Unit Overview/Summary - FOCUS: The focus of this unit is on how texts are structured for specific purposes and to convey particular meanings. Students will analyze how authors develop arguments and specific claims through intentional selection of language, structure and content, which impact the meaning and tone of a text. In their own writing, students will develop topics with relevant information and examples, paying attention to how organization, style and tone match task, purpose and audience. Unit Duration:30 days (25 instructional days and 5 re-teach/enrichment days) Elementary Model - 130 minutes to 180 minutes per day; Middle School Model - five periods per week based on a traditional bell schedule 

Unit Overview/Summary - FOCUS: The focus of this unit is how author’s develop arguments in a text using specific claims. Students learn to distinguish claims that are supported by evidence from claims that are not. Through close reading, students identify explicit textual evidence, as well as make logical inferences, to determine meaning and the central idea of texts. In their own argument writing, students cite credible sources to provide evidence to support their claims and develop their arguments.  Unit Duration: 30 days (25 instructional days and 5 re-teach/enrichment days) Elementary Model - 130 minutes to 180 minutes per day; Middle School Model - five periods per week based on a traditional bell schedule 

Unit Overview/Summary - FOCUS: The focus of this unit is conducting short research projects based on a guiding question and demonstrating understanding through presentation of the inquiry topic. Students will understand that problem-based inquiry and research require conceptualizing a problem, formulating questions, and interpreting multiple data. Based on their inquiry and research, students will craft an argument by clearly stating a claim and incorporating varied and credible supporting evidence from both print and digital sources. Unit Duration:25 days (20 instructional days and 5 re-teach/enrichment days) Elementary Model - 130 minutes to 180 minutes per day; Middle School Model - five periods per week based on a traditional bell schedule 

Unit Overview/Summary - FOCUS:This unit focuses on how authors engage the reader and craft a meaningful story, specifically through character development. Students will analyze how authors use narrative techniques to develop character’s conflict(s), point(s)-of-view, motivation(s) and relationships and apply these techniques in their own writing.  Students will learn and practice effective communication techniques and habits that set up the classroom reading, writing, and talking communities for the year ahead.    Unit Duration:25 Days  (20 instructional days and 5 re-teach/enrichment days) Elementary Model - 130 minutes to 180 minutes per day; Middle School Model - five periods per week based on a traditional bell schedule 

Unit Overview/Summary - FOCUS:This unit focuses on how authors engage the reader and craft a meaningful story, specifically through character development. Students will analyze how authors use narrative techniques to develop character’s conflict(s), point(s)-of-view, motivation(s) and relationships and apply these techniques in their own writing.  Students will learn and practice effective communication techniques and habits that set up the classroom reading, writing, and talking communities for the year ahead.    Unit Duration:25 Days  (20 instructional days and 5 re-teach/enrichment days) Elementary Model - 130 minutes to 180 minutes per day; Middle School Model - five periods per week based on a traditional bell schedule 

Unit Overview/Summary - FOCUS:  The focus of this unit is on comparing and contrasting texts in different forms or genres. Authors develop themes and topics in unique ways that vary across genres and forms. Students will analyze why authors choose a particular format to convey their story or message and how this impacts the reader’s engagement with the text. During their analysis of texts, students will determine central ideas and the details that support these ideas and use these to write objective summaries of the texts. Unit Duration:25 days (20 instructional days and 5 re-teach/enrichment days) Elementary Model - 130 minutes to 180 minutes per day; Middle School Model - five periods per week based on a traditional bell schedule 

Unit Overview/Summary - FOCUS:  The focus of this unit is on comparing and contrasting texts in different forms or genres. Authors develop themes and topics in unique ways that vary across genres and forms. Students will analyze why authors choose a particular format to convey their story or message and how this impacts the reader’s engagement with the text. During their analysis of texts, students will determine central ideas and the details that support these ideas and use these to write objective summaries of the texts. Unit Duration:25 days (20 instructional days and 5 re-teach/enrichment days) Elementary Model - 130 minutes to 180 minutes per day; Middle School Model - five periods per week based on a traditional bell schedule 

Unit Overview/Summary - FOCUS:The unit is focused on how authors develop key details that lead to central ideas and themes. Students consider how authors develop meaningful themes to teach lessons and connect people. Students will consider how these themes live in the world around them and how gathering perspectives from multiple, credible sources contributes to a deeper understanding of themes and central ideas. Students will express and support their ideas through informative written responses. Teachers may choose to focus on texts related to overcoming obstacles to engage students and teach relevant themes. Unit Duration:25 days (20 instructional days and 5 re-teach/enrichment days) Elementary Model - 130 minutes to 180 minutes per day; Middle School Model - five periods per week based on a traditional bell schedule 

Unit Overview/Summary - FOCUS:The unit is focused on how authors develop key details that lead to central ideas and themes. Students consider how authors develop meaningful themes to teach lessons and connect people. Students will consider how these themes live in the world around them and how gathering perspectives from multiple, credible sources contributes to a deeper understanding of themes and central ideas. Students will express and support their ideas through informative written responses. Teachers may choose to focus on texts related to overcoming obstacles to engage students and teach relevant themes. Unit Duration:25 days (20 instructional days and 5 re-teach/enrichment days) Elementary Model - 130 minutes to 180 minutes per day; Middle School Model - five periods per week based on a traditional bell schedule 

Unit Overview/Summary - FOCUS:This unit focuses on how authors use intentionality in their craft choices and structures to create meaning. This includes analyzing an author’s craft techniques of word choices and phrases, figurative language, and key details in poems and dramas. Studying the figurative and connotative meanings of words and phrases in context supports students in understanding how words convey a specific meaning. This prepares students for the work ahead related to central ideas and themes. Students will study the structures of stanzas, chapters, and parts of the text, and how sections of a text connect to the whole. This unit also includes the study of the organization and structures within and across informational texts and how authors create meaning with key details, words, and phrases.   As authors of their own text, students will have opportunities to write narratives and strive to apply their knowledge regarding intentional word choices and phrases. Students will practice the application of developing characters, events, and experiences. These narratives may be personal narratives, realistic fiction short stories, memoirs, or poems.   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 how authors use intentionality in their craft choices and structures to create meaning. This includes analyzing an author’s craft techniques of word choices and phrases, figurative language, and key details in poems and dramas. Studying the figurative and connotative meanings of words and phrases in context supports students in understanding how words convey a specific meaning. This prepares students for the work ahead related to central ideas and themes. Students will study the structures of stanzas, chapters, and parts of the text, and how sections of a text connect to the whole. This unit also includes the study of the organization and structures within and across informational texts and how authors create meaning with key details, words, and phrases.   As authors of their own text, students will have opportunities to write narratives and strive to apply their knowledge regarding intentional word choices and phrases. Students will practice the application of developing characters, events, and experiences. These narratives may be personal narratives, realistic fiction short stories, memoirs, or poems.   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: In Unit 4, students gained experience building an argument using evidence. In this subsequent unit, they will explore other literary and rhetorical devices that help authors persuade an audience. Students will learn about various techniques like ethos, pathos, and logos, as well as some of the other methods used intentionally to influence an audience.  In Part 1, students will use speeches, soliloquies, and songs as they learn about how message and purpose are carefully constructed into text to convey a clear message. In Part 2, students will analyze how current media uses these devices, studying curated advertisements (print and video), as well as social media. Students will create their own media campaign for a specific purpose, utilizing the concepts and skills learned in this unit.  Unit Duration: 25 days (20 instructional days and 5 reteach/enrichment days); Five periods per week based on a traditional bell schedule 

Unit Overview/Summary - FOCUS:In Unit 4, students gained experience building an argument using evidence. In this subsequent unit, they will explore other literary and rhetorical devices that help authors persuade an audience. Students will learn about various techniques like ethos, pathos, and logos, as well as some of the other methods used intentionally to influence an audience.  In Part 1, students will use speeches, soliloquies, and songs as they learn about how message and purpose are carefully constructed into text to convey a clear message. In Part 2, students will analyze how current media uses these devices, studying curated advertisements (print and video), as well as social media. Students will create their own media campaign for a specific purpose, utilizing the concepts and skills learned in this unit.  Unit Duration:25 days (20 instructional days and 5 reteach/enrichment days); Five periods per week based on a traditional bell schedule 

Unit Overview/Summary - FOCUS: This unit has two parts. Part 1 focuses on teaching students to recognize and examine the text of an argument (e.g., in an essay) to understand how arguments follow a framework or structure as a means of analytical thinking, and how authors engage in the process of writing effective arguments. Students will practice deconstructing the components of argument writing in informational texts and “talks,” examining claims, reasons and evidence, and word choice. They will also examine how different authors present an argument from the same perspective, as well as varying perspectives. Students will learn about counterclaims as part of the process of reasoned inquiry and rational discourse, in search of common ground. Part 2 of this unit supports students in using the skills learned in Part 1 to develop their written arguments, obtaining evidence (i.e., facts, examples, and details) from teacher-selected digital and print resources that are designed to support argument writing. Students will also attend to an opposing view to address the counterargument part of their writing process. Unit Duration:25 days (20 instructional days and 5 re-teach/enrichment days); Five periods per week based on a traditional bell schedule 

Unit Overview/Summary - FOCUS:This unit has two parts. Part 1 focuses on teaching students to recognize and examine the text of an argument (e.g., in an essay) to understand how arguments follow a framework or structure as a means of analytical thinking, and how authors engage in the process of writing effective arguments. Students will practice deconstructing the components of argument writing in informational texts and “talks,” examining claims, reasons and evidence, and word choice. They will also examine how different authors present an argument from the same perspective, as well as varying perspectives. Students will learn about counterclaims as part of the process of reasoned inquiry and rational discourse, in search of common ground. Part 2 of this unit supports students in using the skills learned in Part 1 to develop their written arguments, obtaining evidence (i.e., facts, examples, and details) from teacher-selected digital and print resources that are designed to support argument writing. Students will also attend to an opposing view to address the counterargument part of their writing process. Unit Duration:25 days (20 instructional days and 5 re-teach/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 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