Coach Common Core Suite Implementation and Pacing Guide...Coach® Common Core Suite Implementation...

Program Overview . . . . . . . . . . . . . . . . . . . . . . ii

Addressing Key Instructional Shifts in ELA. . . . iv

Differentiating Learning . . . . . . . . . . . . . . . . . . vi

Coach® Common Core Suite Correlation . . . . . vii

Using the Pacing Guide . . . . . . . . . . . . . . . . . . 1

Pacing Guide . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Coach® Common Core Suite Implementation and Pacing Guide,

English Language Arts, Grade 7 507NA ISBN: 978-1-62928-920-5

Triumph Learning® 136 Madison Avenue, 7th Floor, New York, NY 10016

© 2015 Triumph Learning, LLC. All rights reserved. No part of this publication

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Common Core State Standards, © Copyright 2010. All rights reserved.

Implementation andPacing Guide

Coach® Common Core Suite

English Language Arts GGGGGGGGrrrrrrraaaaaaaddddddddeeeeeee 77777777

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Program OverviewWelcome to Triumph Learning’s Coach® Common Core Suite Implementation and Pacing Guide! You have received this guide because you are using one or more of our Coach products: Common Core Coach, Support Coach, or Performance Coach. This guide provides an organizational structure for implementing these products together.

Use Common Core Coach as your core instruction.

Instruction and Practice

Common Core Coach

Use Performance Coach to extend understanding for your on-level students and provide practice with a variety of item types.

Reinforcement and Test Preparation

Performance Coach

The Coach products are designed to provide a flexible instructional pathway that fits your classroom needs. Use the print and digital components of each product for the blended teaching and learning environment that best suits your teaching style.

The Instructional Pathway

Use Support Coach to fill gaps in student understanding with scaffolded instruction.

Targeted Instruction and Practice

Support Coach

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Teacher-driven Practice and Instructional Resources

Readiness is a digital resource library of proven Triumph Learning content that is aligned to Common Core. This online library enables teachers to choose among a variety of instructional approaches, guides interactive practice and discussion, assigns independent work that addresses the individual needs of students, and measures student progress with online assessments.

Readiness

Waggle is Triumph Learning’s new interactive learning system where Common Core practice meets differentiated learning. This adaptive platform helps teachers to understand student performance in real time, enabling students to be immediately remediated or accelerated to meet their needs. Waggle includes a digital version of the Triumph Learning Common Core Suite print products.

Student-driven Adaptive Practice and Instruction

Waggle

Digital Options for Blended Learning

gwm

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Addressing Key Instructional Shifts in ELAShare and Learn

Ray: The water was warm all year round. Lots of mammoths and other animals went into the pool to drink, but then they couldn’t get out. The sides were too steep. So the animals died, either because they drowned or because they couldn’t get food.

Liz: Where is the water now?

Ray: The pool slowly filled up with dirt. The bones of the trapped animals were protected under the mud for thousands and thousands of years. Now people are digging them out. There were about fifty mammoths trapped here, and lots of other animals, like wolves, and camels, and a giant bear.

Liz: The poor animals! I feel sorry for them, trapped like that. I wouldn’t want to be there!

Ray: I would. I’d give my right arm to see all those mammoths alive. I could use Mom’s cell phone to take a picture. Wow, my school report on mammoths would be awesome!

Liz: Yeah, you’d get an A as long as you didn’t get trapped in the pool.

Ray: Here—look at this! (Ray goes to a diagram that is hanging on a nearby wall. The diagram has a sign that says “Please do not touch.” Ray reads from it.) This diagram shows what happened to the mammoths through the years. (He points to the first part of the diagram. It has a label that says “26,000 years ago.”) That’s when the ground caved in and made the pool.

10

15

NONLITERAL LANGUAGE What does Ray mean when he says “I’d give my right arm” to see the mammoths alive?

SEQUENCE What events led to finding the mammoth bones at Hot Springs? List the sequence of events Ray describes in the dialogue.

CHARACTER TRAITS Liz says she feels sorry for the animals that were trapped in the sinkhole. What does this tell you about Liz’s character?

Lesson 6 • Reading Drama 113

What was the world like thousands of years ago?

How do people today learn about the distant past?Consider

DIALOGUE Which character wanted to go to the museum? What was the character’s motivation for doing that?

ASK AND ANSWER QUESTIONS Ray says he wants to see a living mammoth. What question could you ask about what will happen in the play?

Share and Learn

Cast of Characters

Liz, a seven-year-old girl

Ray, her ten-year-old brother

Mother

Scene 1

SETTING: Liz and Ray are at a museum in Hot Springs, South Dakota.

Ray: I knew this would be a great place to visit to write my report for school.

Liz: (looking up at a huge skeleton) Wow! It’s almost like the real thing.

Ray: That’s why I begged Mom to bring us here. It’s a real skeleton! But I wish I could see a living mammoth.

Liz: Too bad they’re extinct.

Ray: A very big pool of warm water used to be here.

Liz: Is that why it’s called Hot Springs?

Ray: Right. About 26,000 years ago, the spot where this museum now stands was just a grassy hill. But then an underground cave collapsed, and the ground sank. It made a deep sinkhole, and the sinkhole filled up with water from a warm spring.

Liz: How did the mammoths get here?

1

5

A AdventureMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaammmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmooooooooooooooooooooooooooooooooooooooooooooooooooootttttttttttttttttttttttttttttttttttttttttttttttthhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh

112 Lesson 6 • Reading Drama

1 Regular practice with complex texts and their academic languageThe CCSS call for increasingly complex texts, both literary and informational, as students progress through the grades, as well as for students to expand their vocabularies through direct instruction, reading, and conversation.

The Coach Common Core Suite provides a sequential organization to reading comprehension, exposing students to multiple genres of literature and nonfiction texts. Academic vocabulary is thoroughly covered across reading, writing, and listening strands.

Listen and LearnVocabularyUse the word map below to help you define and use one of the highlighted vocabulary words from the Share and Learn reading or another word your teacher assigns you.

mammoth extinct sinkhole tusk carnivore petrified

My word

SynonymsAntonyms

DefinitionOther forms

My sentence

Lesson 6 • Reading Drama 111

H

H

H

LL

L

L

H

H

H

West Virginia

Oklahoma

California

Arizona

LakeOntario

N

1033

1029

1032 1032

1028

1028

1024

1029

1025

1016

1024

1018

1009

1021

1020

1009

1017

1008

1006

1004987

1800

S

EW

West Virginia

New York

Canada

Montana

Oklahoma

Idaho

California

Arizona

LakeOntario1028

1009

1012

1009

1009

MAKE INFERENCES

Reread paragraph 3.

Do you think storms

occur in high-pressure or

low-pressure areas? What

information supports this

inference?

CITE EVIDENCE On the

day represented on this

map, was the air pressure

in the northwestern

United States mostly high

or mostly low? What

evidence can you cite

from the map to support

your answer?

What to Look for First

One of the first things you should look for when reading a

weather map is areas of high or low pressure. Each is marked

with a large “H” for high or “L” for low. If the map is in color,

the H symbols are normally in blue, and the L symbols are

in red. Where you see an H, the air pressure is high, and

weather in that area is usually clear and fair. Where you see

an L, the pressure is low. The weather in a low-pressure area

is more likely to have stronger winds, sometimes with rain or

snow.

The weather map below shows high-pressure areas in

western Canada, Montana, Idaho, West Virginia, and north

of New York state, near Lake Ontario. It shows low-pressure

areas near the coast of California and in Arizona, Oklahoma,

and eastern Canada.

Share and Learn

Weather Map of the United States

Lesson 6 • Reading Technical Texts 127

Share and Learn

CONTEXT CLUES What

phrases in paragraph 2

help you understand

the meaning of the

word standardized?

Circle them.

CHRONOLOGICAL

ORDER What must

meteorologists do before

they create a weather

map? Which article in

this lesson describes

this first step that

meteorologists take?

PARAPHRASE Reread

paragraph 2. Paraphrase

the information about

how symbols are used on

weather maps.

Meteorologists use the information they gather to create

weather maps. Some weather maps show a small area, such

as a county or part of a state. Other weather maps show a

larger region of the United States, the whole country, or other

areas of the world. In any case, these maps show what the

weather is doing at that moment in the region shown on the

map. They can also tell you what kind of weather to expect in

the next few hours or days.

Getting Started

Like road maps, weather maps include a large amount

of information. They use symbols, or special markings, to

indicate atmospheric conditions such as temperature, air

pressure, the amount of cloud cover, precipitation, and

severe storms. If these symbols are unfamiliar to you, a

weather map may look complicated and confusing. It can

look like a jumble of squiggly lines and numbers. However,

it is not hard to learn what the symbols mean. And most

weather maps use standardized symbols, so once you

understand what the symbols mean, you will be able to read

almost any weather map. Knowing

how to read a weather map can also

help you better understand weather

forecasts. That’s a good thing. If you

want to go to the beach or spend

the day at the park, it’s helpful to

know as much as possible about

what the weather is likely to be.

1

The weather affects us in many

ways. Why is it helpful to know

what the weather is likely to be?

What information is shown on a weather map?

Why is understanding how to read a weather map important?Consider

Reading a Weather Map

126 Lesson 6 • Reading Technical Texts

Listen and Learn

Vocabulary

Use the word map below to help you define and use one of the highlighted vocabulary words from the Share and Learn selection you are about to read or another word you choose.

precipitation standardized isobar

compressed gradient front

My word

Synonyms Antonyms

Definition Other forms

My sentence

Lesson 6 • Reading Technical Texts 125

Common Core Coach, Grade 5


v

3 Knowledge building through content-rich nonfictionThe CCSS state that students must be able to internalize information about the world if they are to be prepared for successful college, career, and life experiences.

The Coach Common Core Suite presents students with challenging, yet engaging examples of informational texts across genres, including historical texts, literary nonfiction, scientific texts, technical texts, and persuasive nonfiction.

2 Reading, writing, and speaking grounded in evidence from textsThe CCSS expect students to be able to answer questions that depend on careful reads of text, helping them develop “the skill, concentration, and stamina to read challenging texts with understanding.” (CCSS Appendix A)

The Coach Common Core Suite provides multiple opportunities—across genres—for students to practice close, multiple reads with different strategies and skills in mind.

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All would have been well, but Arachne’s success

caused her to be vain and boastful. She could speak

of nothing but her success. She began to bore those

around her. Her friends tried to warn her against her

pride, but she seemed incapable of understanding.

“Pride goes before a fall,” they said. Unfortunately,

the proud girl never noticed, much less listened. She

seemed to be under a spell of her own making.

Arachne even boasted that she could weave better

than Athena, who was the goddess of the arts and a

mighty warrior. Athena was also the favorite daughter

of Zeus, the king of the gods. It was said that Athena,

a beautiful and intelligent goddess, could spin and

weave enchanting pictures that showed the beauty and

kindness of people around her. They caused women

who had never taken up the shuttle and loom to try

their hands.

One day, Arachne became so bold that she said

she wished she could challenge Athena to a contest.

Arachne bragged that if a prize were given, she would

surely win it.

4

5

6

What new character traits do you learn that Arachne has? Write your answers on the Character Traits Web.

Based on what you know about Athena, do you think Arachne’s challenge is a good idea? Why or why not?

Myths and Fables 9The Two Weavers 9

How would you describe Arachne? Write your answer on the Character Traits Web.

Why is Arachne’s talent so important for her family? Underline the parts of the story that tell you.

In ancient Greece lived a young woman named

Arachne (uh rak nee). Arachne lived in a small cottage

with her parents. The family was poor and often had

only bread for their supper. However, Arachne had a

special gift. She could weave with amazing skill. Where

she got this skill, no one knew. Her mother, a kind and

gentle woman, had no such talent.

But oh, how Arachne could weave! She began making

tapestries to give to the family’s friends and neighbors.

News of her talent spread. Soon she was selling the

glorious tapestries at the local market. Each piece of

cloth was so beautiful that people came from far and

wide to watch her skillful hands at work.

As for Arachne’s parents, they couldn’t be more

proud. And they no longer had to worry about putting

food on the table.

1

2

3

The Two Weaversa myth from ancient Greece

Purpose for ReadingRead along with your teacher. Each time, read for a different purpose.

First Read Focus on asking and answering questions about the story.

Second Read Focus on the characters and their traits.

Third Read Focus on evaluating the story critically.

8 Myths and Fables

Support Coach, Grade 3

3

Lesson 5: Writing Fictional Narratives . . . . . . . . . . . . . . . . . . . 67

1. Get Ready: Brainstorm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

2. Organize: Introduction, Plot/Problem, Climax, and Resolution . . . . 76

3. Draft: Using Dialogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

4. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

5. Revise: Using Sensory Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

6. Edit: Pronoun Case and Intensifiers . . . . . . . . . . . . . . . . . . . . . . . . . . 86

7. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Lesson 6: Reading Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Listen and Learn Mission to Mars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Share and Learn The Legend of King Arthur . . . . . . . . . . . . . . . . . . . . . . . 98

Read On Your Own Things That Go Bump in the Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Online Handout

Lesson 7: Reading Scientific and Technical Texts . . . . . . . 105

Listen and Learn Journey to Earth’s Center . . . . . . . . . . . . . . . . . . . . . . . . 106

Share and Learn Geothermal Heating and Cooling . . . . . . . . . . . . . . . . . 112

Read On Your Own Arctic Survival . . . . . . . . . . . . . . Online Handout

Lesson 8: Writing Informative Texts . . . . . . . . . . . . . . . . . . . . 117

1. Get Ready: Take Notes on Research . . . . . . . . . . . . . . . . . . . . . . . . . 123

2. Organize: Topic Sentence, Supporting Details, and Conclusion . . . 130

3. Draft: Transition Words and Phrases . . . . . . . . . . . . . . . . . . . . . . . . . 132

4. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

5. Revise: Style and Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

6. Edit: Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

7. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144

Common CoreState Standards

W.6.3.a–e; W.6.4; W.6.5; W.6.6; W.6.10; SL.6.1.a–d; L.6.1.a, b; L.6.5.a

RL.6.1; RL.6.2; RL.6.3; RL.6.4; RL.6.5; RL.6.10; SL.6.1.a–d; L.6.4.d; L.6.5.a

RI.6.2; RI.6.4; RI.6.10; SL.6.1.a–d; L.6.4.a–d; L.6.6; RST.6-8.1; RST.6-8.2; RST.6-8.4; RST.6-8.5; RST.6-8.6; RST.6-8.7; RST.6-8.10

W.6.2.a–f; W.6.4; W.6.5; W.6.6; W.6.7; W.6.8; W.6.10; SL.6.1.a–d; L.6.2.b; L.6.3.b; L.6.4.a, c; L.6.6

2

ContentsLesson 1: Reading Literary Nonfiction . . . . . . . . . . . . . . . . . . . . 5

Listen and Learn The Greatest Show on Earth . . . . . . . . . . . . . . . . . . . . . . . 6

Share and Learn “Chapter IV: Old Grizzly Adams” in The Humbugs of the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Read On Your Own The Life and Adventures of Alexandre Dumas . . . . . . . . . . . . . . . . . . . . . . . Online Handout

Lesson 2: Writing Personal Narratives . . . . . . . . . . . . . . . . . . . 17

1. Get Ready: Brainstorm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

2. Organize: Introduction, Beginning, Middle, End, and Conclusion . 26

3. Draft: Using Transition Words and Phrases . . . . . . . . . . . . . . . . . . . . 28

4. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

5. Revise: Using Precise Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

6. Edit: Pronouns: Avoiding Shifts in Number and Person . . . . . . . . . . 36

7. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Lesson 3: Reading Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Listen and Learn “Chapter VII: A Woman’s Courage” from Journey to the Center of the Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Share and Learn I, Alexander . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Read On Your Own The Lucky Teakettle . . . . . . . . . Online Handout

Lesson 4: Reading Historical Texts . . . . . . . . . . . . . . . . . . . . . . . 55

Listen and Learn How a Bill Becomes a Law . . . . . . . . . . . . . . . . . . . . . . . . 56

Share and Learn How to Become a United States Presidential Candidate 62

Read On Your Own The Impeachment Process . . . . Online Handout

Common CoreState Standards

RI.6.1; RI.6.2; RI.6.3; RI.6.4; RI.6.9; RI.6.10; SL.6.1.a–d; L.6.4.a, c, d; L.6.5.a–c; RH.6-8.1; RH.6-8.2; RH.6-8.9; RH.6-8.10

W.6.3.a–e; W.6.4; W.6.5; W.6.6; W.6.10; SL.6.1.a–d; L.6.1.c; L.6.4.a, c, d; L.6.5.b, c

RL.6.1; RL.6.2; RL.6.3; RL.6.4; RL.6.6; RL.6.9; RL.6.10; SL.6.1.a–d; L.6.4.a, c, d; L.6.5.a–c

RI.6.2; RI.6.4; RI.6.10; SL.6.1.a–d; L.6.4.a–d; L.6.6; RH.6-8.1; RH.6-8.2; RH.6-8.3; RH.6-8.4; RH.6-8.5; RH.6-8.7; RH.6-8.10


Lesson 1: Reading Literary Nonfiction . . . . . . . . . . . . . . . . . . . . 5

Listen and Learn The Greatest Show on Earth . . . . . . . . . . . . . . . . . . . . . . . 6

Share and Learn “Chapter IV: Old Grizzly Adams” in The Humbugs of the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Read On Your Own The Life and Adventures of Alexandre Dumas . . . . . . . . . . . . . . . . . . . . . . . Online Handout

RI.6.1; RI.6.2; RI.6.3; RI.6.4; RI.6.9; RI.6.10; SL.6.1.a–d; L.6.4.a, c, d; L.6.5.a–c; RH.6-8.1; RH.6-8.2; RH.6-8.9; RH.6-8.10

Lesson 4: Reading Historical Texts . . . . . . . . . . . . . . . . . . . . . . . 55

Listen and Learn How a Bill Becomes a Law . . . . . . . . . . . . . . . . . . . . . . . . 56

Share and Learn How to Become a United States Presidential Candidate 62

Read On Your Own The Impeachment Process . . . . Online Handout

RI.6.2; RI.6.4; RI.6.10; SL.6.1.a–d; L.6.4.a–d; L.6.6; RH.6-8.1; RH.6-8.2; RH.6-8.3; RH.6-8.4; RH.6-8.5; RH.6-8.7; RH.6-8.10

Lesson 7: Reading Scientific and Technical Texts . . . . . . . 105

Listen and Learn Journey to Earth’s Center . . . . . . . . . . . . . . . . . . . . . . . . 106

Share and Learn Geothermal Heating and Cooling . . . . . . . . . . . . . . . . . 112

Read On Your Own Arctic Survival . . . . . . . . . . . . . . Online Handout

RI.6.2; RI.6.4; RI.6.10; SL.6.1.a–d; L.6.4.a–d; L.6.6; RST.6-8.1; RST.6-8.2; RST.6-8.4; RST.6-8.5; RST.6-8.6; RST.6-8.7; RST.6-8.10

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When authors write articles, they keep their readers in mind. Their purpose is to inform readers about a topic, so they use formal language and present facts in an objective way. This means the author stays neutral and doesn’t express opinions.

To make information easier to understand, authors carefully organize how they present that information. How an author organizes a text is called structure. The structure helps you connect ideas in a text and better understand how parts of the text relate to the whole passage. Different structures present information in different ways.

Chronological Order The author presents events in the order in which events happened, or in sequence. Authors often use chronological order, or time sequence, to organize their writing. Dates and time-order words, such as first, next, and last, signal when things happen. Read the following passage and circle the words that provide clues about sequence.

Pluto was once the ninth planet in our solar system. Then,

in 2006, scientists defined a planet as an object with a clear

orbit around a star. Since Pluto does not have a clear orbit,

it was reclassified. Today it is classified as a dwarf planet.

Cause and Effect The author shows the cause, or reason something happens, and its effect, or what happens as a result. Signal words, such as because, since, and therefore, can help you understand a cause and its effect. Read the following passage. Underline the cause and circle the effect.

Temperatures are very high beneath Earth’s crust. They

are so high that they can melt rock. This melted rock is

called magma.

Problem and Solution The author states a problem and then presents a solution, or how the problem can be solved. Read the following passage. Underline the problem and circle the solution.

Many pioneers who settled the Great Plains lived in sod

houses built from thick-rooted prairie grasses. This was

because the prairie lacked standard building materials,

such as wood or stone.

Lesson 5: Articles 67

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GETTING THE IDEA1

Nonfiction is writing about real people, places, events, or things. Because it gives readers information or facts, it is sometimes called informational text. There are many types of nonfiction.

Type of Nonfiction Purpose

biography to tell the true story of a person’s life

essay to share the author’s outlook or point of view

speech to present a topic that is shared orally

textbook to give factual information about a topic

One common type of nonfiction is an article. You can find articles in newspapers, magazines, and online. Every nonfiction article has a main idea that tells what the text is mostly about. Evidence is information that supports the main idea. Types of evidence include examples, facts, and quotes. Each paragraph also has a main idea and details that support the main idea of a passage. When you summarize a passage, you retell the main ideas in your own words. Read the following passage. Circle the main idea of each paragraph and underline the evidence used to support the main idea.

Riding a bicycle can be dangerous. More children ages

five to fourteen are injured in cycling accidents than in

any other sport. In fact, nearly three hundred thousand

children are injured each year.

Be safe when you ride. Ride on the right side of the road

with the flow of traffic. Obey all traffic signs and signals.

Most importantly, wear a bike helmet.

When you read informational texts, you can use the available facts and details to make an inference. An inference is a decision based on text evidence and personal knowledge.

Articles

LESSON 5RI.5.2, RI.5.5, L.5.4.b

66 Strand 2: Working with Informational Texts

examples, facts, and quotes. Each paragraph also hasand details that support the main idea of a passage.

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Letter to the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

STRAND 1: WORKING WITH LITERATURE . . . . . . . . . . . 1

Lesson 1 Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 RL.5.2, RL.5.3, RL.5.4, RL.5.6, L.5.4.a

Lesson 2 Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 RL.5.2, RL.5.4, RL.5.5, RL.5.6, L.5.4.a, L.5.5.a

Lesson 3 Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 RL.5.2, RL.5.3, RL.5.4, RL.5.5, L.5.4.a, L.5.5.a, L.5.5.b

Lesson 4 Analyze Literature . . . . . . . . . . . . . . . . . . . . . . 42 RL.5.2, RL.5.3, RL.5.9, L.5.4, L.5.4.a

Strand 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

STRAND 2: WORKING WITH INFORMATIONAL TEXTS 65

Lesson 5 Articles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 RI.5.2, RI.5.5, L.5.4.b

Lesson 6 Persuasive Texts . . . . . . . . . . . . . . . . . . . . . . . . 78 RI.5.6, RI.5.8, RI.5.9, L.5.5.a

Lesson 7 Historical Texts . . . . . . . . . . . . . . . . . . . . . . . . . 92 RI.5.4, RI.5.5, RI.5.6, RI.5.7, L.5.4.a, L.5.6

Lesson 8 Scientific and Technical Texts . . . . . . . . . . . . 108 RI.5.4, RI.5.5, RI.5.6, RI.5.7, L.5.4.a, L.5.6

Lesson 9 Analyze Informational Texts . . . . . . . . . . . . . 122 RI.5.2, RI.5.3, RI.5.4, RI.5.5, RI.5.6, RI.5.7, RI.5.9, L.5.6

Lesson 10 Analyze Texts Across Genres . . . . . . . . . . . . . 134 RI.5.9, L.5.4.a, L.5.5.c

Strand 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148

Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

STRAND 2: WORKING WITH INFORMATIONAL TEXTS 65

Lesson 5 Articles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Lesson 6 Persuasive Texts . . . . . . . . . . . . . . . . . . . . . . . . 78

Lesson 7 Historical Texts . . . . . . . . . . . . . . . . . . . . . . . . . 92

Lesson 8 Scientific and Technical Texts . . . . . . . . . . . . 108

Lesson 9 Analyze Informational Texts . . . . . . . . . . . . . 122

Lesson 10 Analyze Texts Across Genres . . . . . . . . . . . . . 134

Strand 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148

Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

Performance Coach, Grade 5

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Diff erentiating LearningOne way to differentiate learning in your classroom is to begin a lesson with the Common Core Coach materials. As you assess student needs, you can reach into the Suite for additional resources:

Use Waggle to provide adaptive practice that will individualize the pace at which students master the content.

Use Readiness to provide above level and below level support and to provide different formats for practice.

Use Support Coach to scaffold comprehension skills and strategies.

Use Performance Coach to reinforce skill development by introducing a variety of different examples and assessment formats.

Waggle

h materials. As you assess ststududenentt neneededs,, you can r additional resourrceces:

tont f

Readiness forCommon Core

CommonCore Coach

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Common Core Standards

Common Core Coach Lesson(s)

Support Coach Lesson(s)

Performance Coach Lesson(s)

Reading: Literature

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text.

L1, L6, L7 L1, L3 L1, L10, L12

RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the

text; provide an objective summary of the text.

L1, L6, L7 L1, L2 L1, L4, L12

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the

characters or plot).

L1, L6 L3 L1, L3, L10, L12

RL.7.4 Determine the meaning of words and phrases as they are used in a text, including fi gurative and

connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a

specifi c verse or stanza of a poem or section of a story or drama.

L1, L6, L7 L1, L4 L2–L4, L12

RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its

meaning.

L6, L7 L3, L4 L2, L3

RL.7.6 Analyze how an author develops and contrasts the points of view of diff erent characters or

narrators in a text.

L1, L6, L7 L1, L2 L1, L4, L12

RL.7.7 Compare and contrast a written story, drama, or poem to its audio, fi lmed, staged, or multimedia

version, analyzing the eff ects of techniques unique to each medium (e.g., lighting, sound, color, or camera

focus and angles in a fi lm).

TM: L6 TE: L3, L12

RL.7.8 (Not applicable to literature.)

Grade 7

Coach® Common Core Suite CorrelationThe chart below lists all of the Common Core Standards for the grade level and their correlations to coverage in the Coach® Common Core Suite. If you find that students are struggling with a particular standard, look to the lessons indicated in these Coach programs for review and remediation.

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Common Core StandardsCommon Core

Coach Lesson(s)Support Coach

Lesson(s)Performance

Coach Lesson(s)

RL.7.9 Compare and contrast a fi ctional portrayal of a time, place, or character and a historical account of

the same period as a means of understanding how authors of fi ction use or alter history.

L1 L2 L10

RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in

the grades 6–8 text complexity band profi ciently, with scaff olding as needed at the high end of the range.

L1, L6, L7 L1, L2, L3, L4 TM:

L1–L4

L1–L4, L12

Reading: Informational Texts

RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text.

L3, L5, L9, L11 L9, L10 L5

RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the

text; provide an objective summary of the text.

L3, L5, L9 L5, L8 L5, L9, L10

RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas infl uence

individuals or events, or how individuals infl uence ideas or events).

L3, L9 L5 L9

RI.7.4 Determine the meaning of words and phrases as they are used in a text, including fi gurative,

connotative, and technical meanings; analyze the impact of a specifi c word choice on meaning and tone.

L3, L5, L11 L8, L9, L10 L5, L6

RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute

to the whole and to the development of the ideas.

L3, L5, L9 L6, L7, L10 L5–L8

RI.7.6 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.

L3, L11 L5, L7 L5–L8

RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each

medium’s portrayal of the subject (e.g., how the delivery of a speech aff ects the impact of the words).

TM: L6, L12 L9 TE: L7–L9, L14

RI.7.8 Trace and evaluate the argument and specifi c claims in a text, assessing whether the reasoning is

sound and the evidence is relevant and suffi cient to support the claims.

L3, L11 L7, L8 L6

RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key

information by emphasizing diff erent evidence or advancing diff erent interpretations of facts.

L3, L5, L11 L7 L6, L9, L10

RI.7.10 By the end of the year, read and comprehend literary nonfi ction in the grades 6–8 text complexity

band profi ciently, with scaff olding as needed at the high end of the range.

L3, L5, L9, L11 L5, L6, L7, L8, L9,

L10 TM: L5–L10

L5–L10, L14–L17

Grade 7

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Coach Lesson(s)

Writing

W.7.1 Write arguments to support claims with clear reasons and relevant evidence. L2, L12 L11, L16

W.7.1.a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and

evidence logically.

L2, L12 L11, L16

W.7.1.b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources

and demonstrating an understanding of the topic or text.

L2, L12 L11, L16

W.7.1.c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),

reasons, and evidence.

L2, L12 L11, L16

W.7.1.d Establish and maintain a formal style. L2, L12 L11

W.7.1.e Provide a concluding statement or section that follows from and supports the argument presented. L2, L12 L11, L16

W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information

through the selection, organization, and analysis of relevant content.

L10, L12 L15

W.7.2.a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and

information, using strategies such as defi nition, classifi cation, comparison/contrast, and cause/eff ect;

include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding

comprehension.

L10 L11, L15 TE: L5,

L7–L10

W.7.2.b Develop the topic with relevant facts, defi nitions, concrete details, quotations, or other information

and examples.

L10 L11, L15

W.7.2.c Use appropriate transitions to create cohesion and clarify the relationships among ideas and

concepts.

L10 L11, L15

W.7.2.d Use precise language and domain-specifi c vocabulary to inform about or explain the topic. L10 L11, L15

W.7.2.e Establish and maintain a formal style. L10, L12 L11, L15

W.7.2.f Provide a concluding statement or section that follows from and supports the information or

explanation presented.

L10 L15

W.7.3 Write narratives to develop real or imagined experiences or events using eff ective technique,

relevant descriptive details, and well-structured event sequences.

L4, L8 L11, L13

Grade 7

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Coach Lesson(s)

W.7.3.a Engage and orient the reader by establishing a context and point of view and introducing a

narrator and/or characters; organize an event sequence that unfolds naturally and logically.

L4, L8 L11, L13

W.7.3.b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences,

events, and/or characters.

L4, L8 L13

W.7.3.c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from

one time frame or setting to another.

L4, L8 L11, L13

W.7.3.d Use precise words and phrases, relevant descriptive details, and sensory language to capture the

action and convey experiences and events.

L4, L8 L13

W.7.3.e Provide a conclusion that follows from and refl ects on the narrated experiences or events. L4, L8 L11, L13

W.7.4 Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specifi c expectations for writing types are defi ned in

standards 1–3 above.)

L2, L4, L8, L10, L12 L11

W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed

by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and

audience have been addressed. (Editing for conventions should demonstrate command of Language

standards 1–3.)

L2, L4, L8, L10, L12 L11, L17

W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources

as well as to interact and collaborate with others, including linking to and citing sources.

L2, L4, L8, L10, L12 TE: L11, L17

W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating

additional related, focused questions for further research and investigation.

L10 L14

W.7.8 Gather relevant information from multiple print and digital sources, using search terms eff ectively;

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.

L10 L14

W.7.9 Draw evidence from literary or informational texts to support analysis, refl ection, and research. L2, L10 L12, L14, L16

W.7.9.a Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fi ctional portrayal of

a time, place, or character and a historical account of the same period as a means of understanding how

authors of fi ction use or alter history”).

L2 L12

Grade 7

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Coach Lesson(s)

W.7.9.b Apply grade 7 Reading standards to literary nonfi ction (e.g. “Trace and evaluate the argument

and specifi c claims in a text, assessing whether the reasoning is sound and the evidence is relevant and

suffi cient to support the claims”).

L10 L16

W.7.10 Write routinely over extended time frames (time for research, refl ection, and revision) and shorter

time frames (a single sitting or a day or two) for a range of discipline-specifi c tasks, purposes, and

audiences.

L2, L4, L8, L10, L12 Throughout

program (L1–L19)

Speaking and Listening

SL.7.1 Engage eff ectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)

with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their

own clearly.

L1–L12 TE: L18, L19

SL.7.1.a Come to discussions prepared, having read or researched material under study; explicitly draw on

that preparation by referring to evidence on the topic, text, or issue to probe and refl ect on ideas under

discussion.

L1–L12 TE: L1, L18, L19

SL.7.1.b Follow rules for collegial discussions, track progress toward specifi c goals and deadlines, and

defi ne individual roles as needed.

L1–L12 TE: L1, L18, L19

SL.7.1.c Pose questions that elicit elaboration and respond to others’ questions and comments with

relevant observations and ideas that bring the discussion back on topic as needed.

L1–L12 TE: L1, L18, L19

SL.7.1.d Acknowledge new information expressed by others and, when warranted, modify their own views. L1–L12 TE: L1, L18, L19

SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g.,

visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

TM: L3, L12 L18, L19 TE: L14,

L15

SL.7.3 Delineate a speaker’s argument and specifi c claims, evaluating the soundness of the reasoning and

the relevance and suffi ciency of the evidence.

TM: L12 L19 TE: L6, L16

SL.7.4 Present claims and fi ndings, emphasizing salient points in a focused, coherent manner with

pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and

clear pronunciation.

TM: L9 TE: L6, L15, L16

Grade 7

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Coach Lesson(s)

SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and fi ndings

and emphasize salient points.

TM: L3, L9 TE: L5, L10, L13, L15

SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when

indicated or appropriate. (See grade 7 Language standards 1 and 3 on page 52 for specifi c expectations.)

TM: L6, L9 TE: L2, L4

Language

L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking.

L2, L4, L8, L10 L11–L17

L.7.1.a Explain the function of phrases and clauses in general and their function in specifi c sentences. L8 L11

L.7.1.b Choose among simple, compound, complex, and compound-complex sentences to signal diff ering

relationships among ideas.

L2, L4 L16

L.7.1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling

modifi ers.

L8, L10 L12, L17

L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling when writing.

L4, L12 L14, L17

L.7.2.a Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not

He wore an old[,] green shirt).

L4 L13, 17

L.7.2.b Spell correctly. L12 L11–L17

L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L2, L4, L8, L10, L12 L17

L.7.3.a Choose language that expresses ideas precisely and concisely, recognizing and eliminating

wordiness and redundancy.

L2, L4, L8, L10, L12 L2, L10 L17

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on

grade 7 reading and content, choosing fl exibly from a range of strategies.

L1, L2, L4, L5, L9,

L10, L12

L1, L3–L5, L18

L.7.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a

sentence) as a clue to the meaning of a word or phrase.

L1, L4 L1, L2, L4 L1, L3

L.7.4.b Use common, grade-appropriate Greek or Latin affi xes and roots as clues to the meaning of a word

(e.g., belligerent, bellicose, rebel).

L10 L3, L8 L4–L5

Grade 7

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Coach Lesson(s)

L.7.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both

print and digital, to fi nd the pronunciation of a word or determine or clarify its precise meaning or its part

of speech.

L2, L5, L9 L1, L5, L6, L9 L18

L.7.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the

inferred meaning in context or in a dictionary).

L1, L12 L1, L2, L4, L6, L9 L18

L.7.5 Demonstrate understanding of fi gurative language, word relationships, and nuances in word

meanings.

L3, L4, L6, L8, L12 L2–L4, L10

L.7.5.a Interpret fi gures of speech (e.g., literary, biblical, and mythological allusions) in context. L8 L8 L2–L4

L.7.5.b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better

understand each of the words.

L4 L3, L7 L10

L.7.5.c Distinguish among the connotations (associations) of words with similar denotations (defi nitions)

(e.g., refi ned, respectful, polite, diplomatic, condescending).

L3, L6, 12 L4, L10 L2

L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specifi c words and

phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or

expression.

L2, L4, L5, L8–L10,

L12

L5, L6, L9 L7–L9

History/Social Studies

RH.7.1 Cite specifi c textual evidence to support analysis of primary and secondary sources. L3, L5 L10 L7

RH.7.2 Determine the central ideas or information of a primary or secondary source; provide an accurate

summary of the source distinct from prior knowledge or opinions.

L5 L8 L5, L7, L9

RH.7.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a

bill becomes law, how interest rates are raised or lowered).

L5 L9 L7

RH.7.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary

specifi c to domains related to history/social studies.

L5 L9, L10 L7

RH.7.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). L5, L9 L10 L7

RH.7.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language,

inclusion or avoidance of particular facts).

L3, L11 L7 L7

Grade 7

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Grade 7




Coach Lesson(s)

RH.7.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other

information in print and digital texts.

L5, L11 L9 L5, L7 TE: L14

RH.7.8 Distinguish among fact, opinion, and reasoned judgment in a text. L5, L9, L11 L6

RH.7.9 Analyze the relationship between a primary and secondary source on the same topic. L5, L11 L10 L7

RH.7.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text

complexity band independently and profi ciently.

L3, L5, L11 L7

Science and Technical Subjects

RST.7.1 Cite specifi c textual evidence to support analysis of science and technical texts. L9 L5, L8, L9

RST.7.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text

distinct from prior knowledge or opinions.

L9 L5 L5, L9

RST.7.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or

performing technical tasks.

L9 TM: L6 L6 L8

RST.7.4 Determine the meaning of symbols, key terms, and other domain-specifi c words and phrases as

they are used in a specifi c scientifi c or technical context relevant to

grades 6–8 texts and topics.

L9 L5, L6 L8

RST.7.5 Analyze the structure an author uses to organize a text, including how the major sections

contribute to the whole and to an understanding of the topic.

L9 L6 L8

RST.7.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an

experiment in a text.

L9, L11 L5 L8

RST.7.7 Integrate quantitative or technical information expressed in words in a text with a version of that

information expressed visually (e.g., in a fl owchart, diagram, model, graph, or table).

L9, L11 L6 L5, L8

RST.7.8 Distinguish among facts, reasoned judgment based on research fi ndings, and speculation in a text. L9, L11 L5 L8

RST.7.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia

sources with that gained from reading a text on the same topic.

L9 L8 TE: L9

RST.7.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text

complexity band independently and profi ciently.

L9 L8

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Using the Grade 7 Pacing GuideYou can use the Pacing Guide on the following pages to plan the delivery of your curriculum over the school year. There are several assumptions built into the organization of the Pacing Guide:

The Pacing Guide is designed for 32 weeks of instruction. If your instructional year is longer or shorter than 32 weeks, make adjustments for the difference.

Units that focus on Reading and Writing topics have been created using the lessons from Common Core Coach, Support Coach, and Performance Coach, as well as the additional support of Readiness content. See the Contents at right. Typically, reading units last 3 weeks and writing units last 2 weeks.

Suggestions for Waggle practice goal assignments are listed for each week. Waggle reading goals are arranged in order of complexity, starting with goals that offer practice with the literal understanding of texts and ending with goals that offer practice with the higher-order analysis of texts. Waggle grammar and language goals are also arranged in order of complexity, starting with items that offer practice with grammar concepts and ending with items that offer practice with the application of grammar concepts.

Each day is planned around 90–120 minutes of instructional activities. However, the amount of time needed for the core lesson and the differentiation options will differ based on the needs of your class.

Skills and strategies are listed for each core lesson. Non-assessed skills are marked with a ✔, and assessed skills with a ✔.

Suggestions for review and assessments are at the end of each unit. You may use print- or digital-based Common Core Coach Benchmark Assessments and/or Support Coach for formative assessments.

The sequence of topics is designed to address the content of the CCSS, but you can re-sequence the content to align with the curriculum maps used in your state or district.

Optional Speaking and Listening Projects from Common Core Coach are suggested in some units. Alternative lessons from Common Core Coach and Support Coach are sometimes offered if you wish to focus on a different set of ELA skills/strategies and standards.

ContentsUnit/Title . . . . . . . . . . . . . . . . . . . Weeks

1 Reading Historical Fiction . . . . . . . 1–3

2 Writing Fictional Narratives. . . . . . 4–6

3 Writing Responses to Literature . . 7–8

4 Reading Literary Nonfiction . . . . 9–11

5 Reading Historical Texts . . . . . . 12–14

6 Writing Informative Texts . . . . . 15–16

7 Reading Drama . . . . . . . . . . . . 17–19

8 Reading Poetry . . . . . . . . . . . . . 20–22

9 Writing Personal Narratives. . . . 23–24

10 Reading Persuasive Nonfiction . . 25–27

11 Reading Scientific and Technical Texts . . . . . . . . . . . . . 28–30

12 Writing Opinion Pieces . . . . . . . 31–32

2 ✔ Non–Assessed Skills/Strategies ✔ Assessed Skills/Strategies

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Week 1

Unit: Reading Historical Fiction

LESSON FOCUSRL.7.1, SL.7.1Common Core CoachLesson 1: Reading Historical Fiction● Student Edition pp. 5–11● Teacher’s Manual pp. 3–9

Skills✔ Recognize Historical Fiction✔ Engage in Collaborative

Discussion

Listen and LearnHenry Speaks Out/Peace Will Be My ApplauseIntroduce historical fiction and discuss questions, TM p. 3, focusing on the Essential Question, How can historical fiction enrich our understanding of the past? Then read Henry Speaks Out/Peace Will Be My Applause with students.

DIFFERENTIATION OPTIONS● Common Core Coach Have

students read Henry Speaks Out/Peace Will Be My Applause and identify why the first story is historical fiction.

● Common Core Coach Reread Henry Speaks Out/Peace Will Be My Applause, and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Readiness for Common Core

LESSON FOCUSRL.7.6, RL.7.9, SL.7.1, L.7.4.a Common Core CoachLesson 1: Reading Historical Fiction● Student Edition pp. 6–13● Teacher’s Manual pp. 4–11

Skills✔ Point of View✔ Compare and Contrast Genres ✔ Word Choice✔ Engage in Collaborative

Discussion

Listen and LearnHenry Speaks Out/Peace Will Be My ApplauseReread both passages with students, using Think Alouds. Use the Compare and Contrast Genres Think Aloud to focus strategy instruction, TM p. 9. Then have students complete the Comprehension Check, SE p. 12 to compare and contrast the passages.

DIFFERENTIATION OPTIONS● Common Core Coach Reread

Henry Speaks Out/Peace Will Be My Applause, SE pp. 6–11, noting point of view.

● Common Core Coach Preview and teach the vocabulary words, SE p. 13.


LESSON FOCUSRL.7.2, RL.7.4, SL.7.1, L.7.4.a, L.7.4.dCommon Core CoachLesson 1: Reading Historical Fiction● Student Edition pp. 13–18● Teacher’s Manual pp. 11–14

Skills✔ Theme✔ Compare and Contrast Genres✔ Context Clues✔ Vocabulary ✔ Engage in Collaborative

Discussion

Share and LearnReady to ServePreview the vocabulary, SE p. 13. Then have students read and discuss the passage, SE pp. 14–16.

DIFFERENTIATION OPTIONS● Common Core Coach Teach

theme in Ready to Serve and guide students through the Comprehension Check, SE p. 18.

● Common Core Coach Teach vocabulary and guide students through SE p. 13. Use highlighted words in Ready to Serve to reinforce meanings.

● Performance Coach Have accelerating students read SE pp. 2– 4 and identify the point of view in Ready to Serve.


LESSON FOCUS RL.7.2, RL.7.3, RL.7.6, RL.7.9, SL.7.1Common Core CoachLesson 1: Reading Historical Fiction● Student Edition pp. 14–18● Teacher’s Manual pp. 12–14

Skills✔ Point of View✔ Theme✔ Compare and Contrast Genres✔ Character✔ Engage in Collaborative

Discussion

Share and LearnReady to ServeHave students continue to reread and discuss Ready to Serve. Then have students respond to the Anchor Standard Discussion Questions and Comprehension Check, SE pp. 17–18.


Ready to Serve, guiding students to note point of view.

● Common Core Coach Reread Ready to Serve and guide students as they unpack the themes.

● Performance Coach Have accelerating students complete the Coached Example, SE pp. 5–8.


LESSON FOCUS RL.7.9, W.7.2, SL.7.1Common Core CoachLesson 1: Reading Historical Fiction● Student Edition pp. 6–1, 14–18● Teacher’s Manual pp. 4–6,

12–14

Skills✔ Recognize Historical Fiction✔ Write about Historical Fiction✔ Engage in Collaborative

Discussion

RereadHenry Speaks Out or Ready to ServeHave students choose a passage and write a paragraph responding to the Essential Question, How can historical fiction enrich our understanding of the past? Tell them to use examples of historical fiction to support their answers.

DIFFERENTIATION OPTIONS● Common Core Coach Guide

students through Anchor Standard Discussion Questions, SE p. 17. Point out that they must support their inferences with details from the text.

● Common Core Coach Have students work in pairs to complete the Comprehension Check, SE p. 18.


No goal assignment

Day 1 Day 2 Day 3 Day 4 Day 5

✔ Non–Assessed Skills/Strategies ✔ Assessed Skills/Strategies 3

Week 2Day 1 Day 2 Day 3 Day 4 Day 5

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LESSON FOCUSRL.7.1, RL.7.2, RL.7.3, RL.7.4, RL.7.6, RL.7.10, SL.7.1Common Core CoachLesson 1: Reading Historical Fiction● Common Core Coach

Independent Leveled Practice Resource Book, pp. 13–21

Skills✔ Theme✔ Point of View✔ Engage in Collaborative

Discussion

Read On Your OwnThe Mystery of the TidesHave students read the passage at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.

DIFFERENTIATION OPTIONS● Common Core Coach

Independent Leveled Practice Resource Book Teach challenging vocabulary. Then have students choose one word and write about its meaning in the text.

● Common Core Coach Independent Leveled Practice Resource Book Have students find the theme of the story and explain it to each other.


LESSON FOCUSRL.7.6, RL.7.9Common Core Support CoachLesson 2: Historical Fiction● Student Edition pp. 31–32,

34–38, 283● Teacher’s Manual pp. 25–26,

28–33

Skills✔ Narrative Point of View ✔ Historical Fiction

The CollectorDiscuss historical fiction and the skills that will be reviewed, SE p. 31. Review Narrative Point of View, SE p. 32. Read the passage (first read) . Have students complete the Narrative Point of View Chart, SE p. 283.

DIFFERENTIATION OPTIONS● Common Core Support Coach

Review Try It, SE p. 32. With students in small groups, reread The Collector with the first read annotations to focus on narrative point of view. Guide students to complete Narrative Point of View Chart.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM p. 28. Help students understand why the narrative point of view is in the third person.

● Common Core Support Coach Use Lesson 1: Traditional Literature as an alternative to this lesson.


LESSON FOCUSRL.7.2Common Core Support CoachLesson 2: Historical Fiction● Student Edition pp. 33–39, 284● Teacher’s Manual pp. 27–33

Skills✔ Theme ✔ Close Reading

The CollectorReview Determining Theme, SE p. 33. Read the passage (second read) . Have students complete the relevant questions on the Close Reading Worksheet, SE p. 284.


Review Try It, SE p. 33. Reread The Collector using the second read annotations to focus on determining theme. Guide students to complete the Close Reading Worksheet.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM p. 27. Help students understand the author’s message, or theme of the passage.

● Common Core Support Coach Focus on idiomatic expressions and punctuation in Supporting ELLs and Focus on Fluency, TM pp. 29–30. Preview Vocabulary, SE p. 39.


LESSON FOCUS RL.7.4, W.7.4, L.7.4.a, L.7.4.dCommon Core Support CoachLesson 2: Historical Fiction● Student Edition pp. 34–39, 284● Teacher’s Manual pp. 28–33

Skills✔ Context Clues ✔ Close Reading✔ Write about Historical Fiction

The CollectorRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 284. Follow with Vocabulary, SE p. 39.


After discussing the third read annotations, have students choose one of the questions in the annotations, write their answer, and discuss with the group.

● Performance Coach Guide students through the Coached Example, SE pp. 5–8.

● Performance Coach Use Discussion Questions, TE p. 2. Review the characteristics of fiction and nonfiction. Have students write about specific characteristics in the passages they have read.

● Performance Coach Have accelerating students read Lesson 4, SE pp. 40– 42


LESSON FOCUS RL.7.9Common Core Support CoachLesson 2: Historical Fiction● Student Edition pp. 40,

42– 48, 285● Teacher’s Manual pp. 34, 36– 43

Skills✔ Compare and Contrast

Historical Fiction and Nonfiction

The Summer Things Fell Apart/Letter from Neshoba County JailReview compare and contrast, SE p. 40. Read the passage (first read) . Have students complete the Venn Diagrams, SE p. 285.


Review Try It, SE p. 40. Reread The Summer Things Fell Apart/Letter from Neshoba County Jail, using the first read annotations to focus on comparing and contrasting. Guide students to complete the Venn Diagram, SE p. 285.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM pp. 39– 40, to help students compare and contrast character traits.


No goal assignment


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LESSON FOCUSRL.7.9, L.7.3.aCommon Core Support CoachLesson 2: Historical Fiction● Student Edition pp. 41– 49, 286● Teacher’s Manual pp. 35– 43

Skills✔ Historical Fiction✔ Eliminate Wordiness and

Redundancy✔ Close Reading

The Summer Things Fell Apart/Letter from Neshoba County JailReview Historical Fiction, SE p. 41. Reread the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 286, and Vocabulary, SE p. 49.


Review Try It, SE p. 41. Reread The Summer Things Fell Apart/Letter from Neshoba County Jail with the second read annotations, showing that these focus on historical fiction.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM pp. 35, 36, and 41 to help students find details that establish historical context/settings.


LESSON FOCUSRL.7.1, RL.7.9, W.7.2, W.7.4, W.7.9.aCommon Core Support CoachLesson 2: Historical Fiction● Student Edition pp. 42–56, 286● Teacher’s Manual pp. 36– 46



✔ Close Reading✔ Write about Historical Fiction

Respond to TextThe Summer Things Fell Apart/Letter from Neshoba County JailReread the passage (third read) . Have students complete the Close Reading Worksheet, SE p. 286. Follow with Respond to Text, SE pp. 50–51.


Guide students through Respond to Text using support, TM pp. 44– 45.

● Common Core Support Coach Have students read (first read) Hidden/Letter to a Granddaughter, SE pp. 52–56.

● Performance Coach Use Language Spotlight, SE p. 4 and TE p. 3, to teach context clues. Have students choose a vocabulary word to write about.


LESSON FOCUSRL.7.1, RL.7.6, RL.7.9, W.7.2, W.7.4, W.7.9.aCommon Core Support CoachLesson 2: Historical Fiction● Student Edition pp. 50–56● Teacher’s Manual pp. 44– 46



✔ Narrative Point of View✔ Close Reading✔ Write about Historical Fiction

Respond to TextReview SE p. 50 and discuss the writing task on p. 51 before students draft and complete their writing.


Guide students through Respond to Text using support, TM pp. 44 – 45. Have them work with partners and write.

● Common Core Support Coach Have students read (second read) Hidden/Letter to a Granddaughter, SE pp. 52–56.

● Performance Coach Have accelerating students complete the Lesson Practice, SE pp. 46–50.


REVIEW RL.7.1, RL.7.2, RL.7.3, RL.7.4, RL.7.6, RL.7.9, RL.7.10, L.7.4.aCommon Core CoachLesson 1: Reading Historical Fiction● Student Edition p. 5● Teacher’s Manual p. 3

Skills✔ Context Clues✔ Word Choice✔ Theme✔ Point of View ✔ Compare and Contrast Genres✔ Character

Listen and LearnReview and discuss the Essential Question on TM p. 3 and the following focus skills:• using context clues to

understand new and difficult words

• understanding how authors use word choice to tell a story

• identifying the theme expressed by the author

• identifying point of view • comparing/contrasting genres


Have students read (third read) Hidden/Letter to a Granddaughter and do Comprehension Check, SE pp. 57–58.

● Performance Coach To review point of view and theme, have students complete Lesson Practice, SE pp. 46–50.


REVIEW AND ASSESS OPTIONS:Common Core Support Coach Quiz 2 (also in Readiness)

Skills✔ Narrative Point of View✔ Theme✔ Historical Fiction✔ Context Clues✔ Eliminate Wordiness and

Redundancy✔ Compare and Contrast


Common Core Support Coach Lesson 2: Historical Fiction● Student Edition pp. 52–58● Teacher’s Manual p. 46

Read on Your OwnHidden/Letter to a GranddaughterReview Comprehension Check, SE pp. 57–58. Have students share answers and discuss the text, pointing out the theme.

DIFFERENTIATION OPTIONS● Performance Coach Have

students answer Lesson Practice question 6, p. 51, comparing the themes of a poem and a story.

● Common Core Support Coach Review answers to Quiz 2 with students.


No goal assignment

Week 3


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Unit: Writing Fictional Narratives

LESSON FOCUS W.7.3, SL.7.1Common Core CoachLesson 8: Writing Fictional Narratives● Student Edition pp. 6–8,

139–140● Teacher’s Manual pp. 119–120

Skills✔ Write a Fictional Narrative✔ Engage in Collaborative

Discussion

Essential QuestionIntroduce writing fictional narratives and discuss questions, TM p. 119, focusing on the Essential Question, How do characters and setting contribute to an effective fictional narrative? Then read SE pp. 139–140 with students.

DIFFERENTIATION OPTIONS● Common Core Coach Use

notes, TM p. 120, to introduce the purpose and audience for fictional narratives.

● Common Core Coach Review Henry Speaks Out and identify and discuss the introduction, plot/conflict, climax, and conclusion.


LESSON FOCUS W.7.3, SL.7.1 Common Core CoachLesson 8: Writing Fictional Narratives● Student Edition pp. 140–142● Teacher’s Manual pp. 120–122

Skills✔ Write a Fictional Narrative✔ Setting✔ Narrative Structure:

Introduction, Plot/Conflict, Climax, Conclusion

Analyze a Mentor TextRead aloud the Mentor Text, SE pp. 141–142, using the annotations. Help students analyze the text and mark up as noted.


the graphic on SE p. 140 to help students understand the characteristics and structure of fictional narratives.

● Common Core Coach Have accelerating students identify the introduction, plot/conflict, climax, and conclusion of the Mentor Text.

● Common Core Coach Introduce the Speaking and Listening Project, TM pp. 134–137.


LESSON FOCUSW.7.3, SL.7.1, L.7.3.a, L.7.5Common Core CoachLesson 8: Writing Fictional Narratives● Student Edition pp. 141–144● Teacher’s Manual pp. 121–123

Skills✔ Write a Fictional Narrative✔ Figurative Language✔ Narrative Structure:


Analyze a Mentor TextDiscuss the Think About It questions, TM p. 122. Focus on what makes this text a good model for study. Then read the Vocabulary Study and have students complete SE p. 143.


pairs of students discuss the Think About It questions on SE p. 142.

● Common Core Coach Review the Writing Process SE, p. 144 for students who need extra support.

● Performance Coach Use Discussion Questions, TM p. 50, to guide students who are unclear about the writing process.


LESSON FOCUSW.7.3, W.7.4, W.7.5, W.7.6Common Core CoachLesson 8: Writing Fictional Narratives● Student Edition pp. 144–147● Teacher’s Manual pp. 124–125

Skills✔ Write a Fictional Narrative ✔ Narrative Structure:


✔ Develop Character✔ Brainstorm Ideas

Writing Process: Step 1 After reviewing the steps in the writing process, read the Writing Assignment, SE p. 144. Discuss the task along with the purpose and audience. Then guide students through SE pp. 145–146 using the annotations. Students complete SE pp. 145 and 147.

DIFFERENTIATION OPTIONS● Common Core Coach Take

a deeper dive into SE p. 145 with students who need extra support as they brainstorm ideas for character, setting, and plot provided to complete Try It.

● Common Core Coach Use Create a Character Study activity, TM p. 124 to help students focus on traits of a fictional character.


LESSON FOCUSW.7.3, W.7.4, W.7.5, W.7.6Common Core Support CoachLesson 8: Writing Fictional Narratives● Student Edition pp. 148–151● Teacher’s Manual pp. 126–128

Skills✔ Write a Fictional Narrative✔ Organize: Introduction, Plot/

Conflict, Climax, Conclusion

Writing Process: Steps 2, 3Read SE p. 148 with students to help them understand how the writer of the Mentor Text developed the introduction, plot/conflict, climax, and conclusion to the story. Have them complete the Try It, SE p. 149. Then read and discuss drafting process before students begin to write.


students work in pairs to discuss their narrative elements (SE p. 149) before they record them.

● Performance Coach Have students read SE pp. 160–161.


� Goal Literary Elements

Week 4


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LESSON FOCUSW.7.3, W.7.4, W.7.5, L.7.6Common Core CoachLesson 8: Writing Fictional Narratives● Student Edition pp. 150–151● Teacher’s Manual pp. 127–128

Skills✔ Write a Fictional Narrative✔ Dialogue✔ Transitions

Writing Process: Step 3Read SE p. 150 with students to help them understand the writer’s craft of using dialogue and transitions. Have them complete the Try It, SE p. 151.

DIFFERENTIATION OPTIONS● Common Core Coach Allow

time for students to draft independently or in pairs. Conference with students who need extra support.

● Common Core Coach Use the Create Storyboards activity, TM p. 128 to help students focus on the sequence of events in their stories.

● Performance Coach Have students read SE p. 162 and use this opportunity to preview clauses and phrases in their writing.


LESSON FOCUSW.7.3, W.7.4, W.7.5, W.7.6 Common Core CoachLesson 8: Writing Fictional Narratives● Student Edition pp. 152–155● Teacher’s Manual pp. 129–130

Skills✔ Revise a Fictional Narrative ✔ Narrative Structure:


Writing Process: Step 4Read SE pp. 152–153 with students. Allow time for students to complete their Peer Reviews and record their peer comments.

DIFFERENTIATION OPTIONS● Common Core Coach For

students who need extra support with SE pp. 154–155, spend less time on pp. 152–153. Model responses for Try It sections.

● Common Core Coach Work with one or two pairs of students to guide them through their peer review process.

● Performance Coach Have accelerating students complete the Coached Example, SE pp. 163–166.


LESSON FOCUSW.7.3, W.7.4, W.7.5, W.7.6, L.7.3.a Common Core CoachLesson 8: Writing Fictional Narratives● Student Edition pp. 156–157● Teacher’s Manual p. 131

Skills✔ Revise a Fictional Narrative ✔ Use Strong Words

Writing Process: Step 5Read SE pp. 156–157. Provide time for students to reflect on their peer review and revise their writing.


students read aloud portions of their writing. Model Think Alouds about strong words and phrases and clauses to demonstrate how to talk about writing.

● Common Core Coach Identify sentences that students should revise in order to improve the use of strong words. Provide students with support as they revise.

● Common Core Coach Use the Sensory Language activity, TM p. 131, to help students focus on sensory words and phrases in their stories.


LESSON FOCUSW.7.3, W.7.4, W.7.5, W.7.6, L.7.1.c, L.7.3.a Common Core CoachLesson 8: Writing Fictional Narratives● Student Edition pp. 158–159● Teacher’s Manual p. 132

Skills✔ Revise a Fictional Narrative ✔ Phrases and Dependent

Clauses

Writing Process: Step 6Read SE pp. 158–159 with students. Discuss how to use phrases and clauses in writing and editing with students.

DIFFERENTIATION OPTIONS● Common Core Coach Use SE

pp. 150–160 as a springboard for students to discuss strategies for improving expressive language, phrases, and clauses in their writing.

● Common Core Coach Continue Speaking and Listening Project, TM pp. 134–137.


LESSON FOCUSW.7.3, W.7.4, W.7.5, W.7.6, L.7.1.a, L.7.1.cCommon Core CoachLesson 8: Writing Fictional Narratives● Student Edition pp. 159–162● Teacher’s Manual p. 133

Skills✔ Edit a Fictional Narrative✔ Phrases and Dependent

Clauses

Writing Process: Step 7Discuss the publishing ideas, SE p. 162.

DIFFERENTIATION OPTIONS● Common Core Coach Work

with a small group to help them revise their writing so that phrases and clauses are used properly in complete sentences.

● Performance Coach Have students complete the Lesson Practice, SE pp. 167–171.


� Goal Literary Elements

Week 5


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LESSON FOCUSW.7.3, W.7.4, W.7.5, W.7.6Common Core CoachLesson 8: Writing Fictional Narratives● Student Edition p. 162● Teacher’s Manual p. 133

Skills✔ Write a Fictional Narrative

Writing Process: Step 7Discuss the publishing ideas, SE p. 162. This stage of the writing process should allow students to share their writing in a meaningful way. If possible, designate a time and/or space for reading aloud, posting or displaying writing, and sharing with family members and/or the school community.

DIFFERENTIATION OPTIONS● Common Core Coach Students

may use alternative media for their writing, especially if it includes images.

● Common Core Coach Some students may wish work in groups to create scripts using their fictional narratives so that they do a readers’ theater.


LESSON FOCUSW.7.3, L.7.2.cCommon Core Performance CoachLesson 13: Write a Narrative● Student Edition pp. 192–194● Teacher’s Edition pp. 58–59

Skills✔ Analyze Fictional Narratives✔ Commas and Coordinate

Adjectives

Getting the IdeaUse the Discussion Questions on TE p. 58 to help students reflect on what they have learned about writing fictional narratives. Guide them through SE pp. 192–194.

DIFFERENTIATION OPTIONS● Performance Coach Discuss

the use of dialogue with students as they share the dialogue in their published fictional narratives.

● Performance Coach Use the Language Spotlight on commas and coordinate adjectives and have students write their own lists of colorful descriptions using coordinate adjectives.


LESSON FOCUSW.7.1, W.7.4, W.7.5, W.7.6 Common Core Performance CoachLesson 13: Write a Narrative ● Student Edition pp. 195–198● Teacher’s Edition p. 60

Skills✔ Write a Fictional Narrative✔ Analyze Fictional Narratives

Coached ExampleGuide students through the Coached Example, assisting them with the questions. Use the Hints as a springboard to help students unpack the questions.

DIFFERENTIATION OPTIONS● Performance Coach Some

students may need extra support in order to respond to item 4, SE p. 198. Work with them as they return to the passage to find evidence of the author’s development of characters and story conflict.

● Performance Coach As students work on item 4, SE p. 198, remind them that they are finishing the story. Discuss how the characters change in the story and how Lila’s reaction could be interpreted.


LESSON FOCUSW.7.1, W.7.4, W.7.5, W.7.6Common Core Performance CoachLesson 13: Write a Narrative ● Student Edition pp. 199–207● Teacher’s Edition p. 61

Skills✔ Write a Fictional Narrative✔ Analyze Fictional Narratives

Lesson PracticeHave students use the Reading Guide to complete the Lesson Practice.

DIFFERENTIATION OPTIONS● Performance Coach For extra

support, use the Reading Guide to help students analyze the narrative. Have students annotate the passage as they read.

● Performance Coach For students who need assistance planning their response to item 6, discuss options for organizing their writing such as graphic organizers that help them analyze characters and story conflict.


PUBLISH OPTIONS:Common Core Coach ● Student Edition p. 139● Teacher’s Edition p. 119

Skills✔ Analyze Fictional Narratives

Essential QuestionReview and discuss the Essential Question and the following focus skills notes:• what are the elements of

fictional narrative?• why do writers use expressive

language?


students complete and present the Speaking and Listening Project, TM pp. 134–137.

● Performance Coach Have accelerating students do item 6, SE pp. 172–175.


� Goal Informational Text Elements

Week 6


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Unit: Writing Responses to Literature

LESSON FOCUSW.7.1, SL.7.1Common Core CoachLesson 2: Writing Responses to Literature● Student Edition pp. 14–16,


Skills✔ Write a Response to Literature✔ Engage in Collaborative

Discussion

Essential QuestionIntroduce writing responses to literature and discuss questions, TM p. 17, focusing on the Essential Question, How can exploring the setting or theme of a story help a reader better understand and appreciate it? Then read SE pp. 19–20 with students.


notes, TM p. 18, to introduce the purpose and audience for a response to literature.

● Common Core Coach Review Ready to Serve and identify and discuss the elements of a response to literature.


LESSON FOCUSW.7.1 Common Core CoachLesson 2: Writing Responses to Literature● Student Edition pp. 20–26● Teacher’s Manual pp. 18–22

Skills✔ Write a Response to Literature✔ Text Structure: Introduction,

Reasons, Conclusion ✔ Theme

Analyze a Mentor TextRead aloud the Mentor Text using the annotations. Help students analyze the text and mark up as noted.


the graphic on SE p. 20 to help students understand the characteristics and structure of a five–paragraph essay response to literature.

● Common Core Coach Use the Think Alouds, TM pp. 21–22, to have students identify the text structure: Introduction, Reasons, and Conclusion.


LESSON FOCUSW.7.1, W.7.4, W.7.5, W.7.6, W.7.9.a, L.7.4.cCommon Core CoachLesson 2: Writing Responses to Literature● Student Edition pp. 20–28● Teacher’s Manual pp. 16–24


Reasons, Conclusion ✔ Setting✔ Using Reference Materials

Analyze a Mentor TextDiscuss the Think About It question, TM p. 22. Focus on what makes this text a good model for study. Then read the Vocabulary Study and have students complete SE p. 27.

DIFFERENTIATION OPTIONS● Common Core Coach Use the

Analyze Setting activity, TM p. 24, to help students focus on the setting of a passage.

● Common Core Coach Review the Writing Process, SE p. 28, for students who need extra support.


LESSON FOCUS W.7.1, W.7.4, W.7.5, W.7.6, W.7.9.aCommon Core CoachLesson 2: Writing Responses to Literature● Student Edition pp. 28–31● Teacher’s Manual pp. 24–25


Reasons, Conclusion ✔ Thesis Statements

Writing Process: Step 1After reviewing the steps in the writing process, read the Writing Assignment, SE p. 28. Discuss the task along with the purpose and audience. Then guide students through SE pp. 29–30 using the annotations. Students complete SE pp. 29–31.

DIFFERENTIATION OPTIONS● Common Core Coach Take a

deeper dive into SE pp. 30–31 with students who need extra support as they brainstorm ideas for a thesis, reasons, and supporting details to complete Try It.

● Common Core Coach Have students work in pairs or small groups to brainstorm reasons and details and complete the Try It, SE p. 31.


LESSON FOCUS W.7.1, W.7.4, W.7.5, W.7.6, W.7.9.aCommon Core CoachLesson 2: Writing Responses to Literature● Student Edition pp. 32–35● Teacher’s Manual pp. 26–28

Skills✔ Write a Response to Literature✔ Organize Thesis Statement and

Supporting Details

Writing Process: Steps 2, 3Read SE p. 32 with students to help them understand how the writer of the Mentor Text developed an introduction stating a thesis, reasons, supporting details, and a conclusion. Have them complete the Try It, SE p. 33. Then read and discuss drafting process before students begin to write.



● Common Core Coach Use the Identify Strong Reasons activity, TM p. 28, to help students focus on the strongest reason that supports their thesis.


� Goal Informational Text Elements

Week 7


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Unit: Writing Responses to Literature

LESSON FOCUSW.7.1, W.7.4, W.7.5, W.7.6, W.7.9.a, W.7.10Common Core CoachLesson 2: Writing Responses to Literature● Student Edition pp. 34–39● Teacher’s Manual pp. 27–30

Skills✔ Write a Response to Literature✔ Clear Relationships

Writing Process: Steps 3, 4With students read the Writer’s Craft section, SE p. 34. Have students share their efforts to show clear relationships. Then read SE pp. 36–38.



● Performance Coach Have students complete the Coached Example, SE pp. 179–181.


LESSON FOCUSW.7.1, W.7.4, W.7.5, W.7.6, W.7.9.a, W.7.10, L.7.1.b, L.7.6Common Core CoachLesson 2: Writing Responses to Literature● Student Edition pp. 36– 41● Teacher’s Manual pp. 29–31

Skills✔ Revise a Response to Literature✔ Use Complex Sentences

Writing Process: Steps 4, 5Allow time for students to complete their Peer Reviews and record their peer comments before they begin to revise. Read SE pp. 40– 41.

DIFFERENTIATION OPTIONS● Common Core Coach Identify

sentences that students may revise into complex sentences, using main and dependent clauses. Provide students with support as they revise.



LESSON FOCUSW.7.1, W.7.4, W.7.5, W.7.6, W.7.9.a, W.7.10, L.7.1.b, L.7.3.a, L.7.6Common Core CoachLesson 2: Writing Responses to Literature● Student Edition pp. 40– 45● Teacher’s Manual pp. 31–32

Skills✔ Edit a Response to Literature✔ Use Complex Sentences✔ Eliminate Wordiness and

Redundancy

Writing Process: Steps 5, 6Read SE pp. 42– 43. Provide time for students to finish revising and begin editing.


students read aloud portions of their writing. Model Think Alouds about using complex sentences, to demonstrate how to talk about writing.

● Common Core Coach Use the Combine Sentences activity, TM p. 31, to help students focus on writing complex sentences.


LESSON FOCUS W.7.1, W.7.4, W.7.5, W.7.6, W.7.9.a, W.7.10, L.7.1.b, L.7.3.aCommon Core CoachLesson 2: Writing Responses to Literature● Student Edition pp. 42– 46● Teacher’s Manual pp. 32–33

Skills✔ Write a Response to Literature✔ Eliminate Wordiness and

Redundancy✔ Use Concise Language

Writing Process: Steps 6, 7Read SE pp. 44– 45. Students should finish editing and move on to publishing. Discuss the publishing ideas, SE p. 46.


pp. 34– 44 as a springboard for students to discuss strategies for improving specific sentences in their writing.

● Common Core Coach Speaking and Listening Project, TM pp. 134–137.


PUBLISH AND ASSESS OPTIONS:Common Core Coach Benchmark Assessment 1 (also in Readiness)

Skills✔ Write a Response to Literature

Common Core CoachLesson 2: Writing Responses to Literature● Student Edition p. 46● Teacher’ Manual p. 33

Writing Process: Step 7This stage of the process should allow students to share their writing in a meaningful way. If possible, designate a time and/or space for reading aloud, posting or displaying writing, and sharing with family members and/or the school community.


may use alternative media for their writing, especially if it includes images and text features.


● Common Core Coach Review answers to Benchmark Assessment 1 with students.

● Common Core Coach Speaking and Listening Project, TM pp. 134–137.


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Unit: Reading Literary Nonfiction

LESSON FOCUSRI.7.6, RH.6–8.9, SL.7.1Common Core CoachLesson 3: Reading Literary Nonfiction● Student Edition pp. 47–57● Teacher’s Manual pp. 34– 45

Skills✔ Primary and Secondary

Sources✔ Engage in Collaborative

Discussion

Listen and LearnNarrative of the Life of Frederick Douglass/ReconstructionIntroduce literary nonfiction and discuss the Essential Question, TM p. 35, How can primary and secondary sources complement one another in helping us understand history? Then read Narrative of the Life of Frederick Douglass/Reconstruction with students.


reading literary nonfiction features in the passage, noting primary and secondary sources.

● Common Core Coach Introduce the Speaking and Listening Project, TM pp. 52–54, during this unit.

● Common Core Coach Reread Narrative of the Life of Frederick Douglass/Reconstruction, and have students identify vocabulary words that they do not understand. Teach the vocabulary words.


LESSON FOCUSRI.7.1, RI.7.4, RI.7.10, RH.6–8.1, RH.6–8.10, SL.7.1, L.7.5.c Common Core CoachLesson 3: Reading Literary Nonfiction● Student Edition pp. 48–59● Teacher’s Manual pp. 36– 47

Skills✔ Compare and Contrast Texts✔ Evaluate Evidence✔ Engage in Collaborative

Discussion

Listen and LearnNarrative of the Life of Frederick Douglass/ReconstructionReread the passage with students using Think Alouds. Use Compare and Contrast Texts Think Aloud to focus strategy instruction, TM p. 45. Then have students complete the Comprehension Check on SE p. 58 to compare and contrast texts.


Narrative of the Life of Frederick Douglass/Reconstruction, TM pp. 36– 45, noting primary and secondary sources in which students can evaluate evidence.


● Performance Coach Have accelerating students read Lesson 5, SE pp. 64–66, and identify the nonfiction forms used in the passages they have read.


LESSON FOCUSRI.7.1, RI.7.3, RI.7.4, RI.7.8, RI.7.10, RH.6–8.1, RH.6–8.10, SL.7.1 Common Core CoachLesson 3: Reading Literary Nonfiction● Student Edition pp. 59–66, 68● Teacher’s Manual pp. 47–50

Skills✔ Persuasive Technique✔ Author’s Tone✔ Vocabulary✔ Engage in Collaborative

Discussion

Share and LearnBlood, Toil, Tears and Sweat: Address to Parliament on May 13, 1940/World War II: British Home FrontPreview Vocabulary, SE p. 59. Then have students read and discuss the passage, SE pp. 60–66.


persuasive technique in Blood, Toil, Tears and Sweat and guide students through Comprehension Check, SE p. 68.

● Common Core Coach Teach vocabulary and guide students through SE p. 59. Use highlighted words in Blood, Toil, Tears and Sweat to reinforce meanings.


LESSON FOCUS RI.7.2, RI.7.5, RI.7.6, RI.7.10, RH.6–8.6, RH.6–8.10, SL.7.1 Common Core CoachLesson 3: Reading Literary Nonfiction● Student Edition pp. 60–68● Teacher’s Manual pp. 48–50

Skills✔ Main Idea, Inferences, and

Supporting Details✔ Author’s Purpose✔ Engage in Collaborative

Discussion

Share and LearnBlood, Toil, Tears and Sweat: Address to Parliament on May 13, 1940/World War II: British Home FrontHave students continue to read and discuss the passage. Then have students respond to the Anchor Standard Discussion Questions and Comprehension Check, SE pp. 67–68.


Blood, Toil, Tears and Sweat, guiding students to note the main idea, inferences, and supporting details.

● Common Core Coach Reread World War II: British Home Front and guide students as they note the author’s purpose.

● Performance Coach Have accelerating students work in pairs to do Coached Example, SE pp. 67–70.


LESSON FOCUS RI.7.9, RI.7.10, W.7.2, SL.7.1Common Core CoachLesson 3: Reading Literary Nonfiction● Student Edition pp. 48–57,

60–68● Teacher’s Manual pp. 36– 45,

48–50

Skills✔ Primary and Secondary Sources✔ Compare and Contrast Texts✔ Write about Literary Nonfiction✔ Engage in Collaborative

Discussion

RereadNarrative of the Life of Frederick Douglass/Reconstruction and Blood, Toil, Tears and Sweat/World War II: British Home Front Have students choose a passage and write a paragraph responding to the Essential Question, How can primary and secondary sources complement one another in helping us understand history? Tell them to use two examples to support their response.


students through Anchor Standard Discussion Questions, SE p. 67.

● Common Core Coach Have students work in pairs to complete the Comprehension Check, SE p. 68. Point out the questions that address main idea and details.


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LESSON FOCUSRI.7.1, RH.6–8.1, RH.6–8.6, SL.7.1, L.7.5.cCommon Core CoachLesson 3: Reading Literary Nonfiction● Common Core Coach

Independent Leveled Practice Resource Book, pp. 23–31.

Skills✔ Cite Text Evidence ✔ Author’s Point of View✔ Engage in Collaborative

Discussion

Read On Your OwnFrom Awful Rail to Awesome Trail: A Community ProposalHave students read the passage at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.



● Common Core Coach Independent Leveled Practice Resource Book Have students cite text evidence that supports the author’s point of view and explain them to each other.


LESSON FOCUSRI.7.2, RH.6–8.2Common Core Support CoachLesson 8: Literary Nonfiction● Student Edition pp. 193–194,


166–171

Skills✔ Summarize ✔ Recognize Literary Nonfiction

Animal InstinctsDiscuss literary nonfiction and the skills that will be reviewed, SE p. 193. Review Summarize, SE p. 194. Read the passage (first read) . Have students complete the Summary Chart, SE p. 307.


Review Try It, SE p. 194. Reread Animal Instincts with the first read annotations, showing students that these focus on summarizing. Guide students to complete the Summary Chart.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM pp. 164, 166. Help students understand that a summary focuses on the main idea and the most important supporting information.


LESSON FOCUSRI.7.8Common Core Support CoachLesson 8: Literary Nonfiction● Student Edition pp. 195–201,

308● Teacher’s Manual pp. 165–171

Skills✔ Evaluate Evidence and Claims ✔ Recognize Literary Nonfiction✔ Close Reading

Animal InstinctsReview Evaluate Claims and Evidence, SE p. 195. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 308.


Review Try It, SE p. 195. Reread Animal Instincts with the second read annotations, showing students that these focus on evaluating evidence and claims. Guide students to complete the Close Reading Worksheet.

● Common Core Support Coach Focus on Fluency and Supporting ELLs, TM pp. 167, 169. Preview Vocabulary, SE p. 201.


LESSON FOCUS L.7.4.b, W.7.9.bCommon Core Support CoachLesson 8: Literary Nonfiction● Student Edition pp. 196–201,


Skills✔ Greek and Latin Affixes ✔ Write about Literary Nonfiction✔ Close Reading

Animal InstinctsRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 308. Follow with Vocabulary, SE p. 201.



● Common Core Performance Coach Guide students through the Coached Example, SE pp. 67–70.

● Common Core Performance Coach Use Discussion Questions, TE p. 22. Review the purposes and structures of nonfiction articles. Have students write about specific structures in the passages they have read.


LESSON FOCUS RI.7.2, RI.7.4, RH.6–8.2, L.7.5.aCommon Core Support CoachLesson 8: Literary Nonfiction● Student Edition pp. 202,

204–208, 309 ● Teacher’s Manual pp. 172,

174–179

Skills✔ Main Idea, Inferences, and

Supporting Details✔ Figurative Language

Talking the TalkReview Central Idea and Supporting Details, SE p. 202. Read the passage (first read) . Have students complete the Central Idea and Supporting Details Chart, SE p. 309.


Review Try It, SE p. 202. Reread Talking the Talk with the first read annotations, focusing on central idea and supporting details. Guide students to complete the Central Idea and Supporting Details Chart.

● Common Core Support Coach Use Supporting Struggling Learners, TM p. 172. Help students understand how to find the main idea of a passage.


� Goal Literary Structure

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LESSON FOCUSRI.7.2, RI.7.4, L7.5.aCommon Core Support CoachLesson 8: Literary Nonfiction● Student Edition pp. 203–209,


Skills✔ Analyze Development of

Central Ideas ✔ Figurative Language✔ Close Reading

Talking the TalkReview Analyze Development of Central Ideas, SE p. 203. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 310, and Vocabulary, SE p. 209.


Review Try It, SE p. 203. Reread Talking the Talk with the second read annotations, showing students that these focus on analyzing the development of central ideas. Guide students to complete the Close Reading Worksheet.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM p. 173 to reread and discuss the passage. Review Vocabulary, SE p. 209.

● Performance Coach Have accelerating students read Lesson 10, SE pp. 134–137.


LESSON FOCUSRI.7.2, RI.7.7, RH.6–8.7, W.7.9.bCommon Core Support CoachLesson 8: Literary Nonfiction● Student Edition pp. 204–211,


Skills✔ Evaluate Evidence and Claims✔ Main Idea, Inferences, and

Supporting Details✔ Close Reading✔ Write about Literary Nonfiction

Respond to TextTalking the TalkRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 310. Follow with Respond to Text, SE p. 210.


Guide students through Respond to Text using support, TM pp. 180–181.

● Common Core Support Coach Have students read (first read) Sign, Baby, Sign!, SE pp. 212–214.

● Performance Coach Use Language Spotlight, SE p. 137 and TE p. 44, to teach synonyms and antonyms. Have students choose a vocabulary word to write about.


LESSON FOCUSRI.7.2, RI.7.8, RH.6–8.2, W.7.9.bCommon Core Support CoachLesson 8: Literary Nonfiction● Student Edition pp. 210–214● Teacher’s Manual pp. 180–182

Skills✔ Evaluate Evidence and Claims✔ Main Idea, Inferences, and

Supporting Details✔ Close Reading✔ Write about Literary Nonfiction



Guide students through Respond to Text using support, TM pp. 180–181. Have them work with partners and write.

● Common Core Support Coach Have students read second read Sign, Baby, Sign!, SE pp. 212–214



REVIEW RI.7.1, RI.7.2, RI.7.3, RI.7.5, RI.7.6, RI.7.8, RI.7.9, RI.7.10, SL.7.1, RH.6–8.1, RH.6–8.6, RH.6–8.10Common Core CoachLesson 3: Reading Literary Nonfiction● Student Edition p. 47● Teacher’s Manual p. 35

Skills✔ Evaluate Evidence✔ Main Idea and Supporting

Details/Summarize✔ Author’s Point of View✔ Compare and Contrast Texts

Listen and LearnReview and discuss the Essential Question on TM p. 35, How can primary and secondary sources complement one another in helping us understand history? Discuss the following focus skills:• evaluating evidence and claims• identifying main idea and

supporting details• summarizing text• identifying point of view


Have students read (third read) Sign, Baby, Sign! and do Comprehension Check, SE pp. 215–216.

● Performance Coach To review author’s point of view, have students complete Lesson Practice, SE pp. 71–76.



Skills✔ Summarize✔ Evaluate Evidence and Claims✔ Central Idea and Supporting

Details✔ Greek and Latin Affixes ✔ Figurative Language

Common Core Support Coach Lesson 8: Literary Nonfiction● Student Edition pp. 212–216● Teacher’s Manual p. 182

Read on Your OwnSign, Baby, Sign!Review Comprehension Check, SE pp. 215–216. Have students share answers and discuss the text, pointing out evidence that they find.

DIFFERENTIATION OPTIONS● Performance Coach Do shared

writing with students in Lesson Practice, SE pp. 71–77 (item 6).


● Common Core Coach Have students complete and present the Speaking and Listening Project, TM pp. 52–54.


� Goal Literary Structure

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Unit: Reading Historical Texts

LESSON FOCUSRI.7.2, RI.7.5, RH.6–8.2, RH.6–8.5, SL.7.1Common Core CoachLesson 5: Reading Historical Texts● Student Edition pp. 93–103● Teacher’s Manual pp. 73–83

Skills✔ Text Structure: Chronological

Order✔ Engage in Collaborative

Discussion

Listen and LearnGuarding the Coast/Women in the U.S. Coast GuardIntroduce reading historical texts and discuss questions, TM p. 73, focusing on the Essential Question, How does historical nonfiction contribute to our understanding of the present?


historical text features in Guarding the Coast, noting the text structure, chronological order.

● Common Core Coach Reread Guarding the Coast, and have students identify vocabulary words that they do not understand. Teach the vocabulary words.


LESSON FOCUSRI.7.1, RI.7.2, RH.6–8.2, RH.6–8.5, RH.6–8.7, RH.6–8.8, SL.7.1 Common Core CoachLesson 5: Reading Historical Texts● Student Edition pp. 94–105● Teacher’s Manual pp. 74–84

Skills✔ Text Structure: Chronological

Order✔ Integrate Visual Information✔ Engage in Collaborative

Discussion

Listen and LearnGuarding the Coast/Women in the U.S. Coast GuardReread the passage with students using Think Alouds. Use the Chronological Order Think Aloud to focus strategy instruction, TM p. 77. Then have students complete the Comprehension Check on Chronological Order, SE p. 104.


Guarding the Coast/Women in the U.S. Coast Guard, SE pp. 94–103, noting the integration of visual information and its purpose.



LESSON FOCUSRI.7.1, RI.7.2, RH.6–8.2, RH.6–8.8, RH.6–8.9, SL.7.1 Common Core CoachLesson 5: Reading Historical Texts● Student Edition pp. 105–110,


Skills✔ Cite Text Evidence✔ Integrate Visual Information✔ Vocabulary✔ Engage in Collaborative

Discussion

Share and LearnThe Factory Girl’s DangerPreview Vocabulary, SE p. 105. Then have students read and discuss the passage, SE pp. 106–110.


cite text evidence in The Factory Girl’s Danger and guide students through Comprehension Check, SE p. 112.

● Common Core Coach Teach vocabulary and guide students through SE p. 105. Use highlighted words in The Factory Girl’s Danger to reinforce meanings.

● Performance Coach Have accelerating students read Lesson 7, SE pp. 90–93 and identify the text structures used in Guarding the Coast/Women in the U.S. Coast Guard and The Factory Girl’s Danger.


LESSON FOCUS RI.7.1, RI.7.2, RI.7.5, RH.6–8.3, SL.7.1 Common Core CoachLesson 5: Reading Historical Texts● Student Edition pp. 106–112● Teacher’s Manual pp. 86–88

Skills✔ Text Structure: Cause and

Effect✔ Steps in a Social Studies

Process✔ Main Idea and Details✔ Engage in Collaborative

Discussion

Share and LearnThe Factory Girl’s DangerHave students continue to read and discuss the passage. Then have students respond to the Anchor Standard Discussion Questions and Comprehension Check, SE pp. 111–112.


The Factory Girl’s Danger, guiding students to cite text evidence as they read.

● Common Core Coach Reread The Factory Girl’s Danger, and guide students as they discuss steps in a social studies process.



LESSON FOCUS RI.7.1, RI.7.2, RI.7.5, RI.7.9, RH.6–8.1, RH.6–8.2, RH.6–8.5Common Core CoachLesson 5: Reading Historical Texts● Student Edition pp. 94–103,

106–112● Teacher’s Manual pp. 74–83,

86–88

Skills✔ Text Structure✔ Compare and Contrast Texts✔ Write about Historical Texts

RereadGuarding the Coast/Women in the U.S. Coast Guard and The Factory Girl’s DangerHave students choose a passage and write a paragraph responding to the Essential Question, How does historical nonfiction contribute to our understanding of the present? Tell them to use two examples of text structures in their response.


students through Anchor Standard Discussion Questions, SE p. 111. Point out that the questions involve using facts with supporting details.



� Goal Informational Text Structure

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LESSON FOCUSRI.7.10, RH.6–8.4, RH.6–8.5, RH.6–8.7, RH.6–8.8, RH.6–8.9, SL.7.1Common Core CoachLesson 6: Reading Historical Texts● Common Core Coach

Independent Leveled Practice Resource Book, pp. 33– 44

Skills✔ Text Structure ✔ Domain-Specific Vocabulary✔ Engage in Collaborative

Discussion

Read On Your OwnShadow and Stone: Europe’s Medieval CastlesHave students read the passage at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.


Independent Leveled Practice Resource Book Teach domain-specific vocabulary. Then have students choose one word and write about its meaning in the text.

● Common Core Coach Independent Leveled Practice Resource Book Have students identify text structures and explain them to each other.


LESSON FOCUSRH.6–8.7Common Core Support CoachLesson 9: Historical Texts● Student Edition pp. 217–218,


188–195

Skills✔ Integrate Visual Information ✔ Recognize Historical Texts ✔ Close Reading

Who Was King Arthur?Discuss historical texts and the skills that will be reviewed, SE p. 217. Review Integrate Visual Information, SE p. 218. Read the passage (first read) . Have students complete the relevant questions on the Close Reading Worksheet, SE p. 311.


Review Try It, SE p. 218. Reread Who Was King Arthur? with the first read annotations, showing students that these focus on integrating visual information.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM pp. 186, 190. Help students understand the map visuals by reviewing the map keys and how the map relates to the text.

● Alternative Support Coach Lesson Use Lesson 10: Primary and Secondary Sources.


LESSON FOCUSRH.6–8.3Common Core Support CoachLesson 9: Historical Texts● Student Edition pp. 219–227,

311–312● Teacher’s Manual 187–195

Skills✔ Identify Steps in a Process ✔ Recognize Historical Texts✔ Close Reading

Who Was King Arthur?Review Identify Steps in a Process, SE p. 219. Read the passage (second read) . Then have students complete the relevant questions on the Steps in a Process Chart, SE p. 312.


Review Try It, SE p. 219. Reread Who Was King Arthur? with the second read annotations, showing students that these focus on steps in a process. Guide students to complete the Close Reading Worksheet.

● Common Core Support Coach Focus on domain-specific terms and concepts in Who Was King Arthur? using Vocabulary and Supporting ELLs, TM pp. 189, 194. Preview Vocabulary, SE p. 227.


LESSON FOCUS L.7.6, RH.6–8.4, W.7.9.bCommon Core Support CoachLesson 9: Historical Texts● Student Edition pp. 220–227,


Skills✔ Domain-Specific Vocabulary✔ Close Reading✔ Write about Historical Texts

Who Was King Arthur?Read the passage (third read) . Then have students complete the Close Reading Worksheet. SE p. 311. Follow with Vocabulary, SE p. 227.



● Common Core Performance Coach Guide students through the Coached Example, SE pp. 94–98.

● Common Core Performance Coach Use discussion questions, TE p. 30. Review the characteristics of historical texts. Have students write about specific characteristics in the passages they have read.


LESSON FOCUS RI.7.1, RI.7.4, RH.6–8.4, L.7.4.c, W.7.9.bCommon Core Support CoachLesson 9: Historical Texts● Student Edition pp. 228,

230–234, 313 ● Teacher’s Manual pp. 196,

198–203

Skills✔ Draw and Support Inferences

Child MonarchsReview Draw and Support Inferences, SE p. 228. Read the passage (first read) . Have students complete the Inference Chart, SE p. 313.


Review Try It, SE p. 228. Reread Child Monarchs with the first read annotations, focusing on drawing and supporting inferences. Guide students to complete the Inference Chart.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM p. 196. Help students understand that inferences can be supported with facts from the text.


� Goal Informational Text Structure

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LESSON FOCUSRI.7.4, RH.6–8.4, L7.4.c, dCommon Core Support CoachLesson 9: Historical Texts● Student Edition pp. 229–235,


Skills✔ Analyze Word Choice and Tone ✔ Glossary✔ Close Reading

Child MonarchsReview Analyze Word Choice and Tone, SE p. 229. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 314, and Vocabulary, SE p. 235.


Review Try It, SE p. 229. Reread Child Monarchs with the second read annotations, showing students that these focus on analyzing word choice and tone. Guide students to complete the Close Reading Worksheet.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM pp. 198–201, to reread and discuss the passage. Review Vocabulary, SE p. 235.


LESSON FOCUSRI.7.1, RI.7.7, RH.6–8.7, W.7.4, W.7.9.bCommon Core Support CoachLesson 9: Historical Texts● Student Edition pp. 230–242,


Skills✔ Compare and Contrast Text

and Video✔ Close Reading✔ Write about Historical Texts

Respond to Text Child MonarchsRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 314. Follow with Respond to Text, SE p. 236.


Guide students through Respond to Text using support, TM pp. 204 –205.

● Common Core Support Coach Have students read (first read) The Search for Atlantis, SE pp. 238–242.

● Performance Coach Use Language Spotlight, SE p. 93 and TE p. 32, to teach domain-specific vocabulary.Have accelerating students read Lesson 9, SE pp. 120–122.


LESSON FOCUSRI.7.1, RI.7.2, RI.7.7, RH.6–8.3, W.7.4, W.7.9.bCommon Core Support CoachLesson 9: Historical Texts● Student Edition pp. 236–242● Teacher’s Manual pp. 204–206

Skills✔ Compare and Contrast Text

and Video✔ Main Idea and Details✔ Close Reading✔ Write about Historical Texts




● Common Core Support Coach Have students read (second read) The Search for Atlantis, SE pp. 238–242.

● Performance Coach Have accelerating students complete the Lesson Practice, SE pp. 99–104, or Lesson Practice, SE pp. 127–132.


REVIEW RI.7.1, RI.7.4, RI.7.5, RI.7.10, L.7.4.c, L.7.6, RH.6–8.2, RH.6–8.3, RH.6–8.4, RH.6–8.5, RH.6–8.7, RH.6–8.8, RH.6–8.9Common Core CoachLesson 5: Reading Historical Texts● Student Edition p. 93● Teacher’s Manual p. 73

Skills✔ Compare and Contrast Texts✔ Steps in a Process✔ Integrate Visual Information✔ Glossary✔ Glossary, Domain-Specific

Vocabulary✔ Text Structure

Listen and LearnReview and discuss the following focus skills:• comparing and contrasting texts• understanding the steps in a

social studies process• using a glossary • recognizing structure


Have students read (third read) The Search for Atlantis and complete the Comprehension Check, SE pp. 238–244.

● Performance Coach To review analyzing texts, have students complete the Coached Example SE pp. 123–126.



Skills✔ Integrate Visuals✔ Domain-Specific Vocabulary✔ Analyze Word Choice and Tone✔ Glossary✔ Compare and Contrast Text

and Video✔ Identify Steps in a Process

Common Core Support Coach Lesson 9: Historical Texts● Student Edition pp. 238–244● Teacher’s Manual p. 206

Read on Your OwnThe Search for AtlantisReview Comprehension Check, SE pp. 243–244. Have students share answers and discuss the text, pointing out evidence that they find.


writing with students in Lesson Practice, SE pp. 99–105 (item 6) or pp. 127–133.



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Unit: Writing Informative Texts

LESSON FOCUSW.7.2, SL.7.1Common Core CoachLesson 10: Writing Informative Texts● Student Edition pp. 63–66,


Skills✔ Write an Informative Text✔ Engage in Collaborative

Discussion

Essential QuestionIntroduce writing informative texts and discuss questions, TM p. 157, focusing on the Essential Question, What are some of the ways a writer can inform the reader about a topic effectively? Then read SE p. 180 with students.


notes, TM p. 158, to introduce the purpose and audience for an informative text.

● Common Core Coach Review World War II: British Home Front and identify and discuss the introduction, supporting details, and conclusion of that text.

● Common Core Support Coach For additional support with this writing lesson, use Lesson 10, Primary and Secondary Sources.


LESSON FOCUSW.7.2a–bCommon Core CoachLesson 10: Writing Informative Texts● Student Edition pp. 180–182● Teacher’s Manual pp. 158–160

Skills✔ Write an Informative Text✔ Introduction, Headings,

Conclusion



the graphic on SE p. 180 to help students understand the characteristics and structure of informative text.

● Common Core Coach Have accelerating students identify the introduction, supporting details, and conclusion of the Mentor Text.

● Performance Coach Have students read Lesson 14, Research Skills, SE pp. 208–210.


LESSON FOCUSW.7.2.a–b, W.7.4, W.7.5, L.7.4.cCommon Core CoachLesson 10: Writing Informative Texts● Student Edition pp. 181–184● Teacher’s Manual pp. 159–162

Skills✔ Write an Informative Text✔ Word Roots and Affixes✔ Main Idea and Supporting

Details


DIFFERENTIATION OPTIONS● Common Core Coach Review

the Writing Process, SE p. 184 for students who need extra support.

● Performance Coach Have students do the Coached Example, pp. 211–215.


LESSON FOCUS W.7.2.a, W.7.4Common Core CoachLesson 10: Writing Informative Texts● Student Edition pp. 184–191● Teacher’s Manual pp. 162–164

Skills✔ Write an Informative Text✔ Take Notes on Research

Writing Process: Step 1After reviewing the steps in the writing process, read the Writing Assignment. Discuss the task along with the purpose and audience. Then guide students through SE pp. 185–186 using the annotations. Students complete SE p. 187.


deeper dive into SE pp. 186–187 with students who need extra support as they use the research provided to complete Try It.

● Common Core Coach Have students work in pairs or small groups to generate questions about the origins of basketball. Allow students time to research and find the answers to these questions so they can add relevant information to their writing.

● Common Core Coach Use the Know Your Audience activity, TM p. 162, and the Avoid Research Traps activity, TM p. 164 to help students focus on their research.


LESSON FOCUS W.7.3.a–b, W.7.4, W.7.5, W.7.6, W.7.9.b, W.7.10Common Core CoachLesson 10: Writing Informative Texts● Student Edition pp. 192–195● Teacher’s Manual pp. 165–167

Skills✔ Write an Informative Text✔ Organize an Informative Text

Writing Process: Steps 2, 3Read SE p. 192 with students to help them understand how the writer of the Mentor Text organized the introduction (introducing the topic), the supporting facts (containing the examples, details, dates, and quotations), and the conclusion. Then read and discuss drafting process before students begin to write.





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Unit: Writing Informative Texts

LESSON FOCUSW.7.3.a–b, W.7.4, W.7.5, W.7.6, W.7.7, W.7.8, W.7.9.b, W.7.10Common Core CoachLesson 10: Writing Informative Texts● Student Edition pp. 194–199● Teacher’s Manual pp. 166–169

Skills✔ Write an Informative Text✔ Using Transition Words and

Phrases

Writing Process: Steps 3, 4With students read the Writer’s Craft section, SE p. 194. Have students share their efforts to use transition words and phrases. Then read SE pp. 196–199.



● Performance Coach Have students read Lesson 15, SE pp. 226–228.


LESSON FOCUSW.7.2, W.7.4, W.7.5, W.7.6, W.7.9.b, L.7.3.a, L.7.6Common Core CoachLesson 10: Writing Informative Texts● Student Edition pp. 196–201● Teacher’s Manual pp. 168–170

Skills✔ Revise an Informative Text✔ Word Choice and Style

Writing Process: Steps 4, 5Allow time for students to complete their Peer Reviews and record their peer comments before they begin to revise. Read SE pp. 200–201.


sentences that students should revise in order to improve the introduction, the supporting facts, and/or the conclusion. Provide students with support as they revise.

● Common Core Coach Use the Identify Formal Language activity, TM p. 170.


LESSON FOCUSW.7.2, W.7.4, W.7.5, W.7.6, L.7.1.c, L.7.4.b, L.7.6Common Core CoachLesson 10: Writing Informative Texts● Student Edition pp. 200–205● Teacher’s Manual pp. 170–171

Skills✔ Edit an Informative Text✔ Fixing Dangling Modifiers

Writing Process: Steps 5, 6Read SE pp. 202–203. Provide time for students to finish revising and begin editing.


students read aloud portions of their writing. Model Think Alouds about fixing dangling modifiers to demonstrate how to talk about writing.

● Performance Coach Have students do the Coached Example, SE pp. 229–231.


LESSON FOCUS W.7.2, W.7.4, W.7.5, W.7.6, W.7.9.b, W.7.10, L.7.1.c, L.7.3.a, L.7.6Common Core CoachLesson 10: Writing Informative Texts● Student Edition pp. 202–206● Teacher’s Manual pp. 171–173

Skills✔ Write an Informative Text✔ Fixing Dangling Modifiers

Writing Process: Steps 6, 7Read SE pp. 204–205. Students should finish editing and move on to publishing. Discuss the publishing ideas, SE p. 206.


pp. 194–204 as a springboard for students to discuss strategies for fixing dangling modifiers in their writing.

● Common Core Coach For students who need extra support, review phrases, clauses, and misplaced and dangling modifiers, SE p. 159.


PUBLISH OPTIONS:Common Core Coach● Teacher’s Manual p. 172

Skills✔ Write an Informative Text






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Unit: Reading Drama

LESSON FOCUSRL.7.4, RL.7.5, SL.7.1Common Core CoachLesson 6: Reading Drama● Student Edition pp. 113–117● Teacher’s Manual pp. 91–95

Skills✔ Dramatic Structure✔ Engage in Collaborative

Discussion

Listen and LearnRomeo and JulietIntroduce reading drama and discuss questions, TM p. 91, focusing on the Essential Question, How does a drama convey a character’s thoughts and feelings in a ways that other forms of literature don’t? Then read Romeo and Juliet with students.


dramatic structure in Romeo and Juliet, noting how the play is divided into acts and scenes.

● Common Core Coach Reread Romeo and Juliet, and have students look for and identify examples of figurative language.

● Common Core Coach Introduce the Speaking and Listening Project for this unit, TM pp. 102–105. Explain that students will create podcasts of a play.


LESSON FOCUSRL.7.3, RL.7.5, SL.7.1Common Core CoachLesson 6: Reading Drama● Student Edition pp. 114–119● Teacher’s Manual pp. 92–96

Skills✔ Characterization✔ Dramatic Structure✔ Engage in Collaborative

Discussion

Listen and LearnRomeo and JulietReread the drama with students using Think Alouds. Use the Characterization Think Aloud to focus strategy instruction, TM p. 93. Then have students complete the Comprehension Check on characterization, SE p. 118.


Romeo and Juliet, SE pp. 114 –117, noting dramatic structure and figurative language.


● Common Core Coach Teach Understand Dramatic Terms, TM p. 94.


LESSON FOCUSRL.7.3, RL.7.4, SL.7.1, L.7.5.cCommon Core CoachLesson 6: Reading Drama● Student Edition pp. 119–124,


Skills✔ Characterization✔ Tone✔ Denotation and Connotation✔ Vocabulary✔ Engage in Collaborative

Discussion

Share and LearnPygmalionPreview Vocabulary, SE p. 119. Then have students read and discuss the drama, SE pp. 120–124.


tone and connotative meanings in Pygmalion and guide students through Comprehension Check, SE p. 126.

● Common Core Coach Teach vocabulary and guide students through Vocabulary, SE p. 119. Use highlighted words in Pygmalion to reinforce meanings.

● Performance Coach Have accelerating students read SE pp. 28–30 and identify the antiquated language used in Romeo and Juliet and Pygmalion.


LESSON FOCUS RL.7.1, RL.7.3, RL.7.6, SL.7.1Common Core CoachLesson 6: Reading Drama● Student Edition pp. 120–126● Teacher’s Manual pp. 98–100

Skills✔ Characterization✔ Tone✔ Cite Textual Evidence✔ Point of View✔ Engage in Collaborative

Discussion

Share and LearnPygmalionHave students continue to read and discuss the drama. Then have students respond to the Anchor Standard Discussion Questions and Comprehension Check, SE pp. 125–126.


Pygmalion, guiding students to cite textual evidence when noting characterization.

● Common Core Coach Reread Pygmalion and guide students as they describe the author’s point of view and tone.



LESSON FOCUS RL.7.5, RL.7.6, W.7.4Common Core CoachLesson 6: Reading Drama● Student Edition pp. 114–117,


98–100

Skills✔ Dramatic Structure✔ Write about Drama✔ Engage in Collaborative

Discussion

RereadRomeo and Juliet or PygmalionHave students choose a drama and write a paragraph responding to the question, How does a drama convey a character’s thoughts and feelings in a ways that other forms of literature don’t? Tell them to use two examples of characterization to support their response.


students through Anchor Standard Discussion Questions, SE p. 125. Point out that the first question is about author’s point of view; the second question is about characterization.



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Unit: Reading Drama

LESSON FOCUSRL.7.3, RL.7.4, RL.7.5, RL.7.6, SL.7.1Common Core CoachLesson 6: Reading Drama● Common Core Coach


Skills✔ Dramatic Structure ✔ Characterization✔ Engage in Collaborative

Discussion

Read On Your OwnThe Torn TapestryHave students read the drama at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.



● Common Core Coach Independent Leveled Practice Resource Book Have students identify dramatic structure and characterization and explain them to each other.


LESSON FOCUSRL.7.3Common Core Support CoachLesson 3: Drama● Student Edition pp. 59–60,


52–57

Skills✔ Cause and Effect

The Lost River, Act IDiscuss drama and the skills that will be reviewed, SE p. 59. Review Cause and Effect, SE p. 60. Read the passage (first read) . Have students complete the Cause and Effect Chart, SE p. 287.


Review Try It, SE p. 60. Reread The Lost River, Act I with the first read annotations, showing students that these focus on cause and effect. Guide students to complete the Cause and Effect Chart.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM pp. 50, 52, 55. Help students understand the cause and effect relationships in the drama.


LESSON FOCUSRL.7.5Common Core Support CoachLesson 3: Drama● Student Edition pp. 61–67, 288● Teacher’s Manual pp. 51–57

Skills✔ Dramatic Structure ✔ Recognize Drama✔ Close Reading

The Lost River, Act IReview Dramatic Structure, SE p. 61. Read the drama (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 288.


Review Try It, SE p. 61. Reread The Lost River, Act I with the second read annotations, showing students that these focus on dramatic structure. Guide students to complete the Close Reading Worksheet.

● Common Core Support Coach Focus on reading aloud in The Lost River, Act I using Focus on Fluency and Supporting ELLs, TM pp. 53, 54. Preview Vocabulary, SE p. 67.


LESSON FOCUS RL.7.5, L.7.5.bCommon Core Support CoachLesson 3: Drama● Student Edition pp. 62–67, 288● Teacher’s Manual pp. 52–57

Skills✔ Synonyms and Antonyms ✔ Close Reading✔ Write about Drama

The Lost River, Act IRead the drama (third read) . Then have students complete the Close Reading Worksheet. SE p. 288. Follow with Vocabulary, SE p. 67.




● Performance Coach Use Discussion Questions, TE p. 10. Review the elements and structure of drama. Have students write about specific dramatic elements in the dramas they have read.


LESSON FOCUS RL.7.1, RL.7.3Common Core Support CoachLesson 3: Drama● Student Edition pp. 68, 70–76,

289● Teacher’s Manual pp. 58, 60–67

Skills ✔ Characterization✔ Cite Textual Evidence✔ Write about Drama

The Lost River, Act 2Review Cite Textual Evidence, SE p. 68. Read the drama (first read) . Have students complete the Cite Textual Evidence Chart, SE p. 289.


Review Try It, SE p. 68. Reread The Lost River, Act 2 with the first read annotations, focusing on citing textual evidence. Guide students to complete the Cite Textual Evidence Chart.

● Common Core Support Coach Use Supporting Struggling Learners, TM p. 58. Help students understand how text evidence can be used to explain a character’s feelings.


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Unit: Reading Drama

LESSON FOCUSRL.7.3, L.7.4.bCommon Core Support CoachLesson 3: Drama● Student Edition pp. 69–77, 290● Teacher’s Manual pp. 59–67

Skills✔ Characterization ✔ Setting and Plot✔ Greek and Latin Roots✔ Close Reading

The Lost River, Act 2Review Character, Setting, and Plot, SE p. 69. Read the drama (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 290, and Vocabulary, SE p. 77.


Review Try It, SE p. 69. Reread The Lost River, Act 2 with the second read annotations, showing students that these focus on character, setting, and plot. Guide students to complete the Close Reading Worksheet.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM pp. 59–61, 63 to reread and discuss the drama. Review Vocabulary, SE p. 77.


LESSON FOCUSRL.7.1, RL.7.3Common Core Support CoachLesson 3: Drama● Student Edition pp. 70–84, 290● Teacher’s Manual pp. 60–69

Skills✔ Characterization✔ Setting and Plot✔ Close Reading✔ Write about Drama

Respond to TextThe Lost River, Act 2Read the drama (third read) . Then have students complete the Close Reading Worksheet, SE p. 290. Follow with Respond to Text, SE p. 78.



● Common Core Support Coach Have students read (first read) Circle in the Woods, SE pp. 80–84.

● Performance Coach Use Language Spotlight, SE p. 30 and TE p. 12, to teach antiquated language. Have students choose a vocabulary word to write about.


LESSON FOCUSRL.7.3, RL.7.5, W.7.4Common Core Support CoachLesson 3: Drama● Student Edition pp. 78–84● Teacher’s Manual pp. 68–70

Skills✔ Characterization✔ Setting and Plot✔ Dramatic Structure✔ Close Reading✔ Write about Drama




● Common Core Support Coach Have students read (second read) Circle in the Woods, SE pp. 80–84.


REVIEW RL.7.3, RL.7.4, RL.7.5, RL.7.6, W.7.10, L.7.5.cCommon Core CoachLesson 6: Reading Drama● Student Edition p. 113● Teacher’s Manual p. 91

Skills✔ Dramatic Structure✔ Characterization✔ Tone✔ Figurative Language✔ Denotation/Connotation

Listen and LearnReview and discuss the Essential Question on TM p. 91 and the following focus skills:• identifying dramatic structure• understanding how

characterization adds to the meaning of a drama

• identifying the tone in a drama• understanding figurative

language and connotation


Have students read (third read) Circle in the Woods, and do Comprehension Check, SE pp. 85–86.

● Performance Coach To review dramatic structure have students complete Lesson Practice, SE pp. 35–38.



Skills✔ Dramatic Structure✔ Characterization✔ Setting and Plot✔ Synonyms and Antonyms✔ Greek and Latin Roots

Common Core Support Coach Lesson 3: Drama● Student Edition pp. 80–86● Teacher’s Manual p. 70

Read on Your OwnCircle in the WoodsReview Comprehension Check, SE pp. 85–86. Have students share answers and discuss the text, pointing out evidence that they find.




● Common Core Coach Speaking and Listening Project, TM pp. 102–105. Have students play their podcasts for the class.


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Unit: Reading Poetry

LESSON FOCUSRL.7.4, RL.7.5, SL.7.1Common Core CoachLesson 7: Reading Poetry● Student Edition pp. 127–131● Teacher’s Manual pp. 107–111

Skills✔ Poetic Structure ✔ Imagery✔ Engage in Collaborative

Discussion

Listen and LearnIf/The RhodoraIntroduce mood and tone and discuss questions, TM p. 107, focusing on the Essential Question, How can poetry use language to convey images and ideas more deeply and beautifully than can prose? Then read If and The Rhodora with students.


poetic structure in If/The Rhodora. Then have students identify figurative language such as idioms and personification.

● Common Core Coach Reread If/The Rhodora and have students identify words that convey images.

● Common Core Coach Reread If/The Rhodora and have students identify vocabulary words that they do not understand. Teach the vocabulary words.


LESSON FOCUSRL.7.4, RL.7.5, SL.7.1Common Core CoachLesson 7: Reading Poetry● Student Edition pp. 128–133● Teacher’s Manual pp. 108–113

Skills✔ Poetic Structure ✔ Compare Poetic Structures✔ Alliteration✔ Engage in Collaborative

Discussion

Listen and LearnIf/The RhodoraReread the poems with students using Think Alouds. Use the Poetic Structure Think Aloud to focus strategy instruction, TM p. 109. Then have students complete the Comprehension Check on structural elements, SE p. 132.

DIFFERENTIATION OPTIONS● Common Core Coach Reread If/

The Rhodora, SE pp. 127–131 noting the poetic structures.


● Common Core Coach Teach Alliteration and Imagery, TM p. 111, to address techniques used in poetry.


LESSON FOCUSRL.7.4, RL.7.5, SL.7.1 Common Core CoachLesson 7: Reading Poetry● Student Edition pp. 133–138● Teacher’s Manual pp. 113–116

Skills✔ Mood and Tone✔ Vocabulary✔ Engage in Collaborative

Discussion

Share and LearnThe Stolen Child/Voices of EarthPreview Vocabulary, SE p. 133. Then have students read and discuss the poems, SE pp. 134–136.


mood and tone and compare poetic structures in The Stolen Child and Voices of Earth and guide students through Comprehension Check, SE p. 138.

● Common Core Coach Teach vocabulary and guide students through SE p. 133. Use highlighted words in Stolen Child/Voices of Earth to reinforce meanings.

● Performance Coach Have accelerating students read SE pp. 16–18, noting how poets use denotations and connotations to affect the mood and tone of a poem.


LESSON FOCUS RL.7.1, RL.7.4, L 7.5, SL.7.1Common Core CoachLesson 7: Reading Poetry● Student Edition pp. 134–138● Teacher’s Manual pp. 113–116

Skills✔ Mood and Tone✔ Figurative Language ✔ Cite Details to Support

Conclusions✔ Engage in Collaborative

Discussion

Share and LearnThe Stolen Child/Voices of EarthHave students continue to read and discuss the poems. Then have students respond to the Anchor Standard Discussion Questions and Comprehension Check, SE pp. 137–138.


The Stolen Child/Voices of Earth, guiding students to note mood and tone and figurative language.

● Common Core Coach Reread The Stolen Child/Voices of Earth, and guide students as they cite details to support conclusions.



LESSON FOCUS RL.7.5, W.7.4, SL.7.1Common Core CoachLesson 7: Reading Poetry● Student Edition pp. 128–131,


114–116

Skills✔ Poetic Structure ✔ Compare Poetic Structures✔ Write about Poetry✔ Engage in Collaborative

Discussion

RereadIf/The Rhodora and The Stolen Child/Voices of EarthHave students choose a poem and write a paragraph responding to the Essential Question, How can poetry use language to convey images and ideas more deeply and beautifully than can prose? Tell them to use two examples of poetic language to support their response.


students through Anchor Standard Discussion Questions, SE p. 137. Point out that the first question is about mood and tone; the second question is about poetic structure.

● Common Core Coach Have students work in pairs to complete the Comprehension Check, SE p. 138 to compare the two poems.


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LESSON FOCUSRL.7.4, RL.7.5, SL.7.1Common Core CoachLesson 7: Reading Poetry● Common Core Coach


Skills✔ Poetic Structure ✔ Compare Poetic Structures✔ Mood and Tone ✔ Engage in Collaborative

Discussion

Read On Your OwnThe Fool’s Song/To Wish Myself Courage/BlizzardHave students read the poems at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.



● Common Core Coach Independent Leveled Practice Resource Book Have students identify and compare poetic structures in the poems and explain them to each other.


LESSON FOCUSRL.7.4, RL.7.5Common Core Support CoachLesson 4: Poetry● Student Edition pp. 87–88,


76–79

Skills✔ Visualize: Imagery✔ Recognize Poetry

The Lake Isles of Innisfree/I wandered lonely as a cloud/The Cat and the MoonDiscuss poetry and the skills that will be reviewed, SE p. 87. Review Visualize, SE p. 88. Read the poems (first read) . Have students complete the Visualization Chart, SE p. 291.


Review Try It, SE p. 88. Reread The Lake Isles of Innisfree/I wandered lonely as a cloud/The Cat and the Moon with the first read annotations, showing students that these focus on visualization. Guide students to complete the Visualization Chart.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM p. 74. Help students understand how to visualize images in the poems.


LESSON FOCUSRL.7.4Common Core Support CoachLesson 4: Poetry● Student Edition pp. 89–93, 292● Teacher’s Manual pp. 75–79

Skills✔ Rhyme, Alliteration, Assonance ✔ Denotation and Connotation✔ Close Reading

The Lake Isles of Innisfree/I wandered lonely as a cloud/The Cat and the MoonReview rhyme, alliteration, and assonance, SE p. 89. Read the poems (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 292.


Review Try It, SE p. 89. Reread The Lake Isles of Innisfree/I wandered lonely as a cloud/The Cat and the Moon with the second read annotations, showing students that these focus on rhyme, alliteration, and assonance. Guide students to complete the Close Reading Worksheet.

● Common Core Support Coach Focus on rhyme, alliteration, and assonance in the poems using TM pp. 75 and 76 and Supporting ELLs, TM p. 77. Preview Vocabulary, SE p. 93.


LESSON FOCUS RL.7.4, L.7.5.cCommon Core Support CoachLesson 4: Poetry● Student Edition pp. 90–93, 292● Teacher’s Manual pp. 76–79

Skills✔ Denotation and Connotation✔ Close Reading

The Lake Isles of Innisfree/I wandered lonely as a cloud/The Cat and the MoonRead the poems (third read) . Then have students complete the Close Reading Worksheet, SE p. 292. Follow with Vocabulary, SE p. 93.



● Performance Coach Have accelerating students work in pairs to do Lesson Practice, SE pp. 22–27.

● Performance Coach Use Discussion Questions, TE p. 6. Review the structure and characteristics of poetry. Have students write about specific characteristics in the poems they have read.


LESSON FOCUS RL.7.2, RL.7.5Common Core Support CoachLesson 4: Poetry● Student Edition pp. 94, 96–102,

293● Teacher’s Manual pp. 80, 82–89

Skills✔ Paraphrase: Explain Phrases or

Clauses ✔ Poetic Structure

The Ballad of King Arthur/Annabel Lee/Shall I compare thee to a summer’s day?/The Oven BirdReview Paraphrase, SE p. 94. Read the poems (first read) . Have students complete the Paraphrase Chart, SE p. 293.


Review Try It, SE p. 94. Reread The Ballad of King Arthur/Annabel Lee/Shall I compare thee to a summer’s day?/The Oven Bird with the first read annotations, focusing on paraphrasing. Guide students to complete the Paraphrase Chart.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM pp. 80, 82, and 87. Help students understand that when paraphrasing, they use their own words to restate the poem.


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LESSON FOCUSRL.7.4, RL.7.5, L.7.4.a, L.7.4.dCommon Core Support CoachLesson 4: Poetry● Student Edition pp. 95–103, 294● Teacher’s Manual pp. 81–89

Skills✔ Poetic Structure: Narrative

Poem and Sonnet✔ Using Context Clues✔ Close Reading

The Ballad of King Arthur/Annabel Lee/Shall I compare thee to a summer’s day?/The Oven BirdReview Poetic Structure, SE p. 95. Read the poems (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 294, and Vocabulary, SE p. 103.


Review Try It, SE p. 95. Reread The Ballad of King Arthur/Annabel Lee/Shall I compare thee to a summer’s day?/The Oven Bird with the second read annotations, showing students that these focus on poetic structure. Guide students to complete the Close Reading Worksheet.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM p. 81, to reread and discuss the passage. Review Vocabulary, SE p. 103.


LESSON FOCUSRL.7.5, L.7.4.a, L.7.4.dCommon Core Support CoachLesson 4: Poetry● Student Edition pp. 96–110, 294● Teacher’s Manual pp. 82–91


Poem and Sonnet✔ Compare and Contrast Poetic

Structures✔ Close Reading✔ Write about Poetry

Respond to TextThe Ballad of King Arthur/Annabel Lee/Shall I compare thee to a summer’s day?/The Oven Bird Read the poems (third read) . Then have students complete the Close Reading Worksheet, SE p. 294. Follow with Respond to Text, SE p. 104.


Guide students through Respond to Text using support, TM pp. 90–91

● Common Core Support Coach Have students read (first read) The Magnificent Bull/When I Was a Lad/To me, fair friend, you never can be old, SE pp. 106–110.

● Performance Coach Use Language Spotlight, SE p. 18 and TE p. 8, to teach denotations and connotations.


LESSON FOCUSRL.7.5Common Core Support CoachLesson 4: Poetry● Student Edition pp. 104–110● Teacher’s Manual pp. 90–91


Poem and Sonnet✔ Compare and Contrast Poetic

Structures✔ Close Reading✔ Write about Poetry




● Common Core Support Coach Have students read (second read) The Magnificent Bull/When I Was a Lad/To me, fair friend, you never can be old, SE pp. 106–110.


REVIEW RL.7.4, RL.7.5, RL.7.10, L.7.5Common Core CoachLesson 7: Reading Poetry● Student Edition p. 127● Teacher’s Manual p. 107

Skills✔ Poetic Structure✔ Compare Poetic Structures✔ Imagery✔ Mood and Tone✔ Figurative Language

Listen and LearnReview and discuss the Essential Question on TM p. 107 and the following focus skills:• identifying poetic form and

structure• comparing different types of

poetic structures• identifying mood and tone in

poetry • determining how figurative

language can enhance a poem


Have students read (third read) The Magnificent Bull/When I Was a Lad/To me, fair friend, you never can be old, and do Comprehension Check, SE pp. 106–112.

● Performance Coach Have students complete Lesson Practice, SE pp. 22–26.



Skills✔ Imagery✔ Rhyme, Alliteration, Assonance✔ Explain Phrases and Clauses✔ Connotative Meanings✔ Using Context Clues✔ Compare/Contrast Poetic

Structures

Common Core Support Coach Lesson 4: Poetry● Student Edition pp. 106–112● Teacher’s Manual p. 92

Read on Your OwnThe Magnificent Bull/When I Was a Lad/To me, fair friend, you never can be oldReview Comprehension Check, SE pp. 111–112. Have students share answers and discuss the text, pointing out evidence that they find.






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Unit: Writing Personal Narratives

LESSON FOCUSW.7.3, SL.7.1Common Core CoachLesson 4: Writing Personal Narratives● Student Edition pp. 48–53,


Skills✔ Writing a Personal Narrative✔ Engage in Collaborative

Discussion

Essential QuestionIntroduce writing personal narratives and discuss questions, TM p. 57, focusing on the Essential Question, What makes a personal narrative engaging and effective? Then read SE p. 70 with students.


notes, TM p. 58, to introduce the purpose and audience for writing a personal narrative.

● Common Core Coach Review Narrative of the Life of Frederick Douglass, an American Slave, SE pp. 48–53, and identify and discuss the introduction, body, and conclusion of that text.


LESSON FOCUSW.7.3 Common Core CoachLesson 4: Writing Personal Narratives● Student Edition pp. 70–72● Teacher’s Manual pp. 58–60

Skills✔ Writing a Personal Narrative✔ Introduction, Body Paragraphs,

Conclusion ✔ Descriptive Details



the graphic on SE p. 70 to help students understand the characteristics and structure of a personal narrative.

● Common Core Coach Have accelerating students identify the introduction, body paragraphs, and conclusion of the Mentor Text.


LESSON FOCUSW.7.3, W.7.4, W.7.5, W.7.6, L.7.4.aCommon Core CoachLesson 4: Writing Personal Narratives● Student Edition pp. 71–74● Teacher’s Manual pp. 59–61

Skills✔ Writing a Personal Narrative✔ Transitions✔ Point of View✔ Context Clues



pairs of students share the transition words they circled in the Mentor Text and explain them to each other.

● Common Core Coach Review the Writing Process, SE p. 74 for students who need extra support.


LESSON FOCUS W.7.3, W.7.4, W.7.5, W.7.6, SL.7.1Common Core CoachLesson 4: Writing Personal Narratives● Student Edition pp. 74–77● Teacher’s Manual pp. 62–63

Skills✔ Writing a Personal Narrative✔ Topic and Significance ✔ Descriptive Details✔ Brainstorm a Topic



deeper dive into SE pp. 76–77 with students who need extra support as they brainstorm ideas to complete Try It.

● Common Core Coach Have students complete the Try It. Use a Graphic Organizer for Brainstorming, SE p. 77.

● Common Core Coach Have students complete the Make Storyboards activity, TM p. 62.


LESSON FOCUS W.7.3, W.7.4, W.7.5, W.7.6 Common Core CoachLesson 4: Writing Personal Narratives● Student Edition pp. 78–81● Teacher’s Manual pp. 64–66

Skills✔ Write a Personal Narrative✔ Organize: Introduction, Body

Paragraphs, Conclusion

Writing Process: Steps 2, 3Read SE p. 78 with students to help them understand how the writer of the Mentor Text organized the introduction, the body paragraphs (containing details), and the conclusion. Then read and discuss drafting process before students begin to write.



● Common Core Coach Have students complete the Create a Character Sketch activity, TM p. 66.


� Goal Literary Analysis


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Unit: Writing Personal Narratives

LESSON FOCUSW.7.3, W.7.4, W.7.5, W.7.6 Common Core CoachLesson 4: Writing Personal Narratives● Student Edition pp. 80–85● Teacher’s Manual pp. 65–68

Skills✔ Write a Personal Narrative✔ Introduction, Body Paragraphs,

Conclusion✔ Use Transition Words and

Phrases

Writing Process: Steps 3, 4With students read the Writer’s Craft section, SE p. 80. Have students share their efforts to use transition words and phrases. Then read SE pp. 82–84.





LESSON FOCUSW.7.3, W.7.4, W.7.5, W.7.6, L.7.1.b, L.7.6Common Core CoachLesson 4: Writing Personal Narratives● Student Edition pp. 82–87● Teacher’s Manual pp. 67–69

Skills✔ Revise a Personal Narrative✔ Complex Sentences

Writing Process: Steps 4, 5Allow time for students to complete their Peer Reviews and record their peer comments before they begin to revise. Read SE pp. 86–87


sentences that students should revise in order to improve using complex sentences to express ideas.

● Common Core Coach Have students complete the Express Ideas Clearly activity, TM p. 69.



LESSON FOCUSW.7.3, W.7.4, W.7.5, W.7.6, L.7.1.b, L.7.2.a, L.7.6Common Core CoachLesson 4: Writing Personal Narratives● Student Edition pp. 86–91● Teacher’s Manual pp. 69–70

Skills✔ Edit a Personal Narrative✔ Use Commas and Coordinate

Adjectives



students read aloud portions of their writing. Model Think Alouds about complex sentences and using commas and coordinate adjectives, to demonstrate how to express ideas when writing.


LESSON FOCUS W.7.3, W.7.4, W.7.5, W.7.6, W.7.10, L.7.1.b, L.7.2.a, L.7.3.a, L.7.5.b, L.7.6Common Core CoachLesson 4: Writing Personal Narratives● Student Edition pp. 88–92● Teacher’s Manual pp. 70–71

Skills✔ Write a Personal Narrative✔ Use Concise Language✔ Use Complex Sentences



pp. 80–90 as a springboard for students to discuss strategies for improving concise language and complex sentences in their writing.

● Common Core Coach Have students complete the Try It Language and Editing Practice SE, pp. 90–91, TM p. 70.


PUBLISH AND ASSESS OPTIONS:Common Core CoachBenchmark Assessment 2 (also in Readiness)● Teacher’s Manual p. 71

Skills✔ Writing Personal Narratives







� Goal Informational Text Analysis


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Unit: Reading Persuasive Nonfiction

LESSON FOCUSRI.7.1, RH.6–8.6, SL.7.1Common Core CoachLesson 11: Reading Persuasive Nonfiction● Student Edition pp. 207–213● Teacher’s Manual pp. 175–181

Skills✔ Persuasive Text✔ Engage in Collaborative

Discussion

Listen and LearnNASA’s Recent Cancellation of Manned MissionsIntroduce persuasive nonfiction and discuss questions, TM p. 175, focusing on the Essential Question, In what ways does persuasive writing appeal to our reason and our emotions? Then read NASA’s Recent Cancellation of Manned Missions with students.


persuasive text in NASA’s Recent Cancellation of Manned Missions, noting and listing the different types of evidence authors use.

● Common Core Coach Reread NASA’s Recent Cancellation of Manned Missions, and have students identify vocabulary words that they do not understand.


LESSON FOCUSRI.7.1, RI.7.8, RST.6–8.8, SL.7.1Common Core CoachLesson 11: Persuasive Nonfiction● Student Edition pp. 208–215● Teacher’s Manual pp. 176–183

Skills✔ Persuasive Text ✔ Types of Evidence✔ Argument✔ Engage in Collaborative

Discussion

Listen and LearnNASA’s Recent Cancellations of Manned MissionsReread the passage with students using Think Alouds. Use the Arguments and Evidence Think Aloud to focus strategy instruction, TM pp. 176, 177, and 179. Then have students complete the Comprehension Check on pros and cons, SE p. 214.


NASA’s Recent Cancellation of Manned Missions, SE pp. 208–213 noting persuasive techniques and arguments.



LESSON FOCUSRI.7.6, RST.6–8.6, SL.7.1Common Core CoachLesson 11: Reading Persuasive Nonfiction● Student Edition pp. 215–222● Teacher’s Manual pp. 184–186

Skills✔ Point of View✔ Author’s Purpose✔ Vocabulary✔ Engage in Collaborative

Discussion

Share and LearnContact Sports and ConcussionsPreview Vocabulary, SE p. 215. Then have students read and discuss the passage, SE pp. 216–220.


types of evidence in Contact Sports and Concussions and guide students through Comprehension Check, SE p. 222.

● Common Core Coach Teach vocabulary and guide students through SE p. 215. Use highlighted words in Contact Sports and Concussions to reinforce meanings.

● Performance Coach Have accelerating students read SE pp. 78–80 and identify the persuasive language used in NASA’s Recent Cancellation of Manned Missions and Contact Sports and Concussions.


LESSON FOCUS RI.7.6, RI.7.8, SL.7.1Common Core CoachLesson 11: Reading Persuasive Nonfiction● Student Edition pp. 216–222● Teacher’s Manual pp. 184–186

Skills✔ Point of View✔ Author’s Purpose✔ Evaluate Evidence✔ Engage in Collaborative

Discussion

Share and LearnContact Sports and ConcussionsHave students continue to read and discuss the passage. Then have students respond to the Anchor Standard Discussion Questions and Comprehension Check, SE pp. 221–222.


Contact Sports and Concussions, guiding students to note persuasive techniques and types of evidence.

● Common Core Coach Reread Contact Sports and Concussions, and guide students as they compare primary and secondary sources.



LESSON FOCUS RI.7.1, RI.7.8, RH.6–8.8, RST.6–8.8, W.7.4, SL.7.1Common Core CoachLesson 11: Reading Persuasive Nonfiction● Student Edition pp. 208–213,


184–186

Skills✔ Persuasive Text✔ Argument✔ Write about Persuasive

Nonfiction✔ Engage in Collaborative

Discussion

RereadNASA’s Recent Cancellations and Contact Sports and ConcussionsHave students choose a passage and write a paragraph responding to the Essential Question, In what ways does persuasive writing appeal to our reason and our emotions? Tell them to use two examples of text features in their response.


students through Anchor Standard Discussion Questions, SE p. 221. Point out that the first question is about author’s purpose; the second question is about argument and using text evidence.



� Goal Informational Text Analysis

Week 25


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LESSON FOCUSRI.7.2, RI.7.6, RI.7.8, RI.7.9, SL.7.1Common Core CoachLesson 11: Reading Persuasive Nonfiction● Common Core Coach


Skills✔ Persuasive Text✔ Persuasive Techniques✔ Compare and Contrast Texts✔ Engage in Collaborative

Discussion

Read On Your OwnChanging the Laws for Teenage DrivingHave students read the passage at their levels and answer the questions independently. Then have them discuss the questions and their answers in groups.



● Common Core Coach Independent Leveled Practice Resource Book Have pairs of students identify the persuasive techniques the author presents. Have them compare and contrast the persuasive techniques in the previous selections they just read.


LESSON FOCUSRI.7.6, RH.6–8.6Common Core Support CoachLesson 7: Persuasive Nonfiction● Student Edition pp. 167–168,


144–149

Skills✔ Author’s Point of View

RFIDs in Our FutureDiscuss persuasive text and the skills that will be reviewed, SE p. 167. Practice Author’s Point of View, SE p. 168. Read the passage (first read) . Have students complete the Author’s Point of View Chart, SE p. 303.


Review Try It, SE p. 168. Reread RFIDs in Our Future with the first read annotations, showing students that these focus on author’s point of view. Guide students to complete the Author’s Point of View Chart.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM pp. 142, 144, and 146. Help students understand that sometimes authors leave out facts or information that might not support their point of view.


LESSON FOCUSRI.7.8, RH.6–8.8Common Core Support CoachLesson 7: Persuasive Nonfiction● Student Edition pp. 169–175,

304● Teacher’s Manual pp.143–149

Skills✔ Fact, Opinion, and Reasoned

Judgment ✔ Close Reading

RFIDs in Our FutureReview Fact, Opinion, and Reasoned Judgment, SE p. 169. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 304.


Review Try It, SE p. 169. Reread RFIDs in Our Future with the second read annotations, showing students that these focus on fact, opinion, and reasoned judgment. Guide students to complete the Close Reading Worksheet.

● Common Core Support Coach Focus on fluency in RFIDs in Our Future using TM p. 145 and Supporting ELLs, TM p. 147. Preview Vocabulary, SE p. 175.


LESSON FOCUS RI.7.4, L.7.5Common Core Support CoachLesson 7: Persuasive Nonfiction● Student Edition pp. 170–175,


Skills✔ Figurative Language: Allusion ✔ Close Reading

RFIDs in Our FutureRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 304. Follow with Vocabulary, SE p. 175.




● Performance Coach Use Discussion Questions, TE p. 26. Review the characteristics of persuasive texts. Have students write about specific characteristics in the passages they have read.


LESSON FOCUS RI.7.7, RI.7.8, RI.7.9Common Core Support CoachLesson 7: Persuasive Nonfiction● Student Edition pp. 176,

178–182, 305● Teacher’s Manual pp. 150,

152–157

Skills✔ Compare and Contrast ✔ Recognize Persuasive

Nonfiction

Cashing in Our ChipsReview Compare and Contrast, SE p. 176. Read the passage (first read) . Have students complete the Venn Diagram Chart, SE p. 305.


Review Try It, SE p. 176. Reread Cashing in Our Chips with the first read annotations, focusing on comparing and contrasting. Guide students to complete the Venn Diagram Chart.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM pp. 150 and 154. Help students compare and contrast Cashing in Our Chips by comparing the persuasive techniques with RFIDs in Our Future.


� Goal Write About Literature


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LESSON FOCUSRI.7.6, RI.7.8, L.7.5.b, RST.6–8.7, RH.6–8.6Common Core Support CoachLesson 7: Persuasive Nonfiction● Student Edition pp. 177–183,


Skills✔ Analyze Arguments✔ Use Word Relationships ✔ Close Reading

Cashing in Our ChipsReview Analyze Arguments, SE p. 177. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 306, and Vocabulary, SE p. 183.


Review Try It, SE p. 177. Reread Cashing in Our Chips with the second read annotations, showing students that these focus on analyzing arguments. Guide students to complete the Close Reading Worksheet.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM pp. 152 and 155 to reread and discuss the passage. Review Vocabulary, SE p. 183.


LESSON FOCUSRI.7.6, RI.7.8, RI.7.9, RH.6–8.6, RH.6–8.7Common Core Support CoachLesson 7: Persuasive Nonfiction● Student Edition pp. 178–190,


Skills✔ Analyze Structure of a

Persuasive Text✔ Analyze Arguments✔ Compare and Contrast ✔ Close Reading

Respond to TextCashing in Our ChipsRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 306. Follow with Respond to Text, SE p. 184.



● Common Core Support Coach Have students read (first read) GMOs vs. You/Understanding GMOs, SE pp. 186–190.

● Performance Coach Use Language Spotlight, SE p. 80 and TE p. 28, to teach persuasive language. Have students find examples of persuasive language in the selections.


LESSON FOCUSRI.7.6, RI.7.8, RI.7.9, RH.6–8.7, RH.6–8.8, W.7.4Common Core Support CoachLesson 7: Persuasive Nonfiction● Student Edition pp. 184–190● Teacher’s Manual pp. 158–160

Skills✔ Analyze Structure of a

Persuasive Text✔ Analyze Arguments✔ Compare and Contrast ✔ Close Reading✔ Write about Persuasive

Nonfiction




● Common Core Support Coach Have students read (second read) GMOs vs. You/Understanding GMOs, SE pp. 186–190.


REVIEW RI.7.1, RI.7.4, RI.7.6, RI.7.8, RI.7.9, RI.7.10, RH.6–8.6, RH.6–8.7Common Core CoachLesson 11: Reading Persuasive Nonfiction● Student Edition p. 207● Teacher’s Manual p. 175

Skills✔ Point of View/Author’s Purpose✔ Persuasive Text/Techniques✔ Compare and Contrast Texts✔ Argument/Evidence

Listen and LearnReview and discuss the Essential Question and the following focus skills:• identifying author’s point of

view and purpose• identifying persuasive

techniques used in persuasive texts

• comparing and contrasting texts.

• evaluating evidence and analyzing arguments


Have students read (third read) GMOs vs. You/Understanding GMOs, and complete Comprehension Check, SE pp. 186–192.

● Performance Coach To review argument and support for a claim, have students complete Lesson Practice, SE pp. 84–88.


REVIEW AND ASSESS OPTIONS:Common Core CoachBenchmark Assessment 3 (also in Readiness)

Common Core Support Coach Quiz 7 (also in Readiness)

Skills✔ Author’s Point of View✔ Fact, Opinion, and Reasoned

Judgment✔ Compare and Contrast✔ Analyze Arguments✔ Analyze Structure of a

Persuasive Text✔ Figurative Language: Allusion✔ Use Word Relationships

Common Core Support Coach Lesson 7: Persuasive Nonfiction● Student Edition pp. 186–192● Teacher’s Manual p. 160

Read on Your OwnGMOs vs. You/Understanding GMOsReview Comprehension Check, SE p. 191–192. Have students share answers and discuss the text, pointing out evidence that they find.







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Unit: Reading Scientific and Technical Texts

LESSON FOCUSRI.7.5, RST.6–8.5, SL.7.1Common Core CoachLesson 9: Reading Scientific and Technical Texts● Student Edition pp. 163–169● Teacher’s Manual pp. 139–146

Skills✔ Text and Graphic Features:

Diagrams✔ Engage in Collaborative

Discussion

Listen and LearnSeeing the LightIntroduce scientific and technical texts and discuss questions, TM p. 139, focusing on the Essential Question, What graphic and textual features do scientific and technical writers use to communicate information? Then read Seeing the Light with students.

DIFFERENTIATION OPTIONS● Common Core Coach Teach text

and graphic features in Seeing the Light, noting the features of diagrams.

● Common Core Coach Reread Seeing the Light, and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Common Core Coach Use Speaking and Listening Project, TM pp. 152–155, during this unit.


LESSON FOCUSRI.7.5, RI.7.8, RST.6–8.6, RST.6–8.7, RST.6–8.8, SL.7.1Common Core CoachLesson 9: Reading Scientific and Technical Texts● Student Edition pp. 164–170● Teacher’s Manual pp. 140–146

Skills✔ Text and Graphic Features:

Diagrams✔ Fact vs. Speculation ✔ Chronological Order✔ Engage in Collaborative

Discussion

Listen and LearnSeeing the LightReread the passage with students using Think Alouds. Use Fact vs. Speculation and Chronological Order Think Alouds to focus strategy instruction, TM pp. 143–144. Then have students complete the Comprehension Check on chronological order, SE p. 170.


Seeing the Light, SE pp. 164–169, noting text and graphic features and their purposes.



LESSON FOCUSRI.7.2, RI.7.4, RST.6–8.3, RST.6–8.4, SL.7.1, L.7.4.c, L.7.6 Common Core CoachLesson 9: Reading Scientific and Technical Texts● Student Edition pp. 171–176,


Skills✔ Domain-Specific Vocabulary✔ Chronological Order✔ Engage in Collaborative

Discussion✔ Main Idea

Share and LearnA Closer LookPreview Vocabulary, SE p. 171. Then have students read and discuss the passage, SE pp. 172–176.


domain-specific vocabulary in A Closer Look and guide students through Comprehension Check, SE p. 178.

● Common Core Coach Teach vocabulary and guide students through SE p. 171. Use highlighted words in A Closer Look to reinforce meanings.

● Performance Coach Have accelerating students read SE pp. 106–109 and identify the graphic features also used in Seeing the Light and A Closer Look.


LESSON FOCUS RI.7.1, RI.7.5, RST.6–8.7, SL.7.1Common Core CoachLesson 9: Reading Scientific and Technical Texts● Student Edition pp. 172–178● Teacher’s Manual pp. 147–150

Skills✔ Graphic Features: Diagrams✔ Text Structure✔ Author’s Purpose✔ Engage in Collaborative

Discussion

Share and LearnA Closer LookHave students continue to read and discuss the passage. Then have students respond to the Anchor Standard Discussion Questions and Comprehension Check, SE pp. 177–178.


A Closer Look guiding students to note the diagrams.

● Common Core Coach Reread Seeing the Light and guide students as they unpack the text features.



LESSON FOCUS RI.7.1, RI.7.5, RST.6–8.7, RST.6–8.9, W.7.4, SL.7.1Common Core CoachLesson 9: Reading Scientific and Technical Texts● Student Edition pp. 164–169,


148–150

Skills✔ Text and Graphic Features✔ Write about Scientific and

Technical Texts✔ Engage in Collaborative

Discussion

RereadSeeing the Light and A Closer LookHave students choose a passage and write a paragraph responding to the Essential Question, What graphic and textual features do scientific and technical writers use to communicate information? Tell them to use two examples of text features to support their response.


students through Anchor Standard Discussion Questions, SE p. 177. Point out that the first question is about diagrams; the second question is about text features and structure.





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LESSON FOCUSRI.7.1, RI.7.2, RI.7.5, RST.6–8.4, RST.6–8.5, RST.6–8.7, RST.6–8.8Common Core CoachLesson 9: Reading Scientific and Technical Texts● Common Core Coach


Skills✔ Compare Science and

Technical Texts

Read On Your OwnGlobal Warming, Local WarningHave students read the passage at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.



● Common Core Coach Independent Leveled Practice Resource Book Have students identify cause and effect and show the relationships between text features in the main text and explain them to each other.


LESSON FOCUSRI.7.2, RST.6–8.1, RST.6–8.2Common Core Support CoachLesson 5: Scientific Texts● Student Edition pp. 113–114,


98–103

Skills✔ Central Idea and Supporting

Details

The Puzzling PlatypusDiscuss scientific texts and the skills, SE p. 113. Practice Central Idea and Supporting Details, SE p. 114. Read the passage (first read) . Have students complete the Central Idea and Details Chart, SE p. 295.


Review Try It, SE p. 114. Reread The Puzzling Platypus with the first read annotations, showing students that these focus on central idea and supporting details. Guide students to complete the Central Idea and Details Chart.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM pp. 96 and 101. Help students understand the organization of The Puzzling Platypus by guiding them through the text features.

● Common Core Support Coach Use Lesson 6: Technical Texts as an alternative or extension to this lesson.


LESSON FOCUSRI.7.3Common Core Support CoachLesson 5: Scientific Texts● Student Edition pp. 115–121,


Skills✔ Analyze Interactions ✔ Close Reading

The Puzzling PlatypusReview Analyze Interactions, SE p. 115. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 296.


Review Try It, SE p. 115. Reread The Puzzling Platypus with the second read annotations, showing students that these focus on analyzing interactions. Guide students to complete the Close Reading Worksheet.

● Common Core Support Coach Focus on domain-specific terms and concepts in The Puzzling Platypus using Word Study and Supporting ELLs, TM p. 100. Preview Vocabulary, SE p. 121.



LESSON FOCUS RI.7.1, L.7.4.cCommon Core Support CoachLesson 5: Scientific Texts● Student Edition pp. 116–121,


Skills✔ Use a Dictionary ✔ Close Reading

The Puzzling PlatypusRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 296. Follow with Vocabulary, SE p. 121.




● Performance Coach Use Discussion Questions, TE p. 34. Review the characteristics of scientific and technical texts. Have students write about specific characteristics in the passages they have read.


LESSON FOCUS RI.7.2, RST.6–8.2Common Core Support CoachLesson 5: Scientific Texts● Student Edition pp. 122,

124–128, 297● Teacher’s Manual pp. 104,

106–111

Skills✔ Summarize ✔ Central Idea and Supporting

Details

Discovering Deep-Sea VentsReview Summarize, SE p. 122. Read the passage (first read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 297.


Review Try It, SE p. 122. Reread Discovering Deep-Sea Vents with the first read annotations, focusing on summarizing. Guide students to complete the Close Reading Worksheet.

● Common Core Support Coach Use Supporting Struggling Readers scaffolding, TM p. 107. Help students understand when summarizing, they should focus on the central idea.



� Goal Write About Informational Text


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LESSON FOCUSL.7.6, RST.6–8.4, RST.6–8.8Common Core Support CoachLesson 5: Scientific Texts● Student Edition pp. 123–129,


Skills✔ Facts, Reasoned Judgments,

and Speculation✔ Domain-Specific Vocabulary✔ Close Reading

Discovering Deep-Sea VentsReview Distinguish among Facts, Reasoned Judgments, and Speculation, SE p. 123. Read the passage (second read) . Then have students complete the Facts, Reasoned Judgments, and Speculation Chart, SE p. 298, and Vocabulary, SE p. 129.


Review Try It, SE p. 123. Reread Discovering Deep-Sea Vents with the second read annotations, showing students that these focus on facts, reasoned judgments, and speculation. Guide students to complete the chart.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM pp. 105 and 106 to reread and discuss the passage. Review Vocabulary, SE p. 129.


LESSON FOCUSRI.7.2, RI.7.6, RST.6–8.2, RST.6–8.6, RST.6–8.8Common Core Support CoachLesson 5: Scientific Texts● Student Edition pp. 124–136,


Skills✔ Author’s Purpose✔ Facts, Reasoned Judgments,

and Speculation✔ Summarize ✔ Close Reading✔ Write about Scientific Texts

Respond to TextDiscovering Deep-Sea VentsRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 297. Follow with Respond to Text, SE p. 130.



● Common Core Support Coach Have students read (first read) The Large Hadron Collider, SE pp. 132–136.

● Performance Coach Use Language Spotlight, SE p. 109 and TE p. 35, to teach symbols and key terms. Have students choose a domain-specific term to write about.


LESSON FOCUSRI.7.2, RI.7.6, RST.6–8.2, RST.6–8.6, RST.6–8.8Common Core Support CoachLesson 5: Scientific Texts● Student Edition pp. 130–136● Teacher’s Manual pp. 112–114

Skills✔ Author’s Purpose✔ Facts, Reasoned Judgments,

and Speculation✔ Summarize ✔ Close Reading✔ Write about Scientific Texts




● Common Core Support Coach Have students read (second read) The Large Hadron Collider, SE pp. 132–136.


REVIEW RI.7.1, RI.7.5, RI.7.6, SL.7.1, L.7.4.c, L.7.6, RST.6–8.1, RST.6–8.3, RST.6–8.4, RST.6–8.5, RST.6–8.7, RST.6–8.8Common Core CoachLesson 9: Reading Scientific and Technical Texts● Student Edition p. 163● Teacher’s Manual p. 139

Skills✔ Chronological Order✔ Domain-Specific Vocabulary✔ Graphic Features✔ Facts vs. Speculation✔ Compare and Contrast

Listen and LearnReview and discuss the Essential Question and the following focus skills:• understanding chronological

order• understand domain-specific

vocabulary, science symbols, and diagrams

• differentiating between facts, reasoned judgment, and speculation


Have students read (third read) The Large Hadron Collider and complete Comprehension Check, SE pp. 132–138.

● Performance Coach To review scientific text features, have students complete Lesson Practice, SE pp. 114–118.



Skills✔ Central Idea and Supporting

Details✔ Analyze Interactions✔ Facts, Reasoned Judgments,

and Speculation✔ Author’s Purpose✔ Domain-Specific Vocabulary✔ Use a Dictionary

Common Core Support Coach Lesson 5: Scientific Texts● Student Edition pp. 132–138● Teacher’s Manual p. 114

Read on Your OwnThe Large Hadron ColliderReview Comprehension Check, SE pp. 137–138. Have students share answers and discuss the text, pointing out evidence that they find.




● Common Core Coach Speaking and Listening Project, TM pp. 152–155. Have students complete and present their surveys.




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Unit: Writing Opinion Pieces

LESSON FOCUSW.7.1, SL.7.1Common Core CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 208–213,


Skills✔ Write an Opinion Piece✔ Engage in Collaborative

Discussion

Essential QuestionIntroduce writing opinion pieces and discuss questions, TM p. 189, focusing on the Essential Question, How can persuasive writing be used to influence people? Then read SE p. 224 with students.


notes, TM p. 190, to introduce the purpose and audience for writing opinion pieces.

● Common Core Coach Review NASA’s Recent Cancellation of Manned Missions and identify and discuss the introduction, supporting reasons, and conclusion of that text.


LESSON FOCUSW.7.1.a–c, e, W.7.4, W.7.5, W.7.6Common Core CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 224–226● Teacher’s Manual pp. 190–192

Skills✔ Write an Opinion Piece✔ Claim/Argument✔ Supporting Reasons



the graphic on SE p. 224 to help students understand the characteristics and structure of an opinion piece.

● Common Core Coach Have accelerating students identify the introduction, supporting reasons, and conclusion of the Mentor Text.

● Common Core Coach Introduce the Speaking and Listening Project, TM pp. 204–207.


LESSON FOCUSW.7.1.a–c, W.7.4, W.7.5, W.7.6, L.7.5.cCommon Core CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 225–228● Teacher’s Manual pp. 191–194

Skills✔ Write an Opinion Piece✔ Claim/Argument✔ Supporting Reasons ✔ Opposing Claim✔ Connotation and Denotation



pairs of students compare their answers to the Vocabulary Study and explain why they chose positive or negative connotations.

● Common Core Coach Review the Writing Process, SE p. 228 for students who need extra support.


LESSON FOCUS W.7.1.a–c, e, W.7.4, W.7.5, W.7.6Common Core CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 228–231● Teacher’s Manual pp. 194–195

Skills✔ Write an Opinion Piece✔ Claim/Argument✔ Opposing Claim



deeper dive into SE pp. 229–230 with students who need extra support as they develop a claim they will make and possible arguments to complete the Try It.

● Common Core Coach Have students complete the Know Your Topic activity, TM p. 194.


LESSON FOCUS W.7.1.a–c, e, W.7.4, W.7.5, W.7.6, L.7.1.bCommon Core CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 232–235● Teacher’s Manual pp. 196–198

Skills✔ Write an Opinion Piece✔ Claim/Argument✔ Supporting Reasons✔ Conclusion

Writing Process: Steps 2, 3Read SE p. 232 with students to help them understand how the writer of the Mentor Text organized the claim/argument (introducing the topic), the supporting reasons, and the conclusion. Then read and discuss drafting process before students begin to write.



● Common Core Coach Continue working on Speaking and Listening Project, TM pp. 204–207.



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Unit: Writing Opinion Pieces

LESSON FOCUSW.7.1.a–c, e, W.7.4, W.7.5, W.7.6Common Core CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 234–239● Teacher’s Manual pp. 197–200

Skills✔ Write an Opinion Piece✔ Using Sentence Variation✔ Organize Source Information

Writing Process: Steps 3, 4With students read the Writer’s Craft section, SE p. 234. Have students share their efforts to use linking words. Then read SE pp. 236–237.



● Common Core Coach Have students complete the Record Source Information activity, TM p. 198.



LESSON FOCUSW.7.1, W.7.4, W.7.5, W.7.6, L.7.3.a, L.7.4.d, L.7.5.c, L.7.6Common Core CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 236–241● Teacher’s Manual pp. 199–201

Skills✔ Revise an Opinion Piece✔ Use Formal Language

Writing Process: Steps 4, 5Allow time for students to complete their Peer Reviews and record their peer comments before they begin to revise. Read SE pp. 240–241.

DIFFERENTIATION OPTIONS● Common Core Coach Do the

Revise Informal Language activity, TM p. 201. Identify sentences that students should revise in order to improve the use of formal language. Provide students with support as they revise.



LESSON FOCUSW.7.4, W.7.5, W.7.6, L.7.2.bCommon Core CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 240–245● Teacher’s Manual pp. 201–202

Skills✔ Edit an Opinion Piece✔ Using Correct Spelling



students read aloud portions of their writing. Model Think Alouds about the claim/argument, the reasons, and/or the conclusion, to demonstrate how to talk about writing.

● Common Core Coach Continue Speaking and Listening Project, TM pp. 204–207.


LESSON FOCUS W.7.1.d, W.7.4, W.7.5, W.7.6, W.7.10, L.7.2.b, L.7.3.a, L.7.4.d, L.7.5.c, L.7.6Common Core CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 242–246● Teacher’s Manual pp. 202–203

Skills✔ Write an Opinion Piece✔ Use Correct Spelling✔ Use Formal Language



pp. 234–245 as a springboard for students to discuss strategies for improving specific sentences in their writing.

● Common Core Coach Complete Speaking and Listening Project, TM pp. 204–207.


PUBLISH AND ASSESS OPTIONS:Common Core Coach Benchmark Assessment 4 (also in Readiness)● Teacher’s Manual p. 203

Skills✔ Write an Opinion Piece





● Common Core Coach Speaking and Listening Project, TM pp. 204–207. Have students present their charts evaluating the political speech.


No goal assignment

Week 32

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