Green Dot English Language Arts 7 CURRICULUM MAP

Quarter 1: Unit 1: Teen Decision Making-- Anchor Text: Scorpions Time:10 weeks after Unit 0 (overflow to Q2)
Essential EQ 1: What causes people to make bad decisions?
EQ 2: To what extent does your environment shape your character?
Questions:
Literary Texts: Scorpions [610L; straightforward chronology and vocabulary; simple syntax; obvious themes; familiar life experiences]
Informational The Effects of Poverty-Related Stress on Brain DevelopmentPart I (EQ 2) [1210L; references to medical conditions; complex sentences
and analogies]
Texts*: Teen Brain: Behavior, Problem Solving, and Decision Making (EQ 1) [1180L; describes neurological processes in the brain]
Select texts using three part
text complexity model.
Teenagers Cant Help Their Stupid Decisions (EQ 1) [1210; relies on background knowledge of neurobiology & teen behavior]
Paul Toughs List of What It Takes to Succeed (EQ 2) [900L; introduces unfamiliar terms and defines them]
Multimedia: (video/TED Talk) Insight into the Teen Brain (EQ 1) [Includes neurobiology vocabulary and content; images support comprehension]
(video/PSA) Teen Brain HD (EQ 1) [straightforward explanation of brain function in laymans terms]

Priority Outcomes Assessments: Language / Grammar

Using academic and domain-specific vocabulary in
discussion and written work, SWBAT
Reading:
Use annotation process to show thinking while
reading and identification of significant passages
Determine central idea and supporting details of
non-fiction text
Identify and analyze elements of the novel,
including plot and character development
Writing:
Using writing frame, summarize non-fiction text in a
well-organized paragraph
Use the writing process to produce a multi-
paragraph explanatory essay utilizing non-fiction
articles, videos, and the novel as evidence.
Speaking and Listening:
In discussion, provide evidence from the text to
support a claim or response.
Listen actively to peers interpretations of the text
and build on or debate their claims.
Formative:
Weekly formatives including timed summary of
articles, quizzes (integrating SBAC test stems) on
unit reading, vocabulary, and grammar
Summary paragraphs of articles (Kinsella Academic
Summary rubric)
Socratic Seminar: Is Jamal responsible for his
actions?
1-2 paragraph, evidence-based analysis of character
motivation and ways the characters actions shape
the plot. (EQ 1 & 2). (Info. rubric)
Summative:
Quarter 1 GDCAP Test
Process Writing: You are a guidance counselor at
Jamals school writing a report for the principal.
Explain how Jamals environment and brain
development influence his decisions and actions. (EQ
1 & 2) (Info. Rubric) Suggested leveled prompts:
o Level 1: In your guidance counselor report,
identify two ways that Jamals environment
affects his choices, and explain how you know
Academic Vocabulary (Tier 2):
Summary, environment, negative, adverse, impact,
persistence, self-control, conscientiousness,
development, rates, associated, impact, system
Content / Literary: (Tier 3):
adolescent, risks, social, emotional, prefrontal
cortex, reward system, dopamine, grit, trauma,
symptoms, stress, hormone, aggression,
neurological, impulsive, setting, character, conflict,
internal conflict, external conflict, metaphor, rising
action, motivation, foreshadowing
Grammar:
Review:
parts of speech (word families)
subject / verb agreement
complete sentence
phrases and clauses

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Quarter 1: Unit 1: Teen Decision Making-- Anchor Text: Scorpions Time:10 weeks after Unit 0 (overflow to Q2)
this. Use evidence from the text to support your
ideas about Jamal.
o Level 2: In your guidance counselor report,
explain two ways Jamals teen brain affects his
choices in the novel. Identify two choices Jamal
makes, and explain how his teenage brain
influences each choice. Use evidence from the
novel and from at least 1 article in your report.
Standards: (See Quarter 1 GDCAP Test Blueprint for assessed standards)
Reading Literature:
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.
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.
7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
7.9: 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 Informational Text:
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.
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.
7.6: 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.
Writing:
7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant
content.
7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
7.5: 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.
7.8: 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.
7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Language:
7.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
7.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
7.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of
strategies.
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:
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Quarter 1: Unit 1: Teen Decision Making-- Anchor Text: Scorpions Time:10 weeks after Unit 0 (overflow to Q2)
7.1: Engage effectively in range of discussions with diverse partners on gr. 7 topics, texts, & issues, building on others ideas & clearly expressing their own.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.
7.3: Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
7.4: 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.
7.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

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Quarter 2: Unit 2: Celebrities--ERWC Module Max Time: 4 weeks

Essential Questions: EQ 1: How do you argue effectively?

EQ 2: Do celebrities have a positive or negative impact on youth?
Literary Texts: Fame is Bee by Emily Dickinson

Informational Texts:* The Impact Celebrities Have on Our Lives by Deborah King (EQ 1 & 2) [1200L; some complex language; requires some knowledge of
Select texts using three specific celebrities referenced]
part text complexity How Celebrities Are Using Social Media in a More Positive & Passionate Way by Leigh Blickley (EQ 2) [1400L; references to
model. contemporary celebrities, social issues, and social media platforms; some complex sentences]
The Fiji Effect: Television's Impact on a Nation (EQ 2) [1320L; use of statistics adds complexity to following authors reasoning]

Multimedia: (video/PSA) Celebrity Influence on Teens (EQ 2)

(video/interviews) Famous Future (EQ 2): Interviews and commentary with three teens who want to become famous
(video/images of celebrities) Media Celebrities (EQ 2)
(song) Celebrity Brad Paisley (EQ 2)
Outcomes Assessments: Language / Grammar
Using academic and domain-specific vocabulary in Formative: Academic Vocabulary (Tier 2):
discussion and written work, SWBAT Weekly formatives including quizzes (integrating discussion, evidence, central idea, media, pattern,
Reading: SBAC test stems) on summary and argument contrast, comparison, justification, argument,
Determine authors central idea & point of view paragraphs, unit reading, vocabulary, and rationale, perspective, precise, concise
Evaluate credibility of text grammar
Construct text summaries by selecting key info. In-class debate or Socratic Seminar on impact of Content Specific / Literary (Tier 3):
Examine structure and style in argument writing celebrities obsessed, celebrity, reflect, opinion, mirror effect,
Writing: Short claim and argument writing (Argument scandalous, salacious, call to action, claim,
With some guidance, produce an argumentative rubric) counterclaim/counterargument, metaphor,
essay that clearly introduces a topic and organizes Academic Summary paragraph of sections of personification
ideas: Kings article (Kinsella Academic Summary rubric)
o Introduce the claim and support it with logical Summative: Grammar:
reasons and credible evidence; Quarter 2 GDCAP Test (admin. after Unit 3 Simple Versus Compound and Compound-Complex
o clarify relationship between the claim and reasons Poetry) Sentences
through elaboration; Timed Write: Are we too obsessed with Embedding Quotes
o address counterclaims with logical rebuttals; celebrities? [EQ1] (Argument Rubric) Informal Versus Formal Language
o provide concluding statement Process Writing: Do celebrities have a positive or
Independently summarize non-fiction text in a well- negative impact on youth? Write a letter to the
organized paragraph editor of a publication that covers celebrities
Speaking and Listening: (such as People, US Weekly, or TMZ). (EQ1)
(Argument Rubric)
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Quarter 2: Unit 2: Celebrities--ERWC Module Max Time: 4 weeks

Support claims with evidence from text in academic

discussion or debate, responding to alternate views
presented by peers
Standards: (See Quarter 2 GDCAP Test Blueprint for assessed standards)
Reading Literature:
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.
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.
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.
Reading Informational Text:
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.
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.
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).
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.
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.
7.6: 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.
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.
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.
Writing:
7.1: Write arguments to support claims with clear reasons and relevant evidence.
7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, & info through the selection, org., & analysis of relevant content.
7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 13 above.)
7.5 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.
7.8: 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.
7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Language:
7.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
7.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
7.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing from a range of
strategies.
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Quarter 2: Unit 2: Celebrities--ERWC Module Max Time: 4 weeks

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:
7.1: Engage 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.
7.3: Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
7.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

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Quarter 2: Unit 3: Poetry Max Time: 2 weeks

Essential EQ 1: How do writers use language to convey meaning? (poetry or prose)
Questions:
Literary Texts: Selected Poetry:
18 Poems for Analysis
OR teacher selected poems
OR poems by one poet for author study (i.e. Langston Hughes)
Informational If doing author/poet study- any article about the author
Texts:*
Select texts using three
part text complexity
model.
Multimedia: Audio recordings of poetry read by poets

Outcomes: Assessments: Language / Grammar

Using academic and domain-specific vocabulary in Formative: Academic Vocabulary (Tier 2):
discussion and written work, SWBAT Weekly formatives including quizzes (integrating Analyze, impact
Reading: SBAC test stems) on unit reading, vocabulary, and Content Specific / Literary (Tier 3):
Identify theme and trace the development over the grammar Central metaphor, stanza, form, figurative language
course of the poem. Short literary analysis paragraphs explaining how imagery, narrative poem, point of view, contribute,
Analyze impact of word choice and structure on a a specific word, line, or aspect of a poem conveys effective, convey
poem meaning (EQ1) (Info. rubric)
Use textual evidence to support a literary claim. Summative: Grammar:
Writing: Quarter 2 GDCAP Test simple versus compound and compound-complex
Write a clear analytical response to literature essay Process Writing: Explain how the poet (of poem sentences
about a poem, identifying how the poet conveys his of choice) uses figurative language, word choice, embedding quotes
or her message. or structure to convey meaning (EQ1) (Info. informal versus formal language
Speaking & Listening: rubric) See prompts for specific poems here.
Listen to an oral reading of a poem and explain how
the readers inflection and tone of voice add
meaning.
Standards: (See Quarter 2 GDCAP Test Blueprint for assessed standards)
Reading Literature:
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.
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.

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Quarter 2: Unit 3: Poetry Max Time: 2 weeks

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.
7.5: Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning
7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text
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
Reading Informational Text:
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.
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.
Writing:
7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of
relevant content.
7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 13 above.)
7.5 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. (Editing for conventions should demonstrate command of Language standards 1-3
up to and including grade 7 here.)
7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Language:
7.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
7.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
7.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing from a range of
strategies.
7.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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:
7.1: Engage 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.
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.
7.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

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Quarter 3: Unit 4: The Ethics of Modern Science- Anchor Text: The Giver Max Time: 10-12 weeks
Essential EQ 1: What would you sacrifice to live in a utopia? What is the price of freedom of choice?
EQ 2: What are the ethics of the science of today? Just because we can alter our bodies or world, does that mean we should?
Questions:
Literary Texts: The Giver [760L; time shifts/flashbacks, futuristic setting, symbols, and complex themes make text more difficult.]
The Ones Who Walk Away from Omelas by Ursula Le Guin (Adapted for middle school) (EQ 1) [1160L; mature theme of child sacrifice]
Informational Lois Lowrys Newberry Acceptance Speech: Sociological Definition of a Community (EQ 1) [740L; simple language; symbolic meaning]
Topical articles on genetic engineering, cloning, designer babies etc. (teacher selected) (EQ 2) [various complexity]
Texts:*
Select texts using three part
text complexity model.
Multimedia: Video clips on scientific controversies in the news (teacher selected)
(film clips) Pleasantville(1998): (EQ 1) Show clips for thematic comparison
(film clips) Giver (2014): Show clips for comparison to text
Outcomes Assessments: Language / Grammar
Using academic and domain-specific vocabulary in Formative: Academic Vocabulary (Tier 2):
discussion and written work, SWBAT Weekly formatives including quizzes (integrating assumption, scientific, essential, ethical, moral,
Reading: SBAC test stems) on unit reading, vocabulary, and advancement, impact, consequence, benefit,
Examine an author's choice of structure in grammar justification, rationale, technology, trial,
informational text. Short research presentation on genetic current, collective, community, prioritize,
Identify and analyze elements of literary text (plot, engineering, GMOs, or other issue in Giver (EQ 2) produce, reaction, tradition, requirement, issue
conflict, characterization, figurative language, main (Info. Rubric) * Suggested to do early in unit.
idea and supporting details, theme.) Dialectical Journal or similar response for each Content Specific / Literary: (Tier 3):
Discern and examine central ideas and universal chapter utopia, dystopia, ethical, unethical, freedom of
themes of the cost of freedom of choice in literary Close reading discussion and text-based answers.
choice, responsibility, genetic, engineering,
and informational text. Timed Writing: Should Jonas have given a
tone, mood, euphemism, theme, symbol,
Independently use Thinking Maps for analysis. memory to the baby? OR Should Jonas have
Draw parallels between the choices that the stayed in the community, knowing life would be flashback
character makes in Giver and the choices we face as easier, or was he right to leave the community,
a society today. even though his life would be much harder once Grammar:
Writing: he left? (EQ 1) (Argument rubric) Compound Complex Sentences
Clauses
Summarize and draw from non-fiction text to Summative:
Commas and Coordinate Adjectives
support claims in writing and discussion. Quarter 3 GDCAP Test
With some guidance, produce argumentative essay Process Writing: Genetic engineering is a topic
that clearly introduces a topic and organizes ideas: on which many people disagree. Some believe
o Introduce the claim and support it with logical that genetic modification helps to make the
reasons and credible evidence; world safer and easier. Others argue that it is
dangerous, since modifying DNA can have
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Quarter 3: Unit 4: The Ethics of Modern Science- Anchor Text: The Giver Max Time: 10-12 weeks
o clarify relationship between the claim and unknown consequences. Should the US Congress
reasons through elaboration; continue to allow genetic engineering, or should
o address counterclaims with logical rebuttals; it stop genetic engineering? Why? Support your
o provide a concluding statement that supports the position with specific evidence and examples
claim from The Giver and non-fiction articles. OR
Speaking and Listening: Prepare a speech to deliver to a Congressional
Compare the film and novel version of The Giver Committee on limiting genetic engineering. To
what extent should society allow genetic
engineering? Draw evidence from the novel and
non-fiction articles. (EQ 1 & 2) (Argument Rubric)
Standards: (See Quarter 3 GDCAP Test Blueprint for assessed standards)
Reading Literature:
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.
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.
7.3: Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
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.
7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
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).
7.9: 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 Informational Text:
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.
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.
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).
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.
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.
7.6: 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.
Writing:
7.1: Write arguments to support claims with clear reasons and relevant evidence.
7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of
relevant content.(Lit Analysis)
7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 13 above.)
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Quarter 3: Unit 4: The Ethics of Modern Science- Anchor Text: The Giver Max Time: 10-12 weeks
7.5: 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. (Editing for conventions should demonstrate command of Language standards 1-3
up to and including grade 7 here.)
7.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research
and investigation.
7.8: 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.
7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Language:
7.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
7.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
7.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range
of strategies.
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:
7.1: Engage 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.
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.
7.3: Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
7.4: 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.
7.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

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Quarter 4: Unit 5: The Individual and Society--Anchor Text: Red Scarf Girl and selected texts Max Time: 8 weeks
Essential EQ 1: How do young people deal with a changing world or society?
EQ 2: What were the consequences for those people considered rulebreakers or outsiders in Maos society?
Questions: EQ 3: How do societies achieve greater equality among their citizens? How do you create a fair society?
Literary Texts: Red Scarf Girl [780L; straightforward chronology; relies on historical understanding; unfamiliar setting]
(literary non-fiction) Excerpts from Wild Swans- a Memoir of the Cultural Revolution or Chinas Son by Da Chen (EQ 1 & 2)
Informational Textbook synopsis on the Cultural Revolution (EQ 2) [Select text that is appropriately complex for your students and the task]
Quotations from Mao's Little Red Book (EQ 3) [lengthy sentences, complex syntax, political vocabulary]
Texts:* Primary documents from pre-cultural revolution China (see Facing History & Ourselves Red Scarf Girl Study Guide) (EQ 1 & 2) [various texts
Select texts using three part
text complexity model. with different complexity]
Multimedia: (Video) Destroying the Four Olds (EQ 2)
(Slideshow) Images of propaganda posters and photos from the Cultural Revolution (EQ 2)
Outcomes Assessments: Language / Grammar
Using academic and domain-specific vocabulary in Formative: Academic Vocabulary (Tier 2):
discussion and written work, SWBAT Weekly formatives including literary analysis discussion, evidence, summarize, central idea, bias,
Reading: paragraphs and quizzes (integrating SBAC test media, pattern, contrast, comparison
Identify and analyze elements of literary and stems) on research skills and unit reading,
informational text using reading comprehension and vocabulary, and grammar Content Specific / Literary (Tier 3):
annotation strategies Research presentation on Cultural Revolution or memoir, Da-zi-bao, propaganda, culture, brutal,
With guidance, identify credible sources of historical contemporary propaganda. Pretend you are a Red humiliation, communism, Four Olds, rights, elite,
information Guard explaining how a chosen piece of revolution, victimization, loyalty, identity,
Examine and analyze central ideas and author's propaganda will advance the CR (EQ 1 & 2) (Info. conformity
intent in literary and informational text relating to rubric)
the theme of honor, identity, loyalty, and Paragraphs comparing Red Scarf Girl excerpts to Grammar:
conformity in media and text. photos, poetry, or propaganda from the Cultural Compound Complex Sentences
Examine character development in the novel Revolution (EQ2) (Info rubric) OR Clauses
DBQ: What events led to the Cultural Revolution? Commas and Coordinate Adjectives
Writing: (EQ 3 ) (Info. rubric) Commas and quotations when citing evidence
Incorporate information from research into short, Text-Based Socratic Seminar: Was society after
coherent oral presentation the Cultural Revolution more fair? (EQ 3)
Summative
Speaking and Listening: Quarter 4 GDCAP Test
Compare and contrast the portrayal of the same Timed Writing: Write a friendly letter from Ji Li to
events in different media. a friend warning about likely consequences of
reading foreign books. (EQ 2) (Info. rubric)

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Quarter 4: Unit 5: The Individual and Society--Anchor Text: Red Scarf Girl and selected texts Max Time: 8 weeks
Process Writing: How did the society in the
Cultural Revolution shape the identity of youth
like Ji-Li? In other words, how were young people
expected to act during the time of the Cultural
Revolution in China? Did they act this way? Cite
the novel and historical research. (EQ1) (Info.
rubric)https://drive.google.com/drive/u/0/folde
rs/0BwiSA0NIjh0-U2ZUQTJCUnZ3SDA
Standards: (See Quarter 4 GDCAP Test Blueprint for assessed standards)
Reading Literature:
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.
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.
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.
7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
7.7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects unique to each medium.
Reading Informational Text:
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
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.
7.3-: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events).
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.*
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.
7.6: 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.
Writing:
7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of
relevant content.
7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 13 above.)
7.5: 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. (Editing for conventions should demonstrate command of Language standards 1-3
up to and including grade 7 here.)*
7.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research
and investigation.
7.8: 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.

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Quarter 4: Unit 5: The Individual and Society--Anchor Text: Red Scarf Girl and selected texts Max Time: 8 weeks
7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Language:
7.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
7.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
7.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range
of strategies.
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:
7.1: Engage 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.
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.
7.3: Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
7.4: 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.
7.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

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