Horizontal Curriculum Map by 3-Week Block COURSE: English 7 Common Core Standard(s) Topic(s)/ Essential Question(s) Content/Materials Assessments Academic Vocabulary 1A Week 1 RL7.1, 2, 4 RI7.1, 2, 4 W7.3a-e, 4 SL7.1a-d RI7.5 W7.2 W7.9 SL7.1 What is annotation? How do you use annotation to understand what you are reading? What is a cognitive strategy? What is theme? How do you determine theme? How is topic different than theme? What is a thematic statement? What does an introductory paragraph include? “It’s hard to be a hero”–Joe Nocero. Annotate using C-A-T-C-H “Hideaki Akaiwa: Scuba Hero” by Mark Magnier March 17, 2011 Power point on cognitive strategies Video examples Power point on theme in non-fiction and thematic statement Quick writes on theme of videos How to write an introductory paragraph Types of hooks (ppt) (practice introductory paragraphs) only one way to stop a bully”—Susan Engel and Marlene Sandstrom (annotate using cognitive strategies, commentary, thematic statement, essay) Informal commentary Class discussion Independent annotation Writing introductions Write different types of hooks (for introductory paragraph) (thematic statement as thesis) Theme annotation, commentary précis, cognitive cognitive strategies, details, introduction hook
1A Weeks 2 and 3 RL7.1 RL7.6 RL7.9 RI7.1 W7.4 W7.9 How do individuals survive in challenging environments? How do culture, time, and place influence the development of identity? How does reading different texts about the same topic build our understanding? How do writers use narrative techniques to convey characters’ perspectives? A Long Walk to Water, Linda Sue Park “Life and in Darfur: Sudan’s Refugee Crisis Continues, Current Events, April 7 2006, 2 Excerpted section: “Time Trip, Sudan’s Civil war.” Karl Vick, “Sudanese Tribes Confront Modern War,” Washington Post Foreign Service Stephen Buckley, “Loss of Culturally Cattle leaves Dinka tribe Adrift in Refugee Camps,” Washington Post Foreign Service Group discussion Observation of participation Answers to text dependent questions Students’ notes Quick Writes Group charts Graphic organizers Exit tickets Annotation Commentary Précis Group work Mid-Unit 1: Identifying Perspective and Using Evidence from A Long Walk to Water (RL. 7.1 and RL7.6) End of Unit 1 Identifying Perspective and using Evidence from Informational Texts about th eDinka and Nuer Tribes (RI. 7.1, W.7.4 and W.7.9) Scenario Determine Representation Central ideas Literary text Analyze Contrast of view Text feature Cite Text-based evidence Summarize Inference
1B RL7.1 RL7.2 RL7.9 RI7.1 RI7.9 W7.2 W7.4 W7.8 W7.9 L7.1 L7.2 L7.6 What is theme? How does the author develop and contrast the two characters’ point of view? How do I cite several pieces of evidence? How do I analyze the development of a theme? How do I write texts? How do I use correct grammar and usage when writing or speaking? A Long Walk to Linda Sue Park “Life and Death in Darfur: Sudan’s Refugee Crisis Continues, Current Events, April 7 2006, 2 Excerpted section: “Time Trip, Sudan’s Civil war.” Karl Vick, “Sudanese Tribes Confront Modern War,” Washington Post Foreign Service Stephen Buckley, “Loss of Culturally Cattle leaves Dinka tribe Adrift in Refugee Camps,” Washington Post Foreign Service Structured (Think-Write-Pair- Share Structured notes Chalk Talk group anchor chart Mid-Unit 2: Comparing “Water for Sudan” and A Long Walk to Water (RI7.1, RL7.1 and RL7.9) End of Unit Assessment, Part 1: Draft Writing about the Theme of Survival (RL7.1, RL 7.2, W7.2, W7.9 and L7.6) End of Unit 2, Part 1: final Draft Writing about the Theme of Survival (RL7.1, RL7.2, W7.4, W7.8, W7.9, L7.1, L7.2 and L7.6) A A n Vocabulary Materials advocate mission transform empower principle coherence complex ideas concepts precise transitions unified enhance exhibit predominantly
1C RL7.6 RL7.11 RI7.1 W7.3 W7.4 W7.5 W7.8 W7.9 L7.1 L7.2 How do authors develop and contrast the points of view of characters and narrators in a literary text? How do I cite evidence? How do I gather relevant information from a variety of sources? How do I and paraphrase? How do I use correct capitalization, punctuation and spelling? A Long Walk to Linda Sue Park “Life and Death in Darfur: Sudan’s Refugee Crisis Continues, Current Events, April 7 2006, 2 Excerpted section: “Time Trip, Sudan’s Civil war.” Karl Vick, “Sudanese Tribes Confront Modern War,” Washington Post Foreign Service Stephen Buckley, “Loss of Culturally vital Cattle leaves Dinka tribe Adrift in Refugee Camps,” Washington Post Foreign Service chart Graphic organizer Annotation Précis Commentary discussion Mid-Unit 3: Author’s Juxtaposition in A Long Walk to Water (RL7.1, RL7.2 and RL7.6) End of Unit 3: Using Strong Evidence (rL7.1, RI7.1, L7.2, W7.9) Final Performance Task: Two-Voice Poem (RL7.6, RL7.11, and L7.2) Juxtapose Critique Cite Ellipses Audible Varied Precise Compare contrast
2A RL7.3 RL7.1 W7.1 W7.9 W7.5 L7.1 L7.2 What are working conditions, and why do they matter? How do workers, the government, business, and consumers bring about change in working conditions? How does reading one section of a text closely help me understand it better? How can you tell the difference between a useful and a not useful research question? How does a speaker develop and organize his central claim? Katherine Patterson, Lyddie Mill times, David Macaulay (recommended) Cesar Chavez, “Statement at Pacific Lutheran University,” speech given in March,1989 Cesar Chavez, “Commonwealth Club Address,” speech given on November 9, 1984 Cesar Chávez, “the Wrath of Grapes,” speech given in May 1986 a summary. Annotate Thematic statement Commentary Analyze structure of a paragraph (including role of particular sentences in developing and refining a key concept). Mid-Unit 1 Assessment: How working conditions affected Lyddie (RL7.1 and RL7.3) End of Unit 1: Argument Essay about Lyddie (RL7.1, RL7.3,W7.1, W7.9a; W.7.5, L.71,L7.2) Infer Explicitly Implied Synthesize Plot Setting Character Effect Affect Implicitly Infer
2B RI7.1` RI7.2 RI7.3 RI7.5 How do I determine a theme or central idea of an informational piece? How do I analyze the interactions between individuals, events and ideas in a text? How are informational organized? Katherine Patterson, Lyddie Mill times, David Macaulay (recommended) Cesar Chavez, “Statement at Pacific Lutheran University,” speech given in March,1989 Cesar Chavez, “Commonwealth Club Address,” speech given on November 9, 1984 Cesar Chávez, “the Wrath of Grapes,” speech given in May 1986 Mid-Unit 2 Assessment: How Chavez Develops His Claims in the Commonwealth Club Address (RI7.1, RI7.2, RI7.3,RI7.5) End of Unit 2 Assessment: Analyzing the Structure of Chavez’s “Wrath of Grapes” speech (RI7.1,RI7.2, RI7.3 and RI7.5) Rhetoric Emotionally charged words Counterclaim Credible Subjugated Critical
2C W7.7 W7.8 W7.2 W7.4 W7.6 L7.3 L7.6 How do I conduct research projects to answer a question? How do I use several sources in my research? How do I and paraphrase? Katherine Patterson, Lyddie Mill times, David Macaulay (recommended) Cesar Chavez, “Statement at Pacific Lutheran University,” speech given in March,1989 Cesar Chavez, “Commonwealth Club Address,” speech given on November 9, 1984 Cesar Chávez, “the Wrath of Grapes,” speech given in May 1986 Mid-Unit 3 Assessment: Gathering Relevant Information and generating Additional Research questions (W7.7, and W7.8) End of Unit Assessment: Writing a Research Synthesis (W7.7 and W7.8) Performance Task: consumer’s Guide to Working Conditions in the Garment Industry (W7.2a,b,d,f, W7.4, W7.6, W7.7, W7.8, L7.3 and L7.6) Developing Cost of living Effective Ineffective Evaluate Synthesize specific Plagiarism Paraphrase Succinct anecdote
3A RI7.2 RI7.1 RI7.3 W7.4 SL7.1 RI7.5 RL7.11a How do individuals define themselves? How can struggling with your identity help you to strengthen your sense of self? How can reading different texts about the same topic build our understanding of a complex idea? English, and Jonathan Weiner. Nadia's Hands. Honesdale, PA: Boyds Mills, 1999. Perlstein, Linda. Not Much, Just Chillin: The Hidden Lives of Middle Schoolers. New York: Farrar, Straus and Giroux, 2003. Erika Packard, “Team Players,” Monitor, September 2006, Vol 37, No. 8. Cindy Morand, “The Border," Red: Teenage Girls of America Write on What Fires Up Their Lives Today, Penguin/Plume, 2007. Grace Lin, “Why Couldn’t Snow White Be Chinese?” Diane Gonzales Bertrand, “My Own True Name," Chocolate for a Teen's Spirit: Inspiring Stories For Young Women About Hope, Strength, and Wisdom, Simon & Schuster, 2002. Denise Winterman, “Teen Slang: What's, like, so wrong with like?” BBC News Magazine, September 2010. Julianne Micoleta, “Generation Z Teens Stereotyped As 'Lazy And Unaware,” Huffington Post, March, 2012. Reniqua Allen, “Is Money Affecting Your Social Status?” Teen Vogue, Group discussion Observation of participation Answers to text dependent questions Students’ notes Quick Writes Group charts Graphic organizers Exit tickets Annotation Commentary Précis Mid-Unit Assessment: Evidence, Ideas and Interactions: “Why Couldn’t Snow White Be Chinese?” RI.7.1, RI.7.2, and RI.7.3 End of Unit Assessment:Claims, Interactions and Text Structure: “Is Money Affecting Your social Status?” (RI.7.1, 7.2, RI.7.3, and RI.7.5) Identify Metaphor Internal External Identifiers Analysis Central idea Stereotype Analyze Develop Contrast Points of view Characters Text features
4B W7.8 L7.4 RI7.9 W7.7 W7.8 W7.1 W7.9 RI7.9a SL7.2a SL7.1 SL7.1a SL7.4 SL7.5 SL7.6 presentation? David Brooks, “Beyond the Brain” in The New York Times, June 18, 2003, A25. Nicholas Carr and Peter Norvig, “Is Google Making Us Stupid?” in New York Times Upfront (Vol. 143, Issue 3), Oct. 4, 2010, 22. Peter Gray, “The Many Benefits, for Kids, of Playing Video Games,” Psychology Today online, Jan. 7, 2012, as found at Jane McGonigal, “Gaming Can Make a Better World” (video), Ted Talks, Feb. 2010, as found at Queensland University of Technology, “Video Games Benefit Children, Study Finds.”, Medical Xpress, Jan. 16, 2013, as found at Sy Mukherjee, “Why Facebook Could Actually Be Good for Your Mental Health,” ThinkProgress, i St. Clair, “Can You Unplug for 24 Hours?” The Huffington Post, March 22, 2012, as found at Margaret Desler, M.D., “Guest Opinion: Step Away from the Screen,” Contra Costa Times, May 2, 2013. Jeffrey Brown, Nicholas Carr, and Mathew Kielty. “Nicholas Carr’s ‘The Shallows: What the Internet is Doing to Our Brains’”. PBS News Hours, August 27, 2010, as found at March 19, 2013, as found at Group discussion Observation of participation Answers to text dependent questions Students’ notes Quick Writes Group charts Graphic organizers Exit tickets Annotation Commentary Précis work Mid-Unit Assessment, Part 1: Tracing and Evaluating Arguments (RI7.8, SL7.3) Mid-Unit Assessment, Part 2: Research task: Comparing and Contrasting Texts (RI7.9, W7.7, W7.8L7.4c, L7.4d) End of Unit 2 Assessment: Making a Claim about Recommended Screen Time (Part I:SL7.1, SL7.1a, SL7.1e; Part II:SL7.3a, SL7.4,5,6,and 9a Argument writing Informational writing Evidence Evaluate Sound/unsound reasoning Relevant Sufficient Logical Refute
4C RI7.1 RI7.8 W7.1 W7.4 W7.5 W7.8 W7.9 L7.6 L7.6 RL7.11b How do I identify the argument and specific claims in a text? How do I arguments to support claims with clear reasons and relevant evidence? How do I plan a position paper? How do I cite sources? How do I build my vocabulary? Mid-Unit 3 Assessment: First Draft of Position Paper (RI7.1, W7.1,a,b,e, W7.4, W7.9) independent reading product (RL 7.11b, RI7.10, W7.9) End of Unit 3 Assessment: Final Draft of Position Paper and Reflection on the Writing Process (RI7.1, W7.1c,d,W7.4, W7.5 and L7.6) Sustainable Advocate Paragraph Position Argument Claim sources