This curriculum map is a work in progress.  Many factors influence this map.

English 7

This curriculum map is a work in progress.  There are many factors that influence the timing of each unit. This unit is approximately 4 weeks.

This unit, focuses on the historical era of industrializing America, builds students’ background knowledge about what working conditions are and how they affect workers. The unit begins with a lesson that engages students in the guiding questions about working conditions that connect all three units in the module. Students then read the novel Lyddie, about a girl who goes to work in the Lowell mills, with an emphasis on CCLS RL.7.3, which is about how plot, character, and setting interact in literature.

As students read the novel, they build their stamina and capacity for independent reading of complex texts. In class, they do a variety of close reading, fluency, and vocabulary exercises with critical passages from the text. This work with particular passages builds the text-based discussion skills referenced in SL.7.1, as it pushes students to collaborate to analyze specific passages from the novel. For the mid-unit assessment, students read a new chapter of the book and answer selected- and  structed response items about how working conditions in the mill affect Lyddie.

In the second part of the unit, students evaluate Lyddie’s choices around joining the protest over working conditions. As students read, they track factors in her decision, and then they craft an argument about whether or not she should sign the petition. The end of unit assessment is an argument essay about this question. This essay follows a similar process to that used in Module 1, Unit 2, but it pushes students to greater independence with the process of crafting and revising an extended analytical essay. As with the Module 1 essay, the first draft is graded for content and evidence, and the second draft is graded for organization and conventions (this time with a particular focus on L.7.1, sentence structure). As students read Lyddie, they are encouraged to generate questions about how working conditions have or have not changed. These questions will drive students’ research about the modern-day garment industry in Unit 3.

• What are working conditions, and why do they matter?
• How does reading one section of a text closely help me understand it better?
• Working conditions include multiple factors and have significant effects on the lives of workers.

Closely reading and discussing one excerpt of a longer text helps to deepen your understanding of the text as a whole.

• Students will be able to analyze the interaction of literary elements of a story or drama. (RL.7.3)
• Students will be able to  cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
• Students will be able to use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
• Students will be able to effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1)
• Students will be able to analyze the interaction of literary elements of a story or drama. (RL.7.3)
• Students will be able to determine the meaning of words and phrases in literary text (figurative, connotative, and technical meanings). (L.7.4)
• Students will be able to express my own ideas clearly during discussions. (SL.7.1)
•  Students will be able to analyze the interaction of literary elements of a story or drama. (RL.7.3)
• Students will be able to cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
• Students will be able to use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
• Students will be able to effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1)
• Students will be able to explain how ideas clarify a topic, text, or issue. (SL.7.2)

• Students will be able to cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)

• Students will be able to analyze the interaction of literary elements of a story or drama. (RL.7.3)

• Students will be able to use a variety of strategies to determine the meaning of unknown words or phrases. (L. 7.4)

• Students will be able to effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues (SL.7.1)

infer, explicitly, implied, synthesize, compensation, environment, harassment, discrimination, unions, child labor, forced labor, fair working conditions

dubious (10), noxious (13), transaction (14), loom (14), fallow (16), gaping (17), tavern (18), haughty (19), homespun (20)

effect, affect, explicitly, implicitly, infer; tavern (18), homespun (20), garment (23), servitude (23), comrade (25), mean (27), secretive (29), calicoes (29), anxieties (31), practiced skill (32), fugitive (33), diminish (43), enormity (43), leaden (43)

characterization, strengths, weaknesses, hardships, hopes; manufacture (39), intrusion (40), intruder (39), conveyed (40), notions (40), penniless (42), snare (43), grimaced (44), impertinent (44), burden (44), obliged (47), alight, hapless (49), stout (50), boardinghouse, foreboding (51)

Group Synthesis

Reader's Notes

Common Core Protocols

Socrative Questioning

Graphic Organizers

Thinking Map

Quizzes

Judy Dodge Differentitated Activities

Acrostic Poem

Mill Times, David Macaulay (PBS) 2001. (Recommended, not required).

Katherine Patterson, Lyddie (New York: Penguin
Group, 1991). ISBN 978-0-14-034981-8.

engageny.org- reading lists

https://www.engageny.org/resource/grades-6-8-ela-curriculum-appendix-1-teaching-practices-and-protocols