Scope and Sequence Background

Course: Designer:
7 Grade English/Language Arts Tenille Sadat KIPP Academy KIPP NYC
th

Reviewer:

Mia Hood Columbia University Teachers College

Overview of Course
This 7 grade reading course is part of KIPP NYCs aligned reading curriculum. It reflects the robust and rigorous level of close reading and text analysis that the Common Core standards demand. Students following this course are required to apply the skills they have been learning since the 5th grade but there is ample room for differentiation for all students. Although the texts require students to be reading at or above grade level, the highly appealing themes of the novels serve as a springboard for both teachers and students to establish the engagement necessary to attack the high demands of the Common Core standards. Due to the accessibility of the themes, students will feel successful being able to weigh in on topics of interest to them, but they will be required to vigorously identify and explain multiple pieces evidence to support their analysis of what the text says both explicitly and implicitly to support their perspectives. Each unit uses a novel as a focus, a longstanding tradition at KIPP NYC, but is significantly enhanced by non-fiction texts and poetry to cultivate the students acquisition of skills and understanding of the themes. The units unifying question is: How does our level of power in society influence our ability to fulfill our dreams or affect who we want to be? In their quest to answer this question, students will make inferences, identify themes and learn to objectively summarize texts, determine the meaning of words and their impact on tone, compare and contrast a fictional portrayal to a historical account, evaluate whether claims and reasoning in a text is sound, and analyze how authors writing about the same topic may present different evidence and/or interpretations of facts. Students should walk away having internalized the real and relevant lesson that knowledge is power, and that our life-long pursuit and attainment of knowledge is the means by which we can ultimately define who we want to be and fulfill our dreams as they morph with our disappointments and successes.
th

Year at a Glance
Unit Name
Unit 1 Who I Am: Choices and Values (Short stories and poetry) Unit 2 Where Im From: Family and Friends Impact on Identity (The Outsiders and other texts) Unit 3 What Influences Me: Societys Impact on Identity (Of Mice and Men and other texts)

Number of Days
10 20 + 5 flex* days 20 + 5 flex days

Unit 4 Who I Want to Be: Speaking Up or Remaining Silent When Confronted With Injustice (Animal Farm and other texts) Unit 5 Forging Identity: Responding to Obstacles and Adversity (A Raisin in the Sun and other texts) Unit 6 - ELA Test Preparation Unit 7 Keeping My Identity: Resisting Group Mentality (Lord of the Flies and other texts)

25 + 5 flex days 25 + 5 flex days 15 days +5 flex days 25 days + 5 flex days

Total Days = 165 *Flex days are used to reteach, review and debrief the unit assessments based on data and students learning goals Note: Standards in plain text are Priority 1 Standards as they are being introduced for the first time. Standards highlighted in yellow are Priority 2 Standards because these are standards that are being addressed for the second time, yet receive less emphasis than Priority 1 standards. Standards in green are Priority 3 Standards as they are being covered for third or fourth time. Please note that this course is complimented by a separately aligned writing course and, therefore, writing standards, although relevant, will not be explicitly listed and explained for the purposes of this document.

Unit 1 Overview
Unit 1: Who I Am: Choices and Values (Short stories and poetry)
Unit Description
This unit will introduce students to the practice of close reading. Students will learn how to answer text based questions by citing textual evidence. Students will learn how to develop their own perspectives on the texts as they examine their own identities, but will form these opinions by basing their analysis both on implicit and explicit evidence from the text. Students will be re-exposed to the basics of figurative language as a review but will move from just identifying this figurative language to begin practicing the skill of explaining how the writers use of figurative language impacts the meaning of the text. Rooting our exploration in the question of what makes up our identity, and how we would respond to certain choices, students will explore a variety of short stories, poems, and non-fiction texts. At the end of the unit students should walk away having internalized how to make support text-based questions with both implicit and explicit information. At the end of each week, students will complete an assessment which provides students the opportunity to practice the weeks focus standards on new texts. At the beginning of the unit this will be to some degree diagnostic but will yield more valuable information as the unit progresses, as students will have been adequately exposed to the standards and have had more time to practice. Assessment results inform will inform the how and when flex days should be used. In addition to the formal, paper and pen approach to understanding what students have taken away from this two week period, students are presented with a creative assignment asking them to synthesize the big lessons they took away from the

Number of Days: 10 plus 5 flex

texts and how they will use these lessons to be successful in the 7th grade.

Unit Standards
Reading Standards for Literature
Key Ideas and Details 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. Craft and Structure RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. Integration of Knowledge and Ideas

Reading Standards for Informational Text

Key Ideas and Details 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. Craft and Structure RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. Integration of Knowledge and Ideas

Speaking and Listening Standards

Key Ideas and Details 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. 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. Craft and Structure RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. Integration of Knowledge and Ideas

Language Standards
Conventions of Standard English LS.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language LS.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use LS.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Speaking and Listening Standards

Comprehension and Collaboration SL.7.1Engage effectively 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. 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 SL.7.3 Delineate a speakers argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Presentation of Knowledge and Ideas SL.7.6 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.

Texts
Literary Texts
Thank you, Maam by Langston Hughes Theme for English B by Langston Hughes The Monkeys Paw by W.W. Jacobs The Lady or the Tiger by Frank Stockton Im Nobody Emily Dickinson The Sniper by Liam OFlaherty

Informational Texts
Textbook articles on identity formation as an introduction to the topic Newspaper articles about identity and being confronted with choice

Unit 2 Overview

Unit 2: Where Im From: Family and Friends Impact on Identity (The Outsiders and other texts)
Unit Description

Number of Days: 20 plus 5 flex

S.E. Hintons The Outsiders is a KIPP NYC classic. It has been taught in our schools for years, by a wide variety of teachers, and both teachers and students have experienced great success and engagement while reading the novel. Through the novel, students will break down and question elements of character identity, including character motivations, needs, and complex actions. In addition to examining individual characters, students will also focus on the group dynamics presented throughout The Outsiders. As students dive deep into the novel, as well as embedded fiction and non-fiction texts, they will also question important factors that influence their sense of selffriends, family, and environment. To introduce students to the demands of the Common Core standards, The Outsiders unit centers on the skill of inferring based on textual evidence. By the end of the unit, 7th graders should internalize the idea that an inference in not a guess, but a logical reaction to the evidence (oftentimes MANY pieces of evidence) the author chooses to present them with as they read. By starting the school year with heavy inference work, teachers can constantly spiral back to the skills and strategies explicitly taught throughout this unit. At the end of each week, students will complete an assessment which provides students the opportunity to practice the weeks focus standards on new texts. At the beginning of the unit this test will be to some degree diagnostic but will yield more valuable information as the unit progresses, as students will have been adequately exposed to the standards and have had more time to practice. Assessment results will inform how and when flex days should be used. Students will also be required to create a talk show production. Each sections production will be different because it will be a student lead endeavor, requiring students to assume leadership roles and determine around which themes they will focus their presentations. A successful production will show that students have synthesized the big ideas of all of the texts encountered and provide them with an opportunity to showcase their developing character skills.

Unit Standards
Reading Standards for Literature
Key Ideas and Details 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. 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. Craft and Structure RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. Integration of Knowledge and Ideas

RL.7.7 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).

Reading Standards for Informational Text

Key Ideas and Details 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. 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. Craft and Structure RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. Integration of Knowledge and Ideas

Speaking and Listening Standards

Comprehension and Collaboration SL.7.1Engage effectively 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. 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 SL.7.3 Delineate a speakers argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Presentation of Knowledge and Ideas SL.7.6 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.

Language Standards
Conventions of Standard English LS.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language LS.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Vocabulary Acquisition and Use LS.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Texts
Literary Texts
The Outsiders by S.E. Hinton

Informational Texts
Non-fiction text about the hierarchy of bull elephants New York Times article on a retired Latina gang member Excerpt from Robert Kennedys eulogy to Martin Luther King

Unit 3 Overview
Unit 3: What Influences Me: Societys Impact on Identity (Of Mice and Men and other texts)
Unit Description
John Steinbecks Of Mice and Men ultimately shows us that friendship and dreams can help us in times of hardship. Once seventh graders can break down the text to make meaning and understand Steinbecks masterful craft, they will find the novel thematically compelling. Rich with symbolism, characterization, and foreshadowing, the novel provides students the opportunity to become critical, active readers as they work to interpret how Steinbecks employs these literary elements to develop the novels themes. Although Steinbeck intended the novel to reflect and critique critical social issues of the 1930s, the novels themes remain relevant today. By examining the text and embedded non-fiction pieces, students will explore issues that genuinely apply to their lives. The Common Core changes require a more rigorous approach to standards based instruction and close-reading practices, but this thematic relevance to their lives will encourage students investment in the material. At the end of each week, students will complete an assessment which provides students the opportunity to practice the weeks focus standards on new texts. At the beginning of the unit this will be to some degree diagnostic but will yield more valuable information as the unit progresses, as students will have been adequately exposed to the standards and have had more time to practice. Assessment results will inform how and when flex days should be used. Following the administration of the unit test, students will also choose from a selection of projects, or propose their own based on a guideline of criteria. Sample projects include creating a newspaper with articles and editorials based on key events, writing character poems, reenacting scenes and presenting the corresponding significance, etc. Each project will be presented to the class, giving students the opportunity to practice and develop their public speaking skills.

Number of Days: 20 plus 5 flex

Unit Standards
Reading Standards for Literature
Key Ideas and Details 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. 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. RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot) Craft and Structure Integration of Knowledge and Ideas

Reading Standards for Informational Text

Key Ideas and Details 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. 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. RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). Craft and StructureRI.7.6 Determine an authors point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. Integration of Knowledge and Ideas RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

Speaking and Listening Standards

Comprehension and Collaboration SL.7.1Engage effectively 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.

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 SL.7.3 Delineate a speakers argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Presentation of Knowledge and Ideas SL.7.6 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.

Language Standards
Conventions of Standard English LS.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language LS.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use LS.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Texts
Literary Texts
Of Mice and Men by John Steinbeck New York Times editorial Class and the American Dream Excerpts from historical accounts of the Dust Bowl to explain why there was an influx of migrant workers in California and to develop students understanding of the historical context

Informational Texts
A Longer Life is Lived With Company New York Times article

Unit 4 Overview
Unit 4: Who I Want to Be: Speaking Up or Remaining Silent When Confronted With Injustice Number of Days: (Animal Farm and other texts) 25 plus 5 flex

Unit Description
Animal Farm teaches us that knowledge truly is power but also that the willingness to act upon that knowledge is necessary to avoid being exploited. By following the plots development students will compare and contrast the portrayal of time, setting, and characters to historical accounts of the Russian Revolution, the development of Communism, and World War II events involving the Soviet Union. Specifically, students will learn how Orwell creates a masterful allegory to criticize how communism is abused under Stalins leadership and what results when humans do not unite against injustice. Since the start of the E1 course, students have been asked to use the Common Core standard RL and RI 7.1 to make inferences and to support their conclusions with textual evidence. Their reading of Animal Farm will continue to push students to fine tune this skill because Orwell will rely heavily on irony to develop the novels themes. To prepare students for the informational text standard 7.9, the unit will incorporate non-fiction texts that offer differing perspectives on key topics and people. To further explore this standard and to gain initial exposure to RI 7.6, the unit will ask students to learn about major propaganda and advertising strategies. Students will be required to engage in close-readings of the texts and to find specific textual evidence to support their responses to probing questions. They will be asked to evaluate the accuracy of statements and claims by analyzing the text and presenting their findings both orally and in writing. Students will be taught the skills to engage in healthy and vigorous debates about engaging issues such as is it possible for people to create a fair and equal society, why is education important, and what happens when we do not speak up in the face of injustice? Students will also analyze film clips of Stalins regime to build knowledge of the historical context and to develop their appreciation of the novel. All of the non-fiction pieces will help students to understand Orwells purpose for writing the novel. We begin by looking at the causes and effects of the Russian Revolution so that students can draw parallels between history and the overthrow of Mr. Jones from the farm. As the animals begin to develop Animalism, we look at the definition and goals of Communism. In order to understand why Napoleon drives Snowball from the farm, we examine texts which show the power struggle between Leon Trotsky and Josef Stalin. Finally, as Squealer is dispatched to manipulate the animals understanding of the pigs corrupt practices, we learn about the purpose of different types of propaganda. At the end of the unit, students should walk away with the enduring understanding that education leads to enlightenment and that we must be willing to stand up against abuse to create a just society. At the end of each week, students will complete an assessment which provides students the opportunity to practice the weeks focus standards on new texts. At the beginning of the unit this will be to some degree diagnostic but will yield more valuable information as the unit progresses, as students will have been adequately exposed to the standards and have had more time to practice. Assessment results will inform how and when flex days should be used. Students will also work in groups to create Animal Farm board games based on guidelines for criteria for success. Once games are complete, each group will have the opportunity to rotate to each groups game providing an opportunity for students to have fun and build character by working together to complete the games objectives.

Unit Standards
Reading Standards for Literature
Key Ideas and Details

RL7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Craft and Structure RL7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of RL.7.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Integration of Knowledge and Ideas RL7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

Reading Standards for Informational Text

Key Ideas and Details 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. Craft and Structure RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone RI.7.6. Determine an authors point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. Integration of Knowledge and Ideas RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

Speaking and Listening Standards

Comprehension and Collaboration SL.7.1Engage effectively 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. 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 SL.7.3 Delineate a speakers argument and specific claims, evaluating the soundness of the reasoning and the relevance and su fficiency of the evidence.

Presentation of Knowledge and Ideas SL.7.6 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.

Language Standards
Conventions of Standard English LS.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language LS.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use LS.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Texts
Literary Texts
Animal Farm by George Orwell

Informational Texts
LInternationale lyrics Animal in Man lyrics by Dead Prez Multiple textbook articles on Communism and Stalin Exerpts from one of Lenins speeches Bertolt Brechts poem In Praise of Communism

Unit 5 Overview
Unit 5: Forging Identity: Responding to Obstacles and Adversity (A Raisin in the Sun and other texts)
Unit Description
There is a long tradition of reading A Raisin in the Sun at KIPP in New York City. Beyond being hailed as the first accurate portrayal of an African American family on stage, its themes speak to the universal recognition that having dreams is important. Analyzing each of the characters with their rich personalities will help KIPPsters to identify how Hansberry develops and contrasts the characters different points of view. The structure of reading a play will also provide the opportunity for KIPPsters to begin to evaluate how Hansberrys choices about how to organize the play

Number of Days: 25 plus 5 flex

contribute to its meaning. The exploration and practice of standard of RI 7.5 and 7.8 will help students to develop a critical eye as they are reading a text. By learning how to identify a writers purpose for writing, perspective, and whether or not his/her judgment is sound, students will develop the life skill of deciding if arguments are valid and worthy of support. This unit is also a culminating unit in that it will push students to synthesize all of the standards. This unit builds upon themes that have been introduced this year. Much like in Of Mice and Men, we will see that dreams are important. In this unit, however, we see more of the emotional turmoil that results when the fulfillment of dreams is deferred. Building upon the issue of discrimination first introduced in The Outsiders, we will use primary source documents, such as Malcolm Xs speeches, to understand some African Americans quest to connect with their African roots. To independently identify different points of view in both literary and informational texts, students will be required to use the foundational standards of both RL and RI 7.1, 7.2, 7.3 and 7.4 which were previously explored in other units. At the end of each week, students will complete an assessment which provides students the opportunity to practice the weeks focus standards on new texts. At the beginning of the unit this will be to some degree diagnostic but will yield more valuable information as the unit progresses, as students will have been adequately exposed to the standards and have had more time to practice. Assessment results will inform how and when flex days should be used. Students will also work together to create a mini-production of the play. Students will self-select scenes, memorize their lines, collect their props, create their costumes, organize the stage, and film the production. The show is entirely student lead and the acting is judged on a performance rubric that students will have used to guide their rehearsal.

Unit Standards
Reading Standards for Literature
Key Ideas and Details RL.7.: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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. RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot) Craft and Structure RL.7.5 Analyze how a dramas or poems form or structure (e.g., soliloquy, sonnet) contributes to its meaning. RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Integration of Knowledge and Ideas

Reading Standards for Informational Text

Key Ideas and Details 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. 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. RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). Craft and Structure 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. RI.7.6 Determine an authors point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. Integration of Knowledge and Ideas RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Speaking and Listening Standards

Comprehension and Collaboration SL.7.1Engage effectively 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. 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 SL.7.3 Delineate a speakers argument and specific claims, evaluating the soundness of the reasoning and the relevance and su fficiency of the evidence. Presentation of Knowledge and Ideas SL.7.6 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.

Language Standards
Conventions of Standard English LS.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Knowledge of Language LS.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use LS.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Texts
Literary Texts
A Raisin in the Sun by Lorraine Hansberry

Informational Texts
History of the Fair Housing Act Article about the Fair Housing Act and its relevancy to today Excerpts from speeches expressing Malcolm Xs perspective and position during the Civil Rights Movement Excerpt from biographical accounts of Lorraine Hansberry Pros and cons of assimilationnewspaper editorials

Unit 6 Overview
Unit 6: Test Preparation
Unit Description
This unit will be focused on practicing, spiraling and reviewing all of the standards. There will be pacing practice opportunities, stamina development opportunities and explicit lessons designed to help the students develop a battery of test-attack strategies and skills. All standards will be spiraled and reviewed continuously throughout this unit. Lessons and sequences are subject to change, depending on data and student need.

Number of Days: 15 plus 5 flex

Unit 7 Overview
Unit 7: Keeping My Identity: Resisting Group Mentality (Lord of the Flies and other texts)
Unit Description

Number of Days: 25 plus 5 flex

This is the culminating 7th grade unit, requiring students to synthesize both their skills and understanding of the years themes to successfully complete the novel. Lord of the Flies is a densely descriptive novel, and its themes are by far the most philosophically complex students will have encountered this year. Students will be required to apply almost all of the informational standards to acquire the background knowledge necessary for making sense of Goldings implied meaning behind the plots development. Students will also need to rely heavily on their ability to makes inferences, identify and track themes, analyze how the island setting impacts the characters and plot, analyze how Goldings use of

figurative language establishes a passages mood, and distinguish between different characters points of view. At the heart of the thematic reading, students will be asked to examine their own beliefs about human nature, whether it is inherently good or evil and how each of us might respond if confronted with dysfunction and hysteria. At the end of each week, students will complete an assessment which provides students the opportunity to practice the weeks focus standards on new texts. At the beginning of the unit this will be to some degree diagnostic but will yield more valuable information as the unit progresses, as students will have been adequately exposed to the standards and have had more time to practice. Assessment results will inform how and when flex days should be used. Further, this unit will differ from all other units in that it will require students to complete a project which synthesizes their thematic understanding of the year. Students will be challenged to present for the class in a creative format, the lessons they learned from the texts, and how they will apply these lessons to their own lives.

Unit Standards
Reading Standards for Literature
Key Ideas and Details 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. 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. RL.7.3 Analyze how particular elements of a story or drama interact (e.g. how setting shapes the characters or plot) Craft and Structure RL. 7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g. alliteration) on a specific verse or stanza of a poem or section of a story or drama. RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Integration of Knowledge and Ideas

Reading Standards for Informational Text

Key Ideas and Details RI.7.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences from the text. RI.7.2 Determine two or more central ideas in a text analyze their development over the course of the text; provide an objective summary of the text.

RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g. how ideas influences individuals or events, or how individuals influence ideas or events) Craft and Structure 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. RI.7.6 Determine an authors point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. Integration of Knowledge and Ideas RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Speaking and Listening Standards

Comprehension and Collaboration SL.7.1Engage effectively 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. 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 SL.7.3 Delineate a speakers argument and specific claims, evaluating the soundness of the reasoning and the relevance and su fficiency of the evidence. Presentation of Knowledge and Ideas SL.7.6 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.

Language Standards
Conventions of Standard English LS.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language LS.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use

LS.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Texts
Literary Texts
Lord of the Flies Picture of Childhood by Yevgeny Yevtushenko I Stood upon a High Place by Stephen Crane

Informational Texts
Textbook summaries of Hobbes, Locke, Rousseau Non-fiction articles about bullying, key moments in the Civil Rights Movement, peer pressure, nature of group dyanmics