seventh grade english language arts pacing guide · seventh grade english language arts pacing...

Seventh Grade English Language Arts Pacing Guide

Jefferson Elementary School District June 2010

Unit 1 The Big Question: What is the best way to find the truth? Dates: Aug. 30 – Oct. 15, 2010 Week 1

Week 2

Week 3

Week 4

Week 5

Weeks 6-7

Review/Reflection Stories Unit Big Question

Unit focus: fiction & nonfiction Model selections: Three Century Woman (RN), Fall of Hindenburg (RN) Start Pairing 1: Papa’s Parrot (RN)/MK

Finish Pairing 1: Papa’s Parrot (RN)/MK Pairing 2: An American Childhood (RN)/The Luckiest Time of All

Info texts 1: East Asia (RN), Byron Yee Comparing literary works 1: Barrio Boy, A Day’s Wait (Writing Workshop: Descriptive Writing) Assessment

Pairing 3: All Summer in a Day/Suzy and Leah (RN) Start Pairing 4: My First Free Summer (RN)/ Angela’s Ashes

Finish Pairing 4: My First Free Summer (RN)/ Angela’s Ashes Info texts 2: The Flat Rock Playhouse (RN), Theater Show Contract Start Comparing literary works 2: The Night the Bed Fell, Stolen Day Start Writing Workshop: Autobiographical Narrative

Finish Comparing literary works 2: The Night the Bed Fell, Stolen Day Finish Writing Workshop: Autobiographical Narrative Apply Unit Big Question Vocabulary workshop Communications workshop Assessment

Standards I=Introduced P=Practiced M=Mastery Expected O=Ongoing *= Essential Standard RN=text in Reader’s Notebook Word Analysis, Fluency, and Systematic Vocabulary Development

*1.2 Roots & affixes (I) *1.3 Context clues (I)

*1.2 Roots & affixes (I) *1.3 Context clues (I)

*1.2 Roots & affixes (P)


*1.3 Context clues (P)

Reading Comprehension (Focus on Informational Materials)

2.3 Cause & effect (I)

*2.1 Categories of info texts (I) *2.2 Locate info in texts (I)

*2.4 Identify author’s argument/POV (objective/subjective) (I)

*2.1 Categories of info texts (I) 2.2: Locate info in texts (I) *2.4 Identify author’s argument/POV (objective/subjective) (I)

Literary Response and Analysis

3.1 Forms of prose (I) *3.2 Plot events (I) *3.3 Characterization (I) *3.4 Themes (I)

3.1 Forms of prose (I) *3.2 Plot events (I) *3.5 Points of View (I)

3.1 Forms of prose (P) *3.3 Characterization (I) *3.5 Points of View (I)

3.1 Forms of prose (P) 3.1 Forms of prose (P) *3.3 Characterization (P) *3.5 Points of View (P)

*3.3 Characterization (P) *3.4 Themes (P) *3.5 Points of View (P)

Assessments & Mastery Benchmarks

Administer the Diagnostic Test, pg. 1-6

Test Practice: Reading, pg. 70-71

U1 Resources

Benchmark Test 1, pg. 127-137 Based on student performance, reteach necessary skills

U1 Resources Test Practice: pg. 152-

153 Test Practice: Unit 1 Review, pg. 190-195 Benchmark Test 2, pg. 234-242 U1 Resources

Based on student performance, reteach necessary skills

(required)**

Unit 1 The Big Question: What is the best way to find the truth? Dates: Aug. 30 – Oct. 15, 2010



Week 1

Week 2

Week 3

Week 4

Week 5

Weeks 6-7 Review/Reflection

Stories Unit Big Question Unit focus: fiction & nonfiction Model selections: Three Century Woman (RN), Fall of Hindenburg (RN) Start Pairing 1: Papa’s Parrot (RN)/MK






Standards I=Introduced P=Practiced M=Mastery Expected O=Ongoing *= Essential Standard

Writing Strategies

*1.1 Organization & Transitions (I)

*1.1 Organization & transitions (I) *1.2 Support w/ evidence (I) 1.4 Identify topic & ask questions (I)

(*1.1 Organization & transitions (I)) *1.2 Support w/ evidence (P) (1.4 Identify topic & ask questions) (I) (*1.7 Revision) (I)

*1.1 Organization & transitions (I) *1.3 Notetaking & outlining (I) 1.4 Identify topic & ask questions (I)

*1.1 Organization & transitions (I) *1.3 Notetaking & outlining (I) *1.7 Revision (I)

*1.1 Organization & transitions (P) *1.3 Notetaking & outlining (I) *1.7 Revision (I)

Writing Applications (Genres and Their Characteristics)

*2.2 Response to Lit (I) *2.5 Summary (I)

*2.2 Response to Lit (I) 2.3 Research (I)

*2.2 Response to Lit (I)

2.3 Research (I) *2.1 Autobiographical Narrative (I)

*2.1 Autobiographical Narrative (I)

Written and Oral Language Conventions

*1.3 Parts of speech & sentence types (I)

*1.3 Parts of speech & sentence types (I)

(*1.3 Parts of speech & sentence types) (P) (1.7 Spelling) (I)

1.2 Infinitives & participles (I)

1.2 Infinitives & participles (I) 1.4 Correct mechanics (I)

1.2 Infinitives & participles (I) 1.4 Correct mechanics (I)


Unit 1 The Big Question: What is the best way to find the truth? Dates: Aug. 30 – Oct. 15, 2010



Week 1

Week 2

Week 3

Week 4

Week 5


Stories Unit Big Question Unit focus: fiction & nonfiction Model selections: Three Century Woman (RN), Fall of Hindenburg (RN) Start Pairing 1: Papa’s Parrot (RN)/MK







Listening and Speaking

1.4 Organize for purpose/audience (I) 1.6 Stage Presence (I)

1.6 Stage presence (I)

1.1 Ask questions (I) 1.3 Respond to persuasive messages (I)

1.1 Ask questions (I) 1.6 Stage presence (I)

1.6 Stage presence (I) 1.4 Organize for purpose/audience (I) 1.7 Provide feedback (I)

Speaking Applications (Genres and Their Characteristics)

2.1 Narrative presentation (I)

2.1 Narrative presentation (I)





Week 2

Week 3

Week 4

Week 5

Weeks 6-7








Preparation for the 7th Grade State Writing Assessment Suggestions and Notes

NOTE: This pacing guide includes all texts recommended by Pearson. If your class time is impacted by school activities or by strategic lessons for English Language Learners, you can refer to the Pearson Literature Teacher’s Edition

pg. 90-93 for a recommended Fast Track.

**The second Benchmark Assessment of each Unit is required. The Benchmark Assessments for each Unit includes the following categories (with subcategories specific to each Unit): Reading Skills, Literary Analysis, Vocabulary, Spelling, and an Essay portion (optional). Due to the alternative focus of writing skills in 7th grade, it is optional to complete the Essay portion of the Benchmark Assessments. Pearson’s suggested Writing Workshop is Descriptive Writing (to help prepare for Autobiographical Narrative), neither of which are tested on the 7th Grade Writing Test in March. Recommendation: supplement with activities to support Writing Applications 2.5 Summary for both fiction and nonfiction texts. Pearson Textbook Resources for Summary (fiction only):

• pg. 859 – summary of Act I and II of Monsters on Maple Street (Unit 5) • pg. 1005 – plot summary of Sun and Moon in a Box; How the Snake Got Poisoned (Unit 6)

Pearson Supplemental Writing Resources can be found in the All-In-One Student Workbook

• CDE Writing Rubrics: p. CA 2-CA8 • Sample Writing Prompts: p. CA10-CA11 • Standards:

o Writing Strategies: p. CA44-CA57 o Writing Applications: p. CA58-CA67 o Writing Conventions: p. CA68-CA81

• Writing Support for Summary Essays: o p. CA108-CA109 (Also Personal Narrative) o p. CA1112-CA113 (Personal Narrative) o p. CA124-CA125 (Historical Event)

Standards covered through Pearson

: Writing Applications 2.5 Summary and Writing Conventions 1.3 Parts of speech & sentence types, 1.6 Capitalization

Recommended Lesson Focus:




Week 2

Week 3

Week 4

Week 5

Weeks 6-7








• Sentence structure and types (simple, complex and compound; including transitions) • Paragraph structure (topic sentence/claim, supporting details, concluding sentence) • Basic essay structure (intro-thesis, body, conclusion) • Choose 1 fiction and 1 nonfiction text to teach summary format for both types of text

Recommended additional Standards

: Writing Strategies 1.1 Organization & transitions, 1.2 Support w/ evidence, 1.3 Notetaking & outlining, 1.7 Revision; Writing Conventions 1.4 Correct mechanics, 1.5 Punctuation, 1.7 Spelling

Recommended California State Resources: http://www.cde.ca.gov/ta/tg/sr/documents/cstgr7wrttg.pdf • Prompts • Rubrics • Student Samples for each Rubric level

Curriculum Associate Writing Tests can be used for practice and preparation for the CST writing test. Question for Pearson/Search online:

• What resources are available for structure of summary writing?

http://www.cde.ca.gov/ta/tg/sr/documents/cstgr7wrttg.pdf�



Unit 1 Preparation for the 7th Grade State Writing Assessment Suggestions and Notes



**The second Benchmark Assessment of each Unit is required. The Benchmark Assessments for each Unit includes the following categories (with subcategories specific to each Unit): Reading Skills, Literary Analysis, Vocabulary, Spelling, and an Essay portion (optional). Due to the alternative focus of writing skills in 7th grade, it is optional to complete the Essay portion of the Benchmark Assessments. Pearson’s suggested Writing Workshop is Descriptive Writing (to help prepare for Autobiographical Narrative), neither of which are tested on the 7th Grade Writing Test in March. Recommendation: supplement with activities to support Writing Applications 2.5 Summary for both fiction and nonfiction texts. Pearson Textbook Resources for Summary (fiction only):

• pg. 859 – summary of Act I and II of Monsters on Maple Street (Unit 5) • pg. 1005 – plot summary of Sun and Moon in a Box; How the Snake Got Poisoned (Unit 6)




• Writing Support for Summary Essays: o p. CA108-CA109 (Also Personal Narrative) o p. CA1112-CA113 (Personal Narrative) o p. CA124-CA125 (Historical Event)


: Writing Applications 2.5 Summary and Writing Conventions 1.3 Parts of speech & sentence types, 1.6 Capitalization

Recommended Lesson Focus: • Sentence structure and types (simple, complex and compound; including transitions) • Paragraph structure (topic sentence/claim, supporting details, concluding sentence) • Basic essay structure (intro-thesis, body, conclusion) • Choose 1 fiction and 1 nonfiction text to teach summary format for both types of text


: Writing Strategies 1.1 Organization & transitions, 1.2 Support w/ evidence, 1.3 Notetaking & outlining, 1.7 Revision; Writing Conventions 1.4 Correct mechanics, 1.5 Punctuation, 1.7 Spelling


Curriculum Associate Writing Tests can be used for practice and preparation for the CST writing test.




Question for Pearson/Search online:

• What resources are available for structure of summary writing?



Unit 2 The Big Question: Does every conflict have a winner? Dates: Oct. 18 – Dec. 10, 2010 Week 1

Week 2

Week 3

Week 4

Week 5

Weeks 6-7


Unit genre: short stories Model selections: The Treasure of Lemon Brown (RN) Start Pairing 1: The Bear Boy (RN) /Rikki-tikki-tavi

Finish Pairing 1: The Bear Boy (RN)/Rikki-tikki-tavi Pairing 2: Letters from Rifka (RN)/Two Kinds Info texts: Mongoose on the Loose (RN), Indian Grey Mongoose Start Writing Workshop: Response to Literature

Finish Writing Workshop: Response to Literature Comparing literary works: Seventh Grade, Melting Pot Assessment

Pairing 3: The Third Wish (RN), Amigo Brothers Start Pairing 4: Zoo (RN), Ribbons

Finish Pairing 4: Zoo (RN), Ribbons Info texts: Walking for Exercise and Pleasure (RN), California Walk to School Headquarters Start Comparing Literary Works: After Twenty Years; He—y, Come On O—ut! Start Writing Workshop: Short Story

Finish Comparing Literary Works: After Twenty Years; He—y, Come On O—ut! Finish Writing Workshop: Short Story Apply Unit Big Question Vocabulary workshop Communications workshop Assessment

Standards I=Introduced P=Practiced M=Mastery Expected O=Ongoing *= Essential Standard RN=text in Reader’s Notebook

Word Analysis, Fluency, and Systematic Vocabulary Development



*1.1 Figurative Language (I)



*1.2 Roots & affixes (P) *1.3 Context clues (P)


*2.2 Locate info (P) *2.1 Categories of info texts (P)

*2.2 Locate info (P) *2.1 Categories of info texts (P) *2.2 Locate info (P)


3.1 Forms of prose (P) *3.2 Plot events (P) *3.3 Characterization (P) *3.4 Themes (I)

3.1 Forms of prose (P) *3.2 Plot events (P) *3.3 Characterization (P)

*3.2 Plot events (P) *3.4 Themes (P)

3.1 Forms of prose (P) *3.2 Plot events (P) *3.4 Themes (P) 3.6 Analyze/compare responses to lit (I)

3.1 Forms of prose (P) *3.2 Plot events (P) *3.4 Themes (P) 3.6 Analyze/compare responses to lit (I)


Test practice: Reading, pg. 280-281

Benchmark Test 3: pg. 120-124 Based on student performance, reteach necessary skills

U2 Resources Test Practice: Reading,

pg. 362-363 Test Practice: Unit 2 Review, pg. 398-403 Benchmark Test 4: pg. 226-233 U2 Resources


(required)**





Week 2

Week 3

Week 4

Week 5

Weeks 6-7








Writing Strategies

*1.1 Organization & transitions (P) *1.2 Support w/ evidence (P) *1.3 Notetaking & outlining (P) *1.7 Revision (P)


*1.2 Support w/ evidence (P) 1.4 Identify topic & ask questions (P)

*1.1 Organization & transitions (P) *1.2 Support w/ evidence (P) *1.3 Notetaking & outlining (P) 1.4 Identify topic & ask questions (P) *1.7 Revision (P)

*1.1 Organization & transitions (P) *1.3 Notetaking & outlining (P) *1.7 Revision (P)


*2.5 Summary (P) *2.2 Response to Lit (I) *2.5 Summary (P)

*2.2 Response to Lit (I)

*2.1 Fictional Narrative (P) *2.4 Persuasive (I)

*2.1 Fictional Narrative (P) *2.4 Persuasive (I)

*2.1 Fictional Narrative (P)


*1.3 Parts of speech & sentence types (P)

*1.3 Parts of speech & sentence types (P) *1.4 Correct mechanics (P)


1.1 Modifiers & active voice (I) *1.3 Parts of speech & sentence types (P)

1.1 Modifiers & active voice (I) *1.3 Parts of speech & sentence types (P) *1.4 Correct mechanics (P)

1.1 Modifiers & active voice (I) *1.4 Correct mechanics (P)






Week 2

Week 3

Week 4

Week 5

Weeks 6-7









1.4 Organize for purpose/audience (P) 1.7 Provide feedback (I)

1.5 Effective supporting details (I)

1.4 Organize for purpose/audience (P) 1.6 Stage presence (P)


2.4 Persuasive presentations (I)

2.1 Narrative presentations (P)

2.2 Oral summaries (I)







**The second Benchmark Assessment of each Unit is required. The Benchmark Assessments for each Unit includes the following categories (with subcategories specific to each Unit): Reading Skills, Literary Analysis, Vocabulary, Spelling, and an Essay portion (optional). Due to the alternative focus of writing skills in 7th grade, it is optional to complete the Essay portion of the Benchmark Assessments. Pearson’s suggested Writing Workshop is Response to Literature and Short Story. Recommendation: supplement with activities to support Writing Applications 2.2 Response to Literature, particularly using the short stories in Unit 2. Pearson Textbook Resources for Response to Literature:

• p. 302-303 – writing a review of a short story (Unit 2)

Pearson Supplemental Writing Resources can be found in the All-In-One Student Workbook • CDE Writing Rubrics: p. CA 2-CA8 • Sample Writing Prompts: p. CA10-CA11 • Standards:



: Writing Strategies 1.1 Organization & transitions, 1.2 Support w/ evidence, 1.3 Notetaking & outlining, 1.7 Revision; Writing Applications 2.2 Response to Literature; Writing Conventions 1.3 Parts of speech & sentence types, 1.4 Correct mechanics.

Recommended Lesson Focus: • Continue sentence structure and types (simple, complex and compound; including transitions) • Paragraph structure of lit response essay (topic sentence/claim, evidence from text, commentary, concluding sentence) • Review thesis and Response to Literature essay format • Choose 1 short story from Unit 2 to lead class in Response to Literature essay • Teacher assigns short story for student to write essay independently


: Writing Conventions 1.5 Punctuation, 1.7 Spelling



• What resources are available for structure of lit response writing?




• What resources are available for text analysis (e.g., double-entry journal, quotation analysis)?



Unit 3 The Big Question: What should we learn? Dates: Dec. 13, 2010 – Feb. 11, 2011 Week 1

Week 2

Week 3

Week 4

Week 5

Weeks 6-7


Unit focus: nonfiction Model selections: What makes a Rembrandt a Rembrandt? (RN) Start Pairing 1: Life Without Gravity (RN)/ Conversational Ballgames

Finish Pairing 1: Life Without Gravity (RN), Conversational Ballgames Pairing 2: I Am A Native of North America (RN)/Volar: To Fly Info texts: Keeping It Quiet (RN), City of Oceanside Clean Water Program (Start Writing Workshop: How-To Essay)

(Finish Writing Workshop: How-To Essay) Comparing Literary Works: The Legacy of Snowflake Bentley, No Gumption Assessment

Pairing 3: All Together Now/The Eternal Frontier (RN) Start Pairing 4: The Real Story of a Cowboy’s Life (RN)/Rattlesnake Hunt

Finish Pairing 4: The Real Story of a Cowboy’s Life (RN)/Rattlesnake Hunt Info texts: How to Recognize Venomous Snakes in N. America (RN), Rattlesnake Sign Start Comparing Literary Works: Alligator, The Creation of Sam McGee Start Writing Workshop: Comparison-and-Contrast Essay

Finish Comparing Literary Works: Alligator, The Creation of Sam McGee Finish Writing Workshop: Comparison-and-Contrast Essay Apply Unit Big Question Vocabulary workshop Communications workshop Assessment








*2.4 Identify author’s argument/POV (objective/subjective) (P)

*2.1 Categories of info texts (P) *2.4 Identify author’s argument/POV (objective/subjective) (P)

*2.4 Identify author’s argument/POV (objective/subjective) (P) *2.6 Recognize bias & stereotyping (I)

*2.1 Categories of info texts (P) 2.2: Locate info in texts (P) *2.4 Identify author’s argument/POV (objective/subjective) (P) *2.6 Recognize bias & stereotyping (I)


3.1 Forms of prose (P) *3.4 Themes (P)

3.1 Forms of prose (P) 3.6 Analyze/compare responses to lit (P)

3.1 Forms of prose (P) *3.3 Characterization (P) *3.5 Point of View (M)

3.1 Forms of prose (P)

3.1 Forms of prose (P) *3.3 Characterization (P) 3.6 Analyze/compare responses to lit (P)

3.1 Forms of prose (P) *3.3 Characterization (P) *3.4 Themes (P) 3.6 Analyze/compare responses to lit (P)






Based on student performance, reteach

(required)**

Standards I=Introduced P=Practiced M=Mastery Expected O=Ongoing *= Essential Standard RN=text in Reader’s Notebook




Week 2

Week 3

Week 4

Week 5

Weeks 6-7








Writing Strategies

*1.2 Support w/ evidence (P) *1.3 Notetaking & outlining (P) 1.4 Identify topic & ask questions (P)

(*1.1 Organization & transitions (P)) *1.2 Support w/ evidence (P) *1.3 Notetaking & outlining (P) (*1.7 Revision (P))

(*1.1 Organization & transitions (P)) (*1.3 Notetaking & outlining (P)) (*1.7 Revision (P))

1.6 Use word processing and publishing programs (I) *1.7 Revision (P)

*1.1 Organization & transitions (P) *1.2 Support w/ evidence (P) *1.3 Notetaking & outlining (P) 1.6 Use word processing & publishing programs (I) *1.7 Revision (P)

*1.1 Organization & transitions (P) *1.2 Support w/ evidence (P) *1.3 Notetaking & outlining (P) 1.4 Identify topic & ask questions (P) *1.7 Revision (P)


*2.2 Response to Lit (P)

*2.4 Persuasive (P) *2.5 Summary (P)

*2.2 Response to Lit (P) *2.5 Summary (M)




(1.1 Modifiers & active voice (I)) *1.3 Parts of speech & sentence types (P) (*1.4 Correct mechanics (P))

(1.1 Modifiers & active voice (I)) (*1.3 Parts of speech & sentence types (P)) (*1.4 Correct mechanics (P))


1.1 Modifiers & active voice (I) *1.3 Parts of speech & sentence types (P) *1.4 Correct mechanics (P)

1.1 Modifiers & active voice (I) *1.4 Correct mechanics (P)






Week 2

Week 3

Week 4

Week 5

Weeks 6-7









1.1 Ask questions (P) 1.6 Stage presence (P)

1.4 Organize for purpose/audience (P) 1.5 Effective supporting details (P) 1.6 Stage presence (P)

(1.4 Organize for purpose/audience (P))

1.4 Organize for purpose/audience (P) 1.5 Effective supporting details (P)

1.1 Ask Questions (P) 1.2 Speaker’s attitude (M) 1.3 Respond to persuasive messages (P) 1.7 Provide feedback (P)


2.2 Oral summaries (P) 2.2 Oral summaries (M) 2.4 Persuasive presentations (P)

2.4 Persuasive presentations (P)







**The second Benchmark Assessment of each Unit is required. The Benchmark Assessments for each Unit includes the following categories (with subcategories specific to each Unit): Reading Skills, Literary Analysis, Vocabulary, Spelling, and an Essay portion (optional). Due to the alternative focus of writing skills in 7th grade, it is optional to complete the Essay portion of the Benchmark Assessments. Pearson’s suggested Writing Workshops are a How-To Essay and a Comparison-Contrast Essay, which are not connected to the California Writing Application standards. Recommendation: supplement with activities to support Writing Applications 2.4 Persuasive. Pearson Textbook Resources for Persuasive Writing:

• pg. 698 – writing a persuasive essay (Unit 4) •

Pearson Supplemental Writing Resources can be found in the All-In-One Student Workbook • CDE Writing Rubrics: p. CA 2-CA8 • Sample Writing Prompts: p. CA10-CA11 • Standards:


• Writing Support for Persuasive Essays: o p. CA114-CA115 o p. CA118-CA119 o p. CA122-123


: Writing Strategies 1.3 Notetaking & outlining, 1.4 Ask questions, 1.7 Revision; Writing Applications 2.4 Persuasive; Writing Conventions 1.4 Correct mechanics, 1.5 Punctuation.

Recommended Lesson Focus: • Continue sentence structure and types (simple, complex and compound; including transitions) • Paragraph structure of persuasive essay (topic sentence/claim, evidence from text, commentary, concluding sentence) • Review thesis and Persuasive essay format (with counter argument) • Use supplemental readings to develop a topic for writing a Persuasive Essay

Recommended additional StandardsWriting Conventions 1.3 Parts of speech & sentence types, 1.7 Spelling.

: Writing Strategies 1.1 Organization & transitions, 1.2 Support w/ evidence;

Recommended California State Resources: http://www.cde.ca.gov/ta/tg/sr/documents/cstgr7wrttg.pdf

• Prompts • Rubrics • Student Samples for each Rubric level





• What resources are available for structure of persuasive writing? • Need to gather resources for topic generation for Persuasive Essay



Unit 6 The Big Question: Community or individual—which is more important? Dates: Feb. 14 – April 15, 2011 Week 1

Week 2

Week 3

Week 4

Week 5

Weeks 6-7


Unit genre: Oral Tradition Model selections: Grasshopper Logic (RN), The Other Frog Prince (RN), Duckbilled Platypus vs. Beefsnakstik (RN) Start Pairing 1: Icarus and Daedalus (RN)/Demeter and Persephone

Finish Pairing 1: Icarus and Daedalus (RN)/Demeter and Persephone Pairing 2: Tenochtitlan: Inside the Aztec Capital (RN)/ Popocatepetl and Ixtlaccihuatl Info texts: The Seasons on Earth (RN), The Benefits of Community Gardens Start Writing Workshop: Business Letter

Finish Writing Workshop: Business Letter Comparing Literary Works: The Voyage, To the Top of Everest Assessment

Pairing 3: Sun and Moon in a Box (RN)/How the Snake Got Poisoned Start Pairing 4: The People Could Fly (RN)/All Stories are Anansi’s

Finish Pairing 4: The People Could Fly (RN)/All Stories are Anansi’s Info texts: Zoos: Joys or Jails (RN), Kid Territory: Why Do We Need Zoos? Start Comparing Literary Works: The Fox Outwits the Crow, The Fox and the Crow Start Writing Workshop: Research Report

Finish Comparing Literary Works: The Fox Outwits the Crow, The Fox and the Crow Finish Writing Workshop: Research Report Apply Unit Big Question Vocabulary workshop Communications workshop Assessment






*1.1 Figurative Language (P) *1.3 Context clues (P)


2.3 Cause & effect (P)

*2.1 Categories of info texts (P) *2.2 Locate info (P) 2.3 Cause & effect (M)

*2.1 Categories of info texts (P) *2.4 Identify author’s argument/POV (objective/subjective) (P)

*2.4 Identify author’s argument/POV (objective/subjective) (P)


3.1 Forms of prose (P) *3.2 Plot events (P) *3.4 Themes (P)

3.1 Forms of prose (P) *3.2 Plot events (M)

3.1 Forms of prose (P) *3.3 Characterization (P) *3.4 Themes (P) 3.6 Analyze/compare responses to lit (P)

3.1 Forms of prose (P)

3.1 Forms of prose (P) *3.4 Themes (P)

3.1 Forms of prose (M) *3.4 Themes (P)



Benchmark Test 11: pg.120-125


U6 Resources


Test Practice: Unit 6 Review, pg. 1056-1061 Benchmark Test 12: pg. 227-232 U6 Resources


(required)**

Unit 6 The Big Question: Community or individual—which is more important? Dates: Feb. 14 – April 15, 2011



Week 1

Week 2

Week 3

Week 4

Week 5


Stories Unit Big Question Unit genre: Oral Tradition Model selections: Grasshopper Logic (RN), The Other Frog Prince (RN), Duckbilled Platypus vs. Beefsnakstik (RN) Start Pairing 1: Icarus and Daedalus (RN)/Demeter and Persephone







Writing Strategies

*1.2 Support w/ evidence (P) 1.4 Identifying topic & ask questions (P)

*1.1 Organization & transitions (P) *1.2 Support w/ evidence (P) *1.3 Notetaking & outlining (P) 1.4 Identifying topic & ask questions (P) *1.7 Revision (P)

*1.1 Organization & transitions (P) *1.2 Support w/ evidence (P) *1.7 Revision (P)

*1.2 Support w/ evidence (P) *1.3 Notetaking & outlining (P) 1.4 Identifying topic & ask questions (P)

*1.1 Organization & transitions (P) *1.2 Support w/ evidence (P) *1.3 Notetaking & outlining (P) 1.4 Identifying topic & ask questions (P) 1.5 Citations & bibliography (I/P) 1.6 Use word processing & publishing programs (P) *1.7 Revision (P)

*1.1 Organization & transitions (P) *1.2 Support w/ evidence (P) *1.3 Notetaking & outlining (P) 1.4 Identifying topic & ask questions (P) 1.5 Citations & bibliography (M) 1.6 Use word processing & publishing programs (P) *1.7 Revision (P)


*2.1 Fictional Narrative (M) *2.5 Summary (O)

*2.1 Fictional Narrative (M) *2.2 Response to Lit (O)

*2.2 Response to Lit (P) *2.5 Summary (O)

*2.2 Response to Lit (M) 2.3 Research (P) *2.4 Persuasive (M)

2.3 Research (P)


1.5 Punctuation (P) *1.4 Correct mechanics (P) 1.5 Punctuation (M)

*1.4 Correct mechanics (P)

*1.3 Parts of speech & sentence types (P) 1.6 Capitalization (I/P/M)




Unit 6 The Big Question: Community or individual—which is more important? Dates: Feb. 14 – April 15, 2011



Week 1

Week 2

Week 3

Week 4

Week 5


Stories Unit Big Question Unit genre: Oral Tradition Model selections: Grasshopper Logic (RN), The Other Frog Prince (RN), Duckbilled Platypus vs. Beefsnakstik (RN) Start Pairing 1: Icarus and Daedalus (RN)/Demeter and Persephone








1.4 Organize for purpose/audience (P) 1.5 Supporting details (P) 1.7 Provide feedback (P)

1.4 Organize for purpose/audience (P) 1.5 Supporting details (P) 1.6 Stage Presence (P) 1.7 Provide feedback (M)

1.4 Organize for purpose/audience (P) 1.5 Supporting details (P) 1.6 Stage Presence (P)

1.4 Organize for purpose/audience (P) 1.5 Supporting details (P)

1.4 Organize for purpose/audience (P) 1.5 Supporting details (P) 1.6 Stage Presence (P)


2.4 Persuasive Presentations (P)

2.1 Narrative presentation (M) 2.3 Research presentation (P)

2.3 Research presentation (P)

2.3 Research presentation (M)







**The second Benchmark Assessment of each Unit is required. The Benchmark Assessments for each Unit includes the following categories (with subcategories specific to each Unit): Reading Skills, Literary Analysis, Vocabulary, Spelling, and an Essay portion (optional). Due to the alternative focus of writing skills in 7th grade, it is optional to complete the Essay portion of the Benchmark Assessments. Unit 6 was moved sooner in the school year for the following reasons:

• Moving Unit 6 sooner in the year will more effectively align the lessons with the 7th grade Language Arts writing program and essential standards prior to the 7th Grade Writing Test and CSTs. Unit 4 and Unit 5 focus on the genres of Poetry and Drama, which are not specific genre Standards for 7th grade Language Arts.

• Also, Unit 6 covers several important standards more heavily than Units 4 and 5, making it essential to teach this Unit earlier in the school year.

Pearson’s suggested Writing Workshops are a Business Letter and a Research Essay. Recommendation: supplement with activities to support Writing Applications 2.1 Narrative, with a focus on fictional narratives. Pearson Textbook Resources for Narrative Writing:

• p. 384 – writing a short story (Unit 2) • p. 92-93 – sensory details and voice (Unit 1)




• Writing Support for Narratives Essays:

o p. CA106-CA107 (Nonfiction) o p. CA110-CA111 (Nonfiction) o p. CA116-CA117 (Fiction) o CA120-CA121 (Nonfiction)


: Writing Strategies 1.1 Organization & transitions, 1.7 Revision; Writing Applications 2.1 Narrative; Writing Conventions 1.1 Modifiers & active voice, 1.4 Correct mechanics.

Recommended Lesson Focus: • Continue sentence structure and types (simple, complex and compound; including sequencing transitions)



• Review standard plot line, including exposition, rising action, conflict, climax, falling action, resolution, and lesson learned • Review elements of literature, including characters, setting and theme

Recommended additional StandardsWriting Conventions 1.3 Parts of speech & sentence types, 1.5 Punctuation, 1.6 Capitalization, 1.7 Spelling.

:

Recommended California State Resources: http://www.cde.ca.gov/ta/tg/sr/documents/cstgr7wrttg.pdf

• Prompts • Rubrics • Student Samples for each Rubric level


• What resources are available for structure of narrative writing?




Unit 4 The Big Question: What is the best way to communicate? Dates: April 18 – June 3, 2011 Week 1

Date Week 2

Date Week 3

Date Week 4

Date Week 5

Date Weeks 6-7


Unit genre: Poetry Model selections: Maestro (RN), The Desert is My Mother (RN), Bailando (RN) Start Pairing 1: The Rider/Seal/Haiku-Buson (collection 1) (RN); Winter/Forsythia/Haiku-Bashō (collection 2)

Finish Pairing 1: The Rider/Seal/Haiku-Buson (collection 1) (RN); Winter/Forsythia/Haiku-Bashō (collection 2) Pairing 2: Life/Loo-Wit/The Courage that My Mother Had (collection 3) (RN); Mother to Son/The Village Blacksmith/Fog (collection 4) Info texts: How to Download Ringtones… (RN), Limited Warranty for Telephones Start Writing Workshop: Problem-and-Solution Essay

Finish Writing Workshop: Problem-and-Solution Essay Comparing Literary Works: The Highwayman, How I Learned English Assessment

Pairing 3: Sarah Cynthia Sylvia Stout…/ One/Weather (collection 5) (RN); Full Fathom Five/Train Tune/ Onomatopoeia (collection 6) Start Pairing 4: Annabel Lee/Martin Luther King/I’m Nobody (collection 7) (RN); Father William/Stopping By Woods…/Jim (collection 8)

Finish Pairing 4: Annabel Lee/Martin Luther King/I’m Nobody (collection 7); Father William/Stopping By Woods…/Jim (collection 8) Info texts: The Rhythms of Rap (RN), Conjunction Junction Start Comparing Literary Works: Miracles, inJust— Start Writing Workshop: Persuasive Essay

Finish Comparing Literary Works: Miracles, inJust— Finish Writing Workshop: Persuasive Essay Apply Unit Big Question Vocabulary workshop Communications workshop Assessment


*1.1 Figurative Language (P) *1.2 Roots & affixes (P)

*1.1 Figurative Language (P) *1.2 Roots & affixes (P)

*1.1 Figurative Language (M)

*1.2 Roots & affixes (P) *1.3 Context clues (P)

*1.2 Roots & affixes (M) *1.3 Context clues (P)

*1.3 Context clues (M)


*2.1 Categories of info texts (P) 2.2 Locate info (M) 2.5 Technical directions (M)

*2.1 Categories of info texts (P)

*2.1 Categories of info texts (M) *2.4 Identify author’s argument/POV (objective/subjective) (M) *2.6 Recognize bias & stereotyping (M)


*3.4 Themes (M) 3.6 Analyze/compare responses to lit (P)

3.6 Analyze/compare responses to lit (P)

*3.3 Characterization (M)

3.6 Analyze/compare responses to lit (P)

3.6 Analyze/compare responses to lit (M)

*3.4 Themes (M)



Benchmark Test 7: pg. 120-125 U4 Resources Based on student performance, reteach necessary skills


Test Practice: Unit 4 Review, pg. 712-717 Benchmark Test 8: pg. 227-234 U4 Resources (required)** Based on student performance, reteach




Date Week 2

Date Week 3

Date Week 4

Date Week 5

Date Weeks 6-7









Writing Strategies

1.4 Identify topic & ask questions (P) *1.3 Notetaking & outlining (P) 1.6 Use word processing & publishing programs (I)

*1.1 Organization & transitions (P) *1.2 Support w/ evidence (P) *1.3 Notetaking & outlining (P) 1.4 Identify topic & ask questions (P) 1.6 Use word processing & publishing programs (P) *1.7 Revision (P)


*1.2 Support w/ evidence (P) 1.4 Identify topic & ask questions (P) 1.6 Use word processing & publishing programs (P) *1.7 Revision (P)

*1.1 Organization & transitions (P) *1.2 Support w/ evidence (P) *1.3 Notetaking & outlining (P) 1.4 Identify topic & ask questions (P) 1.6 Use word processing & publishing programs (M) *1.7 Revision (P)

*1.1 Organization & transitions (M) *1.2 Support w/ evidence (M) *1.3 Notetaking & outlining (M) 1.4 Identify topic & ask questions (M) *1.7 Revision (M)


2.3 Research (O) *2.5 Summary (O)

*2.2 Response to Lit (O)

*2.5 Summary (O) *2.2 Response to Lit (O) *2.4 Persuasive (O) *2.5 Summary (O)

*2.2 Response to Lit (O) *2.4 Persuasive (O)


1.2 Infinitives & participles (P) *1.3 Parts of speech & sentence types (P)

1.1 Modifiers & active voice (P) 1.2 Infinitives & participles (P) *1.3 Parts of speech & sentence types (P) 1.7 Spelling (P)

1.1 Modifiers & active voice (M) 1.2 Infinitives & participles (M) 1.7 Spelling (M)


*1.3 Parts of speech & sentence types (M) *1.4 Correct mechanics (P) 1.5 Punctuation (I/P)

*1.4 Correct mechanics (M) 1.5 Punctuation (M)





Date Week 2

Date Week 3

Date Week 4

Date Week 5

Date Weeks 6-7










1.5 Effective supporting details (P)

1.4 Organize for purpose/audience (P) 1.5 Effective supporting details (P)

1.4 Organize for purpose/audience (P)

1.6 Stage Presence (M)

1.4 Organize for purpose/audience (P) 1.5 Supporting details (P)

1.1 Ask questions (M) 1.3 Response to persuasive messages (M) 1.4 Organize for purpose/audience (M) 1.5 Supporting details (M) 1.8 Effects of electronic journalism (I/M)


2.4 Persuasive presentation (P)

2.4 Persuasive presentation (M)







**The second Benchmark Assessment of each Unit is required. The Benchmark Assessments for each Unit includes the following categories (with subcategories specific to each Unit): Reading Skills, Literary Analysis, Vocabulary, Spelling, and an Essay portion (optional). Due to the alternative focus of writing skills in 7th grade, it is optional to complete the Essay portion of the Benchmark Assessments.



Unit 5 The Big Question: Do others see us more clearly than we see ourselves? Dates: UNIT ELIMINATED Week 1

Week 2

Week 3

Week 4

Week 5

Weeks 6-7


Unit genre: Drama Model selections: Dragonwings (RN) Start Text 1: A Christmas Carol: Act I (RN)

Finish Text 1: A Christmas Carol: Act I (RN) Text 2: A Christmas Carol: Act II Info texts: A Christmas Carol TNT (RN), Toned-down Christmas Carol… (RN), Charles Dickens’ A Christmas Carol Start Writing Workshop: Multimedia Research Report

Finish Writing Workshop: Multimedia Research Report Comparing Literary Works: A Christmas Carol: Act I, Scene II, and Scene V Assessment

Start Text 3: The Monsters Are Due on Maple Street (RN)

Finish Text 3: The Monsters Are Due on Maple Street (RN) Info Texts: Veteran Returns… (RN), The Wrong Orbit Comparing Literary Works: Grandpa and the Statue, My Head is Full of Starshine Start Writing Workshop: Cause-and-Effect Essay

Finish Writing Workshop: Cause-and-Effect Essay Apply Unit Big Question Vocabulary workshop Communications workshop Assessment








2.2 Response to Lit (P)

*2.1 Categories of info texts (P) *2.2 Locate info (P) *2.4 Identify author’s argument/POV (objective/subjective) (P)

*2.4 Identify author’s argument/POV (objective/subjective)

*2.1 Categories of info texts (P) *2.4 Identify author’s argument/POV (objective/subjective) *2.6 Recognize bias & stereotyping (P)


3.1 Forms of prose (P) *3.2 Plot events (P) *3.3 Characterization (P) *3.4 Themes (P) *3.5 Points of View (P)

3.1 Forms of prose (P) *3.2 Plot events (P) *3.3 Characterization (P) *3.5 Points of View (P) 3.6 Analyze/compare responses to lit (P)

*3.3 Characterization (P)

*3.2 Plot events (P) *3.3 Characterization (P)

3.1 Forms of prose (P) *3.2 Plot events (P) *3.3 Characterization (P) *3.5 Points of View (P)

*3.4 Themes (P)






Based on student performance, reteach needed skills

(required)***




Week 2

Week 3

Week 4

Week 5

Weeks 6-7









Writing Strategies

*1.1 Organization & transitions (P) *1.2 Support w/ evidence (P) 1.4 Identifying topic & ask questions (P)

*1.1 Organization & transitions (P) *1.2 Support w/ evidence (P) *1.3 Notetaking & outlining (P) 1.4 Identifying topic & ask questions (P) 1.6 Use word processing & publishing programs (P) *1.7 Revision (P)

*1.1 Organization & transitions (P) *1.3 Notetaking & outlining (P) 1.4 Identifying topic & ask questions (P) 1.6 Use word processing & publishing programs (P) *1.7 Revision (P)




*2.5 Summary (O) *2.2 Response to Lit (P)


*2.5 Summary (O) *2.2 Response to Lit (P) *2.5 Summary (O)



*1.3 Parts of speech & sentence types (P) *1.4 Correct mechanics (P) 1.5 Punctuation (P)



*1.3 Parts of speech & sentence types (P) *1.4 Correct mechanics (P) 1.7 Spelling (P)

*1.4 Correct mechanics (P) 1.7 Spelling (P)





Week 2

Week 3

Week 4

Week 5

Weeks 6-7










1.4 Organize for purpose/audience (P) 1.6 Stage Presence (P)



1.1 Ask questions (P) 1.4 Organize for purpose/audience (P)

1.1 Ask questions (P) 1.2 Speaker’s attitude (P) 1.4 Organize for purpose/audience (P) 1.6 Stage Presence (P)


2.1 Narrative presentation (P) 2.3 Research presentation (P)

2.3 Research presentation (P)







**The second Benchmark Assessment of each Unit is required. The Benchmark Assessments for each Unit includes the following categories (with subcategories specific to each Unit): Reading Skills, Literary Analysis, Vocabulary, Spelling, and an Essay portion (optional). Due to the alternative focus of writing skills in 7th grade, it is optional to complete the Essay portion of the Benchmark Assessments. The Pacing Guide Team and District Office decided to recommend eliminating Unit 5 from the Pacing Guide for the following reasons:

• Units were allotted 7 weeks to complete the materials to give teacher more time to build reflection, review and writing into each unit. • Unit 5 was eliminated due to the lack of standards covered (in comparison to other units) and because the genre of drama is not a specific genre

covered by the 7th or 8th grade standards.

seventh grade english language arts pacing guide · seventh grade english language arts pacing...

Documents