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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