Narrative
8 - 10 weeks

Narrative
Cont'd

In Instructional Component 1, students will read a rich selection of fictional and non-fictional texts to trace the development of an author's point of view or perspective by identifying events that advance the plot and by determining how each event explains past or present actions or foreshadows future actions. Students will analyze characterization as delineated through a character's thoughts, words, speech patterns, and actions, the narrator's description, and the thoughts, words, and actions of other characters.

Students will apply their examination of other works to create their own fictional or autobiographical narratives and are guided through the writing process to develop a standard plot line, establish a point of view, develop complex major and minor characters, and describe a setting. They will develop a repertoire of strategies for writing including dialogue, suspense, and naming of specific narrative action (e.g., movement, gestures, and expressions). They will read and write narratives, listen to stories read aloud, and speak about what they have read, written and heard.

R 3.2 Identify events that advance the plot and determine
how each event explains past or present action(s) or foreshadows future action(s).

R 3.3 Analyze characterization as delineated through a
character's thoughts, words, speech patterns, and actions; the
narrator's description; and the thoughts, words, and actions of
other characters.

R 3.4 Identify and analyze recurring themes across works
(e.g., the value of bravery, loyalty, and friendship; the
effects of loneliness).

W 2.1 Write fictional or autobiographical narratives:

a. Develop a standard plot line (having a beginning, conflict, rising action, climax, and denouement) and point of view.

b. Develop complex major and minor characters and a definite setting.

c. Use a range of appropriate strategies (e.g., dialogue; suspense; naming of specific narrative action, including movement, gestures, and expressions).

The Narrative Unit is developed around four narratives:  two autobiographical texts, one short story and the Neighborhood Narrative the students write.  A large portion of the work is devoted to reading and rereading these texts using overarching questions that help students to analyze each text along with text-specific guiding questions that focus the reading activities, discussion, and writing for each text.

Throughout the unit students will read, talk, write about, and write like the narratives they read, while keeping a Reader's/Writer's Notebook to capture their work.  During the unit, students will use their new understanding about what makes an effective narrative plus their writing in their Reader's/Writer's Notebooks to develop their own extended narrative.

How do relationships develop and change over time?
.

Community and service

District Periodic Assessment -
Extended Personal Narrative -
Based on exemplary models, students will compose a 500-700 word neighborhood narrative - including plot and sequence of actions, main and supporting character, point of view and clearly defined setting.

Research and Exposition
8 - 10 weeks

Research and Exposition Cont'd

Instructional Component 2 identifies and groups key skills in the area of research/exposition. Students will read and discuss a rich selection of informational texts to identify and analyze the author's argument, point of view, or perspective in text and assess the author's evidence to support
claims and assertions, noting instances of bias and stereotyping. Students identify topics, ask and evaluate questions, and develop ideas leading to inquiry, investigation, and written research reports. Students will use what they learn from examining the works of others as they pose relevant and tightly drawn questions about a specific topic, convey clear and accurate perspectives, and include evidence. They learn how to accurately and appropriately present evidence in the form of quotes and paraphrases as well as reference the citations using a standard format

R 2.4 Identify and trace the development of an author's
argument, point of view, or perspective in text.

R 2.6 Assess the adequacy, accuracy, and appropriateness of
the author's evidence to support claims and assertions, noting
instances of bias and stereotyping.

W 1.4 Identify topics; ask and evaluate questions; and develop
ideas leading to inquiry investigation, and research.

W 2.3 Write research reports:
a. Pose relevant and tightly drawn questions about the topic.

b. Convey clear and accurate perspectives on the subject

c. Include evidence compiled through the formal research process (e.g., use of a card catalog, Reader's Guide
to Periodical Literature, a computer catalog, magazines,
newspapers, dictionaries).

d. Document reference sources by means of footnotes.

This unit is developed around a model expository feature article and two published newspaper articles about Hurricane Katrina.  This unit focuses on reading, researching, and writing expository feature articles.  As readers, students comprehend, retell, orally summarize, and consider the reporter's perspective and how that influences their understanding of events.  They also examine and assess the evidence and sources of evidence that reporters use.  As writers, students develop their own expository feature articles by researching an event through interviewing people.

Students will be encouraged to read, write, think, and talk like reporters.  They will keep a Reader's/Writer's Notebook as they read, talk about, write about, and write like each of the articles, much as reporters do when they use their notes to capture and keep track of all their work.  During the unit, students will use their new understanding about what makes a strong expository feature article plus their writing in their Reader's/Writer's Notebooks to develop their own expository feature articles.

How do we use evidence to successfully support our point of view?

Homo Faber
Approaches to Learning

Culminating assignment-
Research and draft an expository feature article on the significance of an event. Students explain the event through thesis statement, concrete details, commentary and author's points of view, using proper MLA citations and guidelines for paraphrasing and summarizing,

Response to Literature
8 - 10 weeks

Response to Literature Cont'd

Instructional Component 3 focuses on the analysis of prose using more complex narrative and informational texts that allow students to access the full range of the literary response and analysis standards. Students will read and think about a variety of literary selections, with emphasis placed on how classroom conversations about literature lead to content focused writing. Students will work on developing sophistication in their extended responses to literature by developing interpretations through careful reading, understanding and insight, organizing interpretations around clear ideas, premises or images, and justifying these interpretations through the sustained use of examples and textual evidence. In order to develop more sophisticated interpretations, students will identify and analyze recurring themes across works.

R 3.2 Identify events that advance the plot and
determine how each event explains past or present
action(s) or foreshadows future action(s).

R 3.3 Analyze characterization as delineated through a
character's thoughts, words, speech patterns, and actions;
the narrator's description; and the thoughts, words, and
actions of other characters.

R 3.4 Identify and analyze recurring themes across works
(e.g., the value of bravery, loyalty, and friendship; the
effects of loneliness).

W 2.2 Write a response to literature:
a Develop interpretations exhibiting careful reading,
understanding, and insight.

b Organize interpretations around several clear ideas,

premises, or images from the literary work.

c Justify interpretations through sustained use
of examples and textual evidence.

The Response to Literature Unit is developed around three fictional narratives and two Extended Responses to Literature.  A large portion of the work is devoted to reading and rereading these texts using overarching questions that help students to analyze each text along with text-specific guiding questions that focus the reading activities, and writing for each text.

Throughout the unit students will read, talk about, write about, and write like the narratives they read, while keeping a Reader's/Writer's Notebook to capture their work.  During the unit, students will use their new understanding about what makes an effective response to literature, plus their writing in their Reader's/Writer's Notebooks, to develop their own responses to literature.

How do we understand recurring themes through various cultural and gender lenses?

Community and Service

District Periodic Assessment

Culminating Assignment:
Students will write a piece of literary analysis of 500-700 words using thesis, concrete detail, commentary and point of view.

Persuasion
8 - 10 weeks

Persuasion Cont'd

In Instructional Component 4, students will learn key skills and concepts in the area of persuasion by reading a rich selection of texts to identify and trace the development of an author's argument, point of view, or perspective.
Students learn to assess the adequacy, accuracy, and appropriateness of the author's evidence to support claims and assertions while noting instances of bias and stereotyping. Students will access models of writing and use content knowledge to create their own extended persuasive compositions, both orally and in writing. They will utilize the writing process in their persuasive compositions by developing clear positions or perspectives in support of a proposition or proposal, describing the points in support of the position by employing well-articulated evidence, and anticipating and addressing the reader concerns and counterarguments. Students read and write about persuasive texts that include the use of research, listening to texts, and speaking about what they read, write, and hear.

R 2.4 Identify and trace the development of an author's
argument, point of view, or perspective in text.

R 2.6 Assess the adequacy, accuracy, and appropriateness
of the author's evidence to support claims and assertions,
noting instances of bias and stereotyping.

W 2.4 Write persuasive compositions:

a. State a clear position or perspective in support of a
proposition or proposal.

b. Describe the points in support of the position, employing
well-articulated evidence.

c. Anticipate and address reader concerns and counter-arguments.

The Persuasion Unit is developed around three persuasive essays, two published essays, and one model 7th grade essay.  There is one additional published text and lessons involving that text provided in the Teacher Resources, which continues the work in the unit for students who need additional support.  A large portion of the work in this unit is devoted to reading and studying the texts through a writer's eye for what they can teach about writing effective persuasive texts.

Throughout the unit students will read, talk about, and write like the persuasive essays they read, while keeping a Reader's/Writer's Notebook to capture their work.  During the unit, students will use their new understanding about what makes an effective Persuasive Action Essay plus their writing in their Reader's/Writer's Notebooks to develop their own Persuasive Action Essay.

What can we say or write to change the world around us?

Homo Faber

Culminating task:
Develop a persuasive argument dealing with a local community issue.  The argument may be a paper, a speech or a presentation