7th GradeEnglish - Quarter 3

Curriculum

J. P. KING, JR. MIDDLE SCHOOL501 Charles St.

Franklin, VA 23851(757) 562-4631jpk.fcpsva.org

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

English 7 Quarter 3 Snapshot

Reading Products:

• Poetry Analysis & Portfolio

• Google Slides Character Scrapbook or Google Tours Travel Journal

Authentic Writing Product:

• Poetry Portfolio

• Google Slides Character Scrapbook or Google Tours Travel Journal

Week Unit Info Vocabulary & Reading Focus Writing & Research Focus

19 Unit 3: Poetry Teacher-Selected Poems

• 7.4c Figurative language

• 7.5g Poetry

• 7.7a Writing as a process

• 7.7c Prewriting

• 7.7d Organize writing (poetry)

• 7.8 Commas for items in a series

20 Unit 3: Poetry Teacher-Selected Poems

• 7.5e Elements of poetry

• 7.5g Poetic devices

• 7.7a Writing as a process

• 7.7c Prewriting

• 7.7d Organize writing (poetry)

• 7.8 Commas for combining sentences

21

Unit 3: Poetry Teacher-Selected Poems Poetry Portfolio Due Week 21 Mini-Assessment

• 7.5e Elements of poetry

• 7.5g Poetic devices

• 7.7a Writing as a process

• 7.7c Prewriting

• 7.7d Organize writing (poetry)

• 7.8 Commas for combining sentences / fragments / run-ons

22

Unit 4: Civil Rights / Prejudice / Tolerance

Novel: The Watsons Go to Birmingham by Christopher Paul Curtis

• To be completed by the teacher using summative & formative assessment data (all standards have been taught)

• Data-driven mini-lessons

• 7.7a Writing as a process

• 7.7c Prewriting

• 7.7d Organize writing (poetry)

• 7.8 Fragments & Run-ons

23 Unit 4: Civil Rights / Prejudice /

Tolerance

• To be completed by the teacher using summative & formative assessment data (all standards have been taught)

• Data-driven mini-lessons

• 7.7a Writing as a process

• 7.7c Prewriting

• 7.7d Organize writing (poetry)

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

Novel: The Watsons Go to Birmingham by Christopher Paul Curtis

• 7.8 Commas with introductory elements (AWUBIS)

24

Unit 4: Civil Rights / Prejudice / Tolerance

Novel: The Watsons Go to Birmingham by Christopher Paul Curtis Week 15 Mini-Assessment

• To be completed by the teacher using summative & formative assessment data (all standards have been taught)

• Data-driven mini-lessons

• 7.7a Writing as a process

• 7.7c Prewriting

• 7.7d Organize writing (poetry)

• 7.8 Commas with introductory elements (AWUBIS) & direct address

25

Unit 4: Civil Rights / Prejudice / Tolerance

Novel: The Watsons Go to Birmingham by Christopher Paul Curtis

• To be completed by the teacher using summative & formative assessment data (all standards have been taught)

• Data-driven mini-lessons

• 7.7a Writing as a process

• 7.7c Prewriting

• 7.7d Organize writing (poetry)

• 7.8 Commas with transitions

26

Unit 4: Civil Rights / Prejudice / Tolerance

Novel: The Watsons Go to Birmingham by Christopher Paul Curtis Authentic Writing Product Due Benchmark Testing May Begin

• To be completed by the teacher using summative & formative assessment data (all standards have been taught)

• Data-driven mini-lessons

• 7.7a Writing as a process

• 7.7c Prewriting

• 7.7d Organize writing (poetry)

• 7.8 Commas with interrupters

27

Unit 4: Civil Rights / Prejudice / Tolerance

Novel: The Watsons Go to Birmingham by Christopher Paul Curtis Benchmark Testing

• To be completed by the teacher using summative & formative assessment data (all standards have been taught)

• Data-driven mini-lessons

• Review writing and grammar skills (data-driven)

• On Demand Writing Assessment

• Writing Benchmark

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

Week: 19 UNIT 3: Poetry

STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE

NEW CONTENT:

Word Analysis:

• 7.4c) Identify and analyze the construction and impact of figurative language. Reading:

• 7.5e) Identify elements and characteristics of a variety of genres. o Understand that poetry can by rhymed, unrhymed, and/or patterned.

• 7.5g) Describe the impact of word choice, imagery, and literary devices, including figurative language, in an author’s style.

o Analyze elements of an author’s style, including word choice to develop tone; imagery; and figurative language.

o Recognize and analyze the impact of an author’s choice of sound devices, including rhyme, rhythm, repetition, alliteration, and onomatopoeia.

Writing:

• 7.7a) Engage in writing as a recursive process. o Understand that writing requires a recursive process that includes planning, drafting, revising, editing, and publishing.

• 7.7c) Use a variety of prewriting strategies to generate and organize ideas. o Use a variety of prewriting strategies.

• 7.7d) Organize writing structure to fit form or topic. o Analyze and use mentor texts as models for writing.

• 7.8 TSW self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English

o Understand that correct use of language enhances writing and avoids confusing or distracting the reader. o Use complete sentences with appropriate punctuation.

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

SPIRALED CONTENT: Spiraled content is continuously integrated in class discussions, questions, and/or activities to help students master and enhance skills.

Word Analysis:

• 7.4a) Identify word origins and derivations.

• 7.4b) Use roots, affixes, synonyms, and antonyms to expand vocabulary.

• 7.4d) Identify connotations.

• 7.4e) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.

• 7.4f) Use word-reference materials to determine meanings and etymology. Reading:

• 7.5a) Describe the elements of narrative structure including setting, character development, plot, theme, and conflict and how they influence each other.

• 7.5b) Identify and explain the theme(s).

• 7.5c) Identify cause and effect relationships and their impact on plot.

• 7.5d) Differentiate between first and third person point-of-view.

• 7.5f) Compare and contrast various forms and genres of fictional text.

• 7.5h) Compare/contrast details in literary and informational nonfiction texts.

• 7.5i) Make inferences and draw conclusions based on the text.

• 7.5j) Use reading strategies to monitor comprehension throughout the reading process.

Writing:

• 7.8b) Use pronoun-antecedent agreement to include indefinite pronouns.

• 7.8c) Use subject-verb agreement with intervening phrases and clauses.

• 7.8d) Edit for verb tense consistency and point of view.

• 7.8e) Use quotation marks with dialogue and direct quotations.

Essential Questions Recommended Activities /

Strategies Recommended Resources Vocabulary

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

Thematic Unit & Standards-Based Essential Questions:

• Explain how poetry and prose are different.

• How can poetry be used for reflective writing?

• Why does analyzing a poem require a different approach than analyzing a passage?

• How are literary devices used to enhance poetry and its meaning? (i.e., rhyme, meter, stanza, form, diction, imagery, figurative language)

• How does a reader analyze a poem for understand and meaning? (i.e., paraphrasing, reading from punctuaciton mark to punctuation mark , figurative language)

• How can different poetic forms be useful for conveying different ideas?

Review: Figurative Language Mini-Lesson: Elements of Poetry Read Poems to Identify and Analyze Figurative Language & Poetic Devices Poetry Portfolio

• Monthly Writing o Drafting Poems

Prezi: Figurative Language Flocabulary: Figurative Language Reading Folder (Drive) Prezi: Poetic Devices Poetic Devices & Figurative Language Handout Lesson Idea: Musical Poetry eReading: Poetic Devices Flocabulary: What is Poetry? Reading Folder (Drive) Poetry 180 Poetry 180 Middle School Sample Poetry Unit Poem Exemplars by Grade Level American Poetry 7th Grade Unit Reading Folder (Drive) Poetry Portfolio

• By the end of the month, students will create a poetry portfolio with poems that reflect on important moments

Academic Vocabulary: 1. Poetry 2. Stanza 3. Rhyme 4. Rhythm 5. Repetition 6. Alliteration 7. Onomatopoeia 8. Imagery 9. Simile 10. Metaphor 11. Personification 12. Hyperbole 13. Figurative Language

Fab Vocab:

1. TO BE DETERMINED BY TEACHER BASED ON STUDENT NEEDS

VDOE RESOURCES

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

Mini-Lesson: Commas for Items in a Series / Listing

• Include lesson on the function / purpose of conjunctions (FANBOYS)

and people from their own lives.

• Students should include the following types of poems in their portfolios: haiku, limerick, ballad, couplet, quatrain, and free verse o The teacher may include

other types of fun poems, such as concrete poems, as well

• Reading Folder (Drive) Commas for Items in a Series (Listing)

• Khan Academy Video: Punctuating a List

• Comma Rules Handout

• Comma Packet (by rule)

• Comma Activities by Grade Level

• Writing Folder (Drive)

VDOE English Homepage Text Dependent Questions Computer Adaptive Testing Tabbed Reading Passages Practice TestNav 8 Practice Items Using Statewide Results to Guide Instruction Online Writing Resources Vocabulary Resources English Sample Lesson Plans Released Tests & Item Sets

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

Week: 20 UNIT 3: Poetry

STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE

NEW CONTENT:

Word Analysis:

• 7.4c) Identify and analyze the construction and impact of figurative language. Reading:

• 7.5e) Identify elements and characteristics of a variety of genres. o Understand that poetry can by rhymed, unrhymed, and/or patterned.

• 7.5g) Describe the impact of word choice, imagery, and literary devices, including figurative language, in an author’s style.

o Analyze elements of an author’s style, including word choice to develop tone; imagery; and figurative language.

o Recognize and analyze the impact of an author’s choice of sound devices, including rhyme, rhythm, repetition, alliteration, and onomatopoeia.

Writing:

• 7.7a) Engage in writing as a recursive process. o Understand that writing requires a recursive process that includes planning, drafting, revising, editing, and publishing.

• 7.7c) Use a variety of prewriting strategies to generate and organize ideas. o Use a variety of prewriting strategies.

• 7.7d) Organize writing structure to fit form or topic. o Analyze and use mentor texts as models for writing.

• 7.8 TSW self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English

o Understand that correct use of language enhances writing and avoids confusing or distracting the reader. o Use complete sentences with appropriate punctuation.

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

SPIRALED CONTENT: Spiraled content is continuously integrated in class discussions, questions, and/or activities to help students master and enhance skills.

Word Analysis:

• 7.4a) Identify word origins and derivations.

• 7.4b) Use roots, affixes, synonyms, and antonyms to expand vocabulary.

• 7.4d) Identify connotations.

• 7.4e) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.

• 7.4f) Use word-reference materials to determine meanings and etymology. Reading:

• 7.5a) Describe the elements of narrative structure including setting, character development, plot, theme, and conflict and how they influence each other.

• 7.5b) Identify and explain the theme(s).

• 7.5c) Identify cause and effect relationships and their impact on plot.

• 7.5d) Differentiate between first and third person point-of-view.

• 7.5f) Compare and contrast various forms and genres of fictional text.

• 7.5h) Compare/contrast details in literary and informational nonfiction texts.

• 7.5i) Make inferences and draw conclusions based on the text.

• 7.5j) Use reading strategies to monitor comprehension throughout the reading process.

Writing:

• 7.8b) Use pronoun-antecedent agreement to include indefinite pronouns.

• 7.8c) Use subject-verb agreement with intervening phrases and clauses.

• 7.8d) Edit for verb tense consistency and point of view.

• 7.8e) Use quotation marks with dialogue and direct quotations.

Essential Questions Recommended Activities /

Strategies Recommended Resources Vocabulary

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

Thematic Unit & Standards-Based Essential Questions:

• Explain how poetry and prose are different.

• How can poetry be used for reflective writing?

• Why does analyzing a poem require a different approach than analyzing a passage?

• How are literary devices used to enhance poetry and its meaning? (i.e., rhyme, meter, stanza, form, diction, imagery, figurative language)

• How does a reader analyze a poem for understand and meaning? (i.e., paraphrasing, reading from punctuaciton mark to punctuation mark , figurative language)

• How can different poetic forms be useful for conveying different ideas?

Review: Elements of Poetry & Poetic Devices Mini-Lesson: Types of Poems Read Poems to Identify and Analyze Figurative Language & Poetic Devices

• Mini-Lesson: Analyzing Poems

Prezi: Poetic Devices Poetic Devices & Figurative Language Handout Lesson Idea: Musical Poetry eReading: Poetic Devices Flocabulary: What is Poetry? Reading Folder (Drive) Prezi: Types of Poetry Quizlet: Types of Poems Resource: A Guide to the Many Types of Poetry Resource: Poetry for Kids Reading Folder (Drive) Poetry 180 Poetry 180 Middle School Sample Poetry Unit Poem Exemplars by Grade Level American Poetry 7th Grade Unit What Does Poetry Mean to You? Unit Resource: How to Analyze a Poem in 6 Steps Poetry Station Idea

Academic Vocabulary: 1. Poetry 2. Stanza 3. Imagery 4. Rhyme 5. Rhythm 6. Repetition 7. Alliteration 8. Onomatopoeia 9. Limerick 10. Ballad 11. Free Verse 12. Quatrain 13. Couplet

Fab Vocab:

1. TO BE DETERMINED BY TEACHER BASED ON STUDENT NEEDS

VDOE RESOURCES

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

Poetry Portfolio

• Monthly Writing o Drafting Poems

Mini-Lesson: Commas for Combining Sentences

Reading Folder (Drive) Poetry Portfolio

• By the end of the month, students will create a poetry portfolio with poems that reflect on important moments and people from their own lives.

• Students should include the following types of poems in their portfolios: haiku, limerick, ballad, couplet, quatrain, and free verse o The teacher may include

other types of fun poems, such as concrete poems, as well

• Reading Folder (Drive) Commas for Combining Sentences

• Khan Academy Video: Simple & Compound Sentences

• K12 Reader Commas

• IXL Commas for Compound Sentences

• Comma Rules Handout

• Comma Packet (by rule)

• Comma Activities by Grade Level

• Quill

• NoRedInk

• Writing Folder (Drive)

VDOE English Homepage Text Dependent Questions Computer Adaptive Testing Tabbed Reading Passages Practice TestNav 8 Practice Items Using Statewide Results to Guide Instruction Online Writing Resources Vocabulary Resources English Sample Lesson Plans Released Tests & Item Sets

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

Week: 21 UNIT 3: Poetry

STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE

NEW CONTENT:

Word Analysis:

• 7.4c) Identify and analyze the construction and impact of figurative language. Reading:

• 7.5e) Identify elements and characteristics of a variety of genres. o Understand that poetry can by rhymed, unrhymed, and/or patterned.

• 7.5g) Describe the impact of word choice, imagery, and literary devices, including figurative language, in an author’s style.

o Analyze elements of an author’s style, including word choice to develop tone; imagery; and figurative language.

o Recognize and analyze the impact of an author’s choice of sound devices, including rhyme, rhythm, repetition, alliteration, and onomatopoeia.

Writing:

• 7.7a) Engage in writing as a recursive process. o Understand that writing requires a recursive process that includes planning, drafting, revising, editing, and publishing.

• 7.7c) Use a variety of prewriting strategies to generate and organize ideas. o Use a variety of prewriting strategies.

• 7.7d) Organize writing structure to fit form or topic. o Analyze and use mentor texts as models for writing.

• 7.8 TSW self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English

o Understand that correct use of language enhances writing and avoids confusing or distracting the reader. o Use complete sentences with appropriate punctuation.

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

SPIRALED CONTENT: Spiraled content is continuously integrated in class discussions, questions, and/or activities to help students master and enhance skills.

Word Analysis:

• 7.4a) Identify word origins and derivations.

• 7.4b) Use roots, affixes, synonyms, and antonyms to expand vocabulary.

• 7.4d) Identify connotations.

• 7.4e) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.

• 7.4f) Use word-reference materials to determine meanings and etymology. Reading:

• 7.5a) Describe the elements of narrative structure including setting, character development, plot, theme, and conflict and how they influence each other.

• 7.5b) Identify and explain the theme(s).

• 7.5c) Identify cause and effect relationships and their impact on plot.

• 7.5d) Differentiate between first and third person point-of-view.

• 7.5f) Compare and contrast various forms and genres of fictional text.

• 7.5h) Compare/contrast details in literary and informational nonfiction texts.

• 7.5i) Make inferences and draw conclusions based on the text.

• 7.5j) Use reading strategies to monitor comprehension throughout the reading process.

Writing:

• 7.8b) Use pronoun-antecedent agreement to include indefinite pronouns.

• 7.8c) Use subject-verb agreement with intervening phrases and clauses.

• 7.8d) Edit for verb tense consistency and point of view.

• 7.8e) Use quotation marks with dialogue and direct quotations.

Essential Questions Recommended Activities /

Strategies Recommended Resources Vocabulary

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

Thematic Unit & Standards-Based Essential Questions:

• Explain how poetry and prose are different.

• How can poetry be used for reflective writing?

• Why does analyzing a poem require a different approach than analyzing a passage?

• How are literary devices used to enhance poetry and its meaning? (i.e., rhyme, meter, stanza, form, diction, imagery, figurative language)

• How does a reader analyze a poem for understand and meaning? (i.e., paraphrasing, reading from punctuaciton mark to punctuation mark , figurative language)

• How can different poetic forms be useful for conveying different ideas?

Week 21 Mini-Assessment Review: Elements of Poetry & Poetic Devices Mini-Lesson: Types of Poems Read Poems to Identify and Analyze Figurative Language & Poetic Devices

• Mini-Lesson: Analyzing Poems

Prezi: Poetic Devices Poetic Devices & Figurative Language Handout Lesson Idea: Musical Poetry eReading: Poetic Devices Flocabulary: What is Poetry? Reading Folder (Drive) Prezi: Types of Poetry Quizlet: Types of Poems Resource: A Guide to the Many Types of Poetry Resource: Poetry for Kids Reading Folder (Drive) Poetry 180 Poetry 180 Middle School Sample Poetry Unit Poem Exemplars by Grade Level American Poetry 7th Grade Unit What Does Poetry Mean to You? Unit

Academic Vocabulary: 1. Poetry 2. Stanza 3. Imagery 4. Rhyme 5. Rhythm 6. Repetition 7. Alliteration 8. Onomatopoeia 9. Limerick 10. Ballad 11. Free Verse 12. Quatrain 13. Couplet

Fab Vocab:

1. TO BE DETERMINED BY TEACHER BASED ON STUDENT NEEDS

VDOE RESOURCES

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

Poetry Portfolio

• Monthly Writing o Drafting Poems

Mini-Lesson: Commas for Combining Sentences

• Mini-Lesson: Identifying & Editing Run-on Sentences (including comma splices)

Resource: How to Analyze a Poem in 6 Steps Poetry Station Idea Reading Folder (Drive) Poetry Portfolio

• By the end of the month, students will create a poetry portfolio with poems that reflect on important moments and people from their own lives.

• Students should include the following types of poems in their portfolios: haiku, limerick, ballad, couplet, quatrain, and free verse o The teacher may include

other types of fun poems, such as concrete poems, as well

• Reading Folder (Drive) Commas for Combining Sentences

• K12 Reader Commas

• IXL Commas for Compound Sentences

• Comma Rules Handout

• Comma Packet (by rule)

• Comma Activities by Grade Level

• Quill

• NoRedInk

• Writing Folder (Drive)

VDOE English Homepage Text Dependent Questions Computer Adaptive Testing Tabbed Reading Passages Practice TestNav 8 Practice Items Using Statewide Results to Guide Instruction Online Writing Resources Vocabulary Resources English Sample Lesson Plans Released Tests & Item Sets

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

Week: 22 UNIT 2: Civil Rights / Prejudice / Tolerance

STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE

SPIRALED CONTENT: Spiraled content is continuously integrated in class discussions, questions, and/or activities to help students master and enhance skills.

Word Analysis:

• 7.4a) Identify word origins and derivations.

• 7.4b) Use roots, affixes, synonyms, and antonyms to expand vocabulary.

• 7.4c) Identify and analyze the construction and impact of figurative language.

• 7.4d) Identify connotations.

• 7.4e) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.

• 7.4f) Use word-reference materials to determine meanings and etymology. Reading:

• 7.5a) Describe the elements of narrative structure including setting, character development, plot, theme, and conflict and how they influence each other.

• 7.5b) Identify and explain the theme(s).

• 7.5c) Identify cause and effect relationships and their impact on plot.

• 7.5d) Differentiate between first and third person point-of-view.

• 7.5e) Identify elements and characteristics of a variety of genres.

• 7.5f) Compare and contrast various forms and genres of fictional text.

• 7.5g) Describe the impact of word choice, imagery, and literary devices including figurative language in an author’s style.

• 7.5h) Compare/contrast details in literary and informational nonfiction texts.

• 7.5i) Make inferences and draw conclusions based on the text.

• 7.5j) Use reading strategies to monitor comprehension throughout the reading process.

• 7.6a) Skim materials using text features including type, headings, and graphics to predict and categorize information.

• 7.6b) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.

• 7.6c) Make inferences and draw logical conclusions using explicit and implied textual evidence.

• 7.6d) Differentiate between fact and opinion.

• 7.6e) Identify the source, viewpoint, and purpose of texts.

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

• 7.6f) Describe how word choice and language structure convey an author’s viewpoint.

• 7.6g) Identify the main idea.

• 7.6h) Summarize text identifying supporting details.

• 7.6i) Create an objective summary including main idea and supporting details.

• 7.6j) Identify cause and effect relationships.

• 7.6k) Organize and synthesize information for use in written and other formats.

• 7.6l) Analyze ideas within and between selections providing textual evidence.

• 7.6m) Use reading strategies to monitor comprehension throughout the reading process. Writing:

• 7.7a) Engage in writing as a recursive process. o Understand that writing requires a recursive process that includes planning, drafting, revising, editing, and publishing.

• 7.7j) Use transition words and phrases within and between paragraphs. o Choose an appropriate strategy for organizing ideas, such as comparison/contrast, cause and effect, etc., and provide

transitions between ideas.

• 7.7n) Revise writing for clarity of content including specific vocabulary and information. o Understand that effective writing has been improved through revision. o Apply revising procedures in peer and self-review, including

rereading; reflecting; rethinking; and rewriting to clarify, elaborate, and make writing more precise.

o Revise drafts for improvement using teacher assistance, peer collaboration, and growing independence.

• 7.8 TSW self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English

o Understand that correct use of language enhances writing and avoids confusing or distracting the reader. o Use complete sentences with appropriate punctuation.

Essential Questions Recommended Activities /

Strategies Recommended Resources Vocabulary

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

Thematic Unit Essential Questions:

• Why did the United States need a Civil Rights Movement in the 1950s and 1960s if America is founded on freedom and equality?

• What are the dangers of indifference? What is the result of prejudice?

• What is the role and responsibility of the individual in society?

• Why is it important to overlook differences and to embrace individuality? How does this help our society?

Standards-Based Essential Questions:

• How does having command of the conventions of Standard English grammar and usage help us to become better readers and writers?

• Why is it important to be able to differentiate between

Mini-Lessons are data-driven

• Focus on skills that students still need to master (data from benchmark, mini-assessment, and blueprint)

• Historic Areas of Growth (as demonstrated on SDBQ) o Making Inferences /

Drawing Conclusions o Organizational Patterns o Vocabulary o Main Idea o Analyzing author’s

purpose / word choice o Nonfiction (Informational

Text) o Poetry

Novel

• Introduce novel / author / historical context

• Continue focusing plot development, characterization, word choice, and inferences while reading the novel

• Response to Literature

Reading Folder (Drive) The Watsons Go to Birmingham by Christopher Paul Curtis

• Achieve3000: Fifty Years Later

• Achieve3000: Carrying on the Message

• Achieve3000: Teen Takes Her Place in History

Academic Vocabulary: 1. TO BE DETERMINED

BY TEACHER BASED ON STUDENT NEEDS

Fab Vocab:

2. TO BE DETERMINED BY TEACHER BASED ON STUDENT NEEDS

VDOE RESOURCES

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

complete sentences and sentence fragments?

• Explain how adhering to writing conventions of Standard English help to convey meaning.

• Use novel as mentor text for sentence structure / comma rules.

• Possible Activity: WebQuest / Scavenger Hunt about Civil Rights Movement

Poetry Portfolio

• Monthly Writing o Drafting Poems

Mini-Lesson: Identifying & Editing Fragments

• Later in the week include run-ons

• Achieve3000: Freedom Riders

• Achieve3000: An American Hero

• Newsela Text Set: The Watsons Go to Birmingham

• The Watsons Go to Birmingham Novel Guide (Drive)

Finalize poetry portfolios this week Fragments and Run-ons

• Identifying & Editing Fragments & Run-ons

• Sentence Fragments & run-on Sentences

• Fragments & Run-ons Jeopardy

• Quill

• NoRedInk

• Writing Folder (Drive)

VDOE English Homepage Text Dependent Questions Computer Adaptive Testing Tabbed Reading Passages Practice TestNav 8 Practice Items Using Statewide Results to Guide Instruction Online Writing Resources Vocabulary Resources English Sample Lesson Plans Released Tests & Item Sets

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

Week: 23 UNIT 2: Civil Rights / Prejudice / Tolerance

STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE

SPIRALED CONTENT: Spiraled content is continuously integrated in class discussions, questions, and/or activities to help students master and enhance skills.

Word Analysis:

• 7.4a) Identify word origins and derivations.

• 7.4b) Use roots, affixes, synonyms, and antonyms to expand vocabulary.

• 7.4c) Identify and analyze the construction and impact of figurative language.

• 7.4d) Identify connotations.

• 7.4e) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.

• 7.4f) Use word-reference materials to determine meanings and etymology. Reading:

• 7.5a) Describe the elements of narrative structure including setting, character development, plot, theme, and conflict and how they influence each other.

• 7.5b) Identify and explain the theme(s).

• 7.5c) Identify cause and effect relationships and their impact on plot.

• 7.5d) Differentiate between first and third person point-of-view.

• 7.5e) Identify elements and characteristics of a variety of genres.

• 7.5f) Compare and contrast various forms and genres of fictional text.

• 7.5g) Describe the impact of word choice, imagery, and literary devices including figurative language in an author’s style.

• 7.5h) Compare/contrast details in literary and informational nonfiction texts.

• 7.5i) Make inferences and draw conclusions based on the text.

• 7.5j) Use reading strategies to monitor comprehension throughout the reading process.

• 7.6a) Skim materials using text features including type, headings, and graphics to predict and categorize information.

• 7.6b) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.

• 7.6c) Make inferences and draw logical conclusions using explicit and implied textual evidence.

• 7.6d) Differentiate between fact and opinion.

• 7.6e) Identify the source, viewpoint, and purpose of texts.

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

• 7.6f) Describe how word choice and language structure convey an author’s viewpoint.

• 7.6g) Identify the main idea.

• 7.6h) Summarize text identifying supporting details.

• 7.6i) Create an objective summary including main idea and supporting details.

• 7.6j) Identify cause and effect relationships.

• 7.6k) Organize and synthesize information for use in written and other formats.

• 7.6l) Analyze ideas within and between selections providing textual evidence.

• 7.6m) Use reading strategies to monitor comprehension throughout the reading process. Writing:

• 7.7a) Engage in writing as a recursive process. o Understand that writing requires a recursive process that includes planning, drafting, revising, editing, and publishing.

• 7.7b) Choose intended audience and purpose. o Identify intended audience and purpose.

• 7.7c) Use a variety of prewriting strategies to generate and organize ideas. o Use a variety of prewriting strategies.

• 7.7d) Organize writing structure to fit form or topic. o Analyze and use mentor texts as models for writing.

• 7.8 TSW self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English

o Understand that correct use of language enhances writing and avoids confusing or distracting the reader. o Use complete sentences with appropriate punctuation.

Essential Questions Recommended Activities /

Strategies Recommended Resources Vocabulary

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

Thematic Unit Essential Questions:

• Why did the United States need a Civil Rights Movement in the 1950s and 1960s if America is founded on freedom and equality?

• What are the dangers of indifference? What is the result of prejudice?

• What is the role and responsibility of the individual in society?

• Why is it important to overlook differences and to embrace individuality? How does this help our society?

Standards-Based Essential Questions:

• How does having command of the conventions of Standard English grammar and usage help us to

Mini-Lessons are data-driven

• Focus on skills that students still need to master (data from benchmark, mini-assessment, and blueprint)

• Historic Areas of Growth (as demonstrated on SDBQ) o Making Inferences /

Drawing Conclusions o Organizational Patterns o Vocabulary o Main Idea o Analyzing author’s

purpose / word choice o Nonfiction (Informational

Text) o Poetry

Novel

• Pages 1-31

• Continue focusing plot development, characterization, word choice, and inferences while reading the novel

Reading Folder (Drive) The Watsons Go to Birmingham by Christopher Paul Curtis

• Newsela: Flint Water Update

• Newsela: Flint Residents Angry

Academic Vocabulary: 1. TO BE DETERMINED

BY TEACHER BASED ON STUDENT NEEDS

Fab Vocab:

1. TO BE DETERMINED BY TEACHER BASED ON STUDENT NEEDS

VDOE RESOURCES

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

become better readers and writers?

• Why is important to use textual evidence to support an assertion?

• How can understanding characters’ motives help us to analyze texts and author’s purpose?

• Explain how adhering to writing conventions of Standard English help to convey meaning.

• Response to Literature

• Use novel as mentor text for sentence structure / comma rules.

Monthly Writing Project

• Google Slides Character Scrapbook (Printable 5A)

• Google Tours Travel Journal (Printable 5B)

Commas with Introductory Elements

• AWUBIS

• Achieve3000: Teen Takes Her Place in History

• Achieve3000: Freedom Riders

• Achieve3000: An American Hero

• Newsela Text Set: The Watsons Go to Birmingham

• The Watsons Go to Birmingham Novel Guide (Drive)

Google Slides Character Scrapbook & Travel Journal Character Scrapbook Rubric Travel Journal Rubric Commas with Introductory Elements

• Khan Academy: Commas and Introductory Elements

• Commas and Introductory Elements

• Commas After Introductory Elements Guided Practice

• Writing Folder (Drive)

VDOE English Homepage Text Dependent Questions Computer Adaptive Testing Tabbed Reading Passages Practice TestNav 8 Practice Items Using Statewide Results to Guide Instruction Online Writing Resources Vocabulary Resources English Sample Lesson Plans Released Tests & Item Sets

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

Week: 24 UNIT 2: Civil Rights / Prejudice / Tolerance

STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE

SPIRALED CONTENT: Spiraled content is continuously integrated in class discussions, questions, and/or activities to help students master and enhance skills.

Word Analysis:

• 7.4a) Identify word origins and derivations.

• 7.4b) Use roots, affixes, synonyms, and antonyms to expand vocabulary.

• 7.4c) Identify and analyze the construction and impact of figurative language.

• 7.4d) Identify connotations.

• 7.4e) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.

• 7.4f) Use word-reference materials to determine meanings and etymology. Reading:

• 7.5a) Describe the elements of narrative structure including setting, character development, plot, theme, and conflict and how they influence each other.

• 7.5b) Identify and explain the theme(s).

• 7.5c) Identify cause and effect relationships and their impact on plot.

• 7.5d) Differentiate between first and third person point-of-view.

• 7.5e) Identify elements and characteristics of a variety of genres.

• 7.5f) Compare and contrast various forms and genres of fictional text.

• 7.5g) Describe the impact of word choice, imagery, and literary devices including figurative language in an author’s style.

• 7.5h) Compare/contrast details in literary and informational nonfiction texts.

• 7.5i) Make inferences and draw conclusions based on the text.

• 7.5j) Use reading strategies to monitor comprehension throughout the reading process.

• 7.6a) Skim materials using text features including type, headings, and graphics to predict and categorize information.

• 7.6b) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.

• 7.6c) Make inferences and draw logical conclusions using explicit and implied textual evidence.

• 7.6d) Differentiate between fact and opinion.

• 7.6e) Identify the source, viewpoint, and purpose of texts.

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

• 7.6f) Describe how word choice and language structure convey an author’s viewpoint.

• 7.6g) Identify the main idea.

• 7.6h) Summarize text identifying supporting details.

• 7.6i) Create an objective summary including main idea and supporting details.

• 7.6j) Identify cause and effect relationships.

• 7.6k) Organize and synthesize information for use in written and other formats.

• 7.6l) Analyze ideas within and between selections providing textual evidence.

• 7.6m) Use reading strategies to monitor comprehension throughout the reading process. Writing:

• 7.7a) Engage in writing as a recursive process. o Understand that writing requires a recursive process that includes planning, drafting, revising, editing, and publishing.

• 7.7b) Choose intended audience and purpose. o Identify intended audience and purpose.

• 7.7c) Use a variety of prewriting strategies to generate and organize ideas. o Use a variety of prewriting strategies.

• 7.7d) Organize writing structure to fit form or topic. o Analyze and use mentor texts as models for writing.

• 7.8 TSW self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English

o Understand that correct use of language enhances writing and avoids confusing or distracting the reader. o Use complete sentences with appropriate punctuation.

Essential Questions Recommended Activities /

Strategies Recommended Resources Vocabulary

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

Thematic Unit Essential Questions:

• Why did the United States need a Civil Rights Movement in the 1950s and 1960s if America is founded on freedom and equality?

• What are the dangers of indifference? What is the result of prejudice?

• What is the role and responsibility of the individual in society?

• Why is it important to overlook differences and to embrace individuality? How does this help our society?

Standards-Based Essential Questions:

• How does having command of the conventions of Standard English grammar and usage help us to

Mini-Lessons are data-driven

• Focus on skills that students still need to master (data from benchmark, mini-assessment, and blueprint)

• Historic Areas of Growth (as demonstrated on SDBQ) o Making Inferences /

Drawing Conclusions o Organizational Patterns o Vocabulary o Main Idea o Analyzing author’s

purpose / word choice o Nonfiction (Informational

Text) o Poetry

Novel

• Pages 32-63

• Continue focusing plot development, characterization, word choice, and inferences while reading the novel

Reading Folder (Drive) The Watsons Go to Birmingham by Christopher Paul Curtis

• Achieve3000: President – Just Say No to Bullying

• Achieve3000: Schools Take Steps to Stop Bullies

Academic Vocabulary: 1. TO BE DETERMINED

BY TEACHER BASED ON STUDENT NEEDS

Fab Vocab:

1. TO BE DETERMINED BY TEACHER BASED ON STUDENT NEEDS

VDOE RESOURCES

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

become better readers and writers?

• Why is important to use textual evidence to support an assertion?

• How can understanding characters’ motives help us to analyze texts and author’s purpose?

• How can understanding the function of introductory elements in sentences not only improve our writing but also improve our comprehension of difficult texts?

• Explain how adhering to writing conventions of Standard English help to convey meaning.

• Response to Literature

• Use novel as mentor text for sentence structure / comma rules.

Monthly Writing Project

• Google Slides Character Scrapbook (Printable 5A)

• Google Tours Travel Journal (Printable 5B)

Commas with Introductory Elements

• AWUBIS

• Direct Address

• Newsela Text Set: The Watsons Go to Birmingham

• The Watsons Go to Birmingham Novel Guide (Drive)

Google Slides Character Scrapbook & Travel Journal Character Scrapbook Rubric Travel Journal Rubric Commas with Introductory Elements

• Khan Academy: Commas and Introductory Elements

• Commas and Introductory Elements

• Commas After Introductory Elements Guided Practice

• Writing Folder (Drive)

VDOE English Homepage Text Dependent Questions Computer Adaptive Testing Tabbed Reading Passages Practice TestNav 8 Practice Items Using Statewide Results to Guide Instruction Online Writing Resources Vocabulary Resources English Sample Lesson Plans Released Tests & Item Sets

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

Week: 25 UNIT 2: Civil Rights / Prejudice / Tolerance

STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE

SPIRALED CONTENT: Spiraled content is continuously integrated in class discussions, questions, and/or activities to help students master and enhance skills.

Word Analysis:

• 7.4a) Identify word origins and derivations.

• 7.4b) Use roots, affixes, synonyms, and antonyms to expand vocabulary.

• 7.4c) Identify and analyze the construction and impact of figurative language.

• 7.4d) Identify connotations.

• 7.4e) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.

• 7.4f) Use word-reference materials to determine meanings and etymology. Reading:

• 7.5a) Describe the elements of narrative structure including setting, character development, plot, theme, and conflict and how they influence each other.

• 7.5b) Identify and explain the theme(s).

• 7.5c) Identify cause and effect relationships and their impact on plot.

• 7.5d) Differentiate between first and third person point-of-view.

• 7.5e) Identify elements and characteristics of a variety of genres.

• 7.5f) Compare and contrast various forms and genres of fictional text.

• 7.5g) Describe the impact of word choice, imagery, and literary devices including figurative language in an author’s style.

• 7.5h) Compare/contrast details in literary and informational nonfiction texts.

• 7.5i) Make inferences and draw conclusions based on the text.

• 7.5j) Use reading strategies to monitor comprehension throughout the reading process.

• 7.6a) Skim materials using text features including type, headings, and graphics to predict and categorize information.

• 7.6b) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. Writing:

• 7.7a) Engage in writing as a recursive process.

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

o Understand that writing requires a recursive process that includes planning, drafting, revising, editing, and publishing.

• 7.7b) Choose intended audience and purpose. o Identify intended audience and purpose.

• 7.7c) Use a variety of prewriting strategies to generate and organize ideas. o Use a variety of prewriting strategies.

• 7.7d) Organize writing structure to fit form or topic. o Analyze and use mentor texts as models for writing.

• 7.8 TSW self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English

o Understand that correct use of language enhances writing and avoids confusing or distracting the reader. o Use complete sentences with appropriate punctuation.

Essential Questions Recommended Activities /

Strategies Recommended Resources Vocabulary

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

Thematic Unit Essential Questions:

• Why did the United States need a Civil Rights Movement in the 1950s and 1960s if America is founded on freedom and equality?

• What are the dangers of indifference? What is the result of prejudice?

• What is the role and responsibility of the individual in society?

• Why is it important to overlook differences and to embrace individuality? How does this help our society?

Standards-Based Essential Questions:

• How does having command of the conventions of Standard English grammar and usage help us to

Mini-Lessons are data-driven

• Focus on skills that students still need to master (data from benchmark, mini-assessment, and blueprint)

• Historic Areas of Growth (as demonstrated on SDBQ) o Making Inferences /

Drawing Conclusions o Organizational Patterns o Vocabulary o Main Idea o Analyzing author’s

purpose / word choice o Nonfiction (Informational

Text) o Poetry

Novel

• Pages 64-99

• Continue focusing plot development, characterization, word choice, and inferences while reading the novel

Reading Folder (Drive) The Watsons Go to Birmingham by Christopher Paul Curtis

• Newsela Text Set: Poverty

• Newsela Text Set: Poverty & Its Ramifications

Academic Vocabulary: 1. TO BE DETERMINED

BY TEACHER BASED ON STUDENT NEEDS

Fab Vocab:

1. TO BE DETERMINED BY TEACHER BASED ON STUDENT NEEDS

VDOE RESOURCES

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

become better readers and writers?

• Why is important to use textual evidence to support an assertion?

• How can understanding characters’ motives help us to analyze texts and author’s purpose?

• How can understanding the function of introductory elements in sentences not only improve our writing but also improve our comprehension of difficult texts?

• Explain how adhering to writing conventions of Standard English help to convey meaning.

• Response to Literature

• Use novel as mentor text for sentence structure / comma rules.

Monthly Writing Project

• Google Slides Character Scrapbook (Printable 5A)

• Google Tours Travel Journal (Printable 5B)

Commas with Transition Words

• Newsela Text Set: Food Justice

• Newsela Text Set: The Watsons Go to Birmingham

• The Watsons Go to Birmingham Novel Guide (Drive)

Google Slides Character Scrapbook & Travel Journal Character Scrapbook Rubric Travel Journal Rubric Transition Words

• Grammar Bytes Punctuation Practice

• Complete List of Transitions

• Writing Folder (Drive)

VDOE English Homepage Text Dependent Questions Computer Adaptive Testing Tabbed Reading Passages Practice TestNav 8 Practice Items Using Statewide Results to Guide Instruction Online Writing Resources Vocabulary Resources English Sample Lesson Plans Released Tests & Item Sets

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

Week: 26 UNIT 2: Civil Rights / Prejudice / Tolerance

STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE

SPIRALED CONTENT: Spiraled content is continuously integrated in class discussions, questions, and/or activities to help students master and enhance skills.

Word Analysis:

• 7.4a) Identify word origins and derivations.

• 7.4b) Use roots, affixes, synonyms, and antonyms to expand vocabulary.

• 7.4c) Identify and analyze the construction and impact of figurative language.

• 7.4d) Identify connotations.

• 7.4e) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.

• 7.4f) Use word-reference materials to determine meanings and etymology. Reading:

• 7.5a) Describe the elements of narrative structure including setting, character development, plot, theme, and conflict and how they influence each other.

• 7.5b) Identify and explain the theme(s).

• 7.5c) Identify cause and effect relationships and their impact on plot.

• 7.5d) Differentiate between first and third person point-of-view.

• 7.5e) Identify elements and characteristics of a variety of genres.

• 7.5f) Compare and contrast various forms and genres of fictional text.

• 7.5g) Describe the impact of word choice, imagery, and literary devices including figurative language in an author’s style.

• 7.5h) Compare/contrast details in literary and informational nonfiction texts.

• 7.5i) Make inferences and draw conclusions based on the text.

• 7.5j) Use reading strategies to monitor comprehension throughout the reading process.

• 7.6a) Skim materials using text features including type, headings, and graphics to predict and categorize information.

• 7.6b) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.

• 7.6c) Make inferences and draw logical conclusions using explicit and implied textual evidence.

• 7.6d) Differentiate between fact and opinion.

• 7.6e) Identify the source, viewpoint, and purpose of texts.

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

• 7.6f) Describe how word choice and language structure convey an author’s viewpoint.

• 7.6g) Identify the main idea.

• 7.6h) Summarize text identifying supporting details.

• 7.6i) Create an objective summary including main idea and supporting details.

• 7.6j) Identify cause and effect relationships.

• 7.6k) Organize and synthesize information for use in written and other formats.

• 7.6l) Analyze ideas within and between selections providing textual evidence.

• 7.6m) Use reading strategies to monitor comprehension throughout the reading process. Writing:

• 7.7a) Engage in writing as a recursive process. o Understand that writing requires a recursive process that includes planning, drafting, revising, editing, and publishing.

• 7.7b) Choose intended audience and purpose. o Identify intended audience and purpose.

• 7.7c) Use a variety of prewriting strategies to generate and organize ideas. o Use a variety of prewriting strategies.

• 7.7d) Organize writing structure to fit form or topic. o Analyze and use mentor texts as models for writing.

• 7.8 TSW self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English

o Understand that correct use of language enhances writing and avoids confusing or distracting the reader. o Use complete sentences with appropriate punctuation.

Essential Questions Recommended Activities /

Strategies Recommended Resources Vocabulary

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

Thematic Unit Essential Questions:

• Why did the United States need a Civil Rights Movement in the 1950s and 1960s if America is founded on freedom and equality?

• What are the dangers of indifference? What is the result of prejudice?

• What is the role and responsibility of the individual in society?

• Why is it important to overlook differences and to embrace individuality? How does this help our society?

Standards-Based Essential Questions:

• How does having command of the conventions of Standard English grammar and usage help us to

BENCHMARK TESTING WILL PROBABLY BEGIN THIS

WEEK. Mini-Lessons are data-driven

• Focus on skills that students still need to master (data from benchmark, mini-assessment, and blueprint)

• Historic Areas of Growth (as demonstrated on SDBQ) o Making Inferences /

Drawing Conclusions o Organizational Patterns o Vocabulary o Main Idea o Analyzing author’s

purpose / word choice o Nonfiction (Informational

Text) o Poetry

Novel

• Pages 100 - 137

Benchmark Review Reading Folder (Drive) The Watsons Go to Birmingham by Christopher Paul Curtis

Academic Vocabulary: 1. TO BE DETERMINED

BY TEACHER BASED ON STUDENT NEEDS

Fab Vocab:

1. TO BE DETERMINED BY TEACHER BASED ON STUDENT NEEDS

VDOE RESOURCES

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

become better readers and writers?

• Why is important to use textual evidence to support an assertion?

• How can understanding characters’ motives help us to analyze texts and author’s purpose?

• How can understanding the function of introductory elements in sentences not only improve our writing but also improve our comprehension of difficult texts?

• Explain how adhering to writing conventions of Standard English help to convey meaning.

• Continue focusing plot development, characterization, word choice, and inferences while reading the novel

• Response to Literature

• Use novel as mentor text for sentence structure / comma rules.

Monthly Writing Project

• Google Slides Character Scrapbook (Printable 5A)

• Google Tours Travel Journal (Printable 5B)

Commas with Nonessential Elements

• Interrupters

• Ultra Glide Car Record Player

• Article: Record Players Were the Car Infotainments Centers of the 50s & 60s

• Newsela Text Set: The Watsons Go to Birmingham

• The Watsons Go to Birmingham Novel Guide (Drive)

Google Slides Character Scrapbook & Travel Journal Character Scrapbook Rubric Travel Journal Rubric Nonessential Phrases & Clauses (Interrupters)

• Grammar Bytes Punctuation Practice

• Purdue OWL Practice

• Practice Sheets

• Writing Folder (Drive)

VDOE English Homepage Text Dependent Questions Computer Adaptive Testing Tabbed Reading Passages Practice TestNav 8 Practice Items Using Statewide Results to Guide Instruction Online Writing Resources Vocabulary Resources English Sample Lesson Plans Released Tests & Item Sets

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

Week: 27 UNIT 2: Civil Rights / Prejudice / Tolerance

STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE

SPIRALED CONTENT: Spiraled content is continuously integrated in class discussions, questions, and/or activities to help students master and enhance skills.

Word Analysis:

• 7.4a) Identify word origins and derivations.

• 7.4b) Use roots, affixes, synonyms, and antonyms to expand vocabulary.

• 7.4c) Identify and analyze the construction and impact of figurative language.

• 7.4d) Identify connotations.

• 7.4e) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.

• 7.4f) Use word-reference materials to determine meanings and etymology. Reading:

• 7.5a) Describe the elements of narrative structure including setting, character development, plot, theme, and conflict and how they influence each other.

• 7.5b) Identify and explain the theme(s).

• 7.5c) Identify cause and effect relationships and their impact on plot.

• 7.5d) Differentiate between first and third person point-of-view.

• 7.5e) Identify elements and characteristics of a variety of genres.

• 7.5f) Compare and contrast various forms and genres of fictional text.

• 7.5g) Describe the impact of word choice, imagery, and literary devices including figurative language in an author’s style.

• 7.5h) Compare/contrast details in literary and informational nonfiction texts.

• 7.5i) Make inferences and draw conclusions based on the text.

• 7.5j) Use reading strategies to monitor comprehension throughout the reading process.

• 7.6a) Skim materials using text features including type, headings, and graphics to predict and categorize information.

• 7.6b) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.

• 7.6c) Make inferences and draw logical conclusions using explicit and implied textual evidence.

• 7.6d) Differentiate between fact and opinion.

• 7.6e) Identify the source, viewpoint, and purpose of texts.

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

• 7.6f) Describe how word choice and language structure convey an author’s viewpoint.

• 7.6g) Identify the main idea.

• 7.6h) Summarize text identifying supporting details.

• 7.6i) Create an objective summary including main idea and supporting details.

• 7.6j) Identify cause and effect relationships.

• 7.6k) Organize and synthesize information for use in written and other formats.

• 7.6l) Analyze ideas within and between selections providing textual evidence.

• 7.6m) Use reading strategies to monitor comprehension throughout the reading process. Writing:

• 7.7a) Engage in writing as a recursive process. o Understand that writing requires a recursive process that includes planning, drafting, revising, editing, and publishing.

• 7.7b) Choose intended audience and purpose. o Identify intended audience and purpose.

• 7.7c) Use a variety of prewriting strategies to generate and organize ideas. o Use a variety of prewriting strategies.

• 7.7d) Organize writing structure to fit form or topic. o Analyze and use mentor texts as models for writing.

• 7.8 TSW self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English

o Understand that correct use of language enhances writing and avoids confusing or distracting the reader. o Use complete sentences with appropriate punctuation.

Essential Questions Recommended Activities /

Strategies Recommended Resources Vocabulary

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

Thematic Unit Essential Questions:

• Why did the United States need a Civil Rights Movement in the 1950s and 1960s if America is founded on freedom and equality?

• What are the dangers of indifference? What is the result of prejudice?

• What is the role and responsibility of the individual in society?

• Why is it important to overlook differences and to embrace individuality? How does this help our society?

Standards-Based Essential Questions:

• How does having command of the conventions of Standard English grammar and usage help us to

BENCHMARK TESTING Mini-Lessons are data-driven

• Focus on skills that students still need to master (data from benchmark, mini-assessment, and blueprint)

• Historic Areas of Growth (as demonstrated on SDBQ) o Making Inferences /

Drawing Conclusions o Organizational Patterns o Vocabulary o Main Idea o Analyzing author’s

purpose / word choice o Nonfiction (Informational

Text) o Poetry

Novel

• Pages 137 - 161

• Continue focusing plot development, characterization, word

Benchmark Review Reading Folder (Drive) The Watsons Go to Birmingham by Christopher Paul Curtis

• WHRO: The Birmingham Campaign

• Birmingham 1963

Academic Vocabulary: 1. TO BE DETERMINED

BY TEACHER BASED ON STUDENT NEEDS

Fab Vocab:

1. TO BE DETERMINED BY TEACHER BASED ON STUDENT NEEDS

VDOE RESOURCES

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 7 CURRICULUM GUIDE

become better readers and writers?

• Why is important to use textual evidence to support an assertion?

• How can understanding characters’ motives help us to analyze texts and author’s purpose?

• How can understanding the function of introductory elements in sentences not only improve our writing but also improve our comprehension of difficult texts?

• Explain how adhering to writing conventions of Standard English help to convey meaning.

choice, and inferences while reading the novel

• Response to Literature

• Use novel as mentor text for sentence structure / comma rules.

Monthly Writing Project

• Reflective Writing Assignment

Commas with Nonessential Elements

• Interrupters

• Closers

• Birmingham Children’s Crusade

• Newsela Text Set: The Watsons Go to Birmingham

• The Watsons Go to Birmingham Novel Guide (Drive)

10 Unique and Creative Reflective Writing Activities Writing Prompts for Middle School Nonessential Phrases & Clauses (Interrupters)

• Grammar Bytes Punctuation Practice

• Purdue OWL Practice

• Practice Sheets

• Writing Folder (Drive)

VDOE English Homepage Text Dependent Questions Computer Adaptive Testing Tabbed Reading Passages Practice TestNav 8 Practice Items Using Statewide Results to Guide Instruction Online Writing Resources Vocabulary Resources English Sample Lesson Plans Released Tests & Item Sets