Grade English Pacing Guide – 2014-2015 - 1st Nine Weeks

Franklin City Public Schools 1 | P a g e

7th

Grade English Pacing Guide – 2014-2015 1st Nine Weeks

September 2014 October 2014

M T W Th F

1 2 3 4 5

8 9 10 11 12

15 16 17 18 19

22 23 24 25 26

29 30

M T W Th F

1 2 3

6 7 8 9 10

13 14 15 16 17

20 21 22 23 24

27 28 29 30 31

Assessment Dates:

Units Topics Text Reference/

Chapter

Standards of

Learning

Time Frame

# of blocks/days Week 1

September 3-6

Genre Study

Literary Genres

“Seventh Grade” by Gary Soto

Response Journal to “Seventh

Grade”

PowerPoint: Genres

Holt McDougal

Grade 7 Literature

Book – 4-11

Holt McDougal

Grade 7 Literature

Book – 36-43

Based on reading

from Holt McDougal

Grade 7 Literature

Book – 36-43

7.5b-c

7.5c

3 days

Week 1 – Writing The Writing Process Prezi: The Writing

Process

VDOE –The Writing

Process

7.7, 7.8 1 day

Week 1 – Editing Daily Edits Write Source Level 7

MUG Shots (Days 1-

5)

7.8 4 days


Chapter

Standards of

Learning

Time Frame


September 9-13

Short

Story/Nonfiction

Unit

Literary Elements

“Thank You, Ma’am” by

Langston Hughes

Paired Nonfiction: “Homeless”

eReading Activity: Identifying

literary elements

Checking for Understanding

PowerPoint:

Literary Elements

Holt McDougal

Grade 7 Literature

Book – 66

Readworks

eReading

Literary Elements

Sort

7.5a

7.5a

7.6a, d

7.5a

7.5a

2-3 days

Week 2 – Writing Writing Prompt for Baseline Data

Parts of Speech Review: Nouns

Common and Proper Nouns

Concrete and Abstract Nouns

Prompt from VDOE

List

PowerPoint/Prezi:

Nouns

Write Source

SkillsBook – 141-142

Write Source


7.7, 7.8

7.8f

2-3 days

Pre-Assessment Checkpoint Assessment Benchmark Assessment

Holiday End of Nine Weeks

http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/index.shtml

http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/index.shtml


Topics Text Reference/ Chapter Standards of

Learning

Time Frame

# of

blocks/days

Topics

Subject and Object Nouns

Specific Nouns


Write Source


Write Source


Nouns Review

Activity


MUG Shots (Days 6-

10)

7.8 5 days

Week 2 –

Intervention

Tiered Small Groups (Stations) Differentiated/tiered

activities designed

by teacher to help

students master

taught skills

7.5a, 7.6a, 7.6d,

7.8f

2-3 days


Chapter

Standards of

Learning

Time Frame


September 16-20

Short

Story/Nonfiction

Unit

Plot

“The Last Dog” by Katherine

Paterson

“The Dinner Party” by Mona

Gardner

Paired Nonfiction: “Mars”

Integrated SOL: Making

Inferences and Drawing

Conclusions


PowerPoint/Prezi:

Plot

Holt McDougal

Grade 7 Literature

Book – 46

Interactive Reader –

16-37

Holt McDougal

Grade 7 Literature

Book – 32

Readworks

Integrated into

discussions and

story questions

Plot Diagram for

Popular

Story/Movie

7.5a

7.5a

7.6a, d

7.5g, 7.6d

7.5a

2-3 days

Week 3 – Writing Narrative Prompt #1

Modeled Lesson: Prewriting

Strategies

Parts of Speech Review: Pronouns

Pronouns and Antecedents

Types of Pronouns

Person and Number of a Pronoun

Uses of Pronouns

Pronoun-Antecedent Agreement


Personal Narrative

Prewriting Graphic

Organizers

PowerPoint/Prezi:

Pronouns

Write Source


Write Source


Write Source


Write Source


Write Source


Sort – Nouns or

Pronouns and

identify functions

7.7, 7.8

7.7b

7.8f

2-3 days

Week 3 - Editing Daily Edits Write Source Level 7

MUG Shots (Days

11-15)

7.8 5 days



Chapter

Standards of

Learning

Time Frame

# of blocks/days Week 3 –

Intervention


activities designed

by teacher to help

students master

taught skills

7.5a, 7.5g, 7.6a,

7.6d, 7.7b, 7.8f

2-3 days

Week 4

September 23-27

Reading Fiction

Conflict

Mini-Lesson: Making Predictions

“Rikki Tikki Tavi” by Rudyard

Kipling



Conclusions


PowerPoint/Prezi:

Conflict

VDOE Lesson:

Identifying Types of

Conflict

Strategy Sheet

Holt McDougal

Grade 7 Literature

Book –


38-61

Integrated into

discussions and

story questions

Conflict graphic

organizer for well

known story or

given story

7.5a

7.5e

7.5a-c, e

7.5g

7.5a

2-3 days

Week 4 – Writing Narrative Prompt #1 (cont.)

Parts of Speech Review: Verbs

Action, Linking, and Helping

Verbs

Simple Verb Tenses

Irregular Verbs

Perfect Tenses

Transitive and Intransitive Verbs

Verbals


Personal Narrative

PowerPoint/Prezi:

Verbs

Write Source


Write Source


Write Source


Write Source


Write Source


Write Source


Edit given passage

to maintain

consistent verb tense

7.7, 7.8

7.8f

2-3 days


MUG Shots (Days

16-20)

7.8 5 days

Week 4 –

Intervention


activities designed

by teacher to help

students master

taught skills

7.5a-c, 7.5g, 7.5e,

7.6a, 7.6d, 7.8f

2-3 days



Chapter

Standards of

Learning

Time Frame


September 30 –

October 4

Reading Fiction and

Nonfiction

Character / Characterization

Mini-Lesson: Cause and Effect

“Zebra” by Chaim Potok

“An American Childhood” by

Annie Dillard

Nonfiction Passage: “Subway

Underground Worker”



Conclusions


PowerPoint/Prezi:

Character

Holt Power Notes

CD: Direct/Indirect

Characters

VDOE Lesson:

Identifying Direct

and Indirect

Characterization

PowerPoint/Prezi:

Cause and Effect

Holt McDougal

Grade 7 Literature

Book – 190

Holt McDougal

Grade 7 Literature

Book – 122


122-131

Readworks

Integrated into

discussions and

story questions

Paired Passage from

Paired Passages

Level 7 Resource

7.5a

7.5k, 7.6j

7.5a-c, e

7.6a, 7.6j

7.5g, 7.6d

7.5, 7.6

2-3 days

Week 5 – Writing Narrative Prompt #2 – focus on

detail and description

Parts of Speech Review:

Adjectives

Types of Adjectives

Compound Adjectives

Predicate Adjectives

Forms of Adjectives


Narrative Prompt

PowerPoint/Prezi:

Adjectives

Write Source


Write Source


Write Source


Write Source


Adjective Review

Activity

7.7, 7.8

7.8f

2-3 days


MUG Shots (Days

21-25)

7.8 5 days

Week 5 –

Intervention


activities designed

by teacher to help

students master

taught skills

7.5a-c, 7.5e, 7.5g,

7.5k, 7.6a, 7.6d,

7.6j, 7.8f

2-3 days



Chapter

Standards of

Learning

Time Frame


October 7-11

Short Stories

Reading Fiction and

Nonfiction

Theme

“The Two Brothers” by Leo

Tolstoy

“Amigo Brothers” by Piri Thomas

Readworks Nonfiction Passage



Conclusions


PowerPoint/Prezi:

Theme

Holt McDougal

Grade 7 Literature

Book – 319

Holt McDougal

Grade 7 Literature

Book – 322

Readworks

Integrated into

discussions and

story questions

eReading

Identifying Theme

Activity

7.5a

7.5a-c, e

7.6a, d

7.5g, 7.6d

7.5a

2-3 days

Week 6 – Writing Narrative Prompt #2 (cont.)

Parts of Speech Review: Adverbs

Adverbs

Forms of Adverbs

Conjunctive Adverbs


Narrative Prompt

PowerPoint/Prezi:

Adverbs

Write Source


Write Source


Write Source


Sort – Nouns or

Pronouns and

identify functions

7.7, 7.8

7.8f

2-3 days


MUG Shots (Days

26-30)

7.8 5 days

Week 6 –

Intervention


activities designed

by teacher to help

students master

taught skills

7.5a-c, 7.5e, 7.5g,

7.6a, 7.6d, 7.6j,

7.8f

2-3 days

Week 7

October 14-18

Media and

Persuasive Text

Reading Nonfiction

Persuasive Techniques (focus on

word choice)

Fact vs. Opinion

“The Unnatural Course of Time”

Nonfiction: “What Inspires

People?”

“Remarks at the Dedication of the

Aerospace Medical Health Center”

by President John F. Kennedy



Conclusions


PowerPoint/Prezi:

Persuasive

Techniques

Holt McDougal

Grade 7 Literature

Book – 154-157

Media Lesson on

Holt CD

PowerPoint/Prezi:

Fact vs. Opinion

Holt McDougal

Grade 7 Literature

Book – 183-196

Holt McDougal

Grade 7 Literature

Book – 976-977

Holt McDougal

Grade 7 Literature

Book – 978-980

Integrated into

discussions and

story questions

Paired Passage from

Paired Passages

Level 7 Resource

7.5b-d

7.6e

7.5b-d

7.6a, d, g

7.6a, d, g

7.5g, 7.6d

7.5, 7.6

2-3 days



Chapter

Standards of

Learning

Time Frame

# of blocks/days Week 7 – Writing Persuasive Prompt #1

Prewriting for a Persuasive

Prompt

Using Prewriting to Write

Effective Topic Sentences

Prepositions

Prepositional Phrases and Subject-

Verb Agreement


VDOE: Writing

Prompts

Prewriting Graphic

Organizers

PowerPoint/Prezi:

Topic Sentences

PowerPoint/Prezi:

Prepositions

Write Source


Write Source


Prepositions Review

Activity

7.7, 7.8

7.7c

7.7e

7.8f

2-3 days


MUG Shots (Days

31-35)

7.8 5 days

Week 7 –

Intervention


activities designed

by teacher to help

students master

taught skills

7.5b-d, 7.5g, 7.6a,

7.6d-e, 7.6g, 7.8f

2-3 days

Week 8

October 21-25

Reading Short

Stories - Fiction

Plot

Making and Confirming

Predictions

“The Lottery” by Shirley Jackson

“Sun and Shadow” by Ray

Bradbury



Conclusions


PowerPoint/Prezi:

Plot Elements

VDOE Lesson:

Making,

Confirming, and

Revising Predictions

Little Worlds

Collection – 53-62

Little Worlds

Collection – 117-125

Integrated into

discussions and

story questions

SOL Coach Book:

Plot

7.5a

7.5e

7.5a, e

7.5a, e

7.5g, 7.6d

7.5a

2-3 days

Week 8 – Writing Persuasive Prompt #1 (cont.)

Using Prewriting to Establish a

Central Idea for Essay

Interjections

Subordinating Conjunctions

Coordinating and Correlative

Conjunctions


VDOE: Writing

Prompts

PowerPoint/Prezi

Prewriting Graphic

Organizers

PowerPoint/Prezi:

Interjections

Write Source


PowerPoint/Prezi:

Conjunctions

Write Source


Write Source


Parts of Speech

Review: Write

Source SkillsBook -

199

7.7, 7.8

7.7d

7.8f

2-3 days

http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/writing_prompts/gr_8_writing_prompts.pdf





SOLs:

7.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry.

a) Describe the elements of narrative structure including setting, character development, plot structure, theme, and conflict.

b) Compare and contrast various forms and genres of fictional text.

c) Identify conventional elements and characteristics of a variety of genres.

d) Describe the impact of word choice, imagery, and literary devices including figurative language.

e) Make, confirm, and revise predictions.

g) Make inferences and draw conclusions based on the text.

k) Identify cause and effect relationships.

7.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.

a) Use prior and background knowledge as a context for new learning.

d) Draw conclusions and make inferences on explicit and implied information.

e) Differentiate between fact and opinion.

g) Describe how word choice and language structure convey an author’s viewpoint.

j) Identify cause and effect relationships.

7.7 The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion.

a) Identify intended audience.

b) Use a variety of prewriting strategies including graphic organizers to generate and organize ideas.

c) Organize writing structure to fit mode or topic.

d) Establish a central idea and organization.

e) Compose a topic sentence or thesis statement.

7.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

f) Demonstrate understanding of sentence formation by identifying the eight parts of speech and their functions in sentences.


Chapter

Standards of

Learning

Time Frame

# of blocks/days Week 8 - Editing Daily Edits Write Source Level 7

MUG Shots (Days

36-40)

7.8 5 days

Week 8 –

Intervention


activities designed

by teacher to help

students master

taught skills

7.5a, 7.5e, 7.5g,

7.6d, 7.7d, 7.8f

2-3 days

Week 9 – Reading

October 28 –

November 1

Benchmark Week

Small Group Tiered Stations

9 weeks review

activities to be

developed by

teacher

Activities focused on

SOLs students may

not have mastered

or showed difficulty

with

7.5a-e, 7.5g, 7.5k,

7.6a, 7.6d-e, 7.6g,

7.6j

2-3 days

Week 9 - Writing Small Group Tiered Stations

9 weeks review

activities to be

developed by

teacher

Activities focused on

SOLs students may

not have mastered

or showed difficulty

with

7.7, 7.7a-e, 7.8f 2-3 days


MUG Shots (Days

41-45)

7.8 5 days


Essential Knowledge, Skills and Processes:

To be successful with this standard, students are expected to:

7.5

Recognize the elements of narrative structure including:

o Setting – time, place, and duration;

o Character(s);

o External conflicts, such as

Individual vs. individual

Individual vs. nature

Individual vs. society

Individual vs. supernatural

Individual vs. technology

o Internal conflict – individual vs. self

o Plot – development of the central conflict, including

Initiating event

Rising action

Climax

Falling action

Resolution

o Theme.

Make inferences and draw conclusions based on information supplied by an author combined with the reader’s own background

knowledge.

Read, understand, and compare/contrast the characteristics and narrative structures of:

o Short stories;

o Novels (including historical fiction);

o Folk literature;

Tales

Myths

Legends

Fables

o Plays; and

o Narrative nonfiction (including personal essays, biographies, and autobiographies).

Identify characterization as the way an author presents a character and reveals character traits by:

o What a character says;

o What a character thinks;

o What a character does; and

o How other characters respond to the character.

Determine the theme or central idea of a text and analyze its development over the course of the text; provide an objective summary

of the text.

Make predictions before, during, and after reading texts.

Connect to prior knowledge of a subject.

Visualize and question while reading.

Draw inferences.

Synthesize information.

7.6

Activate prior knowledge before reading by use of, but not limited to small-group or whole-class discussion; anticipation guides; and

preview of key vocabulary.

Use the reading process to activate prior knowledge, predict, question, clarify, infer, organize, compare, summarize, and synthesize.

Notice the use of connotations and persuasive language to convey viewpoint.

Make inferences, which imply meaning, and draw conclusions based on both explicit and implied information.

Distinguish between a fact, which can be verified, and an opinion, which cannot.

7.7

Use a process for writing, including planning, drafting, revising, proofreading, editing, and publishing.

Identify intended audience and purpose.

Use a variety of brainstorming strategies including brainstorming, webbing, mapping, outlining, clustering, listing, and using graphic

organizers.

Choose an appropriate strategy for organizing ideas such as comparison/contrast, personal narrative, cause/effect, etc., and provide

transitions between ideas.

Understand and apply the elements of composing: central idea, elaboration, unity, and organization.

Develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event

sequences when writing narratives.

Organize an event sequence that unfolds naturally and logically.

Use narrative techniques, such as dialogue, pacing, and description to develop experiences, events, and/or characters.

Create multi-paragraph compositions focusing on a central idea and using elaborating details, reasons, or examples as appropriate for

audience and purpose.

Include an appropriate introduction and satisfying conclusion.

Sustain a formal style.

Vary sentence structure by using coordinating conjunctions: for, and, nor, but, or, yet, and so.

Use subordinating conjunctions to form complex sentences: after, although, as, as if, because, before, even if, even though, if, if only,

rather than, since, that, though, unless, until, when, where, whereas, wherever, whether, which, and while.


7.8

Understand that pronouns need to agree with antecedents.

Understand that verbs must agree with subjects.

Examine sentences to identify eight parts of speech with the intent of improving sentence

structure and variety, including noun, verb, pronoun, adjective, adverb, preposition,

conjunction, and interjection.

Maintain verb tense (past, present, future) throughout an entire piece of writing.

Essential Vocabulary:

The students will use the following vocabulary throughout the nine weeks of study to support student learning:

(word/definition)

Week 1 Vocabulary in Context

Ferocity

Linger

Portly

Quiver

Sheepishly

Unison


Barren

Frail

Mistrust

Presentable

Week 3 Academic Vocabulary

Copious

Disembodied

Evasive

Foray

Languishing

Posterity

Reproof

Vocabulary in Context – “The Last Dog”

Prominent

Belligerent

Innocuous

Persevere

Stern

Strenuously

Incarcerated

Gargantuan


Revive

Gait

Cower

Fledgling

Consolation

Cunningly

Valiant

Singe


Improvise

Perfunctorily

Redundant

Revert

Righteous

Simultaneously

Spherical

Translucent


Antagonism

Assent

Contorted

Converging

Incriminate

Optimistic

Revelation


Adversary

Aplomb

Apprehensive

Aptitude

Attentive


Banish

Barricade

Bluff

Brackish

Brandish

Week 8 Vocabulary in Context – “The Lottery”

Petulantly

Profusely

Reprimand

Scold

Soberly

Boisterous

Crane

Duly

Gravely

Jovial

Interminably

Paraphernalia

Perfunctory


Cunning

Debris

Defiance

Deft

Destination

Diminish

Disdain

Dismal

Dispel

Eavesdrop


Essential Questions:

Students will need to be asked the following questions to strengthen their knowledge, understanding, and explanation

of the content:

Week 1 Response Journal: Do You think it matters that an impression can be based on something that is not true?

Note Card for “What did I learn or What do I need to know”

Compare and Contrast the boys efforts to impress girls

Week 2 Question: Who sees the Best in You?

Create a web for the people who do – see page 66 Holt Literature – Prewrite strategies


What do you think is the main conflict in the story of “Thank you Ma’am” and Why?

Select five vocabulary words from the list given and use each in a sentence.

Week 3 What are the 5 senses? Now list a trait of each – example – smell could be stinky, hearing could be loud,

taste could be sweet, touch could be soft, see could be ugly or beautiful.

Now think of a character or person and write out these traits for the character.

What are physical traits?

What are social traits?

What are mental or emotional traits?

Why are traits important for understanding a character?

Why are pets good Companions?

from Holt Interactive Reader for “Last Dog”

Number 3 or number 5 on page 37 of Unit 1 Teacher’s Guide Holt

From “The Last Dog”

Compare and contrast the setting outside the dome with the natural setting where you live.

Give two major characteristics of main character in “The Last Dog”

Does the author portray the future as positive or negative? Explain your response.

How is the dome a controlled environment and how is it important as a setting influencing the plot?

List a major event of cause and effect in the story. What even in the story would you change and why?

Week 4 SOL Question: What are the technical terms for the two major characters in a story plot (one good and one

bad – think of heroes and villains)

Protagonist and Antagonist

Now give an example of each

Practice and Understanding

What is foreshadowing?

Give an example

Define Suspense

What strategy do you use in Prediction?

What are the 2 major types of conflicts? Internal and External

What would be an internal conflict (self v self)

What would be an external conflict (self v others; self v nature, etc.)


Week 5 When do you feel most alive?

When do you feel the happiest?

Review definition of METAPHOR and give an example

How does the setting impact the story (snowing, winter, city)

Review Inference and the strategy used: Personal Experience PLUS Details from the Text

What is Cause & Effect?

Give two examples from any selection read in class.

Week 6 Note Card for “What did I learn or What do I need to know”

At stopping points in the story – Monsters on Maple Street

What do you predict will happen next?


Resources:

Week 1 Note taking organizer

Week 2 Conflict organizer

Week 3 Compare/Contrast Organizer (VENN)

Pro/Con Argument Table Organizer

Week 4 Prediction Organizer

Character Internal External Organizer

Week 5 Character Traits graphic

Drawing and confirming conclusions organizer

Week 6 VENN diagram for two characters

Week 7 T Chart Fact and Opinion Organizer

Week 8 Prediction and explanation organizer

Week 9 Study guide

What can you infer about a selected character?

How is this story similar to another you may know?

What do you think would happen in your neighborhood if this happened today?

Select three vocabulary words and use each one in a sentence with a context clue to assist the reading with

the meaning.

Rewrite the ending to the short story, “The Monsters on Maple Street”

Week 7 Frequent Student Assessment (FSA) questions from Unit 1 Resource Manager page 195 for reading “The

Unnatural Course of Time”

and page 196 for Text Analysis questions.

Week 8 Did the story’s ending surprise you – why or why not?

Name the characteristics one of the main characters

Who was the protagonist in the story?

Who was the antagonist?

Where do you think is the setting?

How does it impact the story?

What is the major conflict?

What is the “climax” event?

What can be inferred from the title of the story? How does this relate to the ending of the story?

Select three adverbs and two adjectives from “The Lottery” vocabulary list and write one sentence for

each.

Week 9 Answer the SOL questions prepared by classmates

Drill orally with class terminology learned during the 9 weeks

Flip Charts for terminology matching – literary terms


Technology: (be specific- list actual website)

Week 1 Holt CD for “Seventh Grade”

EducationWorld Writing Bug

Promethean Board Flip charts

Week 2 Quia site for vocabulary word sorts

Education World Daily Edits


Week 3 Readworks.org website


Week 4 Brainpop Parts of Speech

Writing Bug If Animals Could Talk (Eduction World site)

Promethean Board

Holt CD for story/vocabulary

Week 5 VDOE website for Lesson with Powerpoint

Promethean Board Flip Chart

Week 6 Daily Edit (Education World)

Readworks.org


Week 7 Prezi Power Point on Promethean Board

Media Lesson on Holt CD

BrainPop on Fact/Opinion

Week 8 Readworks.org

Education World.org

Quia.com

Week 9 Brainpop on Reading Strategies – Main Idea

Power Point for Benchmark Review



Assessment Activity: Performance Task for Project Based

Learning Component

The Student Learning Experience:

W= Where are we going? Why are we going there?

H = How will we be evaluated along the way? How will you hook and hold my attention, interest, and emotional connectivity?

E = How will you equip me to succeed through experience-based learning and coaching activities?

R = How will you help me to revisit, revise, rethink, and refine my understanding?

E = How will you get me to self-evaluate and self-express at key juncture points in the unit?

T = How will you tailor what you are doing to accommodate my readiness levels, interests, and learning profile?

O = How will you organize my learning so that I move from initial experience toward growing levels of conceptual understanding and

independent application?

Project Scoring Rubric:

Goal Your task is to complete a final narrative essay and story board

Role You are the narrator

Audience Your audience is fiction reader

Situation The context is created story

Product You will create a draft and final published story with accompanying storyboard

Standard/Criteria

for success

A successful product will be free of grammatical errors and will contain higher level vocabulary. The paragraph structures will be clear to the reader, as well as all story plot elements. The story board will reflect “scenes” from the story and will be described in detail for reader understanding.

Student’s Name: Possible Points Points Earned

Grade English Pacing Guide – 2014-2015 - 1st Nine Weeks

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