UNIT PLAN

SUBJECT: LANGUAGE ARTS SEMESTER: ____1_____ TEACHER: ___________________

LEVEL: _GRADE 7__

CONTENTS
LEARNING
UNIT UNIT NAME & ESSENTIAL QUESTIONS or NO. OF WEEKS
STANDARDS & PIs / SLOs ACTIVITIES & RESOURCES / REMARKS
NO. UNDERSTANDINGS (PERIODS)
ASSESSMENTS
1 Introducing oneself; Literary Elements – Standards and Performance Indicators: Learning Activities: -The Reading Street
Literature Analysis; Introducing oneself
Using Context Clues RL.1 Read closely to determine what the text says explicitly and to 4 weeks -Readworks.org
make logical inferences from it; cite specific textual evidence when -Brainstorming:
Essential Questions: writing or speaking to support conclusions drawn from the text. “How do you show -Reading A-Z
1. How do readers construct meaning care to the ones you
from the text? a. Cite several pieces of textual evidence to support analysis of what love?” -Graphic Organizers and
2. How do readers figure out a word they Worksheets
the text says explicitly as well as inferences drawn from the text.
do not know? Ask students to
3. How does story help us understand write their learning -English Dictionary
RL.2 Determine central ideas or themes of a text and analyze their expectations and go
the world around us?
4. How does an author’s choices about development; summarize the key supporting details and ideas. through their -Vocabulary Cube
craft affect the readers of literary writings.
text? a. Determine a theme or central idea of a text and analyze its ● Journal -Context Clues Worksheets
5. How can I use craft to tell a story of development over the course of the text. Writing:
my own? ● Conversati -Library books
b. Provide an objective summary of the text. on
Enduring Understandings: ● Word -The internet
Games
1. Readers use strategies to construct RL.3 Analyze how and why individuals, events, and ideas develop
meaning. and interact over the course of a text.
2. Readers use language structure and : Introduce a story
context cues to identify the intended entitled” A Best
a. Analyze how a particular elements of a story or drama interact
meaning of words and phrases as they Friend “ (Bond
(e.g. show how setting shapes the characters or plot). between people and
are used in the text.
dogs)
3. Strategic readers can develop, select,
Craft and Structure ● Discussion
and apply strategies to enhance their
---- What
comprehension.
RL.4 Interpret words and phrases as they are used in a text, are the
4. Words powerfully affect meaning.
including determining technical, connotative, and figurative good
things that
meanings, and analyze how specific word choices shape meaning
dogs can
or tone. do to men?
● Vocabular
a. Determine the meaning of words and phrases as they are used in y building:
a text, including figurative and connotative meanings. b. Analyze the Guide
students in
impact using the
thesaurus
of rhymes and other repetitions of sounds (e.g., alliteration) on a to find
specific verse or stanza of a poem or section of a story or drama. synonyms
and
antonyms.
RL.5 Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text (e.g., a :
section, chapter, scene, or stanza) relate to each other and the ● Review
whole. ● Writing a
response
a. Analyze how a drama’s or poem’s form or structure ● Speaking
and
(soliloquy or sonnet) contributes to its meaning.
Listening
activity
● Journals

RL.6 Assess how point of view or purpose shapes the content and
style of a text. *Review
* Film showing: Life
a. Analyze how the author develops and contrasts the points Saving Dogs----
of view of different characters or narrators in the text. (Related to the story
which students
learn this week)
RL.7 Integrate and evaluate content presented in diverse formats
and media, including print and digital resources.
-Explicit Instruction
a. Compare and contrast a written story, drama, or poem to its to review the reading
audio, filmed, staged, or multimedia version, analyzing the effects of strategies.
techniques unique to each medium (e.g., lighting, sound, color, or
camera focus and angles in a film). -Students do Before,
During, and After
RL.8 Delineate and evaluate the argument and specific claims in a Reading activities.
text, including the validity of the reasoning as well as the relevance
-After reading
and sufficiency of the evidence
activities include
individual, pair, and
RL.9 Analyze how two or more texts address similar themes or
group activities.
topics in order to build knowledge or to compare the approaches
the authors take. -Reading Strategies:
a. Context clues
a. Compare and contrast a fictional portrayal of a time, place, or b. Analyzing
character and a historical account of the same period as a means of Characters
understanding how authors of fiction use or alter history. c. Analyzing Plot
d. Point of View
RL.10 Read and comprehend complex literary and informational e. Identifying the
Theme
 texts independently and proficiently. f. Compare and
Contrast
a. By the end of the year, read proficiently and comprehend
literature, including stories, dramas, and poems, in the
grades 6–8 text complexity band, with scaffolding as -Denotative and
Connotative meaning
needed at the high end of the range
(Using the dictionary
and context clues)
SLO’s:
Assessment/s:
- 1.4 demonstrate curiosity, initiative and enthusiasm for learning as Formative
a lifelong process -Accomplished
Graphic Organizers
- 2.1 comprehend thoroughly when listening to and reading from a -Reading
variety of sources. Comprehension
Worksheets
-3.1 apply knowledge and skills to solve problems in real life -Reading Skills
situations Worksheets

-3.2 utilize critical thinking and problem-solving strategies in a Summative

-Long Test
variety of settings
A pen and paper test
containing short
-3.3 evaluate and analyze information and data to make good
paragraphs and
decisions and face uncertain challenges. questions about the
reading strategies
discussed, identifying
meaning through
context clues, and
spelling words from
the readings and
spelling sound
patterns.

LEARNING
UNIT NAME & ESSENTIAL QUESTIONS or NO. OF WEEKS
UNIT NO. STANDARDS & PIs / SLOs ACTIVITIES & RESOURCES / REMARKS
UNDERSTANDINGS (PERIODS)
ASSESSMENTS
2 The Writing Process; Standards & Performance Indicators: Learning Activities: 4 weeks -Write Source 7
Descriptive & Narrative Writing -A brief review of
W.2. Write informative/explanatory texts to examine and convey The Writing -Holt’s Elements of Language
Essential Questions: complex ideas and information clearly and accurately through the Process 7
1. How do good readers express effective selection, organization, and analysis of content.
themselves? -Narrative Writing: -Descriptive and Narrative
2. How do writers develop a well- a. Introduce a topic clearly, previewing what is to follow; organize Students tell Writing Graphic Organizers
written product? ideas, concepts, and information, using strategies such as definition, about a and Activities
 3. Ho
w formatting (e.g., headings), graphics (e.g., charts, tables), and
does each step in the writing
process improve your writing?
4. What strategies can you use to
make writing come alive for a
reader?
5. How can evaluation and
reflection be used to improve
writing?
Enduring understandings:
1. Good writers develop and
refine their ideas for thinking,
learning, communicating, and
aesthetic expression.
2. Good writers use a repertoire
of strategies that enables them
to vary form and style, in order
to write for different purposes,
audiences, and contexts.
3. Writers have a purpose for
writing. Writing is a multi-stage
process. writing is a reflective
process.
classification, comparison/contrast, and cause/ effect; include memorable time
in their life. It -Proofreading marks
multimedia when useful to aiding comprehension. could be happy
b. Develop the topic with relevant facts, or sad, and the -Self and Peer Editing and
definitions, concrete details, quotations, or teacher can give Proofreading Checklist
other information and examples. students writing
c. Use appropriate transitions to create cohesion and clarify the prompts -PowerPoint
relationships among ideas and concepts. especially for
d. Use precise language and domain-specific students who
vocabulary to inform about or explain the topic. are struggling to
e. Establish and maintain a formal style. think of a topic.
f. Provide a concluding statement or section that follows from and Students will
supports the information or explanation presented demonstrate the
writing process
W.3. Write narratives to develop real or imagined experiences or through:
events using effective technique, well-chosen details, and well- 1. Brainstorming /
structured event sequences. Making a Concept
Map
a. Engage and orient the reader by establishing 2. Making an outline
a context and point of view and introducing a 3. Essay Writing
narrator and/or characters; organize an event sequence that
unfolds naturally and logically. Grammar:
b. Use narrative techniques, such as dialogue, pacing, and 1. Sentence
description, to develop experiences, events, and/or characters. Variety
c. Use a variety of transition words, phrases, and clauses to convey 2. Paragraph
sequence and signal shifts Writing
from one time frame or setting to another. 3. Using
d. Use precise words and phrases, relevant descriptive details, and Adjectives
sensory language to and
capture the action and convey experiences Imagery in
and events. writing
e. Provide a conclusion that follows from and descriptivel
reflects on the narrated experiences or events. y
4. Use of
W.4. Produce clear and coherent writing in which the transition
development, organization, and style are appropriate to task, words and
purpose, and audience. phrases

a. produce clear and coherent writing in which the development, Assessment/s:

organization, and style are appropriate to task, purpose, and Formative
audience. -Worksheets on
grammar rules,
W.5. Develop and strengthen writing as needed by planning, paragraph
revising, editing, rewriting, or trying a new approach. writing, and
descriptive
a. With some guidance and support from peers and adults, develop writing
 and strengthen writing as needed by planning, revising, editing,
rewriting, or trying -Self-Editing and
a new approach, focusing on how well purpose and audience have Proofreading
been addressed. Rubric

SLOs: -Peer Editing and

-1.1 produce quality work Proofreading
-1.2 utilize and manage time and workload efficiently Rubric
-1.3 work independently to complete tasks with priority
-1.4 demonstrate curiosity, initiative and enthusiasm for learning as Summative
a lifelong process -Students will have
-2.2 articulate thoughts and ideas effectively using oral, written and to answer a
nonverbal skills Long Test
-2.3 utilize multiple media, technologies and artistic forms to containing
enhance communications grammar
-3.1 apply knowledge and skills to solve problems in real life questions, and
situations create a
-4.1 effectively perform duties and share descriptive essay
Responsibilities about their
-4.2 practice cooperative learning and teamwork chosen topic.
They will be
graded using the
Descriptive
Writing Rubric.

UNIT NAME & ESSENTIAL QUESTIONS or
UNIT NO.
UNDERSTANDINGS
3 High-Level Reading Strategies
Essential Questions:
1. How does reading influence
us?
2. Why do we need to evaluate
what we read?
3. Why do we read literary non-
fiction?
4. Why should we read
informational texts?
5. How does a knowledge of
elements of fiction help me
understand non-fiction text?
6. Why should we practice
writing constructed response
answers
LEARNING
NO. OF WEEKS
STANDARDS & PIs / SLOs ACTIVITIES & RESOURCES / REMARKS
(PERIODS)
ASSESSMENTS
RI.1 Read closely to determine what the text says explicitly and to Learning 4 weeks - The Reading Street
make logical inferences from it; cite specific textual evidence when Activities
writing or speaking to support conclusions drawn from the text. -Readworks.org
-The class will
a. Cite several pieces of textual evidence to support analysis of what read the same texts -Reading A-Z
the text says explicitly as well as inferences drawn from the text. that are focused on
the target reading -Graphic Organizers and
RI.2 Determine central ideas or themes of a text and analyze their strategy. Worksheets
development; summarize the key supporting details and ideas.
a. Determine the central idea of a text and analyze its -Explicit
development over the course of the text. instruction on
b. Provide an objective summary of the text. teaching the reading
strategies
RI.3 Analyze how and why individuals, events, and ideas develop
and interact over the course of a text. -Before-During-
a. Analyze the interactions between individuals, events, and ideas in After Reading
a text (e.g., how ideas Activities designed
 influence individuals or events, or how individuals influence ideas or by the teacher.
Enduring events).
Reading
RI.4 Interpret words and phrases as they are used in a text, Strategies:
including determining technical, connotative, and figurative a. Identifying
Understandings: meanings, and analyze how specific word choices shape meaning Main Idea and
1. Reading about real people inspires me or tone. Supporting Details
and helps me make connections to the a. Determine the meaning of words and phrases as they are b. Analyzing
possibilities I have. used in a text, including figurative, connotative, and Author’s Purpose
2. Using what I know about crafting story technical meanings; analyze the impact of a specific word c. Compare
helps me analyze writing that tells about choice on meaning and tone. and Contrast
real people and figure out what an
author is trying to tell me. RI.5 Analyze the structure of texts, including how specific
3. Answering a constructed response sentences, paragraphs, and larger portions of the text (e.g., a Assessments:
question helps me sort out what I know section, chapter, scene, or stanza) relate to each other and the Formative
about at text and how I know it. whole. -Accomplished
4. Strategic readers can develop, select, a. Analyze the structure an author uses to organize graphic organizers
and apply strategies to enhance their a text, including how the major sections contribute to the whole and worksheets on
comprehension. and to the development of the ideas. the reading
5. Readers develop a deeper strategies
understanding through reflection of text. RI.6 Assess how point of view or purpose shapes the content and
style of a text. -Individual,
a. Determine an author’s point of view or purpose in a text pair, and group
and analyze how an author distinguishes his or her work output
position from that of others.
--Students will
RI.7 Integrate and evaluate content presented in diverse formats demonstrate
and media, including print and digital resources. understanding and
a. Compare and contrast a text to an audio, video, or a application of the
multimedia version of the text, analyzing each medium’s reading strategies
portrayal of the subject (e.g. how the delivery of a speech through
affects the impact of the words). performance tasks
of their choice. They
RI.8 Delineate and evaluate the argument and specific claims in a will create diagrams
text, including the validity of the reasoning as well as the and charts to show
relevance and sufficiency of the evidence. their learning. An
individual reading
a. Delineate and evaluate the argument and specific claims strategy rubric will
in a text, assessing whether the reasoning is sound and be used for each
the evidence is relevant and sufficient to support the project.
claims.
-Reading
RI.9 Analyze how two or more texts address similar themes or comprehension
topics in order to build knowledge or to compare the approaches questions
the authors take.
-Article a Day

UNIT NAME & ESSENTIAL
UNIT NO.
QUESTIONS or UNDERSTANDINGS
4 Expository Writing: Informative,
Persuasive/ Argumentative,
and Comparative
Essential Questions:
1. Why is it important to
be able to write an
informational text?
2. How do good writers
express themselves?
Enduring Understandings:
1. If I can write a well-
crafted informational
text, I can communicate
my thinking to others.
2. Good writers develop
and refine their ideas for
thinking, learning,
communicating, and
aesthetic expression.
3. Good writers use a
repertoire of strategies
a. Analyze how two or more authors writing about the same topic (Readworks.org)
shape their presentations of key information by emphasizing
different evidence or advancing different interpretations of facts Summative
-A long test
RI.10 Read and comprehend complex literary and informational about the short
texts independently and proficiently. stories read in class,
a. By the end of the year, read proficiently and comprehend and reading
literary nonfiction in the grades 6–8 text complexity band, strategies discussed
with scaffolding as needed at the high end of the range. will be given.
Questions include
details, story
elements,
inferences,
identifying and
explaining the
theme, analyzing
author’s purpose,
and character traits.
NO. OF WEEKS RESOURCES /
STANDARDS & PIS / SLOs LEARNING ACTIVITIES & ASSESSMENTS
(PERIODS) REMARKS
W.1. Write arguments to support claims in an analysis of Learning Activities: 4 weeks -The Reading Street 7
substantive topics or texts, using valid reasoning and - Write Source 7
relevant and sufficient evidence. - Introduction on Informative, -Readworks.org
Persuasive, and Comparative - Reading A-Z guided
a. Introduce claim(s), acknowledge alternate or opposing Writing and independent
claims, and organize the reasons and evidence logically. practice articles,
b. Support claim(s) with logical reasoning and relevant - Discussion and activity on graphic organizers and
evidence, using accurate, credible identifying credible sources, worksheets
sources and demonstrating an understanding paraphrasing, and writing -MS Word and
of the topic or text. citations. PowerPoint
c. Use words, phrases, and clauses to create -Library
cohesion and clarify the relationships among claim(s), - Students look for credible -the Internet
reasons, and evidence. sources in the library and the
d. Establish and maintain a formal style. internet.
e. Provide a concluding statement or section that follows
from and supports the argument presented. - Students fill out graphic
organizers for brainstorming,
W.2. Write informative/explanatory texts to examine and gathering information, and
convey complex ideas and information clearly and outlining activities.
accurately through the effective selection, organization,
and analysis of content. Assessment/s:
a. Introduce a topic clearly, previewing what is to follow; Formative
organize ideas, concepts, and information, using strategies
 such as definition, classification, comparison/contrast, and - After reading, students will
cause/ effect; include formatting (e.g., headings), graphics accomplish graphic organizer
(e.g., charts, tables), and multimedia when useful to aiding and worksheets.
comprehension.
b. Develop the topic with relevant facts, - Following the writing process,
that enables them to definitions, concrete details, quotations, or students will write Informative,
vary form and style, in other information and examples. Persuasive, and Comparative
order to write for c. Use appropriate transitions to create cohesion and clarify Essays about a topic given by
different purposes, the relationships among ideas and concepts. the teacher.
audiences, and contexts. d. Use precise language and domain-specific
4. Writers have a purpose vocabulary to inform about or explain the topic. Summative
for writing. Writing is a e. Establish and maintain a formal style.
multi‐stage process. f. Provide a concluding statement or section that follows - Student work will be graded
from and according to Expository Writing
4. Writing is a reflective process. supports the information or explanation presented Rubrics (Informative,
Persuasive/Argumentative, and
W.4. Produce clear and coherent writing in which the Comparative). They will choose
development, organization, and style are appropriate to a topic from a writing prompt,
task, purpose, and audience. and create their own essays,
a. produce clear and coherent writing in which the applying what they learned from
development, organization, and style are appropriate to the discussions and practices,
task, purpose, and audience. and following language
conventions and essay formats.
W.5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach.
a. 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.

W.6. Use technology, including the Internet, to produce

and publish writing and to interact and collaborate with
others.
a. Use technology including the Internet, to produce and
publish writing and link to a cite sources as well as to
interact and collaborate with others including linking to
citing sources.

SLOs:
-1.1 produce quality work appropriate to demands of 21st
Century skills

-1.2 utilize and manage time and workload efficiently

-1.3 work independently to complete tasks with priority

-1.4 demonstrate curiosity, initiative and enthusiasm for

learning as a lifelong process

-2.1 comprehend thoroughly when listening to and reading

from a variety of sources

-2.2 articulate thoughts and ideas effectively using oral,

written and nonverbal skills

-2.3 utilize multiple media, technologies and artistic forms

to enhance communications