=6&Itemid=3 and download the P21 Framework Definitions Document.) Unit Rationale Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.



As students move from the literal interpretation of text to the more figurative interpretation of text, they need a more comprehensive understanding of character traits that can be used as examples of ways to resolve conflict. The trait of perseverance is one that can be applied to their individual lives as they make their way through middle school.

Learning Targets Standards The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school. Content Statements Students read a variety of fictional and informational accounts of characters who persevered in the face of adversity. Students continue to reflect on the impact an historical time period has on people, but also delve more deeply into the internal and external conflicts that characters encounter and the qualities they possess that help them overcome challenges. Students continue to hone skills learned in the first unit about how characters develop uniquely, based on the context of the plot and setting, and compare their development to the development of ideas in an informational text. This unit ends with an open-ended reflective essay response to the essential question. CPI # Cumulative Progress Indicator (CPI) RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). RI.7.2

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.

W.7.7

Conduct short research projects 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.

SL.7.1

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.

SL.7.1.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.

SL.7.1.d

Acknowledge new information expressed by others and, when warranted, modify their own views.

L.7.4

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.

L.7.4.b

Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

L.7.4.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.

Unit Essential Questions • How do characters, real and fictional, use words and actions to demonstrate perseverance?

Unit Enduring Understandings • Authors create characters who demonstrate perseverance in their words, actions, and reactions to conflict by meeting challenges head on and




facing their fears. Unit Learning Targets Students will ... • Define perseverance. • Read and discuss fiction and nonfiction texts featuring characters that demonstrate perseverance. • Analyze how the setting (historical context) of a story or biography shapes the character’s development. • Discuss the authors’ use of literary techniques, such as diction and imagery. • Write a variety of responses to literature and informational text. • Compare and contrast a story to film and other print versions. • Conduct research on a person of interest, such as Martin Luther King, Jr. or Geronimo, who demonstrated perseverance. • Create a multimedia presentation that persuades classmates why the person you chose to research is the most determined. • Write a bio-poem and recite it for the class. • Participate in group discussions.

Evidence of Learning Summative Assessment As a culminating activity for this unit, students will research a famous person who demonstrated perseverance in the face of adversity and write a report detailing the challenges faced by the individual and how he/she dealt with the conflicts and persevered. Equipment needed: • media center • media specialist • electronic databases Teacher Resources: Glencoe Literature: Level 2




• •


Lesson Plans Lesson Focus Area 1 Reading Focus Area 2

Timeframe 6 weeks 6 weeks




Writing Focus Area 3 6 weeks Language Focus Area 4 6 weeks Media Literacy Focus Area 5 6 weeks Speaking/Listening Teacher Notes: As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block, none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each lesson focus area so that the literacy block is used to deliver information daily in the areas of reading, writing, language, media literacy, and speaking and listening. Curriculum Development Resources Click the links below to access additional resources used to design this unit:





Focus Area 1 Content Area: Perseverance Lesson Title: Reading

Timeframe: 6 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy


Interdisciplinary Connections: Social Studies • Read text with purpose, and annotate for understanding • Use text appropriately as support when answering questions or supporting opinions. Science • Read text with purpose, and annotate for understanding • Use text appropriately as support when answering questions or supporting opinions. Math • Read and annotate word problems to aid in understanding in order to solve correctly • Use text of a word problem appropriately as support when solving or explaining how to solve a problem. Foreign Language • Read text and annotate, or translate, for understanding • Use text appropriately as support when answering questions or supporting opinions. Integration of Technology: • Glencoe Literature on-line student edition • readwritethink.org – “Drama Map” • readwritethink.org – “Young Adult Literature about the Middle East: A Cultural Response Perspective” • The Poetry Foundation – “Additional Poems by Gary Soto” Equipment needed: • The Autobiography of Frederick Douglass student editions • Glencoe Literature level 2 • electronic databases




Goals/Objectives


Students: • Read and discuss fiction and nonfiction texts featuring characters that determine perseverance. • Analyze how the setting (historical context) of a story or biography shapes the character’s development. • conduct research on a person from history who demonstrated perseverance.

Lesson Sequence 1. Read a variety of short stories and biographies about characters with perseverance, making note of how the characters were affected by the time period in which they lived. 2. Compare and contrast characters from various texts read and identify what similarities exist between fictional characters and real people. Generalize about the types of experiences that build perseverance. 3. While reading the Autobiography of Frederick Douglass, discuss the limits to which he could be pushed while overcoming the challenges he faced in achieving his goals. How did expectations, both his own and those of others, affect what he was able to accomplish? 4. Read research material about a famous person who persevered in spite of significant challenges. 5. Read fictional accounts of characters who persevered and overcame obstacles and identify how the author’s style affected the believability of the main character. 6. Compare the prose and poetry of Gary Soto, and identify how he uses form, diction, imagery, and language differently to convey ideas.



Differentiation Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for students who struggle with language and processing. Additionally, planning for scaffolding activities with the special educator will make classroom experiences more effective for the struggling learner. ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many other languages as well. These include resources for both students and parents. In the case of an ESL learner who does not speak Spanish, or who speaks a language not provided for in the resources, translation websites are accessible so that teachers are able to translate when necessary. In addition, meeting with the ESL instructor can be very beneficial to both teachers and students. Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.



selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer. Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels. Resources Provided • •




Focus Area 2 Content Area: Perseverance Lesson Title: Writing

Timeframe: 6 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy


Interdisciplinary Connections: Social Studies • Respond to text applying rules for appropriate grammar, usage, and punctuation. Science • Write lab reports applying rules for appropriate grammar, usage, and punctuation. Math • Write explanations for problem solutions applying rules for appropriate grammar, usage, and punctuation. Foreign Language • Write sentences using correct Spanish phrasing and structure. Integration of Technology: • online databases • readwritethink.org – “She Did What? Revising for Connotation” • readwritethink.org – “Exploring Author’s Voice Using Jane Addams Award-Winning Books” Equipment needed: • Glencoe Writer’s Choice • laptops

Goals/Objectives Students: • Write a variety of responses to literature and informational text. • Write a bio-poem.

Learning Activities/Instructional Strategies Lesson Sequence 1. Write an analysis of Frederick Douglass’s ability to overcome challenges and obstacles. Respond to the question, “How do


journal responses rough draft of analysis rough draft of bio-poem rough draft of research essay




• •

Write a research essay. Write a reflective essay.

expectations affect what one can accomplish?” by citing specific information from the text as justification or explanation. 2. Write a bio-poem about a character, real or fictional, who demonstrated the epitome of perseverance. 3. Write a research report on a famous person who persevered in spite of significant challenges. 4. Write a response to the essential question based on the novel, stories, and other text read and discussed in class: “How do characters, real and imagined, use words and actions to demonstrate perseverance?” Cite specific details from texts read.

•

rough draft of reflective essay.





Focus Area 3 Content Area: Perseverance Lesson Title: Language

Timeframe: 6 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy


Interdisciplinary Connections: Social Studies • Use social studies vocabulary correctly in context Science • Use science vocabulary correctly in context Math • Use math vocabulary correctly in context Foreign Language • Use Spanish vocabulary correctly in context Integration of Technology: • sadlier-oxford.com Equipment needed: • Vocabulary Workshop Level B • Glencoe Writer’s Choice and Handbook for Grammar and Composition • Glencoe Literature level 2

Goals/Objectives


Students: Lesson Sequence • Define perseverance. 1. Complete review unit 1-3, unit 4 and unit 5 in Vocabulary Workshop • Use vocabulary correctly in Level B. context. • Follow rules for acceptable 2. Create a word map for ‘perseverance’ in order to move use in speaking and writing. comprehension beyond the •






dictionary definition. 3. Continue adding words to your personal dictionary of terms learned in this unit. Differentiation Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for students who struggle with language and processing. Additionally, planning for scaffolding activities with the special educator will make classroom experiences more effective for the struggling learner. ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many other languages as well. These include resources for both students and parents. In the case of an ESL learner who does not speak Spanish, or who speaks a language not provided for in the resources, translation websites are accessible so that teachers are able to translate when necessary. In addition, meeting with the ESL instructor can be very beneficial to both teachers and students. Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer. Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels. Resources Provided • Glencoe Writer’s Choice • Glencoe Handbook for Grammar and Composition • Vocabulary Workshop Level B • “Sentence Combining” p. 36 Glencoe Literature • “Context Clues” p. 70 Glencoe Literature • “Sentence Fragments” p. 208 Glencoe Literature • “Word Parts” p. 262 Glencoe Literature • “Multiple-Meaning Words” p. 368 Glencoe Literature • “Idioms” p. 509 Glencoe Literature • “Dictionary Skills” p. 659 Glencoe Literature • “Word Origins” p. 790 Glencoe Literature




Focus Area 4 Content Area: Perseverance Lesson Title: Media Literacy

Timeframe: 6 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy


Interdisciplinary Connections: Social Studies • Watch a video depiction of an historical event and compare to a written nonfiction account. Science • Watch a video explanation of a scientific theory and evaluate how it helps or hinders understanding of the topic. Math • Watch a video explanation of how to solve a problem or perform an operation and evaluate how it helps or hinders understanding of the topic. Foreign Language • Watch a video in Spanish and evaluate your understanding of the dialogue. Integration of Technology: • view speech of historical figures who persevered Equipment needed: • media center • media specialist • electronic databases

Goals/Objectives Students: • Compare and contrast a play to another print version and/or a filmed version. • Watch a speech or video of a

Learning Activities/Instructional Strategies Lesson Sequence 1. Read “The Monsters Are Due on Maple Street” and compare to the television episode of the same name. How do the different


class discussion journal responses student conferences




•

famous person as a part of research. Create a multimedia presentation that persuades classmates why the person you chose to research is the most determined.

versions compare in their depiction of the main character’s perseverance and delivery of plot? 2. As part of research, find a video of a famous person who persevered, and use it as a primary source of information. 3. As part of a persuasive argument, create a multimedia presentation to defend why an historical figure demonstrated the most perseverance.





Focus Area 5 Content Area: Perseverance Lesson Title: Speaking/Listening

Timeframe: 6 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy


Interdisciplinary Connections: Social Studies • Present findings from class readings orally to class. Science • Present findings from labwork orally to class. Math • Present solutions for problems orally to class. Foreign Language • Present dialogues orally to class. Integration of Technology: • create a podcast or video track as part of a multimedia presentation Equipment needed: • laptops

Goals/Objectives


Students: • Discuss authors’ use of literary techniques, such as diction and imagery. • Make oral presentations to the class. • Participate in group discussions.

Lesson Sequence 1. Discuss similarities and differences of characters in the various stories and articles read. 2. Read “The Monsters Are Due on Maple Street” in small groups or as a class with appropriate vocal expression. 3. Present a dramatic reading of






original bio-poems to class. 4. Present defense of historical figure as most determined to class. Differentiation Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for students who struggle with language and processing. Additionally, planning for scaffolding activities with the special educator will make classroom experiences more effective for the struggling learner. ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many other languages as well. These include resources for both students and parents. In the case of an ESL learner who does not speak Spanish, or who speaks a language not provided for in the resources, translation websites are accessible so that teachers are able to translate when necessary. In addition, meeting with the ESL instructor can be very beneficial to both teachers and students. Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer. Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels. Resources Provided • “Narrative Presentation” p. 160 Glencoe Literature • “Informative Presentation” p. 338 Glencoe Literature • “Oral Response to Literature” p. 454 Glencoe Literature • “Persuasive Speech” p. 586 Glencoe Literature • “Oral Report” p. 746 Glencoe Literature • “Active Listening and Note-Taking” p. 880 Glencoe Literature




Unit 3 Content Area: Language Arts Literacy Unit Title: Determination in Life and Literature Target Course/Grade Level: Grade 7 Unit Summary This third, eight-week unit of seventh grade continues building on character analysis, focusing on determined and courageous people in both informational texts and in literature. Primary interdisciplinary connections: Social Studies: • respond to reading with appropriate text-based references to support opinions • understand and evaluate messages in political cartoons Science: • respond to reading with appropriate text-based references to support opinions Spanish: • listen actively • speak clearly Math: • respond to open-ended questions with appropriate problem-based references to support response or solutions 21st century themes: LEARNING AND INNOVATION SKILLS CREATIVITY AND INNOVATION CRITICAL THINKING AND PROBLEM SOLVING COMMUNICATION AND COLLABORATION INFORMATION, MEDIA, AND TECHNOLOGY SKILLS INFORMATION LITERACY LIFE AND CAREER SKILLS FLEXIBILITY AND ADAPTABILITY INITIATIVE AND SELF-DIRECTION SOCIAL AND CROSS-CULTURAL SKILLS PRODUCTIVITY AND ACCOUNTABILITY LEADERSHIP AND RESPONSIBILITY (For more information of the 21st Century Skills and Themes, go to

http://www.21stcenturyskills.org/route21/index.php? option=com_content&view=article&id=6&Itemid=3 and download the P21 Framework Definitions Document.) Unit Rationale




Students will continue their examination into characters, both fictional and real, as they study examples of an additional character trait. Like perseverance, determination is a trait upon which students can focus their own decision making in the future.

Learning Targets Standards The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school. Content Statements Students read The Pearl as a class and compare the author’s delivery of the theme with stories having similar themes. In addition, students choose a story with a similar theme to provide additional support for how characters’ determination is portrayed in literature. Students compare and contrast these stories with informational texts written from a variety of perspectives. Students focus their reading on in-depth analysis of interactions among individuals, events, and ideas in a variety of texts, comparing the ways in which different authors shape similar stories. This unit ends with an open-ended reflective essay response to the essential question. CPI # Cumulative Progress Indicator (CPI) RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. RL.7.7

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 (e.g., lighting, sound, color, or camera focus and angles in a film).

RI.7.3

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).

RI.7.9

Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

W.7.2

Write informative, explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

SL.7.2

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.

L.7.6

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.

Unit Essential Questions Unit Enduring Understandings • How does real-world determination inform • When authors create characters, they depict the depiction of determined literary characters? the trait of determination based upon real-world examples from history or from their own lives and experiences. Unit Learning Targets Students will ... • Define determination.




• • • • • •

• •

Read and discuss fiction and nonfiction texts about people, real and fictional, that face conflict. Compare and contrast characters from the various novels read. Discuss how authors’ use of language, diction, or style of presentation affects the meaning of their stories and makes their styles unique. Write a variety of responses to literature and informational text. Explain how knowing the historical context impacts understanding of a story. Analyze two accounts of the same event and describe important similarities and differences in the details they provide. Compare and contrast Steinbeck’s The Pearl in written forn to the 2001 film version. Participate in group discussions.

Evidence of Learning Summative Assessment As a culminating activity for this unit, students will research a person from history who demonstrated determination in facing conflict. Students will then read an autobiography or biography about the same historical figure and compare the two accountings of his or her life, noting how the authors’ use of language might influence readers’ understanding of events. Equipment needed: • media center • media specialist • resources for research, both print and electronic • a selection of biographies and autobiographies Teacher Resources: Glencoe Literature: Level 2




• •


Lesson Plans Lesson Focus Area 1 Reading Focus Area 2 Writing Focus Area 3 Language Focus Area 4 Media Literacy

Timeframe 8 weeks 8 weeks 8 weeks 8 weeks




Focus Area 5 8 weeks Speaking/Listening Teacher Notes: As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block, none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each lesson focus area so that the literacy block is used to deliver information daily in the areas of reading, writing, language, media literacy, and speaking and listening. Curriculum Development Resources Click the links below to access additional resources used to design this unit:





Focus Area 1 Content Area: Determination in Life and Literature Lesson Title: Reading

Timeframe: 8 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy


Interdisciplinary Connections: Social Studies • Read text with purpose, and annotate for understanding • Use text appropriately as support when answering questions or supporting opinions. Science • Read text with purpose, and annotate for understanding • Use text appropriately as support when answering questions or supporting opinions. Math • Read and annotate word problems to aid in understanding in order to solve correctly • Use text of a word problem appropriately as support when solving or explaining how to solve a problem. Foreign Language • Read text and annotate, or translate, for understanding • Use text appropriately as support when answering questions or supporting opinions. Integration of Technology: • National Endowment of the Humanities – “Anne Frank: One of Hundreds of Thousands” • readwritethink.org – “Elie Wiesel was born on September 30, 1928” • readwritethink.org – “Walter Dean Myers was born in 1937” • Ohio Resource Center for Mathematics – “Language Arts and Social Studies – It’s the Connections that Matter Most” Equipment needed: • Glencoe Literature level 2 • The Pearl student editions




Goals/Objectives


Students: • Read and discuss fiction and nonfiction texts about people, real and fictional, that face conflict. • Compare and contrast characters from the various stories read. • Explain how knowing the historical context impacts understanding of a story. • Analyze two accounts of the same event and describe important similarities and differences in the details they provide. • Compare and contrast a written and video presentation of a story. • Read research materials.

Lesson Sequence 1. Read The Pearl and discuss the determination of the main characters. 2. Read a variety of stories with determined characters and respond to the question, “What makes the character a person to whom students can relate?” 3. Compare characters from a variety of short stories to characters from The Pearl, and identify experiences or traits that were similar. 4. Generalize about the types of character qualities that lead to determination. 5. Analyze how knowing the historical context of nonfiction writing can add to the readers’ appreciation of the writing. 6. Research an historical figure who showed determination, then read a biography or autobiography of the same person and use it to establish historical context.



Differentiation Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for students who struggle with language and processing. Additionally, planning for scaffolding activities with the special educator will make classroom experiences more effective for the struggling learner. ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many other languages as well. These include resources for both students and parents. In the case of an ESL learner who does not speak Spanish, or who speaks a language not provided for in the resources, translation websites are accessible so that teachers are able to translate when necessary. In addition, meeting with the ESL instructor can be very beneficial to both teachers and students. Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer. Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels. Resources Provided Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.



• •




Focus Area 2 Content Area: Determination in Life and Literature Lesson Title: Writing

Timeframe: 8 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy


Interdisciplinary Connections: Social Studies • Respond to text applying rules for appropriate grammar, usage, and punctuation. Science • Write lab reports applying rules for appropriate grammar, usage, and punctuation. Math • Write explanations for problem solutions applying rules for appropriate grammar, usage, and punctuation. Foreign Language • Write sentences using correct Spanish phrasing and structure. Integration of Technology: • readwritethink.org – “Writing Alternative Plots for Robert C. O’Brien’s Z for Zachariah” Equipment needed: • Glencoe Writer’s Choice

Goals/Objectives


Students: • Write a variety of responses to literature and informational text. • Write a script. • Write a research-based analysis of a historical figure.

Lesson Sequence 1. Read informational accounts of the same event, and identify and distinguish among the facts, opinions, and reasoned judgments presented by different people. 2. Write a dramatic interpretation of an actual person’s experience with conflict.


journal responses rough draft of script rough draft of researchbased analysis rough draft of reflective essay




•

Write a reflective essay.

3. Write a research report on a famous person from history who faced conflict, using both primary and secondary sources. 4. Write a reflective essay in response to the essential question: “How does real-world determination inform the depiction of characters in literature?”





Focus Area 3 Content Area: Determination in Life and Literature Lesson Title: Language

Timeframe: 8 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy



Goals/Objectives


Students: • Use vocabulary correctly in context. • Follow conventions for correct usage in writing. • Discuss how authors’ use of language, diction, or style

Lesson Sequence 1. Complete unit 6, review unit 4-6, and units 7 & 8 in Vocabulary Workshop, Level B. 2. Define determination. 3. Continue adding to personal dictionaries of terms learned in this






of presentation affects the meaning of their stories and makes their styles unique.

unit. 4. Study the etymology of words. 5. Analyze language used in short stories and informational selections, especially how authors’ use of figurative language affects feelings of readers.





Focus Area 4 Content Area: Determination in Life and Literature Lesson Title: Media Literacy

Timeframe: 8 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy


Interdisciplinary Connections: Social Studies • Watch a video depiction of an historical event and compare to a written nonfiction account. Science • Watch a video explanation of a scientific theory and evaluate how it helps or hinders understanding of the topic. Math • Watch a video explanation of how to solve a problem or perform an operation and evaluate how it helps or hinders understanding of the topic. Foreign Language • Watch a video in Spanish and evaluate your understanding of the dialogue. Integration of Technology: • PBS.org – “Teacher’s Guide to Bataan Rescue: The Most Daring Rescue of World War II” • readwritethink.org – “Investigating the Holocaust: A Collaborative Inquiry Project” Equipment needed: • media center • media specialist • electronic databases

Goals/Objectives Students: • Compare and contrast a story in written form to a film version..

Learning Activities/Instructional Strategies Lesson Sequence 1. Watch the film The Pearl after finishing the novel, and analyze decisions made by actors and






•

Use video documentaries as a means of researching.

director in telling the story. Evaluate for effectiveness in telling the story. 2. Watch a documentary on an historical event connected to the setting of a short story read in class, and identify how the presentation of the information affects the understanding of the story.





Focus Area 5 Content Area: Determination in Life and Literature Lesson Title: Speaking/Listening

Timeframe: 8 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy


Interdisciplinary Connections: Social Studies • Present findings from class readings orally to class. Science • Present findings from labwork orally to class. Math • Present solutions for problems orally to class. Foreign Language • Present dialogues orally to class. Integration of Technology: • TheHistoryPlace.com – “Great Speeches Collection” Equipment needed: • laptops

Goals/Objectives


Students: • Follow conventions for acceptable use when speaking. • Discuss how author’s use of language, diction, or style of presentation affects the meaning of their stories and makes their styles unique.

Lesson Sequence 1. Compare and contrast characters from the various novels and stories, and generalize about the types of character qualities that lead to determination. 2. Choose a poem from the unit and present it as a dramatic reading. 3. Perform a dramatic interpretation of






•

Participate in group discussions.

an historical figure’s life and conflicts.

Differentiation Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for students who struggle with language and processing. Additionally, planning for scaffolding activities with the special educator will make classroom experiences more effective for the struggling learner. ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many other languages as well. These include resources for both students and parents. In the case of an ESL learner who does not speak Spanish, or who speaks a language not provided for in the resources, translation websites are accessible so that teachers are able to translate when necessary. In addition, meeting with the ESL instructor can be very beneficial to both teachers and students. Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer. Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels. Resources Provided • “Narrative Presentation” p. 160 Glencoe Literature • “Informative Presentation” p. 338 Glencoe Literature • “Oral Response to Literature” p. 454 Glencoe Literature • “Persuasive Speech” p. 586 Glencoe Literature • “Oral Report” p. 746 Glencoe Literature • “Active Listening and Note-Taking” p. 880 Glencoe Literature




Unit 4 Content Area: English Language Arts Unit Title: Survival in Literature and Life Target Course/Grade Level: Grade 7 Unit Summary This four-week unit of seventh grade continues the close examination of characters, and examines how setting plays a role in their development. The students will read Our Town as a class and analyze how the characters are shaped by the time and place in which they lived. Primary interdisciplinary connections: Social Studies: • respond to reading with appropriate text-based references to support opinions • understand and evaluate messages in political cartoons Science: • respond to reading with appropriate text-based references to support opinions Spanish: • listen actively • speak clearly Math: • respond to open-ended questions with appropriate problem-based references to support response or solutions 21st century themes: LEARNING AND INNOVATION SKILLS CREATIVITY AND INNOVATION CRITICAL THINKING AND PROBLEM SOLVING COMMUNICATION AND COLLABORATION INFORMATION, MEDIA, AND TECHNOLOGY SKILLS INFORMATION LITERACY LIFE AND CAREER SKILLS FLEXIBILITY AND ADAPTABILITY INITIATIVE AND SELF-DIRECTION SOCIAL AND CROSS-CULTURAL SKILLS PRODUCTIVITY AND ACCOUNTABILITY LEADERSHIP AND RESPONSIBILITY (For more information of the 21st Century Skills and Themes, go to




As students continue their study of characters, it is important for them to realize how interdependent the literary elements of character and setting are. In so doing, they will be better able to analyze and understand the characters about which they will be reading and how they are shaped by their surroundings and the social norms of their times.

Learning Targets Standards The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school. Content Statements Students read “The Song of Wandering Aengus” by William Butler Yeats and use it as a springoard for discussions of characters’ pursuits of the unknown. Some of the characters in this unit’s literature choose to be different or choose an adventure, while others have situations thrown upon them which require a shift in behavior or thinking in order to survive. Students compare and contrast character experiences across stories, as well as the points of view in narration, and are encouraged to research the authors behind the stories, many of whom are survivors themselves. Students analyze the development of the theme of survival across various texts, evaluate nonfiction text structures, and present claims on these findings coherently to their classmates. This unit ends with a review of “The Song of Wandering Aengus” in order to see how this unit led to deeper understanding of the poem. In addition, students are asked to write an open-ended reflective essay response to the essential question. CPI # Cumulative Progress Indicator (CPI) RL.7.2 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. RI.7.5

Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

W.7.1

Write arguments to support claims with clear reasons and relevant evidence.

SL.7.4

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.

L.7.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meaning.

Unit Essential Questions Unit Enduring Understandings • What similarities and differences exist • Characters who survive share similar traits, among characters that survive? whether the survival is as a result of a chosen adventure or an unexpected event or situation. • Is surviving an unexpected trauma or event any different from surviving a chosen adventure? Unit Learning Targets Students will ... • Read and discuss novels, stories, and biographies about characters, real and fictional, that survived. • Analyze the development of characters and themes over the course of texts about survival.




• •

• •

• • •

Discuss how an author’s use of literary techniques in narration, such as flashback or point of view, engages the reader. Write a variety of responses to literature and informational text. Write an argument about the importance of reading original versions of stories, such as The Call of the Wild, in order to better appreciate abridged versions. Conduct research on authors who wrote about survival and present findings to the class. Compare and contrast Our Town in written form to the film version. Write a survival story. Participate in group discussions.

Evidence of Learning Summative Assessment As a culminating activity for this unit, students will research an author whose writing includes the theme of survival, whether it was about surviving in the wild about which Jack London or Gary Paulson wrote, or surviving adolescence about which Judy Blume and Jerry Spinelli wrote. Students will include any reference to early experiences of the authors that may have influenced their writing, and any reference to the theme of survival in their works. Equipment needed: • media center • media specialist • research materials, both electronic and print Teacher Resources: Glencoe Literature: Level 2




• •


Lesson Plans Lesson Focus Area 1 Reading Focus Area 2 Writing Focus Area 3 Language Focus Area 4 Media Literacy Focus Area 5

Timeframe 4 weeks 4 weeks 4 weeks 4 weeks 4 weeks




Speaking/Listening Teacher Notes: As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block, none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each lesson focus area so that the literacy block is used to deliver information daily in the areas of reading, writing, language, media literacy, and speaking and listening. Curriculum Development Resources Click the links below to access additional resources used to design this unit:





Focus Area 1 Content Area: Survival in Life and Literature Lesson Title: Reading

Timeframe: 4 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy


Interdisciplinary Connections: Social Studies • Read text with purpose, and annotate for understanding • Use text appropriately as support when answering questions or supporting opinions. Science • Read text with purpose, and annotate for understanding • Use text appropriately as support when answering questions or supporting opinions. Math • Read and annotate word problems to aid in understanding in order to solve correctly • Use text of a word problem appropriately as support when solving or explaining how to solve a problem. Foreign Language • Read text and annotate, or translate, for understanding • Use text appropriately as support when answering questions or supporting opinions. Integration of Technology: • readwritethink.org – “Boys Read: Considering Courage in Novels” • National Endowment for the Humanities – “Jack London’s Call of the Wild: Nature Faker?” Equipment needed: • Glencoe Literature • Our Town student editions

Goals/Objectives Students: • Read and discuss novels,

Learning Activities/Instructional Strategies Lesson Sequence 1. Read “The Song of Wandering

Formative Assessment Tasks •

comprehension checks




•

• •

stories, and biographies about characters, real and imagined, who survived. Analyze the development of characters and themes over the course of texts about survival. Conduct research on authors who write about survival. Read a drama and analyze the elements that are unique to the form.

2. 3.

4.

5.

6. 7.

8.

Aengus” by William Butler Yeats, • and identify literal and figurative • meaning. • Read Our Town and identify the survival traits found in the characters. Read an excerpt from Twain’s A Connecticut Yankee in King Arthur’s Court and compare it to the dramatic interpretation “The Miraculous Eclipse” Identify how characters are affected by their surroundings, especially in ways related to the characters’ ability to survive. Compare and contrast characters from various stories read and generalize a list of traits that enable a character to survive. Find examples of anthropomorphism in literature Identify the use of flashback in literature and explain how the past can influence the present. Reread “The Song of Wandering Aengus” and identify new insights into poem and how readers’ understanding may change after reading survival stories.

class discussion journal responses literature circles

Differentiation Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for students who struggle with language and processing. Additionally, planning for scaffolding activities with the special educator will make classroom experiences more effective for the struggling learner. ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many other languages as well. These include resources for both students and parents. In the case of an ESL learner who does not speak Spanish, or who speaks a language not provided for in the resources, translation websites are accessible so that teachers are able to translate when necessary. In addition, meeting with the ESL instructor can be very beneficial to both teachers and students. Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer. Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels. Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.



Resources Provided • •




Focus Area 2 Content Area: Survival in Life and Literature Lesson Title: Writing

Timeframe: 4 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy


Interdisciplinary Connections: Social Studies • Respond to text applying rules for appropriate grammar, usage, and punctuation. Science • Write lab reports applying rules for appropriate grammar, usage, and punctuation. Math • Write explanations for problem solutions applying rules for appropriate grammar, usage, and punctuation. Foreign Language • Write sentences using correct Spanish phrasing and structure. Integration of Technology: • TeacherWeb – “Anthropomorphic Poetry” Equipment needed: • Glencoe Writer’s Choice • Glencoe Literature

Goals/Objectives


Students: • Write a variety of responses to literature and informational text. • Write an argument about the importance of reading original versions of stories,

Lesson Sequence 1. Read “The Miraculous Eclipse” and an excerpt from A Connecticut Yankee in King Arthur’s Court and write a convincing argument for reading the original version, citing similarities and differences

Formative Assessment Tasks • • • • •

journal responses rough draft of argument rough draft of research report rough draft of original narrative rough draft of reflective




• • • •

such as A Connecticut Yankee in King Arthur’s Court, in order to better appreciate abridged or revised versions. Follow conventions for acceptable use in writing. Write a research report. Write an original narrative. Write a reflective essay.

between versions read. 2. Write a research report on an author of choice who writes about survival. 3. Write an original survival story, incorporating words, styles, and techniques from novels and stories read and discussed in class. 4. Write a response to the essential question based on the novels and stories read in class: “What similarities and differences exist among characters that survive in different settings?”

response





Focus Area 3 Content Area: Survival in Life and Literature Lesson Title: Language

Timeframe: 4 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy


Interdisciplinary Connections: Social Studies • Use social studies vocabulary correctly in context Science • Use science vocabulary correctly in context Math • Use math vocabulary correctly in context Foreign Language • Use Spanish vocabulary correctly in context Integration of Technology: • sadlier-oxford.com • readwritethink.org – “Action Is Character: Exploring Character Traits with Adjectives” Equipment needed: • Vocabulary Workshop Level B • Glencoe Writer’s Choice and Handbook for Grammar and Composition • Glencoe Literature level 2

Goals/Objectives


Students: • Identify how authors use literary techniques in narration, such as flashback or point of view, engage the reader.

Lesson Sequence 1. Define anthropomorphism and discuss animals used as characters in survival stories. 2. Continue adding to personal dictionaries of terms learned in this






• •

Use vocabulary correctly in context. Follow conventions for acceptable use in speaking and writing.

unit. 3. Complete Unit 9 and review unit 79 in Vocabulary Workshop Level B.





Focus Area 4 Content Area: Survival in Life and Literature Lesson Title: Media Literacy

Timeframe: 4 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy


Interdisciplinary Connections: Social Studies • Watch a video depiction of an historical event and compare to a written nonfiction account. Science • Watch a video explanation of a scientific theory and evaluate how it helps or hinders understanding of the topic. Math • Watch a video explanation of how to solve a problem or perform an operation and evaluate how it helps or hinders understanding of the topic. Foreign Language • Watch a video in Spanish and evaluate your understanding of the dialogue. Integration of Technology: • National Endowment for the Humanities – “Jack London’s Call of the Wild: Nature Faker?” Equipment needed: • media center • media specialist • electronic databases

Goals/Objectives


Students: • Compare and contrast the written version of a story to a movie version. • Use video or audio versions

Lesson Sequence 1. After reading the play Our Town, watch the video adaptation of the drama. Analyze choices made by director and actors and how those






of stories as research materials.

choices affect viewer understanding. 2. Watch or listen to accounts of survivor stories and apply traits to original story.





Focus Area 5 Content Area: Survival in Life and Literature Lesson Title: Speaking/Listening

Timeframe: 4 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy


Interdisciplinary Connections: Social Studies • Present findings from class readings orally to class. Science • Present findings from labwork orally to class. Math • Present solutions for problems orally to class. Foreign Language • Present dialogues orally to class. Integration of Technology: • create a podcast Equipment needed: • laptops

Goals/Objectives Students: • Apply conventions for acceptable use when speaking. • Present research findings to the class. • Participate in group discussions.

Learning Activities/Instructional Strategies Lesson Sequence 1. Conduct class discussion about characteristics that enable a person to survive. 2. Experiment with reading a poem aloud and changing intonations or emphasis on certain words or phrases to see if that changes the meaning or understanding of the






poem. Differentiation Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for students who struggle with language and processing. Additionally, planning for scaffolding activities with the special educator will make classroom experiences more effective for the struggling learner. ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many other languages as well. These include resources for both students and parents. In the case of an ESL learner who does not speak Spanish, or who speaks a language not provided for in the resources, translation websites are accessible so that teachers are able to translate when necessary. In addition, meeting with the ESL instructor can be very beneficial to both teachers and students. Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer. Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels. Resources Provided • “Narrative Presentation” p. 160 Glencoe Literature • “Informative Presentation” p. 338 Glencoe Literature • “Oral Response to Literature” p. 454 Glencoe Literature • “Persuasive Speech” p. 586 Glencoe Literature • “Oral Report” p. 746 Glencoe Literature • “Active Listening and Note-Taking” p. 880 Glencoe Literature




Unit 5 Content Area: English Language Arts Unit Title: Science or Fiction? Target Course/Grade Level: Grade 7 Unit Summary This four-week unit of seventh grade examines the genre of science fiction and related science. Students will read The Giver and analyze how elements of science are blended with elements of fiction in search of a utopia. Primary interdisciplinary connections: Social Studies: • respond to reading with appropriate text-based references to support opinions • understand and evaluate messages in political cartoons Science: • respond to reading with appropriate text-based references to support opinions Spanish: • listen actively • speak clearly Math: • respond to open-ended questions with appropriate problem-based references to support response or solutions 21st century themes: LEARNING AND INNOVATION SKILLS CREATIVITY AND INNOVATION CRITICAL THINKING AND PROBLEM SOLVING COMMUNICATION AND COLLABORATION INFORMATION, MEDIA, AND TECHNOLOGY SKILLS INFORMATION LITERACY LIFE AND CAREER SKILLS FLEXIBILITY AND ADAPTABILITY INITIATIVE AND SELF-DIRECTION SOCIAL AND CROSS-CULTURAL SKILLS PRODUCTIVITY AND ACCOUNTABILITY LEADERSHIP AND RESPONSIBILITY (For more information of the 21st Century Skills and Themes, go to




Science fiction is a genre not largely read by students, and is also one that will help extend their examination of characters. When placed in the near future where scientific imaginings of today are reality, the characters are still essentially human and relatable.

Learning Targets Standards The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school. Content Statements Like other genres studied to date, science fiction examines humans’ existence and issues, but often approaches characters and experiences in a futuristic manner. Science fiction involves the imagining of ideas and technologies that haven’t yet been invented; however, many of them may comport with our current understanding of science and technology. In addition to exploring classic and contemporary works of science fiction, students pair fictional stories with informational text about science and astronomy. Student discussions trace the logic of various storylines, focusing on the believability of the stories read in class. This unit ends with the students’ choice of responding to the open-ended reflective question or writing their own science fiction story that answers the question, “What if…?” CPI # Cumulative Progress Indicator (CPI) RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.7.8

Trace and evaluate the argument and specific claims in text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

W.7.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

SL.7.5

Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

L.7.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Unit Essential Questions • How do authors make science fiction believable?

Unit Enduring Understandings • Authors of science fiction begin by asking the question, “What if…?” then conduct research to determine what is possible and what might be possible.

Unit Learning Targets Students will ... • Read and discuss science fiction stories and nonfiction science texts about space, robots, and planets. • Compare and contrast the settings, characters, and unusual circumstances among science fiction stories, and discuss the unique nature of this genre. • Analyze how a science fiction story evolves over the course of a text, and discuss how this is similar to and different from other novels read. • Write a variety of responses to literature and informational text.




•

Conduct research on an astronaut or science fiction author of choice and present findings to the class in a multimedia format. • Write a science fiction story. • Participate in group discussions.

Evidence of Learning Summative Assessment As a concluding activity for this unit, students will conduct research on an aspect of space, robots, or planets. Their findings will be used in one of two ways. The students may (A) write an original science fiction story that includes relevant facts from research and answers the question, “What if…?” or (B) include the results of their research in an analysis of what makes science fiction believable. Equipment needed: • media center • media specialist • research materials, both electronic and print Teacher Resources: Glencoe Literature: Level 2




• •


Lesson Plans Lesson Timeframe Focus Area 1 4 weeks Reading Focus Area 2 4 weeks Writing Focus Area 3 4 weeks Language Focus Area 4 4 weeks Media Literacy Focus Area 5 4 weeks Speaking/Listening Teacher Notes: As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block, none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each lesson focus area so that the literacy block is used to deliver information daily in the areas of reading,




writing, language, media literacy, and speaking and listening. Curriculum Development Resources Click the links below to access additional resources used to design this unit:





Focus Area 1 Content Area: Science or Fiction? Lesson Title: Reading

Timeframe: 4 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy


Interdisciplinary Connections: Social Studies • Read text with purpose, and annotate for understanding • Use text appropriately as support when answering questions or supporting opinions. Science • Read text with purpose, and annotate for understanding • Use text appropriately as support when answering questions or supporting opinions. Math • Read and annotate word problems to aid in understanding in order to solve correctly • Use text of a word problem appropriately as support when solving or explaining how to solve a problem. Foreign Language • Read text and annotate, or translate, for understanding • Use text appropriately as support when answering questions or supporting opinions. Integration of Technology: • readwritethink.org – “Finding the Science Behind Science Fiction through Paired Readings” • readwritethink.org – “Science Fiction Writer Ray Bradbury was born in 1920” • readwritethink.org – “Teen Time Travel” Equipment needed: • Glencoe Literature • The Giver student editions

Goals/Objectives


Formative Assessment Tasks




Students: • Read and discuss science fiction stories and nonfiction science texts about space, robots, and planets. • Compare and contrast the settings, characters, and unusual circumstances among science fiction stories. • Analyze how a science fiction story evolves over the course of a text. • Conduct research on an astronaut or science fiction author of choice.

Lesson Sequence 1. Read The Giver and identify the characteristics of a science fiction story found in it. 2. As science fiction stories are read, begin identifying elements of the stories that classify them as science fiction. 3. Compare and contrast settings and experiences from the various science fiction stories read. 4. Identify themes found in science fiction stories and make generalizations about how they are similar to of different from themes found in other genres. 5. Research public reaction to the original broadcast of The War of the Worlds, and identify elements of the story that might make it sound believable.

• • • •






Focus Area 2 Content Area: Science or Fiction? Lesson Title: Writing

Timeframe: 4 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy


Interdisciplinary Connections: Social Studies • Respond to text applying rules for appropriate grammar, usage, and punctuation. Science • Write lab reports applying rules for appropriate grammar, usage, and punctuation. Math • Write explanations for problem solutions applying rules for appropriate grammar, usage, and punctuation. Foreign Language • Write sentences using correct Spanish phrasing and structure. Integration of Technology: • publish writing on an online blog or other venue Equipment needed: • media center • laptops

Goals/Objectives Students: • Write a variety of responses to literature and informational text. • Write a science fiction story. • Follow conventions for acceptable use when writing.

Learning Activities/Instructional Strategies Lesson Sequence 1. Write a research essay about an astronaut or science fiction author of choice. 2. Write your own science fiction story that answers the question, “What if…?”


journal responses rough draft of science fiction story rough draft of research report rough draft of reflective response




•

Write a research report.

3. Write an essay response to the essential question: “How do authors make science fiction believable?” citing specific details from texts read in class.





Focus Area 3 Content Area: Science or Fiction? Lesson Title: Language

Timeframe: 4 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy



Goals/Objectives Students: • Use vocabulary words correctly in context. • Identify techniques authors use to create vivid descriptions of places.

Learning Activities/Instructional Strategies Lesson Sequence • 1. Complete units 10 and 11 in • Vocabulary Workshop Level B. • 2. Continue adding words to personal dictionary of terms learned this year.

Formative Assessment Tasks vocabulary pretests grammar pretests class discussion

Differentiation Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.



Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for students who struggle with language and processing. Additionally, planning for scaffolding activities with the special educator will make classroom experiences more effective for the struggling learner. ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many other languages as well. These include resources for both students and parents. In the case of an ESL learner who does not speak Spanish, or who speaks a language not provided for in the resources, translation websites are accessible so that teachers are able to translate when necessary. In addition, meeting with the ESL instructor can be very beneficial to both teachers and students. Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer. Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels. Resources Provided • Glencoe Writer’s Choice • Glencoe Handbook for Grammar and Composition • Vocabulary Workshop Level B • “Sentence Combining” p. 36 Glencoe Literature • “Context Clues” p. 70 Glencoe Literature • “Sentence Fragments” p. 208 Glencoe Literature • “Word Parts” p. 262 Glencoe Literature • “Multiple-Meaning Words” p. 368 Glencoe Literature • “Idioms” p. 509 Glencoe Literature • “Dictionary Skills” p. 659 Glencoe Literature • “Word Origins” p. 790 Glencoe Literature




Focus Area 4 Content Area: Science or Fiction? Lesson Title: Media Literacy

Timeframe: 4 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy


Interdisciplinary Connections: Social Studies • Watch a video depiction of an historical event and compare to a written nonfiction account. Science • Watch a video explanation of a scientific theory and evaluate how it helps or hinders understanding of the topic. Math • Watch a video explanation of how to solve a problem or perform an operation and evaluate how it helps or hinders understanding of the topic. Foreign Language • Watch a video in Spanish and evaluate your understanding of the dialogue. Integration of Technology: • readwritethink.org – “Star Wars creator George Lucas was born in 1944” Equipment needed: • media center • media specialist • electronic databases

Goals/Objectives


Students: • Present research findings in a multi-media format. • Analyze a dramatic interpretation of a story.

Lesson Sequence 1. Listen to the original 1938 radio broadcast of War of the Worlds and discuss how the media chosen to deliver the story may have






contributed to the reaction of the public. 2. Create a multimedia presentation demonstrating how a science fiction author is able to reach the audience and make his or her stories believable. Differentiation Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for students who struggle with language and processing. Additionally, planning for scaffolding activities with the special educator will make classroom experiences more effective for the struggling learner. ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many other languages as well. These include resources for both students and parents. In the case of an ESL learner who does not speak Spanish, or who speaks a language not provided for in the resources, translation websites are accessible so that teachers are able to translate when necessary. In addition, meeting with the ESL instructor can be very beneficial to both teachers and students. Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer. Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels. Resources Provided • “Media Elements” p.247 Glencoe Literature • “Propaganda” p. 566 Glencoe Literature • “Media Ethics” p. 625 Glencoe Literature




Focus Area 5 Content Area: Science or Fiction? Lesson Title: Speaking/Listening

Timeframe: 4 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy


Interdisciplinary Connections: Social Studies • Present findings from class readings orally to class. Science • Present findings from labwork orally to class. Math • Present solutions for problems orally to class. Foreign Language • Present dialogues orally to class. Integration of Technology: • create a podcast of a dramatic reading of a science fiction tale Equipment needed: • laptops

Goals/Objectives


Students: Lesson Sequence • • Discuss the unique nature of 1. Discuss authors’ claims or • creations in text of a science fiction the science fiction genre. nature – is reasoning sound and is • Discuss similarities and evidence relevant and sufficient? differences between different genres. 2. Listen to The Planets by Gustav Holst and discuss which sounds • Participate in group make the music for each planet discussions. unique. How does the music match

Formative Assessment Tasks class discussion examination of speaking/listening rubric




each planet? Differentiation Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for students who struggle with language and processing. Additionally, planning for scaffolding activities with the special educator will make classroom experiences more effective for the struggling learner. ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many other languages as well. These include resources for both students and parents. In the case of an ESL learner who does not speak Spanish, or who speaks a language not provided for in the resources, translation websites are accessible so that teachers are able to translate when necessary. In addition, meeting with the ESL instructor can be very beneficial to both teachers and students. Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer. Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels. Resources Provided • “Narrative Presentation” p. 160 Glencoe Literature • “Informative Presentation” p. 338 Glencoe Literature • “Oral Response to Literature” p. 454 Glencoe Literature • “Persuasive Speech” p. 586 Glencoe Literature • “Oral Report” p. 746 Glencoe Literature • “Active Listening and Note-Taking” p. 880 Glencoe Literature




Unit 6 Content Area: English Language Arts Unit Title: Literature Reflects Life Target Course/Grade Level: Grade 7 Unit Summary In this final six-week unit of seventh grade, students wrap up their yearlong study of the human condition by examining a variety of genres: fantasy, comedy, satire, tragedy, short stories, and poetry. Primary interdisciplinary connections: Social Studies: • respond to reading with appropriate text-based references to support opinions • understand and evaluate messages in political cartoons Science: • respond to reading with appropriate text-based references to support opinions Spanish: • listen actively • speak clearly Math: • respond to open-ended questions with appropriate problem-based references to support response or solutions 21st century themes: LEARNING AND INNOVATION SKILLS CREATIVITY AND INNOVATION CRITICAL THINKING AND PROBLEM SOLVING COMMUNICATION AND COLLABORATION INFORMATION, MEDIA, AND TECHNOLOGY SKILLS INFORMATION LITERACY LIFE AND CAREER SKILLS FLEXIBILITY AND ADAPTABILITY INITIATIVE AND SELF-DIRECTION SOCIAL AND CROSS-CULTURAL SKILLS PRODUCTIVITY AND ACCOUNTABILITY LEADERSHIP AND RESPONSIBILITY (For more information of the 21st Century Skills and Themes, go to

http://www.21stcenturyskills.org/route21/index.php? option=com_content&view=article&id=6&Itemid=3 and download the P21 Framework Definitions Document.) Unit Rationale




This final unit will act as a culminating assessment of all that students have learned through the year. They will read Animal Farm and analyze it as a satire of the human condition while reading other genres and reflecting on their portrayal of the human condition.

Learning Targets Standards The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school. Content Statements Although students read from various genres, writing and class discussions focus on how literature can help us make sense of our world. The goal of this unit is for students to apply all the reading, writing, speaking, and listening strategies and skills they have learned up until this point in the year, and also learn to analyze how authors develop the point of view of different characters. As with other units, this unit ends with an open-ended reflective essay response to the essential question. CPI # Cumulative Progress Indicator (CPI) RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. W.7.1

Write arguments to support claims with clear reasons and relevant evidence.

SL.7.3

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

L.7.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Unit Essential Questions • Is literature always a reflection of life?

Unit Enduring Understandings • Literature is a reflection of the authors’ perceptions of life or a perception of what the authors would like life to be.

Unit Learning Targets Students will ... • Read and discuss a variety of genres—fantasy, comedy, tragedy, short stories, and poems—and discuss what these types of literature reveal about life. • Compare and contrast the settings, characters, plots, themes, and genres across a variety of literature. • Write a variety of responses to literature. • Write and recite poetry that uses poetic devices to enhance its meaning. • Discuss how comedy and tragedy provide insights into human existence. • Conduct research on an aspect of the Russian Revolution and present findings to classmates. • Compare novels with their theatrical/film versions. • Participate in group discussions.

Evidence of Learning Summative Assessment As a culminating activity for the unit, students will conduct research on an aspect of the Russian Revolution, upon which many say is the basis of an allegory that George Orwell creates in Animal Farm, and write a paper drawing similarities and differences to the novel by Orwell. Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.



Equipment needed: • media center • media specialist • research materials, both print and electronic • Animal Farm by George Orwell Teacher Resources: Glencoe Literature: Level 2




• •


Lesson Plans Lesson Timeframe Focus Area 1 6 weeks Reading Focus Area 2 6 weeks Writing Focus Area 3 6 weeks Language Focus Area 4 6 weeks Media Literacy Focus Area 5 6 weeks Speaking/Listening Teacher Notes: As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block, none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each lesson focus area so that the literacy block is used to deliver information daily in the areas of reading, writing, language, media literacy, and speaking and listening. Curriculum Development Resources Click the links below to access additional resources used to design this unit:





Focus Area 1 Content Area: Literature Reflects Life Lesson Title: Reading

Timeframe: 6 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy


Interdisciplinary Connections: Social Studies • Read text with purpose, and annotate for understanding • Use text appropriately as support when answering questions or supporting opinions. Science • Read text with purpose, and annotate for understanding • Use text appropriately as support when answering questions or supporting opinions. Math • Read and annotate word problems to aid in understanding in order to solve correctly • Use text of a word problem appropriately as support when solving or explaining how to solve a problem. Foreign Language • Read text and annotate, or translate, for understanding • Use text appropriately as support when answering questions or supporting opinions. Integration of Technology: • readwritethink.org – “You Know the Movie Is Coming—Now What?” • readwritethink.org – “Doodle Splash: Using Graphics to Discuss Literature” Equipment needed: • Animal Farm student editions • Glencoe Literature

Goals/Objectives Students:

Learning Activities/Instructional Strategies Lesson Sequence

Formative Assessment Tasks •

comprehension checks




• •

•

Read and discuss a variety of genres and identify what each reveals about life. Compare and contrast the settings, characters, plots, themes, and genres across a variety of literature. Compare a novel with its theatrical or film version.

1. Identify genres of stories read and • generalize about traits each share. • 2. Compare and contrast settings, • characters, plots, and themes of the various novels read. 3. Discuss characters’ searches in literature read; how true to life are they? 4. Discuss how literature portrays beauty and why it is such a valued trait in our society. 5. Identify what makes characters unique in literature and what makes them seem real or authentic. 6. Read satire and identify the insight it provides into human character or existence.

class discussion journal responses literature circles





Focus Area 2 Content Area: Literature Reflects Life Lesson Title: Writing

Timeframe: 6 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy


Interdisciplinary Connections: Social Studies • Respond to text applying rules for appropriate grammar, usage, and punctuation. Science • Write lab reports applying rules for appropriate grammar, usage, and punctuation. Math • Write explanations for problem solutions applying rules for appropriate grammar, usage, and punctuation. Foreign Language • Write sentences using correct Spanish phrasing and structure. Integration of Technology: • publish writing to a class wiki or blog Equipment needed: • laptops

Goals/Objectives


Students: • Write a variety of responses to literature. • Write poetry that uses poetic devices to enhance its meaning.

Lesson Sequence 1. Write an analysis of three human traits as depicted in the novels and stories read and make a case for why those three are the most important traits humans posses. 2. Write an analysis of a satire and identify the truths about human

Formative Assessment Tasks • • • • •

journal responses rough draft of analysis of human traits rough draft of analysis of satire rough draft of analysis of humorous stories rough draft of poem




nature that exist in the novel. 3. Write an analysis of humorous stories: “Are all comedies funny, or do they have dramatic elements as well?” 4. Write a poem about one of the characters from one of the readings. 5. Write a research-based essay about the Russian Revolution. 6. Write a response to the essential question: “Is literature always a reflection of life?”

• •

rough draft of research paper rough draft of reflective response





Focus Area 3 Content Area: Literature Reflects Life Lesson Title: Language

Timeframe: 6 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy



Goals/Objectives Students: • Use vocabulary correctly in context. • Identify techniques writers use when telling stories.

Learning Activities/Instructional Strategies Lesson Sequence 1. Complete unit 12, review unit 1012, and unit 13 in Vocabulary Workshop Level B. 2. Continue to add to personal dictionary of terms learned in this unit.






3. Analyze language choice in Animal Farm. 4. Choose specific language to convey character traits. Differentiation Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for students who struggle with language and processing. Additionally, planning for scaffolding activities with the special educator will make classroom experiences more effective for the struggling learner. ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many other languages as well. These include resources for both students and parents. In the case of an ESL learner who does not speak Spanish, or who speaks a language not provided for in the resources, translation websites are accessible so that teachers are able to translate when necessary. In addition, meeting with the ESL instructor can be very beneficial to both teachers and students. Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer. Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels. Resources Provided • Glencoe Writer’s Choice • Glencoe Handbook for Grammar and Composition • Vocabulary Workshop Level B • “Sentence Combining” p. 36 Glencoe Literature • “Context Clues” p. 70 Glencoe Literature • “Sentence Fragments” p. 208 Glencoe Literature • “Word Parts” p. 262 Glencoe Literature • “Multiple-Meaning Words” p. 368 Glencoe Literature • “Idioms” p. 509 Glencoe Literature • “Dictionary Skills” p. 659 Glencoe Literature • “Word Origins” p. 790 Glencoe Literature




Focus Area 4 Content Area: Literature Reflects Life Lesson Title: Media Literacy

Timeframe: 6 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy


Interdisciplinary Connections: Social Studies • Watch a video depiction of an historical event and compare to a written nonfiction account. Science • Watch a video explanation of a scientific theory and evaluate how it helps or hinders understanding of the topic. Math • Watch a video explanation of how to solve a problem or perform an operation and evaluate how it helps or hinders understanding of the topic. Foreign Language • Watch a video in Spanish and evaluate your understanding of the dialogue. Integration of Technology: • readwritethink.org – “You Know the Movie Is Coming—Now What?” • readwritethink.org – “Thoughtful Threads: Sparking Rich Online Discussions” • readwritethink.org – “Doodle Splash: Using Graphics to Discuss Literature” Equipment needed: • media center • media specialist • electronic databases

Goals/Objectives Students: • Compare novels with their theatrical/film

Learning Activities/Instructional Strategies Lesson Sequence • 1. Compare and contrast a written story with •

Formative Assessment Tasks class discussion journal responses




version.

its filmed/theatrical version. 2. Examine the tools used to produce video, film, or theater to its staged version.

•

student conferences





Focus Area 5 Content Area: Literature Reflects Life Lesson Title: Speaking/Listening

Timeframe: 6 weeks



Civic Literacy

Health Literacy





Media Literacy

ICT Literacy


Interdisciplinary Connections: Social Studies • Present findings from class readings orally to class. Science • Present findings from labwork orally to class. Math • Present solutions for problems orally to class. Foreign Language • Present dialogues orally to class. Integration of Technology: • create a podcast for presentaions Equipment needed: • laptops

Goals/Objectives Students: • Follow conventions for correct usage when speaking. • Participate in group discussions. • Present a dramatic interpretation.

Learning Activities/Instructional Strategies Lesson Sequence 1. Present an original poem to the class. 2. Discuss humorous stories, such as Charles, and identify how they use humor to provide insights into human existence.



Differentiation Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.



Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for students who struggle with language and processing. Additionally, planning for scaffolding activities with the special educator will make classroom experiences more effective for the struggling learner. ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many other languages as well. These include resources for both students and parents. In the case of an ESL learner who does not speak Spanish, or who speaks a language not provided for in the resources, translation websites are accessible so that teachers are able to translate when necessary. In addition, meeting with the ESL instructor can be very beneficial to both teachers and students. Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer. Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels. Resources Provided • “Narrative Presentation” p. 160 Glencoe Literature • “Informative Presentation” p. 338 Glencoe Literature • “Oral Response to Literature” p. 454 Glencoe Literature • “Persuasive Speech” p. 586 Glencoe Literature • “Oral Report” p. 746 Glencoe Literature • “Active Listening and Note-Taking” p. 880 Glencoe Literature




LIST OF TERMS FOR EACH UNIT UNIT 1 • character development • dialogue • monologue • plot • protagonist • historical setting UNIT 2 • biography • external conflict • internal conflict • diction • graphical autobiography • photobiography • tone • imagery UNIT 3 • dialogue • diction • documentary • point of view (in narration) • screenplay UNIT 4 • abridged versions • anthropomorphism • flashback • foreshadowing • idiom • figure of speech UNIT 5 • fantasy • science fiction • setting • theme UNIT 6 • comedy • fantasy • hyperbole • verbal irony • situational irony • dramatic irony • oxymoron • parody • plot • tragedy




LESSON REFLECTION Reflect on the lesson you have developed and rate the degree to which the lesson Strongly, Moderately or Weakly meets the criteria below. Lesson Activities: Strongly Moderately Weakly Are challenging and require higher order thinking and problem solving skills Allow for student choice Provide scaffolding for acquiring targeted knowledge/skills Integrate global perspectives Integrate 21st century skills Provide opportunities for interdisciplinary connection and transfer of knowledge and skills Foster student use of technology as a tool to develop critical thinking, creativity and innovation skills Are varied to address different student learning styles and preferences Are differentiated based on student needs Are student-centered with teacher acting as a facilitator and co-learner during the teaching and learning process Provide means for students to demonstrate knowledge and skills and progress in meeting learning goals and objectives Provide opportunities for student reflection and selfassessment Provide data to inform and adjust instruction to better meet the varying needs of learners



