Unit Overview/Summary - FOCUS: This model unit uses the issue of How Humans Impact the Environment, which connects to geography as well as science concepts. The unit can be adjusted to focus on one issue or allow students to choose an issue from a list of provided issues for investigation.  Do the benefits of (this human activity) outweigh the human and environmental costs? Do the benefits of fracking outweigh the human and environmental costs? Do the benefits of deforestation outweigh the human and environmental costs? Students will follow a research process to investigate all aspects of their topic(s), develop a pro-con chart that reflects both sides of an issue, take a stance, and write an argumentative essay using the claim, reason, and evidence format (Unit 4) that supports that stance. Students will also create a website that embeds digital media, as well as their text, to further illustrate and support their argument. Students will then present their website to an audience. The goal is for students to support their claims with strong reasons and evidence, based on their research. Claims can also be nuanced and not necessarily be fully “pro” or fully “con.”  They can take a problem-solving stance. With new regulations for production and careful waste management, plastic bottles should continue to be a convenient choice for consumers around the world. This unit can be multidisciplinary and taught with other content areas, including social studies and science. Technology applications for the summative project can also be altered, e.g., a slide show presentation, a documentary movie, or a digital poster can all be substituted for developing a website.  Unit Duration:30 days (25 instructional and 5 reteach/enrichment days); Five periods per week based on a traditional bell schedule 

Unit Overview/Summary - FOCUS:This model unit uses the issue of How Humans Impact the Environment, which connects to geography as well as science concepts. The unit can be adjusted to focus on one issue or allow students to choose an issue from a list of provided issues for investigation.  Do the benefits of (this human activity) outweigh the human and environmental costs? Do the benefits of fracking outweigh the human and environmental costs? Do the benefits of deforestation outweigh the human and environmental costs? Students will follow a research process to investigate all aspects of their topic(s), develop a pro-con chart that reflects both sides of an issue, take a stance, and write an argumentative essay using the claim, reason, and evidence format (Unit 4) that supports that stance. Students will also create a website that embeds digital media, as well as their text, to further illustrate and support their argument. Students will then present their website to an audience. The goal is for students to support their claims with strong reasons and evidence, based on their research. Claims can also be nuanced and not necessarily be fully “pro” or fully “con.”  They can take a problem-solving stance. With new regulations for production and careful waste management, plastic bottles should continue to be a convenient choice for consumers around the world. This unit can be multidisciplinary and taught with other content areas, including social studies and science. Technology applications for the summative project can also be altered, e.g., a slide show presentation, a documentary movie, or a digital poster can all be substituted for developing a website.  Unit Duration:30 days (25 instructional and 5 reteach/enrichment days); Five periods per week based on a traditional bell schedule 

Unit Overview/Summary - FOCUS:This unit focuses on the elements that help develop a good story.  As readers begin their reading journey in seventh grade English Language Arts, they will study the points of view and perspectives of characters and analyze how points of view are similar or different from each other. This helps the students to recognize the character-driven stories that are being told and to recognize and interpret the ways that authors use language to engage a reader. Students will work in collaborative groups and engage in discussions, asking questions and building upon other’s thoughts, to expand ideas. Students will explore techniques that authors use to engage a reader and use these techniques to write narratives. As students write their narratives, they will pay specific attention to precise language and word choices to develop characters, events, and actions. Thematically, students will explore stories of belonging and fitting in, to make connections to the characters and stories that are relevant and interesting to an adolescent’s life.   The sample texts listed in the unit will help students define the evolving idea of “The American Dream” and how it can differ based on personal or cultural perspectives. Through nonfiction literary texts, students will grapple with various perspectives and points of view related to the American Dream.  This unit also explores how authors of historical fiction use factual events and people, as well as fictional events and people to illustrate the struggle to belong to the American Experience and achieve The American Dream.  Unit Duration:30 Days (25 instructional days and 5 reteach/enrichment days); Five periods per week based on a traditional bell schedule

This unit focuses on the elements that help develop a good story.  As readers begin their reading journey in seventh grade English Language Arts, they will study the points of view and perspectives of characters and analyze how points of view are similar or different from each other. This helps the students to recognize the character-driven stories that are being told and to recognize and interpret the ways that authors use language to engage a reader. Students will work in collaborative groups and engage in discussions, asking questions and building upon other’s thoughts, to expand ideas. Students will explore techniques that authors use to engage a reader and use these techniques to write narratives. As students write their narratives, they will pay specific attention to precise language and word choices to develop characters, events, and actions. Thematically, students will explore stories of belonging and fitting in, to make connections to the characters and stories that are relevant and interesting to an adolescent’s life.   The sample texts listed in the unit will help students define the evolving idea of “The American Dream” and how it can differ based on personal or cultural perspectives. Through nonfiction literary texts, students will grapple with various perspectives and points of view related to the American Dream.  This unit also explores how authors of historical fiction use factual events and people, as well as fictional events and people to illustrate the struggle to belong to the American Experience and achieve The American Dream.  Unit Duration:30 Days (25 instructional days and 5 reteach/enrichment days); Five periods per week based on a traditional bell schedule

Unit Overview/Summary - FOCUS:This unit focuses on how authors use fiction to illustrate the struggle to belong in America and the challenges different groups and individuals have faced in their journey to become part of the American Experience. The unit is broken into two parts.  Part 1 helps students define the evolving idea of “The American Dream” and how it can differ based on personal and cultural perspectives. Through nonfiction literary texts, students will grapple with various perspectives and points of view related to the American Dream.  Part 2 explores how authors of historical fiction use factual events and people, as well as fictional events and characters to illustrate the struggle to belong to the American Experience and achieve The American Dream.  Unit Duration:20 days (15 instructional days and 5 reteach/enrichment days); Five periods per week based on a traditional bell schedule  

Unit Overview/Summary - FOCUS:This unit focuses on how authors use fiction to illustrate the struggle to belong in America and the challenges different groups and individuals have faced in their journey to become part of the American Experience. The unit is broken into two parts.  Part 1 helps students define the evolving idea of “The American Dream” and how it can differ based on personal and cultural perspectives. Through nonfiction literary texts, students will grapple with various perspectives and points of view related to the American Dream.  Part 2 explores how authors of historical fiction use factual events and people, as well as fictional events and characters to illustrate the struggle to belong to the American Experience and achieve The American Dream.  Unit Duration:20 days (15 instructional days and 5 reteach/enrichment days); Five periods per week based on a traditional bell schedule  

Unit Overview/Summary - FOCUS:  This unit focuses on using reading strategies to analyze key ideas and details in informational texts to strengthen comprehension, critical thinking, and logical reasoning skills. Students will be expected to cite several pieces of textual evidence when analyzing texts.  In literary texts, students will engage in the analysis of how plot and setting affect characters, and how characters struggle with and resolve conflicts throughout the plot. This level of analysis enables students to infer the overall theme of the text. Students will be expected to compose an objective summary of the text including the theme(s) and major points, absent of one’s opinion or judgments. Furthermore, students will practice reading a variety of texts, identifying literary elements, and identifying how literary elements are related or combined for effect (e.g., how the setting influences the development of a plot, and how characters respond to these elements). Students will be expected to use analysis to determine the central ideas of the text and trace their development throughout the course of informational text. An objective summary of the text would include the major points and key details, distinct from personal opinions and judgment.  Analysis of the interactions in a text will provide textual evidence, to help determine the central idea of the passage. By studying text types and purposes, students can work to enhance their skills and abilities to develop complete, multi-paragraph, logically sequenced texts using language appropriate for the topic and the audience. Unit Duration: 20 days (15 instructional and 5 reteach/enrichment days); Five periods per week based on a traditional bell schedule 

Unit Overview/Summary - FOCUS:This unit focuses on using reading strategies to analyze key ideas and details in informational texts to strengthen comprehension, critical thinking, and logical reasoning skills. Students will be expected to cite several pieces of textual evidence when analyzing texts.  In literary texts, students will engage in the analysis of how plot and setting affect characters, and how characters struggle with and resolve conflicts throughout the plot. This level of analysis enables students to infer the overall theme of the text. Students will be expected to compose an objective summary of the text including the theme(s) and major points, absent of one’s opinion or judgments. Furthermore, students will practice reading a variety of texts, identifying literary elements, and identifying how literary elements are related or combined for effect (e.g., how the setting influences the development of a plot, and how characters respond to these elements). Students will be expected to use analysis to determine the central ideas of the text and trace their development throughout the course of informational text. An objective summary of the text would include the major points and key details, distinct from personal opinions and judgment.  Analysis of the interactions in a text will provide textual evidence, to help determine the central idea of the passage. By studying text types and purposes, students can work to enhance their skills and abilities to develop complete, multi-paragraph, logically sequenced texts using language appropriate for the topic and the audience. Unit Duration: 20 days (15 instructional and 5 reteach/enrichment days); Five periods per week based on a traditional bell schedule 

CSDE Model Curricula Quick Start GuideEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Course Description:  In the English Language Arts Model Curriculum, there is a balance of informational and literary reading and writing types across the grade levels. In addition to developing students’ abilities to read and comprehend a variety of texts, it is equally important to devote adequate time to engage students in producing clear and coherent writing. Included in each of the units are the Speaking and Listening Standards and the Language Standards, which are essential for supporting the development of reading and writing skills and abilities. Through purposeful interactions, students will actively engage in rigorous conversations, refine speaking and listening skills, and build their knowledge of language structures. In this course, students will engage with narrative texts to analyze key ideas and details of narrative stories, specifically to determine what makes an interesting and engaging story. Students will study authors’ considerations regarding characters' points of view and perspectives, and how those elements function together with the audience to create effects such as suspense and humor. Students will analyze how information and ideas appear in various formats, including multi-media, and how to distinguish the underlying motives of those presentations (e.g., the central theme, and the purpose behind the words). This course also serves to advance students’ skills with argument writing and begins with evaluating an author’s argument, recognizing when the evidence presented in the text is irrelevant and unsound based on the claims made by the author. Students will learn to identify inaccuracies and recognize when an author’s perspective is influencing aspects of the argument. Near the end of the course, students will conduct short research projects based on a focused question and demonstrate understanding through the presentation of the inquiry topic. Students will be expected to gather data and other relevant information from credible sources both online and in print to answer a research question, add to the topic in engaging and relevant ways, use resources to inform direct quotes or to paraphrase, and use the appropriate citation and format style (e.g., Modern Language Association, American Psychological Association, Chicago Manual of Style) to avoid plagiarism.  Aligned Core Programs: The Connecticut State Department of Education (CSDE) in partnership with the State Education Resource Center has engaged with providers of high-quality instructional resources to develop alignment guidance for the CSDE English Language Arts (ELA) Model Curricula. The guidance documents provide information about how instructional content aligns with and supports the implementation of the CSDE ELA Model Curricula. The instructional materials referenced in the alignment guidance documents meet the expectations as a core comprehensive resource as determined and reported by EdReports. Use of the instructional materials from these publishers is not required, as the selection of instructional materials is a local decision. If your resources are not listed below, you are encouraged to review EdReports to ensure the alignment of your instructional materials to the Connecticut Core Standards. Strong alignment of instructional materials to the CSDE ELA Model Curricula units has the potential to support student engagement with meaningful grade-appropriate content.    Additional Course Information:  Incorporated in each of the English Language Arts Model Curriculum units are the Writing Standards, with the expectation that adequate instructional time will be devoted to engaging students in producing and publishing various types of writing. Students need time to perform the intellectual work required for composing, which includes talking about their ideas, analyzing information, and organizing and presenting thoughts precisely and accurately. Developing the ability to analyze author’s craft requires multiple opportunities to engage with texts, so that students can apply literary devices and techniques in writing and make decisions around text structure and language use. When considering writing instruction, it is essential to give attention to the language skills (e.g., spelling, vocabulary, background knowledge, syntax) that directly contribute to writing production. Although writing needs dedicated instructional time, each unit supports an integrated approach to writing instruction by including complementary Speaking and Listening Standards, and Language Standards in service to the writing demands called for in each unit.Students will benefit from additional guidance during writing instruction, especially when spelling, word choice retrieval, fluently generating ideas, and executive functions are challenging. For example, working at the sentence level can help students develop the skills to compose complete compound and complex sentences, and use coordinating, correlative, and subordinating conjunctions in their writing. Sentence expansion activities can support students in writing with greater precision and accuracy. To produce lengthier pieces of writing, students may need support working through the planning and prewriting stages of the writing process and applying specific writing strategies. We must also be mindful of how executive function influences a writer’s capacity to work through the multiple steps and tasks of composing text, and the ability to sustain tasks and efforts to produce the many forms of writing. Navigating linguistically complex texts when conducting research projects and understanding and managing selective attention demands, including in working memory, may require additional scaffolds.Habits of Mind/SEIH/Transferable Skills Addressed in the Course: The integration of social, emotional, and intellectual habits is an important component in a K-12 education and contributes to students’ academic and personal success, and success in college, careers, and civic life. Social, emotional, and intellectual habits set the stage for all future learning, promoting intrapersonal, interpersonal, and cognitive competence. Adult beliefs and mindsets, as well as school experiences, all influence the development of social, emotional, and intellectual competencies (The Education Trust). Since adults are responsible for establishing and sustaining student-centered, inclusive learning environments, they must first take stock of their strengths for establishing and maintaining healthy relationships with adults and students, including individuals across different perspectives and backgrounds (Collaborative for Academic, Social, and Emotional Learning [CASEL], n.d.). By understanding and applying social, emotional, and intellectual habits, students effectively negotiate daily tasks and challenges. Social, emotional, and intellectual habits assist students in setting and achieving positive goals, establishing and maintaining healthy relationships, and making responsible decisions. In addition, they support students’ ability to maintain focus and manage their learning irrespective of obstacles. Students must have the capacity to integrate social, emotional, and intellectual skills, attitudes, and behaviors throughout the course of the day.Embedded within each of the English Language Arts Model Curriculum units are the interrelated social, emotional, and intellectual habits, as provided in the Components of Social, Emotional and Intellectual Habits: Kindergarten through Grade 12 document. These habits, over time, will contribute to students’ academic and personal success and are exemplified as areas of development (e.g., identify and understand emotions of self and others; develop logic and reasoning), further organized by learning continua (e.g., empathy; critical and analytical thinking), and clarified by categories of indicators of evidence or developmental milestones (e.g., acknowledge needs of others and act accordingly; agree or disagree with others and give reasons why). By understanding how respect, empathy, responsible behavior, and other social, emotional, and intellectual habits support rapport building, educators can foster trusting relationships with and among students so that each student feels connected and cared for as a member of the classroom community. This sets the stage for all future learning by minimizing the types of social interactions that can activate threats in the brain and impede students’ sense of agency. Students are then empowered to practice self-management and other skills and competencies within their social context (Hammond, 2015).Collaborative for Academic, Social, and Emotional Learning (CASEL). (n.d.). How Does SEL Support Educational Equity And Excellence?: Imagine A School Community That Fully Supports Students’ Learning And Development So That All Children Can Thrive. Fundamentals of SELHammond, Z. (2015). Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor among Culturally and Linguistically Diverse Students. Thousand Oaks, CA: Corwin.The Education Trust. (August 2020).  Social, Emotional, and Academic Development through an Equity

Unit Overview/Summary - FOCUS:In this unit, students will explore how the author’s organization of the piece, and use of narrative elements, words, sentences, and paragraphs contribute to the meaning of the whole text. Students will analyze how structure can convey an author’s purpose. Students will explore figurative language to understand a text on a deeper level and how the author’s choice of words can impact the meaning and tone of the work. Students will experiment with using punctuation to affect meaning. Teachers might choose to use a core text with corresponding text sets to focus the content of the unit.  Brown Girl Dreaming by Jacqueline Woodson, and Animal Farm by George Orwell are mentor texts that could meet the criteria of the standards for this unit.   Unit Duration:19 days (15 instructional days and 4 re-teach/enrichment days); Five periods per week based on a traditional bell schedule 

Unit Overview/Summary - FOCUS:In this unit, students will explore how the author’s organization of the piece, and use of narrative elements, words, sentences, and paragraphs contribute to the meaning of the whole text. Students will analyze how structure can convey an author’s purpose. Students will explore figurative language to understand a text on a deeper level and how the author’s choice of words can impact the meaning and tone of the work. Students will experiment with using punctuation to affect meaning. Teachers might choose to use a core text with corresponding text sets to focus the content of the unit.  Brown Girl Dreaming by Jacqueline Woodson, and Animal Farm by George Orwell are mentor texts that could meet the criteria of the standards for this unit.   Unit Duration:19 days (15 instructional days and 4 re-teach/enrichment days); Five periods per week based on a traditional bell schedule 

Unit Overview/Summary - FOCUS:Craft and structure emphasize how readers use context as clues to find meanings of words and phrases including figurative, connotative, and technical meanings. Readers extend meaning by analyzing the impact of an author’s word choice, including analogies and allusions. In addition, readers determine how the author’s word choice contributes to the meaning and tone of an informational text. Analysis of informational text requires readers to identify the author’s purpose and perspective to determine how an author acknowledges and responds to a position. Critical readers and thinkers examine the organization of ideas in the text to identify signals for opposing viewpoints. Within text types and purposes, students write informational texts to support thesis statements. The introductory section should provide background knowledge of the topic and include a guiding thesis statement as a single sentence. In the body of the text, students should provide evidence, e.g., facts, definitions, concrete details, quotations, or other information and examples that specifically relate to the topic, and explain and elaborate how the topic and evidence support each other. Students must provide a conclusion that restates the thesis, summarizes the main points in the text, and potentially provokes the reader to continue to critically think about the topic, beyond what was presented in the text. Unit Duration:  29 days (25 instructional days and 4 re-teach/enrichment days); Five periods per week based on a traditional bell schedule  

Unit Overview/Summary - FOCUS:Craft and structure emphasize how readers use context as clues to find meanings of words and phrases including figurative, connotative, and technical meanings. Readers extend meaning by analyzing the impact of an author’s word choice, including analogies and allusions. In addition, readers determine how the author’s word choice contributes to the meaning and tone of an informational text. Analysis of informational text requires readers to identify the author’s purpose and perspective to determine how an author acknowledges and responds to a position. Critical readers and thinkers examine the organization of ideas in the text to identify signals for opposing viewpoints. Within text types and purposes, students write informational texts to support thesis statements. The introductory section should provide background knowledge of the topic and include a guiding thesis statement as a single sentence. In the body of the text, students should provide evidence, e.g., facts, definitions, concrete details, quotations, or other information and examples that specifically relate to the topic, and explain and elaborate how the topic and evidence support each other. Students must provide a conclusion that restates the thesis, summarizes the main points in the text, and potentially provokes the reader to continue to critically think about the topic, beyond what was presented in the text. Unit Duration:  29 days (25 instructional days and 4 re-teach/enrichment days); Five periods per week based on a traditional bell schedule  

Unit Overview/Summary - FOCUS:Analysis of craft and structure in informational text requires readers to identify the author’s purpose and perspective to determine how an author acknowledges and responds to a position. Critical readers examine the organization of ideas in the text to identify the ideas that signal and address opposing viewpoints. Furthermore, they can identify the argument and claims within a text, evaluate an author’s argument, and recognize when the evidence is irrelevant and unsound based on the claims made by the author in terms of accuracy and viewpoint. Within text types and purposes, students will be required to write various arguments. Students should be able to provide credible and relevant evidence that specifically relates to the topic sentence and explain how the topic sentence and evidence support each other. Appropriate text organization and transitions should be used while addressing alternate or counterclaims by providing evidence and reasons specific to the counterclaim, and distinguishing why their argument is still stronger (rebuttal). Students must provide a conclusion that restates the thesis, summarizes the main points in the argument, and provokes further or deeper thinking from the reader (e.g., prediction, recommendation, revelation, final thought, call to action, or moral of the argument). Unit Duration:  29 days (25 instructional days and 4 re-teach/enrichment days); Five periods per week based on a traditional bell schedule 

Unit Overview/Summary - FOCUS:Analysis of craft and structure in informational text requires readers to identify the author’s purpose and perspective to determine how an author acknowledges and responds to a position. Critical readers examine the organization of ideas in the text to identify the ideas that signal and address opposing viewpoints. Furthermore, they can identify the argument and claims within a text, evaluate an author’s argument, and recognize when the evidence is irrelevant and unsound based on the claims made by the author in terms of accuracy and viewpoint. Within text types and purposes, students will be required to write various arguments. Students should be able to provide credible and relevant evidence that specifically relates to the topic sentence and explain how the topic sentence and evidence support each other. Appropriate text organization and transitions should be used while addressing alternate or counterclaims by providing evidence and reasons specific to the counterclaim, and distinguishing why their argument is still stronger (rebuttal). Students must provide a conclusion that restates the thesis, summarizes the main points in the argument, and provokes further or deeper thinking from the reader (e.g., prediction, recommendation, revelation, final thought, call to action, or moral of the argument). Unit Duration:  29 days (25 instructional days and 4 re-teach/enrichment days); Five periods per week based on a traditional bell schedule 

Unit Overview/Summary - FOCUS:The goal of the Integration of Knowledge and Ideas is for students to use multiple sources to address a question or solve a problem. The focus in this unit is on the ability to identify the argument and claims within a text. Through evaluation of an author’s argument and claims in informational texts, a reader needs to recognize when evidence is irrelevant and unsound by evaluating the claims made by the author in terms of accuracy and viewpoint. The focus of Research to Build and Present Knowledge is to conduct short research projects based on a focused question and to demonstrate understanding through the presentation of the inquiry topic. In this unit, students will gather data and other relevant information from credible sources both online and in print to answer a research question and add to the topic in engaging and relevant ways. Resources should be used to inform direct quotes or to paraphrase, requiring the appropriate citation and format style (e.g., Modern Language Association, American Psychological Association, Chicago Manual of Style) to avoid plagiarism.  Unit Duration:  29 days (25 instructional days and 4 re-teach/enrichment days); Five periods per week based on a traditional bell schedule

Unit Overview/Summary - FOCUS:The goal of the Integration of Knowledge and Ideas is for students to use multiple sources to address a question or solve a problem. The focus in this unit is on the ability to identify the argument and claims within a text. Through evaluation of an author’s argument and claims in informational texts, a reader needs to recognize when evidence is irrelevant and unsound by evaluating the claims made by the author in terms of accuracy and viewpoint. The focus of Research to Build and Present Knowledge is to conduct short research projects based on a focused question and to demonstrate understanding through the presentation of the inquiry topic. In this unit, students will gather data and other relevant information from credible sources both online and in print to answer a research question and add to the topic in engaging and relevant ways. Resources should be used to inform direct quotes or to paraphrase, requiring the appropriate citation and format style (e.g., Modern Language Association, American Psychological Association, Chicago Manual of Style) to avoid plagiarism.  Unit Duration:  29 days (25 instructional days and 4 re-teach/enrichment days); Five periods per week based on a traditional bell schedule

Unit Overview/Summary - FOCUS:In this unit, students will engage with narrative text to analyze key ideas and details of narrative stories to determine what makes an interesting and engaging story. Analysis of key ideas and details in literature requires readers to consider what a literary work’s dialogue or plot reveals about what a character in a story or drama thinks, says, or does to advance the storyline. Students will use their knowledge of what makes an engaging story to craft and create narrative stories that follow a cohesive sequence with intentional and purposeful voice and mood. Students will analyze a text’s craft and structure, and students will need to consider how various points of view and perspectives of the characters and the audience function together to create effects such as suspense and humor. Students will work together in collaborative groups or partnerships to establish routines and structures within the English Language Arts classroom to set the year up for literary analyses, collaborative discussions, critique and comprehension of texts, and extended thinking. Unit Duration: 29 days (25 instructional days and 4 re-teach/enrichment days); Five periods per week based on a traditional bell schedule 

Unit Overview/Summary - FOCUS:In this unit, students will engage with narrative text to analyze key ideas and details of narrative stories to determine what makes an interesting and engaging story. Analysis of key ideas and details in literature requires readers to consider what a literary work’s dialogue or plot reveals about what a character in a story or drama thinks, says, or does to advance the storyline. Students will use their knowledge of what makes an engaging story to craft and create narrative stories that follow a cohesive sequence with intentional and purposeful voice and mood. Students will analyze a text’s craft and structure, and students will need to consider how various points of view and perspectives of the characters and the audience function together to create effects such as suspense and humor. Students will work together in collaborative groups or partnerships to establish routines and structures within the English Language Arts classroom to set the year up for literary analyses, collaborative discussions, critique and comprehension of texts, and extended thinking. Unit Duration: 29 days (25 instructional days and 4 re-teach/enrichment days); Five periods per week based on a traditional bell schedule 

Unit Overview/Summary - FOCUS:In reading, Integration of Knowledge and Ideas requires the ability to think across related texts to compare and contrast a theme or topic. The focus of this unit is for students to understand how classic literature serves to inform the themes, events, and characters in modern-day texts. Students will be able to explore and analyze how modern-day authors use myths, traditional stories, and religious texts to create new renditions.  Key Ideas and Details in the informational text require students to have increasingly sophisticated reading comprehension skills as they demonstrate knowledge of key concepts of reading. In this unit, students will develop and use the skill of making connections and distinctions between individuals, ideas, and events. By analyzing the author’s use of comparison, analogy, and categories, students will gain a deeper understanding of the connections and distinctions an author is making within the text.  Unit Duration:  29 days (25 instructional days and 4 re-teach/enrichment days); Five periods per week based on a traditional bell schedule