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Curriculum Mapper - Complete Curriculum Maps Page 1 of 3 Close Window | Print | Page Layout | Show Standards | View Paragraph Format | | View Course Description 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 http://www.curriculummapper.com/cmapnet/Web/Maps/ViewMapMultipleYear.aspx?teac... 8/21/2007 Curriculum Mapper - Complete Curriculum Maps “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 Page 2 of 3 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) http://www.curriculummapper.com/cmapnet/Web/Maps/ViewMapMultipleYear.aspx?teac... 8/21/2007 Curriculum Mapper - Complete Curriculum Maps 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 Page 3 of 3 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 http://www.curriculummapper.com/cmapnet/Web/Maps/ViewMapMultipleYear.aspx?teac... 8/21/2007