SSK Unit 4.2 Planning Guide

HOUSTON ISD SUMMER SCHOOL – PLANNING FLOW CHART – 2013 PROGRAM1. Pre-AssessmentAdminister content-area preassessment(s)only for the contentarea(s) in which the student needsadditional support (i.e., reason forsummer school attendance).6. Monitoring / Re-evaluationMonitor progress of individual studentsto ensure that learning gaps areappropriately addressed using teacherdevelopedformative assessments andresources in the planning guides.7. Adjust / RegroupAdjust instruction and regroupstudents as needed to ensure thatstudents' learning gaps are addressedwith effective instruction.2. Data DisaggregationReview Student Cumulative LearningProfiles, pre-assessment results,students' self-analysis/reflection forms,and other student performance data todetermine individual student needsand flexible student groups.5. Instructional Planning & DeliveryDevelop mini-lessons and work stationactivities by TEKS/Student Expectationsto target specific needs based on datadisaggregation.8. Post-AssessmentAdminister post-assessment(s)for every pre-assessment given.3. Summer SchoolInstructional Planning GuidesReview the summer school planningguide(s) for the appropriate grade andcontent area(s) to identify instructionalconsiderations, strategies, andresources for instructional delivery.4. Lesson PlanningUse appropriate strategies andresources from the planning guides todevelop lessons that target theidentified TEKS/Student Expectationsfor individual students.9. Follow-upComplete a CumulativeLearning Profile for eachstudent to be delivered to hisor her teacher in the fall.See Summer School Handbook for additional informationregarding Summer School Promotion Standards (requires login;contact HISD eLearn Technical Support if you do not know yourpassword).NOTE: Teacher is responsible for documenting instruction for 2013 summerschool session on GradeSpeed. The pre- and post-assessments serve as one pieceof evidence in the body of student work accomplished in the summer session.

Essential Understandings/Guiding QuestionsHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOL• Context clues and the use of various reference sources aid in discovering the meaning of unfamiliar words.1. What are context clues?2. Why is it important to understand how to use context clues?3. How do reference sources help readers?• Active readers connect, predict, question, and visualize texts to monitor and improve their comprehension.1. How do reading strategies such as predicting and questioning texts assist readers in monitoring theircomprehension?2. What is visualizing and how can it help a reader improve comprehension?3. How does connecting to a text help a reader?• The motivations and conflicts that drive characters in fiction help to create a believable plot.1. How do authors create believable plots?2. How do motivations affect characters?3. Where do authors get their ideas for characters and conflicts?• Authors use leads, settings, conflicts, and conclusions to develop a well-paced and engaging storyline.1. What methods do authors use to engage an audience?2. How does conflict progress the plot of a story?3. How does the exposition affect a story?• Authors of fiction communicate the purpose of their work by including details and various elements of fiction.1. What is an author’s purpose?2. How do authors communicate their purpose?• The themes of a work of fiction can be discovered by examining the characters and conflict in a text.1. What are the various types of conflict?2. How is theme communicated in a text?3. Why do authors include a theme in a piece of literature?Assessment Connections• Students complete an assessment that demonstrates their understanding of characterization.Formative Assessment- Character Match• Students use released STAAR items to gain familiarity with the stems.Released STAAR Items (Selection 2 Item 1)Texas English Language Proficiency Assessment System (TELPAS): End-of-year assessment in listening,speaking, reading, and writing for all students coded as LEP (ELL) and for students who are LEP but have parentaldenials for Language Support Programming (coded WH). For the Writing TELPAS, teachers provide five writingsamples – one narrative about a past event, two academic (from science, social studies, or mathematics), and twoothers.Instructional ConsiderationsThis Curriculum Unit Planning Guide is designed to support HISD teachers in planning daily lessons that meet the needsof students based on data generated during the school year. Teachers should utilize data to individualize instruction andto select focus genres and objectives. To ensure effective planning and instruction, refer to the components outlined bythe Houston ISD Instructional Practice Rubric.The Everyday excELLence Literacy Routines offer further support for ELLs through a range of research-basedinstructional routines and practices.VocabularyPrerequisitesStudents should possess basic dictionary skills and be able to note new or unfamiliar words independently whenlistening to or reading selections and to initiate further inquiry into their meaning(s). - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 2 of 8

Instructional ConsiderationsHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLBackground Knowledge for TeacherReview terms throughout the unit. Have students create Vocabulary Notebooks to record terms throughout summerschool. Utilize Marzano’s Six-Step Process for vocabulary retention and use Think-Alouds to model vocabularyintegration and use of strategies. See ELA Best Practices MS in Resources.Review the various types of context clues and give examples of each: Definition/Description Classification Compare/Contrast Prior experience Example Cause/EffectModel the use of context clues by voicing thought processes with a Think-Aloud. See ELA Best Practices MS and BestPractices Toolkit in Resources. (ELA.7.2B)ReadingInstructional Accommodations for Diverse Learners Build ELLs’ speaking skills and academic vocabulary use by incorporating Think-Pair-Shares andTiered Response Stems. These help lower affective filters and provide opportunities for ELLs to work withpeers in a non-threatening environment. See Seidlitz’s Navigating the ELPS in the English Language Artsand Reading Classroom in Resources. (ELPS C.2d)PrerequisitesStudents should have prior knowledge related to comprehension of narrative text structures.Background Knowledge for TeacherThis unit builds knowledge of narrative structures and elements through the study of fictional short stories. SeeLiterature Grade 7 in Resources for a list of suggested texts.Remind students to preview texts, make predictions, and set purposes for reading before beginning to read selectedtexts. Review predicting and have students continually form predictions as they read. Use mentor texts to modelconnecting, predicting, visualizing, and questioning a text through Think-Alouds. This method illustrates the processgood readers go through as they read. Be sure to use cues where appropriate. See Best Practices Toolkit inResources. (ELA.7.Fig19A)Have students record their thoughts and notes on their reading in a Literacy Notebook. Literacy Notebooks are used tocollect information and monitor reading comprehension. See ELA Best Practices MS in Resources.Instructional Accommodations for Diverse Learners Provide opportunities for ELLs to practice speaking using correct English sentence structures andconnecting words. Provide sentence stems such as “I don’t understand what/how…” and “So you’resaying…” to encourage students to seek clarification. See Seidlitz’s Navigating the ELPS in the EnglishLanguage Arts and Reading Classroom in Resources. (ELPS C.2d)Review the 3 levels of reading:• Reading on the line- basic comprehension (who, what, when, where)• Reading between the lines- interpreting a text• Reading beyond the lines- creating universal meaning of a textSee Laying the Foundation: Planning Guide for Pre-AP English Grade Seven in Resources.Emphasize that authors write for a specific reason. Review author’s purpose and illustrate the link between reader’spurpose and author’s purpose. Explain that although fiction is usually meant to entertain, there is often an underlyingtheme that adds depth. Encourage students to read texts with a corresponding deeper purpose.Review the elements of fiction. Show students how these elements connect and interact in order to develop the plot of a - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 3 of 8

Instructional ConsiderationsHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLExplain that the actions of characters in a story often lead the audience to an understanding of the theme of a story.Readers can learn about the world around them by experiencing the conflicts and resolutions in a work of fiction. Thisunderstanding begins with the ability to analyze characters by making inferences about their thoughts, actions, speech,etc. See Characterization Chart in Instructional Strategies. For ELL strategies/activities, see Milestones inResources. (ELA.7.3A, ELA.7.6B)Formative Assessment- To assess students’ understanding of characterization, utilize an assessment. See FormativeAssessment- Character Match in Assessment Connections. Review and reteach as needed.Emphasize that readers make inferences about a character based on events, actions, and dialogue in a text. Remindstudents that an inference is a combination of the text and the knowledge and experiences of a reader and emphasizethe need to support inferences with text evidence. See Best Practices Toolkit and Resource Manager Grade 7 inResources. Resource activities are also available in Spanish. For ELL strategies/activities, see Milestones inResources. (ELA.7.Fig19D)Instructional Accommodations for Diverse Learners The use of graphic organizers greatly enhances ELLs’ abilities to make inferences. Model anddemonstrate the strategy first, using guided practice and mixed-ability partner support before expectingindependent application. Partner ELL students with students more proficient in English. Be sure topreteach and accommodate the academic language and vocabulary needed to understand and tocomplete the corresponding graphic organizer. (ELPS C.3e, ELPS C.4j)Introduce Dialectical Journals. To deepen understanding and provide commentary for inferences and analysis, havestudents record their thinking on a Dialectical Journal graphic organizer which can then be placed in their LiteracyNotebooks. See Instructional Strategies for a “So What” Dialectical Journal entry and ELA Best Practices MS andLaying the Foundation: A Resource and Planning Guide for PreAP English Grade Seven in Resources. (ELA.7.Fig19D)Explain that figurative language and imagery play a large role in fictional stories. Emphasize that these elements oftencreate the mood of a text. Have students examine setting, details, figurative language, and imagery to analyze mood ina text. See Mood Web in Instructional Strategies.Explain theme. Assist students in understanding that the theme of a piece is not stated; it is inferred. Sometimes thetone of a piece provides clues to the theme. Model the process for inferring theme using mentor texts. See DIDS inInstructional Strategies and Resource Manager Grade 7 in Resources. Resource activities are also available inSpanish. (ELA.7.3A)Use discussion groups to engage students in higher level discussions. Introduce questions as a means of discussionand analysis. Explain the three levels of questioning: Level 1- Questions that can be answered directly from the text. Level 2- Questions that require analysis and interpretation to answer. Level 3- Questions that are open-ended and go beyond the text.These questions are to be written in their Literacy Notebooks and can later be used for discussion. See DialecticalJournal- Questioning in Instructional Strategies and ELA Best Practices MS in Resources. (ELA.7.Fig19D, ELA.7.3A,ELA.7.6B, ELA.7.6C)Encourage students to analyze characters in cooperative groups. For a more in-depth character analysis strategy, seePost-Mortem of a Protagonist in Instructional Strategies. (ELA.7.6B)Instructional Accommodations for Diverse Learners To assist ELLs in participating in cooperative groups, use a Canned Questions strategy. Students aregiven a series of question stems ranging from the lowest to the highest level of Bloom’s Taxonomy inorder to participate in discussions about a topic. See Seidlitz’s Navigating the ELPS in the EnglishLanguage Arts and Reading Classroom in Resources. (ELPS C.3e) - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 5 of 8

Instructional ConsiderationsHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLSTAAR Connection- There are STAAR test released item for ELA.7.2B. Creating assessment items that have thesame or similar stems help students prepare for the STAAR exam. See Released STAAR Items, (Selection 2 Item 1) inAssessment Connections for examples. The Texas Education Agency has provided a helpful resource page that can beaccessed at the main TEA website.Instructional Accommodations for Diverse LearnersA student receiving special education services may receive instructional and assessmentaccommodations. The ARD/IEP committee must document instructional and assessmentaccommodations in the student’s IEP. See the Texas Education Agency forTexas Student Assessment Accommodations information.Instructional Strategies/ActivitiesReadingNonlinguistic RepresentationGraphic Organizers- Plot DiagramBegin by reviewing the elements of plot. Then have students create visual representations of the elements of plot toreinforce vocabulary development. See Plot Line Diagram and Best Practices Toolkit in Resources.Cues, Questions, and Advance OrganizersGraphic Organizers- Who’s Who? The Character Directory (ELA.7.6B)This graphic organizer allows students to record characters’ names, relationships/roles, locations, and descriptions.Encourage students to keep this information in their Literacy Notebooks. See Resources for Who’s Who? TheCharacter Directory, Burke’s Tools for Thought, and the English Companion website. This strategy is particularlyhelpful with striving readers and ELL students.Cues, Questions, and Advance OrganizersGraphic Organizers- Characterization Chart (ELA.7.6B)To assist students in identifying the modes of characterization and in making valid inferences, use a graphic organizer.Be sure to model how to complete the three sections. See Resources for a Characterization Chart template.What the Story Says Method of Characterization What It Tells Me about theCharacterCues, Questions, and Advance OrganizersGraphic Organizer- “So What” Dialectical Journal (ELA.7.Fig19D)Instruct students to complete a graphic organizer as they read and make connections to a text. Students are to recordtheir connection and then ask themselves, “How does this thinking help me better understand this text?” This questionprovides the ‘So What?’ of the graphic organizer. Students are not only interacting with a text but also metacognitivelybuilding their understanding. See “So What?” Dialectical Journal and Tovani’s Do I Really Have to Teach Reading?Content Comprehension Grades 6-12 in Resources.Connection to the TextSo What?Instructional Accommodations for Diverse Learners Pair struggling ELL’s with more proficient students to provide models as students begin to completethis on their own. Provide sentence starters (i.e., This reminds me of…) and modify the graphic organizer.Text EvidenceConnection - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 6 of 8

Instructional Strategies/ActivitiesHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLCues, Questions, and Advance OrganizersGraphic Organizer- Mood WebThis graphic organizer allows students to analyze mood by examining setting, figurative language, imagery, and details.SettingDetailsMood:FigurativeLanguageImageryCues, Questions, and Advanced OrganizersGraphic Organizers- DIDS (ELA.7.3A)Have students use this graphic organizer to help them analyze tone and infer theme by recording specific informationon style and diction. Encourage students to keep all graphic organizers in their Literacy Notebooks.DictionTERMImagesDetailsSyntaxPossible ThemeSee About Tone in Resources.DEFINITIONThe connotation or specific meaning of particular words thewriter uses.The vivid descriptions which appeal to the senses.The facts or ideas the writer chooses to include or omit.The structure of a sentence or series of sentences.Cues, Questions, and Advanced OrganizersGraphic Organizers- Dialectical Journal: Questioning (ELA.7.Fig19D, ELA.7.3A, ELA.7.6B, ELA.7.6C)This strategy encourages students to move beyond superficial questions. Students are asked to formulate questionsabout: Attitude of the author toward his/her Mood created by the authorsubject (tone) Analysis of author’s motivation Effects of punctuation Effects of sentence structure or dictionStudents are then to record their questions in a Dialectical Journal.ParagraphLevel 1 or 2 Questions and Answers1 Q:A:2 Q:A:3 Q:A:END Q:A:See Laying the Foundation: A Resource and Planning Guide for PreAP English Grade Seven and Three Levels ofQuestioning in Resources. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 7 of 8

Instructional Strategies/ActivitiesHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLCooperative LearningPost-Mortem of a Protagonist (ELA.7.6B)In this cooperative learning opportunity, students record a protagonist’s traits and personality on a life-sized outline of abody. Students work together to analyze a character and provide textual evidence. See Laying the Foundation: AResource and Planning Guide for PreAP English Grade Seven in Resources.ResourcesAdopted Instructional Materials• Best Practices Toolkit. Illinois:McDougal Littel, 2010. Context Clues pp. E16-E18 Making Inferences p. A13,A44 Plot Diagram p. D59 Sequence Chain/SequenceCircle p. B21 Setting a Purpose for Readingp. A7, A38 Think-Alouds p. A34• Laying the Foundation a Resourceand Planning Guide for Pre-APGrade Seven. Texas: AdvancedPlacement Strategies, Inc, 2004. Dialectical Journals p. 328 The Three Levels of Readingp. 86-88 Point of View p. 118-126 Post-Mortem of a Protagonistp. 92• Literature Grade 7. Illinois: HoltMcDougal, 2010. Click here for alist of suggested texts andresources.• Milestones, Level C. Connecticut:Heinle Cengage Learning, 2011.• Resource Manager Grade 7.Illinois: Holt McDougal, 2010.Click here for a list of differentiationactivities and resources.Supporting Resources• About Tone• Characterization Chart• ELA Best Practices MS• Plot Line Diagram• “So What?” Dialectical Journal• Three Levels of Questioning• Types of Conflict• Who’s Who? The CharacterDirectoryProfessional Texts• Burke, Jim. Tools for Thought.New Hampshire: Heinemann,2002. Plot Notes p. 81 and 168• Seidlitz, John and Valerie Auer.Navigating the ELPS in theLanguage Arts and ReadingClassroom. California: CanterPress, 2010.• Tovani, Cris. Do I Really Have toTeach Reading? ContentComprehension Grades 6- 12,Maine: Stenhouse Publishers,2004.Online Resources• English Companion(Website based on the work ofJim Burke)• TEA(Contains STAAR resources)• Texas Student AssessmentAccommodations(TEA site containsaccommodations resources) - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 8 of 8

Unit 2: Literary Nonfiction and PoetryUnit OverviewHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLPlanning Guide User InformationTime AllocationsUnit 21weekLiterary Nonfiction and Poetry- This unit examines the genres of literary nonfiction and poetry. Students read anddiscuss memoirs, personal narratives, and poetry analyzing narrative and poetic text structures, figurative language,elements of fiction, and author’s purpose culminating in the creation of a personal narrative with extension.Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) (district clarifications/elaborations in italics)VocabularyR ELA.7.2B Use context (within a sentence and in larger sections of text) to determine or clarify the meaning ofunfamiliar or ambiguous words.ReadingELA.7.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to enhancecomprehension.ELA.7.Fig19C Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; makingtextual, personal, and world connections; visualizing).R ELA.7.Fig19D Make complex inferences about text and use textual evidence to support understanding.S ELA.7.4A Analyze the importance of graphical elements (e.g., capital letters, line length, word position, figurativelanguage, syntax) on the meaning of a poem.ELA.7.7A Describe the structural and substantive differences between an autobiography or a diary and a fictionaladaptation of it.RELA.7.8A Determine the figurative meaning of phrases and analyze how an author’s use of language createsimagery, appeals to the senses, and suggests mood.WritingELA.7.14A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience,determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests,interviews), and developing a thesis or controlling idea.R ELA.7.14B Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, causeeffect,compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing.R ELA.7.14C Revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple,compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinkinghow well questions of purpose, audience, and genre have been addressed.R ELA.7.14D Edit drafts for grammar, mechanics, and spelling.ELA.7.14E Revise final draft in response to feedback from peers and teacher and publish written work for appropriateaudiences.R ELA.7.16A Write a personal narrative that has a clearly defined focus and communicates the importance of orreasons for actions and/or consequences. English Language Proficiency Standards (ELPS)• ELPS C.2d Monitor understanding of spoken language during classroom instruction and interactions and seekclarification as needed.• ELPS C.3e Share information in cooperative learning interactions.• ELPS C.4j Demonstrate English comprehension and expand reading skills by employing inferential skills such aspredicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources,and finding supporting text evidence commensurate with content area needs. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 1 of 8

College and Career Readiness Standards (CCRS)HISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOL• CCRS 2.A1 Use effective reading strategies to determine a written work’s purpose and intended audience.• CCRS 2.A6 Analyze imagery in literary texts.• CCRS 2.A7 Evaluate the use of both literal and figurative language to inform and shape the perceptions of readers.• CCRS 2.A10 Identify and analyze how an author’s use of language appeals to the senses, creates imagery, andsuggests mood.Key Concepts• active reading• context cluesAcademic Vocabulary• autobiographical texts• chronological orderEssential Understandings/Guiding Questions• elements of fiction• genre- literary nonfiction and poetry• figurative language• imagery• reading process• stylistic elements• inference• tone• Context clues and the use of reference materials aid in discovering the meaning of unfamiliar words.1. What are context clues?2. How do reference materials assist readers in understanding an unknown word?• Active readers connect, predict, and question a text to monitor their comprehension.1. What does it mean to be an active reader?2. What does it mean to make a prediction?3. How does clarifying a text help a reader?• The ability to make logical inferences and use textual evidence to support such inferences enhances understanding.1. How does a reader make a logical inference?2. How does a reader use textual evidence to support an inference?• Literary nonfiction includes stories about real people, places, and events, written with a narrative structure.1. How does literary nonfiction differ from other nonfiction texts?2. Why is chronological order important to literary nonfiction?3. Why do short stories and literary nonfiction share literary elements such as characters, plot, and setting?• The ability to analyze poetry is based on the ability to understand poetic elements.1. How does the use of poetic techniques and graphic elements enhance meaning?2. How does the use of figurative language enhance meaning?• The use of figurative language enhances understanding of literary nonfiction and poetry.1. How do authors create meaning through stylistic elements?2. How do authors create meaning through figurative language and literary devices?3. How do figurative language and literary devices relate to and affect author’s style and purpose?• Effective writers use the writing process in order to produce an effective text.1. What is the difference between revising and editing?2. How can writers revise to ensure a meaningful reflection?3. How can writers edit to ensure having correct capitalization and punctuation?Assessment Connections• Performance Expectation- Students plan, draft, revise, edit, and publish a personal narrative that has a clearlydefined focus and communicates the importance of or reasons for actions and/or consequences.Formative Assessment- STAAR Personal Narrative Rubric• Students participate in Inner/Outer Circle discussions to demonstrate their understanding of the reading standards.• Formative Assessment- Inner/Outer Circle Rubric• Students use released STAAR items to gain familiarity with the stems.Released STAAR Items (Reading Selection 1, Items 1-8 and Selection 2, Items 2-7; Writing Sample Prompt forPersonal Narrative) - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 2 of 8

HISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLTexas English Language Proficiency Assessment System (TELPAS): End-of-year assessment in listening,speaking, reading, and writing for all students coded as LEP (ELL) and for students who are LEP but have parentaldenials for Language Support Programming (coded WH). For the Writing TELPAS, teachers provide five writingsamples – one narrative about a past event, two academic (from science, social studies, or mathematics), and twoothers.Instructional ConsiderationsThis Curriculum Unit Planning Guide is designed to support HISD teachers in planning daily lessons that meet the needsof students based on data generated during the school year. Teachers should utilize data to individualize instruction andto select focus genres and objectives. To ensure effective planning and instruction, refer to the components outlined bythe Houston ISD Instructional Practice Rubric.The Everyday excELLence Literacy Routines offer further support for ELLs through a range of research-basedinstructional routines and practices.VocabularyPrerequisitesStudents should possess basic dictionary skills and be able to note new or unfamiliar words independently whenlistening to or reading selections and to initiate further inquiry into their meaning(s).Background Knowledge for TeacherReview terms throughout the unit. Continue to have students record terms in their Vocabulary Notebooks and utilizeMarzano’s Six-Step Process for vocabulary retention. Use Think-Alouds to model vocabulary integration and use ofstrategies. See ELA Best Practices MS in Resources.This unit concentrates on the use of context clues. Review context clues and assist students in using context clues todiscover the author’s intended meaning. See Resources for opportunities within Literature Grade 7 to integrate contextclues into the reading selections. (ELA.7.2B)ReadingInstructional Accommodations for Diverse Learners Build ELLs’ speaking skills and academic vocabulary use by incorporating Think-Pair-Shares andTiered Response Stems. These help lower affective filters and provide opportunities for ELLs to work withpeers in a non-threatening environment. See Seidlitz’s Navigating the ELPS in the English Language Artsand Reading Classroom in Resources. (ELPS C.3e)PrerequisitesStudents should have prior knowledge relating to purposes for reading.Background Knowledge for TeacherThis unit builds knowledge of active reading through the reading of memoirs, personal narratives, and poetry. SeeLiterature Grade 7 in Resources for a list of selections.Remind students to preview texts, make predictions, and set purposes for reading selected texts. Review predicting.Have students continually form predictions as they read. Continue using mentor texts to model connecting, visualizing,and questioning a text through Think-Alouds. This method illustrates the process good readers go through as they read.Be sure to use cues where appropriate. See Best Practices Toolkit in Resources. (ELA.7.Fig19A)Emphasize the importance of activating prior knowledge to aid in comprehension. Explain that active readers thinkabout what they know about a text before they begin reading. Use an anticipation guide to activate prior knowledge.See Anticipation Guide in Instructional Strategies. (ELA.7.Fig19C)Continue to have students record their thoughts and notes on their reading in a Literacy Notebook. Literacy Notebooksare used to collect information and monitor reading comprehension. See ELA Best Practices MS in Resources. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 3 of 8

Instructional ConsiderationsHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLInstructional Accommodations for Diverse Learners Provide opportunities for ELLs to practice speaking using correct English sentence structures andconnecting words. Provide sentence stems such as “I don’t understand what/how…” and “So you’resaying…” to encourage students to seek clarification. See Seidlitz’s Navigating the ELPS in the EnglishLanguage Arts and Reading Classroom in Resources. (ELPS C.2d)Explain that authors write for a purpose. General purposes are to explain, persuade, inform, or entertain; however,authors usually write for more specific purposes. For example, a nonfiction narrative written to inform may have anunderlying purpose revealed through characters’ actions or events. As the unit progresses, have students cite evidenceto support their claims about the purpose of a text.Remind students of the differences between informational nonfiction and literary nonfiction. Have students read varioustypes of autobiographical texts including memoirs and personal narratives. Explain that each type of autobiographicalwriting, i.e. memoirs, diary entries, personal narratives, utilizes specific figurative language and literary devices as wellas structural elements such as a chronological order organizational pattern, first person points of view, and precisediction to create tone. Emphasize that figurative language and literary devices and elements of structure contribute toan author’s style. See Literature Grade 7 and Resource Manager Grade 7 Unit 4 in Resources.Review the difference between an autobiography and memoirs and personal narratives. Have students read varioustypes of literary nonfiction texts. Explain that literary nonfiction writing utilizes literary language and devices and istypically organized in a narrative structure and therefore includes plot, characters (real), setting, and conflicts.Emphasize that narratives usually use a chronological order organizational pattern. To support understanding, modelthe use of a graphic organizer such as a timeline or sequence of events chart to order events in a literary nonfiction text.Continue to have students record and discuss these elements in their Literacy Notebooks. See Best Practices Toolkit inResources.Review excerpts from film adaptations of autobiographical texts (i.e. Diary of Anne Frank, Invictus, or Malcolm X).Discuss aspects of texts that might be challenging to portray on film. Remind students that screenwriters and directorsoften take liberties or change events in order to complete a film. (ELA.7.7A)Literary devices include elements of style including imagery and figurative language. Define figurative language, diction,and imagery and provide examples from mentor texts. Have students place examples in their Literacy Notebooks.Reiterate that these elements are stylistic choices that reflect author’s purpose, create tone, and enhance a reader’sability to visualize a text. Encourage students to incorporate these elements in their narratives thoughtfully. (ELA.7.8A)Instruct students to use text evidence to support inferences. Model how to locate and to extract text evidence throughThink-Alouds. This mental process is more important initially than a formal written response. The focus should be onwhy a particular piece of text evidence was chosen and what logical inferences or conclusions can be drawn. Havestudents work in cooperative groups to discuss and compare notes. Utilize graphic organizers to support learning. SeeMaking Inferences from Text Evidence in Instructional Strategies and Best Practices Toolkit in Resources.(ELA.7.Fig19D)Instructional Accommodations for Diverse Learners The use of graphic organizers greatly enhances ELLs’ abilities to make connections and drawconclusions. Model and demonstrate the strategy first, using guided practice and mixed-ability partnersupport before expecting independent application. Partner ELL students with students more proficient inEnglish. Be sure to preteach and accommodate the academic language and vocabulary needed tounderstand and to complete the corresponding graphic organizer. (ELPS C.4j)Review Dialectical Journals. Explain that Dialectical Journals enhance comprehension of texts and provide commentaryas a means for students to review and analyze literature in discussion groups. Have students to record all learning intheir Literacy Notebooks. See Dialectical Journal, ELA Best Practices MS, and Laying the Foundation: A Resource andPlanning Guide for Pre-AP English Grade Seven in Resources. (ELA.7.Fig19D) - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 4 of 8

Instructional ConsiderationsHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLFigurative language and imagery helps readers visualize events or characters. Readers are able to see pictures in theirmind because authors use imagery and figurative language like similes, metaphors, personification, hyperbole, andimagery. Explain that imagery is vivid descriptions that affect all senses, not only sight. Highlight examples of figurativelanguage and imagery in mentor texts and have students discuss how the reader’s understanding and engagement withthe texts would change if the literary language were to be removed. See Dialectical Journal: Literary Devices inInstructional Strategies. (ELA.7.Fig19D, ELA.7.8A)Introduce the genre of poetry. Have students read examples of narrative poetry. Point out that poetry has stanzas andlines rather than paragraphs and sentences. Explain that poetry may include graphical elements such as changes incapitalization, line length, and standard syntax. Unlike prose, poems can “play” with language norms and rules,changing them or breaking them as a stylistic device to support author’s purpose. Emphasize how graphic elementscontribute to the meaning of a poem. See Laying the Foundation: A Resource and Planning Guide for PreAP EnglishGrade Seven in Resources. (ELA.7.4A, ELA.7.8A)Review poetic forms such as epic poems, haikus, odes, free verse, etc. and encourage students to analyze how graphicelements, figurative language, and diction affect the meaning and a reader’s understanding of poetry. Using Think-Alouds, model analysis using mentor poems. Have students work in small groups or with shoulder partners to discusshow these inform and affect author’s purpose and style. See the website Poets.org, Literature Grade 7, and BestPractices Toolkit in Resources. (ELA.7.4A, ELA.7.8A)Students often have difficulty understanding poetry; they become distracted by the unfamiliar structure and elements.To assist students in becoming more comfortable, provide a guide for students to follow. See TP-CASTT in InstructionalStrategies. (ELA.7.Fig19D, ELA.7.4A, ELA.7.8A)Provide opportunities for students to meet in discussion groups to analyze and evaluate the effectiveness ofconnections between author’s stylistic choices and purpose and literary elements. Use mentor texts to modelconducting an analysis before having students continue the analysis in their groups. (ELA.7.Fig19D)Formative Assessment- To assess students’ understanding of literary analysis, have students participate in anInner/Outer Circle Discussion (also called Socratic Seminar) using questions developed throughout the unit. SeeFormative Assessment- Inner/Outer Circle Rubric in Assessment Connections.This strategy helps students: teach one another about what they find in their reading. take risks rather than rely on teacher validation. evaluate literature orally and at a more complex level. form assertions and support with textual evidence. take notes effectively from listening.See the Web English Teacher and Lighthouse Initiative websites in Resources.STAAR Connection- There are several STAAR test released items for ELA.7.Fig19D, ELA.7.4A, ELA.7.7A, andELA.7.8A. Creating assessment items that have the same or similar stems helps students prepare for the STAAR exam.See Released STAAR Items (Selection 1, Items 1-8, and Selection 2, Items 2-7) in Assessment Connections forexamples. The Texas Education Agency has provided a helpful resource page that can be accessed at the main TEAwebsite.WritingPrerequisitesStudents should understand the writing process and how to use it to develop a piece of writing.Background Knowledge for TeacherReading and writing are to be integrated throughout the unit. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 5 of 8

Instructional ConsiderationsHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLReview writing in the form of personal narratives. Review the guidelines of the STAAR rubric and create an anchor chartas a reference for students. See Formative Assessment- STAAR Personal Narrative Rubric in Assessment Connectionsfor the official STAAR rubric. For student models and exemplars, see SpringBoard Level 2 and Writing Coach Grade 7in Resources.(ELA.7.16A)Remind students that personal narratives are: Autobiographical Based on fact Written in first-person A recollection of a significant event ReflectiveProvide students with opportunities to evaluate models. Have students link the characteristics of the model texts to therequired attributes for this writing project. See Literature Grade 7 in Resources for suggested texts.Encourage students to choose their own topics to build a meaningful writing experience. Encourage the use of graphicorganizers to help with the prewriting process. See the Graphic Organizers website in Resources. (ELA.7.14A)Have students work in Writing Groups as a means to develop personal narratives. Students can share ideas, problems,solutions, and support one another’s efforts. Some students may require mini-lessons on appropriate group behaviorand guidelines. See Writing Groups in Instructional Strategies and SpringBoard Level 2 and Writing Coach Grade 7 inResources. (ELA.7.14B)Remind students that while literary devices and imagery are key elements of literary nonfiction, their essays must focuson quality, clarity, and a purpose for writing. Emphasize that it is not enough to only describe an event or moment intime. Students must also incorporate a reflective aspect that explains the significance of the event and its impact.Conduct Writing Conferences to assess progress and focus. See ELA Best Practices MS in Resources. (ELA.7.14B,ELA.7.16A)Revision involves not only adding grammar and stylistic elements, but also adding details to make the writingmore interesting and realistic. Provide mini-lessons focused on the specific elements of a personal narrativesuch as a lead or hook, description and sequence of event(s), and reflection. Remind students to consideraudience, style, and purpose as they revise for clarity and content. Guide students in revising their essays downto twenty-six lines. Model combining sentences as necessary to increase style quality and reduce space. Explainthe necessity of using precise and concise language to convey ideas. Students must practice writing in timedsituations in order to understand the process of revising essays effectively and efficiently. Use student drafts ormentor texts to model the revision process. See Laying the Foundation: A Resource and Planning Guide forPreAP English Grade Seven and the official STAAR Composition Box template in Resources.Encourage students to be concise and choose precise diction to create tone and describe events and avoid beingoverly “wordy.” Illustrate the concepts with mentor texts. Use Writing Conferences to ensure the students utilize theselessons and texts when revising their personal narratives. (ELA.7.14C, ELA.7.16A)Review the conventions of punctuation and capitalization. Highlight punctuation rules for semicolons, colons, andhyphens. See Grammar Notes DVD-ROM in Resources. For ELL support, see Milestones in Resources.(ELA. 7.14D)Review the publishing step of the writing process for students. Remind students that as this is the final step; the writingpiece should be as near to perfect as possible. Use a checklist as a final method of correction. See Checklist inInstructional Strategies and Grammar Notes DVD-ROM in Resources. (ELA.7.14E)STAAR Connection- There are STAAR released sample prompts for personal narratives. Creating similar promptshelps students prepare for the STAAR exam. See Released STAAR Items (Sample Prompt for Personal Narrative) inAssessment Connections. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 6 of 8

Instructional Strategies/ActivitiesReadingHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLGenerating and Testing HypothesisAnticipation Guide- Anticipation GuideAn anticipation guide contains a series of statements based on the key concepts within a reading selection. Studentsare asked to agree or disagree with these statements in order to activate prior knowledge, focus reading, and motivatereaders. See Beers’ When Kids Can’t Read: What Teachers Can Do and Best Practices Toolkit in Resources.Cues, Questions, and Advance OrganizersGraphic Organizers- Making Inferences From Text Evidence (ELA.7.Fig19D)Tell students they will be looking for clues in the text that help them better understand the text. These clues are calledtext evidence. Explain that they use their own experiences to interpret the clues. See Resources for a MakingInferences From Text Evidence template.Cues, Questions, and Advance OrganizersGraphic Organizers- Dialectal Journal: Literary Devices (ELA.7.8A)This dialectical journal entry requires students not only to identify literary devices but also to comment on their effects.Have students keep this dialectal journal entry in their Literacy Notebooks.Literary Device Evidence Commentary/Effect CreatedHyperboleIdiomsImageryMetaphorPersonificationSimileSee Dialectical Journal: Literary Devices in Resources.Cues, Questions, and Advance OrganizersTP-CASTT (ELA.7.4A, ELA.7.8A)Poems can be very difficult to interpret because a lot of what they have to say is not written but is implied. A majorproblem that students have with interpreting poetry is that they read the poem once, pick out a detail or two, and thenjump to a conclusion, often the wrong conclusion. To avoid this pitfall, it is important to gather significant data andconsider different hypotheses before drawing a conclusive interpretation. These steps, much like the scientific method,comprise a safe way to avoid serious misinterpretations. See TP-CASTT Example and TP-CASTT PowerPoint inResources.WritingCooperative LearningWriting Groups (ELA.7.14B)Use Writing Groups as a means for students to brainstorm personal narrative ideas and later as a method for revisingand editing. Groups should contain 3-4 members to ensure equal talk time and participation. Have students discuss thepurpose and importance of the writing process including prewriting, organization, etc. Create rubrics for appropriategroup behavior and develop meeting times. See Resources for RubiStar, a website to create rubrics.Setting Objectives and Providing FeedbackChecklist (ELA.7.14E)Have students complete a final checklist independently. This checklist should contain any last minute CUPS, formattingand guidelines. See Final Checklist and ELA Best Practices MS in Resources. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 7 of 8

ResourcesAdopted Instructional Materials• Best Practices Toolkit. Illinois:McDougal Littel, 2010. Making Inferences p. A13,A44 Poetic Form and Structure p.D42, D43 Poetic Language and Style p.D40, D41 Sequence Chain/SequenceCircle p. B21 Setting a Purpose for Readingp. A7, A38• Grammar Notes DVD-ROM. Illinois:Holt McDougal, 2010.• Laying the Foundation a Resourceand Planning Guide for Pre-APGrade Seven. Texas: AdvancedPlacement Strategies, Inc, 2004. Dialectical Journals p. 328 Revision and EditingStrategies p. 382 Sensory Appeals p. 106 Strategies for InterpretingPoetry p. 140• Literature Grade 7. Illinois: HoltMcDougal, 2010. Click here for alist of suggested texts andresources.• Milestones, Level C. Connecticut:Heinle Cengage Learning, 2011.• Resource Manager Grade 7.Illinois: Holt McDougal, 2010.Click here for a list of differentiationactivities and resources.• SpringBoard, Level 2. USA:Collegeboard, 2011. Student Exemplars, Unit 1 Rubrics Writing Workshops 1 and 4• Writing Coach Grade 7. NewJersey: Pearson, 2012. Narrative Examples p.68-71Supporting Resources• Dialectical Journal• Dialectical Journals: LiteraryDevices• ELA Best Practices MS• Final Checklist• Making Inferences from TextEvidence• STAAR Composition Box• TP-CASTT Example• TP-CASTT PowerPointHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLProfessional Texts• Beers, Kylene. When Kids Can’tRead: What Teachers Can Do.New Hampshire: Heinemann,2003.• Seidlitz, John and Valerie Auer.Navigating the ELPS in theLanguage Arts and ReadingClassroom. California: CanterPress, 2010.Online Resources• Graphic Organizers(Website contains a variety ofinteractive graphic organizers)• Lighthouse Initiative(Website contains Pre-APstrategies)• Poets.org(Website contains examples ofpoems and poetic elements)• RubiStar(Website with adaptable rubrics)• TEA(Contains STAAR resources)• Web English Teacher(Website references otherwebsites that focus on SocraticSeminars and support materials) - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 8 of 8

Unit 3: Expository TextsUnit OverviewHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLPlanning Guide User InformationTime AllocationsUnit 31weekExpository Texts– This unit reviews the genre of informational nonfiction with an emphasis on expository texts.Students analyze author’s style and purpose through the study of organizational patterns, text features, and sentenceconstruction as well as draft, revise, edit, and publish an expository essay.Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) (district clarifications/elaborations in italics)VocabularyR ELA.7.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or otherlinguistic roots and affixes.ReadingELA.7.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to enhancecomprehension.ELA.7.Fig19C Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; makingtextual, personal, and world connections; visualizing).R ELA.7.Fig19D Make complex inferences about text and use textual evidence to support understanding.R ELA.7.Fig19F Make connections between and across texts, including media (e.g., film, play, music, print media),and provide textual evidence.R ELA.7.10A Evaluate a summary of the original text for accuracy of the main ideas, supporting details, and overallmeaning.R ELA.7.10C Use different organizational patterns (e.g., proposition-and-support, problem-and-solution, cause-effect,compare-contrast, inductive, deductive, chronological order) as guides for summarizing and forming an overview ofdifferent kinds of expository text.R ELA.7.10D Synthesize and make logical connections between ideas within a text and across two or three textsrepresenting similar or different genres, and support those findings with textual evidence.S ELA.7.12B Explain the function of the graphical components of a text.WritingR ELA.7.14B Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, causeeffect,compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing.R ELA.7.17A.i Write a multi-paragraph essay to convey information about a topic that presents effective introductionsand concluding paragraphs.R ELA.7.17A.ii Write a multi-paragraph essay to convey information about a topic that contains a clearly statedpurpose or controlling idea.R ELA.7.17A.iii Write a multi-paragraph essay to convey information about a topic that is logically organized withappropriate facts and details and includes no extraneous information or inconsistencies.R ELA.7.17A.iv Write a multi-paragraph essay to convey information about a topic that accurately synthesizes ideasfrom several sources.R ELA.7.17A.v Write multi-paragraph essays to convey information about a topic that uses a variety of sentencestructures, rhetorical devices, and transitions to link paragraphs.R ELA.7.14C Revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple,compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 1 of 12

how well questions of purpose, audience, and genre have been addressed.HISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLS ELA.7.19A.viii identify, use, and understand the function of transitions for sentence to sentence, paragraph toparagraph coherence in the context of reading, writing, and speaking.S ELA.7.19B Write complex sentences and differentiate between main versus subordinate clauses.R ELA.7.19C Identify, use and understand the function of a variety of complete sentences (e.g., simple, compound,complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistenttenses.R ELA.7.14D Edit drafts for grammar, mechanics, and spelling.R ELA.7.20A Use conventions of capitalization correctly and consistently.R ELA.7.20B.i Recognize and use punctuation marks including commas in compound sentences and after introductorywords, phrases, and clauses.R ELA.7.21A Spell correctly, including using various resources to determine and check correct spellings. English Language Proficiency Standards (ELPS)• ELPS C.1e Internalize new basic and academic language by using and reusing it in meaningful ways in speaking andwriting activities that build concept and language attainment;• ELPS C.2i Demonstrate listening comprehension of increasingly complex spoken English by following directions,retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, andtaking notes commensurate with content and grade-level needs;• ELPS C.4g Demonstrate comprehension of increasingly complex English by participating in shared reading, retellingor summarizing material, responding to questions, and taking notes commensurate with content area and grade levelneeds.College and Career Readiness Standards (CCRS)• CCRS 1.A4 Recognize the importance of revision as the key to effective writing. Each draft should refine key ideasand organize them more logically and fluidly, use language more precisely and effectively, and draw the reader to theauthor’s purpose.• CCRS 1.A5 Edit writing for proper voice, tense, and syntax, assuring that it conforms to standard English, whenappropriate.• CCRS 2.A4 Draw and support complex inferences from text to summarize, draw conclusions, and distinguish factsfrom simple assertions and opinions.Key Concepts• genre– informational nonfiction(expository texts)Academic Vocabulary• affixes• graphical components• paraphraseEssential Understandings/Guiding Questions• reading process• graphical components• inference• organizational pattern• subordinate conjunction - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard• stylistic elements• text features• summary• text features• thesis• Word roots and affixes provide the foundation to discover the meaning of unfamiliar words1. What is the difference between a prefix and a suffix?2. How do affixes affect the meaning of a word?3. Why is it important to understand the root of a word?• Discovering the organizational pattern of an expository text assists readers in locating and understanding specificinformation within the text.1. What are the various organizational patterns?2. How do organizational patterns affect the information in a text?4. How does knowing the organizational pattern of a text help a reader?• Expository writing is structured through the use of an organizational pattern with a thesis statement and supporting© Houston ISD Curriculum2012 – 2013Page 2 of 12

Academic VocabularyHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLtopic sentences.1. What is the function of a thesis?2. How do topic sentences support thesis statements?3. How do organizational patterns affect a piece of writing?• Sentence fluency can be developed in a writing piece by using appropriate conjunctions to construct a variety ofsentences.1. How are coordinating and subordinating conjunctions used in writing?2. How does a variety of sentences affect a writing piece?1. What is sentence fluency?Assessment Connections• Performance Expectation- Students draft, revise, edit, and publish a multi-paragraph essay to convey informationabout a topic that contains a clearly stated purpose or controlling idea.Formative Assessment- STAAR Expository Essay Rubric• Students complete an assessment that demonstrates their understanding of summarization.Formative Assessment- The Bonsai Tree• Students use released STAAR items to gain familiarity with the stems.Released STAAR Items- (6 th grade Reading: Selection 2 Items 1-2 and 7 th Writing: Sample Prompt for ExpositoryEssay)Texas English Language Proficiency Assessment System (TELPAS): End-of-year assessment in listening,speaking, reading, and writing for all students coded as LEP (ELL) and for students who are LEP but have parentaldenials for Language Support Programming (coded WH). For the Writing TELPAS, teachers provide five writingsamples – one narrative about a past event, two academic (from science, social studies, or mathematics), and twoothers.Instructional ConsiderationsThis Curriculum Unit Planning Guide is designed to support HISD teachers in planning daily lessons that meet the needsof students based on data generated during the school year. Teachers should utilize data to individualize instruction andto select focus genres and objectives. To ensure effective planning and instruction, refer to the components outlined bythe Houston ISD Instructional Practice Rubric.The Everyday excELLence Literacy Routines offer further support for ELLs through a range of research-basedinstructional routines and practices.VocabularyPrerequisitesStudents should possess basic dictionary skills and be able to note new or unfamiliar words independently whenlistening to or reading selections and to initiate further inquiry into their meaning(s).Background Knowledge for TeacherAddress the vocabulary objectives throughout the unit. Continue to develop students’ vocabulary through the use ofVocabulary Notebooks. Support student understanding and retention through the use of graphic organizers such asVocabulary Squares. Continue using Marzano’s Six-Step Process to introduce vocabulary pertinent to studentunderstanding. See ELA Best Practices MS in Resources. (ELA.7.2A)Continue to incorporate affixes and root word analysis into daily vocabulary routines. See the Best Practices Toolkit inResources. (ELA.7.2A)Instructional Modifications for Diverse Learners Vocabulary Notebooks are highly recommended for ELLs and serve as personal dictionaries. (ELPSC.1e) - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 3 of 12

Instructional ConsiderationsReadingHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLPrerequisitesStudents should have prior knowledge relating to purposes for reading.Background Knowledge for TeacherThis unit examines expository texts. In preparation for building background knowledge, collect various types of articlesfrom newspapers, magazines, and the Internet. Consider the Lexile levels of students when selecting articles. Forsuggested texts, see Literature Grade 7 in Resources.Remind students that active readers begin by using prereading strategies, including previewing a text to set a purposefor reading and activate prior knowledge. (ELA.7.Fig19A)Use a mentor text to model connecting, visualizing, and questioning a text through a Think-Aloud. This methodillustrates the process a good reader goes through as they read. Be sure to use cues where appropriate. See ELA BestPractices MS in Resources.Review the various purposes for reading: To discover To be informedmodels for writing To be entertained To appreciate To take actionwriter’s craftFor more information on setting a purpose for reading, see Best Practices Toolkit in Resources. (ELA.7.Fig19A)Review the various types of author’s purposes. To inform To entertain To influence To expressIllustrate the link between reader’s purpose and author’s purpose. Have students create a graphic organizer to recordthe purposes of text. See Comparing Purposes in Instructional Strategies.Have students work in discussion groups to discuss and analyze texts. Discussion groups offer students a cooperativelearning environment to foster analysis and discussion. Remind students to record all learning in their LiteracyNotebooks. See ELA Best Practices MS in Resources.Remind students that active readers use strategies during reading to monitor their comprehension and to ‘fix’ anyproblems they encounter. Encourage students to become aware of reading difficulties. Provide students with a list ofcues to use when encountering difficulties in comprehension. See Comprehension Cues in Instructional Strategies.(ELA.7.Fig19C)Explain that informational texts can be magazine or newspaper articles, textbooks, directions, essays, or otherexpository or procedural pieces. For Reader’s Workshops on Reading for Information, see Literature Grade 7 andResource Manager Grade 7 in Resources.Introduce text features and provide examples in mentor texts. Focus instruction on utilizing the structures andorganizational aids to locate and organize information (in notes or in graphic representations) for recall, study, andfurther analysis. See Literature Grade 7 in Resources.Using mentor texts, illustrate that expository texts, particularly procedural texts, often include graphs, charts, pictures,and other graphic elements. These elements are referred to as graphical components. The graphical components in anexpository text present additional information to the audience. Therefore, students must be able to evaluate and tosynthesize the information. Provide a list of effective characteristics or a rubric for students to use as they evaluategraphics. Have students consider the following: What is the purpose of the graphic? Does the graphic provide useful information? What is the author saying through the graphic? - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 4 of 12

Instructional Considerations If the graphic were removed, would the reader lose information? Is the graphic of an appropriate size? Is the graphic easy to follow?See Graphical Components Evaluation Chart in Instructional Strategies. (ELA.7.12B)HISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLClarify that just as fictional texts use a plot-directed structure, informational texts use organizational patterns to explainthe information in a text. Review the various organizational patterns: Description Cause/Effect Problem/Solution Compare/Contrast ChronologicalSee Literature Grade 7 and Organizational Patterns for Informational Texts and the Organizational Pattern SignalWords website in Resources. (ELA.7.10C)Clarify the difference between a main idea and a summary. Remind students that the main idea of a selection is notalways stated; it may be implied and is supported by details that provide more information. Provide striving studentswith a graphic organizer to record the main idea and supporting details of a selection. Model using this graphicorganizer through a Think-Aloud. See Main Idea and Supporting Details in Instructional Strategies. (ELA.7.10A)Draw students’ attention to the author’s use of facts and opinions in a text. Explain that the reason an author uses a factor an opinion is to further support his/her thesis. Have students make inferences and draw conclusions as to discoverthe author’s purpose for including particular facts and opinions. Have students discuss the following questions through aThink-Pair-Share: (ELA.7.Fig19D) How does the author use facts or opinions to explain his/her thinking? What are these facts and opinions supposed to make the reader think? How effective were the facts and opinions in supporting the main topic?As an extension, instruct students not only to identify facts and opinions, but also to see the correlation among the facts,opinions, and author’s purpose. See Laying the Foundation: A Resources and Planning Guide for PreAP English GradeSeven in Resources. (ELA.7.Fig19F, ELA.7.10D)Review summaries with students. Remind students that summaries only contain information found in the text and do notinclude a reader’s thoughts and opinions. Provide students with a simple method to assist students in forming concisesummaries. See Summary Frames in Instructional Strategies. (ELA.7.10A)Instructional Accommodations for Diverse Learners Using visual tools to identify main idea and supporting details and create summaries is especiallyimportant for ELL learners. Be sure to model how to create and use all graphic organizers. (ELPS C.2i,ELPS C.4g)Formative Assessment- To assess students’ understanding of summarization, utilize a formative assessment. SeeFormative Assessment- The Bonsai Tree in Assessment Connections.Students may need to paraphrase information from selections. Explain that paraphrasing is restating information usingin their words. It is critical that students are able to effectively paraphrase in order to avoid plagiarism when referencingtexts in their writing. Model the process for effectively paraphrasing with mentor texts. See 6 Step Paraphrasing inInstructional Strategies. (ELA.7.14B, ELA.7.17A.ii, ELA.7.17A.iv)Instructional Accommodations for Diverse Learners Build ELLs’ listening comprehension and speaking skills by incorporating the use of Think-Pair-Shareswhich help lower affective filters and provide opportunities for ELLs to work with peers in a nonthreateningenvironment. (ELPS C.2i) - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 5 of 12

Instructional ConsiderationsHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLStudents must be able to evaluate, interpret, and explain information in their own words. Using Dialectical Journalsgives students the opportunity to organize evidence from text, create commentary, and make inferences. Students needto draw on this skill in order to effectively write expository papers in this unit. See Dialectical Journal- NonfictionAnalysis in Instructional Strategies. Remind students to record all information in their Literacy Notebooks.(ELA.7.Fig19D)STAAR Connection- Creating assessment items that have the same or similar stems helps students prepare for theSTAAR exam. Although there are no released items for expository texts in 7 th grade, there are released items forELA.6.10A (Selection 2, Items 1-2). See Released STAAR Items in Assessment Connections. The Texas EducationAgency has provided a helpful resource page that can be accessed at the main TEA website.WritingPrerequisitesStudents should understand the writing process and how to use it to develop a piece of writing.Background Knowledge for TeacherHave students work in Writing Groups as a means to develop their expository essays. Students can share ideas,problems, solutions, and support one another’s efforts. Some students may require mini-lessons on appropriate groupbehavior and guidelines. See Writing Groups in Instructional Strategies.Use the 6+1 Traits of writing to discuss writing and writing improvement with your students. This provides acommon language for students and, through evaluation, creates powerful, effective writers.Formative Assessment- Introduce expository writing and share the guidelines and rubric with students early in thewriting process. Create an anchor chart of the requirements as a reference for students. See Formative Assessment-STAAR Expository Essay Rubric in Assessment Connections for the official STAAR Rubric. The rubric can be used todevelop mini-lessons and serves as a formative assessment. For student models and exemplars, see SpringBoardLevel 2 and Writing Coach Grade 7 in Resources.Continue to have students record their work in their Writer’s Notebooks. See ELA Best Practices MS inResources.A Teacher’s Writer’s Notebook is a powerful tool for teaching writing. Continue keeping a notebook as a means ofproviding samples of the writing process. Model each step of the writing process for students.Reiterate that expository writing utilizes various organizational patterns. Review the organizational patterns and remindstudents they are to choose an appropriate pattern for their expository essay. See Literature Grade 7 and WriteSmartDVD-ROM in Resources. (ELA.7.14C, ELA.7.17A.iii)Reiterate that regardless of the organizational pattern, all expository writing includes: Thesis Introduction Body paragraphs with topic sentences ConclusionRemind students that their essays must contain effective introductions and conclusions. Use mentor texts to providefurther examples as needed. See Lane’s The Reviser’s Toolbox and Culham’s 6+1 Traits of Writing: Grades 3 and Upin Resources. (ELA.7.14C, ELA.7.17A.i)Explain thesis statements, also called controlling ideas, and provide examples in mentor texts. To assist students increating their own thesis statements, have them ask themselves, “What do I want my audience to understand?” Reviewthe function of a thesis and provide examples in mentor texts. See Creating Effective Thesis Statements in InstructionalStrategies and the LEO- Thesis Statement website in Resources. (ELA.7.17A.ii) - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 6 of 12

Instructional ConsiderationsHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLExplain the importance of textual evidence to support thesis statements. Emphasize that informational texts conveyinformation about a topic that guide and inform the reader’s understanding of key ideas and evidence. Explain that inaddition to effective thesis statements, they must include specific facts, details, and examples as evidence that supporttheir thesis without adding unnecessary information. Clarify that there are two types of textual evidence, direct quotesand paraphrased statements. Use a Think-Aloud to model the process for incorporating direct quotes and paraphrasedstatements from texts to support a thesis. Emphasize the need to embed quotes using correct punctuation. See UsingQuotations Effectively in Instructional Strategies and Laying the Foundation: A Resource and Planning Guide for PreAPEnglish Grade Seven in Resources. (ELA.7.14B, ELA.7.17A.ii, ELA.7.17A.iv)Remind students that only proving textual evidence is not sufficient to support a thesis. Students must also provideinsightful commentary to interpret, explain, or illustrate the effect of the textual evidence. Explain that unlike textualevidence, commentary is based solely on the writer’s interpretation.Before drafting, have students complete outlines to verify that the amount of information and evidence present issufficient to support their thesis. See Outline Notes in Instructional Strategies and the WriteSmart DVD-ROM inResources. (ELA.7.14B)Conduct Writing Conferences to monitor student progress. Verify that each student has presented a clear controllingidea, sufficient evidence, and appropriate organizational pattern. See ELA Best Practices MS in Resources.(ELA.7.14B)Remind students to include transitions as they move from sentence to sentence, idea to idea, or paragraph toparagraph. Present students with a list of transition words and strategies to reference. Encourage students to keep thisinformation in their Writer’s Notebooks. See Transition Words and Strategies and Transition Chart in Resources.(ELA.7.14C, ELA.7.17A.v, ELA.7.19A.viii)Review the steps of the revision process. Remind students to review the 6+1 Traits to guide their revision. This lessonset examines transitions and sentence fluency. Use Writing Conferences to determine the students’ level of familiaritywith grammar basics. Provide students with extra review and practice on these elements if necessary. (ELA.7.14C)Remind students that evaluating organization is also a part of the revision process. Good organization includes not onlya strong and effective organizational pattern but also effective thesis statements, varied sentence constructions, andtransitions. (ELA.7.14C, ELA.7.17A.ii, ELA.7.19A.viii, ELA.7.19B, ELA.7.19C)Guide students in revising their essays down to twenty-six lines. Model combining sentences as necessary toincrease style quality and reduce space. Explain the necessity of using precise and concise language to conveyideas. Students must practice writing in timed situations in order to understand the process of revising essayseffectively and efficiently. See the official STAAR Composition Box template in Resources.Review independent vs. dependent, or subordinate, clauses. Reiterate that the use of a dependent clause to createcomplex sentences requires the use of a subordinate conjunction while compound sentences use coordinatingconjunctions. Emphasize the need to include a comma at the end of a dependent clause if it is placed at the beginningof a complex sentence. As students revise, emphasize the need to use a variety of sentence structures, includingsimple, compound, and complex sentences. See Grammar Notes DVD-ROM in Resources. (ELA.7.19B, ELA.7.19C,ELA.7.20B.i)To assist students in using appropriate conjunctions that connect compound and complex sentences, see FANBOYSand WABU WABU WATIST in Instructional Strategies and Anderson’s Everyday Editing in Resources. (ELA.7.14C,ELA.7.19B, ELA.7.19C)Use revision stations to address sentence fluency, transitions, and thesis statement revisions. See Revision Stations inInstructional Strategies. (ELA.7.14C, ELA.7.17A.ii, ELA.7.19A.viii) - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 7 of 12

Instructional ConsiderationsHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLReview the conventions of capitalization and punctuation. Remind students to take ownership of their writing bybecoming independent editors, and also emphasize the need for students to be able to evaluate others’ writing and tooffer appropriate suggestions for correction and improvement. Remind students that editing another person’s papershould be as fair and impartial as possible in order to offer the best feedback. See Writing Groups- Peer EditingConference in Instructional Strategies. (ELA.7.14D, ELA.7.20A, ELA.7.20B.i, ELA.7.21A)Review the publishing step of the writing process. Remind students that as this is the final step, the writing piece shouldbe as near to perfect as possible. Use a checklist as a final method of correction. See Checklist in InstructionalStrategies.STAAR Connection- There are STAAR released sample prompts for expository writing. Creating similar prompts helpsstudents prepare for the STAAR exam. See Released STAAR Items (Sample Prompt for Expository Essay) inAssessment Connections. The Texas Education Agency has provided a helpful resource page that can be accessed atthe main TEA website.Instructional Accommodations for Diverse LearnersA student receiving special education services may receive instructional and assessmentaccommodations. The ARD/IEP committee must document instructional and assessmentaccommodations in the student’s IEP. See the Texas Education Agency forTexas Student Assessment Accommodations information.Instructional Strategies/ActivitiesReadingIdentifying Similarities and DifferencesGraphic Organizers-Comparing PurposesHave students use the following organizer to compare and to contrast various texts. Students can use a similarstructure in their Literacy Notebooks to compare texts they are reading. See Comparing Purposes in Resources.InformPersuadeInspirePersonal expressionEntertainTitle Reader’s Purpose Reminds me ofCues, Questions, and Advance OrganizersComprehension Cues (ELA.7.Fig19C)Assist students in monitoring their own comprehension by providing students with cues to activate their thinking. I was distracted by _____________ I got stuck when ______________ I was confused today because ______________ I had a hard time understanding _____________See Burke’s Tools for Thought and the English Companion website in Resources. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 8 of 12

Instructional Strategies/ActivitiesHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLCooperative LearningGraphic Organizer- Graphical Components Evaluation Chart (ELA.7.12B)Have students form groups of 3-4. Present each group with an expository text containing a graphical component. Havestudents evaluate the graphical component using an evaluation chart. Once students have completed the evaluation,encourage students to create a summary of the information presented in the graphical component.Title:Characteristic Yes/No TextualEvidencePurpose: Does the graphical element have a specificpurpose?Information: Does the graphical element provide theaudience with important information?Appearance: Is the graphical element an appropriatesize?Is it easy to understand?Summary:See Resources for a Graphical Components Evaluation Chart template.Summarizing and Note TakingGraphic Organizers- Main Idea and Supporting Details (ELA.7.10A)Striving students may require a visual means to record the main idea and supporting details of a text.Title:Main Idea:Detail:Detail:Detail:See Main Idea and Supporting Details in Resources.Summarizing and Note TakingSummary FramesSummary Frames are a series of stems or questions designed to highlight important information within a text. Theframes are specific to the type of text. Students must discern the organizational pattern before applying a SummaryStem. See Summary Frames and the Putting the Pieces Together- Marzano website in Resources.Summarizing and Note Taking6 Step Paraphrasing1. Set a purpose for reading: To find essential or most important information.2. Read the passage and underline or highlight information that will help answer the question.3. Reread underlined/highlighted text.4. Put aside the text.5. Restate underlined or highlighted material in your own words.6. Read your paraphrase. Does it restate the highlighted/underlined text in your own words? If not, rewrite.See 6 Step Paraphrasing in Resources. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 9 of 12

Instructional Strategies/ActivitiesHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLCues, Questions, and Advance OrganizersGraphic Organizers- Dialectical Journal: Nonfiction AnalysisUse Dialectical Journals as a method for annotation and commentary. Students record text evidence on the left, notethe context in the center, and create an inference or commentary about the text on the right.EvidenceQuotation from textInference-CommentaryChoose one of the following prompts to respond to:- This makes me think…- I agree/disagree with this because…- I picture this as…- This is like…(related concept) because…See Dialectical Journal- Nonfiction Analysis in Resources. See Laying the Foundation: A Resource and Planning Guidefor PreAP English Grade Seven in Resources.WritingCooperative LearningWriting GroupsUse Writing Groups as a means for students to brainstorm expository topic ideas and later as a method for revising andediting. Groups should contain 3-4 members to ensure equal talk-time and participation. Consider having studentsdiscuss the purpose and importance of the writing process, including prewriting, organization, etc. Create rubrics forappropriate group behavior and develop meeting times. See the RubiStar website in Resources.Cues, Questions, and Advance OrganizersCreating Effective Thesis Statements (ELA.7.14B, ELA.7.17A.ii)This strategy illustrates how to form thesis sentences through the use of cues and questions to prompt student thought.Thesis statements take a position of some type; they are never simply facts. Asking students what an article or text isabout often leads to one word answers such as war, love, or school. Asking students what an author believes about asubject can lead them to create complete thesis sentences. See Laying the Foundation: A Resource and PlanningGuide for PreAP English Grade Seven in Resources.Cues, Questions, and Advance OrganizersUsing Quotations EffectivelyThis strategy provides ideas for integrating quotes effectively as support for a thesis or assertion, includingdocumentation of and commentary on the quote. See Laying the Foundation: A Resource and Planning Guide forPreAP English Grade Seven in Resources.Cues, Questions, and Advance OrganizersGraphic Organizer- Outline NotesHave students complete an outline to organize and visually measure the amount of support each idea within the essayhas. Remind students that an effectively supported idea has several details and facts to support it. After completing theoutline, instruct students to answer the following questions: Do I have sufficient evidence to support my ideas? Do I need to change the order of my major points?See Outline Notes and Burke’s Tools for Thought in Resources.Homework and PracticeCompound Sentences- FANBOYS (ELA.7.14C, ELA.7.19C)FANBOYS is an acronym to assist students in remembering coordinating conjunctions:F- for B- butA- and O- orN- nor Y- yetS- so - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 10 of 12

Instructional Strategies/ActivitiesHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLPresent students with model sentences from mentor texts and encourage the use of compound sentences. Create aposter to display these conjunctions as a reminder to students and have students copy these conjunctions into theirWriter’s Notebooks. See Anderson’s Everyday Editing and the Grammar Bytes- Coordinating Conjunctions website inResources.Homework and PracticeComplex Sentences- WABU WABU WATIST (ELA.7.14C, ELA.7.19B)Review subordinating conjunctions with students. WABU WABU WATIST is an acronym to assist students inremembering subordinating conjunctions:W- when W- where W-why notA- as A- after A-althoughB- because B- before T- thatU- until U- unless I- ifS-sinceT- thanPresent students with model sentences from mentor texts and encourage the use of complex sentences. Create aposter to display these conjunctions and have students copy these conjunctions into their Writer’s Notebooks. SeeAnderson’s Everyday Editing in Resources.Cooperative LearningRevision Stations (ELA.7.14C, ELA.7.17A.ii, ELA.7.19A.viii)Consider placing revision stations around the classroom. Have one station for sentence variety, one for thesisstatements, and one for transitions. At each station have students complete a questionnaire with a partner and reviseeach element based on the lessons previously taught. See Revision Station Questionnaires in Resources.Cooperative LearningWriting Groups- Peer Editing Conference (ELA.7.14D, ELA.7.20A, ELA.7.20B.i, ELA.7.21A)Have students participate in an Editing Conference. See Lane’s Reviser’s Toolbox in Resources.1. Seat Writing Group members in circles.2. Trade papers in a clockwise direction.3. Focus on specific aspects of grammar, capitalization, or conventions.4. Use proof-reading symbols to suggest corrections.5. Continue with process until students receive their compositions.Correct compositions using suggestions and other self-initiated strategies.Setting Objectives and Providing FeedbackChecklistHave students complete a final checklist independently. This checklist should contain any last minute CUPS, formattingand guidelines. Remind students that CUPS stands for:C- capitalizationU- usageP- punctuationS- spellingSee Final Checklist in Resources.ResourcesAdopted Instructional Materials• Best Practices Toolkit. Illinois:McDougal Littel, 2010. Affixes pp. E14-E15 Setting a Purpose p. A7, A38• Grammar Notes DVD-ROM. Illinois:Supporting Resources• 6 Step Paraphrasing• Comparing Purposes• Dialectical Journal- NonfictionAnalysis - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting StandardProfessional Texts• Anderson, Jeff. Everyday Editing.Maine: Stenhouse Publishers,2005.• Burke, Jim. Tools for Thought.© Houston ISD Curriculum2012 – 2013Page 11 of 12

ResourcesHolt McDougal, 2010. Lesson 3: CombiningSentences Lesson 24: UsingConjunctions• Laying the Foundation a Resourceand Planning Guide for Pre-APGrade Seven. Texas: AdvancedPlacement Strategies, Inc, 2004. Creating Effective ThesisStatements p. 334 Dialectical Journals p. 328 Using Quotations Effectivelyp. 346• Literature Grade 7. Illinois: HoltMcDougal, 2010. Click here for a listof suggested texts and resources.• Resource Manager Grade 7. Illinois:Holt McDougal, 2010. Click here fora list of differentiation activities andresources.• SpringBoard, Level 2. USA:Collegeboard, 2011. Student Exemplars Rubrics Writing Workshop 6• Writing Coach Grade 7. NewJersey: Pearson, 2012. Expository Examples p. 148-152 Expository Rubric p. 168• WriteSmart DVD-ROM. Illinois: HoltMcDougal, 2010. Interactive Graphic Organizers Interactive Student Models• ELA Best Practices MS• Final Checklist• Graphical Components EvaluationChart• Main Idea and Supporting Details• Organizational Patterns forExpository Texts• Outline Notes• Revision Station Questionnaires• Summary Frames• Transition Chart• Transition Words and StrategiesHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLNew Hampshire: Heinemann,2002. Outline Notes p. 156• Lane, Barry. Reviser’s Toolbox.Vermont: Discover Writing Press,1999.Online Resources• English Companion(Website based on the work ofJim Burke)• Grammar Bytes- CoordinatingConjunctions(Website contain information oncoordinating conjunctions andcommas)• LEO- Thesis Statement(Website containing informationon thesis statements)• Organizational Pattern SignalWords(Website of signal words)• Putting the Pieces Together-Marzano(Website contains summaryframes based upon the work ofMarzano)• RubiStar(Website containing adaptablerubrics)• TEA(STAAR resources)• Texas Student AssessmentAccommodations(TEA site containsaccommodations resources) - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 12 of 12

Unit 4: Persuasive TextsUnit OverviewHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOL - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting StandardPlanning Guide User InformationTime AllocationsPersuasive Texts– This unit is designed to build skills in understanding and analyzing persuasive texts. Throughoutthe unit, students explore word parts and examine the genres of persuasive texts and media. Students analyze anauthor’s message or claim, organizational patterns, persuasive techniques, and use of appeals and evidence. Studentsimprove their ability to create summaries and support inferences with text evidence.Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) (district clarifications/elaborations in italics)VocabularyUnit 41weekR ELA.7.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or otherlinguistic roots and affixes.ReadingELA.7.Fig19C Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; makingtextual, personal, and world connections; visualizing).R ELA.7.Fig19D Make complex inferences about text and use textual evidence to support understanding.S ELA.7.11A Analyze the structure of the central argument in contemporary policy speeches (e.g., argument by causeand-effect,analogy, authority) and identify the different types of evidence used to support the argument.S ELA.7.11B Identify and analyze such rhetorical fallacies as ad hominem, exaggeration, stereotyping, or categoricalclaims in persuasive texts.S ELA.7.13A Interpret both explicit and implicit messages in various forms of media.S ELA.7.13C Evaluate various techniques used in media to influence and inform audiences. English Language Proficiency Standards (ELPS)• ELPS C.1g Demonstrate an increasing ability to distinguish between formal and informal English and an increasingknowledge of when to use each one commensurate with grade-level learning expectations.• ELPS C.1h Develop and expand repertoire of learning strategies such as reasoning inductively or deductively,looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learningexpectations.• ELPS C.2e Use visual, contextual, and linguistic support to enhance and confirm understanding of increasinglycomplex and elaborated spoken language.• ELPS C.4f Use visual and contextual support and support from peers and teachers to read grade-appropriate contentarea text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, andbackground knowledge needed to comprehend increasingly challenging language.College and Career Readiness Standards (CCRS)• CCRS 1.A4 Recognize the importance of revision as the key to effective writing. Each draft should refine key ideasand organize them more logically and fluidly, use language more precisely and effectively, and draw the reader to theauthor’s purpose.• CCRS 1.A5 Edit writing for proper voice, tense, and syntax, assuring that it conforms to standard English, whenappropriate.• CCRS 2.A4 Draw and support complex inferences from text to summarize, draw conclusions, and distinguish factsfrom simple assertions and opinions.Key Concepts• genre– expository nonfiction(persuasive texts and speeches)• reading process• graphical components• stylistic elements• text features© Houston ISD Curriculum2012 – 2013Page 1 of 8

Academic Vocabulary• argument• ethos• inferenceEssential Understandings/Guiding Questions• logos• pathos• organizational patternHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOL• persuasive techniques• rhetorical fallacy• Word roots and affixes provide the foundation to discover the meaning of unfamiliar words1. What is the difference between a prefix and a suffix?2. How do affixes affect the meaning of a word?3. Why is it important to understand the root of a word?• Discovering the organizational pattern of an expository text assists readers in locating and understanding specificinformation within the text.1. What are the various organizational patterns?2. How do organizational patterns affect the information in a text?4. How does knowing the organizational pattern of a text help a reader?• Expository writing is structured through the use of an organizational pattern with a thesis statement and supportingtopic sentences.1. What is the function of a thesis?2. How do topic sentences support thesis statements?3. How do organizational patterns affect a piece of writing?• Sentence fluency can be developed in a writing piece by using appropriate conjunctions to construct a variety ofsentences.1. How are coordinating and subordinating conjunctions used in writing?2. How does a variety of sentences affect a writing piece?1. What is sentence fluency?Assessment Connections• Teachers conduct assessments to ascertain students’ understanding of persuasion and rhetorical fallacies. Selectone of two:Formative Assessment- Poem for Two Voices or Formative Assessment- Famous WordsTexas English Language Proficiency Assessment System (TELPAS): End-of-year assessment in listening,speaking, reading, and writing for all students coded as LEP (ELL) and for students who are LEP but have parentaldenials for Language Support Programming (coded WH). For the Writing TELPAS, teachers provide five writingsamples – one narrative about a past event, two academic (from science, social studies, or mathematics), and twoothers.Instructional ConsiderationsThis Curriculum Unit Planning Guide is designed to support HISD teachers in planning daily lessons that meet the needsof students based on data generated during the school year. Teachers should utilize data to individualize instruction andto select focus genres and objectives. To ensure effective planning and instruction, refer to the components outlined bythe Houston ISD Instructional Practice Rubric.The Everyday excELLence Literacy Routines offer further support for ELLs through a range of research-basedinstructional routines and practices.VocabularyPrerequisitesStudents should possess basic dictionary skills and be able to note new or unfamiliar words independently whenlistening to or reading selections and to initiate further inquiry into their meaning(s).Background Knowledge for TeacherAddress the vocabulary objectives throughout the unit. Continue to develop students’ vocabulary through the use ofVocabulary Notebooks. Continue using Marzano’s Six-Step Process to introduce vocabulary pertinent to student - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 2 of 8

Instructional Considerationsunderstanding. See ELA Best Practices MS in Resources. (ELA.7.2A)HISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLContinue to incorporate affixes and root word analysis into daily vocabulary routines. See the Prefixes & Suffixeswebsite and Best Practices Toolkit in Resources. (ELA.7.2A)ReadingInstructional Accommodations for Diverse Learners For ELLs who are literate in their first language, the study of cognates can greatly accelerate theirprogress in acquiring English. See Resources for a List of English Spanish Cognates. (ELPS C.2e)PrerequisitesStudents should have prior knowledge relating to purposes for reading.Background Knowledge for TeacherThis unit examines persuasive texts. In preparation for building background knowledge, collect various types ofadvertisements from newspapers, magazines, and the Internet. See My Ad Council, Ad Flip, and Literature Grade 7 inResources.Have students work in discussion groups to discuss and analyze texts. Discussion groups offer students a cooperativelearning environment to foster analysis and discussion. Remind students to record all learning in their LiteracyNotebooks. See ELA Best Practices MS in Resources.Be sure to consider the Lexile levels of your students when selecting texts. See Literature Grade 7 and the AmericanRhetoric Online Speech Bank website in Resources for possible selections. Use topics such as violence in movies, gunlaws, environmental issues, or other debatable subjects as possible topics.Textbooks, news articles, and other print materials that students encounter during this unit provide reading aids such aschapter reviews, vocabulary words, visuals, and background information to help students comprehend the reading.Assist students in previewing texts using previewing aids. This sets purposes for reading and helps build priorknowledge while providing insight into texts’ content. Model the process for students using a Think-Aloud. See ELABest Practices MS, Best Practices Toolkit, and LeMaster’s Critical Reading: Deep Reading Strategies for ExpositoryTexts Teacher Guide 7-12 in Resources.Use mentor texts to model connecting, visualizing, and questioning a text through a Think-Aloud. This method illustratesthe process good readers go through as they read. Be sure to use cues where appropriate.Some texts present great challenges for readers and cannot be fully understood in one reading. Therefore, studentsmust develop the habit of rereading in order to clarify sophisticated ideas presented in the texts. See LeMaster’s CriticalReading: Deep Reading Strategies for Expository Texts Teacher Guide 7-12 in Resources. (ELA.7.Fig19C)Another effective way to teach students to monitor their comprehension is to have them color-code the text. Colorcodingcomprehension has many benefits: It provides the reader with a purpose. It motivates the reader to concentrate in order to come up with as few pink-highlighted passages as possible. It shows the reader where to slow his or her pace. It alerts the reader to the importance of context in trying to make meaning. It encourages the reader to revise his or her comprehension while reading.See Color Coding Strategy in Instructional Strategies. (ELA.7.Fig19C)Assist students in comparing/contrasting characteristics of expository and persuasive texts. Continue to have studentsuse their Literacy Notebooks to record information and ideas. To increase student retention, have students work ingroups or pairs to complete a Venn Diagram. See Venn Diagram and ELA Best Practices MS in Resources. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 3 of 8

Instructional ConsiderationsHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLReview text features and organizational patterns present in persuasive texts. Focus instruction on utilizing thestructures and organizational aids to locate and organize information (in notes or in graphic representations) for recall,study, and further analysis. See Organizational Patterns for Informational Texts and Literature Grade 7 in Resources.(ELA.7.11A)Explain persuasive techniques (rhetorical devices) found in media and persuasive texts. Emphasize that somepersuasive techniques are stylistic (diction, repetition, allusions, tone, similes, metaphors, imagery, syntax) and othersare content-based (facts, opinions, statistics, testimonials). Reiterate that the purpose of all devices is to influence anaudience. For students who may need more scaffolded instruction, provide students with a condensed list. SeePersuasive Techniques in Resources.Focus on developing knowledge and skills that enable students to deconstruct various forms of persuasive texts. Beginby having students examine media to develop background knowledge of persuasive techniques. Define media. Remindstudents that media includes radio, films, newspapers, periodicals, and television. Use the Media Study- PersuasiveTechniques in Commercials to build background knowledge. See Literature Grade 7 in Resources.Instructional Accommodations for Diverse Learners To support ELLs ability to distinguish between formal and informal language used in media, usestructured conversation activities such as Perspective-Based Activities and Reciprocal Teaching. SeeSeidlitz’s Navigating the ELPS in the English Language Arts and Reading Classroom in Resources.(ELPS C.1g)Remind students that elements found in media have a purpose. To be active recipients, students must become awareof the techniques and devices used in media to influence an audience. Have students focus on specific questions whenreviewing the elements of print media. See Media Element Questions in Instructional Strategies and the Technologyand Inventions- Media website in Resources. (ELA.7.13A, ELA.7.13C)To scaffold student learning, review devices students are familiar with: facts, opinions, and connotations. Review thedifferences between facts and opinions. Use mentor texts to illustrate various examples emphasizing how the authoruses facts and opinions to support his/her position. See Think-Pair-Share- Facts and Opinions in InstructionalStrategies and Best Practices Toolkit in Resources.Have students discuss the following questions through the Think-Pair-Share: How does the author use facts or opinions to explain his/her thinking? What are these facts and opinions supposed to make the reader think? How effective were the facts and opinions in supporting the main topic?Reinforce the idea that though authors and speakers use a variety of means to influence an audience, typically anauthor’s thesis or claim is centered around a specific argument. The structure of the argument supports the thesis andallows the author/speaker to present his/her message and evidence in an organized fashion. Authors also consideropposing viewpoints and refute them by providing counterarguments. See Literature Grade 7, and Resource ManagerGrade 7 Unit 8 in Resources. (ELA.7.11A)Types of arguments include: Inductive reasoning- argument by cause-and-effect, argument by analogy, and argument by authority Deductive reasoning- argument by generalizationIn addition to identifying the type of argument an author uses, readers must also be aware of the rhetorical fallacies anauthor uses. Rhetorical fallacies include: ad hominem, circular reasoning, categorical claims, exaggeration,generalization, and stereotyping. See the University of Texas at Austin- Undergraduate Writing Center and RhetoricalFallacies websites, Literature Grade 7, and Resource Manager Grade 7, Unit 8 in Resources. (ELA.7.11B) - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 4 of 8

Instructional ConsiderationsHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLDefine the persuasive appeals: emotional (pathos), logical (logos), and ethical (ethos). Form discussion groups toidentify and analyze appeals found in mentor texts. See Persuasive Appeals in Instructional Strategies and Laying theFoundation: A Resource and Planning Guide for PreAP English Grade Seven in Resources.Reiterate that by identifying and analyzing the persuasive techniques an author uses, students are better able to identifythe persuasive appeal being employed. Remind students that in identifying the appeal, they are better able to recognizethe influence the appeal has on an audience and make inferences regarding the author’s purpose. For example, byemploying an emotional appeal (pathos), the author attempts to override an audience’s logic by bringing emotion to theforefront. When employing a logical appeal (logos), an author may attempt to convince an audience with fact-baseddiscussions. Sometimes authors may include false facts or rhetorical fallacies to make their point if accurate facts areunavailable or do not support their position. (ELA.7.11B)For further practice analyzing persuasive techniques and appeals, see Laying the Foundation: A Resource andPlanning Guide for PreAP English Grade Seven, Literature Grade 7, and Resource Manager Grade 7 Unit 8 inResources. Supply students with a log to record their thinking. See Persuasion is All Around You in Resources.Formative Assessment- To ascertain students’ understanding of persuasion and rhetorical fallacies. Select one of two:Formative Assessment- Poem for Two Voices or Formative Assessment- Famous Words.To evaluate the effectiveness of a persuasive text, students must be able to ascertain the validity of an author’s claims.Valid evidence provides reliable support for an argument. Many times speakers use evidence that is not credible toprove their arguments and to connect with their audience. Students must also evaluate evidence that may be compiledfrom their own research. See Analyzing an Author’s Evidence and LeMaster’s Critical Reading: Deep ReadingStrategies for Expository Texts Teacher Guide 7-12 in Resources. (ELA.7.Fig19D)Once students have discussed the various elements, have students compare and evaluate the persuasive techniqueseach author employs. Encourage students to record their thinking on a Comparison Matrix. See Persuasive TextsComparison Matrix in Instructional Strategies. These can be recorded in students’ Literacy Notebooks. (ELA.7.Fig19D)Instructional Accommodations for Diverse Learners Preteach and scaffold the academic language and vocabulary needed to develop graphic organizers.Model creating each graphic organizer so that students become independent and learn the different typesand purposes and use them when needed. (ELPS C.1h, ELPS C.4f)As students become more adept at recognizing and evaluating persuasive techniques and appeals, have studentsdeepen their analysis by annotating and commenting on the pieces they have read. The annotations and commentarycan be kept in their Literacy Notebooks. See Dialectical Journal: Persuasive Analysis in Instructional Strategies.(ELA.7.Fig19D, ELA.7.11A, ELA.7.11B)STAAR Connection- Creating assessment items that have the same or similar stems helps students prepare for theSTAAR exam. The Texas Education Agency has provided a helpful resource page that can be accessed at the mainTEA website.Instructional Accommodations for Diverse LearnersA student receiving special education services may receive instructional and assessmentaccommodations. The ARD/IEP committee must document instructional and assessmentaccommodations in the student’s IEP. See the Texas Education Agency forTexas Student Assessment Accommodations information. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 5 of 8

Instructional Strategies/ActivitiesReadingHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLCues, Questions, and Advance OrganizersColor Coding Strategy (ELA.7.Fig19C)Provide students with one yellow and one pink highlighter. Students read a passage with the highlighters in hand andhighlight every word in the text using yellow for words, phrases, sentences, or entire passages they understand andpink for things they do not understand. See Deeper Reading: Comprehending Challenging Texts, 4-12 in Resources.Cue, Questions, and Advance OrganizersMedia Element QuestionsAs students examine examples of media, allow them to use these questions to guide their analysis:General1. What product or service is being advertised?2. Who is the sender of this ad?3. Who is the intended audience for this advertisement?Color4. Is color important to this ad?5. What mood is created by the color in this ad?Layout6. How does the layout of the title, subheading, and print effect the presentation?7. Is there a lot of blank space or are the elements crowded?Graphics/Images8. How do graphics add to the presentation?9. Do graphics include famous or beautiful people?10. How do the characters attract the audience?Language/Phrasing11. Is the language/phrasing appropriate? Why or why not?12. How does the language grab the audience’s attention?13. How are the graphics and language connected?See Resources for a Media Element Questions template.Cooperative LearningThink-Pair-Share- Facts and Opinions (ELA.7.10B)This cooperative learning strategy involves students forming pairs to discuss specific topics. This strategy ensures thatthe whole class participates. Steps involve:1. Teacher poses a question or topic.2. Students stop to think about the question or topic.3. Students form pairs.4. Partner 1 speaks for a given amount of time.5. Partner 2 speaks for a given amount of time.6. Teacher calls on students to share what their partner said.See the Lighthouse Initiative website in Resources for more information.Cues, Questions, and Advance OrganizersGraphic Organizers- Persuasive AppealsThis graphic organizer allows students to identify examples of ethos, pathos, or logos evident in a persuasive piece.Ethos Pathos LogosSee Laying the Foundation: A Resource and Planning Guide for Pre-AP English Grade Seven in Resources. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 6 of 8

Instructional Strategies/ActivitiesHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLSimilarities and DifferencesGraphic Organizers- Persuasive Texts Comparison Matrix (ELA.7.Fig19D)Once students have discussed and analyzed the persuasive texts, instruct students to create a visual representation ofthe similarities and differences of persuasive techniques used in each text, then evaluate their effectiveness.Persuasive Techniques andAppeals UsedEvaluate: Effective? Y / NEvaluate: Effective? Y / NText AText BSimilaritiesDifferencesExplain your reasoning:SimilaritiesExplain your reasoning:DifferencesSee Persuasive Texts Comparison Matrix and Marzano’s Classroom Instruction that Works in Resources.Cues, Questions, and Advance OrganizersGraphic Organizers- Dialectical Journal: Persuasive Analysis (ELA.7.Fig19D, ELA.7.11A, ELA.7.11B)Use Dialectical Journals as a method for annotation and commentary. Students record rhetorical devices on the left,textual evidence in the center, and create an analysis or commentary about the text on the right.RhetoricalDevicei.e. Ad hominemor exaggerationTextualEvidenceQuote or excerptfrom textAnalysis/Relation to Media or otherGenreExample prompts to respond to:- This makes me feel…- I was persuaded/not persuaded by thisbecause…- I think this would be more effective if…- This is like…(related concept)because…See Dialectal Journal: Persuasive Analysis and Laying the Foundation: A Resource and Planning Guide for PreAPEnglish Grade Seven in Resources.ResourcesAdopted Instructional Materials• Best Practices Toolkit. Illinois:McDougal Littel, 2010. Facts and Opinions p. A29,A61 Setting a Purpose p. A7, A38• Laying the Foundation a Resourceand Planning Guide for Pre-APGrade Seven. Texas: AdvancedPlacement Strategies, Inc, 2004. Analyzing an Argument p. 228 Analysis of Rhetoric-Persuasion andArgumentation p. 156 Dialectical Journals-Interpreting Logical andEmotional Appeals p. 222 Persuasive Appeals p. 154Supporting Resources• Analyzing an Author’s Evidence• Dialectal Journal: PersuasiveAnalysis• ELA Best Practices MS• List of English Spanish Cognates• Media Element Questions• Organizational Patterns forInformational Texts• Persuasion is All Around You• Persuasive Techniques• Persuasive Texts ComparisonMatrix• Venn DiagramProfessional Texts• Marzano, Robert. ClassroomInstruction that Works. NewJersey: Pearson, 2001. Comparison Matrix p. 19• LeMaster, Jonathan. et al. CriticalReading: Deep ReadingStrategies for Expository TextsTeacher Guide 7-12. California:AVID Center, 2009. Analyzing an Author’sEvidence p. 137 Previewing Reading Aidsp. 18 Rereading: Checking forUnderstanding p. 50 - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 7 of 8

Resources• Literature Grade 7. Illinois: HoltMcDougal, 2010. Click here for a listof suggested texts and resources.• Resource Manager Grade 7. Illinois:Holt McDougal, 2010. Click here fora list of differentiation activities andresources.HISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOL• Seidlitz, John and Valerie Auer.Navigating the ELPS in theLanguage Arts and ReadingClassroom. California: CanterPress, 2010.Online Resources• Ad Flip(Website containing variousexamples of advertisements)• American Rhetoric Online SpeechBank(Website contains speeches andvideos)• Lighthouse Initiative(Website contains Pre-APstrategies)• My Ad Council(Website containing variousexamples of advertisements)• Prefixes & Suffixes(Website contains affix lists andgames)• Rhetorical Fallacies(Website contains information onthe rhetorical fallacies)• TEA(STAAR resources)• Technology and Inventions-Media(Website contains information onanalyzing media)• Texas Student AssessmentAccommodations(TEA site containsaccommodations resources)• University of Texas at Austin-Undergraduate Writing Center(Website contains examples anddefinitions of rhetorical terms andfallacies) - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 8 of 8