English Language Arts- Grade 7 Honors
Unit 1: Getting Along
Stage 1: Desired Results
Standards & Indicators:
Progress Indicators for Reading Literature
RL.7.1. Cite several pieces of textual evidence and make relevant connections 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).
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.7.5. Analyze how a drama’s or poem’s 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.
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).
RL.7.10. By the end of the year read and comprehend literature, including stories, dramas, and poems at
grade level text-complexity or above, scaffolding as needed.
Progress Indicators Informational Text
RI.7.1. Cite several pieces of textual evidence and make relevant connections 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).
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.7.5. 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 author’s point of view or purpose in a text and analyze how the author distinguishes
his or her position from that of others.
English Language Arts- Grade 7 Honors
RI.7.7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each
medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
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.
RI.7.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background
knowledge) 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.
RI.7.10. By the end of the year read and comprehend literary nonfiction at grade level text-complexity or
above, with scaffolding as needed.
Progress Indicators for Writing
W.7.1. Write arguments to support claims with clear reasons and relevant evidence.
A. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and
evidence logically.
B. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources
and demonstrating an understanding of the topic or text.
C. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),
reasons, and evidence.
D. Establish and maintain a formal style/academic style, approach, and form.
E. Provide a concluding statement or section that follows from and supports the argument
presented.
W.7.4. Produce clear and coherent writing in which the development, organization, voice and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 1–3 above.)
W.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.
W.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.
W.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
B. Apply grade 7 Reading standards to literary nonfiction (e.g. “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”).
Progress Indicators for Speaking and Listening
SL.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.
English Language Arts- Grade 7 Honors
A. Come to discussions prepared, having read or researched material under study; explicitly draw
on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on
ideas under discussion.
A. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and
define individual roles as needed.
B. Pose questions that elicit elaboration and respond to others’ questions and comments with
relevant observations and ideas that bring the discussion back on topic as needed.
C. Acknowledge new information expressed by others and, when warranted, modify their own views.
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 speaker’s argument and specific claims, evaluating the soundness of the reasoning
and the relevance and sufficiency of the evidence.
SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings
and emphasize salient points.
SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
Progress Indicators for Language
L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
A. Explain the function of phrases and clauses in general and their function in specific sentences.
B. Choose among simple, compound, complex, and compound-complex sentences to signal
differing relationships among ideas.
C. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling
modifiers.
L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
A. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but
not He wore an old[,] green shirt ).
B. Spell correctly.
L.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.
B. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word
(e.g., belligerent, bellicose, rebel ).
C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the
pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.7.5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
A. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
English Language Arts- Grade 7 Honors
Career Readiness, Life Literacies and Key Skills
Standard
Performance Expectations
Core Ideas
9.1.8PB.5
Identify factors that affect one’s goals,
including peers, culture, location, and past
experiences.
Goals (e.g. higher education,
autos, and homes, retirement)
affect your finances.
9.1.8.CR.2
Compare various ways to give back
through strengths, passions, goals, and
other personal factors
Individuals can use their talents,
resources, and abilities to give
back.
9.4.8.DC.
Explain how information shared digitally is
public and can be searched, copied, and
potentially seen by public audiences.
Digital footprints are publicly
accessible, even if only shared
with a select group. Appropriate
measures such as proper
interactions can protect online
reputations.
Central Idea/Enduring Understanding:
● Good readers use strategies to help
them understand text.
● Literature helps us make discoveries
about ourselves and the world we live
in.
● Understanding of a text’s features,
structures, and characteristics facilitate
the reader’s ability to make meaning of
the text.
● Successful writers communicate ideas
effectively
● Writing is a process that uses skills,
strategies and revising and editing a
variety of texts.
Essential/Guiding Question:
What are the challenges of human interactions?
Content :
“Thank you Ma’am”
● Skill: Story Elements
● Skill: Theme
● First Read
● Close Read
“Oranges”
● Skill: Poetic Devices
● Skill: Figurative Language
● First Read
● Close Read
Skills(Objectives) :
● Learn the definition of story elements.
● Practice using concrete strategies for analyzing
story elements, particularly the influence of setting
on character and plot.
● Participate effectively in a range of conversations
and collaborations to express ideas and build
upon the ideas of others.
● Perform an initial reading of a text and
demonstrate comprehension by responding to
short analysis and inference questions with textual
evidence.
● Practice defining vocabulary words using context.
English Language Arts- Grade 7 Honors
“The New Rules of Social Media”
● Skill: Author’s Purpose
● Skill: Arguments & Claims
● First Read
● Close Read
Independent Novel Study: The Outsiders
● Skill: Conflict
● Skill: Point of View
● Skill: Characterization
● Skill: Dialogue
● Close Read
“We Real Cool”
Herd Behavior
Self Concept
“Nothing Gold Can Stay”
“What Love Isn’t”
Healing Brick City, “If”
Narrative Model: “Let’s Go to The Videotape”
(2 days)
● Skill: Story Elements
● Skill: Writing/Reading Analysis
● Skill: Literary Critique
Key Reading Skills
Textual Evidence
Point of View
Informational Text Elements
Theme
Dramatic Elements
Story Structure
Figurative Language
Setting
Central or Main Idea
Technical Language
Informational Text Structure
Arguments and Claims
Compare and Contrast
Author’s Purpose and Point of View
● Participate effectively in a range of conversations
and collaborations to express ideas and build
upon the ideas of others.
● Complete a close reading of a passage of
literature.
● Practice and apply concrete strategies for
analyzing story elements, particularly the
influence of setting on character and plot.
● Participate effectively in a range of conversations
and collaborations to express ideas and build
upon the ideas of others.
● Prewrite, plan, and produce clear and coherent
writing in response to a prompt.
● Perform an initial reading of a text and
demonstrate comprehension by responding to
short analysis and inference questions with textual
evidence.
● Practice defining vocabulary words using context
and using word relationships to increase
understanding.
● Participate effectively in a range of conversations
and collaborations to express ideas and build
upon the ideas of others.
● Learn the definition of poetic elements.
● Practice using concrete strategies for identifying
and analyzing poetic elements.
● Participate effectively in a range of conversations
and collaborations to express ideas and build
upon the ideas of others.
● Perform an initial reading of a text and
demonstrate comprehension by responding to
short analysis and inference questions with textual
evidence.
● Practice defining vocabulary words using context.
● Participate effectively in a range of conversations
and collaborations to express ideas and build
upon the ideas of others.
● Complete a close reading of a passage of
literature.
● Practice and apply concrete strategies for
identifying and analyzing poetic elements.
● Participate effectively in a range of conversations
and collaborations to express ideas and build
upon the ideas of others.
● Prewrite, plan, and produce clear and coherent
writing in response to a prompt.
● Learn the definition of textual evidence.
English Language Arts- Grade 7 Honors
Character
Media
Story Elements
Poetic Elements
Key Grammar Skills
Extended Writing Project: Draft - Adjective
Clauses to Combine Sentences
Extended Writing Project: Revise - Identifying
Modifiers
Extended Writing Project: Publish - Adding
Prefixes
Key Writing Skills
Audience, Purpose, and Style
Research and Note-Taking
Thesis Statement
Organize Argumentative Writing
Supporting Details
Introductions and Conclusions
Body Paragraphs and Transitions
Sources and Citations
Using Narrative Elements
Extended Writing Project
Personal Narrative
● Practice using concrete strategies to analyze
explicit textual evidence and the inferences drawn
from this evidence to support an analysis of the
text.
● Practice using concrete strategies for identifying
and analyzing narrative and character point of
view.
● Identity central idea of a text
● Analyze the author’s tone
● Analyze poetic structure
● Summarize a text
● Analyze how story elements contribute to plot and
theme
● Identify the author’s purpose and point of view
● Perform an initial reading of a text and
demonstrate comprehension by responding to
short analysis and inference questions with textual
evidence.
● Practice defining vocabulary words using context
and word relationships to increase understanding.
● Participate effectively in a range of conversations
and collaborations to express ideas and build
upon the ideas of others.
● Learn the definition of theme.
● Practice using concrete strategies for drawing
inferences about the theme from specific evidence
in the text.
● Learn the definition of word meaning.
● Analyze function and context to determine the
meaning of an unfamiliar idiom in a literary text.
● Complete a close reading of a passage of
literature.
● Practice and apply concrete strategies for
identifying theme.
● Prewrite, plan, and produce clear and coherent
writing in response to a prompt.
● Learn the definition of informational text elements.
● Practice using concrete strategies for analyzing
informational text elements.
● Complete a close reading of a passage of
informational text.
English Language Arts- Grade 7 Honors
● Practice and apply concrete strategies for
analyzing informational text elements.
● Learn the definition of textual evidence.
● Practice using concrete strategies for analyzing
textual evidence and making inferences.
● Learn the definition of story elements, particularly,
setting, character, and plot.
● Practice using concrete strategies for analyzing
setting and its effect on characters plot, and
theme.
● Learn the definition of compare and contrast.
● Practice using concrete strategies for comparing
and contrasting 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.
● Practice and apply concrete strategies for drawing
inferences from explicit textual evidence, for
analyzing the effect of setting on character and
plot, and for comparing and contrasting 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.
● Learn the definition of informational text structure.
● Practice using concrete strategies for identifying
informational text structures.
● Complete a close reading of a passage of
informational text.
● Practice and apply concrete strategies for
identifying and analyzing informational text
structure .
● Learn the definition of poetic structure, specifically
as it relates to the features of a narrative poem.
● Practice using concrete strategies for analyzing
poetic structure.
● Complete a close reading of a narrative poem.
● Practice and apply concrete strategies for
analyzing poetic structure, poetic elements, and
English Language Arts- Grade 7 Honors
word meaning.
Respond to a writing prompt in order to:
● Prewrite, plan, and produce clear and coherent
writing in response to a prompt.
● Practice using concrete strategies for identifying
and citing textual evidence.
● Demonstrate an understanding of
informative/explanatory writing.
● Practice and apply concrete strategies for
identifying the features of informative/explanatory
writing.
● Use technology to produce or publish writing
Interdisciplinary Connections:
The texts in this unit inform students’ understanding of 1960s American history, social class systems,
digital citizenship, adolescent development, and 1950s American history.
Stage 2: Assessment Evidence
Performance Task(s):
End of Unit 1 Assessment
Extended Writing Project: Personal Narrative
Other Evidence:
Reading Assignments
Writing Assignments
Skill Assignments
Blast Assignments
Common Formative Assessments
IXL
Socratic Seminar
Think Pair Share
Stations
Stage 3: Learning Plan
Learning Opportunities/Strategies:
First Reads: Instruction around each text
begins with a First Read lesson. Each First
Read lesson concludes with a series of short
answer questions asking students to provide
textual evidence to support their
understanding of the text.
Reading Skills: Skill lessons follow First
Reads, and apply the Gradual Release of
Responsibility Model. First, students read the
definition of the skill or strategy they’ll be
applying and watch a Concept Definition
video. In the Model portion of Skills lessons,
students re-read short passages from the First
Read, and receive explicit instruction about
Resources:
StudySync Program
https://connected.mcgraw-hill.com/connected/login.do
h ttps://www.ixl.com/signin/pemb
h ttps://www.scholastic.com/home
www.commonlit.com
h ttps://goalbookapp.com/
GLSEN Educator Resources
English Language Arts- Grade 7 Honors
how and why a particular skill or strategy
applies to the text. Teachers guide students
through this “we do” portion of the lesson,
facilitating discussion with follow-up questions
from the lesson plan. In the final portion of a
Skills lesson students apply the knowledge
they’ve gained in the first parts of the lesson
to respond to two short questions about a
different passage of text from the First Read.
Close Reads : Close Read lessons culminate
the instructional reading routine. Close Read
lessons begin with an emphasis on
vocabulary instruction as students refine or
confirm their analyses of vocabulary in the
First Read. Close Read lessons then
challenge students to apply skills and reading
strategies as they re-read and annotate the
text in preparation for writing their own short
constructed response.
Writing Skills : Skill lessons break the writing
process down and aid students as they learn
to “write routinely over extended and shorter
time frames.”
Paired Texts: The students will read a variety
of paired text with a novel (poem, essay, short
story, article) to find common themes, make
deeper connections with the real world, and
find personal interest within the readings.
Teach Like a Champion 2.0 strategies
Kagan strategies
Supporting LGBTQIA Youth Resource List
Respect Ability: Fighting Stigmas, Advancing
Opportunities
Learning for Justice
Differentiation
*Please note: Teachers who have students with 504 plans that require curricular accommodations are to
refer to Struggling and/or Special Needs Section for differentiation
High-Achieving
Students
On Grade Level
Students
Struggling
Students
Special Needs/ELL
Each lesson in the unit
contains resources and
guidance for teachers
to enrich and extend
activities for beyond
The Core Path of
each unit contains
a variety of texts
and text excerpts
from a variety of
Each lesson in the
unit contains
resources and
guidance for
teachers to scaffold
Any student requiring further
accommodations and/or
modifications will have them
individually listed in their 504 Plan
or IEP. These might include, but
English Language Arts- Grade 7 Honors
grade-level learners.
The lesson plans are
divided into two parts:
the Core Path, for core
instruction; and the
Access Path, for
scaffolded instruction.
genres and text
types. The
instructional
routines are
developed around
these texts to
support best
practices in reading
instruction and aid
students in
meaning making,
effective
expression,
language
development and
the acquisition of
content knowledge
and foundational
skills.
instruction for
approaching
grade-level
learners. Each
lesson plan is
divided into two
parts: the Core
Path, for core
instruction; and the
Access Path, for
scaffolded
instruction.
Access Path
exercises break
core instruction
down into discrete
tasks and home in
on the language
development and
foundational skill
aspects of an
exercise that make
it more difficult for
approaching
grade-level
learners. The
Access Path guides
teachers on the
best ways to
leverage technology
tools like Closed
Captioning and
Audio Text Highlight
to engage and
instruct learners,
and makes helpful
suggestions about
how and when to
alternate between
whole group, small
group, and
one-on-one
instruction.
Access Path
scaffolds go well
are not limited to: breaking
assignments into smaller tasks,
giving directions through several
channels (auditory, visual,
kinesthetic, model), and/or small
group instruction for
reading/writing
ELL supports should include, but
are not limited to, the following::
Extended time
Provide visual aids
Repeated directions
Differentiate based on proficiency
Provide word banks
Allow for translators, dictionaries
English Language Arts- Grade 7 Honors
beyond instructions
to the teacher,
though, as each
lesson also includes
a full complement of
Access Handouts.
These handouts are
differentiated for all
three levels of
English learners
and approaching
grade-level
learners. Access
Handouts contain
sentence frames,
graphic organizers,
glossaries, and
many other
activities so
students have the
scaffolds they need
to complete core
assignments
alongside their
on-grade level
classmates.
Unit 2: In Pursuit
Stage 1: Desired Results
Standards & Indicators:
Progress Indicators for Reading Literature
RL.7.1. Cite several pieces of textual evidence and make relevant connections 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).
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.
English Language Arts- Grade 7 Honors
RL.7.5. Analyze how a drama’s or poem’s 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.
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).
RL.7.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and
background knowledge) 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.
RL.7.10. By the end of the year read and comprehend literature, including stories, dramas, and poems at
grade level text-complexity or above, scaffolding as needed.
Progress Indicators Informational Text
RI.7.1. Cite several pieces of textual evidence and make relevant connections 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).
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.7.5. 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 author’s point of view or purpose in a text and analyze how the author distinguishes
his or her position from that of others.
RI.7.7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each
medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
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.
RI.7.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background
knowledge) 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.
RI.7.10. By the end of the year read and comprehend literary nonfiction at grade level text-complexity or
above, with scaffolding as needed.
Progress Indicators for Writing
W.7.3. Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
English Language Arts- Grade 7 Honors
A. Engage and orient the reader by establishing a context and point of view and introducing a narrator
and/or
characters; organize an event sequence that unfolds naturally and logically.
B. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences,
events, and/or
characters.
C. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from
one time
frame or setting to another.
D. Use precise words and phrases, relevant descriptive details, and sensory language to capture the
action and
convey experiences and events.
E. Provide a conclusion that follows from and reflects on the narrated experiences or events.
W.7.4. Produce clear and coherent writing in which the development, organization, voice and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 1–3 above.)
W.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.
W.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.
W.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
B. Apply grade 7 Reading standards to literary nonfiction (e.g. “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”).
W.7.10. Write routinely over extended time frames (time for research, reflection,
metacognition/self-correction, and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
Progress Indicators for Speaking and Listening
SL.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.
A. Come to discussions prepared, having read or researched material under study; explicitly draw
on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on
ideas under discussion.
B. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and
define individual roles as needed.
C. Pose questions that elicit elaboration and respond to others’ questions and comments with
relevant observations and ideas that bring the discussion back on topic as needed.
D. Acknowledge new information expressed by others and, when warranted, modify their own views.
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.
English Language Arts- Grade 7 Honors
SL.7.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning
and the relevance and sufficiency of the evidence.
SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings
and emphasize salient points.
SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
Progress Indicators for Language
L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
A. Explain the function of phrases and clauses in general and their function in specific sentences.
B. Choose among simple, compound, complex, and compound-complex sentences to signal
differing relationships among ideas.
L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
A. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but
not He wore an old[,] green shirt ).
B. Spell correctly.
L.7.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
A. Choose language that expresses ideas precisely and concisely, recognizing and eliminating
wordiness and redundancy.
L.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.
A. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in
a sentence) as a clue to the meaning of a word or phrase.
L.7.5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
A. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Career Readiness, Life Literacies and Key Skills
Standard
Performance Expectations
Core Ideas
9.1.8.CR.2
Compare various ways to give back
through strengths, passions, goals, and
other personal factors.
Individuals can use their talents,
resources, and abilities to give
back.
Central Idea/Enduring Understanding:
● Good readers use strategies to help
them understand text.
● Literature helps us make discoveries
about ourselves and the world we live
in.
● Understanding of a text’s features,
structures, and characteristics facilitate
Essential/Guiding Question:
What drives us to undertake a mission?
English Language Arts- Grade 7 Honors
the reader’s ability to make meaning of
the text.
● Successful writers communicate ideas
effectively
● Writing is a process that uses skills,
strategies and revising and editing a
variety of texts.
Content:
Novel Study: I Am Malala
Poetry Mini Unit:
“The Road Not Taken”
“Mother to Son” - Langston Hughes
“Still I Rise” - Maya Angelou
Analyzing Text Structures-“How Video Games
Are Getting Inside Your Head — And Wallet” -
Common Lit
“The Most Dangerous Game”
● Story Elements
Peak- Novel Excerpts
● Skill: Story Elements
Key Reading Skills
Central or Main Idea
Textual Evidence
Figurative Language
Theme
Story Elements
Informational Text Structure
Compare and Contrast
Poetic Structure
Poetic Elements
Word Meaning
Informational Text Elements
Connotation and Denotation
Technical Language
Media
Key Writing Skills
Thesis Statement
Audience and Purpose
Organize Informative Writing
Supporting Details
Skills/Objectives:
Read closely to determine what the text says explicitly
and to make logical inferences and relevant connections
from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze
their development; summarize the key supporting details
and ideas.
Interpret words and phrases as they are used in a text
Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text
(e.g., a section, chapter, scene, or stanza) relate to each
other and the whole.
Cite several pieces of textual evidence and make relevant
connections to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Identify and analyze text structure and how it contributes
to the overall meaning of the text
Discuss story elements (conflict, characters, theme,
setting, etc) and how they contribute to the plot and
theme
Plot structure (exposition, rising action, climax, falling
action, resolution)
Perform an initial reading of a text and demonstrate
comprehension by responding to short analysis and
inference questions with textual evidence.
● Practice defining vocabulary words using context
and word relationships to increase understanding.
● Participate effectively in a range of conversations
and collaborations to express ideas and build
English Language Arts- Grade 7 Honors
Introductions
Body Paragraphs and Transitions
Conclusions
Style
Sources and Citations
Extended Writing Project
Informative Writing
Compare/Contrast Essay
upon the ideas of others.
● Learn the definition of theme.
● Practice using concrete strategies for drawing
inferences about the theme from specific evidence
in the text.
● Learn the definition of word meaning.
● Analyze function and context to determine the
meaning of an unfamiliar idiom in a literary text.
● Complete a close reading of a passage of
literature.
● Practice and apply concrete strategies for
identifying theme.
● Prewrite, plan, and produce clear and coherent
writing in response to a prompt.
● Learn the definition of informational text elements.
● Practice using concrete strategies for analyzing
informational text elements.
● Complete a close reading of a passage of
informational text.
● Practice and apply concrete strategies for
analyzing informational text elements.
● Learn the definition of textual evidence.
● Practice using concrete strategies for analyzing
textual evidence and making inferences.
● Learn the definition of story elements, particularly,
setting, character, and plot.
● Practice using concrete strategies for analyzing
setting and its effect on characters plot, and
theme.
● Learn the definition of compare and contrast.
● Practice using concrete strategies for comparing
and contrasting 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.
● Practice and apply concrete strategies for drawing
inferences from explicit textual evidence, for
analyzing the effect of setting on character and
English Language Arts- Grade 7 Honors
plot, and for comparing and contrasting 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.
● Learn the definition of informational text structure.
● Practice using concrete strategies for identifying
informational text structures.
● Complete a close reading of a passage of
informational text.
● Practice and apply concrete strategies for
identifying and analyzing informational text
structure .
● Learn the definition of poetic structure, specifically
as it relates to the features of a narrative poem.
● Practice using concrete strategies for analyzing
poetic structure.
● Complete a close reading of a narrative poem.
● Practice and apply concrete strategies for
analyzing poetic structure, poetic elements, and
word meaning.
Respond to a writing prompt in order to:
● Prewrite, plan, and produce clear and coherent
writing in response to a prompt.
● Practice using concrete strategies for identifying
and citing textual evidence.
● Demonstrate an understanding of
informative/explanatory writing.
● Practice and apply concrete strategies for
identifying the features of informative/explanatory
writing.
● Use technology to produce or publish writing
Interdisciplinary Connections:
The texts in this unit inform students’ understanding of Pakistan, the Swat Valley, and Pakistani culture.
Stage 2: Assessment Evidence
Performance Task(s):
End of Unit 2 Assessment
Extended Writing Project: Informative Writing
Other Evidence:
Reading Assignments
Writing Assignments
English Language Arts- Grade 7 Honors
Skill Assignments
Blast Assignments
Common Formative Assessments
IXL
Socratic Seminar
Think Pair Share
Stations
Stage 3: Learning Plan
Learning Opportunities/Strategies:
First Reads: Instruction around each text
begins with a First Read lesson. Each First
Read lesson concludes with a series of short
answer questions asking students to provide
textual evidence to support their
understanding of the text.
Reading Skills: Skill lessons follow First
Reads, and apply the Gradual Release of
Responsibility Model. First, students read the
definition of the skill or strategy they’ll be
applying and watch a Concept Definition
video. In the Model portion of Skills lessons,
students re-read short passages from the First
Read, and receive explicit instruction about
how and why a particular skill or strategy
applies to the text. Teachers guide students
through this “we do” portion of the lesson,
facilitating discussion with follow-up questions
from the lesson plan. In the final portion of a
Skills lesson students apply the knowledge
they’ve gained in the first parts of the lesson
to respond to two short questions about a
different passage of text from the First Read.
Close Reads : Close Read lessons culminate
the instructional reading routine. Close Read
lessons begin with an emphasis on
vocabulary instruction as students refine or
confirm their analyses of vocabulary in the
First Read. Close Read lessons then
challenge students to apply skills and reading
strategies as they re-read and annotate the
text in preparation for writing their own short
constructed response.
Resources:
StudySync Program
https://connected.mcgraw-hill.com/connected/login.do
h ttps://www.ixl.com/signin/pemb
www.allnovel.net
www.commonlit.com
h ttps://www.scholastic.com/home
h ttps://goalbookapp.com/
GLSEN Educator Resources
Supporting LGBTQIA Youth Resource List
Respect Ability: Fighting Stigmas, Advancing
Opportunities
Learning for Justice
English Language Arts- Grade 7 Honors
Writing Skills : Skill lessons break the writing
process down and aid students as they learn
to “write routinely over extended and shorter
time frames.”
Teach Like a Champion 2.0 strategies
Kagan strategies
Differentiation
*Please note: Teachers who have students with 504 plans that require curricular accommodations are to
refer to Struggling and/or Special Needs Section for differentiation
High-Achieving
Students
On Grade Level
Students
Struggling
Students
Special Needs/ELL
Each lesson in the unit
contains resources and
guidance for teachers
to enrich and extend
activities for beyond
grade-level learners.
The lesson plans are
divided into two parts:
the Core Path, for core
instruction; and the
Access Path, for
scaffolded instruction.
The Core Path of
each unit contains
a variety of texts
and text excerpts
from a variety of
genres and text
types. The
instructional
routines are
developed around
these texts to
support best
practices in reading
instruction and aid
students in
meaning making,
effective
expression,
language
development and
the acquisition of
content knowledge
and foundational
skills.
Each lesson in the
unit contains
resources and
guidance for
teachers to scaffold
instruction for
approaching
grade-level
learners. Each
lesson plan is
divided into two
parts: the Core
Path, for core
instruction; and the
Access Path, for
scaffolded
instruction.
Access Path
exercises break
core instruction
down into discrete
tasks and home in
on the language
development and
foundational skill
aspects of an
exercise that make
it more difficult for
approaching
grade-level
learners. The
Access Path guides
Any student requiring further
accommodations and/or
modifications will have them
individually listed in their 504 Plan
or IEP. These might include, but
are not limited to: breaking
assignments into smaller tasks,
giving directions through several
channels (auditory, visual,
kinesthetic, model), and/or small
group instruction for
reading/writing
ELL supports should include, but
are not limited to, the following:
Extended time
Provide visual aids
Repeated directions
Differentiate based on proficiency
Provide word banks
Allow for translators, dictionaries
English Language Arts- Grade 7 Honors
teachers on the
best ways to
leverage technology
tools like Closed
Captioning and
Audio Text Highlight
to engage and
instruct learners,
and makes helpful
suggestions about
how and when to
alternate between
whole group, small
group, and
one-on-one
instruction.
Access Path
scaffolds go well
beyond instructions
to the teacher,
though, as each
lesson also includes
a full complement of
Access Handouts.
These handouts are
differentiated for all
three levels of
English learners
and approaching
grade-level
learners. Access
Handouts contain
sentence frames,
graphic organizers,
glossaries, and
many other
activities so
students have the
scaffolds they need
to complete core
assignments
alongside their
on-grade level
classmates.
English Language Arts- Grade 7 Honors
Unit 3: Justice Served
Stage 1: Desired Results
Standards & Indicators:
Progress Indicators for Reading Literature
RL.7.1. Cite several pieces of textual evidence and make relevant connections 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).
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.7.5. Analyze how a drama’s or poem’s 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.
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).
RL.7.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and
background knowledge) 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.
RL.7.10. By the end of the year read and comprehend literature, including stories, dramas, and poems at
grade level text-complexity or above, scaffolding as needed.
Progress Indicators Informational Text
RI.7.1. Cite several pieces of textual evidence and make relevant connections 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).
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.7.5. 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.
English Language Arts- Grade 7 Honors
RI.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.
RI.7.7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each
medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
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.
RI.7.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background
knowledge) 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.
RI.7.10. By the end of the year read and comprehend literary nonfiction at grade level text-complexity or
above, with scaffolding as needed.
Progress Indicators for Writing
W.7.3. Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
A. Engage and orient the reader by establishing a context and point of view and introducing a narrator
and/or
characters; organize an event sequence that unfolds naturally and logically.
B. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences,
events, and/or
characters.
C. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from
one time
frame or setting to another.
D. Use precise words and phrases, relevant descriptive details, and sensory language to capture the
action and
convey experiences and events.
E. Provide a conclusion that follows from and reflects on the narrated experiences or events.
W.7.4. Produce clear and coherent writing in which the development, organization, voice and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 1–3 above.)
W.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.
W.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.
W.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
C. Apply grade 7 Reading standards to literary nonfiction (e.g. “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”).
English Language Arts- Grade 7 Honors
W.7.10. Write routinely over extended time frames (time for research, reflection,
metacognition/self-correction, and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
Progress Indicators for Speaking and Listening
SL.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.
E. Come to discussions prepared, having read or researched material under study; explicitly draw
on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on
ideas under discussion.
F. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and
define individual roles as needed.
G. Pose questions that elicit elaboration and respond to others’ questions and comments with
relevant observations and ideas that bring the discussion back on topic as needed.
H. Acknowledge new information expressed by others and, when warranted, modify their own views.
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 speaker’s argument and specific claims, evaluating the soundness of the reasoning
and the relevance and sufficiency of the evidence.
SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings
and emphasize salient points.
SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
Progress Indicators for Language
L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
C. Explain the function of phrases and clauses in general and their function in specific sentences.
D. Choose among simple, compound, complex, and compound-complex sentences to signal
differing relationships among ideas.
L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
C. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but
not He wore an old[,] green shirt ).
D. Spell correctly.
L.7.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
B. Choose language that expresses ideas precisely and concisely, recognizing and eliminating
wordiness and redundancy.
L.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.
English Language Arts- Grade 7 Honors
B. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in
a sentence) as a clue to the meaning of a word or phrase.
L.7.5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
B. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Career Readiness, Life Literacies and Key Skills
Standard
Core Ideas
9.1.8.CR.1
Philanthropic and charitable
organizations play important
roles in supporting the
interests of individuals and
local and
global communities and the
issues that affect them
9.1.8.CR.2
Individuals can use their
talents, resources, and
abilities to give back
Central Idea/Enduring Understanding:
● Good readers use strategies to help
them understand text.
● Literature helps us make discoveries
about ourselves and the world we live
in.
● Understanding of a text’s features,
structures, and characteristics facilitate
the reader’s ability to make meaning of
the text.
● Successful writers communicate ideas
effectively
● Writing is a process that uses skills,
strategies and revising and editing a
variety of texts.
Essential/Guiding Question:
Why is it essential to defend human rights?
Content:
“The Danger of a Single Story” - Speech
“We Wear the Mask” - Poem
● Skill: Poetic Structure
“The People Could Fly”
● Skill: Elements of Folktales
Skills/Objectives:
● Perform an initial reading of a text and
demonstrate comprehension by responding to
short analysis and inference questions with textual
evidence.
● Practice defining vocabulary words using context.
● Participate effectively in a range of conversations
English Language Arts- Grade 7 Honors
● Skill: Motif
● Skill: Dialect
● First Read
● Close Read
“Bloody Sunday”
● Skill: Research
● Skill: Nonfiction Text Features
● Skill: Central Idea
● First Read
● Close Read
“Claudette Colvin: This is What Courage
Looks Like”
● Skill: Elements of a Play & Text
Features
● First Read
● Close Read
“The Hill We Climb”
● Skill: Figurative Language
● First Read
● Close Read
Political Cartoons
● Skill Author’s Point of View
A Time for Justice & The Children’s March
● Skill: Film Analysis
Research Simulation Project: Current Social
Justice Issue (Nonfiction Articles)
● Skill: Research
● Skill: Oral Presentation
● Skill: Text Structure
● Skill: Analysis of Nonfiction
Novel Study- Internment
● Skill: Story Elements
● Skill: Text Analysis
● Skill: Summary
● Skill: Compare and Contrast
Key Reading Skills
Informational Text Elements
Technical Language
Theme
and collaborations to express ideas and build
upon the ideas of others.
● Complete a close reading of a passage of
informational text.
● Practice and apply concrete strategies for
identifying and analyzing informational text
elements and technical language in an excerpt
from Bloody Sunday.
● Prewrite, plan, and produce clear and coherent
writing in response to a prompt.
● Practice and apply strategies for identifying
informational text structure .
● Practice defining vocabulary words using context
and using word relationships to increase
understanding.
● Learn the definition of media.
● Practice using concrete strategies for comparing
and contrasting the presentation and impact of the
same informational text in both print and audio
versions.
● Practice and apply strategies for gathering textual
evidence and for comparing and contrasting two
forms of media delivering the same content.
● Complete a close reading of a passage of
literature.
● Practice and apply concrete strategies for
comparing and contrasting in an excerpt from The
People Could Fly: American Black Folktales .
Respond to a writing prompt in order to:
●
Pre-write, plan, and produce clear and coherent
writing in response to a prompt.
●
Practice using concrete strategies for determining
the effectiveness of arguments and claims.
●
Identify purpose and methods of citing sources in
argumentative writing.
● Practice citing sources in an argumentative essay.
English Language Arts- Grade 7 Honors
Poetic Elements
Informational Text Structure
Figurative Language
Connotation and Denotation
Textual Evidence
Media
Compare and Contrast
Poetic Structure
Central or Main Idea
Author’s Purpose and Point of View
Key Grammar Skills
- Noun Clauses
Extended Writing Project: Body Paragraphs /
Transitions - Misplaced and Dangling
Modifiers
Extended Writing Project: Revise - Combining
Sentences to Eliminate Repetition
Extended Writing Project: Publish - Easily
Misspelled Words
Key Writing Skills
Thesis Statement
Audience and Purpose
Organize a Literary Analysis
Supporting Details
Introductions
Body Paragraphs & Transitions
Conclusions
Style
Sources and Citations
Extended Writing Project
Argumentative Writing
Interdisciplinary Connections:
The texts in this unit inform students’ understanding of human rights, activism, social reform,
industrialization, immigration, slavery, and abolition.
Stage 2: Assessment Evidence
Performance Task(s):
End of Unit 3 Assessment
Extended Writing Project: Argumentative
Writing
Other Evidence:
Reading Assignments
Writing Assignments
Skill Assignments
Blast Assignments
Film Analysis
English Language Arts- Grade 7 Honors
Common Formative Assessments
IXL
Socratic Seminar
Think Pair Share
Stations
Stage 3: Learning Plan
Learning Opportunities/Strategies:
First Reads: Instruction around each text
begins with a First Read lesson. Each First
Read lesson concludes with a series of short
answer questions asking students to provide
textual evidence to support their
understanding of the text.
Reading Skills: Skill lessons follow First
Reads, and apply the Gradual Release of
Responsibility Model. First, students read the
definition of the skill or strategy they’ll be
applying and watch a Concept Definition
video. In the Model portion of Skills lessons,
students re-read short passages from the First
Read, and receive explicit instruction about
how and why a particular skill or strategy
applies to the text. Teachers guide students
through this “we do” portion of the lesson,
facilitating discussion with follow-up questions
from the lesson plan. In the final portion of a
Skills lesson students apply the knowledge
they’ve gained in the first parts of the lesson
to respond to two short questions about a
different passage of text from the First Read.
Close Reads : Close Read lessons culminate
the instructional reading routine. Close Read
lessons begin with an emphasis on
vocabulary instruction as students refine or
confirm their analyses of vocabulary in the
First Read. Close Read lessons then
challenge students to apply skills and reading
strategies as they re-read and annotate the
text in preparation for writing their own short
constructed response.
Writing Skills : Skill lessons break the writing
process down and aid students as they learn
Resources:
*The New Jersey Amistad Commission Interactive
Curriculum
www.njamistadcurriculum.net
StudySync Program
https://connected.mcgraw-hill.com/connected/login.do
https://www.ixl.com/signin/pemb
h ttps://www.scholastic.com/home
h ttps://goalbookapp.com/
GLSEN Educator Resources
Supporting LGBTQIA Youth Resource List
Respect Ability: Fighting Stigmas, Advancing
Opportunities
Learning for Justice
English Language Arts- Grade 7 Honors
to “write routinely over extended and shorter
time frames.”
Socratic Seminar & Philosophical Chairs:
is a formal discussion, based on a text, in
which the leader asks open-ended questions.
Within the context of the discussion, students
listen closely to the comments of others,
thinking critically for themselves, and
articulate their own thoughts and their
responses to the thoughts of others.
Philosophical Chairs: Classic Style is a
structured form of academic discourse which
relies on a prompt as the foundation for
discussion and informed debate. It is a form of
dialogue in which students develop a deeper
understanding of a text or subject.
Teach Like a Champion 2.0 strategies
Kagan strategies
Differentiation
*Please note: Teachers who have students with 504 plans that require curricular accommodations are to
refer to Struggling and/or Special Needs Section for differentiation
High-Achieving
Students
On Grade Level
Students
Struggling Students
Special Needs/ELL
Each lesson in the unit
contains resources and
guidance for teachers
to enrich and extend
activities for beyond
grade-level learners.
The lesson plans are
divided into two parts:
the Core Path, for core
instruction; and the
Access Path, for
scaffolded instruction.
The Core Path of
each unit contains
a variety of texts
and text excerpts
from a variety of
genres and text
types. The
instructional
routines are
developed around
these texts to
support best
practices in reading
instruction and aid
students in
meaning making,
effective
expression,
language
development and
the acquisition of
Each lesson in the unit
contains resources and
guidance for teachers to
scaffold instruction for
approaching grade-level
learners. Each lesson
plan is divided into two
parts: the Core Path, for
core instruction; and the
Access Path, for
scaffolded instruction.
Access Path exercises
break core instruction
down into discrete tasks
and home in on the
language development
and foundational skill
aspects of an exercise
that make it more
difficult for approaching
Any student requiring further
accommodations and/or
modifications will have them
individually listed in their 504
Plan or IEP. These might
include, but are not limited to:
breaking assignments into
smaller tasks, giving directions
through several channels
(auditory, visual, kinesthetic,
model), and/or small group
instruction for reading/writing
ELL supports should include,
but are not limited to, the
following:
Extended time
Provide visual aids
Repeated directions
Differentiate based on
proficiency
English Language Arts- Grade 7 Honors
content knowledge
and foundational
skills.
grade-level learners.
The Access Path guides
teachers on the best
ways to leverage
technology tools like
Closed Captioning and
Audio Text Highlight to
engage and instruct
learners, and makes
helpful suggestions
about how and when to
alternate between whole
group, small group, and
one-on-one instruction.
Access Path scaffolds
go well beyond
instructions to the
teacher, though, as
each lesson also
includes a full
complement of Access
Handouts. These
handouts are
differentiated for all
three levels of English
learners and
approaching grade-level
learners. Access
Handouts contain
sentence frames,
graphic organizers,
glossaries, and many
other activities so
students have the
scaffolds they need to
complete core
assignments alongside
their on-grade level
classmates.
Provide word banks
Allow for translators,
dictionaries
English Language Arts- Grade 7 Honors
Unit 4: The Powers That Be
Stage 1: Desired Results
Standards & Indicators:
Progress Indicators for Reading Literature
RL.7.1. Cite several pieces of textual evidence and make relevant connections 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).
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.7.5. Analyze how a drama’s or poem’s 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.
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).
RL.7.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and
background knowledge) 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.
RL.7.10. By the end of the year read and comprehend literature, including stories, dramas, and poems at
grade level text-complexity or above, scaffolding as needed.
Progress Indicators Informational Text
RI.7.1. Cite several pieces of textual evidence and make relevant connections 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).
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.7.5. 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.
English Language Arts- Grade 7 Honors
RI.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.
RI.7.7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each
medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
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.
RI.7.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background
knowledge) 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.
RI.7.10. By the end of the year read and comprehend literary nonfiction at grade level text-complexity or
above, with scaffolding as needed.
Progress Indicators for Writing
W.7.3. Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
A. Engage and orient the reader by establishing a context and point of view and introducing a narrator
and/or
characters; organize an event sequence that unfolds naturally and logically.
B. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences,
events, and/or
characters.
C. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from
one time
frame or setting to another.
D. Use precise words and phrases, relevant descriptive details, and sensory language to capture the
action and
convey experiences and events.
E. Provide a conclusion that follows from and reflects on the narrated experiences or events.
W.7.4. Produce clear and coherent writing in which the development, organization, voice and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 1–3 above.)
W.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.
W.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.
W.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
D. Apply grade 7 Reading standards to literary nonfiction (e.g. “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”).
English Language Arts- Grade 7 Honors
W.7.10. Write routinely over extended time frames (time for research, reflection,
metacognition/self-correction, and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
Progress Indicators for Speaking and Listening
SL.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.
I. Come to discussions prepared, having read or researched material under study; explicitly draw
on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on
ideas under discussion.
J. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and
define individual roles as needed.
K. Pose questions that elicit elaboration and respond to others’ questions and comments with
relevant observations and ideas that bring the discussion back on topic as needed.
L. Acknowledge new information expressed by others and, when warranted, modify their own views.
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 speaker’s argument and specific claims, evaluating the soundness of the reasoning
and the relevance and sufficiency of the evidence.
SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings
and emphasize salient points.
SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
Progress Indicators for Language
L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
E. Explain the function of phrases and clauses in general and their function in specific sentences.
F. Choose among simple, compound, complex, and compound-complex sentences to signal
differing relationships among ideas.
L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
E. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but
not He wore an old[,] green shirt ).
F. Spell correctly.
L.7.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
C. Choose language that expresses ideas precisely and concisely, recognizing and eliminating
wordiness and redundancy.
L.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.
English Language Arts- Grade 7 Honors
C. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in
a sentence) as a clue to the meaning of a word or phrase.
L.7.5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
C. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Career Readiness, Life Literacies and Key Skills
Standard
Performance Expectations
Core Ideas
9.1.8.FP.1
Describe the impact of personal values on
various financial scenarios.
An individual’s values and
emotions will influence the
ability to modify financial
behavior (when appropriate),
which will impact one’s
financial well-being.
9.1.12.CFR.1: C
Compare and contrast the role of philanthropy,
volunteer service, and charities in community
development and quality of life in a variety of
cultures.
Philanthropic, charitable,
and entrepreneurial
organizations play distinctly
different but vitally important
roles in supporting the
interests of local and global
communities.
Central Idea/Enduring Understanding:
● Good readers use strategies to help
them understand text.
● Literature helps us make discoveries
about ourselves and the world we live
in.
● Understanding of a text’s features,
structures, and characteristics facilitate
the reader’s ability to make meaning of
the text.
● Successful writers communicate ideas
effectively
● Writing is a process that uses skills,
strategies and revising and editing a
variety of texts.
Essential/Guiding Question:
What should be the principles of a just society?
Content:
“Nothing to Envy: Ordinary Lives in North
Korea”
● Skill: Research
● Skill: Idioms
● First Read
● Close Read
Skills/Objectives:
● Perform an initial reading of a text and
demonstrate comprehension by responding to
short analysis and inference questions with textual
evidence.
● Define unfamiliar vocabulary using context clues.
English Language Arts- Grade 7 Honors
“The Lottery”
● Skill: Foreshadowing
● Skill: Theme
● Skill: Mood
● First Read
● Close Read
NJSLA Narrative Writing Practice
● Skill: Story Elements
The Novel Study: The Chrysalids
● Skill: Story Elements
● Skill: Theme
● Skill: Text Evidence
● Skill: Vocabulary
● Close Read
“Examination Day”
“Harrison Bergeron”
Key Reading Skills
Central or Main Idea
Textual Evidence
Figurative Language
Theme
Story Elements
Informational Text Structure
Compare and Contrast
Poetic Structure
Poetic Elements
Word Meaning
Informational Text Elements
Connotation and Denotation
Technical Language
Media
Key Grammar Skills
First Read: Nothing to Envy - Adjective and
Adverb Phrases and Clauses
Extended Writing Project: Descriptive Details -
Using Coordinate Adjectives
Extended Writing Project: Revise - Omitting
Needless Words
Extended Writing Project: Publish - Words
with Spellings from Other Languages
● Participate effectively in a range of conversations
and collaborations to express ideas and build on
the ideas of others.
● Complete a close reading of a passage of
informational text.
● Practice and apply concrete strategies for
analyzing informational text elements in an
excerpt from Nothing to Envy: Ordinary Lives in
North Korea .
● Prewrite, plan, and produce clear and coherent
writing in response to a prompt.
● Practice defining vocabulary words using context.
● Learn the definitions of argument and claim.
● Practice using concrete strategies for identifying
and determining the effectiveness of arguments
and claims.
● Learn the definitions of author's purpose and
author's point of view.
● Practice using concrete strategies for identifying
and analyzing author's purpose and author's point
of view.
● Learn the definition of compare and contrast.
● Practice using concrete strategies for comparing
and contrasting how texts shape presentations of
key information.
● Practice and apply concrete strategies for
identifying author's purpose and point of view,
evaluating author's' arguments and claims, and
comparing and contrasting two authors'
presentations of information on the same topic.
● Define unfamiliar vocabulary using context clues.
● Define and identify the story elements of
character, setting, plot, conflict, and theme.
● Practice using concrete strategies for analyzing
how story elements interact in a particular text.
● Complete a close reading of a passage of
literature.
● Practice and apply concrete strategies for
identifying and analyzing story elements in "The
English Language Arts- Grade 7 Honors
Key Writing Skills
Thesis Statement
Audience and Purpose
Organize Informative Writing
Supporting Details
Introductions
Body Paragraphs and Transitions
Conclusions
Style
Sources and Citations
Extended Writing Project
Literary Analysis
NJSLA Narrative Writing Practice
Lottery."
● Practice and apply concrete strategies for
comparing and contrasting elements of The
Hunger Games to The Chrysalids as presented in
a variety of media.
Respond to a writing prompt in order to:
● Discuss and demonstrate an understanding of
literary analysis as a writing form.
●
Practice and apply concrete strategies for
identifying features of a literary analysis.
●
Discuss and demonstrate understanding of literary
analysis writing features.
●
Analyze the prompt and generate information for a
literary analysis essay.
●
Discuss and demonstrate understanding of thesis
statements.
●
Practice concrete strategies for identifying thesis
statements and apply this knowledge to the
creation of an original thesis statement for a
literary analysis.
Interdisciplinary Connections:
The texts in this unit inform students’ understanding of North Korean culture, censorship, totalitarianism,
psychology, and ethics.
Stage 2: Assessment Evidence
Performance Task(s):
End of Unit 4 Assessment
Extended Writing Project: Narrative
Final Essay: The Chrysalids
Other Evidence:
Reading Assignments
Writing Assignments
Skill Assignments
Blast Assignments
Common Formative Assessments
IXL
Socratic Seminar
Think Pair Share
Stations
Stage 3: Learning Plan
Learning Opportunities/Strategies:
First Reads: Instruction around each text
begins with a First Read lesson. Each First
Read lesson concludes with a series of short
answer questions asking students to provide
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English Language Arts- Grade 7 Honors
textual evidence to support their
understanding of the text.
Reading Skills: Skill lessons follow First
Reads, and apply the Gradual Release of
Responsibility Model. First, students read the
definition of the skill or strategy they’ll be
applying and watch a Concept Definition
video. In the Model portion of Skills lessons,
students re-read short passages from the First
Read, and receive explicit instruction about
how and why a particular skill or strategy
applies to the text. Teachers guide students
through this “we do” portion of the lesson,
facilitating discussion with follow-up questions
from the lesson plan. In the final portion of a
Skills lesson students apply the knowledge
they’ve gained in the first parts of the lesson
to respond to two short questions about a
different passage of text from the First Read.
Close Reads : Close Read lessons culminate
the instructional reading routine. Close Read
lessons begin with an emphasis on
vocabulary instruction as students refine or
confirm their analyses of vocabulary in the
First Read. Close Read lessons then
challenge students to apply skills and reading
strategies as they re-read and annotate the
text in preparation for writing their own short
constructed response.
Writing Skills : Skill lessons break the writing
process down and aid students as they learn
to “write routinely over extended and shorter
time frames.”
Teach Like a Champion 2.0 strategies
Kagan strategies
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Differentiation
*Please note: Teachers who have students with 504 plans that require curricular accommodations are to
refer to Struggling and/or Special Needs Section for differentiation
High-Achieving
Students
On Grade Level
Students
Struggling Students
Special Needs/ELL
Each lesson in the unit
contains resources and
The Core Path of
each unit contains
Each lesson in the unit
contains resources and
Any student requiring further
accommodations and/or
English Language Arts- Grade 7 Honors
guidance for teachers
to enrich and extend
activities for beyond
grade-level learners.
The lesson plans are
divided into two parts:
the Core Path, for core
instruction; and the
Access Path, for
scaffolded instruction.
a variety of texts
and text excerpts
from a variety of
genres and text
types. The
instructional
routines are
developed around
these texts to
support best
practices in reading
instruction and aid
students in
meaning making,
effective
expression,
language
development and
the acquisition of
content knowledge
and foundational
skills.
guidance for teachers to
scaffold instruction for
approaching grade-level
learners. Each lesson
plan is divided into two
parts: the Core Path, for
core instruction; and the
Access Path, for
scaffolded instruction.
Access Path exercises
break core instruction
down into discrete tasks
and home in on the
language development
and foundational skill
aspects of an exercise
that make it more difficult
for approaching
grade-level learners. The
Access Path guides
teachers on the best
ways to leverage
technology tools like
Closed Captioning and
Audio Text Highlight to
engage and instruct
learners, and makes
helpful suggestions about
how and when to
alternate between whole
group, small group, and
one-on-one instruction.
Access Path scaffolds go
well beyond instructions
to the teacher, though, as
each lesson also includes
a full complement of
Access Handouts. These
handouts are
differentiated for all three
levels of English learners
and approaching
grade-level learners.
Access Handouts contain
sentence frames, graphic
modifications will have them
individually listed in their 504
Plan or IEP. These might
include, but are not limited
to: breaking assignments
into smaller tasks, giving
directions through several
channels (auditory, visual,
kinesthetic, model), and/or
small group instruction for
reading/writing
ELL supports should include,
but are not limited to, the
following:
Extended time
Provide visual aids
Repeated directions
Differentiate based on
proficiency
Provide word banks
Allow for translators,
dictionaries
English Language Arts- Grade 7 Honors
organizers, glossaries,
and many other activities
so students have the
scaffolds they need to
complete core
assignments alongside
their on-grade level
classmates.
English Language Arts- Grade 7 Honors
Pacing Guide
Content
Resources
Standards
UNIT 1: Getting Along
Topic: 55 days
Classroom Procedures (2 days)
Diagnostic IXL (1 day)
“Thank you Ma’am” (3 days)
● Skill: Story Elements
● Skill: Theme
● First Read
● Close Read
“Oranges” (2 days)
● Skill: Poetic Devices
● Skill: Figurative Language
● First Read
● Close Read
“The New Rules of Social Media” (3 days)
● Skill: Author’s Purpose
● Skill: Arguments & Claims
● First Read
● Close Read
Independent Novel Study: The Outsiders
(26 days)
● Skill: Conflict
● Skill: Point of View
● Skill: Characterization
● Skill: Dialogue
● Close Read
“We Real Cool” (1 day)
Herd Behavior (1 day)
Self Concept (1 day)
“Nothing Gold Can Stay” (1 day)
“What Love Isn’t” (1 day)
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RL7.1
RL7.4
RL7.6
RI7.1
RI7.2
RI7.3
RI7.4
RI7.6
RI 7.9
RI 7.10
W.7.1.
W.7.1.A.
W.7.1.B.
W.7.1.C.
W.7.1.D.
W.7.1.E.
W.7.2.
W.7.2.A.
W.7.2.B.
W.7.2.C.
W.7.2.
W.7.3.B.
W.7.3.C.
W.7.3.D.
W.7.3.E.
W.7.4.
W.7.5.
W.7.6.
W.7.7.
W.7.8.
W.7.9.
W.7.9 A.
W.7.9.B.
W.7.10.
English Language Arts- Grade 7 Honors
Healing Brick City (1 day)
“If” (1 day)
Narrative Model: “Let’s Go to The
Videotape” (2 days)
● Skill: Story Elements
● Skill: Writing/Reading Analysis
● Skill: Literary Critique
Extended Writing Project: Personal
Narrative (8 days)
Unit Online Assessment: End of Unit 1
Assessment (1 day)
UNIT 2: In Pursuit
30 Days
Novel Study: I Am Malala (11 days)
Poetry Mini Unit: (4 days)
“The Road Not Taken”
“Mother to Son” - Langston Hughes
“Still I Rise” - Maya Angelou
Analyzing Text Structures-“How Video
Games Are Getting Inside Your Head —
And Wallet” - Common Lit (2 days)
“The Most Dangerous Game” (2 days)
● Story Elements
Peak- Novel Excerpts (5 days)
● Skill: Story Elements
Extended Writing Project: Informative (5
days)
Unit Online Assessment: End of Unit 2
Assessment (1 day)
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RL7.1
RL7.2
RL7.3
RL7.9
RI7.1
RI7.2
RI7.3
RI7.5
W.7.1.
W.7.1.A.
W.7.1.B.
W.7.1.C.
W.7.1.D.
W.7.1.E.
W.7.2.
W.7.2.A.
W.7.2.B.
W.7.2.C.
W.7.2.
W.7.3.B.
W.7.3.C.
W.7.3.D.
W.7.3.E.
W.7.4.
W.7.5.
W.7.6.
W.7.7.
W.7.8.
English Language Arts- Grade 7 Honors
W.7.9.
W.7.9 A.
W.7.9.B.
W.7.10.
UNIT 3: Justice Served
40 Days
“The Danger of a Single Story” - Speech
(1 day)
“We Wear the Mask” - Poem
● Skill: Poetic Structure (1 day)
“The People Could Fly” - (2 days)
● Skill: Elements of Folktales
● Skill: Motif
● Skill: Dialect
● First Read
● Close Read
“Bloody Sunday” (1 day)
● Skill: Research
● Skill: Nonfiction Text Features
● Skill: Central Idea
● First Read
● Close Read
“Claudette Colvin: This is What Courage
Looks Like” (1 day)
● Skill: Elements of a Play & Text
Features
● First Read
● Close Read
“The Hill We Climb” (2 days)
● Skill: Figurative Language
● First Read
● Close Read
Political Cartoons (2 days)
● Skill Author’s Point of View
A Time for Justice & The Children’s March
(2 days)
● Skill: Film Analysis
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RL7.1
RL7.2
RL7.3
RL7.4
RL7.5
RI7.1
RI7.2
RI7.3
RI7.4
RI7.5
RI7.6
RI7.7
RI7.8
W.7.1.
W.7.1.A.
W.7.1.B.
W.7.1.C.
W.7.1.D.
W.7.1.E.
W.7.2.
W.7.2.A.
W.7.2.B.
W.7.2.C.
W.7.2.
W.7.3.B.
W.7.3.C.
W.7.3.D.
W.7.3.E.
W.7.4.
W.7.5.
W.7.6.
W.7.7.
W.7.8.
W.7.9.
W.7.9 A.
W.7.9.B.
W.7.10.
English Language Arts- Grade 7 Honors
Social Justice Issue (Nonfiction Articles)
(5 days)
● Skill: Research
● Skill: Oral Presentation
● Skill: Text Structure
● Skill: Analysis of Nonfiction
Novel Study- Internment (16 days)
● Skill: Story Elements
● Skill: Text Analysis
● Skill: Summary
● Skill: Compare and Contrast
Extended Writing Project: Argumentative
(7 days)
UNIT 4: The Powers That Be
55 Days
NJSLA Testing (3 class days)
Intro to Dystopias (2 days)
NJSLA Narrative Writing Practice (3 days)
● Skill: Story Elements
“Nothing to Envy: Ordinary Lives in North
Korea” (2 days)
● Skill: Research
● Skill: Idioms
● First Read
● Close Read
“The Lottery” (3 days)
● Skill: Foreshadowing
● Skill: Theme
● Skill: Mood
● First Read
● Close Read
The Novel Study: The Chrysalids (30
days)
● Skill: Story Elements
● Skill: Theme
● Skill: Text Evidence
● Skill: Vocabulary
● Close Read
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RL7.1
RL7.2
RL7.4
RL7.6
RL7.7
RI7.1
RI7.9
W.7.1.
W.7.1.A.
W.7.1.B.
W.7.1.C.
W.7.1.D.
W.7.1.E.
W.7.2.
W.7.2.A.
W.7.2.B.
W.7.2.C.
W.7.2.
W.7.3.B.
W.7.3.C.
W.7.3.D.
W.7.3.E.
W.7.4.
W.7.5.
W.7.6.
W.7.7.
W.7.8.
W.7.9.
W.7.9 A.
W.7.9.B.
English Language Arts- Grade 7 Honors
“Examination Day” (3 days)
“Harrison Bergeron” (3 days)
Writing Task: Narrative (5 days)
Unit Assessment (1 day)
W.7.10.