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Curriculum Map
AugustSeptember
Name of Teacher Mrs. O’Donnell
Grade 7th
Subject of Course Language Arts
August/
September
Content
(The What of
Teaching:
Topics,
Themes,
Issues,
Concepts)
Skills
(What exactly we want the
students to know about the
content)
Essential Questions
(Questions for students that
reflect the skills we want them to
learn)
Grammar
*Review the
parts of
speech: nouns
(proper,
common,
abstract)
pronouns,
adjectives
Understand that proper nouns
name specific people, places,
things (are always capitalized);
pronouns take the place of a noun,
and adjectives modify nouns;
personal & possessive pronouns.
*Can you identify and classify
nouns when written in a sentence?
*What is the purpose of using
adjectives in a sentence?
*How do you use a pronoun in
place of a noun?
Writing
Workshop
*Steps of the
writing
process:
brainstorming,
1st draft, peer
editing,
revising,
publishing.
*Expository
Essay
*Be able to use at least two
prewriting techniques:
brainstorming webs, 5W-How?.
*Write a 1st draft, understand how
to conduct peer editing, and
rewrite their edited piece into a
published copy.
*What is the purpose of a
brainstorming web?
*Can you complete a web on a
specific topic?
*What are the 5W-How?
*How are these questions used in
gathering information and
writing?
*How do you begin writing a 1st
draft, what information is
necessary?
*How do you conduct peer
editing? What is the outcome of a
peer editing session?
*What are the essential elements
of a published piece of work?
Benchmarks
Addressed
(Reference to
The Michigan
Curriculum
Framework –
Should match
the skills)
ELA.8.MS.1
Assessment
(Evidence of learning)
Instructional Strategies
(How we teach –
Resources, Specific Steps
in Instruction, etc.)
*Comparison of Pretest and Post-test
scores.
*Class discussion.
*Completion of a
Diamante Poem and a
free-verse descriptive
poem.
*Present use and
definition of nouns,
pronouns, adjectives in
discussion form.
*Brainstorming of a class
list of nouns and
adjectives to be used in
the writing of a poem.
*Model the writing of a
diamante and free-verse
poem.
ELA.2.MS.1
ELA.2.MS.2
ELA.2.MS.3
ELA.7.MS.4
ELA.8.MS.3
ELA.9.MS.3
ELA.11.MS.1
ELA.11.MS.2
*Completion of a
brainstorming web.
*Write questions using
the 5W-How? that will
be used as a guideline
for research.
*Use technology to
investigate and
research answers to
their questions.
*Write a 1st draft of an
expository essay.
*Conduct peer-editing
using editors’ marks
and positive
reinforcement.
*Published copy of
writing project.
*Class brainstorming and
webbing of ideas.
*Discussion of the 5WHow?
*Model the use of
computer technology to
investigate a topic.
*Modeling of appropriate
peer-editing procedures.
*Rubric for writing.
*Notes regarding the
steps of the writing
process.
*Handout on editors’
marks.
Literature
Unit
Julie of the
Wolves
Redwall
or equivalent
*Learning about the author’s life
and experiences will give the
reader an insight into the novel.
*Identify and discuss plot
structure.
*Investigate the meaning of
vocabulary by using the novel and
other resources.
*Develop and discuss the
attributes of the main character.
*What is the relevancy of
conducting an author study?
What knowledge does the reader
obtain?
*How does the visual
representation of the plot help you
understand the development of
the novel?
*What strategies can a student use
when they come across an
unfamiliar word in their reading?
*What attributes are necessary to
create a character profile? How
does character development help
the reader understand the novel
further?
ELA.1.MS.1
ELA.1.MS.3
ELA.1.MS.4
ELA.3.MS.5
ELA.7.MS.1
*Participation in class
discussion on the
relevancy of the
author’s life.
*Completion of a plot
profile, identifying the
climax and rising
action.
*Participation in grand
conversations and
small group
discussions.
*Project: open-mind
portraits displaying the
thoughts, ideas, and
feelings of the
character.
*Completion of word
webs on relevant
vocabulary.
*Written test.
*Author study using
technology.
*Transparency of a plot
profile chart
*KWL chart
*Cooperative Groups.
*Literature Circles.
*Discussion on how to
complete an open-mind
portrait.
*Transparency of an
attribute web: fill-in as a
class.
*Discussion of
vocabulary words and
how to complete a word
web: definition, antonym,
synonym, usage.
Curriculum Map
Name of Teacher Mrs. O’Donnell
October
Grade 7th
Subject of Course Language Arts
October
Content
(The What of
Teaching: Topics,
Themes, Issues,
Concepts)
Skills
(What exactly we want the
students to know about the
content)
Essential Questions
(Questions for students that
reflect the skills we want them to
learn)
Grammar
*Simple/complete
subjects
*Simple/complete
predicates
*Simple/compound
sentences
*Distinguish between the
complete and simple subject of a
sentence.
*Understand that the simple
predicate is called the verb.
*State what elements are needed
to write a simple sentence and
compare/contrast this with the
elements of a compound sentence.
*What is the complete subject of
a given sentence?
*What is the simple subject of a
given sentence?
*What is a verb or simple
predicate? What is its purpose in
the sentence?
*What are the essential elements
of a simple sentence?
*How are simple and complex
sentences similar, how are they
different?
Writing
Workshop
*Writing Process
*Narrative
Composition
*Review the steps of the writing
process.
*Identify the elements of a
narrative composition.
*Distinguish between first and
second person.
*Develop a story plan/map for a
narrative composition:
arrangement of details.
*Understand and develop the
concept of point-of-view.
*What are the main elements of a
narrative composition?
*What is the difference in writing
using first and second person?
*What elements should be
included in a story map?
*How do you write a story using
1st person point-of-view?
Benchmarks
Addressed
(Reference to
The Michigan
Curriculum
Framework –
Should match
the skills)
ELA.8.MS.1
Assessment
(Evidence of learning)
Instructional Strategies
(How we teach –
Resources, Specific Steps
in Instruction, etc.)
*Comparison of pretest and post-test
scores.
*Worksheets.
*Write a simple and
compound sentence,
identifying the simple
subject and verb in
each sentence.
*Transparency of
sentences: identify
subjects and predicates as
a class.
*Diagramming of
sentences—sentence
structure.
*Handout on definitions.
ELA.2.MS.1
ELA.2.MS.3
ELA.2.MS.4
ELA.3.MS.7
ELA.8.MS.2
*Project: Complete,
in published form, a
narrative composition
using 1st person.
*Complete a story
plan/map using the
textbook as a
guideline.
*Complete dialogue
balloons: written in 1st
person.
*Class discussion on
the elements of a
narrative composition.
*Worksheets.
*Lecture and class
discussion on the
elements of a narrative:
notes/hand-outs.
*Modeling the mapping
of a story plan.
*Writing Rubric.
*Transparencies
displaying an example of
a narrative composition.
*Character development
web.
Literature Unit
Julie of the Wolves
Redwall
or equivalent
*Investigate and discuss the main
events of the story in literature
groups.
*Explore story development,
vocabulary, and character
development in literature groups.
*Work cooperatively in literature
groups.
*Share a synopsis of the work
done in literature groups with the
entire class.
*Be able to visually represent a
passage of the text.
*Development of a concept web.
*Identify the different settings in
the story using a comparison
chart.
*What was the main event in the
passage read?
*How do you work cooperatively
in a group?
*What are the different roles in a
literature group?
*What is a synopsis? How would
you give a presentation to the
class using this idea?
*What is the purpose of a concept
web?
*How does a comparison chart
help the reader identify the
setting?
ELA.1.MS.3
ELA.3.MS.3
ELA.5.MS.1
ELA.3.MS.8
ELA.10.MS.2
*Participation in
literature groups.
*Completion of
individual task sheets.
*Presentation of a
synopsis of their work.
*Completion of a
comparison chart
comparing three
settings in which the
story takes place.
*Personal journal.
*Completion of the
sketch-to-stretch
activity, visually
representing a passage
of the novel.
*Development of a
concept web.
*Participation in grand
conversations.
*Handout stating the
individual roles of a
literature circle.
*Modeling of appropriate
behavior in a literature
group.
*Cassette of the novel.
*Sketch-to-stretch.
*Model the use of a
concept web.
*Define vocabulary.
*Cooperative groups.
*Oral and silent reading.
Curriculum Map
Name of Teacher Mrs. O’Donnell
November
Grade 7th
Subject of Course Language Arts
November
Content
(The What of
Teaching:
Topics,
Themes, Issues,
Concepts)
Skills
(What exactly we want the
students to know about the
content)
Essential Questions
(Questions for students that
reflect the skills we want them to
learn)
Grammar
*Parts of
Speech: verbs;
linking,
helping, action;
adverbs.
*Review
adjectives.
*Distinguish between action,
linking, and helping verbs.
*Identify verbs in their own
writing.
*Adverbs modify verbs,
adjectives, and other adverbs.
*Identify and use adverbs in their
own writing.
*Compare/contrast adjectives and
adverbs.
*What distinguishes an action
verb from a linking and helping
verb?
*Which word in the sentence is a
verb?
*What is the importance of an
adverb?
*What does an adverb modify?
*What does an adverb and
adjective have in common?
*What is the difference between
adverbs and adjectives?
*How do you use adverbs and
adjectives in your writing?
Benchmarks
Addressed
(Reference to
The Michigan
Curriculum
Framework –
Should match
the skills)
ELA.2.MS.1
ELA.3.MS.3
ELA.8.MS.1
Assessment
(Evidence of learning)
Instructional Strategies
(How we teach –
Resources, Specific Steps
in Instruction, etc.)
*Comparison of Pretest and Post-test
scores.
*Project: Write a
poem that describes
movement and paints a
picture in the reader’s
mind, using action,
linking, and helping
verbs.
*Presentation: Orally
read their poem.
*Worksheet.
*Quiz
*Completion of a
Venn-diagram
comparing adverbs &
adjectives.
*Project: Write an
advertisement using
adverbs & adjectives
to describe the
product. The product
will be illustrated.
*Presentation: Orally
read their
advertisement and
show the visual
representation of the
product.
*Daily Oral Language.
*Present use and
definition of action verbs,
helping, and linking verbs
in discussion form.
*Handout on the parts of
speech.
*Venn-diagram
comparing adverbs and
adjectives.
*Transparency of verb
poetry.
*Model the writing of a
poem; class lead.
*Advertisements from
magazines.
*Brainstorm (whole class)
a list of action, linking,
and helping verbs.
Writing
Workshop
*Writing
Process
*Narrative
essay, topic:
My Pledge To
America
Literature
Unit
Julie of the
Wolves
Redwall
or equivalent
The First
Thanksgiving
*Be able to use the writing
process.
*State the necessary elements in a
narrative essay.
*How to write a thesis statement.
*What an appropriate thesis
statement would be for this topic.
*How many supporting details or
thoughts should be included in the
essay.
*How to write a conclusion.
*Be able to orally read their essay
to the classroom.
*What are the steps of the writing
process?
*What are some ideas or pledges
that would relate to this topic?
*What elements should be
included in the essay?
*How do you write a conclusion?
*How do you write a complete
paragraph?
*What is a transitional phrase?
*Why do you use transitional
phrases?
ELA.2.MS.1
ELA.2.MS.3
ELA.3.MS.3
ELA.6.MS.2
ELA.7.MS.4
ELA.8.MS.2
*Project: Write a 300400 word narrative
essay on the topic, My
Pledge To America.
*Complete a
brainstorming web of
possible pledges.
*Participation in class
discussion.
*Presentation: Orally
read their essay to the
class.
*Outline of essay.
*Worksheets.
*Transparency on the
writing process steps.
*Webbing.
*Grand conversation on
the events of 9-11.
*Technology to produce a
published copy of the
essay.
*Modeling of the writing
of a thesis statement and
of a conclusion.
*Outlining.
*Be able to write a book report
stating the plot, main characters,
and their personal view of the
novel read.
*What should be included in a
book report?
*What was the plot of the novel?
*Who are the main characters?
*What is your opinion of this
novel? Did you like it, why or
why not?
*How can you illustrate the cover
of your report?
ELA.1.MS.2
ELA.2.MS.1
ELA.3.MS.1
ELA.3.MS.5
ELA.5.MS.1
ELA.6.MS.3
*Participate in choral readings of
poetry.
*Compare-n-contrast the story
elements of Julie of the Wolves
and The First Thanksgiving and
the writing style used by the
author.
*Be able to write a
critique/review of this picture
book.
*What is a choral reading?
*How can an entire class read a
poem together?
*What elements are similar in
both texts? What are different?
*How did the author vary her
style of writing between the two
texts?
*What should be included in a
critique?
*Project: Compile the
open-mind portraits
with a summary of the
events of the novel to
create a mind-book
report. This report
will include the plot,
main characters, and
personal viewpoint of
the novel. The cover
will contain an
illustration associated
with the summary.
*Participation in the
choral reading of
poetry.
*Writing of a critique.
*Class discussion of
the similarities and
differences between
texts.
*Project: The writing
of an “I” poem stating
at least 4 things you
are thankful for.
*Grand conversation.
*Open-mind portraits.
*Book reports; examples
and explanation of what is
required.
*Choral reading.
*Model the reading of a
poem using rhythm:
clapping, snapping.
*Modeling of the writing
of an “I” poem.
*Example of a mind-book
report—visual.
*Illustrator study.
*Author study, continued.
*Oral reading of a picture
book.
Curriculum Map
Name of Teacher Mrs. O’Donnell
December
Grade 7th
Subject of Course Language Arts
December
Content
(The What of
Teaching:
Topics, Themes,
Issues, Concepts)
Skills
(What exactly we want the
students to know about the
content)
Essential Questions
(Questions for students that
reflect the skills we want them to
learn)
*Vocabulary:
the root word –bene—
*Spelling:
add –stitute—
*Review:
Compare and
contrast adverbs
and adjectives
*Verb agreement
with collective
nouns
*State what the root word
–bene—means.
*Use words that incorporate the
root word –bene—
*Build spelling skills by adding –
stitute—
*Discriminate between the
qualities of an adverb and an
adjective.
*Verbally state that adverbs and
adjectives both modify other
words in a sentence and create a
more descriptive sentence.
*Verbally state that adverbs
modify verbs, adjectives, and
other adverbs while adjectives
modify nouns, pronouns, and
other adjectives.
*Recognize collective nouns.
*Write sentences that contain
collective nouns and the
appropriate verb.
*What does the root word –
bene—mean?
*What words contain –bene--?
*What words end in –stitute--?
*What are the differences
between an adverb and an
adjective?
*What are the similarities
between an adverb and an
adjective?
*What words do adverbs modify?
*What words do adjectives
modify?
*Why do we use adverbs and
adjectives in our writing?
*What is a collective noun?
*How do you determine which
verb to use in a sentence?
*What is the correlation between
the noun and the verb in a
sentence?
*Writing Process
*”I Poem”
*Review the steps in the writing
process.
*What are the steps in the writing
process?
Benchmarks
Addressed
(Reference to
The Michigan
Curriculum
Framework –
Should match
the skills)
ELA.4.MS.4
ELA.8.MS.1
ELA.8.MS.3
Assessment
(Evidence of learning)
Instructional Strategies
(How we teach –
Resources, Specific Steps
in Instruction, etc.)
*Spelling and
vocabulary quiz
*Worksheets
*Project: Write a
descriptive paragraph
using a minimum of 5
adverbs and 5
adjectives.
*Project: Investigate
advertisements in
papers and how they
use adverbs and
adjectives in the
advertisement. Each
student will bring in
an advertisement with
the adverbs and
adjectives underlined.
*Presentation: Orally
present their
advertisement to the
class.
*Hand-out on words that
begin with –bene—and
their meaning.
*Brainstorm, as a whole
class, a list of words that
end in –stitute--.
*Class discussion about
the meaning of the
brainstormed words.
*Orally review the
definitions of adverbs and
adjectives, as a class.
*Brainstorm a list of
examples of adverbs and
adjectives and place these
on the board.
*Modeling: Show the
students several magazine
advertisements and state
the adverbs and adjectives
used in them.
*Define collective nouns.
*Model the writing of
sentences using collective
nouns and the appropriate
verb.
ELA.3.MS.1
ELA.3.MS.4
*Completion of a
brainstorming sheet
*Transparency of an “I
Poem”
*Literature Unit
*”A Christmas
Carol: Scrooge
& Marley” (play)
*Author study:
Charles Dickens
*Literary Focus:
Elements of
Drama
*Compare/contra
st the movie, “A
Christmas Carol”
with the play.
*Identify the elements of an “I
Poem”
*Distinguish between first and
second person.
*Review the concept of point-ofview.
*Be able to orally read their poem
to the class.
*How does the writing process
relate to the writing of a poem?
*What are the elements of an “I
Poem”?
*What does it mean to write in
first person?
*What is the difference between
first and second person?
*How can you write this poem
from a character’s point-of-view?
ELA.3.MS.7
ELA.7.MS.4
ELA.8.MS.2
and a 1st draft of the
poem.
*Project: Complete in
published form an “I
Poem”.
*Orally present their
poem to the class.
*Modeling the writing of
an “I Poem”, 1st draft,
using the over-head
projector.
*Modeling of the editing,
revising of the s1st draft.
*Modeling of the reading
of the “I Poem”.
*Discuss how this poem
would sound different if it
was writing in 2nd person.
*Discuss, as a class, how
this poem states the
character’s thoughts,
feelings, or ideas.
*Orally read, comprehend, and
interpret a play.
*Investigate the author and state
how this knowledge is helpful in
the reading of the play.
*Learn how the elements of
drama, dialogue and stage
directions, are used to help the
reader envision the play.
*Envision the play; be able to
draw a mental image of the action
of the play in their minds.
*Investigate how the characters in
the play are similar and/or
different from themselves.
*State at least two lessons that
can be learned from this play.
*Character development.
*Use the reading strategy,
questioning, to comprehend the
text.
*Compare/contrast the characters
and actions in the movie to that of
the play
*What was the main event in this
scene of the play?
*Who is the main character?
*What are the attributes of the
main character?
*Who is Charles Dickens?
*Why is it important to know
about the author?
*Why are the stage directions
written in the play?
*How do you envision this scene?
*How could you describe this
scene?
*What are two similarities and/or
differences between you and the
main character?
*What lessons can be learned
from this play?
*What questions do you have
about this scene?
*How can you find the answers to
these questions?
*Does the dialogue help you
envision the characters?
*How is the movie and play
similar and/or different?
*Does the movie help you
understand the play better?
ELA.3.MS.1
ELA.3.MS.4
ELA.3.MS.5
ELA.3.MS.7
ELA.3.MS.8
ELA.4.MS.4
ELA.5.MS.1
ELA.5.MS.3
*Participation in the
oral reading of the
play.
*Class discussion
about the author’s life
and how it relates to
the play.
*Completion of a
Journal for Act I & II.
*Completion of the
sketch-to-stretch
activity, visually
representing 4 events
from the students past.
*Completion of the
envision worksheet.
*Completion of the
reading strategy,
questioning,
worksheet.
*Venn-diagram
comparing/contrasting
the play to the movie.
*Grand conversations.
*Handout stating the
background information
on Charles Dickens.
*Sketch-to-stretch
activities.
*Envisioning strategy.
*Questioning strategy.
*Oral reading of the play.
*Small group discussions.
*Viewing of the movie.
*Quiz.
*Venn-diagrams.
*Character development
charts.
Curriculum Map
Name of Teacher Mrs. O’Donnell
January
Grade 7th
Subject of Course Language Arts
January
Content
(The What of
Teaching:
Topics, Themes,
Issues, Concepts)
Skills
(What exactly we want the
students to know about the
content)
Essential Questions
(Questions for students that
reflect the skills we want them to
learn)
Grammar
*Spelling Rules
*”i before e
except after c”
*adding –ed, --es
--ing to a noun or
verb ending in y
preceded by a
consonant
*adding –er,--est
--ness, --ly, --ing
to an adjective
ending in y
preceded by a
consonant
*forming the
plural of nouns
*State the rule “i before e except
after c”
*Properly spell words using the
above spelling rule.
*Know the exceptions to the
above rule.
*State the rules for adding –ed,
--es, --ing to a noun or verb
ending in y.
*Properly spell words using the
above rule.
*State the rule for adding –er,
--est, --ness,--ly, --ing to an
adjective ending in y.
*Properly spell words using the
above rule.
*State the rules for forming plural
nouns.
*Determine which rule applies to
the words they are asked to spell.
*What does the rule mean?
*When do you use these rules?
*How do you determine which
rule to use?
*What is a noun?
*What is an adjective?
*What is a plural noun?
*What is a verb?
*When would you use a plural
noun in a sentence?
Writing
Workshop
*Writing Process
*Descriptive
Writing: My
Favorite Place
*Speech
*Review the procedures in the
writing process.
*Brainstorm a list of favorite
places.
*Steps in peer-editing.
*Create a web describing the
favorite place: sound, sight,
*What are the steps in the writing
process?
*How do you brainstorm a list of
favorite places?
*What is necessary in creating a
web?
*What is a simile?
Benchmarks
Addressed
(Reference to
The Michigan
Curriculum
Framework –
Should match
the skills)
ELA.1.MS.3
ELA.1.MS.4
Assessment
(Evidence of learning)
Instructional Strategies
(How we teach –
Resources, Specific Steps
in Instruction, etc.)
*Spelling quiz
*Worksheets
*Orally state spelling
rules
*Orally state words
that follow each rule
*Present spelling rules
and examples using the
over-head projector.
*Handout of spelling
rules and exceptions to
the rules
*Brainstorm lists of
words that follow each
spelling rule.
*Brainstorm lists of
words that are exceptions
to the rules.
ELA.2.MS.1
ELA.2.MS.3
ELA.3.MS.7
ELA.7.MS.4
ELA.8.MS.2
ELA.8.MS.3
*Complete, in
published form, a
descriptive paragraph
of “My Favorite
Place”.
*Orally read their
descriptive paragraph
**Modeling: Brainstorm
favorite places as a class
and place this list on the
over-head projector.
*Model the writing of
similes.
*Model adding details to
Literature Unit
*Narrative &
Informational
Passages
*Reading &
Listening
Comprehension
feelings.
*Use similes in writing.
*Identify the elements necessary
in a persuasive speech.
*Write a thesis statement.
*How to include supporting
details in a speech.
*Be able to include quotes from a
text passage to support thesis
statement.
*What elements are needed in
writing a persuasive speech?
*How do you include supporting
details in your writing?
*How do you quote a passage
from a text?
*How do you peer-edit?
*What does it mean to give
positive feedback?
*What is a thesis statement?
*How is a thesis statement used
in a speech?
*Elements of a narrative passage.
*Elements of an informational
passage.
*Main idea of a narrative story.
*Themes
*Highlight the important
aspects/facts of a reading passage.
*Answering comprehension
questions using the highlighted
information in the passage.
*What is a narrative passage?
*What are the elements of an
informational passage?
*How do you determine the main
idea of a passage?
*What is a theme?
*How do you know what to
highlight in a passage?
ELA.3.MS.1
ELA.3.MS.5
ELA.5.MS.1
ELA.7.MS.1
ELA.8.MS.2
ELA.8.MS.3
*Complete, in
published form, a
persuasive speech.
*Orally read the
speech to a small
group of peers.
*Participate in peerediting of a speech.
the brainstorming web on
the over-head projector.
*Handouts
*Webbing
*Class discussions
*Brainstorming
*Writing rubric
*Participation in
reading both narrative
and informational
passages.
*Highlighting
passages read.
*Answering of
comprehension
questions related to the
passages read.
*Lecture and class
discussion on the
elements of narrative and
informational passages.
*Modeling of
highlighting.
*Handouts
*Class discussions
regarding themes of
passages read.
*Quiz
*Oral and silent reading.
*Small group discussions.
Curriculum Map
February
Name of Teacher Mrs. O’Donnell
Grade 7th
Subject of Course Language Arts
February
Content
(The What of
Teaching:
Topics, Themes,
Issues, Concepts)
Skills
(What exactly we want the
students to know about the
content)
Essential Questions
(Questions for students that
reflect the skills we want them to
learn)
Grammar
*Prepositions
*Prepositional
phrases
*Identify prepositions in
sentences.
*Identify prepositional phrases in
sentences.
*Identify the object of the
prepositional phrases.
*What is a preposition?
*Why are prepositional phrases
used in sentences?
*What is the object of a
prepositional phrase?
Writing
Workshop
*Shakespearean
Style Valentines
*Identify old-English words:
neigh, hence, offense, nought,
thou, hast.
*Shakespearean terminology.
*Elements of a valentine.
*What is the meaning of the oldEnglish words using in a given
phrase?
*How are Shakespeare’s words
related to today’s words?
*What should be included in a
valentine?
Benchmarks
Addressed
(Reference to
The Michigan
Curriculum
Framework –
Should match
the skills)
ELA.8.MS.1
Assessment
(Evidence of learning)
Instructional Strategies
(How we teach –
Resources, Specific Steps
in Instruction, etc.)
*Comparison of pretest and post-test
scores.
*Worksheets.
*Write sentences that
include prepositional
phrases.
*Underline
prepositions in a
sentence.
*Orally state the
prepositional phrase in
a given sentence.
*Orally state the
object of the
prepositional phase.
*Project: Investigate
prepositional phrases
in magazines and
newspapers
*Quiz
*Daily Oral Language
*Worksheets
*Handout listing
prepositions
*Model the locating of
prepositional phrases in a
newspaper.
*Model, using the overhead projector, how to
mark the prepositional
phrase and object of a
sentence.
*Brainstorm lists of
prepositional phrases.
*Define prepositions and
objects.
ELA.2.MS.1
ELA.4.MS.3
*Project: Completion
of a Shakespearean
Style Valentine.
*Presentation: Orally
read their valentine
and state the meaning
of the words.
*Handout with
Shakespearean
terminology
*Model the writing of a
valentine
*Class discussion
*Brainstorming
Literature Unit
*William
Shakespeare,
author study
*”Midsummer’s
Night Dream”,
reading of the
play
*Elements of a
Shakespearean
Comedy
*“The Fairies
Lullaby”
*Iambic
pentameter
*Author study, William
Shakespeare, biography
*Be able to orally read,
comprehend, and interpret a play.
*Participate in a discussion of
pre-reading questions that will
establish a purpose for reading.
*Character development
*Repetition is used in “The
Fairies Lullaby” to create a
musical quality
*Iambic pentameter is a pattern in
writing;
(dahDumdahDumdahDum)
*Paraphrases is used to interpret
the lines of the play
*State the plot of a scene.
*Who is William Shakespeare?
*Why do people still read his
works?
*How does Shakespeare develop
his characters in this play?
*How is repetition used to create
a musical melody?
*What is iambic pentameter?
*What does paraphrasing mean?
*What is the plot of this scene?
ELA.1.MS.2
ELA.1.MS.3
ELA.3.MS.5
ELA.3.MS.7
ELA.3.MS.8
ELA.5.MS.1
ELA.5.MS.2
ELA.5.MS.3
ELA.7.MS.1
*Participation in a
choral reading of “The
Fairies Lullaby”
*Class discussion of
Shakespeare
*Answering
comprehension
questions regarding
the readings.
*Worksheet
*Participating in small
group discussions
regarding journal
questions
*Quiz
*Response Journal
*Character
development chart
*Oral reading of a
character’s dialogue
*Orally state the
elements of a
Shakespearean
Comedy
*Web the habitat of
creatures in “The
Fairies Lullaby”
*Worksheet, plot
summary
*Handout on William
Shakespeare, biography
*Handout on
Shakespearean Comedy
and Story Elements
*Highlight, as a class, the
important information in
the above handouts.
*Small and large group
discussions
*Oral and silent reading
*Grand conversations
*Mapping
*Choral Readings
*Quiz
*Character development
charts
*Response Journals
*Focusing Activities
*Pre-reading and during
reading activities
*Extension activities
Curriculum Map
Name of Teacher Mrs. O’Donnell
March
Grade 7th
Subject of Course Language Arts
March
Content
(The What of
Teaching:
Topics, Themes,
Issues, Concepts)
Skills
(What exactly we want the
students to know about the
content)
Essential Questions
(Questions for students that
reflect the skills we want them to
learn)
Grammar
*Commas in a
series of items
*Commas with
clauses and
phrases
*Commas in
conventional
situations
*Commas used
with adjectives
*Colon
*Semi-colon
*Investigate sentences for proper
and improper use of commas.
*Orally state what a participial
and adverb phrase is.
*Write sentences using
appropriate punctuation.
*Using the appropriate
punctuation in letter writing.
*What are the appropriate ways in
which commas are used in
sentences?
*Why are clauses and phrases
used in sentences—what are their
purpose?
*How are colons used in writing?
*How are semi-colons used in
writing?
Writing
Workshop
*Writing Process
*Informational
paper
*Review the steps of the writing
process.
*Identify the elements of an
informational paper.
*Research, using the Internet and
library, relevant information
pertaining to their project.
*Write an outline containing the
*What are the main elements of
an informational paper?
*How can you find the necessary
information needed about your
topic?
*What relevant information
should be included in an outline,
so that you are capable of
Benchmarks
Addressed
(Reference to
The Michigan
Curriculum
Framework –
Should match
the skills)
ELA.2.MS.4
ELA.8.MS.1
Assessment
(Evidence of learning)
Instructional Strategies
(How we teach –
Resources, Specific Steps
in Instruction, etc.)
*Comparison of pretest and post-test
scores.
*Worksheets.
*Class discussion.
*Project: The writing
of a friendly letter
with correct
punctuation.
*Editing of a business
letter to correct
punctuation errors.
*Orally reading
sentences and stating
the necessary
punctuation for the
sentence.
*Project: Writing a
paragraph using
clauses and phrases.
*Daily Oral Language
*Worksheets
*Handout summarizing
the usages of commas.
*Transparency of
sentences: identifying
how colons and semicolons are used.
*Class discussion on how
and why clauses and
phrases are used in
writing.
*Class discussion on how
commas are used in
conventional situations.
*Handout on the proper
use of commas in
conventional situations.
ELA.1.MS.2
ELA.2.MS.1
ELA.2.MS.3
ELA.3.MS.1
ELA.3.MS.3
ELA.3.MS.5
ELA.3.MS.7
*Use of technology to
investigate and
research topics.
*Write a 1st draft of
the informational
paper.
*Complete an outline
of the informational
*Brainstorming of topics,
as a class, to investigate.
*Lecture and class
discussion on the
elements of an
informational paper.
*Model the writing of an
introductory and
Literature Unit
*”Midsummer’s
Night Dream” or
equivalent
*Character
development
*Sequence of
events
*Movie vs. Play
necessary facts of the paper onto
index cards.
*Orally share the information
with an audience, using the index
cards as a guide.
expressing this information to an
audience?
*Investigate and discuss the main
characters in the play.
*Explore the sequence of events
in the play—cause and effect.
*View a theatrical performance of
the play and state the similarities
and differences between it and the
book.
*How does character
development play a role in the
visualization of that character?
*How does a written play
compare with a theatrical
performance?
*How are events related in a
play?
ELA.1.MS.1
ELA.1.MS.2
ELA.1.MS.3
ELA.1.MS.5
ELA.3.MS.3
ELA.3.MS.5
ELA.3.MS.7
ELA.3.MS.8
ELA.5.MS.1
ELA.5.MS.2
ELA.5.MS.3
ELA.8.MS.4
paper on index cards.
*Presentation: Orally
present the
information to an
audience.
*Class discussion on
the elements of an
informational paper.
concluding paragraph.
*Handout on the
necessary parts of an
informational paper
*Model how to create an
outline.
*Hands-on activity: Using
Google as an Internet
search engine.
*Hands-on activity: How
highlight and print only
relevant information from
a website.
*Writing Rubric
*Class discussion of
the theatrical
performance and the
written play.
*Quiz on the play
showing their over-all
comprehension.
*Attribute webs
*Cause and effect
chart
*Project: Mapping.
Painting of the
Enchanted Forest and
the route taken by
each character. Signs
will be used to identify
what event took place
throughout this path.
*Project: Creating of
an advertisement for
Oberon’s magical
purple flower—use of
descriptive language.
*Grand conversations.
*Small group discussions.
*Modeling of creating a
map and the use of signs.
*Brainstorming mapping
ideas.
*Viewing of the theatrical
performance of this play.
*Illustrating/artistically
representing relevant
topics in the play.
*Envisioning of
characters.
*Graphic Organizers.
*Illustration Rubrics
*Extension activities.
Curriculum Map
Name of Teacher Mrs. O’Donnell
April
Grade 7th
Subject of Course Language Arts
April
Content
(The What of
Teaching:
Topics, Themes,
Issues, Concepts)
Skills
(What exactly we want the
students to know about the
content)
Essential Questions
(Questions for students that
reflect the skills we want them to
learn)
Grammar
*Writing
Effective
Sentences
*Review
adverbs,
adjectives,
prepositional
phrases and
pronouns.
*Write descriptive sentences
using adverbs and adjectives.
*Replace repetitive nouns with
the appropriate pronouns.
*Use prepositional phrases
correctly in their writing to
enhance the effectiveness of the
sentence.
*Why use adverbs and adjectives
in your writing?
*What is the purpose of a
prepositional phrase?
*How can you make your writing
more interesting?
*Why are pronouns sometimes
used in writing and speaking
instead of nouns?
Writing
Workshop
*Collaborative
7th grade Recipe
book
*Narrative
*Recognize that recipes have
their own format in which they
are written.
*All recipes have a ‘story’ behind
them.
*Review the writing process.
*Why are recipes important?
*How does the writing process
relate to the writing of a recipe or
children’s storybook?
*What are the necessary elements
in a story?
Benchmarks
Addressed
(Reference to
The Michigan
Curriculum
Framework –
Should match
the skills)
ELA.8.MS.1
Assessment
(Evidence of learning)
Instructional Strategies
(How we teach –
Resources, Specific Steps
in Instruction, etc.)
*Compare and
contrast a simple
sentence to a complex,
descriptive sentence.
*Create effective
sentences by adding
adjectives, adverbs,
and prepositional
phrases to exciting
sentences.
*Worksheets.
*Orally state the
pronoun that can be
used in place of the
repetitive noun in a
given sentence.
*Quiz.
*Project: Write a
descriptive paragraph
using the elements of
effective sentences.
*Orally read effective
sentences to the class.
*Daily Oral Language
*Handouts
*Small and large group
discussions about
sentences.
*Model how to write an
effective sentence.
*Model how to change a
simple sentence into a
complex, descriptive
sentence.
*Brainstorm adverbs and
adjectives.
*Definitions and
examples of each part of
speech.
*Writing rubric to grade
paragraph.
Transparency of sentences
that are ineffective.
ELA.1.MS.1
ELA.2.MS.1
ELA.2.MS.3
ELA.2.MS.4
ELA.3.MS.1
ELA.3.MS.3
*Completion of a 1st
draft of a recipe and
related story.
*Oral sharing of recipe
story, constructive
criticism for revising.
*Brainstorming of recipes
and related stories.
*Modeling of how to
write a recipe.
*Investigation of actual
recipe books.
*Cereal box
stories—picture
books
Literature Unit
*Sharing of
children’s
literature/picture
books: (or
equivalent)
Chicken Sunday;
Moo, Cows that
Type; Farmer
Brown; When
Sophie Gets
Angry
*Use the writing process in the
creating of a narrative story
relevant to the chosen recipe.
*Use the writing process in the
creating of an authentic children’s
storybook.
*Elements of a picture book or
children’s storybook.
*Write, descriptively, a story that
includes plot, climax, setting,
conflict, main & flat characters,
and rising & falling action.
*Create illustrations that extend
and enhance the written text.
*Why do we need picture books?
*What is the importance of
illustrations?
ELA.7.MS.4
ELA.8.MS.2
ELA.8.MS.4
*All stories have a beginning,
middle, and end.
*Elements of a story can be found
in all literature.
*Illustrations impact the written
word.
*What are the key
aspects/elements of any children’s
story?
*What do the illustrations add to
the written text?
ELA.1.MS.1
ELA.9.MS.2
*Project: Each student
will computer generate
a published copy of
his/her recipe and
story along with a
digital picture of them.
These recipe pages
will then be placed in
one class recipe
book—a collaborative
project. A complete
recipe book (all
student works) will be
created for each
student
*Quiz on story
terminology.
*Completed story map
*Sharing of story ideas
and maps in small
groups.
*Project: Completion
and sharing of a
children’s storybook,
with illustrations, a
hardcover, and author
page.
*Small and large
group discussions on
story elements and
how they relate to
each book.
*Orally state what
information is
revealed through the
illustrations of the
book.
*Handouts
*Writers workshop
*Computer format for
recipe and story.
*Large and small class
discussions.
*Writing Rubrics.
*Modeling: Reading of a
children’s picture book I
created using digital
photography.
*Investigating picture
books.
*Graphic organizers.
*Collaboration.
*Modeling of books.
*Small and large group
activities.
*Comparing and
contrasting.
Curriculum Map
Name of Teacher Mrs. O’Donnell
May June
Grade 7th
Subject of Course Language Arts
May
Content
(The What of
Teaching:
Topics,
Themes, Issues,
Concepts)
Skills
(What exactly we want the
students to know about the
content)
Essential Questions
(Questions for students that
reflect the skills we want them to
learn)
Oral Language
*Book Talks
*Persuasive
Speeches
*Demonstrative
Speeches
*Debates
*Characteristics of a good speaker.
*Elements of an oral book review
or synopsis.
*Creating interest for the listeners.
*The elements of a persuasive
speech.
*Writing a persuasive paper relates
to giving a persuasive speech--use
the same technique.
*Writing step-by-step instructions
for a demonstrative speech.
*Debating procedures.
*How can you keep the audiences
attention when you speak?
*What are the key elements of
persuasion—why are they used?
*What is the purpose of
instructions?
*Why do people debate?
Benchmarks
Addressed
(Reference to
The Michigan
Curriculum
Framework –
Should match
the skills)
ELA.3.MS.1
ELA.3.MS.2
ELA.3.MS.3
ELA.3.MS.4
ELA.3.MS.5
ELA.6.MS.1
ELA.6.MS.2
ELA.9.MS.1
ELA.9.MS.3
ELA.10.MS.3
ELA.11.MS.1
Assessment
(Evidence of learning)
Instructional Strategies
(How we teach –
Resources, Specific Steps
in Instruction, etc.)
*Presentation: Book
talk: The student will
take on the
characteristics of one
of the characters in the
book they read and tell
about the book from
their point of view.
*Completion of
persuasive writing
activities pertaining to
their speech topic.
*Presentation:
Persuasive speech, 3-5
minutes in length.
*Completing the
writing of instructions
that relate to their
demonstrative topic.
*Presentation:
Demonstration speech,
4-10 minutes in
length, including all
materials and a
completed final
product.
*Choosing of
appropriate,
controversial topics
for debating.
*Handouts
*Modeling of speeches
*Brainstorming of ideas
*Small and large group
discussions
*Review of writing
process
*Review writing a thesis
statement through
modeling
*Cassette: listen to
famous speeches
*Computer investigations
into topics
*Presentation:
Students will divide
into teams to debate
the issues chosen.
June
Literature
Unit:
*Folk tales, or
equivalent:
“The Algonquin
Cinderella”—
Native
American
“Yeh-shen”—
Chinese
Cinderella folk
tale
“The People
Could Fly”—
African
American
*Compare and contrast folk tales
from around the World.
*Different cultures have their own
folk tales, many which are similar
to ours Americas.
*What do folk tales teach us—
what do they represent?
*What is a folktale?
*ELA.1.MS.1
*ELA.5.MS.2
*ELA.5.MS.5
*ELA.9.MS.1
*Orally state the
elements of a folk tale.
*Discuss how folk
tales represent the
society in which they
originated.
*Compare and
contrast several
versions of the same
folktale (such a
Cinderella)
*Answer
comprehension
questions pertaining to
the understanding of
the folk tale.
*Class discussion
*Handout on the elements
of folk tales
*Brainstorm examples of
folk tales in our society
*Exploration of books
*Internet search on folk
tales