Jr./Sr. High School Name of Course: English Language Arts Grade Level: 7th Educational Curriculum Level Jr./Sr. High School Person(s) Revising Curriculum 1. Linda Miller 2. English Department 3. Erin Barlett 4. ***Revised for the 13-14 school year
Date: Fall, Quarters 1 and 2, 2013 Unit 1: Nightjohn by Gary Paulsen Length: 5 weeks Some may think that the subject of slavery is too harsh for 7 th graders, but it is vital that students at this age begin to understand the past in order to avoid such atrocities in the future. This story also emphasizes perseverance and determination in the face of adversity and deals with the issue of bullying as well. slavery began many years before the Civil War, and that there were many causes to the Civil War. if it is true that history repeats itself, we must have an understanding of the past in order to make a better future. the mistakes of the past can help us become better citizens today. we often take our freedoms for granted. Even today, there are many societies that do not share the freedoms that we take for granted today. perseverance and determination are key in overcoming adversity. Students will learn that... slavery began many years before the Civil War. slavery was only one cause of the Civil War. even though slavery existed, we have done much to overcome oppression. bullying is a form of oppression that we can eradicate. they can be overcomers and not victims. all life is valuable. good readers ask questions and gain meaning from relative experiences. dialect adversity oppression perseverance determination spirit of compromise abolitionists Why is it important to learn to read and write? How do people maintain self-worth when faced with oppression? What can I learn from the past that can help me to become a better person today? What experiences from my past can help me to understand perseverance and determination? conduct research to develop background knowledge concerning slavery and the civil war. ask relevant questions and participate in discussion concerning slavery and oppression. relate the author s purpose based on real-life slave experiences. use vocabulary correctly in a word s various forms (part of speech or tense). use vocabulary in speaking situations as well as for writing. C.C. Reading Informational Texts 1.2.7 C, G, F, J, K, L; Reading Literature 1.3.7 A- J; Writing Informative 1.4.7 R-X
Date: Fall, Quarter 1, 2013 Unit 2: Walk Two Moons by Sharon Creech Length: 4 weeks It is very difficult for young adolescents to accept or even consider such difficult situations as loss and grieving. Walk Two Moons by Sharon Creech provides a quirky yet thoughtful look into how a young person reacts to loss. This novel is filled with idioms and colloquialisms that provide a challenge to the young reader as well. Finally, as Sal works her way across the United States with her grandparents and deals with the death of her mother, students have the opportunity to work cross curricula as they are learning about states and capitals in Social Studies. family relationships can be different from traditional ideas. as they can create their own identities and learn about their cultural backgrounds, they can be inspired by others. literary elements and devices are common in fiction. grieving is a process, but that process is different for every individual. loss can be handled better with the support of others. first impressions are not what they always seem to be. author s use literary elements and devices such as idioms and colloquiums to enhance their writing. good readers ask questions and gain meaning from relative experiences. the states and their capitals based on Salamanca s trip across the country. dialect adversity the grieving process various vocabulary words specific to the novel How do our perceptions change as we learn more about someone? How can we work together and find support to accept loss? What can I learn from my cultural background that I did not know before? How and why do author s use literary elements and devices to make literature more interesting? identify various states and their capitals. ask relevant questions and participate in discussion concerning first impressions and loss. relate the author s purpose and identify the use of literary devices and elements define vocabulary in context. plan a pretend cross-country trip identifying states and capitals not presented in the novel. C.C. Reading Literature 1.3.7 A- J; Writing Explanatory and Argumentative Texts 1.4.7 A-K
Date: Winter, Quarter 2, 2013 Unit 3: A Christmas Carol by Charles Dickens Length: 6 weeks Classical literature stands the test of time; therefore, students need to be exposed to classical literature as a means of understanding the past, the present, and the future. Many of our American holiday traditions are directly related to A Christmas Carol. Students may find it quite interesting that many of the traditions presented in A Christmas Carol are still practiced today and originated from European backgrounds. Students will also have the opportunity to examine themselves and their responsibility to society as they analyze the of Scrooge, the mistakes of his past, and his redemption and hope for the future. repentance and forgiveness are keys to a better future. classical literature influences today s culture. an author s theme is supported within the text and can be universal. theme is a way of examining ourselves and our responsibility as a member of an appropriate society. that it is never too late to change. the istics of classical literature. how author s use literary elements and devices effectively. that theme is varied and universal. cultural traditions vary but come from specific origins. repentance foreshadowing flashback allusion simile metaphor tone genre various vocabulary words specific to the novel C.C. Reading Literature 1.3.7 A- J; Writing Explanatory and Argumentative Texts 1.4.7 A-K What makes this selection classical? What can I learn from the s and themes of A Christmas Carol that will help me become a better person? What can I learn from my cultural background that I did not know before? How and why do authors use literary elements and devices to make literature more interesting? identify the causes of Scrooge s demeanor. write a behavior plan for Scrooge and present it to the class. recognize cultural influence. express the themes of the novel and how they relate personally. relate the author s purpose and identify the use of literary devices and elements define vocabulary in context.
Date: Spring, Quarter 3 and 4, 2014 Unit 4: Beowulf Length: 6 weeks Classical literature stands the test of time; therefore, students need to be exposed to classical literature as a means of understanding the past, the present, and the future. The earliest known manuscript that exists as part of the evolution of the English narrative is the epic poem Beowulf. Epic poems and narratives such as Beowulf provide a foundation of what a hero is. While heroism of the past required superhuman, physical strength, students will realize that overcoming adversity and using that wisdom to help others is also heroic, and in that, we can all be a hero to someone. the Vikings were a harsh, raiding culture, but within their various tribes there was unity, loyalty, and compassion. heroism is not just about physical strength. classical literature influences today s culture. an author s theme is supported within the text and can be universal. theme is a way of examining ourselves and our responsibility as a member of an appropriate society. that the Viking culture was fearsome, but within their varied cultures, we can learn their legacy concerning politics, religion, and law that continues within our culture today. that a hero is not just about being physically strong. how author s use literary elements and devices effectively. that theme is varied and universal. repentance foreshadowing flashback hubris digression juxtaposition epic poem bard kenning prose allusion simile metaphor tone genre hyperbole various vocabulary words specific to the novel C.C. Reading Literature 1.3.7 A- J; Writing Informative Texts 1.4.7 A-L, S, U-X Who were the Vikings? What can we learn from the Viking culture? What are the qualities and istics of a hero? How and why do authors use literary elements and devices to make literature more interesting? What can I learn from the s and themes of Beowulf that will help me become a better person? What legacy can I leave for others? apply research skills to learn about the Viking culture prior to the reading of Beowulf. recognize cultural influence that continues to exist today. express the themes of the manuscript and how these themes relate both personally and to society. relate the author s purpose and identify the use of literary devices and elements define vocabulary in context.
Date: Spring, Quarter 3 and 4, 2014 Unit 5: Literature Circles Length: 4-6 weeks Literature circles are a way for students to read in depth and demonstrate the skills and abilities that they have obtained during this grade level of reading. Students work cooperatively to perform various tasks relating to comprehension, critical thinking, teamwork, and individual responsibility. the ability to read a variety of texts requires independence, comprehension, and fluency. vocabulary including individual words, phrases, and clauses are used to construct literal and figurative meaning. theme is a way of examining ourselves and our responsibilities as a member of an appropriate society. how to use strategies to comprehend reading. theme is universal and relevant individually and to society. author s use literal and figurative language to create meaning. How do readers construct meaning from text? How can I figure out a word, phrase, or clause I don t know? What strategies can I use to understand important details in text? How and why do authors use literary elements and devices to make literature more interesting? How does the theme or how do the themes of a novel relate to me and to society? complete various literary jobs including discussion director, captain, literary luminary, connector, and vocabulary enricher. work in teams to collaborate and elaborate. demonstrate individual comprehension. repentance foreshadowing flashback hubris digression juxtaposition epic poem bard kenning prose allusion simile metaphor tone genre hyperbole literary devices and elements previously discussed various vocabulary words specific to each novel C.C. Reading Literature 1.3.7 A- J; Writing Informative Texts 1.4.7 A-L, S, T; Speaking and Listening 1.5.7 A, C, D, G