District Overview:

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

Grade 7 Description:

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

Grade 7 Units:

Unit 1: Story Elements: Fiction and Non-fiction Unit 2: Short Story: Character, Plot, Setting Unit 3: The Cay – Whole Group Literature Circle Unit 4: Analyzing Theme and Point of View Unit 5: Style, Mood, Tone and Figurative Language Unit 6: Informational Text Unit 7: Literature Circles

Subject: Reading Grade: 7 Suggested Timeline: 4 weeks

Unit Title: Story Elements: Fiction and Non-Fiction

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

Unit Essential Questions: What skills do successful readers possess? What literary elements relate to fiction and non-fiction text? How do readers use text features and structure to deepen their understanding of a text? Why do authors write for a variety of purposes? How will collaboration with peers assist with understanding of text? How do various sources of texts and media enhance understanding?

Unit Objectives: Students will develop an understanding of themselves as readers. Students will develop habits of mind for engaging with a variety of texts. Students will self-select appropriate texts and apply self-monitoring skills. Students will prepare for and engage in a range of collaborative conversations to deepen their own and others’ understandings of texts. Students will cite textual evidence to support analysis of text. Students will identify and analyze literary elements from a variety of texts. Students will analyze the impact of word choices on meaning and tone. Students will apply comprehension strategies to increase proficiency in understanding complex texts across fiction and non-fiction texts. Students will utilize multi-media sources to support understanding of a topic. Students will write routinely to process their thinking about texts.

Focus Standards Addressed in this Unit: CC.1.2.7.E and CC.1.3.7.E - Analyze the structure of the text CC.1.2.7.F and CC.1.3.7.F - Determine the meaning of words and phrases CC.1.2.7.C - Analyze the interactions between individuals, events, and ideas in a text

CC1.3.7.B - Cite several pieces of textual evidence to support analysis of what the text says explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text

Important Standards Addressed in this Unit: CC.1.2.7.H - Evaluate an author’s argument, reasoning, and specific claims CC.1.3.7.K - Read and comprehend literary fiction on grade level, reading independently and proficiently CC.1.5.7.A - Engage effectively in a range of collaborative discussions CC.1.4 - Writing Students write for different purposes and audiences

Misconceptions: Students believe that good readers read fast and have a large vocabulary knowledge base. Students believe that literary elements are the same as what elementary students have learned. Students believe finding support for text needs to be long and encompasses a lot of research time. Students believe proving what you read is difficult to do.

Concepts/Content: Literary elements Text features Text structure Use of schema Making inferences Speaking to communicate Listening and responding Engaging in discussion Determining importance Visualizing Questioning Monitor comprehension Summarizing Synthesizing Vocabulary building skills

Competencies/Skills: Identify literary elements, genre,

and author’s purpose of text Use literary elements in writing Use word origins to understand

word meaning Use context clues to understand

text Analyze text Make inferences while reading

text Discuss evidence to support

responses Predict outcomes of text Use critical thinking skills

Description of Activities: Students will participate in hybrid learning

stations for: literary elements, genres Students will read and discuss a variety of texts Students will learn vocabulary terms through

various activities: on-line review, Quizlet, etc. Students will use strategies like Talk to the Text

to analyze details and prepare for discussions Students will collaborate with peers to present

and defend ideas

Assessments: Story assessments

Vocabulary quiz Classwork assignments

Interdisciplinary Connections: Reading non-fiction (science, social studies) Using digital tools (Google Classroom, Quizlet, online text) Creating multi-media documents

Additional Resources: Approved Literature Textbook Approved Supplemental Resources Teacher created materials Forms and Elements of Literature, McDonald Figurative Language, McDonald Literary Genres, McDonald

Subject: Reading Grade: 7 Suggested Timeline: 4 – 5 weeks

Unit Title: Short Story: Character, Setting and Plot

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

Unit Essential Questions: How do the characterization, conflict and plot of a work of non-fiction differ from those of a work of fiction? What makes fiction narrative different from other types of writing? What are the main characteristics of a short story? How does the setting drive the plot of a story?

Unit Objectives: Students will follow the sequence of events in literature. Students will use details and facts to draw conclusions. Students will understand the importance of setting in literature. Students will examine and analyze characters from various forms of literature. Students will use context to determine word meaning.

Focus Standards Addressed in this Unit: CC.1.3.7.B - Cite several pieces of textual evidence to support analysis CC.1.3.7.C - Analyze how particular elements of a story or drama interact and how setting shapes the characters or plot CC.1.3.7.E - Analyze how the structure or form of a text contributes to its meaning CC.1.3.7.F - Determine the meaning of words and phrases CC.1.3.7.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases CC.1.3.7.J - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases CC.1.3.7.K - Read and comprehend literary fiction on grade level

Important Standards Addressed in this Unit: CC.1.2.7.E - Analyze the structure of the text through evaluation of the author’s use of graphics CC.1.2.7.G - Compare and contrast a text to an audio, video, or multimedia version of the text

CC.1.4.7.A - Write informative/explanatory texts to examine a topic CC.1.4.7.G - Write arguments to support claims CC.1.4.7.M - Write narratives to develop real or imagined experiences or events

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

Concepts/Content: Text features Text structure Use of schema Making inferences Speaking to communicate Listening and responding Engaging in discussion Determining importance Visualizing Questioning Monitor comprehension Summarizing Synthesizing Determining bias Author’s purpose Vocabulary building skills

Competencies/Skills: Cite text evidence to support

reasoning Analyze elements of story Write narratives Use Latin roots Acquire and use general academic

words Analyze and evaluate characters Evaluate the plot using a diagram Justify reasoning Interpret figures of speech Conduct short research Write explanatory texts to

examine a topic Analyze text structure Write arguments to support

claims

Description of Activities: Students will participate in hybrid learning

stations for: plot structure, text features Students will read and discuss a variety of texts Students will learn vocabulary terms through

various activities: on-line review, Quizlet, etc. Students will use strategies like Talk to the Text

to analyze details and prepare for discussions Students will collaborate with peers to present

and defend ideas Students will write and present a book report Students will create a poster using a media

format related to setting

Assessments: Story assessments Vocabulary quiz Classwork assignments

Presentation

Interdisciplinary Connections: Using digital tools (Google Classroom, Quizlet, online text) Creating media documents (Google Drawing, Slide Show) Writing in various formats Conducting research related to historical event

Additional Resources: Approved Literature Textbook Approved Supplemental Resources Teacher created materials

Subject: Reading Grade: 7 Suggested Timeline: 5 weeks

Unit Title: The Cay – Whole Group Literature Circle

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

Unit Essential Questions: How do the beliefs and values of your parents shape your own beliefs and values? What causes a person to modify his/her beliefs and values? How are opinions and behaviors impacted by first impressions? If you suddenly found yourself sightless, how would your prejudices, behaviors and expectations change? What can we do, individually and collectively, to eliminate prejudice in the classroom and the larger community?

Unit Objectives: Students will read independently and examine the literary elements. Students will record notes to prepare for literature group discussions. Students will actively participate in weekly literature group discussions. Students will identify character traits. Students will analyze the plot using a diagram and notes. Students will explore the setting and research facts. Students will write a compare/contrast essay. Students will discuss the differences between media versions of the story. Students will use literature as a resource to explore ideas and decisions, as well as political and social issues.

Focus Standards Addressed in this Unit: CC.1.3.7.A - Determine a theme or central idea of a text CC.1.3.7.B - Cite several pieces of textual evidence to support analysis of what the text says CC.1.3.7.C - Analyze how particular elements of a story or drama interact CC.1.3.7.D - Analyze how an author develops and contrasts the points of view CC.1.3.7.E - Analyze how the structure or form of a text contributes to its meaning CC.1.3.7.F - Determine the meaning of words and phrases as they are used CC.1.3.7.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases CC.1.3.7.K - Read and comprehend literary fiction CC.1.4.7.A Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly

CC.1.4.7.B Identify and introduce the topic clearly CC.1.4.7.C Develop and analyze the topic with relevant facts, definitions, concrete details, quotations CC.1.4.7.D Organize ideas, concepts, and information CC.1.4.7.F Demonstrate a grade appropriate command of the conventions of standard English grammar CC.1.5.7.A Engage effectively in a range of collaborative discussions

Important Standards Addressed in this Unit: CC.1.3.7.G - Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the

effects of techniques unique to each medium CC.1.3.7.H - Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a

means of understanding how authors of fiction use or alter history CC.1.3.7.J - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases

Misconceptions: Students believe literature circles are a lot of work and time consuming. Students believe some character roles are not important. Students believe reading and understanding the dialect does not teach anything. Students believe the teacher is my audience, the only person who will read my writing. What “I” think does not matter. In order to begin writing, students believe one needs a clear topic / thesis.

Concepts/Content: Text features Text structure Use of schema Making inferences Speaking to communicate Listening and responding Engaging in discussion Determining importance Visualizing Questioning Monitor comprehension Summarizing Synthesizing Determining bias

Competencies/Skills: Model appropriate reading

strategies Cite text evidence to support

reasoning Analyze elements of story Write an informative piece Use Latin roots Acquire and use general academic

words Analyze and evaluate characters Evaluate the plot using a diagram Justify reasoning Interpret and understand dialect Conduct short research

Description of Activities: Students will participate in collaborative

literature circle groups Students will read and discuss chapters Students will journal and take notes on reading Students will learn vocabulary terms through

various activities: on-line review, Quizlet, etc. Students will use strategies like bookmarks,

quote and question, etc. to analyze details and prepare for discussions

Students will collaborate with peers to present and defend ideas

Students will write a media analysis

Author’s purpose Vocabulary building skills Informative writing Compare / contrast media

formats Researching

Analyze text structure Examine media formats Identify themes

Assessments: Story assessments (quiz and test) Vocabulary quizzes Classwork assignments Group work

Interdisciplinary Connections: Using digital tools (Google Classroom, Google Maps, Quizlet) Creating media documents (digital journal, map) Writing in various formats Conducting research related to historical facts Mapping region / trip

Additional Resources: The Cay by Theodore Taylor – novel The Cay – teacher resources Teacher created materials Approved District resources

Subject: Reading Grade: 7 Suggested Timeline: 4-6 weeks

Unit Title: Analyzing Theme and Point of View

Unit Overview/Essential Understanding: This unit introduces students to the concepts of "theme” and “point of view." Students will look at both nonfiction and fiction texts. They will

analyze how point of view determines what information is included, how it reflects the author’s bias, and conveys the theme. Students will then apply these concepts by creating their own media project demonstrating their understanding.

Unit Essential Questions: Why is theme important? Is the theme of a story always interpreted in the same way? How does a reader identify the theme in a piece of writing? How does comparing and contrasting themes from various pieces of literature increase understanding? What is point of view? How do authors develop different points of view in a variety of genres? How does a change in point of view affect our perception? How can a certain point of view that a writer chooses influence a reader? How do omniscient, first-person, and third-person limited points of view differ and what impact do they have on a reader's

understanding of the text? How can point of view change the theme of a story?

Unit Objectives: Students will discuss writing techniques used by authors to power their themes. Students will understand that theme represents a view or comment on life. Students will analyze texts to discover similar themes. Students will locate themes and provide textual support their ideas. Students will identify various types of points of view in texts. Students will examine text to discuss the impact of point of view on the theme. Students will comprehend how different points of view affect the interpretation of a piece of fiction.

Focus Standards Addressed in this Unit: CC.1.2.7.A - Determine two or more central ideas in a text and analyze their development CC.1.3.7.A - Determine a theme or central idea of a text and analyze its development CC.1.2.7.D - Determine an author’s point of view or purpose in a text CC.1.3.7.D - Analyze how an author develops and contrasts the points of view of different characters CC.1.2.7.I - Analyze how two or more authors present and interpret facts on the same topic CC.1.3.7.H - Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period CC.1.3.7.C - Analyze how particular elements of a story or drama interact

Important Standards Addressed in this Unit:

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

Misconceptions: Students believe there are only three points of view. Students believe the theme of a literary work can be summed up in one word. Students believe first person point of view is easy to write. Students believe a literary work only ever contains one point of view. Students believe dialogue has no point of view. Students believe the theme and main idea of a selection are the same. Students believe only one theme can apply to a literary selection. Students believe non-fiction texts do not have themes.

Concepts/Content: Context clues Identifying themes Citing evidence Analyzing development of text Making inferences Analyzing literary elements Identifying points of view Speaking to communicate

Competencies/Skills: Cite text evidence to support

reasoning Analyze elements of story Write reflections Use Latin roots Acquire and use general academic

words Analyze and evaluate characters

Description of Activities: Students will read and discuss a variety of texts Students will learn vocabulary terms through

various activities: on-line review, Quizlet, etc. Students will use strategies like Talk to the Text

to analyze details and prepare for discussions Students will use a plot chart to demonstrate

understanding of the elements Students will track perspectives of characters in

Listening and responding Engaging in discussion Determining importance Visualizing Questioning Monitor comprehension Summarizing Synthesizing Determining bias Author’s purpose Vocabulary building skills Journal writing

Evaluate and identify the theme Justify reasoning Analyze text structure Learn how suffixes affect word

meaning Use events to predict outcomes Understand the role of characters

in a story Understand the point of view Identify the main idea and

supporting details

journal entries Students will complete a Point of View ID activity Students will respond to Text Dependent

Questions Students will complete a theme tree diagram for

literature selections Students will participate in small group

discussion sharing evidence and ideas

Assessments: Story assessments Vocabulary quiz Classwork assignments Journal entries

Interdisciplinary Connections: Using digital tools (Google Classroom, Quizlet, online text) Creating media documents (journal) Writing in various formats Informational reading related to science / history topics

Additional Resources: Approved Literature Textbook Approved Supplemental Resources Teacher created materials

Subject: Reading Grade: 7 Suggested Timeline: 4 weeks

Unit Title: Style, Mood, Tone and Figurative Language

Unit Overview/Essential Understanding: This unit introduces students to the concepts of "mood, tone, style and figurative language." Students will look at both nonfiction and fiction texts. First, they will understand what style is and why authors use it to enhance other literary elements that they have already studied this year (plot, character, and setting). Second, they will learn the difference between mood and tone in various texts. This will help to develop their understanding of the literal statements and figurative ones. As they analyze the author’s style of writing use of mood and tone, they will

understand how it influences one’s understanding and interpretation of the text. Finally, they will discuss how the use of figurative language impacts the literal meaning of a text. Students will apply their learning as they examine various forms of prose and poetry.

Unit Essential Questions: What is style? What elements converge to form a writer’s style and how does each play a unique role? What are some ways that readers deconstruct literary style? How does an author’s background contribute to his/her writing style? How are literary devices used to enhance written selections and its meaning? How are mood and tone different? How do mood and tone contribute to the effect of a literature selection? What is the purpose of figurative language?

Unit Objectives: Students will demonstrate understanding of style as a core concept by recognizing and identifying key details from text and incorporate

those details into a set of notes for journal. Students will use academic language and content specific vocabulary related to selected texts. Students will examine the author’s style by writing a paragraph examining the elements the author uses to convey his/her personal

writing style. Students will analyze how literary elements (style, mood and tone) interact within texts. Students will determine the meaning of words and phrases as they are used in a text, including figurative language and connotative

meanings. Students will write narratives to develop real or imagined experiences or events.

Focus Standards Addressed in this Unit: CC.1.2.7.B - Cite several pieces of textual evidence to support analysis of what the text says CC.1.3.7.B - Cite several pieces of textual evidence to support analysis of what the text says CC.1.2.7.C - Analyze the interactions between individuals, events, and ideas in a text CC.1.3.7.C - Analyze how particular elements of a story or drama interact a CC.1.2.7.D - Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from

that of others CC.1.2.7.E - Analyze the structure of the text through evaluation of the author’s use of graphics, charts. and the major sections CC.1.3.7.E - Analyze how the structure or form of a text contributes to its meaning CC.1.2.7.F - Determine the meaning of words and phrases CC.1.3.7.F - Determine the meaning of words and phrases as they are used in grade-level reading and content

CC.1.3.7.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases CC.1.2.7.H - Evaluate an author’s argument, reasoning, and specific claims CC.1.3.7.H - Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a

means of understanding how authors of fiction use or alter history CC.1.2.7.I - Analyze how two or more authors present and interpret facts on the same topic CC.1.2.7.J - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases CC.1.3.7.J - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases CC.1.2.7.K - Determine or clarify the meaning of unknown and multiple-meaning words and phrases CC.1.2.7.L - Read and comprehend literary nonfiction and informational text on grade level CC.1.3.7.K - Read and comprehend literary fiction on grade level

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

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

Concepts/Content: Visualizing Context clues Foreshadowing Citing evidence Analyzing development of text Making inferences

Competencies/Skills: Cite text evidence to support

reasoning Analyze elements of story Write reflections Use Latin roots Acquire and use general academic

Description of Activities: Students will read and discuss a variety of texts. Students will learn vocabulary terms through

various activities: on-line review, Quizlet, etc. Students will use strategies like Talk to the Text

to analyze details and prepare for discussions Students will use a plot chart to demonstrate

Analyzing literary elements: plot, setting, character, POV, theme

Speaking to communicate Listening and responding Engaging in discussion Determining importance Questioning Monitor comprehension Summarizing Synthesizing Analyzing figurative language:

hyperbole, simile, metaphor, personification, onomatopoeia, oxymoron, allusion, and idiom

Vocabulary building skills Journal writing

words Analyze and evaluate characters Evaluate and identify the tone and

mood Justify reasoning for style Analyze text structure Learn how suffixes affect word

meaning Use events to predict outcomes Understand the role of characters

in a story Understand the style Identify the figurative language

understanding of the elements Students will complete a literary devices journal

activity Students will respond to Text Dependent

Questions Students will complete listening activities related

to figurative language Students will participate in small group

discussion sharing/editing/revising written narratives

Students will participate in hybrid learning activities related to style, mood, tone and figurative language

Assessments: Story assessments Vocabulary quiz Classwork assignments Journal entries Hybrid station activities

Interdisciplinary Connections: Using digital tools (Google Classroom, Quizlet, on-line text) Creating media documents (journal, hybrid station, art

portraits) Writing in various formats Informational reading related to art / science / history topics

Additional Resources: Approved Literature Textbook Approved Supplemental Resources Teacher created materials

Subject: Reading Grade: 7 Suggested Timeline: 4 weeks

Unit Title: Informational Text

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

Unit Essential Questions:

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

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

appropriate formatting, graphics, and multimedia.

Focus Standards Addressed in this Unit: CC.1.2.7.A - Determine two or more central ideas in a text and analyze their development over the course of the text CC.1.2.7.B - Cite several pieces of textual evidence to support analysis of what the text says CC.1.2.7.C - Analyze the interactions between individuals, events, and ideas CC.1.2.7.D - Determine an author’s point of view or purpose in a text CC.1.2.7.E - Analyze the structure of the text through evaluation of the author’s use of graphics, charts. and the major sections CC.1.2.7.F - Determine the meaning of words and phrases as they are used in grade-level reading CC.1.2.7.G - Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the

subject CC.1.2.7.H - Evaluate an author’s argument, reasoning, and specific claims CC.1.2.7.I - Analyze how two or more authors present and interpret facts on the same topic CC.1.2.7.L - Read and comprehend literary nonfiction and informational text on grade level

Important Standards Addressed in this Unit: CC.1.2.7.J - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases CC.1.2.7.K - Determine or clarify the meaning of unknown and multiple-meaning words and phrases

CC.1.4.7.A - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly CC.1.4.7.D - Organize ideas, concepts, and information using strategies CC.1.4.7.E - Write with an awareness of the stylistic aspects of composition CC.1.5.7.D - Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts,

details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation CC.1.5.7.F - Include multimedia components and visual displays in presentations

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

Concepts/Content: Visualizing Context clues Citing evidence Text structures Analyzing development of text Making inferences Analyzing literary elements:

setting, character, POV, theme Speaking to communicate Listening and responding Engaging in discussion Determining importance Questioning Predicting outcomes Cause and effect Monitor comprehension Summarizing Synthesizing Vocabulary building skills

Competencies/Skills: Use events in a story to predict

outcomes Understand the literary elements:

setting, character, POV, theme, Symbolism Understand word origins Use context clues to determine

word meaning Sequence events from a story Identify theme through a

selection’s characters and events Understand the relationship

between cause and effect Cite evidence to support ideas,

infographics, etc. Create infographic based on

research Present information using media

source

Description of Activities: Students will read and discuss a variety of texts Students will learn vocabulary terms through

various activities: on-line review, Quizlet, etc. Students will use strategies like Read Around the

Text, KIM vocabulary, and Two-Column note taking to analyze details and prepare for discussions

Students will complete journal activities related to content

Students will respond to Text Dependent Questions

Students will complete listening activities related to content (ex: Titanic - Discovery Education)

Students will participate in small group discussion sharing/editing/revising written pieces

Students will research topics of interest and create infographics to present

Journal writing

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

Interdisciplinary Connections: Using digital tools (Google Classroom, Quizlet, on-line text) Creating media documents (journal, hybrid station, art

portraits) Writing in various formats Informational reading related to art / science / history topics

Additional Resources: Approved Literature Textbook Approved Supplemental Resources Teacher created materials

Subject: Reading Grade: 7 Suggested Timeline: 5 weeks (two times per school year)

Unit Title: Literature Circles

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

Unit Essential Questions: What are literature circles? What does a good discussion look like / sound like?

What is the individual’s role in making a discussion run smoothly? What strategies can be used to deepen conversations about novels?

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

Focus Standards Addressed in this Unit: CC.1.3.7.A - Determine a theme or central idea of a text CC.1.3.7.B - Cite several pieces of textual evidence to support analysis of what the text says CC.1.3.7.C - Analyze how particular elements of a story or drama interact CC.1.3.7.D - Analyze how an author develops and contrasts the points of view CC.1.3.7.E - Analyze how the structure or form of a text contributes to its meaning CC.1.3.7.F - Determine the meaning of words and phrases as they are used CC.1.3.7.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases CC.1.3.7.K - Read and comprehend literary fiction CC.1.4.7.A - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly CC.1.4.7.B - Identify and introduce the topic clearly CC.1.4.7.C - Develop and analyze the topic with relevant facts, definitions, concrete details, quotations CC.1.4.7.D - Organize ideas, concepts, and information CC.1.4.7.F - Demonstrate a grade appropriate command of the conventions of standard English grammar CC.1.5.7.A - Engage effectively in a range of collaborative discussions

Important Standards Addressed in this Unit: CC.1.3.7.J - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases CC.1.5.7.D - Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts,

details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation

CC.1.5.7.F - Include multimedia components and visual displays in presentations CC.1.5.7.G - Demonstrate command of the conventions of standard English

Misconceptions: Students believe literature circles are a lot of work and time consuming. Students believe that some character roles are not important. Students believe reading and understanding the dialect does not teach anything. Students believe the teacher is my audience, the only person who will read my writing. What “I” think does not matter. In order to begin writing, students think that one needs a clear topic / thesis.

Concepts/Content: Text structure Predicting Citing text evidence Comparing / contrasting Qualities of a good discussion Identifying important information Building vocabulary Using flexible strategies to identify

unknown words Analyzing and interpreting text Making inferences Identifying genre characteristics Analyzing descriptive details Identifying literary elements:

characterization/simile/metaphor/o analogy/tone

Identifying point of view Using figurative language Using sketches and illustrations to

spark ideas Developing criteria for effective

writing Practice active listening

Competencies/Skills: Model appropriate reading

strategies Cite text evidence to support

reasoning Analyze elements of story Acquire and use general academic

words Analyze and evaluate characters Evaluate the plot using a diagram Justify reasoning Interpret and understand

vocabulary Conduct short research Analyze text structure Examine media formats Plan and present information Identify themes

Description of Activities: Students will participate in collaborative

literature circle groups Students will read daily and discuss chapters

weekly Students will journal and take notes on reading Students will learn vocabulary terms through

various activities: on-line review, Quizlet, etc. Students will participate in a fishbowl activity Students will plan, prepare and present a

project unique to each selection Students will participate in mini-lessons on

strategies: post-it notes; golden lines; student generated questions, etc.

Incorporating ideas raised during discussion into written response

Assessments: Story assessments (quiz and test) Vocabulary quizzes Classwork assignments Group work based on calendar timeline

Interdisciplinary Connections: Using digital tools (Google Classroom, Google Drawing,

PhotoShop, Quizlet) Creating media documents (digital journal, project components) Writing in various formats Conducting research related to facts

Additional Resources: District approved novels Teacher created materials