Grade 7 Unit 1 Literary Text Character

Curriculum Instructional Resources for ELLs
SCSD ESL Department
Grade 7 Unit 1 Literary Text Character
Common Core Grade Level Standards
RL 7.2 Determine a theme or central idea of a text and analyze its development
over the course of the text; provide an objective summary of the text.
RL7.3 Analyze how particular elements of a story or drama interact (e.g., how
setting shapes the characters or plot).
RL7.4 Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of rhymes and
other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a
poem or section of a story or drama.
Curriculum Teaching Points
1.2 Readers pay attention to what characters do, say, and think to determine character traits.
1.5 Readers will develop an understanding of story elements by noticing how a character’s
actions and reaction to conflict influences the plot.
1.7 Readers generate ideas about the theme of a text by asking, “What is this mostly about?
What is the author saying about the topic?”
1.9 Readers develop a theme for the text by analyzing the text for relevant details.
1.12 Readers develop an objective summary by applying relevant details from the
beginning, middle, and end of the text.
1.13 Readers explore word choice by paying attention to the words an author uses and the
meaning of those words in context.
1.15 Readers identify when an author uses figurative language by locating examples in the
text. (metaphors, similes, alliteration, personification, etc. depending on the text used)
SCSD Recommended Text
Short Stories
 The Good Samaritan by Rene Saldana Jr. [Lexile 730]
 Thank You, M’am by Langston Hughes [Lexile 850]
Poems (from Appendix B)
 Paul Revere’s Ride by Longfellow
 The Road Not Taken by Robert Frost
Novel
 A Long Walk to Water by Linda Sue Park [Lexile 720]
Picture books
 Mr. Peabody’s Apples by Madonna
* Additional scaffolds, supports, resources, and tools can be found in the district
curriculum.
Supplemental Texts and Resources for ELLs
Short Stories
 from Becoming Naomi Leon by Pam
Munoz Ryan, (Keystone A)
 Sachiko Means Happiness by Kimiko
Sakai, (Bridges to Literature I)
 Matajuro’s Training by Eric A.
Kimmel, (Bridges to Literature II)
 The Day the Sun Came Out by Dorothy
M. Johnson, (Bridges to Literature II)
Poems
 My Blue Man by Nikki Grimes,
(Bridges to Literature II)
Novels
 Stargirl by Jerry Spinelli
 Holes by Louis Sachar
 The Miraculous Jouney of Edward
Tulane by Kate DiCamillo
Drama
 Westwoods by Eleanor Farjeon,
(Bridges to Literature II)
Picture Books
 The Ugly Duckling
 Leo the Late Bloomer by Robert Kraus
Websites
 Character Trait List
 Character Trait Readers' Workshop
 Character Handout
 Story Elements
 Character Analysis-Learnzillion
 Brainpop Jr Character
 Elements of a story Interactive
 Tone and Mood Lesson through movie
trailers
Other: Bilingual dictionary and glossaries
September 2014 Grade 7 page 1
Curriculum Instructional Resources for ELLs
SCSD ESL Department
Grade 7 Unit 2 Informational Text Individual Rights and Responsibilities
Common Core Grade Level Standards
Curriculum Teaching Points
RI.7.2 Determine two or more central ideas in a text and analyze their development over
the course of the text; provide an objective summary of the text.
2.1 Readers uncover a central idea by identifying frequent patterns and repeated details throughout
text. (May include inferences drawn from text.)
RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how
ideas influence individuals or events, or how individuals influence ideas or events).
2.3 Readers develop the central ideas for the text by analyzing the text for relevant details.
RI.7.4 Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of a specific word choice on
meaning and tone.
RI.7.5 Explain how the structure of the text contributes to the development of the central
idea.
RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sounds and the evidence is relevant and sufficient to support the claims.
SCSD Recommended Text
Anchor Text:
 The Bill of Rights
The Bill of Rights:
 Background of the Bill of Rights
 The Amendments Simplified (It is critical that students are immersed
in the reading of the original Bill of Rights. This document is
provided as a support for the reading of this document. It should not
be used as the anchor text.)
The Second Amendment:
Texts:
 Excerpt from “The History of the Right to Bear Arms”
 Stronger Gun Control Laws Will Save Lives
 Guns Don’t Kill People
Videos:
 Students from Around the US Debate Gun Control
 High School Voices on Gun Policy
 Battle Over Gun Control Continues
2.6 Readers develop an objective summary by applying relevant details from the beginning, middle,
and end of the text.
2.7 Readers are always tracking how individuals, events, and ideas interact. One way to do this is to
ask: Who/What is most important? Who/What is driving the central ideas?
2.10 Readers get a deeper understanding of the central ideas by uncovering the organization of the
text.
2.13 Readers assess the strength of central ideas by evaluating the amount of supporting details
provided.
Supplemental Texts and Resources for ELLs
Short Stories
 The Clever Daughter-in-law by Margaret Read MacDonald (Building Bridges)
 Extraordinary People: Serving Others (Keystone A)
 Through my Eyes by Ruby Bridges (Keystone B)
 Going, Going, Gone Kids Guernica (Keystone B)
 I am Rosa Parks by Rosa Parks (Bridges to Literature l)
 Helen Keller by Margaret Davidson (Bridges to Literature)
 Caesar Chavez: Civil Rights Champion by Nancy Lobb (Bridges to Literature lll)
 from Anne Frank: Child of Holocaust by Gene Brown (Bridges to Literature III)
Novels
 Glory B By Augusta Scattergood
Poem
 from Scars & Stripes by Thomas Cadwaleder Jones (Bridges to Literature II)
Picture Books
 The story of Ruby Bridges by Robert Coles
 Rosa Parks: Not Giving In by James Collins
Websites
 Defining Plot Elements Lesson-Learnzillion
 Determining Central Idea in Non-fiction learnzillion
 How to Find Main Idea Youtube
 What is main idea Brainpop
 Theme vs. Main Idea
Other: Bilingual dictionary and glossaries
September 2014 Grade 7 page 2
Curriculum Instructional Resources for ELLs
SCSD ESL Department
Grade 7 Unit 3 Literary and Informational Text Defining Moments
Common Core Grade Level Standards
RL 7.2 Determine a theme or central idea of a text and analyze its development over the course
of the text; provide an objective summary of the text.
RI 7.2 Determine two or more central ideas in a text and analyze their development over the
course of the text; provide an objective summary of the text.
RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes
the characters or plot).
RL.7.4 Determine the meaning of words and phrases as they are used in a text including
figurative and connotative meanings; Analyze the impact of rhymes and other repetitions of
sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes
to its meaning.
RI 7.5 Analyze the structure on author uses to organize a text, including how the major sections
contribute to the whole and to the development of the ideas.
RL.7.6 Analyze how an author develops and contrasts the points of view of different characters
or narrators in a text.
RI.7.6 Determine an author’s point of view or purpose in a text and Analyze how the author
acknowledges and responds to conflicting evidence or viewpoints.
SCSD Recommended Text
Anchor Text:
 Code Talkers by Joseph Bruchac
This unit asks readers to make
connections among texts of multiple
genres. In order to address all of the
teaching points it is necessary to pair the
novel with some of the other texts
provided below.
Documents:
Memorandum Regarding the Enlistment
of Navajo Indians Document (This is the
actual document for students to see.)
 Letter Page 1
 Letter Page 2
 Memorandum Regarding the
Enlistment of Navajo Indians Text
(This is the same document as above, but
it is clearer for copying.)
 First Flag Raising in Iwo Jima Photo
 First Flag Raising in Iwo Jima
Description
 The US Marine Corps Memorial in
Virginia Photo
 Second Flag Raising in Iwo Jima
Photo
 Second Flag Raising in Iwo Jima
Description
 Navajo Code Talkers Dictionary
Poems:
 “Navajo Code Talkers” by Del ‘Abe’
Jones
 “Navajo Code Talkers” by Ima Ryma”
 “The Code Talkers” by Elizabeth
Knauer
 “The Code Talkers” by Joseph
DiMino
Curriculum Teaching Points
3.1 Readers know when they approach a new piece of text they look for the meaning by analyzing
theme/central idea.
3.2 Readers develop the theme/central ideas for the text by analyzing the text for relevant details.
3.5 Readers pay attention to what the characters do, say, and think to determine character traits.
3.7 Readers analyze the impact word choice has on the meaning and tone of the text by asking: Why
did the author choose these words? How would the meaning and tone be different with different
words?
3.8 Readers can identify when an author uses figurative language in text by locating examples of
metaphors, similes, alliteration, and personification.
3.10 Readers explore how the structure of the text (drama, poem, informational, etc.) contributes to
the meaning and/or development of ideas by asking: Why did the author choose this structure?
Supplemental Texts and Resources for ELLs
Short Stories
 “Jewel in the Sand” by Inea Bushnaq
(Building Bridges)
 “Bessie Coleman:American Flyer”
(Building Bridges)
 “Extraordinary People: Serving Others”
(Keystone A)
 “Zlata’s Diary” by Zlata Filipovic
(Keystone A)
 “Students Win Robotics Contest” by
Karina Bland (Keystone B)
 “Persephone and the Pomegranate
Seeds” (Keystone B)
 Early Astronomers (Keystone B)
 “from River to Tomorrow” by Ellen
Levine (Keystone B)
Novel
 Helen Keller by Maragret Davidson
 Man on the Moon by Anastasia Suen
Poems
 “Karate Kid” by Jane Yolen (Bridges
to Literature I)
Picture Book
• Nelson Mandela Long Walk to
Freedom by Chris/ Bouma Van Wyk
Websites
 Adding Text Evidence
 Figurative Language Anchor Chart
 Figurative Language Examples
 Figurative Language
 Analyzing Interactions between ideas
in a text- Learnzillion
Other: Bilingual dictionary and glossaries
September 2014 Grade 7 page 3
Curriculum Instructional Resources for ELLs
SCSD ESL Department
Grade 7 Unit 5 Reading and Writing Integrated Research
Common Core Grade Level Standards
RL 7.2 Determine a theme or central idea of a text and analyze its development
over the course of the text; provide an objective summary of the text.
RI 7.2 Determine two or more central ideas in a text and analyze their
development over the course of the text; provide an objective summary of the
text.
RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet)
contributes to its meaning.
RI.7.5 Explain how the structure of the text contributes to the development of the
central idea.
RL.7.6 Analyze how an author develops and contrasts the points of view of different
characters or narrators in a text.
RI.7.6 Determine an author’s point of view or purpose in a text and Analyze how the
author acknowledges and responds to conflicting evidence or viewpoints.
W.7.5 With some guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on how well purpose and audience have been addressed.
6. W.7.6 Use technology, including the Internet, to produce and publish writing and link
to and cite sources as well as to interact and collaborate with others, including linking
to and citing sources.
W.7.7 Conduct short research projects to answer a question, drawing on several
sources and generating additional related, focused questions for further research and
investigation.
SCSD Recommended Text
Main Text
Chains by Laurie Halse Anderson
Supportive Texts
Incidents in the Life of a Slave Girl by
Harriet Jacobs
The Underground Railroad:A Record of
Facts, Authentic Narrative, Letters, and
C. by William Still
Slave Narratives: A Folk History of
Slavery in the United States from
Interviews with Former Slaves
Chapter 7 from Narrative of the Life of
Children’s Books
Sweet Clara and the Freedom Quilt by
Deborah Hopkinson
Follow the Drinking Gourd by H. B.
Parks
Moses: When Harriet Tubman Led Her
People to Freedom by Carole Boston
Weatherford
Henry’s Freedom Box: A True Story from
the Underground Railroad by Ellen
Levine
Videos
BrainPop: Frederick Douglass, Slavery,
Underground Railroad
Curriculum Teaching Points
5.1 Readers identify, track, and analyze text evidence by creating a roadmap. They
roadmap for theme/central idea, patterns, character motivations, author’s perspective, and
the interaction of story elements.
5.4 Readers study a central idea through its relationship to supporting ideas. As they do
this, they ask, “In what ways do these ideas support the central idea?”
5.7 Researchers gather information by reading multiple texts (print and digital) on a topic
with their research questions in mind. Then they begin to focus their research questions
into one that is relatively specific and manageable.
5.13 Research writers organize chunks of information by using boxes and bullets.
5.14 Researchers give credit to their sources by using quotation marks when writing down
or quoting word for word from the text.
5.15 Researchers keep careful track of their sources by keeping a running bibliography of
the author, title and page number(s) or the URL of a digital source on index cards or in a
notebook.
5.19 Writers make decisions about how to structure their picture book by exploring a
variety of examples from other authors.
5.23 Writers create product drafts by using the organizers and plans they have created.
5.26 Writers celebrate their works by sharing their picture book with others.
Supplemental Texts and Resources for ELLs
Short Stories
 Allen Jay and the Underground
Railroad by Marlene Targ Brill,
(Bridges to Literature I)
Poems
 Harriet Tubman by Eloise Greenfield,
(Bridges to Literature I)
Novel
 Nightjohn by Gary Paulsen
Websites
 Life in Slavery
Others
 Bilingual dictionary and glossaries
Picture Books
 Picture Book of Frederick Douglas by
David Adler
 If You Lived When There was Slavery in
America by Anne Kamma
 The People Could Fly:American Black
September 2014 Grade 7 page 4
Curriculum Instructional Resources for ELLs
SCSD ESL Department
Frederick Douglass by Frederick
Douglass
Narrative of the Life of Frederick
Douglass by Frederick Douglass
Poetry
“The Anti-Slavery Alphabet”
(Anonymous)
“The Slave in the Dismal Swamp” by
Longfellow
“The Witnesses” by Longfellow
“The Slave's Dream” by Longfellow
Fold Tales by Virginia Hamilton
Photos
Slavery Images
Songs
“Follow the Drinking Gourd”
Explanation of the Lyrics of Follow the
Drinking Gourd
Slavery Songs
Play
Robert and Hannah Smalls Discuss
Escaping to Freedom
*Additional scaffolds, supports, resources, and tools
can be found in the district curriculum
Grade 7 Unit 5
September 2014 Grade 7 page 5