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Halifax County Schools Seventh Grade ELA Curriculum Units 2014-2015

Unit Title: Identity

Big Idea: Relationships/Connections

Common Core Standards:

7. RL1 (P): Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL2 (P) Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.RL3 (P) Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).RL4 (P) Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sound (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama..7.RI1(P): Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI3 (P) Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how ideas influence individuals or events, or how individuals influence ideas or events).RI4 (P) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.RI5 (P) Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.RI8 (P) Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.7RI9 (P) Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

Essential Questions:

How do we define identity?

What are ways that identity is revealed?

Why is it important to have a clear identity?

How are personalities defined?

How can knowing about various personality traits

improve relationships?

How can stereotypes affect identity and personality?

What commonalities exist between relationships,

connections and identity?

What makes a relationship?

How do we connect with ….

the environment?

the world?

each other?

written text?

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Skills: Reading Comprehension Analyzing the Development of Central Ideas Analyzing Interactions in a Text Citing Textual Evidence Textual Analysis Citing Evidence to Make Inferences Theme, Central Idea, Main Idea Summarizing Informational Texts Writing-Task, Purpose, Audience Oral /discussions Research Probing Questioning Sentence Variety, Style Multiple Meaning Words Figurative Language Connotative/Denotative Meanings Writing

Academic International Urban Renewal Parable RelegateCultural Society MusteredIntegrationDeport

ContentDiversity PrejudiceSegregation DiscriminationAffluent Consciousness PinnacleImpudenceRefugeeParadox

Instructional Strategies: Introduce the Unit Big Question, Develop & Discuss Learning Targets, Teach literary elements, Teach elements of informational text, Teach characteristics of the writing process, Teach characteristics of narrative writing, Activating, Organizing, Comprehending, and Summarizing Strategies, Pre, During and After Reading Strategies

Assessment Tasks: Formative, Summative, Common, Authentic: ClassScape, Foldables, Essays, Presentations, Graphic Organizers, Art Work, Learning Log, Journals, Poetry Project, One Pager, Marking the Text, Use of Templates, Poetry Cubes, Venn Diagrams, Double Bubbles

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ResourcesConstructed Response Notebooks, Reading in Content Area (RICA) literacy strategies, Revised Bloom’s Taxonomy, Multiple Intelligences, NC EOG Testmaker, Prentice Hall Textbookhttp://pearsonsuccessnet.com (User Name: litonline_nc) (password: welcome) http://www.livebinders.com/play/play/262077www.nc.publicschools.org.ela.commoncorehttp://www.facinghistory.org/resources/units/identity-community http://mrspal.org/2010/06/08/who-am-i-identity-portfolio/http://www.scholastic.com/resources/article/preparing-for-middle-school/www.nytimes.comwww.readwritethink.orgwww.tv.adobe.com/watch/adobe-youth-voices/identitywww.vimeo.com/11455186www.teenidentitymag.comwww.thinkfinity.orgwww.edhelper.comwww.scholastic.com/scope

Common Core Standard and Strategies Flip ChartConnections: Nonfiction for Common Core CDCommon Core Ready Workbook

The Giver by Lois LowryAnne Frank: The Diary of a Young Girl by Anne FrankThe Outsiders by SE HintonHoot by Carl HiaasenStargirl by Jerry SpinelliThe Sign of the Beaver by Elizabeth George SpeareGulliver’s Travels by Jonathan SwiftTuck Everlasting by Natalie Babbitt

Related Picture Books:Teammates by Peter Golonbach Smoky Mountain Rose an Appalachian Cinderella by Alan SchroederWe are the Ship by Kadir Nelson

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http://www.scholastic.com/scope

http://www.edhelper.com/

http://www.thinkfinity.org/

http://www.teenidentitymag.com/

http://www.vimeo.com/11455186

http://www.tv.adobe.com/watch/adobe-youth-voices/identity

http://www.readwritethink.org/

http://www.nytimes.com/

http://www.scholastic.com/resources/article/preparing-for-middle-school/

http://mrspal.org/2010/06/08/who-am-i-identity-portfolio/

http://www.facinghistory.org/resources/units/identity-community

http://www.nc.publicschools.org.ela.commoncore/

http://www.livebinders.com/play/play/262077

http://pearsonsuccessnet.com/


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Unit Title: Imagination/Storytelling

Big Idea: Relationships/Connections


7RI1 (P): Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI2 (P) Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.RI3 (P) Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).RI9 (P) Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.7RL5 (P): Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.RL9 (P) 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.7L1 (P): a. Explain the function of phrases and clauses in general and their function in specific sentences. b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*L2 (P) a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt). b. Spell correctly.L3 (P) a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*L4 (P) a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek

Essential Questions: How would you define imagination?

Is it possible to be too imaginative?

What kinds of things have you done that require

imagination?

How does one determine fact (reality) from fiction

(imagination)?

What connection(s) exist between imagination and

storytelling?

What is storytelling?

How would you describe the art of storytelling?

How has storytelling impacted cultures from

generation to generation?

What commonalities exist between relationships, connections and imagination/storytelling?

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Skills: Reading Comprehension Citing Textual Evidence to Support Inferences Analyzing the Interaction of Story Elements Inferences Determining Theme, Main Idea, Central Idea Summarizing Literary Text Point of View Writing Comparison/Contrast Character Interactions and Event Influences Writing

Academic Setting CultureCharacters Plot SacrificeAnimals Fantasy Reality ConflictHero ClimaxFairytalesMagicJourneyFolktalesLegendsMyths

ContentRealistic Fiction HookBiographyAutobiographyThresholdTrickstersMnemonic DevicesAntagonistProtagonist Arch

Assessment Tasks: Formative, Summative, Common, Authentic: checklists, rubrics, self-evaluations, peer tutoring, anecdotal records, note-taking rubrics, observational checklists, running records, checklist of strategies, response journals, project rubrics, problem-based learning, project-based learning, ClassScape


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Resources: Constructed Response Notebooks, Reading in Content Area (RICA) literacy strategies, Revised Bloom’s Taxonomy, Multiple Intelligences, NC EOG Testmaker, Prentice Hall Textbookhttp://pearsonsuccessnet.com (User Name: litonline_nc) (Password: welcome) http://www.livebinders.com/play/play/262077www.nc.publicschools.org.ela.commoncorewww.nps.gov/long/forteachers/upload/%20Table%20of%20contents%&20Unit%20Overview%20(pages%201-7).pdfwww.thinkfinity.orgwww.edhelper.comwww.planetesesme.com/storytelling.htmlwww.storytellinginschools.orgwww.storynet-advocacy.org/edu/booklet.pdfwww.yale.edu/ynhti/curriculum/units/2008/2/08.02.01.x.htmlwww.digitalstorytelling.comwww.pps.k12.or.us/files/curriculum/G3IS.pdfwww.pppst.comwww.daily-writing-prompt.com/story-starters.html

Common Core Standards and Strategies Flip ChartConnections: Nonfiction for Common Core CDCommon Core Ready Workbook

Crispin: Cross of Lead by AviCatherine, Called Birdy by Karen CushmanThe Call of the Wild by Jack LondonWalk Two Moons by Sharon CreechThe Witch of Blackbird Pond by Elizabeth George SpeareA Single Shard by Linda Sue ParkThe Outsiders by SE HintonThe Graveyard Book by Neil GaimanThe View from Saturday by E.L. Konigsburg

Constructed Response will come from the Common Core Ready Workbook “The Bone Wars” by J.R.. Hill.Suggested Texts Short Story“Rikki-tikki-taki” (Literature book)

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http://www.daily-writing-prompt.com/story-starters.html

http://www.pppst.com/

http://www.pps.k12.or.us/files/curriculum/G3IS.pdf

http://www.digitalstorytelling.com/

http://www.yale.edu/ynhti/curriculum/units/2008/2/08.02.01.x.html

http://www.storynet-advocacy.org/edu/booklet.pdf

http://www.storytellinginschools.org/

http://www.planetesesme.com/storytelling.html



http://www.nps.gov/long/forteachers/upload/%20Table%20of%20contents%25&20Unit%20Overview%20(pages%201-7).pdf

http://www.nc.publicschools.org.ela.commoncore/

http://www.livebinders.com/play/play/262077



Unit Title: Goals/Dreams

Big Idea: Aspirations/Expectations


7RL2 (P): Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.RL9 (P) 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.7RI1 (P): Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI3 (P) Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).RI4 (P) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.RI5 (P) Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.RI 6 (P) 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.RI7 (P) Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).RI8 (P) Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.L2 (P) a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt). b. Spell correctly.

Essential Questions: How would you define a “goal” or a “dream”?

How are aspirations and expectations connected to

goals and dreams?

What is the relationship between goals and dreams?

How do we know when to set quality goals for our

lives?

To what extent does culture/society shape an

individual’s understanding of dreams?

Why do goals/dreams seem to be elusive for so many

people?

What are the potential conflicts when one person’s

goal is another person’s dream?

How are goals and dreams perceived in life and in literature?

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Skills: Author’s CraftPoint of ViewAnalyzing the Interaction of Story ElementsArguments/Counterarguments/ClaimsCritical ReasoningReading ComprehensionTextual AnalysisCiting Textual Evidence to Support InferencesDetermining ThemeRelevant/Irrelevant MaterialQuoting/ParaphrasingDrawing ConclusionsStandard CitationSummarizing Literary TextPlagiarismFigures of SpeechVocabulary in ContextComparison/ContrastFigurative LanguageWriting

Academic Vocabulary Dream MissionGoal ObjectiveAspiration Self-gratitudeDestination Target ConflictSelf-esteemSuccess

Content VocabularyFailureFulfillmentEndurancePerseveranceDeterminationAmbition

Assessment Tasks: Formative, Summative, Common, Authentic, ClassScape, Foldables, Essays, Presentations, Graphic Organizers, Art Work, Learning Log, Journals, Poetry Project, One Pager, Marking the Text, Use of Templates, Poetry Cubes, Venn Diagrams, Double Bubbles


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Resources: Constructed Response Notebooks, Reading in Content Area (RICA) literacy strategies, Revised Bloom’s Taxonomy, Multiple Intelligences, NC EOG Testmaker, Prentice Hall Textbookhttp://pearsonsuccessnet.com (User Name: litonline_nc) (Password: welcome) http://www.goodcharacter.com/BCBC/Goals.htmlhttp://www.youtube.com/watch?v=2gtp1Ya1rQohttp://rockhall.com/education/resources/lesson-plans/sti-lesson-12/http://www.naviance.com/assets/articles/CCR_Overview.pdfwww.thinkfinity.orgwww.edhelper.comwww.ncpublicschools.org

Common Core Standards and strategies Flip Chart Connections: Nonfiction for Common Core CDCommon Core Ready Workbook

Wolf Rider by AviSquashed by Joan BauerThe Sisterhood of the Traveling Pants by Ann BrasharesThe Princess Diaries by Meg CabotEnder’s Game by Orson Scott CardNo More Dead Dogs by Gordon KormanGuts by Gary PaulsenStargirl by Jerry Spinelli

Suggested Texts Nonfiction“No Gumption” (Literature book) Short Story “The Legacy of “Snowflake” Bentley” (Literature book) Poem“Mother to Son” (Literature book) “Maestro” (Literature book)

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http://www.ncpublicschools.org/



http://www.naviance.com/assets/articles/CCR_Overview.pdf

http://rockhall.com/education/resources/lesson-plans/sti-lesson-12/

http://www.youtube.com/watch?v=2gtp1Ya1rQo

http://www.goodcharacter.com/BCBC/Goals.html



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Unit Title: Accepting Responsibility

Big Idea: Determining Strengths and Weaknesses


7RL4 (P): Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.RL5 (P) Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet0 contributes to its meaning.RL6 (P) Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.RL7 (P) Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g.; lighting, sound, color or camera focus and angles in a film).7RI1 (P) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI2 (P) Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.RI3 (P) Analyze the interactions between individual, events, and ideas in a text (e.g., how ideas influence individual or events, or how individuals influence ideas or events).RI5 (P) Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.RI9 (P) Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.7L1 (P): a. Explain the function of phrases and clauses in general and their function in specific sentences. b. Choose among simple, compound, complex, and compound-complex sentences to signal differing

Essential Questions

How would you define responsibility?

Why is it important to know our strengths and weaknesses as people and as learners?

Why do we use excuses?

When you use a responsible statement, who is in control?

Tell about a time that you made an excuse to avoid a negative consequence. What happened?

Is it easier to make excuses a responsible statement? Why?

Is it better to take responsibility and accept consequences or make an excuse to avoid consequences? Why?

How can accepting responsibility help improve your schoolwork or your relationship with your friend?

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Skills: Claims, evidence Analyzing Word Meanings Relevant/Irrelevant information Writing Sentence Variation Comma Usage Context, Word Meanings Greek and Latin affixes Reference Sources Analyzing Text Structure Determining Point of View Figurative Language Figures of Speech Writing

Academic Vocabulary Blame Assumptions Excuses Denial Reward Appeal Society

Content Vocabulary Stereotype Responsibility Strengths Weaknesses Praise Prejudice Discrimination Scapegoating


Instructional Strategies:Introduce the Unit Big Question, Develop & Discuss Learning Targets, Teach literary elements, Teach elements of informational text, Teach characteristics of the writing process, Teach characteristics of narrative writing, Activating, Organizing, Comprehending, and Summarizing Strategies, Pre, During and After Reading Strategies

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Resources: Constructed Response Notebooks, Reading in Content Area (RICA) literacy strategies, Revised Bloom’s Taxonomy, Multiple Intelligences, NC EOG Testmaker, Prentice Hall Textbook

http://pearsonsuccessndet.com (User Name: litonline_nc) (Password: welcome)http://www.goodcharacter.com/BCBC/Goals.htmlhttp://www.youtube.com/watch?v=2gtp1Ya1rQohttp://rockhall.com/education/resources/lesson-plans/sti-lesson-12/http://www.naviance.com/assets/articles/CCR_Overview.pdfwww.thinkfinity.orgwww.edhelper.comwww.ncpublicschools.org


Tangerine by Edward BloorAl Capone Does my Shirts by Gennifer CholdenkoHomecoming by Cynthia BoightThe Girl who Owned a City by O.T. Nelson

Suggested Texts: Nonfiction“Rattlesnake Hunt” (Literature book) Short Story“A Day’s Wait” (Literature book)“Papa’s Parrot” (Literature book) Poem“Sarah Cynthia Sylvia Stout Would not Take the Garbage Out” (Literature book)

Constructed Response will come from the Common Core Ready Workbook: “Goldilocks” and Life on Other Planets: Just Right or a Lot of Hype? By Lindsay ManezShort Informational Text

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http://www.naviance.com/assets/articles/CCR_Overview.pdf

http://rockhall.com/education/resources/lesson-plans/sti-lesson-12/

http://www.youtube.com/watch?v=2gtp1Ya1rQo

http://www.goodcharacter.com/BCBC/Goals.html

http://pearsonsuccessndet.com/


Unit Title: Heroes and Villains

Big Idea: Good versus Evil


7RL1 (P): Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL4 (P) Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sound (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.RL6 (P): Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.7RI1 (P): Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI2 (P) Determine two or more central ideas in a text and analyze their development over the course of the text provide an objective summary of the text.RI8 (P) Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.71 (P) Demonstrate command of the conventions of standards English grammar and usage when writing or speaking. (see a,b,c)L2 (P) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (see a,b)L3 (P) Use knowledge of language and its conventions when writing, speaking, reading, or listening. (a)L4 (P) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. (a,b,c,d)L5 (P) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (a,b,c)L6 (P) Acquire and use accurately grade-appropriate general academic and

Essential Questions

How would you characterize a hero from a villain?

How would you compare and contrast good and evil?

What are the characteristics of heroes and villains in

historical stories?

How does an author’s point of view shape the way a

historical character is represented?

How do language, images, music and other elements

shape the construction of a media message regarding

good and evil; heroes and villains?

Must stories have morals, heroes, and villains?

Is human nature inherently good or evil?

How does the acquisition of power affect people’s

basic personality, and how can the powerless protect

themselves from evil leaders?

In more personal relationships, how can stress and

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Skills: Figures of Speech Multiple-Meaning words (Determine word meanings) Analyze Rhyme and Repetition Analyze the Structure of a Poem Analyze the Structure of Drama Analyzing Point of View Writing: supporting claims, appropriate task and audience, revise,

edit Reading Comprehension Use Technology Connotations, Denotations Cite Sources Support Analysis

Academic Hero Villain Role-model Enlightened Self-InterestPositiveNegative

Content VocabularyEgoismAltruismCivic VirtueCivil Society



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Resources: Constructed Response Notebooks, Reading in Content Area (RICA) literacy strategies, Revised Bloom’s Taxonomy, Multiple Intelligences, NC EOG Testmaker, Prentice Hall Textbook

http://pearsonsuccessnet.com www.thinkfinity.orgwww.edhelper.comwww.ncpublicschools.orgwww.educationworld.com/a_lesson/lesson/lessons218.shtmlwww.reta.nmsu.edu/lessons/hero/heroes/pdfwww.readwritethink.org/classroom-resources/lesson-plans/tracking-ways-writers-develop-1127.html


Poppy by AviA Girl Named Disaster by Nancy FarmerFreak the Mighty by Rodman PhilbrickWilma Unlimited by Kathleen KrullGrab Hands and Run by Frances Temple

Suggested Texts Drama“A Christmas Carol” (Literature book) Mythology“Icarus and Daedalus” (Literature book)“Demeter and Persephone” (Literature book)

Constructed Response will come from the Common Core Ready Workbook: “The Sky is Low” by Emily Dickinson

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http://www.readwritethink.org/classroom-resources/lesson-plans/tracking-ways-writers-develop-1127.html

http://www.reta.nmsu.edu/lessons/hero/heroes/pdf

http://www.educationworld.com/a_lesson/lesson/lessons218.shtml






Unit Title: Equality and Inequality

Big Idea: Personal and Historical Impact


7RL1 (P): Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL7 (P): Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.RL9(P): 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.7RI1 (P) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI2 (P) Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.RI3 (P) Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).RI4 (P) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.RI5 (P) Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.RI6 (P) 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.RI7 (P) Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).RI 8 (P) Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and

Essential Questions

How would you define equality and inequality?

How would you describe a personal and historical

impact on literature and in our everyday lives?

Is equity the same as equality?

How do we create an equitable community?

Does equality/inequality have a personal/historical

impact on history?

Why is the study of equity and equality important and

what they can do to enhance our personal opinions?

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Skills: Point of View Figures of Speech Analogies Evaluating an Argument Comparing text to Other Media Comparing Media Techniques Connotative, denotations Reading comprehension Text Analysis Context Figurative Language Compare/Contrast Research with multiple sources Speaking with a purpose

Academic VocabularyEqualityContractDifferencesDiversityCommunityCivil RightsGenderStereotypeCultureDiscrimination

Content VocabularyGender RolesGender InequalitySex and GenderReproductive RightsSexual RightsGender AnalysisGender Mainstreaming


Instructional Strategies:Introduce the Unit Big Question, Develop & Discuss Learning Targets, Teach literary elements, Teach elements of informational text, Teach characteristics of the writing process, Teach characteristics of narrative writing, Activating, Organizing, Comprehending, and Summarizing Strategies, Pre, During and After Reading StrategiesResources: Constructed Response Notebooks, Reading in Content Area (RICA) literacy strategies, Revised Bloom’s Taxonomy, Multiple Intelligences, NC EOG Testmaker, Prentice Hall Textbook

http://pearsonsuccessnet.com (User Name: litonline_nc) (Password: welcome) www.thinkfinity.org

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www.edhelper.comwww.ncpublicschools.orgwww.scholastic.com/scopewww.grandtimes.com/rosa/htmlwww.scholastic.com/storyworkswww.biography.com


Outsiders by S.E. Hinton

Suggested Texts Fiction“After Twenty Years” (Literature book)“The 3-Century Woman” (Literature book) Poetry“Martin Luther King” (Literature book)

Constructed Response will come from the Common Core Ready Workbook: “Stop the Fracking!” by Cynthia Martinez

Short Informational TextMason Dixon MemoryDare to Dream! 25 Extraordinary Lives by Sandra McLeod Humphrey

Vietnam-Related

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http://www.biography.com/

http://www.scholastic.com/storyworks

http://www.grandtimes.com/rosa/html

http://www.scholastic.com/scope




“Battlefield: Vietnam” – PBS“Learn About the Vietnam War” – Bob Dylan; “I Ain’t Marching Anymore” –Ochs and Gibson:“Ballad of the Green Berets” – Sgt. Barry Sadler“For What It’s Worth” – Stephen Stills“Okie from Muskogee” – Burris and Haggard“Ragged Old Flag” – Johnny Cash“To Susan on the West Coast Waiting” – Donovan“Draft Dodge Rag” – Phil Ochs;“Light My Fire” - Doors

Writing Tasks

Beginning of Unit: Create a constructed response.

End of Unit Constructed Response: Think about “The Benefits of Shale Gas” and “Stop the Fracking!” Which author do you think presents a stronger argument? What specific claims and evidence make that argument stronger? Write an essay of two to three paragraphs explaining why one of these essays presents a stronger argument thant the other. Be sure to use evidence from both essays in your answer.In your answer, be sure to

Stance which author makes the stronger argument Explain what makes that argument stronger Use evidence from both essays in your answer

Check your writing for correct spelling, grammar, capitalization, and punctuation.

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Unit Title: Journey to Freedom

Big Idea: Global Implications


7RL10 (P): By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.7RI1 (P): Cite several pieces of textual evidence to support analysis of what the text sys explicitly as well as inferences drawn from the text.RI2 (P) Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.RI3 (P) Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).RI4 (P) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.RI5 (P) Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.RI6 (P) 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.RI7 (P) Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). RI8 (P) Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.RI9 (P) Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

Essential Questions How has the idea of religious freedom develop over

time?

How will technology change reading over time?

What is the impact of a paperless society?

How does geographical and historical setting affect

society?

What is the role of heritage and culture in shaping

one’s perspective in a global society?

How can an individual shape his/her community?

What does it take to change the world?

Why are people always on the move?

What are the building blocks of life?

How can one live beyond one’s time?

How does conflict produce change?

What impact did slavery play in our journey to

freedom?

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Skills: Reading Comprehension Comparing and Contrasting Text Comparing and Contrasting Genres Text Analysis Writing with a purpose Transition Words Main Idea/Theme Supporting Details Figures of Speech Analogy Relationships Sentence Variety Transition Words

Academic Vocabulary JourneyFreedomOppressionSlaveryEqual RightsDiversityCommunityGender StereotypeFuturisticDomesticWarPeaceBoycottPovertyNatural Resources

Content VocabularyGlobal ImplicationsTechnologyTechnological AgeSustainabilityGlobal WarmingCapitalAffluentEconomyEconomic GrowthInflation



Resources: Constructed Response Notebooks, Reading in Content Area (RICA) literacy strategies, Revised Bloom’s Taxonomy, Multiple Intelligences, NC EOG Testmaker

http//pearsonsuccessnet.com (User Name: litonline_nc) (Password: welcome)http://www.aclu.org/crimjustice/gen/10084res20020304.htmlhttp://www.queensbp.org/content_web/cultural_affairs/cultural_remonstrance07.shtmlhttp://www.harbornet.com/rights/usbor.txt

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http://www.harbornet.com/rights/usbor.txt

http://www.queensbp.org/content_web/cultural_affairs/cultural_remonstrance07.shtml

http://www.aclu.org/crimjustice/gen/10084res20020304.html


http://www.religioustolerance.org/amend_1.htmhttp://usinfo.state.gov/usa/infousa/facts/democrac/47.htm


Crossing the Wire by Will HobbsThe Giver by Lois LoweryGathering Blue by Lois Lowery

Suggested Texts Nonfiction“Byron Yee: Discovery of a Paper Son” (Literature book) Short Story “from Barrio Boy” (Literature book)“I Am a Native of North America” (Literature book)

Constructed Response will come from the Common Core Ready Workbook: “A Fateful Journey” by Mark Dziak

Short Informational TextMason Dixon MemoryDare to Dream! 25 Extraordinary Lives by Sandra McLeod Humphrey

Vietnam-Related

“Battlefield: Vietnam” – PBS“Learn About the Vietnam War” – Bob Dylan; “I Ain’t Marching Anymore” –Ochs and Gibson:“Ballad of the Green Berets” – Sgt. Barry Sadler“For What It’s Worth” – Stephen Stills“Okie from Muskogee” – Burris and Haggard“Ragged Old Flag” – Johnny Cash“To Susan on the West Coast Waiting” – Donovan

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http://usinfo.state.gov/usa/infousa/facts/democrac/47.htm

http://www.religioustolerance.org/amend_1.htm


“Draft Dodge Rag” – Phil Ochs;“Light My Fire” - Doors

Writing Tasks

Beginning of Unit: Create a constructed response.

End of Unit Constructed Response: Think about the choices that the author of “A Fateful Journey” made. What historical details did he include? What did he alter? What elements of the story did he invent? Write an essay explaining these choices and their impact on the story. Be sure to include details from both passages in your essay.

In your answer, be sure to Explain the author’s choices of which details to include, alter, or invent Explain the impact of each choice on the story Use details form both passages in your answer

Check your writing for correct spelling, grammar, capitalization, and punctuation.

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