Scope & Sequence, 2018-19 by Emily Roland

7th Reading Scope & Sequence, 2018-19 Course Summary: In Reading 7, students will learn to be careful, curious, and open-minded readers. Students will be exposed to a variety of diverse texts that explore characters and settings unfamiliar to our immediate community. Through careful analysis, annotation, and high-level questioning, students will build their vocabulary, improve their ability to analyze and interpret diverse themes, and understand the craft an author uses to develop his/her story. Students will look beyond the literal meanings of words, phrases, and stories in order to gain a deeper understanding of literature, as well as the world in which they live. Throughout the year, students will work to answer the guiding question: How does what we know about the world shape the way we view ourselves, and can literature serve as a vehicle to change that view or perspective? Course Skill/Content Priorities: ● ● ● ● ● ●

Two-part annotations Analysis of author’s craft and structure Analysis of embedded informational texts Rigorous questioning Strong supporting evidence and explanations Ability to defend claims and perspectives

Course Ambitious Goals: By the end of Reading 7, students will be able to use literature as a way to inform their developing worldviews and to expand their own perspectives of what is possible in their futures. In studying the characters of our literature units, students will learn the harsh realities that face various cultures in the world and learn how a middle-school student can be an advocate for him/herself and his/her community. Students will also develop empathy toward those who are different and learn to embrace and appreciate those differences among peers, cultures, and socio-economic groups.

Course Overview Semester 1 Unit #

Title

Anticipated Calendar Dates

Unit 0

Because of Winn-Dixie

Aug. 16-31

Unit 1

Number the Stars

Sept. 5-Oct. 5

Unit 2

My Antonia

Oct. 15-Nov. 20

Unit 3

Island of the Blue Dolphins

Nov. 26-Dec. 19

Unit #

Title

Anticipated Calendar Dates

Unit 4

A Long Walk to Water

Jan. 8-Feb. 1

Unit 5

Brown Girl Dreaming + Poetry

Feb. 4-March 8

Unit 6

“Serial”

March 19-April 5

Semester 2

TCAP Prep

*Estimated Dates: April 8-26*

Unit 7

The Color of My Words

April 29-May 31

Unit 8

Personal Narrative

June 3-13

*Resource Links

Unit 0: Because of Winn-Dixie

Projected Instructional Days: 12 (Aug. 16-31) Standards Covered: ● 7.RL.KID.1 Analyze what a text says explicitly and draw logical inferences; cite several pieces of textual evidence to support conclusions. ● 7.RI.KID.1 Analyze what a text says explicitly and draw logical inferences; cite several pieces of textual evidence to support conclusions. ● 7.RL.KID.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary. ● 7.RI.KID.2 Determine a central idea of a text and analyze its development over the course of the text; provide an objective summary. ● 7.RL.KID.3 Analyze how specific elements of a story or drama interact with and affect each other. ● 7.RL.CS.6 Analyze how an author establishes, conveys, and contrasts the points of view of different characters or narrators in a text. ● 7.RI.CS.6 Determine an author’s point of view or purpose in a text and analyze how an author distinguishes his or her position from that of others. ● 7.L.VAU.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on 7th grade-level text by choosing flexibly from a range of strategies. ● 7.L.VAU.5 When reading, listening, writing, and speaking, explain the function of figurative language, word relationships, and connotation/denotation and use them correctly and effectively. ● 7.W.TTP.3 Write narratives (fiction and nonfiction) to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences.

Key Skills/Understandings: By the end of this unit, students will be able to… ● Choose the best textual evidence to support their answers. ● Annotate according to 7th grade expectations. ● Identify theme and central idea of a text or passage. ● Identify how setting shapes plot and characters. ● Identify how characters affect/shape each other. ● Find connections between a lit passage and an embedded informational text. ● Identify and analyze figurative language (metaphor, personification, etc.) ● Determine the meaning of unknown words or phrases.

Essential Questions: ● How would Opal’s life have been different had she not befriended Winn-Dixie? ● Who in Opal’s life shaped her worldview? Her view of herself? How does what we know about the world shape the way we view ourselves, and can literature serve as a vehicle to change that view or perspective? TN Academic Standards RL/RI.7.1 Analyze what a text says explicitly and draw logical inferences; cite several pieces of textual evidence to support conclusions.

Writing Alignment: ● Students will craft a “10 things” poem based on the Opal’s “10 things” lists about her mother and Winn-Dixie. ● Push Group: Students will not simply write 10 things they know about a person/pet, but they will write 10 ways that person/pet changed their lives.

Periods/Days 6

Vocabulary: ● melancholy ● pathology ● personification ● compassion ● perspective

Objectives SWBAT explain what happens in the text. SWBAT identify pieces of evidence that support literal answers. SWBAT make inferences from the text. SWBAT identify pieces of evidence that support inferences drawn from the text. SWBAT choose the best supporting evidence from multiple “correct” answers. SWBAT explain how their evidence proves their answers/inferences are correct.

Assessment Part A: What is Opal’s primary internal conflict in the novel? Part B: Which piece of evidence best supports your answer to part A? ____ What does the author say that makes you think Winn-Dixie can actually understand what Opal wants/needs? ____ Which of the following can be reasonably inferred from these 4

two quotes? RL/RI.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary.

SWBAT identify the main idea or theme in a literary text or informational text. SWBAT identify specific details that support the theme or main idea. SWBAT write an objective summary about a passage.

What is the theme of Because of Winn-Dixie? What is the central idea of X informational text? How does the author use figurative language to convey the theme? How does the author use Chapter X to develop the theme?

RL.7.3 Analyze how specific elements of a story or drama interact with and affect each other.

SWBAT identify the elements of a story (plot, setting, characterization). SWBAT determine the most important elements of a particular story or passage.

RL.7.6 Analyze how an author establishes, conveys, and contrasts the points of view of

What character traits can we give Opal based on how she interacts with X character?

SWBAT explain how each element of a story affects another (i.e. how setting shapes plot).

What was the impact of Winn-Dixie on Opal’s life? What happened to/for Opal because of Winn-Dixie?

SWBAT identify the point of view of the story.

From what point of view is this novel 5

different characters or narrators in a text.

SWBAT determine why the author chose to tell the story from that point of view.

told? How do you know? How does the author reveal Opal’s father’s point of view in the text?

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on 7th grade-level text by choosing flexibly from a range of strategies.

SWBAT identify words or phrases that are unfamiliar in a sentence or passage. SWBAT use context clues to determine the meaning of an unknown word or phrase.

Read the following sentence/passage. Based on this passage, what is the best meaning of the word X?

SWBAT use reference materials to determine the meaning of an unknown word or phrase. L.7.5 When reading, listening, writing, and speaking, explain the function of figurative language, word relationships, and connotation/denotation and use them correctly and effectively.

SWBAT identify figurative language in a passage. SWBAT differentiate between the connotative and denotative meaning of a word or phrase. SWBAT analyze how the author uses personification to develop Winn-Dixie.

W.7.3 Write narratives (fiction and nonfiction) to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences.

SWBAT determine a person or pet to write about.

Why does Opal describe her father as a “turtle”? (metaphor) How does the author’s use of personification develop Winn-Dixie’s character? Poem

SWBAT explain why they are writing about their specific subject. SWBAT identify details that need to be included in their assignment.

SWBAT to write a 10-line poem describing an important person in their lives (and/or) how that person has affected them.

Unit 1: Number the Stars

Projected Instructional Days: 23 (Sept. 5-Oct. 5) Standards Covered: ● ● ● ●

Key Skills/Understandings:

7.RL.IKI.9 Compare and contrast an historical account with a fictional portrayal of the same time, place, or character. 7.RL.CS.6 Analyze how an author establishes, conveys, and contrasts the points of view of different characters or narrators in a text. 7.RL.KID.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary. 7.RL.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including allusions to other texts and repetition of words and phrases.

Essential Questions: ● How would Annemarie’s worldview have been different if she was not best friends with Ellen? (How are people transformed through their relationships with others?) ● What is bravery? What drove the characters in the novel to be brave? (What impacted their choices?) ● Can one be both afraid and brave?

By the end of this unit, students will be able to… ● Compare and contrast a historical event to a fictional portrayal of that event. ● Determine the theme and analyze how each character in the novel contributes to that overall theme. ● Identify the points of view of each character and analyze how the author conveys those points of view throughout the story.

Writing Alignment: ● ACECE answering course essential question, focus on relevant textual evidence from the novel.

Vocabulary: • belligerent • brusque • caustic • commotion • condescend • resistance • contempt • Denmark

• dismay • distort • dubious • exasperated • occupation • impassive • imperious • insolent

• intricate • Judaism • Nazi • obstinate • ration • solemn • synagogue • torment 7

How does what we know about the world shape the way we view ourselves, and can literature serve as a vehicle to change that view or perspective? TN Academic Standards RL.7.9 Compare and contrast an historical account with a fictional portrayal of the same time, place, or character.

Periods/Days 5

Objectives SWBAT define fact and opinion. SWBAT define story elements of portrayal of time, place, character, period, and historical account. SWBAT compare and contrast a fictional portrayal of a time, place, or character with an actual historical account. SWBAT determine the differences between the fictional and historical accounts. SWBAT analyze similarities between a historical account and a fictional portrayal of a historical event. SWBAT analyze differences between a historical account and a fictional portrayal of a historical event. SWBAT determine why an author would choose to write a fictional story based on an historical event.

RL.7.6 Analyze how an author establishes, conveys, and contrasts the points of view of different characters or narrators in a text.

SWBAT identify the different points of view in a text.

Assessment What historical time, place, and characters do both the fictional and historical accounts cover? Were any historical facts changed for the fictional account? If so, which ones? Overall, how is the fictional treatment similar to and different from the nonfiction treatment? Why did the author choose to tell this story from an underrepresented perspective/setting (Denmark)? What is the impact of the author's use of different points of 8

SWBAT compare and contrast the points of view of the characters. SWBAT analyze the impact of the author's use of different points of view in a story.

view? How does the author distinguish between POVs/perspectives of characters? Does this the author's decision to tell this event from ___'s point of view make [character] seem like a sympathetic character or unsympathetic character? Why?

RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary.

SWBAT infer the theme or central idea of a text.

What is the theme of the story?

SWBAT analyze how a theme or central idea develops over the course of a text.

How does each character develop the theme?

SWBAT determine when the theme or central idea first appears and when it is gets reinforced by events or characters in the text.

How does X passage/ scene develop the overall theme?

SWBAT explain how the details in a text support the text's theme or central idea. SWBAT write an objective summary includes a statement of the text's main ideas, but does not include personal opinions or judgments. RL.7.4 Determine the meaning of words and phrases as they are used in a text, including

SWBAT identify figurative language in text (e.g., similes and metaphors).

What impact did the author’s use of [x 9

figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including allusions to other texts and repetition of words and phrases.

SWBAT understand every text has a tone, and that an author's choice of words and phrases controls the tone of the text.

figurative language] have on the text?

SWBAT determine how the author's use of words and phrases controls the meaning/tone of the text. SWBAT explain how the author's use of figurative language further illustrates/expands the purpose and meaning of the text. SWBAT analyze how the author's diction conveys.. [the author's message, stance, perspective].

Unit 2: My Antonia

Projected Instructional Days: 24 (Oct. 15-Nov. 20) Standards Covered: ● ● ● ●

7.RL.CS.6 Analyze how an author establishes, conveys, and contrasts the points of view of different characters or narrators in a text. 7.RL.KID.3 Analyze how specific elements of a story or drama interact with and affect each other. 7.RL.IKI.9 Compare and contrast an historical account with a fictional portrayal of the same time, place, or character. 7.RL.KID.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary.

Key Skills/Understandings: By the end of this unit, students will be able to… ● Compare historical and fictional accounts of prairie life for women ● Identify gender norms that this novel challenges ● Analyze the author’s use of setting and imagery ● Analyze how theme develops/changes over the course of a text

Essential Questions: ● Why did a female author choose to write a fictional memoir from a male’s perspective? ● How does this novel challenge gender norms both in prairie life and in today’s society? ● How did Antonia and other immigrant families ultimately shape Jim’s worldview? ● Does labeling and stereotyping influence how we look at and understand the world?

Writing Alignment: ● ACECE answering course essential question, focus on relevant textual evidence from the novel AND at least one informational text.

How does what we know about the world shape the way we view ourselves, and can literature serve as a vehicle to change that view or perspective? TN Academic Standards RL.7.6 Analyze how an author establishes, conveys, and contrasts the points of view of different characters or narrators in a text.

Periods/Days 6

Vocabulary: ● immigrant ● Bohemian ● grave ● convention(al) ● cultivate ● indulgent ● defer ● prairie ● disdain ● candid ● complacent ● decorum ● caustic ● credulous/incredulous

Objectives

Assessment

SWBAT identify the different points of view in a text.

With is the point of view in the text? Why did the author choose THAT point of view as a means to achieve the purpose?

SWBAT analyze the impact of the author's use of different points of view in a story. SWBAT understand that offering more than one point of view may limit the reader's sympathy or identification with the protagonist. SWBAT explain the effects of the author developing the story through different points of view. RL.7.3 Analyze how specific elements of a

SWBAT identify the elements of stories:

How does the 11

story or drama interact with and affect each other.

setting, character, theme, conflict, and plot. SWBAT to understand that themes are messages from the author or lessons the characters learn about life, human nature, or society and identify examples of these themes in the story.

interaction between X character and Y character develop the theme of the text? ____

SWBAT determine how the elements of a story relate to one another.

How does X passage develop the theme of the text? ___

SWBAT determine how the elements of a story interact to move the story along.

Create a life timeline for Jim Burden.

SWBAT explain how elements change as they interact. SWBAT analyze characters' traits and their actions to determine how they affect the setting, plot, theme, and other characters. SWBAT analyze characters' responses to events and interactions with others and how this affects setting, plot, other characters, and themes. RL.7.9 â&#x20AC;&#x2039;Compare and contrast an historical account with a fictional portrayal of the same time, place, or character.

SWBAT define story elements of portrayal of time, place, character, period, and historical account. SWBAT compare and contrast a fictional portrayal of a time, place, or character with an actual historical account.

How does the author challenge the historical representation of prairie life for women? For immigrants?

SWBAT determine the differences between the fictional and historical accounts.

What historical time, place, and characters 12

SWBAT explain how authors of fiction use history within their story. SWBAT determine how authors of fiction alter history with their accounts.

do both the fictional and historical accounts cover? Were any historical facts changed for the fictional account? If so, which ones? Overall, how is the fictional treatment similar to and different from the nonfiction treatment?

RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary.

SWBAT infer the theme or central idea of a text.

What is the theme of the story?

SWBAT analyze how a theme or central idea develops over the course of a text.

How does X passage help to develop the theme of the story?

SWBAT determine when the theme or central idea first appears and when it is gets reinforced by events or characters in the text. SWBAT explain how the details in a text support the text's theme or central idea.

How does the author’s descriptions of Antonia through the years develop the theme of the novel? How does the author use Jim’s opinion about X character to develop the theme of the noel?

Unit 3: Island of the Blue Dolphins

Projected Instructional Days: 18 (Nov. 26-Dec. 19) Standards Covered: ● ● ● ●

●

Key Skills/Understandings:

7.RL.KID.3 Analyze how specific elements of a story or drama interact with and affect each other. 7.RL.IKI.9 Compare and contrast an historical account with a fictional portrayal of the same time, place, or character. 7.RL.KID.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary. 7.RL.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including allusions to other texts and repetition of words and phrases. 7.RL.IKI.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multi-media version, analyzing the effects of techniques unique to each medium.

Essential Questions: ● What problem-solving strategies did Karana use to manage conflict and change? ● How does Karana’s point of view affect the way she deals with conflict? ● To what extent does Karana feel a connection to and a responsibility for her environment? How does what we know about the world shape the way we view ourselves, and can literature serve as a vehicle to change that

By the end of this unit, students will be able to… ● Evaluate how setting contributes to a story ● Compare historical and fictional portrayals of the same event ● Analyze the development of a theme over the course of a text ● Identify figurative language ● Analyze why the author uses figurative language to develop the story, character, theme, etc.

Writing Alignment: ● ACECE answering course essential question, focus on relevant textual evidence from the novel, at least one informational text, AND at least one personal anecdote. ● SW choose a place to sit and write a descriptive paragraph about their environment using figurative language and developing vivid imagery.

Vocabulary: • abound • beckon • binding • cease • clamor • fledgling • forlorn • heed • oblong

• omen • parley • perish • ponder • ravine • scarcity • vanquish • wary

view or perspective? TN Academic Standards RL.7.3 Analyze how specific elements of a story or drama interact with and affect each other.

Periods/Days 5

Objectives SWBAT identify the elements of stories: setting, character, theme, conflict, and plot. SWBAT determine how the elements of a story interact to move the story along. SWBAT explain how elements change as they interact. SWBAT analyze characters' traits and their actions to determine how they affect the setting, plot, theme, and other characters.

Assessment What is Karana’s motivation for doing X action on p.Y? What do Karana’s survival skills reveal about her character? What do they reveal about her people? How is Karana connected to her environment?

SWBAT analyze characters' responses to events and interactions with others and how this affects setting, plot, other characters, and themes. RL.7.9 Compare and contrast an historical account with a fictional portrayal of the same time, place, or character.

What historical time, place, and characters do both the fictional and historical accounts cover? Were any historical facts changed for the fictional account? If so, which ones? Overall, how is the fictional treatment similar to and 15

different from the nonfiction treatment? RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary.

SWBAT infer the theme or central idea of a text.

What is the theme of the story?

SWBAT analyze how a theme or central idea develops over the course of a text.

How does X passage help to develop the theme of the story?

SWBAT explain how the details in a text support the text's theme or central idea.

How does the author’s use of setting and imagery contribute to the overall theme of the story? How does the author use Karana’s perspective about X to develop the theme of the story?

RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including allusions to other texts and repetition of words and phrases.

2 + Spiraled throughout unit

SWBAT identify figurative language in text (e.g., similes and metaphors). SWBAT determine how the author's use of words and phrases controls the meaning/tone of the text. SWBAT explain how the author's use of figurative language further illustrates/expands the purpose and meaning of the text.

What impact did the author’s use of [x figurative language] have on the text? What is similar (unifying theme) about X set of words? How does this set of thematic words add meaning to the text?

SWBAT explain how the author's use of connotative meanings conveys the author's 16

stance within a text. RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multi-media version, analyzing the effects of techniques unique to each medium.

SWBAT compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version. SWBAT analyze the effects of the techniques unique to each medium and how each medium impacts the understanding of a text.

SW analyze Karana’s feeling of responsibility toward her environment, then compare that to their own responsibility toward their environment.

Unit 4: A Long Walk to Water

Projected Instructional Days: 18 (Jan. 8-Feb. 1) Standards Covered: ● ● ● ● ● ●

Key Skills/Understandings:

7.RL.KID.3 Analyze how specific elements of a story or drama interact with and affect each other. 7.RI.KID.3 Analyze the relationships and interactions among individuals, events, and/or ideas in a text. 7.RL.CS.5 Analyze the form or structure of a story, poem, or drama, considering how text form or structure contributes to its theme and meaning. 7.RL.CS.6 Analyze how an author establishes, conveys, and contrasts the points of view of different characters or narrators in a text. 7.RI.IKI.7 Compare and contrast a text to an audio, video, or multimedia version of a text, analyzing each medium’s portrayal of the subject. 7.RL.IKI.9 Compare and contrast an historical account with a fictional portrayal of the same time, place, or character.

Essential Questions:

Writing Alignment:

By the end of this unit, students will be able to… ● Evaluate why the author chose to write in parallel structure ● Analyze why the author wrote in creative non-fiction, using one real character and one fictional character ● Compare and contrast historical and fictional accounts of true events

Vocabulary: 17

●

How do individuals survive in challenging environments? ● How do culture, time, and place influence the development of identity? How does what we know about the world shape the way we view ourselves, and can literature serve as a vehicle to change that view or perspective?

●

● TN Academic Standards RL/RI.7.3 Analyze how specific elements of a story or drama interact with and affect each other.

Students will concurrently be completing a two-part unit connected to this text. In the first part, students will learn and write about the global refugee crisis. In the second part, students will write a literary essay on one of the unit’s essential questions, “How do individuals survive in challenging environments?” ACECE answering course essential question.

Periods/Days 3

• Sudan • arid • luscious • parched • salvo • utter • solemn • indicate • constant • ravage • papyrus • refugee • monotonous • recede • abundant • emaciated • emerge • despair • relentless • chaos

Objectives SWBAT identify the elements of stories: setting, character, theme, conflict, and plot. SWBAT analyze characters' traits and their actions to determine how they affect the setting, plot, theme, and other characters. SWBAT analyze characters' responses to events and interactions with others and how this affects setting, plot, other characters, and themes.

• cease • torrent • earnest • apparent • bewilder • comprehend • immigrate • scythe • resolve • dispute Assessment

What are the key moments, characters, and ideas in this story? How do these elements interact with and influence each other? What is similar and different about Nya and Salva’s experience? How does Nya’s description of X event help you better understand Salva’s experience during Y event?

RL.7.5 Analyze the form or structure of a

SWBAT understand that authors use various

How does the 18

story, poem, or drama, considering how text form or structure contributes to its theme and meaning.

structural choices to convey meaning. SWBAT describe the structure of the novel. SWBAT explain how the structure of the novel contributes to its overall theme/meaning.

RL.7.6 Analyze how an author establishes, conveys, and contrasts the points of view of different characters or narrators in a text.

SWBAT identify the different points of view in a text. SWBAT explain the effects of the author developing the story through different points of view.

author’s use of parallel structure contribute to the text as a whole and the development of its theme? Why does the author tell the story from these different characters’ perspectives? What techniques does the author use to develop and distinguish between the different narrators’ points of view?

RL/RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of a text, analyzing each medium’s portrayal of the subject.

Compare Salva’s accounts in the novel with Salva’s verbal accounts in videos. What is different about your level of empathy for Salva? How does that level of empathy change after you learn he is a real person and you see/hear his voice/face?

RL.7.9 Compare and contrast an historical account with a fictional portrayal of the same time, place, or character.

SWBAT compare and contrast a fictional portrayal of a time, place, or character with an actual historical account. SWBAT determine the differences between the fictional and historical accounts.

How is the fictional treatment of the refugee camp similar to and different from the nonfiction treatment? Which details, facts, or evidence are emphasized in both texts? Where and when do the authors’ examples and evidence or explanations and interpretations differ and agree?

Unit 5: Brown Girl Dreaming + Poetry Projected Instructional Days: 25 (Feb. 4-March 8) Standards Covered: ● ● ● ●

7.RI.KID.3 Analyze the relationships and interactions among individuals, events, and/or ideas in a text. 7.RI.CS.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. 7.RI.CS.6 Determine an author’s point of view or purpose in a text and analyze how an author distinguishes his or her position from that of others. 7.RI.IKI.7 Compare and contrast a text to an audio, video, or

Key Skills/Understandings: By the end of this unit, students will be able to… ● Analyze why the author wrote her memoir in prose ● Analyze the structure of a poem ● Evaluate an author’s point of view within a poem ● Compare poems to historical events ● Understand the basic elements and standard rhyme schemes of a poem ● Understand the difference between free verse and traditional poetry 20

multimedia version of a text, analyzing each medium’s portrayal of the subject. Essential Questions: ● What impact does family have during different stages of our lives? ● How are people transformed through their relationships with others?

Writing Alignment: ●

How does what we know about the world shape the way we view ourselves, and can literature serve as a vehicle to change that view or perspective?

● TN Academic Standards RI.7.3 Analyze the relationships and interactions among individuals, events, and/or ideas in a text.

Students will be asked to consider their relationship to a text in 3 different ways: as reader, listener, and performer. Each student will be assigned 2 poems to read, annotate, and perform. At the end of the (long-term) task, students will write an essay reflecting on their 3 experiences as poetry’s audience: silent reader and annotator; listener; performer. Students focus on comparing/contrasting, providing narrative, detail, and reflection. ACECE answering course essential question.

Periods/Days 7

Vocabulary: ● TBD

Objectives SWBAT identify the elements involved in an interaction and describe the cause/effect relationship they have on one another in a text. SWBAT explain how an event (or sequence of events) impacts an individual, a subsequent event, or an idea. SWBAT explain how individuals can influence each other through their actions and participation in events.

Assessment How did X event affect Y character? How did X event in Y character’s life effect Z character? What are the key moments in Jacqueline’s life? What was different 21

SWBAT describe in detail how events change the course of people's lives and impact their beliefs. SWBAT describe in detail how ideas and events work together to support and clarify the central idea of the text.

about Jacqueline’s mother’s childhood and Jacqueline’s father’s childhood? How did their different perspectives (shaped by setting) impact Jacqueline’s life? How would Jacqueline’s life had been different without her grandparents? What was similar/ different about their life in Ohio? In South Carolina? In New York?

RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

SWBAT determine the text structure an author uses to organize a text. SWBAT identify major sections in the text that include central ideas and details. SWBAT explain how the major sections of a text contribute to the development of ideas and to the text as a whole.

RI.7.6 Determine an author’s point of view or purpose in a text and analyze how an author distinguishes his or her position from that of others.

SWBAT determine the point of view from which the author has written. SWBAT determine the author's purpose for

Rewrite this poem in a traditional novel format. What impact does X line have on the central idea? How does X poem most effectively convey Y theme? Why does the author convey her POV through prose? What does she accomplish 22

writing a text. SWBAT explain how authors use different positions or viewpoints to advance their purpose. SWBAT acknowledge other positions or viewpoints to reinforce (strengthen) their own. SWBAT analyze how the author’s structure best achieved her purpose in writing. RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of a text, analyzing each medium’s portrayal of the subject.

in doing this? What is lost in doing this? Where and how does the author acknowledge and respond to evidence or viewpoints that conflict with her own (8th-grade level question)? Compare and contrast the written version of X poem to the same poem being performed in spoken word. How is the impact of the poem different when read and when spoken or performed?

Unit 6: “Serial” Projected Instructional Days: 14 (March 19-April 5) *This unit will go either before or after TCAP Prep, depending on when that window falls. Standards Covered: ● ●

Key Skills/Understandings: By the end of this unit, students will be able to… ● Understand the structure and value of a podcast ● Understand the idea of journalistic integrity and civic responsibility 23

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and to the development of the ideas. 7.RI.CS.6 Determine an author’s point of view or purpose in a text and analyze how an author distinguishes his or her position from that of others. 7.RI.IKI.7 Compare and contrast a text to an audio, video, or multimedia version of a text, analyzing each medium’s portrayal of the subject.

Essential Questions: ● How does perspective shape or alter truth? ● What is social justice? What are the responsibilities of the individual in regard to issues of social justice? ● How does the media shape our view of the world and ourselves?

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Determine and analyze each speaker’s point of view Analyze why the narrator chose to tell this story in this format

Writing Alignment: ● Based on the evidence presented in the podcast, do you think Adnon is innocent or guilty? (Argumentative) ● ACECE answering course essential question.

Vocabulary: ● TBD

How does what we know about the world shape the way we view ourselves, and can literature serve as a vehicle to change that view or perspective? TN Academic Standards RI.7.3 Analyze the relationships and interactions among individuals, events, and/or ideas in a text.

Periods/Days 4

Objectives SWBAT explain how an event (or sequence of events) impacts an individual, a subsequent event, or an idea. SWBAT describe in detail how events change the course of people's lives and impact their beliefs.

Assessment How did X event influence the outcome of Adnan’s trial? How did X character impact X event in Adnan’s life?

SWBAT describe in detail how ideas and events work together to support and clarify the central idea of the text. 24

RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

RI.7.6 Determine an author’s point of view or purpose in a text and analyze how an author distinguishes his or her position from that of others.

SWBAT determine the point of view from which the author has written. SWBAT determine the author's purpose for writing a text. SWBAT acknowledge other positions or viewpoints to reinforce (strengthen) their own. SWBAT analyze how the author’s structure best achieved her purpose in writing.

RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of a text, analyzing each medium’s portrayal of the subject.

What is a podcast? Why did the narrator choose to communicate this story through a podcast?

How does the narrator keep her POV objective? Why doesn’t the narrator pick a side? How does the narrator’s POV influence the listener? What is different about listening to X’s account of Y event than reading the transcript? How is the impact of Adnan’s testimony different when read? When you hear his voice?

Unit 7: The Color of My Words

Projected Instructional Days: 24 (April 29-May 31) Standards Covered: ● ● ●

Key Skills/Understandings:

7.RL.KID.3 Analyze how specific elements of a story or drama interact with and affect each other. 7.RL.CS.5 Analyze the form or structure of a story, poem, or drama, considering how text form or structure contributes to its theme and meaning 7.RL.IKI.9 Compare and contrast an historical account with a fictional portrayal of the same time, place, or character.

Essential Questions: ● What power can words give us? ● Can words or literature change people? How? (How does Ana Rosa’s love of writing change her? When have words changed you?)

By the end of this unit, students will be able to… ● Understand the usage of figurative language and the effects those word/phrase choices have on the overall meaning ● Use/write with figurative language to convey meaning ● Relate various elements/structures of a story and determine overall meaning ● Determine/analyze theme ● Compare a fictional text with a real/historical time frame/place

Writing Alignment: ● ACECE answering course essential question. ● TBD

Vocabulary: ● TBD

How does what we know about the world shape the way we view ourselves, and can literature serve as a vehicle to change that view or perspective? TN Academic Standards RL.7.3 Analyze how specific elements of a story or drama interact with and affect each other.

Periods/Days 8

Objectives

Assessment

SWBAT identify the elements of stories: setting, character, theme, conflict, and plot.

How does X poem develop Y chapter?

SWBAT analyze characters' traits and their actions to determine how they affect the setting, plot, theme, and other characters.

What do we learn about Anna Rosa through X poem/passage? 26

SWBAT analyze characters' responses to events and interactions with others and how this affects setting, plot, other characters, and themes.

Which events or specific lines (of dialogue or poetry) most affect the story? Most affect Anna Rosa? What does X event reveal about Y character?

RL.7.5 Analyze the form or structure of a story, poem, or drama, considering how text form or structure contributes to its theme and meaning

SWBAT understand that authors use various structural choices to convey meaning. SWBAT describe the structure of the novel. SWBAT explain how the structure of the novel contributes to its overall theme/meaning.

RL.7.9 Compare and contrast an historical account with a fictional portrayal of the same time, place, or character.

What is different about the usage of poetry in Color of My Words and Brown Girl Dreaming? How do the different structures contribute to the meaning and style of each text? What does CMW tell the reader about the treatment of journalists in the DR? How is this supported in X informational text?

SWBAT determine the differences between the fictional and historical accounts.