7th+Grade+Units


 * __​UNDER CONSTRUCTION__**


 * __ L.A. __**
 * Personal Essays (Sept/Oct)**
 * When/why do we need to write with proper English? Why does editing matter?
 * Developing a thesis and supporting reasons/details
 * Writing an introduction and a conclusion
 * Using a thesaurus and revising word choice
 * Simple sentences, coordinating conjunctions, and compound sentences
 * Reflecting on writing and setting personal goals


 * Grammar (connected to ongoing writing pieces) (End of Oct)**
 * Subordinating conjunctions, dependent/independent clauses, and complex sentences


 * Poetry (Nov/Dec)**
 * Song lyrics as poetry
 * Langston Hughes (using poetry for social change)
 * William Shakespeare (rhythm, rhyme, sonnet form)
 * Naomi Shihab Nye (poetry is not a right/wrong answer)
 * E.E. Cummings (playing with line breaks, punctuation, etc.)
 * Focus on close reading and author's choices
 * Each child chooses a poet, discusses poems by that poet in with a group of other students, describes the poets style with his/her group, and creates a rubric for evaluating a poem written in that poets' style
 * Assessment: Poet Study packet, Poet Style packet, poem in the style of the chosen poet, explanation of the student's poem


 * Business Letters (January)**
 * Business letter format v. friendy letter format and how to address an envelope
 * Writing for an audience
 * Necessary/unnecessary details
 * Run-on Sentences and compound-complex sentences
 * Reflecting on writing and setting personal goals

> 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as draw inferences from the text. > 6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. > 7. Compare and contrast a text to an audio, video, or multimedia version of a text, analyzing each medium’s portrayal of the subject (e.g.) how the delivery of a speech affects the impact of the words. > 8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claim. > 9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretation of facts > Writing Standards, Grade 7 > 1. Write arguments to support claims with clear reasons and relevant evidence > 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. > 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. > Speaking and Listening Standards, Grade 7 > 3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. > 4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation
 * Essential Question: What Makes an Argument Convincing? (February/March)**
 * Evaluating arguments (thesis and evidence) in //The New York Times: Room for Debate//
 * Evaluating how arguments change when presented through speaking (analyzing TED talks)
 * Creating argument and evidence based podcasts and/or video speeches on the social studies and science question "Should people be allowed to breed designer dogs using genetic modifications?" - Final assessment ties in using data visually, make notes on a speech and speaking convincingly, creating a thesis, creating an outline, revising by setting personal goals, using complex sentences for transitions, etc.
 * Reading Informational Text Standards, Grade 7


 * //Chains// by Laurie Halse Anderson (April) - CHANGING THIS YEAR TO MEET COMMON CORE STANDARDS (Lit Circle style?)**
 * How much liberty should fiction writers be allowed in portraying history?
 * How do the characters change throughout the book and what conflicts do they face?
 * How does the meaning of freedom change from different perspectives?
 * How can a different point of view change an account of history?
 * How does Laurie Halse Anderson use irony, themes, and symbolism to enhance change?
 * Vocabulary building using collaborative student generated dictionary on a wiki


 * Satire (May)**
 * Tools of satire (hyperbole, understatement, hyperbole, incongruity, verbal irony and sarcasm)
 * Swift's "Modest Proposal" and satire in essays/articles
 * Analyzing satire in political cartoons
 * Analyzing satire in tv and movies
 * Analyzing satire in music
 * Creating satire on modern topics and social studies topics
 * Essential Questions: What is satire and how is it used on the Internet, in songs, on TV, etc.? What are the tools of satire? Where do I see satire every day? How can I create change in my society with a cartoon, song, etc?


 * Reviews (June)**
 * Student investigation of the characteristics of well-written reviews (Teacher presented mentor text, group exploration of student chosen mentor texts, and group work to determine the characteristics)
 * Dangling and misplaced modifiers
 * Student-directed work on building writing skills on personal weaknesses
 * Reflecting on writing and setting personal goals


 * Drama/Filmography (June)**
 * **TBD**


 * Yearlong Units**
 * **Goodreads (Independent Reading program)**
 * Logging 90 minutes a week
 * Recommendations to classmates online and in-class book talks
 * Asking questions about one another's reading choices and responding with comments
 * Trips to the local library
 * **Vocab Workshop (Level C, Units 1-8)**
 * Synonyms, antonyms
 * Connotation
 * Roots
 * Parts of speech
 * Using prepositions
 * Integrating vocabulary words in all writing assignments (extra credit)


 * __ Reading (2 Sets of Literature Circles- Book 1 (Utopia) The Giver, The Adoration of Jenna Fox, Uglies, and The Misfits; Book 2- Complete Student Choice) __**
 * Essential Question: Is it possible for a utopia to exist?**
 * Speaking and listening skills for groups**
 * Prediction Making**
 * Character Motivation**
 * Foreshadowing**
 * Symbolism**
 * Connections to skills for Writing Lab**
 * Using research to enhance the understanding/discussion of a book**
 * Using evidence (doing research) to write a literary analysis paper with MLA citations (for example,"Will the science fiction in the novel become reality?)**


 * __ Writing Lab __**
 * Basic elements of novels (setting, conflict, etc.)**
 * Plot development**
 * Character development (desire, changes, etc.)**
 * Dialogue**
 * Showing, not telling (through dialogue and action)**