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GRADE 7 ENGLISH (MASTER MAP)
School: Binghamton Middle Schools
Course #: 111
Teacher: Master Map
Email:
MONTH/YEAR
September
2006
Grade Level: 7
CONTENT
MAIN FOCUS
Nonfiction
“Justin Lebo” (Hoose)
“Melting Pot” (Quindlen)
“Four Skinny Trees” (Cisneros)
“No Gumption” (Baker)
“I Am a Native of North
America” (Chief Dan George)
SKILLS
CONCEPTS
Perspective and Bias
Identification
Maturity
Empathy
Epiphany
SKILLS
•Identify fact/opinion as well as
primary/secondary sources
(subjectivity and objectivity)
•Examine literature to understand
the author’s use of literary
techniques (POV, conflict,
EXPANDING THE UNIT
characterization, persuasion,
Excerpt from Into Thin Air (Krakauer) theme, tone, voice, humor)
“Stepping Out With My Baby” (Reiser) •Use reading, multiple choice, and
test strategies to follow directions
“My Furthest-Back Person”
and complete tasks
(Haley)
•Consider the background of the
Excerpt from In Search of Our
writer (bias)
Mothers’ Gardens (Walker)
•Draw conclusions and make
inferences
•Use several sources of information
before forming an opinion
THROUGH LINES
•Use the writing process focusing
on all aspects of planning and
Self-Awareness
organizing (graphic organizers)
Inter-Personal Communication
•Formulate questions and take
Global Perspective
notes
•Adapt listening strategies
ASSESSMENT
Interview and report findings
Adapt listening strategies to
different purposes and settings
Utilize a graphic organizer to plan
Take effective notes in a variety of
settings
Construct a cohesive argument
(expository and persuasive) that
uses transitions and proper writing
conventions in punctuation and
capitalization
Produce a reflection on how life
experiences influence behavior
Maintain a personal reading list to
reflect goals, learned vocabulary,
and accomplishments
Standards
October 2006
November
MAIN FOCUS
2006
Short Story/Fiction
“A Day’s Wait” (Hemingway)
“Seventh Grade” (Soto)
“Stolen Day” (Anderson)
“Ribbons” (Yep)
EXPANDING THE UNIT
CONCEPTS
Conflict
Motive
Irony
Revolution
Adversity
Theme
SKILLS
•Identify and provide examples of
internal/external conflicts
•Identify and explain examples of
situational irony
Use logical sequence when
delivering a narrative
Use tone and language appropriate
for audience and purpose
Identify questions of importance
and seek to address them by
listening and interpreting literature.
Listen to class lectures, small
group, and classroom discussion to
comprehend a text
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“After Twenty Years” (O. Henry)
“All Summer in a Day” (Bradbury)
“Papa’s Parrot” (Rylant)
“The Dinner Party” (Gardner)
“A Secret For Two”(Reynolds)
“A Nincompoop” (Chekhov)
“A Path Through the
Cemetery” (Ross)
THROUGH LINES
Self-Awareness
Inter-Personal Communication
Global Perspective
•Identify and support a theme using
details from the story
•Identify indirect/direct
characterization
•Identify the character’s motivation
•Use consistent and correct usage
of tenses and agreement
•Connect, compare, and contrast
ideas and information from one or
more sources
•Support ideas with examples,
definitions, and direct references to
the text
•Recognize that one text may
generate multiple interpretations
•Venn diagram (graphic organizers)
•Listen and take notes
•Use the writing process to plan
and organize
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Write a compare and contrast as
well as an expository essay using
writing conventions focusing on
proper verb/subject agreement and
tense
Create a map showing how the
character is dynamic
Standards
Refer to previous unit's standards
December
2006
January 2007
February
MAIN FOCUS
2007
Drama and Poetry
“The Dying Detective” (Doyle)
“The Monsters are Due on Maple
Street” (Serling)
“Lochinvar” (Scott)
“The Blind Men and the
Elephant” (Saxe)
“Me” (de la Mare)
“Annabel Lee” (Poe)
“Barter” (Teasdale)
CONCEPTS
Universal Themes
Colloquial Language
Audience
Identification
Community
Adaptation
SKILLS
•Identify, interpret and use
formal/informal language (standard
and non-standard)
•Identify and interpret the literary
devices and elements in a work of
drama and poetry and their
EXPANDING THE UNIT
purposes (characterization, mood,
asides, flashback, dialogue, stage
“Grandpa and the Statue” (Miller)
directions, figurative language,
“The Cremation of Sam
imagery and irony)
McGee” (Service)
•Identify and explain reasons for
“I’m Nobody” (Dickinson)
adaptation of a plot
“Stopping By Woods on a Snowy
•Use strong verbs, clear and
Evening” (Frost)
precise language, vivid adjectives
“Mother to Son” (Hughes)
and adverbs
“The Village Blacksmith” (Longfellow) •Identify cultural and ethnic values
and their impact on content
THROUGH LINES
•Use culturally specific language in
appropriate situations
Self-Awareness
•Recognize that sound devices
Inter-Personal Communication
establish mood
Global Perspective
•Use the writing process to plan,
organize, revise, and edit
Participate in drama
Interpretation of poem
Compare/contrast literature’s
universal themes and/or
adaptations
Judge a text by using evaluative
criteria
Discuss multiple interpretations of a
text
Write a descriptive essay including
use of strong verbs, vivid adjectives
and adverbs, and clear and precise
language
Literature circle or Socratic seminar
(prescribed literature should
examine uses of language both
past and present)
Standards
(Refer to previous units' standards)
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March 2007
April 2007
MAIN FOCUS
CONCEPTS
Dilemmas
Responsible behavior
Historical Fiction
Casualties of War
(the novel)
Loyalty
Shades of Gray (Reeder) or Soldier’s Rites of Passage
Heart (Paulsen)
SKILLS
•Identify how the setting is integral
to plot
EXPANDIING THE UNIT
•Identify protagonist, major and
minor characters
“Rip Van Winkle” (Irving)
Turn Homeward, Hannalee (Beatty) •Identify the more complex
development of plot, character, and
Amelia’s War (Rinaldi)
conflict
White Doves at Morning (Burke)
•Recognize that one text can have
The Picture Wagon (Getzinger)
multiple interpretations
Nightjohn (Paulsen)
•Judge a text by using evaluative
criteria
•Evaluate author’s depiction of an
historical framework
•Use prior knowledge and
experience to more fully evaluate
THROUGH LINES
and analyze content
•Make, confirm, or revise
Self-Awareness
predictions
Inter-Personal Communication
•Express, defend, and support
Global Perspective
opinions referencing the text
•Identify and interpret how literary
devices influence meaning
•Use the writing process to plan,
organize, revise, and edit
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Critical listening and note taking
Socratic seminar
Revise and edit works in progress
Compare various historical
perspectives on issues of local,
national, and world concern
Write a letter from a persona in
history sharing his/her beliefs and
decisions made
Literary essay examining an aspect
of a text
Examination of a novel using
evaluative criteria focusing on the
development of character
Write a reflection on how a
person’s beliefs and experiences
influenced his/her actions towards
others
Standards
(Refer to previous unit's standards)
May 2007
June 2007
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