Planned Course of Study

English Language Arts Grade 7

NORTHWESTERN LEHIGH SCHOOL DISTRICT

6493 ROUTE 309 NEW TRIPOLI, PA 18066

NORTHWESTERN LEHIGH SCHOOL BOARD

2014

Darryl S. Schafer, President

Paul C. Fisher, Jr., Vice President

Willard G. Dellicker, Treasurer

Greg Sanders, Secretary

Todd Hernandez

Ronald L. Morrison

Joseph J. Reiter

Leroy Sorensen

Phillip Toll

John E. Freund III, Esq., Solicitor

ADMINISTRATION

Dr. Mary Anne Wright, Superintendent

Jennifer Holman, Assistant Superintendent

Dr. Mark Scott, Director of Pupil Services

Luann E. Matika, Director of Human Resources

LeAnn M. Stitzel, Director of Curriculum

Aileen Yadush, High School Principal

Donald B. Allen, High School Assistant Principal

Laurie Hoppes, Middle School Principal

Amy Wahl, Middle School Assistant Principal

Jill Berlet, Elementary Principal

Maria Pulli, Elementary Principal

INTRODUCTION The Grade 7 English Language Arts curriculum guide contains planned course formats for the Northwestern Lehigh School District. The content of this document describes the objectives, activities, assessments, content, time frame, and standard alignment that serve as a guide to the specific units of study offered in Reading, Writing, Speaking, and Listening. The Grade 7 English Language Arts curriculum guide is the product of much diligent work on the part of the following staff members who contributed during the 2013-2014 school years:

Jessica Becker Regina Wood

This document reflects their efforts to establish a well-defined and organized approach to teaching English Language Arts in the Northwestern Lehigh School District.

Approved by Northwestern Lehigh School District Board of Education

2014

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Grade 7 Language Arts Standard Area: Big Idea:

Listening and Speaking/Comprehension and Collaboration Active listeners make meaning from what they hear by questioning, reflecting, responding and evaluating.

Curriculum Framing Questions:

Essential Questions: • What do good listeners do? • How do active listeners make meaning? • How do active listeners know what to believe in what they hear?

Unit Questions:

PA Core Standards Addressed: CC.1.5.7.A CC.1.5.7.B CC.1.5.7.C

Desired Results: Concepts/Competencies (what do we want the students to know and be able to do)?

• Engage effectively in a range of collaborative discussions, on various topics, texts, and issues, building on others’ ideas and expressing their own clearly.

• Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

• Analyze the main ideas and supporting details presented in diverse media formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

Materials (Include technology resources):

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Assessments: (How will students demonstrate understanding of objectives? Identify when formative assessments will take place. Assessments may include projects, demonstrations, presentations, group work, writing pieces, checklists, etc.)

Differentiated Instruction Strategies:

Time Frame: (Number of Lessons and Month)

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Grade 7 Language Arts Standard Area: Big Idea:

Listening and Speaking/Conventions of Standard English Effective speakers prepare and communicate messages to address the audience and purpose

Curriculum Framing Questions:

Essential Questions: • How do task, purpose, and audience influence how speakers craft and

deliver a message? • How do speakers employ language and utilize resources to effectively

communicate a message? Unit Questions:

PA Core Standards Addressed: CC.1.5.7.G

Desired Results: Concepts/Competencies (what do we want the students to know and be able to do)?

• Demonstrate command of the conventions of standard English when speaking.

Materials (Include technology resources):

Assessments: (How will students demonstrate understanding of objectives? Identify when formative assessments will take place. Assessments may include projects, demonstrations, presentations, group work, writing pieces, checklists, etc.)

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Differentiated Instruction Strategies:

Time Frame: (Number of Lessons and Month)

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Grade 7 Language Arts Standard Area: Big Idea:

Listening and Speaking/Integration of Knowledge and Ideas Effective speakers prepare and communicate messages to address the audience and purpose.

Curriculum Framing Questions:

Essential Questions: • How do speakers employ language and utilize resources to effectively

communicate a message? Unit Questions:

PA Core Standards Addressed: CC.1.5.7.F

Desired Results: Concepts/Competencies (what do we want the students to know and be able to do)?

• Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Materials (Include technology resources):

Assessments: (How will students demonstrate understanding of objectives? Identify when formative assessments will take place. Assessments may include projects, demonstrations, presentations, group work, writing pieces, checklists, etc.)

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Differentiated Instruction Strategies:

Time Frame: (Number of Lessons and Month)

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Grade 7 Language Arts Standard Area: Big Idea:

Listening and Speaking/Presentation of Knowledge and Ideas Effective speakers prepare and communicate messages to address the audience and purpose

Curriculum Framing Questions:

Essential Questions: • How do task, purpose, and audience influence how speakers craft and

deliver a message? • How do speakers employ language and utilize resources to effectively

communicate a message? Unit Questions:

PA Core Standards Addressed: CC.1.5.7.D CC.1.5.7.E

Desired Results: Concepts/Competencies (what do we want the students to know and be able to do)?

• Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

• Adapt speech to a variety of contexts and tasks.

Materials (Include technology resources):

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Assessments: (How will students demonstrate understanding of objectives? Identify when formative assessments will take place. Assessments may include projects, demonstrations, presentations, group work, writing pieces, checklists, etc.)

Differentiated Instruction Strategies:

Time Frame: (Number of Lessons and Month)

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Grade 7 Language Arts Standard Area: Big Idea:

Reading Informational Text/Craft and Structure - Critical thinkers actively and skillfully interpret, analyze, evaluate, and

synthesize information. - Effective readers use appropriate strategies to construct meaning. - An expanded vocabulary enhances one’s ability to express ideas and

information.

Curriculum Framing Questions:

Essential Questions: • How do readers know what to believe in what they read, hear, and view? • How do strategic readers create meaning from informational and literary

text? • What strategies and resources do I use to figure out unknown

vocabulary? Unit Questions:

PA Core Standards Addressed: CC.1.2.7.D CC.1.2.7.E CC.1.2.7.F

Desired Results: Concepts/Competencies (what do we want the students to know and be able to do)?

• Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that and of others.

• Analyze the structure of the test through evaluation of the author’s use of graphics, charts and the major section of the text.

• Determine the meaning of words and phrases as they are used in reading and content, including interpretation of figurative, connotative, and technical meanings.

Materials (Include technology resources):

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Assessments: (How will students demonstrate understanding of objectives? Identify when formative assessments will take place. Assessments may include projects, demonstrations, presentations, group work, writing pieces, checklists, etc.)

Differentiated Instruction Strategies:

Time Frame: (Number of Lessons and Month)

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Grade 7 Language Arts Standard Area: Big Idea:

Reading Informational Text/Integration of Knowledge and Ideas - Effective readers use appropriate strategies to construct meaning. - Critical thinkers actively and skillfully interpret, analyze, evaluate, and

synthesize information.

Curriculum Framing Questions:

Essential Questions: • How do strategic readers create meaning from informational and literary

text? • What is this text really about? • How does interaction with text provoke thinking and response? • How do readers know what to believe in what they read, hear, and view?

Unit Questions:

PA Core Standards Addressed: CC.1.2.7.G CC.1.2.7.H CC.1.2.7.I

Desired Results: Concepts/Competencies (what do we want the students to know and be able to do)?

• 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 affects the impact of the words).

• Evaluate an author’s argument, reasoning, and specific claims for the soundness of the argument and the relevance of the evidence.

• Analyze how two or more authors present and interpret facts on the same topic.

Materials (Include technology resources):

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Assessments: (How will students demonstrate understanding of objectives? Identify when formative assessments will take place. Assessments may include projects, demonstrations, presentations, group work, writing pieces, checklists, etc.)

Differentiated Instruction Strategies:

Time Frame: (Number of Lessons and Month)

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Grade 7 Language Arts Standard Area: Big Idea:

Reading Informational Text/Key Ideas and Details - Effective readers use appropriate strategies to construct meaning. - Critical thinkers actively and skillfully interpret, analyze, evaluate, and

synthesize information.

Curriculum Framing Questions:

Essential Questions: • How do strategic readers create meaning from informational and literary

text? • What is this text really about? • How does interaction with text provoke thinking and response?

Unit Questions:

PA Core Standards Addressed: CC.1.2.7.A

CC.1.2.7.B

CC.1.2.7.C

Desired Results: Concepts/Competencies (what do we want the students to know and be able to do)?

• 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.

• Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text.

• Analyze the interactions between individuals, events, and ideas in a text.

Materials (Include technology resources):

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Assessments: (How will students demonstrate understanding of objectives? Identify when formative assessments will take place. Assessments may include projects, demonstrations, presentations, group work, writing pieces, checklists, etc.)

Differentiated Instruction Strategies:

Time Frame: (Number of Lessons and Month)

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Grade 7 Language Arts Standard Area: Big Idea:

Reading Informational Text/Range of Reading Effective readers use appropriate strategies to construct meaning

Curriculum Framing Questions:

Essential Questions: • How do strategic readers create meaning from informational and literary

text? • What is this text really about? How do readers know what to believe? • How does what readers’ read influence how they should read it? • How does a readers’ purpose influence how text should be read?

Unit Questions:

PA Core Standards Addressed: CC1.2.7.L

Desired Results: Concepts/Competencies (what do we want the students to know and be able to do)?

• Read and comprehend literary non-fiction and informational text independently and proficiently.

Materials (Include technology resources):

Assessments: (How will students demonstrate understanding of objectives? Identify when formative assessments will take place. Assessments may include projects, demonstrations, presentations, group work, writing pieces, checklists, etc.)

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Differentiated Instruction Strategies:

Time Frame: (Number of Lessons and Month)

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Grade 7 Language Arts Standard Area: Big Idea:

Reading Informational Text/Vocabulary Acquisition and Use - An expanded vocabulary enhances one’s ability to express ideas and

information - Effective readers use appropriate strategies to construct meaning.

Curriculum Framing Questions:

Essential Questions: • Why learn new words? • What strategies and resources do I use to figure out unknown

vocabulary? • How do strategic readers create meaning from informational and literary

text? • What strategies and resources do learners use to figure out unknown

vocabulary? Unit Questions:

PA Core Standards Addressed: CC.1.2.7.J CC.1.2.7.K

Desired Results: Concepts/Competencies (what do we want the students to know and be able to do)?

• Acquire and accurately use academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

• Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies and tools.

Materials (Include technology resources):

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Assessments: (How will students demonstrate understanding of objectives? Identify when formative assessments will take place. Assessments may include projects, demonstrations, presentations, group work, writing pieces, checklists, etc.)

Differentiated Instruction Strategies:

Time Frame: (Number of Lessons and Month)

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Grade 7 Language Arts Standard Area: Big Idea:

Reading Literature/Craft and Structure - Critical thinkers effectively and skillfully interpret, analyze, evaluate and

synthesize information. - Effective readers use appropriate strategies to construct meaning. - An expanded vocabulary enhances one’s ability to express ideas and

information.

Curriculum Framing Questions:

Essential Questions: • How do readers know what to believe in what they read, hear and view? • How does interaction with text provoke thinking and response? • How do strategic readers create meaning from informational and literary

text? • How does what readers read influence how they should read? • Why learn new words? • What strategies and resources do I use to figure out unknown

vocabulary? • How do learners develop and refine their vocabulary?

Unit Questions:

PA Core Standards Addressed: CC.1.3.7.D CC.1.3.7.E CC.1.3.7.F

Desired Results: Concepts/Competencies (what do we want the students to know and be able to do)?

• 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. • Analyze the development of the meaning through the overall structure of

the text. • Determine the meaning of words and phrases as they are used in a text,

including interpretation of figurative connotative meanings, by using a range of strategies.

Materials (Include technology resources):

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Assessments: (How will students demonstrate understanding of objectives? Identify when formative assessments will take place. Assessments may include projects, demonstrations, presentations, group work, writing pieces, checklists, etc.)

Differentiated Instruction Strategies:

Time Frame: (Number of Lessons and Month)

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Grade 7 Language Arts Standard Area: Big Idea:

Reading Literature/Integration of Knowledge and Ideas - Effective readers use appropriate strategies to construct meaning. - Critical thinkers actively and skillfully interpret, analyze, evaluate, and

synthesize information.

Curriculum Framing Questions:

Essential Questions: • How do strategic readers create meaning from informational and literary

text? • What is this text really about? • How do readers know what to believe? • How does what readers read influence how they should read it? • How does a reader’s purpose influence how text should be read? • How do readers know what to believe in what they read, hear, and view? • How does interaction with text provoke thinking and response?

Unit Questions:

PA Core Standards Addressed: CC.1.3.7.G CC.1.3.7.H

Desired Results: Concepts/Competencies (what do we want the students to know and be able to do)?

• Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

• Compare and contrast a fictional portrayal of a time, place or character and an historical account of the same period as a means of understanding how authors of fiction use or alter history.

Materials (Include technology resources):

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Assessments: (How will students demonstrate understanding of objectives? Identify when formative assessments will take place. Assessments may include projects, demonstrations, presentations, group work, writing pieces, checklists, etc.)

Differentiated Instruction Strategies:

Time Frame: (Number of Lessons and Month)

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Grade 7 Language Arts Standard Area: Big Idea:

Reading Literature/Key Ideas and Details - Effective readers use appropriate strategies to construct meaning. - Critical thinkers actively and skillfully interpret, analyze, evaluate, and

synthesize information.

Curriculum Framing Questions:

Essential Questions: • How do strategic readers create meaning from informational and literary

text? • What is this text really about? • How does interaction with text provoke thinking and response?

Unit Questions:

PA Core Standards Addressed: CC.1.3.7.A CC.1.3.7B CC.1.3.7C

Desired Results: Concepts/Competencies (what do we want the students to know and be able to do)?

• 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.

• Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text.

• Analyze how particular elements of a story or drama interact and how setting shapes the characters or plot.

Materials (Include technology resources):

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Assessments: (How will students demonstrate understanding of objectives? Identify when formative assessments will take place. Assessments may include projects, demonstrations, presentations, group work, writing pieces, checklists, etc.)

Differentiated Instruction Strategies:

Time Frame: (Number of Lessons and Month)

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Grade 7 Language Arts Standard Area: Big Idea:

Reading Literature/Range of Reading Effective readers use appropriate strategies to construct meaning

Curriculum Framing Questions:

Essential Questions: • How do strategic readers create meaning from informational and literary

text? • What is this text really about? • How do readers know what to believe? • How does what readers’ read influence how they should read it? • How does a readers’ purpose influence how text should be read?

Unit Questions:

PA Core Standards Addressed: CC.1.3.7K

Desired Results: Concepts/Competencies (what do we want the students to know and be able to do)?

• Read and comprehend literary fiction, reading independently and proficiently.

Materials (Include technology resources):

Assessments: (How will students demonstrate understanding of objectives? Identify when formative assessments will take place. Assessments may include projects, demonstrations, presentations, group work, writing pieces, checklists, etc.)

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Differentiated Instruction Strategies:

Time Frame: (Number of Lessons and Month)

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Grade 7 Language Arts Standard Area: Big Idea:

Reading Literature/Vocabulary Acquisition and Use - Effective readers use appropriate strategies to construct meaning. - An expanded vocabulary enhances one’s ability to express ideas and

information.

Curriculum Framing Questions:

Essential Questions: • How do strategic readers create meaning from informational and literary

text? • Why learn new words? • What strategies and resources does the learner use to figure out unknown

vocabulary? • How do learners develop and refine their vocabulary?

Unit Questions:

PA Core Standards Addressed: CC.1.3.7.I CC.1.3.7.J

Desired Results: Concepts/Competencies (what do we want the students to know and be able to do)?

• Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and content, choosing flexibly from a range of strategies and tools

• Acquire and accurately use general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word of phrase important to comprehension or expression.

Materials (Include technology resources):

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Assessments: (How will students demonstrate understanding of objectives? Identify when formative assessments will take place. Assessments may include projects, demonstrations, presentations, group work, writing pieces, checklists, etc.)

Differentiated Instruction Strategies:

Time Frame: (Number of Lessons and Month)

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Grade 7 Language Arts Standard Area: Big Idea:

Writing - Audience and purpose influence the writer’s choice of organizational pattern,

language, and literacy techniques. - Rules of grammar and convention of language support clarity of

communications between writers/speakers, and readers/listeners. - Critical thinkers actively and skillfully interpret, analyze, evaluate, and

synthesize information. - Effective research requires multiple sources of information to gain or expand

knowledge.

Curriculum Framing Questions:

Essential Questions: • Why do writers write? • What is the purpose? • What makes clear and effective writing? • Who is the audience? • What will work best for the audience? • What is the purpose? • How do grammar and the conventions of language influence spoken and

written communication? • How do readers know what to believe in what they read, hear, and view? • How does one best present findings? • What does a reader look for and how can s/he find it? • How does a reader know a source can be trusted?

Unit Questions:

PA Core Standards Addressed: CC.1.4.7.B CC.1.4.7.H CC.1.4.7.N CC.1.4.7.X

Desired Results: Concepts/Competencies (what do we want the students to know and be able to do)? Focus of Writing

• Informational: Identify and introduce the topic clearly, including a preview of what is to follow.

• Opinion: Introduce and state an opinion on a topic. • Narrative: Engage and orient the reader by establishing a context and

point of view and introducing a narrator and/or characters.

Range of Writing • Write routinely over extended time frames (time for research, reflection,

and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

CC.1.4.7.C CC.1.4.7.I CC.1.4.7.O CC.1.4.7.D CC.1.4.7.J CC.1.4.7.P CC.1.4.7.T CC.1.4.7.E CC.1.4.7.K CC.1.4.7.Q CC.1.4.7.F CC.1.4.7.L CC.1.4.7.R

Content of Writing • Informational: Develop and analyze the topic with relevant facts,

definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension.

• Opinion: Acknowledge alternate or opposing claims and support claim with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic.

• Narrative: Use narrative techniques such as dialogue, description, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Organization of Writing

• Informative: Organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.

• Opinion: Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s) and reasons by using words, phrases, and clauses to create cohesion; provide a concluding statement or section that follows from and supports the argument presented.

• Narrative: Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another; provide a conclusion that follows from and reflects on the narrated experiences and events.

Writing Process

• 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.

Style of Writing

• Use precise language and domain-specific vocabulary to inform about or explain the topic; use sentences of varying lengths and complexities; recognize and eliminate wordiness and redundancy; develop and maintain a consistent voice; establish and maintain a formal style.

Conventions of Language

• Demonstrate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. (Phrases and clauses; simple, compound, complex, compound-complex sentences; misplaced and dangling modifiers)

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

CC.1.4.7.S CC.1.4.7.U CC.1.4.7.V CC.1.4.7.W

Response to Literature

• Draw evidence from literary or informational texts to support analysis, reflection, and research, applying reading standards for literature and literary non-fiction.

Technology and Publication

• 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.

Conducting Research

• Conduct short research projects to answer a question, drawing on several sources and generating additional related, questions for further research and investigation.

Credibility, Reliability, and Validity of Sources

• Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Materials (Include technology resources):

Assessments: (How will students demonstrate understanding of objectives? Identify when formative assessments will take place. Assessments may include projects, demonstrations, presentations, group work, writing pieces, checklists, etc.)

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Differentiated Instruction Strategies:

Time Frame: (Number of Lessons and Month)