English 7 Curriculum

Unit 1: Writing an Effective Paragraph

Estimated Unit Time

Frames

Big Ideas Essential Questions

Concepts(Know)

Competencies(Do)

Lessons/ Suggested Resources

Vocabulary Standards/ Eligible Content

5Days

Elements of a Paragraph

Writing is a means of documenting thinking.

Writing is a recursive process that conveys ideas, thoughts, and feelings.

Purpose, topic and audience guide types of writing.

What are the components of an effective paragraph?

An effective paragraph contains the following elements: A topic

sentence/thesis statement

Supporting details A closing sentence Appropriate

mechanics/grammar

The students will be able to:

Write an effective topic sentence that clearly introduces a topic

Generate details that support the topic

Write an effective closing sentence that supports the topic and provides closure

Direct instruction with practice: Writing a

topic sentence

Writing a closing sentence

Teacher-generated supplements

Writing Rubric

-Topic sentence-Concluding sentence-Main idea-Subject-Controlling idea

CC.1.4.7.BCC.1.4.7.CCC.1.4.7.DCC.1.4.7.E

E07.C.1.2.1E07.C.1.2.2E07.C.1.2.6

2 DaysIncorporating Quotations

Writing is a means of documenting thinking.

How does a writer incorporate a direct quotation in order to support an idea?

Direct quotations provide textual evidence to support an idea.

The students will be able to: Locate direct

quotes in a text that support an idea or response

Explain how/why a direct quote supports an idea or response

Direct instruction with practice: Citing a

direct quote using proper MLA format (page number, punctuation)

Explaining the relevance and importance of a quote

-Quotation-text evidence

CC.1.4.7.ECC.1.4.7.KCC.1.4.7.O

E07.C.1.3.2

Unit 2: Narrative Elements

Estimated Unit Time

Frames

Big Ideas Essential Questions

Concepts(Know)

Competencies(Do)

Lessons/ Suggested Resources

Vocabulary Standards/ Eligible Content

5 daysShort Story

“Rikki-tikki-tavi” by Rudyard Kipling

Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.

What are the elements of a narrative text?

How do the different narrative elements influence each other?

Narrative elements include setting, character, plot, conflict, and theme.

The students will be able to: Identify the

setting, character, plot, conflict, and theme in a narrative text

Explain how one narrative element influences another

Explain the relationship(s) between narrative elements in a text

“Rikki-tikki-tavi” by Rudyard Kipling Reading guide

for use while reading

Narrative elements charts/graphic organizers

Teacher-generated supplements

Comprehension quiz for story

-Narrative-Setting-Character-Plot-Conflict-Theme

Story Vocab:-immensely-cowered-valiant-consolation-impotent

CC.1.3.7.BCC.1.3.7.C

E07.A-K.1.1.1E07.A-K.1.1.3

5 daysShort Story

“Three Skeleton

Key”By George G.

Toudouze

Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.

How do the different narrative elements influence each other?

Details from the setting of a narrative strongly affect the progression of the plot.

The setting of a narrative helps to develop characters.

The students will be able to: Identify the

setting, plot, characters, conflict, and theme of a narrative while reading

Locate details in a narrative that describe the setting

Explain how the details of a setting affect the characters, plot, and conflict of a

“Three Skeleton Key” by George G. Toudouze Reading guide

for use while reading

Narrative elements charts/graphic organizers

Teacher-generated supplements

Comprehension quiz for story

-Narrative-Setting-Character-Plot-Conflict-Theme

Story Vocab:-hordes-receding-fathom-edible-derisive

CC.1.3.7.BCC.1.3.7.C

E07.A-K.1.1.1E07.A-K.1.1.3

Unit 3: Informational Text/Nonfiction

Estimated Unit Time Frames

Big Ideas Essential Questions

Concepts(Know)

Competencies(Do)

Lessons/ Suggested Resources

Vocabulary Standards/ Eligible Content

3 DaysText Structure

Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.

How is informational text organized?

What are four different text structures?

Informational texts can be organized in several ways: chronological, cause and effect, compare and contrast, and problem and solution.

Authors use different organizational structures to distinguish their position from that of others.

The students will be able to: Identify the

structure of an informational text as chronological, cause and effect, compare and contrast, and problem and solution

Locate details in a text that help determine the organizational structure

Determine an author’s purpose for using a specific organizational structure

Direct instruction with practice:-four text structures: chronological, cause and effect, compare and contrast, and problem and solution

Suggested Article:“Throw Away Your Earbuds NOW!”by Jennifer Dignan, with Frances Hannan

Teacher-generated supplements

-nonfiction-chronological -cause and effect,-compare and contrast-problem and solution

CC.1.2.7.DCC.1.2.7.ECC.1.2.7.F

E07.B-C.2.1.1E07.B-C.2.1.2E07.B-C.2.1.3

7 daysMain Idea & Supporting

Details

Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.

What is a main/central idea?

How does a main/central idea develop over the course of a text?

Which details in a text provide evidence to support an idea/analysis?

The main idea of a text is the idea that is central to the entire text.

The main idea may be stated directly in the text, or it may be implied.

Supporting details are used to support or prove the main idea.

The students will be able to: Identify the

main idea in a nonfiction text

Locate supporting details which prove the main idea

Suggested Nonfiction articles:

"Your Phone Could Ruin Your Life (if you let it)." By Kristin Lewis-Scholastic Scope, March 2015, pp. 4-9.

"Is anything wrong with this picture? Our favorite devices could be making us rude.” By Lauren Tarshis & Kristin Lewis

-Main Idea-Supporting details-Stated-Implied

CC.1.2.7.ACC.1.2.7.BCC.1.2.7.C

E07.B-K.1.1.1E07.B-K.1.1.2E07.B-K.1.1.3

Unit 5: Plot

Estimated Unit Time Frames

Big Ideas Essential Questions

Concepts(Know)

Competencies(Do)

Lessons/ Suggested Resources

Vocabulary Standards/ Eligible Content

10 DaysPlot

Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.

How do the elements and stages of plot develop over the course of a text?

Specific events in a text advance the plot.

There are five stages to a plot: exposition, rising action, climax, falling action, and resolution

The students will be able to: Identify the

stages of plot in a text

Identify key events in a text

Explain how events cause the plot to advance

Direct instruction and practice with identifying stages of plot

Suggested Text:“The Monsters are Due on Maple Street” by Rod Sterling Reading guide

for use while reading

Comprehension quizzes

Teacher-generated supplements

-plot-exposition-rising action-central conflict-inciting incident-climax-falling action-resolution

CC.1.3.7.ACC.1.3.7.BCC.1.3.7.C

E07.A-K.1.1.1E07.A-K.1.1.2E07.A-K.1.1.3

3 DaysWriting:

Plot Analysis

Language is used to communicate and to deepen understanding.

Writing is a means of documenting thinking.

Purpose, topic and audience guide types of writing.

How do the elements and stages of plot develop over the course of a text?

Specific events in a text advance the plot.

There are five stages to a plot: exposition, rising action, climax, falling action, and resolution

The students will be able to: Analyze the

stages of a plot in order to explain how events cause the plot to advance

Write with style, focus, and clarity

Graphic organizers for each stage of the writing process

Teacher-generated supplements

Writing Rubric

-plot-exposition-rising action-central conflict-inciting incident-climax-falling action-resolution

CC.1.4.7.BCC.1.4.6.DCC.1.4.7.E

E07.C.1.2.1E07.C.1.2.3E07.C.1.2.4E07.C.1.2.5E07.C.1.2.6

5 DaysGrammar

Focus:Using Verbs

Correctly

Language is used to communicate and to deepen understanding.

Why is it important to use consistent verb tense?

The tense of a verb indicates the time of the action.

Verb tense should not be changed needlessly.

The students will be able to: Identify the

appropriate tense of a verb

Write using consistent verb

Holt Handbook: First Course Chapter 9,

pages 186—196

Teacher-generated

-tense-present-past-future-present perfect-past perfect

CC.1.4.7.FCC.1.4.7.LCC.1.4.7.R

E07.D.1.1.6