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7th Grade ELA Scope and Sequence

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7th Grade ELA Scope and Sequence Table of Contents 2

7th Grade ELA Scope and Sequence Table of Contents

7th Grade ELA Scope and Sequence Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Scope and Sequence 7th Grade, Unit A: Red Scarf Girl & Narrative. . . . . . . . . . . . . . . . . . . 7

Scope and Sequence 7th Grade, Unit B: Character & Conflict . . . . . . . . . . . . . . . . . . . . . . 15

Scope and Sequence 7th Grade, Unit C: Brain Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Scope and Sequence 7th Grade, Unit D: Poetry & Poe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Scope and Sequence 7th Grade, Unit E: Shakespeares Romeo & Juliet . . . . . . . . . . . . . 44

Scope and Sequence 7th Grade, Unit F: The Gold Rush Collection . . . . . . . . . . . . . . . . . . 51

Scope and Sequence 7th Grade, Unit G: Intermediate Story Writing . . . . . . . . . . . . . . . . 60

Scope and Sequence 7th Grade, Laphams Archive II. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

7th Grade ELA Scope and Sequence Outline 3

7th Grade ELA Scope and Sequence Outline

Unit Texts Unit Overview

Unit A: Red Scarf Girl & Narrative

29 lessons, including 12 personal narrative lessons, 13 text-based lessons, and 4 essay lessons

Red Scarf Girl: A Memoir of the Cultural Revolution by Ji-li Jiang

Lexile measure: 780L

Character & Narrator: Examine the differences between a characters thoughts and actions

Writing: Use revision to strengthen elaboration

Text Structure: Conventions of memoirs, propaganda

Content: Mid-20th century communist China

Unit B: Character & Conflict

24 lessons, including 17 text-based lessons, 4 essays lessons, and 3 Flex Days

Optional Quest: Black, White and Blues in Chicago

A Raisin in the Sun by Lorraine Hansberry

Harlem by Langston Hughes

Sucker by Carson McCullers

Lexile measure: 860L, plus a poem at 8th-grade level (no Lexile measure available for poetry or drama)

Character & Narrator: Analyze a characters unconscious motivations

Writing: Make thematic connections across genres

Text Structure: Literary devices; elements of plays and poetry

Content: Mid-20th century urban America and small-town American South

Unit C: Brain Science

30 lessons, including 16 text-based lessons, 4 essay lessons, 5 Flex Days, and 5 Quest Days

Quest: Perception Academy

Phineas Gage: A Gruesome but True Story About Brain Science by John Fleischman

Demystifying the Adolescent Brain by Laurence Steinberg

Passage of an Iron Rod through the Head by J.M. Harlow, Boston Medical and Surgical Journal No. 20. Vol. XXXIX

Excerpts from The Man Who Mistook His Wife for a Hat by Oliver Sacks

Pulling Up Stakes by David Lubar

Lexile range: 980L1410L

Character & Narrator: Compare and contrast different writers theories on a topic

Writing: Describe facts, explain concepts, and convince the reader of an opinion

Text Structure: Informational non-fiction; narrative elements in non-fiction

Content: Basic concepts of neuroscience

Unit D: Poetry & Poe

30 lessons, including 18 text-based lessons, 4 essay lessons, 3 Flex Days, and 5 Quest Days

Quest: Who Killed Edgar Allan Poe?

The White Horse by D.H. Lawrence

The Silence by Federico Garca Lorca

A narrow fellow in the grass by Emily Dickinson

The Tell-Tale Heart by Edgar Allan Poe

The MNaghten Rule, from Queen v. MNaghten (1843)

The Cask of Amontillado by Edgar Allan Poe

The Raven by Edgar Allan Poe

Lexile range: 790L1510L (no Lexile measure available for poetry)

Character & Narrator: Evaluate the reliability of a fictional narrator

Writing: Compare and contrast characters perspectives on a narrative

Text Structure: Imagery; unreliable narrator; film adaptations of texts

Content: American Gothic literature



Unit E: Shakespeares Romeo & Juliet

24 lessons, including 17 text-based lessons, 4 essay lessons, and 3 Flex Days

Excerpts from Romeo and Juliet by William Shakespeare

Grade-level equivalent: 9.2 (no Lexile measure available for drama)

Summer of the Mariposas by Guadalupe Garcia McCall

Lexile measure: 840L

Character & Narrator: Connect characters development to a conceptual framework

Writing: Choose between contradictory positions and argue with evidence

Text Structure: Elizabethan English; sonnets; extended metaphors

Content: 14th century Renaissance Italy

Unit F: The Gold Rush Collection

20 lessons, including 3 Information Literacy lessons

From California Culinary Experiences by Prentice Mulford from The Overland Monthly (Adapted, Paraphrased, Spanish)

From Letter the Tenth: Amateur MiningHairbreadth Scapes, &c. from The Shirley Letters from California Mines in 185152 by Dame Shirley (Mrs. Louise Amelia Knapp Smith Clappe) (Adapted, Paraphrased, Spanish)

From Chapter XXVII and Chapter XXVIII from Roughing It by Mark Twain

From Pioneers! O Pioneers! from Leaves of Grass by Walt Whitman

Song excerpt: Oh My Darling Clementine by Percy Montrose

From Chapter 3The Magic Equation from California: The Great Exception by Carey McWilliams

From Preface and Chapter XI from Sights in the Gold Region, and Scenes by the Way by Theodore T. Johnson

From The Gold Rush Diary of Ramn Gil Navarro by Ramn Gil Navarro, edited and translated by Mara del Carmen Ferreyra and David S. Reher

From Chapter 8Good Haul of Diggers from Digger: The Tragic Fate of the California Indians from the Missions to the Gold Rush by Jerry Stanley

Character & Narrator: Explore how circumstances united a diverse group of historical characters

Writing: Develop a question, conduct research, and create a multi-media project

Text Structure: Various types of historical and cultural documents

Content: The social, political, and economic climate surrounding the California Gold Rush

Unit G: Intermediate Story Writing

23 Lessons

N/A Character & Narrator: Create a believable character

Writing: Write an original short story

Text Structure: Dialogue; plot structure

Content: Creative writing



Laphams Archive II African American Women Writers excerpts: Girl from At the Bottom of the River by Jamaica Girl Kincaid; How It Feels to Be Colored Me from I Love Myself When I Am Laughing And Then Again When I Am Looking Mean & Impressive by Zora Neale Hurston; Caged Bird from Shaker, Why Dont You Sing by Maya Angelou

Edgar Allan Poe excerpts from American Horror Writers by Bob Madison; The Unknown Poe: An Anthology of Fugitive Writings by Raymond Foye

Emily Dickinson excerpts from Emily Dickinson: Poet by Victoria Olsen; selection of Dickinson poems

Modern Day Romeo & Juliet excerpts from Street Love by Walter Dean Meyers; Indias Romeo and Juliet tragedy by Sanjoy Majumder (BBC News); Romeo & Juliet & Vampires by William Shakespeare and Claudia Gabel

Navajo Code Talkers excerpt from Proclamation 4954National Navaho Code Talkers Day by Ronald Reagan

Students exercise their close reading and research skills by reviewing texts and images focused on a theme and accompanied by guiding, overarching research questions.

Students conduct both short and sustained research projects, gaining substantial understanding of a topic.

Students develop collaborative and individual presentation skills.

Scope and Sequence 7th Grade, Unit A: Red Scarf Girl & Narrative 6

Scope and Sequence7th Grade, Unit A: Red Scarf Girl & Narrative

Lesson Objectives In-Class Text Focus Common Core State Standards

Get Started

Lesson 1: The Most Disgusting Food Youve Eaten

Students will use details to write about one moment from their lives, and will get a quick overview of classroom rules and routines for Writing and Sharing.

n/a CCSS.ELA-Literacy.W.7.3Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

CCSS.ELA-Literacy.SL.7.1Engage 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.

Lesson 2: Giving and Getting Feedback

Students will preview the key text and start making inferences about what happens in Red Scarf Girl.

Students will review the rules and routines that were introduced in the previous lesson. They will write about a personal experience and respond to one anothers writing with positive and specific feedback.



Lesson 3: Zooming in: The Power of Focus

Students will make inferences about a different quote from Red Scarf Girl, and review the first written comments on their personal narrative writing.

Students will compare and discuss examples of focused and unfocused writing. They will create their own focused piece of writing and participate in sharing.

n/a CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Lesson 4: Choosing Your Moment

Students will read and evaluate examples of focused writing their classmates have produced.

Students will practice the skill of focus by writing about one brief moment in great detail.





Lesson 5: The Impact of Showing

Students will write sentences that give the reader a vivid mental picture of someone feeling a specific emotion.

Students will use evocative details and precise verbs to write about a moment when they felt a strong emotion.


CCSS.ELA-Literacy.W.7.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Lesson 6: Getting the Verb Right

Students will identify strong verbs in sentences and practice using them to describe actions precisely.

Students will write about something that happened to them that lasted fewer than 3 minutes.



Lesson 7: Experiments in Revision

Students will revise their writing by adding details that show, not tell.

Students will use the skill of showing to write about one moment in vivid detail.

n/a CCSS.ELA-Literacy.W.7.5With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Lesson 8: Focusing on the Details

Students will practice focus and showing by selecting one small part of a painting to describe in detail so that their readers can see it.

Students will use both skills to write about one moment from their lives.



Lesson 9: More Than Just Background: The Role Played by Setting

Students will consider the impact of setting details in writing.

Students will describe something that happened in a specific setting and use details to help the reader picture that setting and the moment clearly and vividly.





Lesson 10: A Picture Made of Words: Focusing on an Object

Students will consider the impact of using precise details in their descriptions of objects.

Students will use focus to show the reader what they notice about a specific object, revealing a unique perspective through vivid description.



Lesson 11: Showing What Youve Told

Students will consider the many different ways to show, not just tell. These include adding dialogue, inner narration, sensory details, and strong verbs.

Students will experiment with adding different types of details to their writing so that the reader can clearly picture the moment they are focusing on.

n/a CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Lesson 12: Paint a Picture in the Readers Mind: Revisions

Students will revise their writing by adding various types of details that show the reader the moment they are focusing on.

Students will review the purposes of highlighting and annotating to prepare for reading Red Scarf Girl.


Red Scarf Girl: A Memoir of the Cultural Revolution by Ji-li Jiang

Lesson 1: The World of Red Scarf Girl

Students will be introduced to the key text, Red Scarf Girl. They will view and analyze a series of propaganda images, and then read passages from the memoir, keeping in mind ideas drawn from viewing the images.

Red Scarf Girl, Ji-li Jiang, Prologue

CCSS.ELA-Literacy.RI.7.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.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.

CCSS.ELA-Literacy.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).



Lesson 2: Ji-lis Troubles Begin

Students will practice reading aloud with expression and fluency. They will act out a scene from Red Scarf Girl and make inferences about Ji-lis feelings based on specific details in the text.

Red Scarf Girl, Ji-li Jiang, The Liberation Army Dancer

CCSS.ELA-Literacy.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).

CCSS.ELA-Literacy.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.

Lesson 3: Destroy the Four Olds!

Students will act out a scene from Red Scarf Girl and make inferences about how people felt when they were destroying fourolds during the Cultural Revolution.

Students will do a close reading of a propaganda image and photograph of people destroying fourolds and compare the impact and purpose of various media representations.

Red Scarf Girl, Ji-li Jiang, Destroy the Four Olds!



Lesson 4: The Pull of Compassion

Students will do a dramatic reading of a scene from Red Scarf Girl and make inferences about Ji-lis thoughts and feelings based on details they notice in the text.

Students will use carefully selected details from the text to write about Ji-lis feelings in this scene.

Red Scarf Girl, Ji-li Jiang, Destroy the Four Olds!


CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

Lesson 5: Revolution in the Classroom

Students will read a scene from Red Scarf Girl and highlight details that help them understand how and why Ji-li felt the way she did. They will then write about Ji-lis thoughts and feelings during this scene, using some of the details they highlighted.

Red Scarf Girl, Ji-li Jiang, Writing Da-zi-bao


CCSS.ELA-Literacy.W.7.1Write arguments to support claims with clear reasons and relevant evidence.



Lesson 6: Revising to Go Deeper

Students will look at their own work with fresh eyes and experiment by adding textual evidence or by explaining the evidence theyve already included. They will evaluate the results of revision to determine if the experiment is successful.

Red Scarf Girl, Ji-li Jiang, Writing Da-zi-bao

CCSS.ELA-Literacy.W.7.5With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.


Lesson 7: The Election of the Red Successors

Students will act out a scene from Red Scarf Girl and track Ji-lis minute-by-minute emotional highs and lows on a line graph.

Students will write about how the Cultural Revolution flipped the power dynamic in the classroom, putting the class bully, Du Hai, on top.

Red Scarf Girl, Ji-li Jiang, The Red Sucessors




Lesson 8: Reading Ji-lis Thoughts

Students will consider the impact inner narration has on their understanding of a character or a scene in a text.

Students will act out a scene between Ji-li and one of her favorite teachers and analyze inner narration to explore the pressures that she was facing.


Red Scarf Girl, Ji-li Jiang, Graduation


CCSS.ELA-Literacy.W.7.9Draw evidence from literary or informational texts to support analysis, reflection, and research.


Lesson 9: The Cultural Revolution Hits Home

Students will consider how descriptions of a setting can convey a characters state of mind as well as an atmosphere or mood, and will compare and contrast descriptions from 2 different moments in the text.

Students will then write about how the Cultural Revolution affected Ji-lis feelings of safety and pride in her home.


Red Scarf Girl, Ji-li Jiang, A Search in Passing





Lesson 10: The Moves a Writer Makes

Students will consider how authors deliberately evoke emotion in readers, and will write about how Ji-li Jiang pushes readers buttons and makes them feel sympathetic toward her.

Students will revise their writing by adding textual evidence.

Red Scarf Girl, Ji-li Jiang, Locked Up


CCSS.ELA-Literacy.RI.7.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.


Lesson 11: Whats in a Name?

Students will read closely to focus on details that reveal Ji-lis fear and disgust as she faces the dark side of the Cultural Revolution.

Students will then write about how this scene shows Ji-lis growing awareness of the negative aspects of the Cultural Revolution and its impact on her family.

Red Scarf Girl, Ji-li Jiang, Half-City Jiangs


CCSS.ELA-Literacy.W.7.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Lesson 12: A Dramatic Ending

Students will wrap up their reading of Red Scarf Girl by considering where Ji-li stood in relation to the Cultural Revolution by the end of the memoir.

Students will then write about how the Cultural Revolution impacted Ji-li and shaped her character.

Red Scarf Girl, Ji-li Jiang, The Incriminating Letter

Red Scarf Girl, Ji-li Jiang, Sweeping






Write an Essay

Lesson 1: Focus on the Body Paragraph

Students will brainstorm memorable moments from Red Scarf Girl and then write a body paragraph about how one of these moments changed Ji-li in some way.

Red Scarf Girl, Ji-li Jiang


CCSS.ELA-Literacy.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.


Lesson 2: Deepening Your Ideas

Students will revise the body paragraph theyve already produced, and write about a second moment that changed Ji-li.





Lesson 3: The Introduction

Students will analyze the introduction to a sample essay to see how it helps readers understand the direction the writer is going in.

Students will then write an introduction to the essay that shows readers where theyre going with their ideas.






Lesson 4: Smoothing out Rough Spots: The Editors Checklist

Students will use an editors checklist to make sure that they have eliminated spelling errors and other sentence-level mistakes. They will correct any errors theyve made in formatting direct quotes.



CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Lesson 5: Looking Back on Ji-lis Story

Students will view documentary footage from the Cultural Revolution and consider how Ji-li and Chinese citizens were brainwashed.

Students will read excerpts from the Epilogue and write about Ji-lis reasons for writing Red Scarf Girl.

Red Scarf Girl, Ji-li Jiang, Epilogue



Scope and Sequence 7th Grade, Unit B: Character & Conflict 14

Scope and Sequence7th Grade, Unit B: Character & Conflict


A Raisin in the Sun by Lorraine Hansberry

Lesson 1: Meet the Younger Family

Students will be introduced to the author and context using images. They will then practice and act out lines from Act I, Scene One of A Raisin in the Sun. They will look at what the stage directions add to their knowledge of scene and character before acting the lines again.

A Raisin in the Sun, Lorraine Hansberry, Act I, Scene One

CCSS.ELA-Literacy.RL.7.3Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

CCSS.ELA-Literacy.RL.7.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Lesson 2: DAMN MY EGGS

Students will watch a film clip from Act I, Scene One of A Raisin in the Sun and compare interpretations of characters and setting. Students are introduced to the Dramatic Reading activity and Scorecard, along with strategies for being in character.



CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Lesson 3: Well, I always wanted me a garden

Students will be introduced to the character chart, and use it to chart examples of want/obstacle/action for Travis or Beneatha.

Students will also use their charts for ideas to respond to a Writing Prompt.


CCSS.ELA-Literacy.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.


Lesson 4: Dramatic Readings

Students will do individual dramatic readings from Act I of A Raisin in the Sun, using the guidelines on the Scorecard, and strategies for being in character.

Students will watch a film clip from Act I, Scene One and Scene Two.

A Raisin in the Sun, Lorraine Hansberry Act I





Lesson 5: Youre The Director!

Students will perform the second half of Act I, Scene Two of A Raisin in the Sun, focusing on the relationship between Walter and Mama and how their conflict over money is rooted in their different perspectives.

Students will learn to dig deeper into the details of dialogue and stage direction in order to find clues about how a scene should be performed. By exploring one of the most highly charged conflicts in the play, students will learn more about who these characters are and what they want.

A Raisin in the Sun, Lorraine Hansberry Act I, Scene Two



Lesson 6: Pick a Character

Students will review Act I before choosing a character to follow for the remainder of the lessons.

Students will respond to a series of short answer questions about their characterwhat he or she wants, and how he or she responds to obstacles.

A Raisin in the Sun, Lorraine Hansberry, Act I



Lesson 7: Flex Day

The teacher will assign students a differentiated Revision Assignment and/or differentiated grammar activities.

For revision, students will add or further develop their use of evidence from a recent Writing Prompt.


CCSS.ELA-Literacy.L.7.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-Literacy.W.7.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.



Lesson 8: What you always excusing me for!

Students will watch film clips from Act II, Scene One of A Raisin in the Sun that focus on Back to Africa and Assimilation. Students will continue their close reading of the play and compare characters views on assimilation.

A Raisin in the Sun, Lorraine Hansberry, Act II, Scene One

CCSS.ELA-Literacy.RL.7.7Compare 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).


Lesson 9: Home

Students will read aloud and discuss the house purchase, then share character responses in groups.

Students will use their knowledge of their character to answer a Writing Prompt.

A Raisin in the Sun, Lorraine Hansberry, Act II, Scene One



Lesson 10: For you to decide.

Students will discuss Walters actions, and Mamas decision to give him control of the money.

Students will respond to a poll on whether Mamas decision is right or wrong, then do group work on who they believe should get the money.

A Raisin in the Sun, Lorraine Hansberry, Act II




Lesson 11: What can we do for you, Mr. Lindner?

Students will read and discuss who Lindner is before the class completes a Want/Obstacle/Action chart for him.

Students will read closely to determine their chosen characters reaction to Lindner, before completing a writing prompt.

A Raisin in the Sun, Lorraine Hansberry, Act II, Scene Three



CCSS.ELA-Literacy.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.



Lesson 12: Lemme tell you

Students will read aloud and discuss Bobos visit. The class discusses the meanings and significance of the phrase THAT MONEY IS MADE OUT OF MY FATHERS FLESH.

The class will read aloud the remainder of Act II, then students do silent reading of Act III.

A Raisin in the Sun, Lorraine Hansberry, Act III



Lesson 13: You teach him good.

Students will watch film clips and answer polls on whether their chosen characters wants have changed or not at certain points in the play.

The class will read aloud and discuss the end of the play. Students will do independent work on the final choice Walter makes, and then respond to a poll and discuss their own characters actions at the end of the play.

A Raisin in the Sun, Lorraine Hansberry, Act III



Lesson 14: Flex Day








Harlem by Langston Hughes

Lesson 1: Dreams Deferred

Students will interpret similes from Harlem, the Langston Hughes poem that furnished Lorraine Hansberry with the title of the play. They will make physical, then character associations with the similes, before responding to the Writing Prompt.

Harlem, Langston Hughes




Write an Essay

Lesson 1: Essay First Steps

Students will choose a character to write about, select a passage to focus on, then draft their first body paragraphs.

A Raisin in the Sun, Lorraine Hansberry




Lesson 2: Writing the Body Paragraphs

Students will revise and write a claim statement for body paragraph 1. Students will then write and revise a second body paragraph, including a claim statement.







Lesson 3: Transitions

Students will work on identifying and/or creating connections between their first and second body paragraphs, then write a transition to link them.





Lesson 4: Claims and Introductions

Students will write their essay claims, then write an introductory paragraph for their essays.








Lesson 5: Editing

Students will edit their essays as needed using the Editing Checklist and the Guidelines for Citing and Punctuating a Direct Quote.

Students will have an opportunity to share their essays.



CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


Sucker by Carson McCullers

Lesson 1: The room was mine and I used it as I wanted to.

Students will share first impressions of Pete and Sucker, and try to understand how Pete sees Sucker from what he says as a narrator.

Students will do independent work on how the reader sees Pete, then read further and discuss what they think might happen next in the story.

Sucker, Carson McCullers, paragraphs 19




Lesson 2: The Queen of Sheba

Students will review their reading about Maybelle and do independent work on that character and Petes feelings toward her.

Students will then make comparisons between Petes presentations of Sucker and Maybelle to the reader.


CCSS.ELA-Literacy.RL.7.1Cite several pieces of textual evidenceto support analysis of what the text says explicitly as well as inferences drawn from the text.





Lesson 3: It seemed to me suddenly

Students will discuss changes in the story, then students do independent work on emotions they see between characters.

Students will discuss the concept of trouble, as Pete sees it, then wrap up by making new predictions about what might happen by the end of the story.




Lesson 4: what happens to you at night.

Students will discuss the changes that actually happened in the story, then do independent work on what Pete feels about Sucker.

Students will read closely to select quotes to use in answering the Writing Prompt.




Optional Quest: Black, White and Blues in Chicago

Black, White and Blues in Chicago is a tablet-based, immersive experience that allows students to explore what the lives of the characters from Lorraine Hansberrys play A Raisin in the Sun might have been like. It also helps students gain a greater knowledge of African American history from the mid-20th century. The Quest allows students to follow the lives of a family like the Youngers, as each family member goes through a typical day. Through their tablets, students roam the larger historical community of Chicagos South Side from the 1940s to the 1960s, seeing scenes that the plays characters might have encountered if it were possible for them to move off the printed page and into actual historical events.

Quest Day 1: Using Primary Source Photographs

Students will compare primary source photographs of Chicagos South Side to the South Side presented in A Raisin in the Sun.


CCSS.ELA-Literacy.SL.7.5Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

CCSS.ELA-Literacy.RL.7.9Compare 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.

CCSS.ELA-Literacy.W.7.1Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.



Quest Day 2: Dissecting a Primary Source Document

Students will connect a primary source document of their choice to the ideas in A Raisin in the Sun. Each document choice refers students to a different passage of the play.


CCSS.ELA-Literacy.W.7.7Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.


Quest Day 3: Classroom Debate: What Did You Do Today?

Students will share their primary source texts with one another, and relate those texts to the characters of A Raisin in the Sun.




Quest Day 4: Dissecting a Primary Source Document II

Students will connect a primary source document of their choice to the ideas in A Raisin in the Sun. Each document choice refers students to a different passage of the play.


CCSS.ELA-Literacy.W.7.7Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.


Quest Day 5: Classroom Debate: Do We Stay or Do We Move?

Students will share their primary source texts with one another, and relate those texts to the characters of A Raisin in the Sun




Scope and Sequence 7th Grade, Unit C: Brain Science 23

Scope and Sequence7th Grade, Unit C: Brain Science


Phineas Gage: A Gruesome but True Story About Brain Science by John Fleischman

Lesson 1: Science vs. FictionPart 1

Students will look at pre-chosen passages from the text and video clips from old movies and describe what makes these engaging.

Phineas Gage, John Fleischman, Horrible Accident in Vermont

CCSS.ELA-Literacy.RI.7.5Analyze 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.


Lesson 2: Science vs. FictionPart 2

Students will apply the techniques that grabbed their attention in the videos to the text to describe the passages even more precisely. Then in a Writing Prompt, students will apply what they learned and write about a different passage from the text.




Lesson 3: But something goes wrong this time

Students will look at how the author moves out of sequence to tell a good story. By comparing the sequence of the blasting process with the account of Phineass accident, students will notice the ambiguity in the historical account of Phineass accident. They will explore how this ambiguity draws readers in and how it may also lead to misconceptions if readers dont read carefully.



CCSS.ELA-Literacy.RI.7.3Analyze 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).




Lesson 4: Phineas Has a Stroke of Luck

Students will identify the differences between an open brain injury and a closed brain injury.




Lesson 5: Wash Your Hands!

Students will learn about the science of bacteria and how they cause infection in order to help students grasp the limited medical knowledge available at the time and how that impacted Dr. Harlows treatment of Phineas.




Lesson 6: Phineas should have been dead

Students will explore what doctors did and didnt know in 1848 through rereading and discussion. Using their new knowledge, students will respond to a prompt arguing for whether or not Phineas should have died.




Lesson 7: Phineas Recovers Fully

Students choose the evidence that Dr. Harlow uses to declare Phineas fully recovered and then discuss what Phineas is missing in his recovery. Based on their rereading and discussion, students will respond to a prompt using evidence to describe why they believe that Phineas has or hasnt fully recovered.


CCSS.ELA-Literacy.RI.7.8Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.





Lesson 8: Flex Day



n/a CCSS.ELA-Literacy.W.7.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.



Lesson 9: A Tour of the Brain

Students will learn to integrate scientific diagrams and text to gain a working knowledge of the areas of the brain and their functions. This knowledge will help students grasp how the injury has affected Phineas.

Phineas Gage, John Fleischman, What We Thought About How We Thought


CCSS.ELA-Literacy.RI.7.7Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each mediums portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

Lesson 10: Diagnose Phineass Brain Injury

Students will practice synthesizing scientific evidence from the text and the brain diagrams to reach a conclusion in a writing prompt about what part of Phineass brain was affected by his injury.







Lesson 11: Phrenologists vs. Whole Brainers

Students will learn who the Phrenologists and the Whole Brainers are along with their theories on brain science and how they each used Phineas as proof of their theories. Further medical misconceptions will be exposed.


CCSS.ELA-Literacy. RI.7.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

CCSS.ELA-Literacy.RI.7.2Determine 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.

Lesson 12: Digging Up the Body: Harlow Rethinks Again!

Students will explore how Broca and Wernickes identification of brain areas changed brain theory into brain science, and how these discoveries impact Dr. Harlows thinking (or rethinking) about Phineass brain injury.

Phineas Gage, John Fleischman, Following Phineas Gage




Lesson 13: Flex Day








Demystifying the Adolescent Brain by Laurence Steinberg

Lesson 1: Brain Science 101

Students will be introduced to the new text, Demystifying the Adolescent Brain. Having studied a narrative non-fiction piece about brain science with Phineas Gage, students will look at the modern science of the brain, specifically the adolescent brain. They use text and images to understand the following scientific processes: synapse formation, synaptic pruning, and myelination.

Demystifying the Adolescent Brain, Laurence Steinberg, paragraphs 114

CCSS.ELA-Literacy. RI.7.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

Lesson 2: Dopamine and the Adolescent Brain

Students will learn about dopamine, another scientific term, and how it impacts adolescent behavior, by applying their new knowledge in a Writing Prompt.





Lesson 3: Hot Cognition and Cold Cognition

Students will build on their knowledge of the adolescent brain and learn about hot cognition and cold cognition, 2 scientific concepts.







Lesson 4: Flex Day






Quest: Perception Academy

Perception Academy is a series of linked activities that focus on brain disorders and how they affect what we perceive and how we respond to the world around us. Students move through the periods of a school day as though they have one of the perception disorders detailed in Oliver Sackss anthology. The Quest builds on the work students have been doing in Unit C: Brain Science to help them tackle and master this challenging, anecdotal, non-fiction text. The Quest also encourages students to continue reading in the sciences on their own.

Over the course of the Quest, students will also watch some videos, each presenting a testimony from a real person who experiences one of the disorders that students are studying. One of these testimonials comes from Dr. Sacks himself, who has face blindness, the inability to recognize faces. These videos serve not only to deepen student understanding, but to create empathy and respect for the people described in Sackss work. Students engage in a series of writing assignments during this Quest, as well as participate in a creative poster session.

Quest Day 1 Part 1 and 2: Introduction and Breakfast

Students will be introduced to the Quest. It begins with an audio simulation of a minor bus crash that happens to students on their way to school. The accident is the source of the brain injuries that impair the students perception throughout the Quest. Next, students have an augmented-reality simulation of breakfast, based on their brain disorders.

The Man Who Mistook His Wife for a Hat, Oliver Sacks

n/a



Quest Day 2 Part 3: English Video Interlude 1

Students will begin by reading case studies from the text and responding to several reading comprehension questions. Then, students will share what they learn with other members of the group with the same brain disorder. Finally, the group will make a poster that conveys to the class a summary of the groups condition.





Quest Day 3 Part 4: Recess Video Interlude 2

In groups, students will play a game that requires them to use textual evidence to figure out what the people in the case studies can and cant do based on their brain disorder.







Quest Day 4 Part 5: Drama Class; Video Interlude 3

Students with different conditions will pair up and work together to confront task scenarios that pose challenges for people with their disorders. Then the whole class will come together and different pairs will compare solutions.





Quest Day 5 Part 6: Final Assembly

Students will be put into groups comprised of different brain disorders to attend a grand finale in which each group pieces together the story of the bus accident to produce a complete account of the crash.



CCSS.ELA-Literacy.RI.7.2Determine 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.


The Man Who Mistook His Wife for a Hat by Oliver Sacks

Lesson 1: A Modern Phineas

Students will compare the case study Yes, Father-Sister to Phineas and his frontal-lobe damage to review Phineas Gage and to prepare for their essay in the essay unit.

The Man Who Mistook His Wife for a Hat, Oliver Sacks, Yes, Father-Sister

Phineas Gage, John Fleischman

CCSS.ELA-Literacy.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.

CCSS.ELA-Literacy.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.



Lesson 2: Flex Day






Lesson 3: Comparing Visual Neglect to Eyes Right

Students will use charts to compare 2 patients who suffer from a similar brain disorder in the video Visual Neglect and Eyes Right. Then students will examine and discuss a sample essay that compares the text and the video.

The Man Who Mistook His Wife for a Hat, Oliver Sacks, Eyes Right

Visual Neglect (video)


CCSS.ELA-Literacy.RI.7.7Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each mediums portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

Write an Essay

Lesson 1: Introduce the Essay

Students will find evidence of similar behaviors from Demystifying the Adolescent Brain and Phineas Gage and write the first body paragraph of their essays.


Demystifying the Adolescent Brain, Laurence Steinberg






Lesson 2: Write Body Paragraph 2

Students will write the second body paragraph of their essays and describe and explain their textual evidence to show how it supports their claims.





Lesson 3: Flex Day

Students will complete a Revision Assignment on adding or further developing their evidence. They will then read what they wrote and decide on the sequence of the body paragraphs in their essays.



Lesson 4: Introductions and Transitions

Students will write introductions that contain strong leads and work on transitions between paragraphs.





Lesson 5: Editing

Students will edit their essays and then share a part of their finished essay with the rest of the class.






Scope and Sequence 7th Grade, Unit D: Poetry & Poe 33

Scope and Sequence7th Grade, Unit D: Poetry & Poe


Poetry

Lesson 1: Seeing Silence

Students will be introduced to a close reading practice that they will use with increasing sophistication throughout this unit: visualizing, or making a mental picture of the objects and actions in a text. A 3-line D.H. Lawrence poem serves as the first example in a series of such readings. The poem creates one simple image and is about how much meaning can be in a simple image.

The White Horse, D.H. Lawrence

The Silence, Federico Garca Lorca

CCSS.ELA-LITERACY.RL.7.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Lesson 2: His notice sudden is...

Students will read Emily Dickinsons A narrow fellow in the grass, and will construct visualizations of each of the concatenated descriptions that compose the first few stanzas. The poem is intentionally cryptic about its subject, but students will discover that visualizing enables them to see that the poem is describing a snake throughout.

A narrow fellow in the grass, Emily Dickinson


CCSS.ELA-Literacy.RL.7.4Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

Lesson 3: And zero at the bone

Students will identify how particular words in the poem shape its meaning as they examine the narrators description of the snake over the course of the poem. Students will write analyses of how the snake is described, and how the speakers fear is described.

A narrow fellow in the grass, Emily Dickinson

CCSS.ELA-Literacy.RL.7.2Determine 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.




The Tell-Tale Heart by Edgar Allan Poe

Lesson 1: Read Like a Movie Director, Part 1

Working in the mode of a movie director, students will begin to create a series of mental storyboards of several complex moments in Poes text in order to reflect and deepen their understanding of the events being described. They will compare their visualization of what the narrator says is happening in the story to a professional storyboard artists interpretation of the same scenes. Students will focus on what the narrator believes about his own sanity.

The Tell-Tale Heart, Edgar Allan Poe


CCSS.ELA-Literacy.SL.7.2Analyze 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.

Lesson 2: Read Like a Movie Director, Part 2

Students will close read the final paragraphs of the story, and then use a software application to assemble 3 storyboards, using provided images of the characters, settings, actions, sounds, and thoughts. Their task in this activity is to present literally what the narrator believes is happening at the end of the story.




Lesson 3: Examining the Readers Perspective

Students will continue to close read the final paragraphs of the story, this time focusing on what the reader can infer is happening. Again, the students will use software to create a sequence of storyboards, this time from the readers perspective. Students will then compare and contrast their perspective with the narrators perspective. By analyzing, discussing, and then writing about the differences between their storyboards from the narrators perspective, and those from the readers perspective, they will develop a detailed understanding of what an unreliable narrator is.


CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.





Lesson 4: Flex Day: why will you say that I am mad?

Students will be directed to one of 4 options:

1. Work with their partners or individually to finish work on their storyboards.

2. Participate in an additional sharing session to point out the differences between the readers perspective and the narrators perspective, and how narrators can be unreliable.

3. Complete a Revision Assignment to add or further develop evidence in their writing from Lesson 3.

4. Practice a basic grammar skill and then complete a Revision Assignment.


CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.



Lesson 5: Debating the Narrators Sanity, Part 1

Individually and in groups, students will examine the legal conditions of insanity presented in The MNaghten Rule of 1843. Students are then introduced to the Debate App, which will be used to gather and prepare evidence for a debate on the narrators sanity. Using the app, students will work in teams to gather evidence from The Tell-Tale Heart and explain how each piece of evidence from the story meets a criterion for sanity or insanity.


The MNaghten Rule from Queen v. MNaghten (1843)


Lesson 6: Debating the Narrators Sanity, Part 2

Students will use the evidence they gathered in the previous lesson to argue for or against the narrators sanity, based on the legal conditions presented in The MNaghten Rule. Students will write opening arguments, counterarguments, and closing statements to be used during the debate.


The MNaghten Rule from Queen v. MNaghten (1843)

CCSS.ELA-Literacy.SL.7.4Present 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.

CCSS.ELA-Literacy.SL.7.3Delineate a speakers argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Scope and Sequence 7th Grade, Unit D: Poetry & Po

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