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SpringBoard Seventh Grade Language Arts - Instructional Focus Calendar – Week #1

Core Text and Resources

Benchmarks Strategies Assessments Essential Questions

SpringBoard Unit #1 The Choices We Make Review Learning Focus: The Story of Folklore and Myth (Choices) SpringBoard: Activity 1.1-1.5 pp.1-10 Reading “You” by Edgar A Guest “The Road Not Take” by Robert Frost

Activity 1.1: Previewing the Unit SB pp. 1-5 Activity 1.2: Exploring the Concept of Choice SB pp. 6&7 Activity 1.3: Thinking about Choices I Make SB pp. 8 Activity 1.4: The Idea of Choice SB pp. 9 Activity 1.5: Choices have Consequences SB pp. 9-10

See signal box in SpringBoard TE for the following:

• Academic Vocabulary

• Grammar& Usage Context

• Literary Terms • Writing Workshop

LA.7.1.6.8 The student will identify advanced word/phrase relationships and their meanings. Content Focus: Word Relationships; Analyze Words/Text LA.7.1.7.2 The student will analyze the author’s purpose (e.g., to persuade, inform, entertain, explain) and perspective in a variety of texts and understand how they affect meaning. Content Focus: Author’s Purpose (within/Across Text; Author’s Perspective (within/across text) LA.7.2.1.2 The student will locate and analyze elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements as appropriate in a variety of fiction. Content Focus: Plot Development (e.g., foreshadowing, flashback), Setting, Character Development, Character Point of View, Theme, Conflict, Resolution LA. 7.6.1.1 The student will explain how text features (e.g., charts, maps, diagrams, sub-heading, captions, illustrations, graphs) aid the reader’s understanding. Content Focus: Text Features (e.g., headings, subheadings, titles, subtitles, charts, text boxes, maps, diagrams, captions, illustrations, graphs, bold or italicized text.

Activity 1.1: Graphic Organizer, Marking the Text, Think-Pair-Share, Skimming/Scanning, Summarizing/Paraphrasing Activity 1.2: Notetaking, Brainstorming, Think-Pair Share, Prewriting Activity 1.3: Oral Reading, Brainstorming, Clustering, Free Writing, Think-Pair Share Activity 1.4: Vocabulary Notebook, Word Map, Think-Aloud Activity 1.5: Mark the text, Predicting, Summarizing/ Paraphrasing Think-Pair-Share, diffusing

Diagnostic Writing (Record data & store papers in portfolios) Possible prompt (Write an essay explaining why a choice you made was the right one.) We have all had to make choices. Some are simple ones like what to wear, what to eat, what to watch on T.V. Other choices are more difficult and challenging. Think about a choice you have had to make that was difficult. Now write to explain why you made that choice and do you still think it was the right one, or do you have regrets.

How do authors use narrative elements to create a story? Why is storytelling an important aspect of a culture/society?

Category 1 Category 2 Category 3 Category 4 Supplemental Resources ContextClue(LA.7.1.6.3)?What does the word diverged mean in the phrase Two roads diverged in a yellow wood, And sorry I could not travel both

MainIdea(LA.7.1.7.3)If the poem needed a new title, which would be the best one?

Theme (LA.7.2.1.2) Which statement best describes the narrator’s approach to life?

Determine the Validity and Reliability of Information (LA. 7.6.2.2) Which sentence from the passage best supports why (people from the text) should (do an action)?

https://springboard.collegeboard.com McDougall Littell (Resources)


Core Text and Resources Benchmarks Strategies Assessments Essential Questions Springboard Unit #1 The Choices We Make Review Learning Focus: The Story of Folklore and Myth (Choices) SpringBoard: Activity 1.6-1.9 pp. 11-18 Reading Novel Excerpt: From Staying Fat for Sarah Brynes, by Chris Crutcher Autobiography: From Dust Tracks on a Road, by Zora Neale Hurston Activity 1.6: Tough Choices That Reveal Character SB pp. 11-12 Activity 1.7: Exploring Personal Narrative SB pp. 13-15 Activity 1.8: Analyzing a Personal Narrative SB pp. 16-17 Activity 1.9: The Choices We Make 18 See signal box in SpringBoard TE for the following:

• Academic Vocabulary • Grammar& Usage

Context • Literary Terms • Writing Workshop

LA.7.1.6.8 The student will identify advanced word/phrase relationships and their meanings. Content Focus: Word Relationships; Analyze Words/Text LA.7.1.7.2The student will analyze the author’s purpose (e.g., to persuade, inform, entertain, explain) and perspective in a variety of texts and understand how they affect meaning. Content Focus: Author’s Purpose (within/Across Text; Author’s Perspective (within/across text) LA.7.2.1.2 The student will locate and analyze elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements as appropriate in a variety of fiction. Content Focus: Plot Development (e.g., foreshadowing, flashback), Setting, Character Development, Character Point of View, Theme, Conflict, Resolution LA. 7.6.1.1The student will explain how text features (e.g., charts, maps, diagrams, sub-heading, captions, illustrations, graphs) aid the reader’s understanding. Content Focus: Text Features (e.g., headings, subheadings, titles, subtitles, charts, text boxes, maps, diagrams, captions, illustrations, graphs, bold or italicized text.

Instructional Focus Activities for Activity 1.6-1.9 Before and During Reading SUGGESTED LEARNING STRATEGIES: Close Reading, Marking the text, Graphic Organizer, Think-Pair-Share, Think Aloud, word map, & shared reading Activity 1.6: Closing Reading, Marking the Text Activity 1.7: Graphic Organizer Notetaking, Think-Pair Share, Prewriting, Drafting, Free Writing, Word Map Activity 1.8: Oral Reading, Marking the Text, Word Map Activity 1.9: Graphic Organizer, Marking the Text, Quickwrite, word Map

Graphic organizer Exploring Knowledge about Personal Narrative 1.7 pp. 13 Writing Prompt 1.7 pp.15 Quickwrite 1.9 pp.18


Category 1 Category 2 Category 3 Category 4 Supplemental Resources ContextClue(LA.7.1.6.3)Read these sentences from the passage. I hadn’t slept a wink the night before and spent the entire day throwing my baseball against the side of the garage, grossly exaggerating the speed of the grounders, dribbling back as I snapped them into the merciless trap of my glove and threw the runner out. What does the word merciless mean in the sentence?

Author’s Purpose (LA.7.1.7.2) Read this excerpt from the essay. (excerpt from the story) Why does the author describe (something belonging to in this way?) “Every game after that was miserable. I couldn’t quit because we would have only eight players and all the kids would hate me. Base on this sentence, what does the author want to show about Cindy’s personality?

Character Development (LA.7.2.1.2) Which quotation from the text illustrates the characteristic the author appreciates most about Ronnie Calendar?






Springboard Unit #1 The Choices We Make Review Learning Focus: The Story of Folklore and Myth (Choices) SpringBoard: Activity 1.9-1.11 Pp. 19-31 Reading “A Hundred Bucks of Happy,” by “Ditching,” from The Classrooms of Life, by Alan Lawrence Sitomer Activity 1.9: The Choices We Make SB pp. 19-26 Activity 1.10: Learning from Our Choices SB pp. 27-28 Activity 1.11: Choosing a Topic for a Timed Writing SB pp. 29-30 See signal box in SpringBoard TE for the following:




Activity 1.9: Graphic Organizer, Marking the Text, Quickwrite, word Map Activity 1.10: Think-Pair-Share Activity 1.11: Revisiting Prior Work, Marking the Text, Think Aloud, Prewriting, Drafting, Activity 1.12: Oral Reading, Marking the Text, Word Map

Sequencing Events 1.9 pp. 26 Preparing for time Writing 1.11 pp.29


Category 1 Category 2 Category 3 Category 4 Question stems

Supplemental Resources

ContextClue(LA.7.1.6.3)Read these sentences from the story “A Hundred Bucks of Happy,” by Susan Beth Pfeiffer Mom snorted. “Wait until you see how long a hundred dollars lasts,” she said. “I look forward to finding out,” I said, trying to sound dignified. What does dignified mean?

Cause and Effect (LA.7.1.7.4) What happens when the narrator goes to the mall to spend the hundred dollars?

Character Development (LA.7.2.1.2) Which quotation from the essay illustrates the characteristic the author appreciates most about the mother?






Springboard Unit #1 The Choices We Make Review Learning Focus: The Story of Folklore and Myth (Choices) SpringBoard: Activity 1.12-1.16 pp.32-41 Revision Activity 1.12: Understanding Revision SB pp. 31-32 Activity 1.13: How We Choose to Respond: Writing Groups SB pp. 33 Activity 1.14: Revising the Beginning SB pp. 34-35 Activity 1.15: Revising the Middle SB pp. 36 Activity 1.16: Revising the End SB pp. 37 Embedded Assessment #1 SB pp. 38-41 See signal box in SpringBoard TE for the following:





Instructional Focus Activities for Activity 1.12-1.16 Activity 1.12: Oral Reading, Marking the Text, Word Map Activity 1.13: Think Aloud, Sharing and Responding Activity 1.14: Think-Pair-Share Activity 1.15: Revisiting Prior Work, Marking the Text, Think Aloud, Prewriting, Drafting, Embedded #1 Revising, Self-Editing, Sharing and Responding, Peer Editing

Embedded Assessment #1


Category 1 Category 2 Category 3 Category 4 Supplemental Resources No Reading No Reading No Reading No Reading https://springboard.collegeboard.com

McDougall Littell (Resources)




SpringBoard Unit #1 The Choices We Make Review Learning Focus: The Story of Folklore and Myth (Writing Original Stories) SpringBoard: Activity 1.17-1.18 pp. 42-49 Reading Novel: From A Single Shard, by Linda Sue park Activity 1.17: Folk Literature SB pp. 43 Activity 1.18: Character Choices SB pp. 44-49 See signal box in SpringBoard TE for the following:




LA.7.1.6.3 The student will use context clues to determine meanings of unfamiliar words. Content Focus: Context Clues LA.7.1.7.2 The student will analyze the author’s purpose (e.g., to persuade, inform, entertain, explain) and perspective in a variety of texts and understand how they affect meaning. Content Focus: Author’s Purpose (within/Across Text; Author’s Perspective (within/across text) LA.7.2.1.2 The student will locate and analyze elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements as appropriate in a variety of fiction. Content Focus: Plot Development (e.g., foreshadowing, flashback), Setting, Character Development, Character Point of View, Theme, Conflict, Resolution

Instructional Focus Activities for Activity 1.17-1.18 Close Reading, Marking the text, Graphic Organizer, Think-Pair-Share, Think Aloud, word map, & shared reading Activity 1.17: Closing Reading, Word Map Activity 1.18: Predicting, Previewing, Quick write, Visualizing, Word Map

After Reading Graphic Organizer About Characters 1.18 pp.49


Category 1 Category 2 Category 3 Category 4 Supplemental Resources Context Clue (LA.7.1.6.3) In the sentence below, what does the word salute mean? Crane raised his walking crutch in a salute.

Author’s Purpose (LA.7.1.7.2) The author’s main reason for writing “A Single Shard” was…

Theme (LA.7.2.1.2) Which statement best describes (a character’s) approach to life? Which statement best describes Crane-man approach to life?

Determine the Validity and Reliability of Information (LA. 7.6.2.2) Which sentence from the passage best supports why (people from the text) should (do an action)? People who read this passage will learn…



Core Text and Resources Benchmarks Strategies Assessments Essential Questions SpringBoard Unit #1 The Choices We Make Review Learning Focus: The Story of Folklore and Myth (Writing Original Stories) SpringBoard: Activity 1.19-1.22 pp. 50-70 Reading Myth: “Daedalus and Icarus,” by Geraldine McCaughrean Myth: “Phaethon,” by Bernard Evslin Activity 1.19: Introduction to Mythology SB pp. 50-51 Activity 1.20: Structural Elements of a Narrative Plot SB pp. 52-58 Activity 1.21: Know Your Roots- Word Choice SB pp. 59 Activity 1.22: Poor Choices SB pp. 60-70 See signal box in SpringBoard TE for the following:

• Academic Vocabulary • Grammar& Usage Context • Literary Terms • Writing Workshop

LA.7.2.1.2 The student will locate and analyze elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements as appropriate in a variety of fiction. Content Focus: Plot Development (e.g., foreshadowing, flashback), Setting, Character Development, Character Point of View, Theme, Conflict, Resolution

Instructional Focus Activities for Activity 1.19-1.22 Reading: Before and During Reading SUGGESTED LEARNING STRATEGIES: Close Reading, Marking the text, Graphic Organizer, Think-Pair-Share, Think Aloud, word map, & shared reading Activity 1.19: Prewriting, word Map Activity 1.20: Previewing, Predicting, Oral Reading, marking the Text, Summarizing /Paraphrasing, Word Map Activity 1.21: Graphic Organizer, Brainstorming Activity 1.22: Predicting, Previewing, Quick write, Visualizing, Word Map

Myths gods & goddesses Research 1.19 pp.51 Plot diagram 1.20 pp. 57 Theme 1.20 pp. 58


Category 1 Category 2 Category 3 Category 4 Supplemental Resources AnalyzeWords/Text(LA.7.1.6.8)Read this passage from the story. One day Daedalus was watching the gulls wheeling and circling above the surf, he had an inspiration. What does the word inspiration mean?

Compare (LA.7.1.77) Which sentence gives the best description of how (two characters from the selection) deal with difficult situations? What advantage did Daedalus have over his son?

Theme (LA.7.2.1.2) Which statement best describes (a character’s) approach to life? Which statement best describes Icarus approach to life?

Text Feature (LA. 7.6.1.1) The author’s use of italicized print in the flyer aids the reader’s understanding by…

https://springboardtraining.collegeboard.com McDougall Littell (Resources)




Springboard Unit #1 SpringBoard: Activity: 1.22-1.25 pp. 71-80 Reading Myth: “Arachane,” by Olivia Coolidge Myth: Raven and the Sources Of Light,” by Donna Rosenberg

Activity: 1.22 Activity: 1.23 Activity: 1.24 Activity: 1.25

See signal box in SpringBoard TE for:




LA.7.1.6.1 use new vocabulary that is introduced and taught directly LA.7.1.6.3 use context clues LA.7.1.7.4 analyze cause-and-effect relationships LA.7.1.7.7 compare and contrast elements in text LA.7.2.1.1 identify and analyze elements of various genres (myth, folk tale) as forms with distinct characteristics and purposes LA.7.2.1.3 locate literary devices – irony LA.7.3.2.1 develop main ideas from the prewriting plan LA.7.3.2.2 organize information into a logical sequence and combining and deleting sentences to enhance clarity LA.7.3.3.4 apply appropriate tools or strategies to evaluate and refine writing LA.7.3.4.4 use parts of speech correctly

Activity 1.22: Predicting, Previewing, Quick write, Visualizing, Word Map


Category 1 Category 2 Category 3 Category 4 Supplemental Resources

Analyze Words/Text (LA.7.1.6.8) Read this sentence from the passage. (sentence from the passage) The (phrase from the passage) is most similar in meaning to which phrase? What does the word indignantly means in the story?

Compare (LA.7.1.77) Which sentence gives the best description of how (two characters from the selection) deal with difficult situations? In what two ways are Arachne and Athena alike?

Figurative Language (LA.7.2.1.7) Read this sentence from the passage. (sentence from the passage) Which literary device does the author use in the sentence.

Text Features After reading the article, what can readers conclude from the title of the essay and the illustration?



Core Text and Resources Benchmarks Strategies Assessments Essential Questions McDougal Littell Language of Literature Core Text “Narcissus” by Roger Lancelyn Green Pg. 828 Literary Analysis Sequencing Irony Myth/Folk Tale Active Reading Compare/Contrast Cause/Effect Writing Expository Writing Response to literature

Six Traits Review all six traits

Writing Process Drafting Revising Grammar/Conventions in Context Sentence Structure – simple, compound, complex Incorporate grammar skills in writing


Instructional Focus Activities for Reading: “Narcissus” by Roger Lancelyn Green Pg. 828 Pre-Reading: Vocabulary – Teacher selected, direct instruction Strategy- VIS (context clues) Build Background- Mythology, folk tales Probable Passage During Reading: Teacher Read Aloud, partner reading, independent reading, guided reading Compare/Contrast (reality/mythology) Strategy-Two-Column Notes, Read-and-Say Something Cause/Effect Strategy- Two-Column Notes Reciprocal Teaching– Predicting, questioning, clarifying, summarizing After Reading: Questioning – QAR Probable Passage Correction One Sentence Summary Instructional Focus Activities for Writing Paragraph development – elaboration of ideas, showing Transitions – words, phrases, sentences Conclusion paragraph

Vocabulary Quiz Quiz generated from Question Stems Expository Essay (store papers in portfolios)

How does the way we view ourselves determine our fate?


Multiple Meanings (LA 7.1.6.9) Read this sentence from the passage. In which of the following sentences does (word from the passage) have the same meaning as used in the sentence above? Which two words from the story are most nearly the same/opposite? How has the author organized the story? Read this sentence from the story. But Narcissus flung the beautiful nymph away from him in scorn. What does the word “scorn” mean?

Author’s Purpose (LA.7.1.7.2) Read this excerpt from the essay. (excerpt from the story) Why does the author describe (something belonging to in this way?) What was the author’s purpose in writing this myth? What is the author’s point of view toward vanity?

Theme (LA.7.2.1.2) Which statement best describes (a character’s) approach to life? Which statement best describes Narcissus approach to life?

Determine the Validity and Reliability of Information (LA. 7.6.2.2) Which sentence from the passage best supports why (people from the text) should (do an action)? Which of the following best supports the idea that Narcissus is in love with himself? Which statement supports the idea that the Gods enjoyed “playing” with the fate of mortals?



Core Text and Resources Benchmarks Strategies Assessments Essential Questions Springboard Unit #1 SpringBoard: Activity Creating an Illustrated Myth Embedded Assessment #2

Unit Reflection

See signal box in SpringBoard TE for the following:




Instructional Focus Activities for Unit #1 Embedded Assessment #2




No Reading No Reading No Reading No Reading https://springboard.collegeboard.com McDougall Littell (Resources)


Core Text and Resources Benchmarks Strategies Assessments Essential Questions SpringBoard Unit #2 What Influences My Choices?: Persuasive Advertising SpringBoard: Activity 2.1-2.3 pp.92-102 Reading “Today’s Youth Look to Advertising as Much as Their Friends When Making Purchase Decisions” from Harris Interactive “Tiger Woods Billion Dollar Athlete” by mark Simmon

Activity 2.1: Previewing the Unit SB pp. 93 Activity 2.2: Looking at My Choices SB pp. 94-100 Activity 2.3: Consumeropoly SB pp. 101-102 See signal box in SpringBoard TE for the following:




Activity 2.1:Marking the Text, Think-Pair-Share, Skimming/Scanning, Summarizing/Paraphrasing Graphic Organizer Activity 2.2: Graphic Organizer Marking the Text, Quickwrite, Skimming/Scanning, Summarizing/Paraphrasing, Think-Pair-Share, Activity 2.3: Mark the text, Word Map

Possible prompt On your own paper, write a well-developed expository paragraph about what and who most influence the choices you make. Provide support by describing actual choices you have made because of those influences, and explain the effect of those choices on your life.

How do advertisers attempt to influence consumers? How do purpose and audience shape the content in a persuasive text?

Category 1 Category 2 Category 3 Category 4 Supplemental Resources Multiple Meanings Read this sentence from the passage. In which of the following sentences does (word from the passage) have the same meaning as used in the sentence above? What does the word wired mean in the phrase Today’s “wired” kids are receiving many advertisers’ messages directly and some are particularly attuned to advertising to guide their purchase decision making.

Main Idea (LA.7.1.7.3) Which sentence best summarizes the passage? What is the main idea of the article?

Theme (LA.7.2.1.2) Which statement best describes (a character’s) approach to life?

Determine the Validity and Reliability of Information (LA. 7.6.2.2) Which sentence from the passage best supports why (people from the text) should (do an action)? Which sentence from the passage best supports why today’s youth has an income of 233 billion and influence many households?



Core Text and Resources Benchmarks Strategies Assessments Essential Questions SpringBoard Unit #2 What Influences My Choices? Persuasive Advertising SpringBoard: Activity 2.4-2.5 pp. 103-114 Reading “Facts about Marketing to children” from The Center for a New American Dream Activity 2.4: Media Advertising, and Consumer Choices SB pp. 103-111 Activity 2.5: Persuasive Techniques SB pp. 112-113 See signal box in SpringBoard TE for the following:




Activity 2.4-2.5 Activity 2.4: Discussion Groups, Graphic Organizer, Visualizing, Word Map Activity 2.5: Graphic Organizer, KWHL Chart, Marking the Text, Summarizing/Paraphrasing, Visualizing, Diffusing, Word Map

After Reading pg.103



Analyze Words/Text (LA.7.1.6.8) Read these sentences from the passage. Over the past two decades, the degree to which marketers have scaled up efforts to reach children is staggering. The word staggering means.

Compare (LA.7.1.77) Compare television commercial to beyond the Tube advertising.

Text Features (LA.7.2.2.1) Read this sentence from the passage. (sentence from the passage) Which literary device does the author use in the sentence.




Core Text and Resources Benchmarks Strategies Assessments Essential Questions SpringBoard Unit #2 What Influences My Choices? Persuasive Advertising SpringBoard: Activity 2.6-2.11 pp. 115-124 Reading No Reading Activity 2.6: Advertising Claims SB pp. 115-116 Activity 2.7: Audience in advertisements, Part One SB pp. 117 Activity 2.8: Common Persuasive Words and Phrases SB pp. 118-119 Activity 2.9: Audience in Advertisement, Part 2 SB pp. 120 Activity 2.10 Elements of Advertisement SB pp.121-122 Activity 2.11: Analysis of an Advertisement SB pp. 123-124 See signal box in SpringBoard TE for the following:





Sequencing Events 1.9 pp. 26 Preparing for time Writing 1.11 pp.29


Category 1 Category 2 Category 3 Category 4 Question Stems Supplemental Resources Analyze Words/Text (LA.7.1.6.8) Read this sentence from the passage. (sentence from the passage) The (phrase from the passage) is most similar in meaning to which phrase?

Compare (LA.7.1.77) Which sentence gives the best description of how (two characters from the selection) deal with difficult situations?





Core Text and Resources Benchmarks Strategies Assessments Essential Questions SpringBoard Unit #2 What Influences My Choices? Persuasive Advertising Embedded Assessment #1 SB pp. 125-130 See signal box in SpringBoard TE for the following:




Embedded #1 Revising, Self-Editing, Sharing and Responding, Peer Editing



Category 1 Category 2 Category 3 Category 4 Question Stems

Supplemental Resources



Core Text and Resources Benchmarks Strategies Assessments Essential Questions SpringBoard Unit #2 What Influences My Choices?: Persuasive Advertising SpringBoard: Activity 2.12 pp. 132-133 See signal box in SpringBoard TE for the following:




Activity 2.12 Close Reading, Peer Response, Quickwrite, Revising, Self-Editing

Writing a letter


Category 1 Category 2 Category 3 Category 4 Question Stems Supplemental Resources



Core Text and Resources Benchmarks Strategies Assessments Essential Questions Core Text Rikki-tikki-tavi” by Rudyard Kipling Pg. 121 Literary Analysis Plot – Climax - Conflict Personification Active Reading Context Clues Cause and Effect Compare/Contrast Writing Purpose of Prewriting Understand steps of writing process Narrative Poetry

Six Traits Ideas Word Choice Voice Writing Process Prewriting Drafting Grammar/Conventions in Context Action Verbs Incorporate grammar skills in writing

LA.7.1.6.1 use new vocabulary that is introduced and taught directly LA.7.1.6.3 use context clues LA.7.1.7.4 analyze cause-and-effect relationships LA.7.2.1.2 locate and analyze plot and conflict LA.7.2.1.3 Locate literary devices – personification LA.7.1.7.7 compare/contrast elements in text LA.7.3.1.2 make a plan for writing that prioritizes ideas, addresses purpose, audience, main idea, and logical sequence. LA.7.3.1.3 uses organizational strategies to develop a personal organizational style LA.7.3.2.1 develop main ideas from the prewriting plan LA.7.3.2.2 organize information into a logical sequence and combining and deleting sentences to enhance clarity LA.7.3.3.4 apply appropriate tools or strategies to evaluate and refine writing LA.7.3.4.4 use parts of speech correctly

Instructional Focus Activities for Reading: “Casey at the Bat” by Ernest Lawrence Thayer Pg. 299 Pre-Reading: Vocabulary – Teacher selected, direct instruction, context clues Strategy – Word Sort Build Background – Baseball history Preview and Predict During Reading: Teacher Read Aloud, partner reading, independent reading, guided reading Strategy- Read-and-Say Something TP-CAST Cause/Effect Strategy-Two-column Notes Reciprocal Teaching– Predicting, questioning, clarifying, summarizing After Reading: Plot Diagram Questioning – QAR Instructional Focus Activities for Writing Thesis Statement Paragraph Development using SCOPE

Vocabulary Quiz Formal Assessment Pg. 45-46 (McDougall-Littell’s Assessment) Quiz generated from Question Stems Persuasive Essay (store in portfolios)

How does winning affect a person’s idea of success? Why are athletes admired? How does figurative language enrich poetry?

Category 1 Category 2 Category 3 Category 4 Supplemental Resources Analyze Words/Text (LA.7.1.6.8 ) Read this sentence/phrase from the story. When he revived, he was lying in the hot sun on the middle of the garden path, very draggled indeed..”. What does “draggled” mean?

Relevant Details (LA.7.1.7.3) The (character from the text) who was the first to (do an action) most likely appeared with (something from the text).

Theme (LA.7.2.1.2) Which statement best describes Rikki approach to life?

Determine the Validity and Reliability of Information (LA. 7.6.2.2) Which of the following statements best supports the idea that true heroes are not affected by their triumph?



Core Text and Resources Benchmarks Strategies Assessments Essential Questions Core Text “A Christmas Carol” by Charles Dickens Pg. 251 (Scenes 1-3) Literary Analysis Plot Theme Characterization Flashback Active Reading Compare/Contrast Main Idea Cause/Effect Writing Persuasive (Ex: Do more fortunate people have the responsibility to share with less fortunate people?) Six Traits Organization Ideas Focus Word Choice Writing Process Prewriting Drafting Revising Grammar/Conventions in Context Action verbs Incorporate grammar skills in writing

LA.7.1.6.1 use new vocabulary that is introduced and taught directly LA.7.1.6.3 use context clues LA.7.2.1.2 locate and analyze characterization, plot, theme LA.7.2.1.3 locate literary devices – flashback LA.7.2.1.9 explain how ideas, values, and themes of a literary work often reflect the historical period in which it was written LA.7.1.7.3 Determine the main idea or essential message LA.7.1.7.4 analyze cause-and-effect relationships LA.7.1.7.7 compare and contrast elements in text LA.7.3.1.3 use organizational strategies to develop a personal organizational style LA.7.3.2.1 develop main ideas from the prewriting plan LA.7.3.3.4 apply appropriate tools or strategies to evaluate and refine writing LA.7.3.4.4 use parts of speech correctly

Instructional Focus Activities for Reading: “A Christmas Carol” by Charles Dickens Pg. 251 Pre-Reading: Vocabulary – Teacher selected, direct instruction, context clues Strategy – Frayer Model Build Background – Poverty in London, 1843 Leprosy Pre-read Assigned parts Anticipation Guide During Reading: Read Aloud Strategy- Reader’s Theatre Compare/Contrast Strategy-Three-Column Notes (Three ghosts) Characterization Strategy-Stickman Plot Strategy-Plot diagram Cause-Effect Strategy-Two-Column Notes Main Idea Strategy-Read-and-Say Something After Reading: Anticipation Guide – post response with textual support Instructional Focus Activities for Writing Identifying/analyzing persuasive prompts Identifying/analyzing persuasive techniques Introducing SCOPE techniques Providing examples of SCOPE Practicing SCOPE

Vocabulary Quiz Quiz generated from Question Stems Essay (store in portfolios) scope practice examples (store in portfolios)

How do advertisers attempt to influence consumers? How do purpose and audience shape the content in a persuasive text? How can you show kindness to those who are less fortunate than you? How do our choices affect our lives and the lives of those around us? What should effective persuasive writing include?

Category 1 Category 2 Category 3 Category 4 Supplemental Resources Analyze Words/Text (LA.7.1.6.8) Read this line from the play. Scrooge pauses, then tries to bluster through. What does “bluster” mean as it is used in the play? Which two words from the play are most nearly the same/opposite?

Cause and Effect (LA.7.1.7.4) Why was (a character’s discovery of something in the text) a significant event? Why does Fred invite Scrooge to dinner? Why won’t Scrooge give money to the poor? How have events in Scrooge’s childhood affected who he is in the beginning of the play?

Character Development (LA.7.2.1.2) Why does the author choose to set the story at Christmas time? Why does the author present Marley with a heavy chain?

Text Features After reading the article, what can readers conclude from the title of the essay and the illustration?



Core Text and Resources Benchmarks Strategies Assessments Essential Questions Core Text “A Christmas Carol” by Charles Dickens Pg. 251 (Scenes 4-5) Literary Analysis Plot Theme Characterization Flashback Active Reading Compare/Contrast Main Idea Cause-and-Effect Writing Persuasive (Ex: Do more fortunate people have the responsibility to share with less fortunate people?) Six Traits Organization Ideas Focus Word Choice Writing Process Prewriting Drafting Revising Grammar/Conventions in Context Action verbs Incorporate grammar skills in writing

LA.7.1.6.1 use new vocabulary that is introduced and taught directly LA.7.1.6.3 use context clues LA.7.2.1.2 locate and analyze characterization, plot, theme LA.7.2.1.3 locate literary devices – flashback LA.7.2.1.9 explain how ideas, values, and themes of a literary work often reflect the historical period in which it was written LA.7.1.7.3 Determine the main idea or essential message LA.7.1.7.4 analyze cause-and-effect relationships LA.7.1.7.7 compare and contrast elements in text LA.7.3.1.3 use organizational strategies to develop a personal organizational style LA.7.3.2.1 develop main ideas from the prewriting plan LA.7.3.3.4 apply appropriate tools or strategies to evaluate and refine writing LA.7.3.4.4 use parts of speech correctly LA.7.4.3.2 Include persuasive techniques

Instructional Focus Activities for Reading: “A Christmas Carol” by Charles Dickens Pg. 251 Pre-Reading: Vocabulary – Teacher selected, direct instruction, context clues Strategy – Frayer Model Build Background – Review Pre-read Assigned parts Anticipation Guide During Reading: Read Aloud Strategy- Reader’s Theatre Compare/Contrast Strategy-Three-Column Notes (Three ghosts) Characterization Strategy-Stickman Plot Strategy-Plot diagram Cause-Effect Strategy-Two-Column Notes Main Idea Strategy-Read-and-Say Something After Reading: Anticipation Guide – post response with textual support Instructional Focus Activities for Writing Identifying/analyzing persuasive prompts Identifying/analyzing persuasive techniques Introducing SCOPE techniques Providing examples of SCOPE Practicing SCOPE

Vocabulary Quiz Formal Assessment Pg. 39-40 (McDougall-Littell’s Assessment) Quiz generated from Question Stems Essay (store in portfolios) scope practice examples (store in portfolios)

How do advertisers attempt to influence consumers? How do purpose and audience shape the content in a persuasive text? How can you show kindness to those who are less fortunate than you? How do our choices affect our lives and the lives of those around us? What should effective persuasive writing include?

Category 1 Category 2 Category 3 Category 4 Supplemental Resources Word Relationships (LA.7.1.6.8 ) Read this line from the play. If only you had held me to it. In which sentence does the word “held” have the same meaning as it is used in the play?

Compare (LA.7.1.77) How do Scrooge and his nephew differ? How are Scrooge’s attitudes different from those generally related to the Christmas season? In Act 1, how do Scrooge and Cratchit’s attitudes toward Christmas differ?

Theme (LA.7.2.1.2) Which statement best describes (a character’s) approach to life? Which statement best describes Scrooge approach to life?

Determine the Validity and Reliability of Information (LA. 7.6.2.2) Which of the following statements best supports the idea that all people can change?



Core Text and Resources Benchmarks Strategies Assessments Essential Questions SpringBoard Unit #2 What Influences My Choices?: Persuasive Advertising SpringBoard: Activity: 2.13-2.16 pp. 135-154 Activity 2.13: Persuasive Essay Activity 2.14: Post Reading: What We Choose TO Believe Activity 2.15: Fact Opinion? Activity 2.16: News or Views? See signal box in SpringBoard TE for:



LA.7.1.7 – Reading Comprehension: The student uses a variety of strategies to comprehend grade level text. LA.7.1.7.1 – use background knowledge of subject and related content areas, pre reading strategies, graphic representations, and knowledge of text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection; LA.7.2.1.1 identify and analyze elements of various genres (myth, folk tale) as forms with distinct characteristics and purposes LA.7.2.1.2 - locate and analyze elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements as appropriate in a variety of fiction; LA.7.2.1.5 - develop an interpretation of a selection and support through sustained use of examples and contextual evidence;



Category 1 Category 2 Category 3 Category 4 Supplemental Resources Analyze Words/Text (LA.7.1.6.8) Read the excerpt from the passage. (excerpt from the passage) What does the (word from the excerpt) mean?

Main Idea (LA.7.1.7.3) Which sentence best summarizes the passage?





Core Text and Resources Benchmarks Strategies Assessments Essential Questions Core Text “Thank You, M’am” by Langston Hughes Pg. 29 Literary Analysis Conflict – Internal/external Active Reading Cause-and-Effect Writing Effective conclusions Cinquain /Haiku Six Traits Organization Ideas Writing Process Drafting Revising Grammar/Conventions in Context Compound verbs Incorporate grammar skills in writing

LA.7.1.6.1 Use new vocabulary that is introduced and taught directly LA.7.1.6.3 Use context clues LA.7.1.7.4 Analyze cause-and-effect relationships LA.7.2.1.2 Identify and analyze conflict LA.7.3.1.3 Use organizational strategies to develop a personal organizational style LA.7.3.3.4 Apply appropriate tools or strategies to evaluate and refine writing LA.7.3.4.4 Use parts of speech correctly

Instructional Focus Activities for Reading: “Thank You, M’am” by Langston Hughes Pg. 29 Pre-Reading: Vocabulary – Teacher selected, direct instruction, context clues Strategy – List-Group-Label Build Background – Harlem 1950s Preview and Predict During Reading: Teacher Read Aloud, partner reading, independent reading, guided reading Strategy- Read-and-Say Something Cause/Effect Strategy-Two-column Notes Reciprocal Teaching– Predicting, questioning, clarifying, summarizing After Reading: Plot Diagram Questioning – QAR Instructional Focus Activities for Writing Introduce conclusion strategies Samples of different effective conclusions

Vocabulary Quiz Formal Assessment Pg. 7-8 (McDougall-Littell’s Assessment) Quiz generated from Question Stems Conclusion paragraphs for previous essays (store in portfolios)

What values create a community spirit?

Category 1 Category 2 Category 3 Category 4 Supplemental Resources Analyze Words/Text (LA.7.1.6.8) Read this line from the story. …but he couldn’t do so as he turned at the barren stoop and looked …. What does the word “barren” mean?

Main Idea (LA.7.1.7.3) Which statement best describes the lesson Roger learns?

Character Development (LA.7.2.1.2) Which quotation from the text illustrates the characteristic the author appreciates most about (another character in the text?)

Determine the Validity and Reliability of Information (LA. 7.6.2.2) Which of the following statements best supports the idea that it takes a village to raise a child?



Core Text and Resources Benchmarks Strategies Assessments Essential Questions Core Text “Dirk the Protector” by Gary Paulsen Pg. 143 Literary Analysis Characterization Active Reading Context Clues Compare/Contrast Writing Purpose of Prewriting Understand steps of writing process Effective Writing-Six traits Rubric

Six Traits Ideas Word Choice Writing Process Prewriting Grammar/Conventions in Context Sentence Fragments and complete sentences Subject/Predicate (identify subjects and predicates from short story) Nouns (identify nouns in short story) Pronouns (identify pronouns in short story) Incorporate grammar skills in writing

LA.7.1.6.1 use new vocabulary that is introduced and taught directly LA.7.1.6.3 use context clues LA.7.1.7.7 compare and contrast elements in text LA.7.2.1.2 locate and analyze characterization LA.7.3.1.2 make a plan for writing that prioritizes ideas, addresses purpose, audience, main idea, and logical sequence. LA.7.3.2.1 develop main ideas from the prewriting plan LA.7.3.2.2 organize information into a logical sequence and combining and deleting sentences to enhance clarity LA.7.3.3.4 apply appropriate tools or strategies to evaluate and refine writing LA.7.3.4.4 use parts of speech correctly

Instructional Focus Activities for Reading: “Dirk the Protector” Gary Paulsen Pg. 143 Pre-Reading: Vocabulary – Teacher selected, direct instruction Build Background – vulnerability of homeless Predicting – Probable Passage During Reading: Teacher Read Aloud, partner reading, independent reading, guided reading Character Map / Stick Man (Dirk, narrator) Venn-Diagram (Dirk, narrator) Read and Say Something – Predicting, questioning, connecting After Reading: Probable Passage – correction One-sentence Summary RAFT – Lost Dog Advertisement Instructional Focus Activities for Writing Brainstorming, listing, outlining, webbing Characteristics of advertisement Brainstorm/web – Dirk’s characteristics

Vocabulary Quiz Quiz generated from Question Stems Prewriting Strategies (store papers in portfolios)

Why might people feel they need protection? How does prewriting lead to effective writing?

Category 1 Category 2 Category 3 Category 4 Supplemental Resources Analyze Words/Text (LA.7.1.6.8) Read this sentence/phrase from the story. Because I was from “the wrong side of the tracks” I didn’t think I could go to the authorities. What does “the phrase wrong side of the tracks” mean?

Main Idea (LA.7.1.7.3) What would be a good summary for the story?

Theme (LA.7.2.1.2) Which statement best describes narrator’s approach to life?

Determine the Validity and Reliability of Information (LA. 7.6.2.2) Which of the following statements best supports the idea that everyone needs protection?



Core Text and Resources Benchmarks Strategies Assessments Essential Questions SpringBoard Unit #2 What Influences My Choices? Persuasive Advertising SpringBoard: Activity: 2.17-2.19 pp. 155-164 Activity 2.17: Exploring My Opinion “Ironing Out Policies on School Uniforms” Activity 2.18: Developing and Argument Activity 2.19: Reading an Editorial “Balancing Act on Cell Phones” See signal box in SpringBoard TE for the following:



LA.7.1.7 – Reading Comprehension: The student uses a variety of strategies to comprehend grade level text. LA.7.1.7.1 - use background knowledge of subject and related content areas, pre reading strategies, graphic representations, and knowledge of text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection; LA.7.2 – Literary Analysis LA.7.2.1.2 - locate and analyze elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements as appropriate in a variety of fiction; LA.7.2.1.5 - develop an interpretation of a selection and support through sustained use of examples and contextual evidence;



Category 1 Category 2 Category 3 Category 4 Supplemental Resources Word Relationships (LA.7.1.6.8 ) Which words from the text/story is most similar in meaning?

Compare (LA.7.1.77) Which sentence gives the best description of how (two characters from the selection) deal with difficult situations?

Character Development (LA.7.2.1.2) Which quotation from the text illustrates the characteristic the author appreciates most about (another character in the text?).




Core Text and Resources Benchmarks Strategies Assessments Essential Questions SpringBoard Unit #2 What Influences My Choices? Persuasive Advertising SpringBoard: Activity: 2.20-Embedded Assessment 2 pp. 165-169 Activity 2.20: Writing a Letter to the Editor Embedded Assessment 2 See signal box in SpringBoard TE for the following:



LA.7.1.7 – Reading Comprehension: The student uses a variety of strategies to comprehend grade level text. LA.7.1.7.1 – use background knowledge of subject and related content areas, pre reading strategies, graphic representations, and knowledge of text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection; LA.7.2 – Literary Analysis LA.7.2.1.2 – locate and analyze elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements as appropriate in a variety of fiction; LA.7.2.1.5 - develop an interpretation of a selection and support through sustained use of examples and contextual evidence;

Activity 2.20: Drafting, Manipulative, Peer Response, Revising, Self- Editing, Word Map Embedded Assessment 2

Embedded Assessment





Core Text and Resources Benchmarks Strategies Assessments Essential Questions SpringBoard Unit #3 Our Choices and Life’s Lessons Understanding Literary Analysis SpringBoard: Activity: 3.1-3.8 pp. 171-184 Activity 3.1: Preview the Unit Activity 3.2: Peeling a Tangerine Activity 3.3: Selling the Novel Activity 3.4: Previewing the Novel Activity 3.5: Getting into the Text: Close Reading of the Prologue Activity 3.6:Beginning the Novel Activity 3.7: Choices and Consequences Activity 3.8: Memo Activity 3.9: First Day of School Experiences See signal box in SpringBoard TE for the following:



LA.7.1.7 - Reading Comprehension: The student uses a variety of strategies to comprehend grade level text. LA.7.1.7.1 - use background knowledge of subject and related content areas, pre reading strategies, graphic representations, and knowledge of text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection; LA.7.2 - Literary Analysis LA.7.2.1.2 - locate and analyze elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements as appropriate in a variety of fiction; LA.7.2.1.5 - develop an interpretation of a selection and support through sustained use of examples and contextual evidence;

Activity 3.1: marking the Text, think pair share, Skimming/Scanning, Summarizing/Paraphrasing, Graphic organizer Activity 3.2: Notetaking, adding, word Map Activity 3.3: Closing Reading, Graphic organizer, KWHL chart, Predicting, Think-Pair-Share Activity 3.4: Previewing, Predicting, Quickwrite, Double-entry Journal, Think-Pair-Share, Word Map Activity 3.5: Close Reading, double-entry-journal, Predicting, Word Map Activity 3.6: Double-entry-journal, oral Reading, Questioning the text, Summarizing/Paraphrasing Activity 3.7: Double-entry-journal, Graphic Organizer, predicting Activity 3.8: Adding, Self-Editing

What is the relationship between choices and consequences? How do research contribute to the discovery of solutions?

Category 1 Category 2 Category 3 Category 4 Supplemental Resources Context Clue (LA.7.1.6.3) Read this sentence/phrase from the novel. …and now I’m number-two quarterback on the depth chart. What does “number-two on the depth chart” mean?

Compare (LA.7.1.77) How are Paul and Erik similar in relation to their desires?

Character Development (LA.7.2.1.2) Which quotation from the text illustrates the characteristic the author appreciates most about Erik?


https://springboard.collegeboard.com McDougall Littell (Resources) Novel: Tangerine


Core Text and Resources Benchmarks Strategies Assessments Essential Questions SpringBoard Unit #3 Our Choices and Life’s Lessons Understanding Literary Analysis SpringBoard: Activity: 3.9-3.15 pp. 185-197 Activity 3.9: First Day of School Experience Activity 3.10: Film Connections Activity 3.11: Lightning Strikes Activity 3.12: Wonders of the World Activity 3.13: The Sinkhole Activity 3.14: Amazing Rescues Activity 3.15: Choices and Consequences Two See signal box in SpringBoard TE for the following:




Activity 3.9: Quickwrite, Double-entry journal, Self-editing Activity 3.10: Close Reading, Graphic Organizer, Summarizing/Paraphrasing, Think-Pair-Share, Word Map Activity 3.11: Double-entry journal, Graphic Organizer, Questioning the Text, Think-Pair-Share, Word Map Activity 3.12: Drafting, Double-Entry Journal, Peer Editing, Word map Activity 3.13: Drafting, Double-Entry Journal Activity 3.14: Double-Entry Journal, Role Playing Activity 3.15: Discussion Groups, Double-Entry Journal, Graphic Organizer


Category 1 Category 2 Category 3 Category 4 Supplemental Resources Word Relationships (LA.7.1.6.8) Which two words from the novel are most nearly the same/opposite? Read the sentence from the novel. I gathered up gear and walked back into the building alone. In which sentence is the word “gear” used the same as in the sentence above.

Author’s Purpose (LA.7.1.7.2.) Why does the author include the scene where the soccer players give Paul a hard time at lunch?

Character Development (LA.7.2.1.2) Which quotation from the text illustrates the characteristic the author appreciates most about Joey?




Core Text and Resources Benchmarks Strategies Assessments Essential Questions SpringBoard Unit #3 Our Choices and Life’s Lessons Understanding Literary Analysis SpringBoard: Activity: 3.21-3.26 pp. 206-219 Activity 3.21: It’s Just a Game Activity 3.22: Choices and Consequences Three Activity 3.23: Novel Structure: Conflict and Plot Activity 3.24: Saving the Grove Activity 3.25: Real Life: Bully-Proofing Activity 3.26: Saving Paul See signal box in SpringBoard TE for the following:




Activity 3.21: Double-Entry Journal, Quickwrite, Marking the Text, Word Map Activity 3.22: Double-Entry Journal, Graphic Organizer Activity 3.23: Double-Entry Journal, Graphic Organizer, Notetaking, Predicting, Think-Pair-Share, Word Map Activity 3.24: Double-Entry Journal, Predicting, Questioning the Text, Skimming Scanning, Summarizing/Paraphrasing Activity 3.25: Close Reading, Double-Entry Journal, Graphic Organizer, Marking the Test, RAFT, Sharing and Responding, Revising, Self-Editing, Word Map Activity 3.26: Closing Reading, Double-Entry Journal, marking the Text, Oral Reading


Category 1 Category 2 Category 3 Category 4 Supplemental Resources Context Clue (LA.7.1.6.3) Read this sentence/phrase from the novel. I bent over and looked down at my own murky reflection in the water. What does “murky” mean?

Main Idea (LA.A Which would be a good title for part three?

Character Development (LA.7.2.2.1) Which quotation from the text illustrates the characteristic the author appreciates most about Paul?

Determine the Validity and Reliability of Information (LA. 7.6.2.2) Which statement provides the best evidence of Paul’s commitment to the truth?



Core Text and Resources Benchmarks Strategies Assessments Essential Questions SpringBoard Unit #4 Reflecting on My Choices A Writer’s Choices SpringBoard: Activity: 4.1-4.5 pp. 244-256 Activity 4.1: Previewing the Unit Activity 4.2: Revisiting Choices Activity 4.3: Revisiting Writing Activity 4.4: Previewing the Novel Activity 4.5: Choosing Your Voice See signal box in SpringBoard TE for the following:



LA.7.1.7 - Reading Comprehension: The student uses a variety of strategies to comprehend grade level text. LA.7.1.7.1 - use background knowledge of subject and related content areas, pre reading strategies, graphic representations, and knowledge of text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection; LA.7.2 - Literary Analysis LA.7.2.1.2 - locate and analyze elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements as appropriate in a variety of fiction; LA.7.2.1.5 - develop an interpretation of a selection and support through sustained use of examples and contextual evidence

Activity 4.1: Close Reading, Marking the Text, Think-Pair-Share, Skimming/Scanning, Summarizing/Paraphrasing, Graphic organizer Activity 4.2: Graphic organizer, Quickwrite, Think-Aloud, Think-Pair-Share Activity 4.3: Graphic organizer, Revisiting Prior Work, Skimming/Scanning Activity 4.4: Graphic organizer prewriting, Drafting, Word map Activity 4.5: Prewriting, RAFT, Think Aloud, Word Map

Why is it important to revisit, reflect on, and revise previously written texts? What influences a writer’s choices during the revision process?


No Reading No Reading

No Reading No Reading https://springboard.collegeboard.com McDougall Littell (Resources)


Core Text and Resources Benchmarks Strategies Assessments Essential Questions SpringBoard Unit #4 Reflecting on My Choices A Writer’s Choices SpringBoard: Activity: 4.6-4.10 pp. 257-269 Activity 4.6: Reviewing Revision Activity 4.7: Revising: Replacing “Dead Words” Activity 4.8: Revision: Deleting Wordiness Activity 4.9: Revision: Combining Sentences Activity 4.10: Revising Structure: Rearranging a Text Embedded Assessment See signal box in SpringBoard TE for the following:



LA.7.1.7 - Reading Comprehension: The student uses a variety of strategies to comprehend grade level text. LA.7.1.7.1 - use background knowledge of subject and related content areas, pre reading strategies, graphic representations, and knowledge of text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection; LA.7.2 - Literary Analysis LA.7.2.1.2 - locate and analyze elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements as appropriate in a variety of fiction; LA.7.2.1.5 - develop an interpretation of a selection and support through sustained use of examples and contextual evidence

Activity 4.6: Brainstorming, Graphic Organizer, Quickwrite, Word Map Activity 4.7: Marking the Text, Revisiting Prior Work, Deleting, Substituting, Word Map Activity 4.8: Revisiting Prior Work, Word Map Activity 4.9: Revisiting Prior Work Activity 4.10: Think Aloud, Word Map


Why is it important to revisit, reflect on and revise previously written texts? What influences a writer’s choice during the revision process?




Core Text and Resources Benchmarks Strategies Assessments Essential Questions SpringBoard Unit #5 How We Choose to Act Performing with a Purpose Review Learning Focus: Performing with a Purpose SpringBoard: Activity 5.1-5.8 pp.275-292 Reading Activity5.1PreviewingtheUnitActivity5.2WarmingUpwithPantomime*Film:ClipfromHook,directedbyStevenSpielbergActivity5.3EmotionalChoicesActivity5.4ALinearArrayofTonesActivity5.5WritingwithFeelingActivity5.6WhatWeChoosetoEmphasizeActivity5.7ChoosingtoUseInflectionwithPoetryPoetry:”Choices,”byNikkiGiovanniSee signal box in SpringBoard TE for the following:



use new vocabulary that is introduced and taught directly LA.7.1.6.3 use context clues LA.7.1.7.7 compare and contrast elements in text LA.7.2.1.6 compare the use of the same theme in two different literary genres LA.7.3.1.3 use organizational strategies to develop a personal organizational style LA.7.3.3.4 apply appropriate tools or strategies to evaluate and refine writing LA.7.3.4.4 use parts of speech correctly LA.7.4.1.2 write a variety of expressive forms

5.2Markingthetext,think‐Pair‐Share,Skimming/Scanning,Summarizing/Paraphrasing,GraphicOrganizer5.3GraphicOrganizer,WordMap5.4DiscussionGroups,WordMap5.5MarkingtheText,Quickwrite,Think‐Pair‐Share,WordMap5.6OralInterpretation,WordMap5.7MarkingtheText,OralReading,Think‐Pair‐Share,TP‐CASTT,WordMap

Howdoesaspeakercreateandpresentaneffectiveoraltext?Howdoliterarydevicesenhanceatext?

Category 1 Category 2 Category 3 Category 4 Supplemental Resources Context Clue (LA.7.1.6.3) Read the excerpt from the passage. (excerpt from the passage) What does the (word from the excerpt) mean?

Organizational Patterns (LA.7.1.7.5) The organizational pattern of this text can best be described as…





Core Text and Resources Benchmarks Strategies Assessments Essential Questions SpringBoard Unit #5 How We Choose to Act Performing with a Purpose Review Learning Focus: Performing with a Purpose SpringBoard: Activity 5.8-5.12 pp.293-300 Reading Activity5.9DiscoveringMeaning293Activity5.10AnalyzingandRespondingto“CaseyattheBat”295ActivityPoetry:”CaseyattheBat,”byErnestLawrenceThayerActivity5.11RolePlaying298Activity5.12Reader’sTheatre300 See signal box in SpringBoard TE for the following:




5.8 Marking the Text, Oral Reading, TP-CASTT 5.9 Discussion Groups, Summarizing/Paraphrasing 5,10 Discussion Groups, Drafting, Marking the text, RAFt, Summarizing/Paraphrasing, Word Map 5.11 Role Playing 5.12 Marking the Text, Oral Interpretation, Word Map


Category 1 Category 2 Category 3 Category 4 Supplemental Resources Context Clue (LA.7.1.6.3) Read this line from the poem. For Casey, mighty Casey, was advancing to the bat. What does the word “advancing” mean?

Cause and Effect (LA. Why does the crowd respect Casey?

Character Development (LA.7.2.2.1) Which quotation from the text illustrates the characteristic the author appreciates most about Casey

Determine the Validity and Reliability of Information(LA. 7.6.2.2) Which of the following statements best supports the idea that at a time of challenge, an individual should do his best?



Core Text and Resources Benchmarks Strategies Assessments Essential Questions SpringBoard Unit #5 How We Choose to Act Performing with a Purpose Review Learning Focus: Performing with a Purpose SpringBoard: Activity 5.13 pp.301-309 Reading Activity5.13ReadingaMonologue301*Film:ClipfromFiddlerontheRoof,directedbyNormanJewisonmonologue:”EyeContact,”byDeborahKarczewskimonologue:”Snob,”byDeborahKarczewskimonologue:”Roommate,“byDeborahKarczewskimonologue:“Mr.Perfect,”byDeborahKarczewskimonologue:”FamilyAddition,”byDeborahKarczewskimonologue:”TooYoungfor…,”byDeborahKarczewskimonologue:”Party,”byDeborahKarczewskiEmbeddedAssessment1CreatingandPresentingAMonologue309 See signal box in SpringBoard TE for the following:



5.13 Marking the Text, Oral Reading, Quickwrite, Think-Pair-Share

EmbeddedAssessment1


Category 1 Category 2 Category 3 Category 4 Supplemental Resources Context Clue (LA.7.1.6.3) Read the excerpt from the passage. (excerpt from the passage) What does the (word from the excerpt) mean?






Core Text and Resources Benchmarks Strategies Assessments Essential Questions SpringBoard Unit #5 How We Choose to Act Performing with a Purpose Review Learning Focus: Writing Narrative Poetry SpringBoard: Activity 5.14-5.17 pp.315-328 Reading Activity 5 .14 What Is a Narrative Poem? 316 Poetry:” Little Red Riding Hood and the Wolf,” by Ronald Dahl Activity 5 .15 A PictureIsWorth1, 000 Words 321 Poetry:” Fifth Grade Autobiography,” by Rita Dove Activity 5 .16 Narrative Poetry:” The Highwayman” 323 Poetry:” The Highwayman,” by Alfred Noyes Activity 5 .17 Poetic 328 Poetry:“Oranges,”by Gary Soto See signal box in SpringBoard TE for the following:

. Academic Vocabulary • Grammar& Usage Context • Literary Terms • Writing Workshop


5.14 Close Reading, Graphic Organizer, Marking the Text, Oral Reading, Word Map 5.15 Discussion Groups, Drafting, Graphic Organizer, Marking the Text, Rereading, TP-CASTT, Visualizing, Word Map 5.16 Diffusing, Metacognitive Markers, Rereading, Skimming/Scanning, Summarizing/Paraphrasing, Think-Pair-Share, Word Map 5.17 Drafting, Marking the Text, Oral Reading, Predicting, Prewriting, Rereading, Summarizing/Paraphrasing, Word Map

How does a speaker create and present an effective oral text? How do literary devices enhance a text?

Category 1 Category 2 Category 3 Category 4 Supplemental Resources Context Clue (LA.7.1.6.3) Read this line from the poem. Back he spurred like a madman…. What does the word “spurred” mean?



Determine the Validity and Reliability of Information(LA. 7.6.2.2) Which of the following statements best supports the idea that heroic sacrifices are proof of true love?



Core Text and Resources Benchmarks Strategies Assessments Essential Questions Core Text “Ode to an Artichoke” by Pablo Neruda Pg. 375 Literary Analysis Metaphor Tone Personification Active Reading Compare/Contrast Writing Write your own ode celebrating an everyday object. Include metaphors and similes, and one extended metaphor. Six Traits Word Choice Voice Ideas Focus Writing Process Prewriting Drafting Revising Editing Grammar/Conventions in Context Adjectives/Adverbs Action verbs Incorporate grammar skills in writing

LA.7.1.6.1 use new vocabulary that is introduced and taught directly LA.7.1.6.3 use context clues LA.7.2.1.3 locate literary devices – personification, metaphor LA.7.2.1.7 locate and analyze author’s use of language to identify how word choice is used to appeal to the senses and emotions providing textual evidence to support analysis LA.7.1.7.7 compare/contrast elements in text LA.7.3.1.3 use organizational strategies to develop a personal organizational style LA.7.3.2.1 develop main ideas from the prewriting plan LA.7.3.3.4 apply appropriate tools or strategies to evaluate and refine writing LA.7.3.4.4 use parts of speech correctly

Instructional Focus Activities for Reading: “Ode to an Artichoke” by Pablo Neruda Pg. 375 Pre-Reading: Vocabulary – Teacher selected, direct instruction, context clues Vocabulary – Picto-Vocab Build Background – What is an ode? Artichoke? Strategy- Preview/Predict During Reading: Guided Reading, partner reading, read aloud Strategy- TP-CAST Two-Column Notes-Comp/Cont. artichoke/soldier After Reading: Groups – Research other odes Research other poems with personification Create poem/ode/personification Instructional Focus Activities for Writing Word Choice – Active verbs Description Showing vs. telling

Vocabulary Quiz Quiz generated from Question Stems Formal Assessment Pg. 57-58 (McDougal Littell’s Assessment)

Why is it important to take the time to celebrate what we respect?


Word Relationships (LA.7.1.6.8) Which two words from the poem are most nearly the same/opposite? Read this sentence from the poem. …equipped like a soldier, burnished like a grenade, was full of itself.

Cause and Effect (LA.7.1.7.4) What is the result of the artichoke being “drowned”?

Text Features (LA.7.2.2.1) After reading the article, what can readers conclude from the title of the essay and the illustration?

Determine the Validity and Reliability of Information (LA. 7.6.2.2) Which of the following statements best supports the idea that the author is making light of war in the poem?



Core Text and Resources Benchmarks Strategies Assessments Essential Questions Core Text “If I Can Stop One Heart from Breaking” by Emily Dickenson Pg. 33 Literary Analysis Theme Active Reading Main Idea Compare/Contrast Writing Expository essay Cinquain /Haiku Six Traits Organization Ideas Word Choice Writing Process Prewriting Drafting Revising Editing Grammar/Conventions in Context Prepositions Incorporate grammar skills in writing

LA.7.1.6.1 use new vocabulary that is introduced and taught directly LA.7.1.6.3 use context clues LA.7.1.7.7 compare and contrast elements in text LA.7.2.1.6 compare the use of the same theme in two different literary genres LA.7.3.1.3 use organizational strategies to develop a personal organizational style LA.7.3.3.4 apply appropriate tools or strategies to evaluate and refine writing LA.7.3.4.4 use parts of speech correctly LA.7.4.1.2 write a variety of expressive forms

Instructional Focus Activities for Reading: “If I Can Stop One Heart from Breaking” by Emily Dickenson Pg. 33 Pre-Reading: Vocabulary – Teacher selected, direct instruction, context clues Build Background – Emily Dickinson Preview and Predict from title During Reading: Teacher Read Aloud Main Idea Strategy- RASP (Read and Summarize Paragraph) Compare/Contrast Strategy-Venn Diagram (“Thank You, M’am”/ “If I Can Stop One Heart from Breaking”) After Reading: Create a Cinquain or Haiku modeled after the themes presented in “Thank You, M’am” and “If I Can Stop One Heart from Breaking” Instructional Focus Activities for Writing Introduce conclusion strategies Samples of different effective conclusions Elaboration Strategies

Quiz generated from Question Stems Conclusion paragraphs for previous essays (store in portfolios) Writing Assessment/FCAT Writing Simulation You have read several short stories and poems this year. Think about the selections you have read and the characters in them. Write to explain your favorite character.

What values create a community spirit?


Analyze Words/Text (LA.7.1.6.8 ) Read this line from the poem. …Or cool one Pain…. What does the word “cool” mean? Which two words from the poem are most nearly the same/opposite?

Main Idea (LA.7.1.7.3) What is the main idea of the poem?

Theme (LA.7.2.1.2) Which statement best describes Robin’s approach to life?

Determine the Validity and Reliability of Information (LA. 7.6.2.2) According to both pieces of literature, what is the best evidence that certain actions make a person’s life worthwhile?



Core Text and Resources Benchmarks Strategies Assessments Essential Questions SpringBoard Unit #5 How We Choose to Act Performing with a Purpose Review Learning Focus: Writing Narrative Poetry SpringBoard: Activity 5.18-5.20 pp.330-339 Reading Activity5.18FindingaPoemAnywhere330ShortStory:“SeventhGrade,”byGarySotoActivity5.19APoetTalksAboutCreatingPoetry335Interview:“QuestionsandAnswersaboutPoetry,”FromAFireinMyHands,byGarySotoPoetry:“LearningtoBargain,”byGarySotoActivity5.20TransformationofText339NarrativeandPoem:StudentExample,“Disease,Dis‐Ease,”ByKelseyFrost See signal box in SpringBoard TE for the following:



5.18 Discussion Groups, Marking the Text, Predicting, Quickwrite, Think-Pair-Share 5.19 Marking the Text, Word Map 5.20 Marking the Text, Oral Interpretation, Rereading, Revising, Skimming/Scanning, Sharing And Responding


Category 1 Category 2 Category 3 Category 4 Supplemental Resources Analyze Words/Text (LA.7.1.6.8 ) Read this sentence/phrase from the story. They ate slowly, Victor scanning the horizon for a glimpse of Teresa. What does the word scanning mean?

Main Idea (LA.7.1.7.3) What would be a good summary for the story?

Theme (LA.7.2.1.2) Which statement best describes Victor’s approach to life?

Determine the Validity and Reliability of Information (LA. 7.6.2.2) Which of the following statements best supports the idea that people will go to extremes to get noticed?



Core Text and Resources Benchmarks Strategies Assessments Essential Questions SpringBoard Unit #5 How We Choose to Act Performing with a Purpose Review Learning Focus: Writing Narrative Poetry SpringBoard: Activity pp.343-346 EmbeddedAssessment2CreatingaNarrativePoem343UnitReflection346 See signal box in SpringBoard TE for the following:




Prewriting,Drafting,SharingandResponding,Self‐Editing

EmbeddedAssessment2




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