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Unit FrameworkSubject: Unit One-Characters withCharacterLiterary Texts:Stories: Good Masters! Sweet Ladies! Voices from aMedieval Village (Laura Amy Schlitz)How Would You Survive the Middle Ages?The World of King Arthur and His Court: People, Places,Legends and Lore (Kevin Crossley- Holland)The Horrible Misunderstood Middle Ages: The DisgustingDetails About Life During Medieval TimesCrispin ;The Cross of Lead by AviThe Medieval WorldFavorite Medieval Tales (Mary Pope Osborne )The Seeing Stone (Arthur Trilogy, Book One ) Kevin CrossleyHolland)Manners and Customs in the Middle AgesGrade level: 7Technology and Web 2.0 Tools:Microsoft WordYouTubeAnimotoComic CreatorBitstrips- comic creatorMake Beliefs.Comix.comEdmondoDoink- animation siteTeacher: Deann DeBritoKristen CochranOther Resources:Learn NCYou Tube for e DocsWikispacesRiddlesOld English Riddles: From the Exeter Book (MichaelAlexander)ART, MUSIC, AND MEDIA Music Gregorian chants and madrigals Art Arms and Armor from The Walters Art Museum andMetropolitan Museum of Art Byzantine Art: Frescos and mosaics inside domed churches Islamic Art: Caucasus textiles Gothic Art & Architecture: Notre Dame; Westminster Abbey Illuminated Manuscripts: "Hunt of the UnicornAnnunciation” (ca. 1500) PRENTICE HALL LITERATURE GRADESEVEN GRADE Short Stories “The Treasure of Lemon Brown” (Walter Dean Meyers) “Two Kinds” from The Joy Luck Club (Amy Tan) “Papa’s Parrot” (Cynthia Rylant) “After Twenty Years” (O. Henry) “Amigo Brothers” (Piri Thomas) “Seventh Grade” (Gary Soto) “Stolen Day” (Sherwood Anderson)Concept(s):Students will build on theirknowledge of the medieval timeStandards:Clarifying Objectives:.Literacy Skills:Assessments:TimelinesTests

period, first introduced to them asfourth graders. Students will usevarious novels, picture books andnonfiction readings to focus onnot only the historical time piece,the characterization, historicalaccuracy and how elements of astory interact. Cite textualevidence, and determine wordmeaning.Students will write an essay inresponse to the essentialquestion.Novels are set in Byzantium,England, France, Korea or Africa.Essential Question(s):What makes characters inhistorical fiction believable?Time Frame:6 weeksRL.7.9: Compare andcontrast a fictionalportrayal of a time,place, or character and ahistorical account of thesame period as ameans of understandinghow authors of fiction useor alter history.RL.7.1: Cite several piecesof textual evidence tosupport analysis of whatthe text says explicitly aswell as inferences drawnfrom the text.RL.7.2: Determine a themeor central idea of a textand analyze itsdevelopment over thecourse of the text; providean objective summary ofthe text.RI.7.1: Cite several piecesof textual evidence tosupport analysis of whatthe text says explicitly aswell as inferences drawnfrom the text.W.7.3: Write narratives todevelop real or imaginedexperiences or eventsusing effective technique,relevant descriptivedetails, and wellstructured eventsequences.SL.7.1: Engage effectivelyin a range of collaborativediscussions (one-on-one,Read and discuss fiction andnonfiction texts about theMiddle Ages. Summarize informational textby creating a comic strip of keyevents. Compare and contrastcharacters and settings acrossstories about the Middle Ages. Cite textual evidence, especiallyas it relates to characterdevelopment. Explain the historical context ofa story, and how authors makehistorical fiction believable. Write a variety of responses toliterature and informationaltext. Write “Characters withCharacter” narratives that useeffective technique, relevantdescriptive details, and wellstructured event sequences. Perform a monologue forclassmates. Participate in groupdiscussions.RL.7.9: Compare andcontrast a fictionalportrayal of a time,place, or character and ahistorical account of thesame period as ameans of understandinghow authors of fiction useor alter history.RL.7.1: Cite several piecesof textual evidence tosupport analysis of what thetext says explicitly as wellas inferences drawn fromthe text.RL.7.2: Determine a themeor central idea of a text andanalyze its developmentover the course of the text;provide an objectivesummary of the text.RI.7.1: Cite several pieces oftextual evidence to supportanalysis of what the textsays explicitly as well asinferences drawn from thetext.QuizzesVocabulary journalsEssaysReader’s Response LogsWanted postersProjects- construct a parts of a shortstory medieval projectCONTENT-SPECIFIC AntagonistCharacter development Charactertraits Dialogue MonologueNarrative Plot: exposition, risingaction, climax, falling action,resolution Portrayal ProtagonistReference materials Setting(historical context) Middle Ages /Medieval Era Textual evidenceACADEMIC ArgumentativeCollaborate ConnotationDenotation Evidence ExplicitPersuasive Relevance SignificanceTechnique BLOOM’S REVISEDTAXONOMY Remember Describe/ Explain Apply Analyze EvaluateCreate “POWERFUL” WORDSAnalyze Compare ContrastDescribe Evaluate ExplainFormulate Infer PredictSummarize Support Trace

in groups, and teacher-led)with diverse partners ongrade 7 topics, texts, andissues, building on others’ideas and expressing theirown clearly.SL.7.1(a): Come todiscussions prepared,having read or researchedmaterial under study;explicitly draw on thatpreparation by referringto evidence on the topic,text, or issue to probe andreflect on ideas underdiscussion.SL.7.1(b): Follow rules forcollegial discussions, trackprogress toward specificgoals and deadlines, anddefine individual roles asneeded.L.7.4: Determine or clarifythe meaning of unknownand multiple-meaningwords and phrases basedon grade 7 reading andcontent, choosing flexiblyfrom a range of strategies.L.7.4(a): Use context (e.g.,the overall meaning of asentence or paragraph; aword’s position orfunction in a sentence) asa clue to the meaning of aword or phrase.L.7.4(c): Consult generaland specialized referencematerials (e.g.,

dictionaries, glossaries,thesauruses), both printand digital, to find thepronunciation of a word ordetermine or clarify itsprecise meaning or its partof speech.These Focus Standardshave been selected for theunit from the CommonCore State Standards.RL.7.3: Analyze howparticular elements of astory or drama interact(e.g., how setting shapesthe characters or plot).RI.7.2: Determine two ormore central ideas in atext and analyze theirdevelopment over thecourse of the text; providean objective summary ofthe text.W.7.7: Conduct shortresearch projects toanswer a question,drawing on severalsources and generatingadditional related, focusedquestions for furtherresearch andinvestigation.SL.7.1: Engage effectivelyin a range of collaborativediscussions (one-on-one,in groups, and teacher-led)with diverse partners on

grade 7 topics, texts, andissues, building on others’ideas and expressing theirown clearly.SL.7.1(c): Pose questionsthat elicit elaboration andrespond to others’questions and commentswith relevant observationsand ideas that bring thediscussion back on topic asneeded.SL.7.1(d): Acknowledgenew informationexpressed by others and,when warranted, modifytheir own views.L.7.4: Determine or clarifythe meaning of unknownand multiple-meaningwords and phrases basedon grade 7 reading andcontent, choosing flexiblyfrom a range of strategies.L.7.4(b): Use common,grade-appropriate Greekor Latin affixes and rootsas clues to the meaning ofa word (e.g., belligerent,bellicose, rebel).L.7.4(d): Verify thepreliminary determinationof the meaning of a wordor phrase (e.g., bychecking the inferredmeaning in context or in adictionary

Unit FrameworkSubject: Unit 2 :PerseveranceGrade level: 7Texts: The Miracle WorkerAfrican American FirstsDare to Dream! 25 Extraordinary LivesThe Civil Rights Movement in AmericaThe World At Her Fingertips: The Story of HelenKellerHelen Keller: A Photographic Story of a LifeJesse (Gary Soto0Treasure Island (Robert Louis Stevenson)“Oranges”- (Gary Soto)Technology and Web 2.0 Tools:PowerPointPrezi.comlearnncBubbl.us (brainstorming-bubble maps)NCwiseowl.comEasybib.comPlays The Miracle Worker: A Play (William Gibson)ART, MUSIC, AND MEDIA Media The Miracle Worker (1962)Photobiographies Inventing the Future: A Photobiography ofThomas Alva Edison (Marfe Ferguson Delano) Helen Keller: A Photographic Story of a Life (LeslieGarrett) Helen's Eyes: A Photobiography of Annie Sullivan,Helen Keller's Teacher (Marfe Ferguson Delano)Poems“ Martin Luther King”Martin Luther King” (Raymond Patterson) “How I Learned English” (Gregory Djanikian)Informational Text “All Together Now” (Barbara Jordan) “Bernie Williams: Yankee Doodle Dandy” (JoeyPoiley) From An American Childhood (Annie Dillard)Teacher: Deann DeBritoK. CochranOther Resources:Prentice Hall Literature texts grade 7 and8You Tube for Google DocsWikispaces

Concept(s):Students will readnovels andinformational text thatexamine charactersthat persevere in avariety ofcircumstances.Students will delveinto the impacthistorical events haveon people and theinternal and externalconflict on thecharacters.Essential Question(s):How do characters, realand fictional, use wordsand actions todemonstrateperseverance?Standards:RL.7.3 Analyze how particularelements of a story or dramainteract (how setting shapes thecharacters or plot)RI.7.2- Determine two or morecentral ideas in a text and analyzetheir development over thecourse of the text; provide anobjective summary of the textw.7.7- Conduct a short researchproject from multiple and digitalsources , using search termseffectively; access the credibilityand accuracy of each source, andquote and paraphrase the dataand conclusions of others whileavoiding plagiarism and followinga standard format for citation.SL. 7.1: Engage effectively in arange of collaboration discussionsWith diverse partners on grade 7topics , texts, and issues , buildingon others’ ideas and expressingtheir own clearly.SL.7.1(c): Pose questions thatelicit elaboration and respond toothers’ questions and commentswith relevant observations andideas that bring the discussionback on topic as needed.SL.7.1(d)Acknowledge newinformation expressed by othersand, when warranted, modifytheir own views.L. 7.4 – Determine or clarify themeaning of unknown and multiplemeaning words and phrases basedon grade 7 reading and content,Clarifying Objectives:Define perseverance.Read and discuss fictionaland informational textsfeaturing real people orcharacters thatdemonstrateperseverance.Analyze how the setting ofa story or biographyaffects characterdevelopment.Explain authors’ use ofliterary techniques such asdiction and imagery.Write a variety ofresponses to literatureand informational text.Compare the film andprint version of TheMiracle Worker.Conduct research onpeople who demonstrateperseverance.Create a multimediapresentation.Literacy Skills:RL.7.3 Analyze how particularelements of a story or dramainteract (how setting shapes thecharacters or plot)RI.7.2- Determine two or morecentral ideas in a text and analyzetheir development over the courseof the text; provide an objectivesummary of the textw.7.7- Conduct a short researchproject from multiple and digitalsources , using search termseffectively; access the credibilityand accuracy of each source, andquote and paraphrase the data andconclusions of others while avoidingplagiarism and following a standardformat for citation.SL. 7.1: Engage effectively in a rangeof collaboration discussionsWith diverse partners on grade 7topics , texts, and issues , buildingon others’ ideas and expressingtheir own clearly.SL.7.1(c): Pose questions that elicitelaboration and respond to others’questions and comments withrelevant observations and ideasthat bring the discussion back ontopic as needed.SL.7.1(d)Acknowledge newinformation expressed by othersand, when warranted, modify theirown views.L. 7.4 – Determine or clarify themeaning of unknown and multiplemeaning words and phrases basedon grade 7 reading and content,Assessments:TestsQuizzesRubrics for projectsResearch rubricEssays/rubricsKey Vocabulary CONTENTSPECIFIC Autobiographies,graphical autobiographiesBiographies, photobiographiesCharacter’s conflict: externaland internal DictionPerseverance / ResiliencePlagiarism Poetry: tone andimagery ACADEMIC CitationCollaborate ConnotationCredible / CredibilityDenotation Evidence ExplicitInteract ParaphraseSignificance TechniqueBLOOM’S REVISEDTAXONOMY RememberDescribe / Explain ApplyAnalyze Evaluate Create“POWERFUL” WORDS AnalyzeCompare Contrast DescribeEvaluate Explain FormulateInfer Predict Summarize

Time Frame:choosing flexibly from a range ofstrategies.L.7.4 (b) : Use common , gradeappropriate Greek or Latin affixesand roots as clues to the meaningof a word.L. 7.4 (d): Verify the preliminarydetermination of the meaning of aword or phrase (check meaning incontext or a dictionary)Write a bio-poem andmemorize and /or recite itfor the class.Participate in groupdiscussions.choosing flexibly from a range ofstrategies.L.7.4 (b) : Use common , gradeappropriate Greek or Latin affixesand roots as clues to the meaning ofa word.L. 7.4 (d): Verify the preliminarydetermination of the meaning of aword or phrase (check meaning incontext or a dictionary)

Unit FrameworkSubject: Unit 3: Courage in Life and inLiteratureGrade level: 7Teacher: Deann DeBritoKristen CochranTexts:LITERARY TEXTS PlaysTechnology and Web 2.0 Tools:Web based researchvideosYou TubeWeb-questVideo Diaries- PBS.orgWeebly (create web pages)Wallwisher (create online bulletin boardsKerpoof- make a movie, card or picture toshareGoogle Timeline- a cool way to view thenewsMuseum Box- innovative way tounderstand historyEmpressr- rich media presentation toolOther Resources: The Diary of Anne Frank: A Play (FrancesGoodrich and Albert Hackett) (E) 101 Monologues for Middle School Actors:Including Duologues and Triologues (RebeccaYoung) Memoir A Friend Called Anne: One Girl’s Story of War,Peace and a Unique Friendship with Anne Frank(Jacqueline van Maarsen) Stories General I Am David (Anne Holm) Comparisons to The Diary of Anne Frank Z for Zachariah (Robert C. O’Brien) Milkweed (Jerry Spinelli) The Devil’s Arithmetic (Jane Yolen) The Boy in the Striped Pajamas (John Boyne)Poems War and the Pity of War (Neil Philip)INFORMATIONAL TEXTS Biographies (includesother possible comparisons to The Diary of AnneFrank) Anne Frank: The Diary of a Young Girl (AnneFrank) Anne Frank: Beyond the Diary: A PhotographicRemembrance (Ruud van der Rol and RianVerhoeven) The Journal of Scott Pendleton Collins: A WorldWar II Soldier, Normandy, France, 1944 (WalterDean Myers) Night (Elie Wiesel)You Tube for Google DocsWikispaces

Zlata’s Diary: A Child’s Life in Wartime Sarajevo(Zlata Filipovic) I Have Lived a Thousand Years: Growing Up in theHolocaust (Livia Bitton-Jackson) InformationalText World War II A History of US: War, Peace, and All that Jazz (JoyHakim) (E) Ghost Soldiers: The Epic Account of World WarII's Greatest Rescue Mission (Hampton Sides)(advanced) True Stories of D-Day (True Adventure Stories)(Henry Brook) Dear Miss Breed: True Stories of the JapaneseAmerican Incarceration During World War II and aLibrarian Who Made a Difference (JoanneOppenheim) Hiroshima (John Hersey) Fighting For Honor: Japanese Americans andWorld War II (Michael L. Cooper) Never to Forget: The Jews of the Holocaust(Milton Meltzer) Six Million Paper Clips: The Making of a Children’sHolocaust Memorial (Peter W. Schroeder andDagmar Schroeder-Hildebrand) Atomic Structure/Atomic Bomb Atomic Structure and Chemical Reactions: MiddleGrades and High School (Nevin Katz) The Making of the Atomic Bomb (RichardRhodes) Speeches “Blood, Toil, Tears and Sweat: Address toParliament on May 13th, 1940” (WinstonChurchill) (E) “Declaration of War on Japan” (Franklin D.Roosevelt) ART, MUSIC, AND MEDIA Media The Diary of Anne Frank (1959) (Screenplay byFrances Goodrich and Albert Hackett)

Anne Frank, the Whole Story (2001) Paper Clips (HBO documentary) (2004) Bataan Rescue: The Most Daring Rescue Missionof World War II (PBS documentary) (2005) The Boy in the Striped Pajamas (2008)PRENTICE HALL LITERATURE GRADE SEVENPoems “The Courage That My Mother Had” (Edna St.Vincent Millay) “Mother to Son” (Langston Hughes) Short Stories From Letters from Rifka (Karen Hesse)Informational Text “In Search of Our Mothers’ Gardens” (AliceWalker) “Hey Come On Out” (Shinichi Hoshi) From Barrio Boy (Ernesto Galarza)Concept(s):Unit Three –“Determination inLife and Literature”(Five Weeks)Students focus theirreading on in-depthanalysis of interactionsamong individuals,events, and ideas in avariety of texts,comparing the ways inStandards:RL.7.5: Analyze how adrama’s or poem’s formor structure (e.g.,soliloquy, sonnet)contributes to itsmeaning. RL.7.7:Compare and contrast awritten story, drama, orpoem to its audio,filmed, staged, orLiteracy Skills:RL.7.5: Analyze how adrama’s or poem’s formor structure (e.g.,soliloquy, sonnet)contributes to itsmeaning. RL.7.7:Compare and contrast awritten story, drama, orpoem to its audio, filmed,staged, or multimediaAssessments:Tests/QuizzesGroup assessmentGroup RubricHolocaust Memorial presentationsEssays/Rubric

which different authorsshape similar stories.Students will readnonfiction and fictiontexts that explore thetheme of determination.Additionally, they willcompare and contrasthow the theme isportrayed in fiction andinformational works. Thisunit ends with an openended reflective essayresponse to the essentialquestion.Essential Question(s):Essential Question:How does real-worlddetermination informthe depiction ofdetermined literarycharacters?Time Frame:6 weeksmultimedia version,analyzing the effects oftechniques unique toeach medium (e.g.,lighting, sound, color, orcamera focus and anglesin a film). RI.7.3:Analyze the interactionsbetween individuals,events, and ideas in atext (e.g., how ideasinfluence individuals orevents, or howindividuals influenceideas or events). RI.7.9:Analyze how two ormore authors writingabout the same topicshape theirpresentations of keyinformation byemphasizing differentevidence or advancingdifferent interpretationsof facts. W.7.2: Writeinformative/explanatorytexts to examine a topicand convey ideas,concepts, andinformation through theselection, organization,and analysis of relevantcontent. SL.7.2: Analyzeversion, analyzing theeffects of techniquesunique to each medium(e.g., lighting, sound,color, or camera focusand angles in a film).RI.7.3: Analyze theinteractions betweenindividuals, events, andideas in a text (e.g., howideas influenceindividuals or events, orhow individuals influenceideas or events). RI.7.9:Analyze how two or moreauthors writing about thesame topic shape theirpresentations of keyinformation byemphasizing differentevidence or advancingdifferent interpretationsof facts. W.7.2: Writeinformative/explanatorytexts to examine a topicand convey ideas,concepts, andinformation through theselection, organization,and analysis of relevantcontent. SL.7.2: Analyzethe main ideas andsupporting details

the main ideas andsupporting detailspresented in diversemedia and formats (e.g.,visually, quantitatively,orally) and explain howthe ideas clarify a topic,text, or issue understudy. L.7.6: Acquireand use accuratelygrade-appropriategeneral academic anddomain-specific wordsand phrases; gathervocabulary knowledgewhen considering aword or phraseimportant tocomprehension orexpression.presented in diversemedia and formats (e.g.,visually, quantitatively,orally) and explain howthe ideas clarify a topic,text, or issue understudy. L.7.6: Acquire anduse accurately gradeappropriate generalacademic and domainspecific words andphrases; gathervocabulary knowledgewhen considering a wordor phrase important tocomprehension orexpression.

Unit FrameworkSubject: Unit 4Survival in the WildTexts:Stories:LITERARY TEXTS -Poems "The Song of Wandering Aengus