C191-E001B
Shimadzu's new data processor with advanced automated validation and network compatibility
Shimadzu Chromatopac Data Processor for Chromatography
Enhanced data processing functions in a compact unit
The data processing functionality of the highly-acclaimed Chromatopac line is now even more advanced. The superior C-R8A Chromatopac Data Processor is equipped with improved automated validation functions and network compatibility.
Inherits the proven Shimadzu Chromatopac algorithms
The numerous peak processing functions and quantitative calculations from previous models (C-R4A, C-R5A, C-R7A) are included in the C-R8A.
Includes automated validation functions
The hardware validation software (accessed with the VP key) supports GLP/GMP and ISO requirements.
Supports full network capability
The C-R8A includes a high speed RS-232C port (19,200 bps) as standard for networking through CLASS-Agent and Chromatopac Manager software programs.
Designed for universal applications
Both novices and experts can make full use of the C-R8A's considerable functionality.

Chromatopac

Flexibly accommodates both stand-alone and networked systems
Both RS-232C and fiber optic interfaces (one each) are provided as standard equipment. Connection to a PC and to analytical instruments is easily accomplished.
Accessory terminal Signal input terminal RS-232C terminal Fiber optic terminal
The standard floppy disk drive supports both MSDOS and Chromatopac formats! Data conversion is now even easier.
PC Network Configuration Example
Server: Windows NT / 2000 Server + SQL Server / oracle

Office

Laboratory
Automated collection functions using Agent
Ethernet Approval, reprocessing instrument: Windows 95/98/NT/2000

CLASS-VP + CLASS-Agent

LCMSsolution + CLASS-Agent
Execute authorization GCsolution + CLASS-Agent GCMSsolution + CLASS-Agent
Review chromatograms/perform statistical analysis

Features

Basic Functions
The renowned Chromatopac data processing functions have now been further enhanced
The Chromatopac's peak processing and quantitation
algorithms are pivotal to all C-R8A functions. This realtime, multitasking operating system ensures both the unerring acquisition of broad or sharp peaks as well as the accurate and precise calculation of peak area and retention time.
Asynchronous data processing can be performed on

up to 2 channels.

Ease of Operation
Operation is easy with a 2-level menu and navigation Help
Switch from a Typical menu. displaying the minimum required analysis parameters. to a
Detailed menu, containing advanced settings. Perform only the operations necessary for the analytical requirements.
Menus contain different analysis parameter levels Basic Menu Peak Processing Parameters Quantitation Parameters ID Table Detailed Menu Peak Processing Parameters Quantitation Parameters ID Table Comment Time Program Event Program Option Parameters Plot Parameters Report Parameters Multi Standards
A newly added navigation Help feature greatly eases
the learning curve, for quick mastery of the operations.

Data Storage

Increased main unit memory capacity, floppy drive and high performance AF paper printer. all standard
With greatly increased internal memory (1 MB over the

previous model) and a floppy disk drive supporting both MS-DOS and PAC format, all data can be easily stored. Naturally, all data from previous Chromatopac models can be read.
In addition to economical thermal paper, the printer
also supports the use of AF (Anti-Fade) paper, which can be stored without fading for at least 20 years.

Automation

Analysis can be further automated with Chromatopac BASIC programming
Using Chromatopac BASIC programs, a wide range
of system functions can be automated, such as: controlling peripheral accessories, monitoring the instrument status, performing calculations based on analysis results, creating analysis reports, and transmitting data to a higher level PC.
Passwords can be used to lock analysis files or BASIC

programs.

Switch between sampling lines with a pretreatment
program, and control external accessories prior to the start of analysis.

GC (with valve unit)

PRG-102A

Convenient Functions

The C-R8A is loaded with useful functions, including continuous automated reprocessing and keyboard history
Continuous Reprocessing Command Allocation
Command Allocation example: rewrite an analysis file at the touch of a key

Preparation

COMMAND 1 completes rewrite
Compile registration file
The C-R8A comes with a wide variety of convenient functions, such as continuous automated reprocessing
of acquired data, recall of previous keyboard entries, and access to a keyboard history of editing operations.
Using the Command Allocation function, up to 20 BASIC commands can be assigned to the keyboard
numeric keys, for the simplest command execution.

Documentation

Basic Operation Manual, Pocket Reference and detailed User's Manual on CDROM all included
Operational procedures, as well as the many functions, are thoroughly explained in the Basic Operation Manual and the detailed User's Manual on CD-ROM*. The Pocket Reference serves as a convenient guide when detailed procedures are not required. The CD-ROM allows keyword searches for the fast, easy location of functions.
* PDF file format: requires appropriate reader program
Enhanced automated validation functions facilitate regulatory compliance
VP key provides validation support

System Information

One-touch access to system program version information, instrument serial number, validation results.

Operation Log

Displays the operating status of each channel (analysis status, BASIC program/Event program/Pretreatment program operation status), and keeps a log of keyboard operations.

Error Log

If an error is generated, it is recorded in the instrument log so you can determine the appropriate remedial measures.
Hardware validation support
The C-R8A includes hardware validation software, which is easily executed using a preset procedure. The validation results. which can be recorded in the instrument. are compiled in a fixed report format for simple verification and storage.
Software validation support
The C-R8A incorporates software validation functionality. Basic validation is executed by simply selecting a menu item. These validation results are also compiled in a fixed report format, allowing for simple verification and storage.
System Configuration Examples
The Chromatopac C-R8A can be used in the following types of system configurations.
1. Digital link using optical cable (Processing for up to 2 channels)
Digital data transmission between the C-R8A and a system with a fiber optic cable connection (for example, SCL-10Avp) requires only the fiber optic cable. Data processing can be performed for up to 2 channels in this configuration. *1
*1 Only one system can be connected by digital link. In this configuration, data processing can be conducted for either 1 channel Fiber optic cable or 2 channels

simultaneously.

Instrument supporting digital link
2. Analog signal line connection (Processing for up to 2 channels)
Conventional detectors are normally equipped with an analog output terminal, so all that is required is an analog signal line connection to the C-R8A for asynchronous data processing for up to 2 channels. In this configuration, processing for the second channel requires an optional 2-channel board.

2-channel board option

Analog signal line CH1 Instrument with analog signal output

Analog signal line CH2 Instrument with analog signal output
3. Connection using fiber optic cable and analog signal line (Processing for up to 2 channels)
The C-R8A comes equipped with both an analog signal output terminal and a fiber optic cable terminal, enabling the type of configuration shown in the following figure (for asynchronous data processing for up to 2 channels).

Fiber optic cable

Data Management and Reprocessing using a PC

Chromatopac Manager

The C-R8A contains a high speed RS-232C board (19,200 bps). System configurations can include a PC when the Chromatopac Manager is also installed.
One PC can be connected to up to 8 analytical systems.
C-R8A data can be managed and re-analyzed from a PC.
Automated collection and conversion of analytical data
Data transmission to a PC is greatly facilitated. Data from the C-R8A can be automatically collected by the PC, and simultaneously converted to ASCII file format.
Data management and reprocessing from a PC
Data collected by a PC can be re-analyzed using the Chromatopac Manager software installed on the PC. The data can then be opened in commercial software applications (such as MS-Excel) for convenient report generation.
For details, refer to the Chromatopac Manager brochure (C189-E026).
Database Management Software Simplifies Network Usage

CLASS-Agent

The CLASS-Agent database management software handles data from the C-R8A (as well as previous Chromatopac versions) over a network.

System Configuration

Also supports real client/server systems.
C-R8A data, including analysis results, are efficiently managed in a database.
Analysis results automatically registered in the database
Data generated by an LC, GC, or balance are automatically collected and registered in the database, for easy management of large amounts of data.
Full data search functionality
The built-in data search functionality quickly locates desired data.
GLP/GMP support functions
Security is ensured by limiting data review according to users. Audit trail functionality is provided through automated maintenance of an operation log.
For details, refer to the CLASS-Agent Software brochure (C180-E056).

Optional Accessories

Various accessories are available for the C-R8A.

PC-55N 2-channel board

(Part Number 223-03507-91)
Required for performing dual channel simultaneous processing.

PC-57N 3-channel optical link interface
(Part Number 223-03727-91)
Optional fiber optic link board equipped with 3 channels.

PC-16N Digital I/O board

(Part Number 221-21193-91)
Equipped with 8 digital signal inputs (input current 0.20 mA) and 8 digital signal outputs (lead relay contact point outputs), this board is used for delivering and receiving signals and for remote instrument control. Up to 4 digital I/O boards (32 inputs and 32 outputs) can be used.

PC-17NS Interface

(Part Number 223-04593-91)
Required for connection of the PRG-102A Controller.
PRG-102A External Instrument Controller
(Part Number 221-17084-90)
Build an automated analysis system. Connect the PRG-102A to the C-R8A to control solenoid valves, gas sampling valves, backflush valves, etc., and perform operations such as automated sample injection, column switching and signal switching. Power relay contact outputs: 5 (3 of which are designated for standard valves) Miniature relay contact outputs: 3 Note: The PRG-102A requires a PC-17NS interface (2 PRG-102A units per PC-17NS).
SEL-2 Input Selector (with remote switch)
(Part Number 221-26823-90)
Connects up to 4 chromatographs at a time, selecting one of the signals for collection. It can also start a Chromatopac placed up to 5 meters away. (As there is no Stop switch, the Chromatopac must be stopped either by specifying a time with the STOP.TM command or by manually pressing the STOP key on the Chromatopac.
The C-R8A unit is equipped with 2 option slots for the installation of optional boards.

C-R8A Specifications

Specifications
Number of input channels Input voltage range Peak processing Digital signal inputs: 2ch (standard) Analog signal inputs: 1ch (standard), 2ch (option) -5mV to 1V Processing peak number: About 1000 max. Minimum peak width processed: 0.04 second (width at half height) Reprocessing: With different parameters. Continuous reprocessing possible. Absolute retention time method, relative retention time method, multi-reference method, time band method, time window method, elution order method. Maximum peak number for identification: about 1000 Area normalization method, corrected area normalization method (with or without scale factor), internal standard method, multi-internal standard method, external standard method, exponential calculation method, grouping. 1-point method, 2-point method, least squares linear regression (15 points), multi-linear methods (15 points), calibration curve plot. 3.5 FDD 1 MS-DOS format: 1.44MB (2HD), 720KB (2DD) PAC format: 1.6MB (2HD), 800KB (2DD) Opt link: 1ch, RS-232C: 1ch RS-232C Cable, 5m Option slots Display 2 slots 2 slot expansion case for C-R8A LCD 40 characters 2 lines, with back light, for key board entries and status monitors Parallel thermal head system Chart paper: 210 mm 50m (roll type), 210 mm 2000 pages (300 mm/ page, Z-folded type) Recording speed: 1 to 100mm/min Chromatopac BASIC, time program, event program, sample pretreatment program. Dynamic range: (108 for wide-range FID of the GC-17A) Integration sensitivity: 0.1 V sec. Linearity: Less than 0.1% Repeatability: Coefficient of variation: 0.1% for area, less than 0.5% for height (Conditions: 1mV peak height, 20 sec. Half value height, 1 day) Power: AC 100-240V, 10%, 50/60Hz, 30VA (normal), 70VA (maximum) Temperature: 5-35 Humidity: 30-80% (No condensation) 340W 380D About 5kg 150H mm 106 2-channel Board, PC-55N AZA-2, Auto Zero Unit, PC-70N Optical/RS-232C Interface, PC-56N 3-channel Optical-Link Interface, PC-57N Digital I/O port, PC-16N PRG-102A, Programmer Interface, PC-17NS SEL-2, Input selector Instruction Manual Set English (CD-ROM contents in hard copy) C-R8A

Mainbody

Description Part Number 223-04500-xx -32: 120V -38: 230V CE
Consumables and Optional Accessories
Description Part Number 223-04230-81 Thermal Chart Paper, Normal, 10 rolls Thermal Chart Paper, AF type, 10 rolls Thermal Chart Paper, Normal, Z-folded type Thermal Chart Paper, Anti-Fade type, Z-folded type Floppy Disk, 3.5 , 2HD, 10pcs/set Analog signal cable, 3 m (1 incl.) Fiber optic cable, 2 m RS-232C Cable, 2m RS-232C Cable, 3m

Identification

223-04231-81
Quantitative calculations

223-04232

223-04233

Calibration curve

088-58571-11 221-25536-90 070-92025-52 228-35397-92 228-35397-93 228-35397-95 223-04592-91 223-03507-91 223-01320-10

Floppy disk drive

Interfaces

Printer

223-02983-92

User programs

223-03727-91 221-21193-91 221-17084-90 223-04593-91 221-26823-90 223-04682-92

Performance

Installation Requirements

Dimensions and weight

The C-R8A conforms to CE Marking standards. CE Marking refers to instrument safety regulations used in Europe.
Data Processor for Chromatography Chromatopac
(Part Number 223-04220-xx)
Equipped with a high speed parallel printer, this multi-functional, high performance data processor features multitasking and multi-window functions. The Chromatopac C-R7A plus boast an easy-to-read large size LCD display which slides away for conserving space, and a shortcut keyboard for performing routine operations with only 10 keys. Processing is possible for 2 channels simultaneously; simultaneous screen output or switching between the channel displays is possible. Compatible with AF chart paper for long term storage of printed data, satisfying GLP/GMP requirements of up to 20 years' storage*. 64 MB hard disk drive. 3.5 floppy disk drive *When stored in a dark location at ambient temperature, ambient humidity. (For details, refer to brochure C189-E016)
SHIMADZU CORPORATION. International Marketing Division
3. Kanda-Nishikicho 1-chome, Chiyoda-ku, Tokyo 101-8448, Japan Phone: 81(3)3219-5641 Fax. 81(3)3219-5710 Cable Add.:SHIMADZU TOKYO

Bethlehem Area School District
English/Language Arts Curriculum Guide Grade 7
Updated by: Hayley Danser, Jen Lasso, Theo Loupos, Courtney Minotti, Sue Sillivan, Lee Ann Stelmak, Jody Trostle Summer 2008
Kathleen D. Bast, Supervisor of Literacy/ELA
Original Curriculum Writing Team Kathy Bast Kathy Boyd Karen Buchanan Adam Carpenter Garen Danyi Chuck Falteich Barbara Fleck Andrea Frankenfield Amy Haggerty Jo Jackson David Lebowitz Theo Loupos, Sheri Majczan Courtney Minotti Kim Reybitz Steve Riffert Ada Rodriguez Lisa Rodriguez Mary Roehrenbeck Sue Sillivan Lee Ann Stelmak 2005, under George Van Doren
English/Language Arts The following English/Language Arts Pacing Guide has been created to enable you, the teacher, to pragmatically sequence the eligible content in the areas of English and Language Arts. Included is a suggested timeline for mastery of each eligible content prior to the administration of the PSSA. Please feel free to revisit the strands as often as needed. The dates are simply benchmarks to be sure that students are getting multiple exposures to each eligible content prior to the administration of the PSSA. Your colleagues created this pacing guide in order to facilitate your craft in the classroom.
Developed by: Hayley Danser, Jen Lasso, Theo Loupos, Courtney Minotti, Sue Sillivan, Lee Ann Stelmak, Jody Trostle Summer 2008
English Language Arts Pacing Guide - Grade 7 Developed Summer 2008
Check X when complete Unit Strand Length of Unit Eligible Content
R7.A.1.1.1 R7.A.1.1.2 R7.B.2.1.1 R7.B.2.1.2 R7.B.2.2.1 R7.B.2.2.2 R8.A.1.6.1 R8.A.1.6.2 R8.A.2.3.1 R8.A.2.3.2 R8.A.2.4.1 R8.A.2.5.1 R8.A.2.6.1 R8.A.2.6.2 R8.B.3.1.1 R8.B.3.2.1 R8.B.3.3.1 R8.B.3.3.2 R8.B.3.3.3 R8.B.3.3.4 R7.A.2.1.1 R7.A.2.1.2 R7.A.2.2.2 R7.A.2.3.1 R7.B.2.3.2 R7.A.2.4.1 R7.A.2.6.1 R7.A.2.6.2 R7.B.2.2.1 R7.B.2.2.2 R7.B.3.1.1 R7.B.3.2.1 R7.B.3.3.1 R7.B.3.3.2 R7.B.3.3.3

Explore

Develop

Master

Reviewed

Writing: Narrative

Up to 9 Weeks
Writing: Informational Writing

Writing: Persuasive

R7.A.1.1.1 R7.A.1.1.2 R7.A.1.2.2 R7A.1.3.1 R7A.1.3.2 R7.A.1.4.1 R7.A.1.5.1 R7.A.1.6.1 R7.A.1.6.2 R7.A.2.1.1 R7.A.2.1.2 R7.A.2.2.2 R7.A.2.3.1 R7.A.2.3.2 R7.A.2.4.1 R7.A.2.5.1 R7.A.2.6.1 R7.A.2.6.2 R7.B.1.1.1 R7.B.1.2.1 R7.B.2.1.1 R7.B.2.1.2 R7.B.2.2.1 R7.B.2.2.2 R7.B.3.1.1 R7.B.3.2.1 R7.B.3.3.3 R7.B.3.3.4
Writing: Free Choice or Multi-Genre Project

Ongoing

R7.A.2.3.1 R7.A.2.3.2 R7.A.2.4.1 R7.A.2.5.1 R7.A.2.6.1 R7.A.2.6.2 R7.B.1.1.1 R7.B.1.2.1 R7.B.2.1.1 R7.B.2.1.2 R7.B.2.2.1 R7.B.2.2.2 R7.B.3.1.1 R7.B.3.2.1 R7.B.3.3.1 R7.B.3.3.2 R7.B.3.3.3 R7.B.3.3.4 R8.A.1.6.1 R8.A.1.6.2 R8.A.2.3.1 R8.B.3.3.3 R8.A.1.3.2 R8.A.1.5.1 R8.B.2.1.2 R8.A.2.4.1 R8.A.2.5.1 R8.A.2.6.1 R8.A.2.6.2 R8.A.1.2.2 R8.B.1.1.1 R8.B.1.2.1 R8.B.2.2.1 R8.B.3.1.1 R8.B.3.2.1 R8.B.3.3.1 R8.B.2.2.2 R8.A.1.3.1 R8.A.1.4.1 R8.B.2.1.1
Writing: Research & Oral Presentation
Writing: Response to Literature
R7.A.1.1.1 R7.A.1.1.2 R7.A.1.2.1 R7.A.1.2.2 R7.A.2.1.1 R7.A.2.1.2 R7.A.2.2.1 R7.A.2.2.2
Writing: Grammar/Mechanic/Usage /Vocabulary
Explore, Develop, Master In the English Language Arts Curriculum
Explore, develop, and master are both concrete and relative terms. Many people would say that one never really masters the writing process. However, there comes a point where we can expect the average student to be able to use a skill or concept correctly without being reminded by the teacher. Even though it might be possible (and often very clearly possible) to develop a more sophisticated use of the skill or concept a certain level of mastery has been obtained. In addition, readers should keep in mind that this document is aimed at the average student. Clearly some students will be able to go far beyond expectations -- and they should be encouraged to do so. Likewise, other students will be unable to master the skills or concepts without additional help and/or time.
Generally explore means to play around with, to see examples in text and to have the connection to their writing pointed out, to use in speech or writing if desired or appropriate to give it a try if an individual student chooses. Naturally, we take an individual student as far as he or she can go, but we dont expect that same level of performance of the entire class. Teachers will NOT develop specific lessons for the skills or concepts that are being explored. Keep it low key. Discuss the concepts as they come up. At this stage, we are beginning to develop background knowledge.
Develop means to teach explicitly. Students need guided practice with the skill or concept, within the context of writing. Teachers should provide multiple examples and model for the students. The expectation is that all students will practice and attempt to use the skill or concept in their writing. Students will NOT, however, be held accountable for using the concept correctly in on-demand writing.

Master means that the student can use the skill or concept independently in their writing and display competence appropriate for that grade level. Proficiency is expected. Students can revise and edit their writing for mastered skills or concepts without teacher assistance in over-time and on-demand writing.
Name of Course: English Language Arts Grade Level(s): Grade 7 Unit or Strand: Narrative Writing Estimated Instructional Time: up to 9 weeks For example: 2-3 weeks: introducing narrative concept and types 2-3 weeks: drafting and practice 2-3 weeks 3: edit/revise/present PA Academic Standards: 1.4.8 A Write narratives and short stories 1.5.8 A Write with a sharp distinct focus 1.5.8 B Write using well-developed content appropriate for topic 1.5.8 C Write with controlled organization 1.5.8 D Write with an understanding of the stylistic aspects of composition 1.5.8 E Revise writing after rethinking 1.5.8 F Edit writing using the conventions of language 1.6.8 A Listen to others, ask probing questions, analyze information, ideas and opinions to determine relevancy, take notes when needed. 1.6.8 B Listen to selections of literature (fiction and/or nonfiction) 1.6.8 D Contribute to discussions 1.6.8 E Participate in small and large group discussions and presentations 1.6.8 F Use media for learning purposes, describe how the media provides information that is sometimes accurate, sometimes biased, based on a point of view or by opinion or beliefs of the presenter, create a multi-media presentation for display or transmission Anchors/Eligible Content (as appropriate): R7.A.1.1.1 Identify and/or apply meaning of multiple meaning words used in text. R7.A.1.1.2 Identify and/or apply a synonym or an antonym of a word in text. R7.B.2.1.1 Identify, interpret, describe, and/or analyze examples of personification simile, metaphor, hyperbole, and imagery in text. R7.B.2.1.2 Identify, interpret, describe, and/or analyze the authors purpose for and effectiveness at using figurative language in text. R7.B.2.2.1 Identify, explain, and/or describe the point of view of the narrator as first person or third person point of view. R7.B.2.2.2 Explain, interpret, and/or describe the effectiveness of the point of view used by the author. Unit (Strand) Objectives: The student produces an effective narrative account. Enabling Objectives: Be specific Develop: Students will identify and/or apply multiple meanings of words and synonyms/antonyms. (R7.A.1.1.1, R7.A.1.1.2.) Master: Students will master use of writers craft through use of figurative language. (R7.B.2.1.1) Develop: Students will develop effective use of figurative language in narrative writing. (R7.B.2.1.2) Develop: Students will develop effective use of point of view in narrative writing. (R7.B.2.2.1, R7.B.2.2.2) Text/Resource Materials: 1. Language of Literature 2. Writers Craft 3. All Write (ESOL) 4. Read 180 5. Craft Lessons (Ralph Fletcher) 6. Picture Books 7. Teacher-created materials 8. Trade books as models of exemplary writing 9. Internet 10. Examples of student writing

Activities: 1. Writing process: Prewriting, Drafting, Revising, Editing/Proofreading, Publishing 2. Writers notebook and journal finding and growing seed ideas 3. Literature connections throughout the unit 4. Grammar connections throughout the unit 5. Paragraph writing with topic sentences and supporting details 6. Editing a sample piece (and/or student writing) -- individually, in pairs or small groups, and/or as a class 7. Revising a sample piece (and/or student writing) - individually, in pairs or small groups, and/or as a class 8. Writers style, tone and voice: Identifying methods various authors use 9. Examining and analyzing a variety of good writing (within the genre) 10. Brainstorming individually, in pairs or small groups, and/or as a class possible topics for writing story starters, visual or picture prompts, alternative points of view, creating a sequel, alternate endings 11. Developing and creating all story elements including use of graphic organizers (plot, character development, setting, and theme) 12. Creating meaningful dialogue using proper format 13. Introductions/good beginnings 14. Satisfying conclusions 15. Authors Craft 16. Use of language: showing not telling, concrete nouns, colorful adjectives, transitions, vivid verbs Assessment: Include both formative and summative 1. Student produced writing products: lists, journals, notebooks, rough drafts, polished pieces 2. Student produced multi-media products and/or presentations 3. On-demand writing prompts 4. Student/Teacher conferencing 5. Peer review sheets 6. Peer editing sheets 7. Self evaluation 8. Teacher evaluation/rubric 9. Teacher observation Extensions/Enhancements: 1. Additional self-selected writing 2. Collaborative writing with a partner or small group 3. Share narratives with lower grade levels 4. Publish class anthologies 5. Dramatic readings Remediation/Modifications: 1. Peer coaching 2. Teacher conferences 3. After school tutoring 4. Modified graphic organizers and rubrics 5. Aide from librarian/technology support personnel 6. Scaffolding of instruction (show sample papers) 7. Differentiated instruction of content, process, and/or product 8. IEP Accommodations 9. ESOL Accommodations: Refer to the ESOL Adaptations Checklist. 10. Re-teach skills in which students are having difficulty 11. Small group instruction to specific need 12. Pair students with skilled mentors 13. District sponsored intervention programs
Name of Course: English Language Arts Grade Level(s): Grade 7 Unit or Strand: Informational Writing ELA non-researched based & S.S./Science research based Estimated Instructional Time: up to 9 weeks For example: 2-3 weeks: introducing informational concept and types 2-3 weeks: drafting and practice 2-3 weeks 3: edit/revise/present PA Academic Standards: 1.2.8 A Read and understand essential content of informational texts and documents in all academic areas 1.2.8 B Use and understand a variety of media and evaluate the quality of material produced 1.2.8 C Produce work in at least one literary genre that follows the conventions of that genre 1.4.8 B Write multi-paragraph information pieces (e.g. letters, descriptions, reports, instructions, essays, articles, interviews) 1.5.8 A Write with a sharp distinct focus 1.5.8 B Write using well-developed content appropriate for topic 1.5.8 C Write with controlled organization 1.5.8 D Write with an understanding of the stylistic aspects of composition 1.5.8 E Revise writing after rethinking logic of organization and rechecking central idea, content, paragraph development, level of detail, style, tone and word choice 1.5.8 F Edit writing using the conventions of language 1.5.8 G Present and/or defend written work for publication, when appropriate 1.6.8 A Listen to others, ask probing questions, analyze information, ideas and opinions to determine relevancy, take notes when needed. 1.6.8 B Listen to selections of literature (fiction and/or nonfiction) 1.6.8 C Speak using skills appropriate to formal speech situations 1.6.8 D Contribute to discussions 1.6.8 E Participate in small and large group discussions and presentations 1.6.8 F Use media for learning purposes, describe how the media provides information that is sometimes accurate, sometimes biased, based on a point of view or by opinion or beliefs of the presenter, create a multi-media presentation for display or transmission 1.8.8 A Select and refine a topic for research 1.8.8 B Locate information using appropriate sources and strategies 1.8.8 C Organize, summarize and present the main ideas from research Anchors/Eligible Content (as appropriate): R7.A.1.6.1 Identify and/or describe the authors intended purpose of text. R7.A.1.6.2 Explain, describe, and/or analyze examples of text that support the authors intended purpose. R7.A.2.3.1 Make inferences and/or draw conclusions based on information from text. R7.A.2.3.2 Cite evidence from text to support generalizations. R7.A.2.4.1 Identify and/or explain stated or implied main ideas and relevant supporting details from text. R7.A.2.5.1 Summarize the major points, processes, and events of a nonfiction text as a whole. R7.A.2.6.1 Identify and/or describe the authors intended purpose of text. R7.A.2.6.2 Identify, explain, and/or analyze examples of text that support the authors intended purpose. R7.B.3.1.1 Explain, interpret, describe, and/or analyze the use of facts and opinions to make a point or construct an argument in nonfiction text. R7.B.3.2.1 Identify, explain, interpret, describe, and/or analyze bias and propaganda techniques in nonfiction text. R7.B.3.3.1 Identify, explain, interpret, and/or analyze text organization, including sequence, question/answer, comparison/contrast, cause/effect, or problem/solution. R7.B.3.3.2 Identify content that would fit in a specific section of text. R7.B.3.3.3 Interpret graphics and charts and/or make connections between text and the content of graphics and charts. R7.B.3.3.4 Identify, explain, compare, interpret, describe, and/or analyze the sequence of steps in a list of directions.

Unit (Strand) Objectives: 1. The students will compare/contrast and evaluate sources on a single topic. 2. The students will write an informational piece evaluating two sources. 3. The students will take notes on information from sources 4. The students will write an informational piece utilizing information from sources. 5. The students will properly cite sources using MLA Enabling Objectives: Be specific Develop: Students will identify and/or analyze intended purpose of text. (R7.A.1.6.1) Develop: Students will describe and/or analyze examples of text that support its intended purpose. (R7.A.1.6.2) Develop: Students will make inferences and/or draw conclusions based on information from text. (R7.A.2.3.1) Master: Students will cite evidence from text to support generalizations. (R7.A.2.3.2) Master: Students will identify and/or explain stated or implied main ideas and relevant supporting details from text. R7.A.2.4.1) Master: Students will summarize the major points, processes, and/or events of a nonfiction text as a whole. (R7.A.2.5.1) Master: Students will identify and /or describe intended purpose of text. (R7.A.2.6.1) Develop: Students will interpret, describe, and/or analyze the use of facts and opinions to make a point or construct an argument in nonfiction text. (R7.B.3.1.1) Develop: Students will identify, interpret, describe, and/or analyze bias and propaganda techniques in nonfiction text. (R7.B.3.2.1) Develop: Students will identify, interpret, and/or analyze text organization, including sequence, question/ answer, comparison/contrast, cause/effect or problem/solution. (R7.B.3.3.1) Master: Students will identify content that would fit in a specific section of text. (R7.B.3.3.2) Develop: Students will interpret graphics and charts and/or make connections between text and the content of graphics and charts. (R7.B.3.3.3) Master: Students will identify, explain, compare, interpret, describe, and/or analyze the sequence of steps in a list of directions. (R7.B.3.3.4) Text/Resource Materials: 1. Language of Literature 2. Writers Craft 3. All Write (ESOL) 4. Read 180 5. Craft Lessons 6. Nonfiction Craft Lessons 7. Teacher-created materials 8. Trade books as models of exemplary writing 9. Internet 10. Citationmaker - www.citationmachine.net 11. Literacy toolkit 12. Examples of student writing 13. Released sample resources from PDE website
http://www.pde.state.pa.us/a_and_t/cwp/view.asp?a=108&Q=73314&a_and_tNav=|680|&a_and_tNav=|
Activities: 1. Gathering and organizing information 2. Note-taking versus paraphrasing 3. Recognizing plagiarism, both intentional and unintentional 4. Citations and Sources Pages using MLA 5. Writing with a controlling point 6. Arranging and revising information 7. Review introductions and conclusions 8. The various components of the Writing Process 9. Paragraph writing with topic sentences and supporting details 10. Editing a sample piece (and/or student writing) individually, in pairs or small groups, and/or as a class 11. Revising a sample piece (and/or student writing) individually, in pairs or small groups, and/or as a class 12. Writers style: Identifying methods various authors use

Looking at a variety of good writing (within the genre) Literature connections throughout the unit Grammar connections throughout the unit Comparing and contrasting: familiar objects, familiar stories, teacher selected print materials, teacher selected internet sites 17. Identifying fact, fiction and opinion 18. Using graphic organizers 19. Developing criteria for evaluation (readability, graphics, links, navigability, etc.) 20. Developing support for your opinions by applying critical evaluation skills Assessment: Include both formative and summative 1. Student produced writing products: lists, journals, notebooks, rough drafts, polished pieces 2. Student produced multi-media products and oral presentations 3. Student/Teacher conferencing 4. Use of rubrics PSSA, teacher-created, district-created 5. Peer review sheets 6. Peer editing sheets 7. Self-evaluation Extensions/Enhancements: 1. Additional self-selected writing 2. Collaborative writing with a partner or small group 3. Publish class newsletters/newspapers 4. Additional oral and/or multi-media presentations Remediation/Modifications: 1. Peer coaching 2. Teacher conferences 3. After school tutoring 4. Modified graphic organizers, rubrics 5. Aide from librarian/technology support personnel 6. Scaffolding of instruction (show sample papers) 7. Differentiated instruction of content, process, and/or product 8. IEP Accommodations 9. ESOL Accommodations: Refer to the ESOL Adaptations Checklist. 10. Re-teach skills in which students are having difficulty 11. Small group instruction to specific need 12. Pair students with skilled mentors 13. District sponsored intervention programs

13. 14. 15. 16.

Name of Course: English Language Arts Grade Level(s): Grade 7 Unit or Strand: Persuasive Writing Estimated Instructional Time: up to 9 weeks For example: 2-3 weeks: introducing narrative concept and types 2-3 weeks: drafting and practice 2-3 weeks 3: edit/revise/present PA Academic Standards: 1.2.8 A Read and understand essential content of informational texts and documents in all academic areas 1.2.8 B Use and understand a variety of media and evaluate the quality of material produced 1.2.8 C Produce work in at least one literary genre that follows the conventions of that genre 1.4.8 C Write persuasive pieces 1.5.8 A Write with a sharp distinct focus. 1.5.8 B Write using well-developed content appropriate for topic 1.5.8 C Write with controlled organization 1.5.8 D Write with an understanding of the stylistic aspects of composition 1.5.8 E Revise writing after rethinking logic of organization and rechecking central idea, content, paragraph development, level of detail, style, tone and word choice 1.5.8 F Edit writing using the conventions of language 1.5.8 G Present and/or defend written work for publication, when appropriate 1.6.8 A Listen to others ask probing questions, analyze information, ideas and opinions to determine relevancy, take notes when needed. 1.6.8 B Listen to selections of literature (fiction and/or nonfiction) 1.6.8 C Speak using skills appropriate to formal speech situations 1.6.8 D Contribute to discussions 1.6.8 E Participate in small and large group discussions and presentations 1.6.8 F Use media for learning purposes, describe how the media provides information that is sometimes accurate, sometimes biased, based on a point of view or by opinion or beliefs of the presenter, create a multi-media presentation for display or transmission 1.8.8 A Select and refine a topic for research 1.8.8 B Locate information using appropriate sources and strategies 1.8.8 C Organize, summarize and present the main ideas from research Anchors/Eligible Content (as appropriate): R7.A.2.1.1 Identify and/or apply meaning of multiple-meaning words used in text. R7.A.2.1.2 Identify and/or apply meaning of content-specific words used in text. R7.A.2.2.2 Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences R7.A.2.3.1 Make inferences and/or draw conclusions based on information from text. R7.A.2.3.2 Cite evidence from text to support generalizations. R7.A.2.4.1 Identify and/or explain stated or implied main ideas and relevant supporting details from text. R7.A.2.6.1 Identify and/or describe the authors intended purpose of text. R7.A.2.6.2 Identify, explain, and/or analyze examples of text that support the authors intended purpose. R7.B.2.2.1 Identify, explain, and/or describe the point of view of the narrator as first person or third person point of view. R7.B.2.2.2 Explain, interpret, and/or describe the effectiveness of the point of view used by the author. R7.B.3.1.1 Explain, interpret, describe, and/or analyze the use of facts and opinions to make a point or construct an argument in nonfiction text. R7.B.3.2.1 Identify, explain, interpret, describe, and/or analyze bias and propaganda techniques in nonfiction text. R7.B.3.3.1 Identify, explain, interpret, and/or analyze text organization, including sequence, question/answer, comparison/contrast, cause/effect, or problem/solution. R7.B.3.3.2 Identify content that would fit in a specific section of text. R7.B.3.3.3 Interpret graphics and charts and/or make connections between text and the content of graphics and charts.

Unit (Strand) Objectives: 1. Read and evaluate persuasive writing such as essays and editorials 2. Produce persuasive writing that meets or exceeds standard Enabling Objectives: Be specific Develop: Students will identify and/or apply multiple meanings of words, synonyms/antonyms, and content specific words, and define and/or apply how the meaning of words/phrases changes when using content clues. (R7.A.2.1.1, R7.A.2.1.2, R7.A.2.2.2) Develop: Students will make inferences and/or draw conclusions based on information from texts, and cite evidence to support generalizations from text.(R7.A.2.3.1, R7.A.2.3.2) Develop: Students will identify and/or explain stated or implied main ideas and relevant supporting details from text (R7.A.2.4.1) Develop: Students will identify and/or describe the authors intended purpose of text and use examples of the text that support it (R7.A.2.6.1, R7.A.2.6.2) Develop: Students will explain, interpret and describe the effectiveness of the point of view used by the author either first or third person. (R7.B.2.2.1 R7.B.2.2.2) Develop: Students will identify, explain and/or interpret text organization, graphics/charts and statements of fact and opinion, focusing on bias and propaganda techniques. (R7.B.3.1.1, R7.B.3.2.1, R7 3.3.1, R7.B.3.3.2, R7.B.3.3.3) Text/Resource Materials: 1. Language of Literature 2. Writers Craft 3. All Write (ESOL) 4. Read 180 5. Craft Lessons (Ralph Fletcher) 6. Nonfiction Craft Lessons (Ralph Fletcher) 7. Relevant content textbooks 8. Picture books 9. Periodicals 10. Broadcast media 11. Teacher-created materials 12. Trade books as exemplary writing 13. Internet 14. Examples of student writing 15. Released sample resources from PDE website
Activities: 1. Speeches, debates 2. Multi-media presentations including brochures, posters, commercials and print advertisements, slideshows, editorials, television productions 3. Clearly stating position or opinion 4. Brainstorming techniques (lists, webs, connections to personal experiences, etc.) 5. Supporting details that reflect your focus 6. Writing to your audience 7. Review introductions and conclusions 8. Using graphic organizers 9. Appropriate transitions 10. The various components of the Writing Process. 11. Paragraph writing with topic sentences and supporting details. 12. Editing a sample piece (and/or student writing) -- individually, in pairs or small groups, and/or as a class 13. Revising a sample piece (and/or student writing) - individually, in pairs or small groups, and/or as a class 14. Writers style: Identifying methods various authors use 15. Looking at a variety of good writing (within the genre) 16. Literature connections throughout unit 17. Grammar connections throughout unit

Assessment: Include both formative and summative 1. Student produced writing products: lists, journals, notebooks, rough drafts, polished pieces 2. Student produced multi-media products and oral presentations 3. Student/Teacher conferencing 4. Use of rubrics PSSA, teacher-created, district-created 5. Peer review sheets 6. Peer editing sheets 7. Self-evaluation Extensions/Enhancements: 1. Additional self-selected writing 2. Collaborative writing with a partner or small group 3. Publish class newsletters/newspapers 4. Additional oral and/or multi-media presentations Remediation/Modifications: 1. Peer coaching 2. Teacher conferences 3. After school tutoring 4. Modified graphic organizers, rubrics 5. Aide from librarian/technology support personnel 6. Scaffolding of instruction (show sample papers) 7. Differentiated instruction of content, process, and/or product 8. IEP Accommodations 9. ESOL Accommodations: Refer to the ESOL Adaptations Checklist. 10. Re-teach skills in which students are having difficulty 11. Small group instruction to specific need 12. Pair students with skilled mentors 13. District sponsored intervention programs
Name of Course: English Language Arts Grade Level(s): Grade 7 Unit or Strand: Free Choice: (4) OR Multi-Genre Project Estimated Instructional Time: On-going PA Academic Standards: Note: See previous Unit/Strands for detailed standards 1.1.8 Learning to Read Independently 1.2.8 Reading Critically in All Content Areas 1.3.8 Reading, Analyzing and Interpreting Literature 1.4.8 Types of Writing 1.5.8 Quality of Writing 1.6.8 Speaking and Listening 1.8.8 Research Anchors/Eligible Content (as appropriate): R7.A.1.1.1 Identify and/or apply meaning of multiple meaning words used in text. R7.A.1.1.2 Identify and/or apply a synonym or an antonym of a word in text. R7.A.1.2.2 Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences. R7.A.1.3.1 Make inferences and/or draw conclusions based on information from the text. R7.A.1.3.2 Cite evidence from text to support generalizations. R7.A.1.4.1 Identify and/or explain stated or implied main ideas and relevant supporting details from text. R7.A.1.5.1 Summarize the key details and events of a fiction text as a whole. R7.A.1.6.1 Identify and/or describe the authors intended purpose of text. R7.A.1.6.2 Explain, describe, and/or analyze examples of text that support the authors intended purpose. R7.A.2.1.1 Identify and/or apply meaning of multiple-meaning words used in text. R7.A.2.1.2 Identify and/or apply meaning of content-specific words used in text. R7.A.2.2.2 Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences R7.A.2.3.1 Make inferences and/or draw conclusions based on information from text. R7.A.2.3.2 Cite evidence from text to support generalizations. R7.A.2.4.1 Identify and/or explain stated or implied main ideas and relevant supporting details from text. R7.A.2.5.1 Summarize the major points, processes, and events of a nonfiction text as a whole. R7.A.2.6.1 Identify and/or describe the authors intended purpose of text. R7.A.2.6.2 Identify, explain, and/or analyze examples of text that support the authors intended purpose. R7.B.1.1.1 Explain, interpret, compare, describe, analyze, and/or evaluate the relationships within fiction and literary nonfiction. R7.B.1.2.1 Explain, interpret, compare, describe, analyze, and/or evaluate connections between texts. R7.B.2.1.1 Identify, explain, interpret, describe, and/or analyze the examples of personification, simile, alliteration, metaphor, hyperbole, and imagery in text. R7.B.2.1.2 Identify, explain, interpret, describe, and/or analyze the authors purpose for and effectiveness at using figurative language in text. R7.B.2.2.1 Identify, explain, and/or describe the point of view of the narrator as first person or third person point of view. R7.B.2.2.2 Explain, interpret, and/or describe the effectiveness of the point of view used by the author. R7.B.3.1.1 Explain, interpret, describe, and/or analyze the use of facts and opinions to make a point or construct an argument in nonfiction text. R7.B.3.2.1 Identify, explain, interpret, describe, and/or analyze bias and propaganda techniques in nonfiction text. R7.B.3.3.1 Identify, explain, interpret, and/or analyze text organization, including sequence, question/answer, comparison/contrast, cause/effect, or problem/solution. R7.B.3.3.3 Interpret graphics and charts and/or make connections between text and the content of graphics and charts. R7.B.3.3.4 Identify, explain, compare, interpret, describe, and/or analyze the sequence of steps in a list of directions.

6. Peer editing sheets 7. Self-evaluation Extensions/Enhancements: 1. Additional self-selected writing 2. Collaborative writing with a partner or small group 3. Publish class work 4. Additional oral and/or multi-media presentations Remediation/Modifications: 1. Peer coaching 2. Teacher conferences 3. After school tutoring 4. Modified graphic organizers, rubrics 5. Aide from librarian/technology support personnel 6. Scaffolding of instruction (show sample papers) 7. Differentiated instruction of content, process, and/or product 8. IEP Accommodations 9. ESOL Accommodations: Refer to the ESOL Adaptations Checklist. 10. Re-teach skills in which students are having difficulty 11. Small group instruction to specific need 12. Pair students with skilled mentors 13. District sponsored intervention programs
Name of Course: English Language Arts Grade Level(s): Grade 7 Unit or Strand: Oral Presentation and Research Estimated Instructional Time: On-going PA Academic Standards: (See previous Unit/Strands or PDE Website for specific details) 1.6.8 Speaking and Listening 1.8.8 Research Anchors/Eligible Content (as appropriate): R7.A.2.3.1 Make inferences and/or draw conclusions based on information from text. R7.A.2.3.2 Cite evidence from text to support generalizations. R7.A.2.4.1 Identify and/or explain stated or implied main ideas and relevant supporting details from text. R7.A.2.5.1 Summarize the major points, processes, and events of a nonfiction text as a whole. R7.A.2.6.1 Identify and/or describe the authors intended purpose of text. R7.A.2.6.2 Identify, explain, and/or analyze examples of text that support the authors intended purpose. R7.B.1.1.1 Explain, interpret, compare, describe, analyze, and/or evaluate the relationships within fiction and literary nonfiction. R7.B.1.2.1 Explain, interpret, compare, describe, analyze, and/or evaluate connections between texts. R7.B.2.1.1 Identify, explain, interpret, describe, and/or analyze the examples of personification, simile, alliteration, metaphor, hyperbole, and imagery in text. R7.B.2.1.2 Identify, explain, interpret, describe, and/or analyze the authors purpose for and effectiveness at using figurative language in text. R7.B.2.2.1 Identify, explain, and/or describe the point of view of the narrator as first person or third person point of view. R7.B.2.2.2 Explain, interpret, and/or describe the effectiveness of the point of view used by the author. R7.B.3.1.1 Explain, interpret, describe, and/or analyze the use of facts and opinions to make a point or construct an argument in nonfiction text. R7.B.3.2.1 Identify, explain, interpret, describe, and/or analyze bias and propaganda techniques in nonfiction text. R7.B.3.3.1 Identify, explain, interpret, and/or analyze text organization, including sequence, question/answer, comparison/contrast, cause/effect, or problem/solution. R7.B.3.3.2 Identify content that would fit in a specific section of text. R7.B.3.3.3 Interpret graphics and charts and/or make connections between text and the content of graphics and charts. R7.B.3.3.4 Identify, explain, compare, interpret, describe, and/or analyze the sequence of steps in a list of directions. Unit (Strand) Objectives: The student researches and produces an oral presentation Enabling Objectives: Develop: Students will select and refine a topic for research. (R7.A.2.3.1, R7.A.2.3.2, R7.A.2.4.1, R7.A.2.5.1, R7.A.2.6.1, R7.A.2.6.2, R7.B.1.2.1, R7.B.2.1.1, R7.B.2.1.2, R7.B.2.2.1, R7.B.2.2.2, R7.B.3.1.1, R7.B.3.2.1, R7.B.3.3.1, R7.B.3.3.2, R7.B.3.3.3, R7.B.3.3.4, R7.B.1.1.1) Develop: Students will determine valid resources for researching the topic, including primary and secondary sources. (1.8.8B) Develop: Students will evaluate the importance and quality of the sources. (1.8.8B) Develop: Students will select essential sources (e.g., dictionaries, encyclopedias, other reference materials, interviews, observations, computer data bases). (1.8.8B) Develop: Students will use table of contents, indices, key words, cross-references, and appendices. (1.8.8B) Develop: Students will use traditional and electronic search tools. (1.8.8B) Develop: Students will identify the steps necessary to carry out a research project. (1.8.8C) Develop: Students will take relevant notes from source. (1.8.8C) Develop: Students will develop a thesis statement based on research. (1.8.8C) Develop: Students will give precise, formal credit for others ideas, images or information using a standard

method of documentation. (1.8.8C) Develop: Students will use formatting techniques to create an understandable presentation for a designated audience. (1.8.8C) Develop: Students will use complete sentences. (1.6.8C) Develop: Students will pronounce words correctly. (1.6.8C) Develop: Students will adjust volume to purpose and audience. (1.6.8C) Develop: Students will adjust pace to convey meaning. (1.6.8C) Develop: Students will add stress (emphasis) and inflection to enhance meaning. (1.6.8C) Text/Resource Materials: 1. Language of Literature 2. Writers Craft 3. All Write (ESOL) 4. Read 180 5. Craft Lessons 6. Nonfiction Craft Lessons 7. Relevant content textbooks 8. Periodicals 9. Broadcast media Teacher-created materials 10. Trade books as models of exemplary writing 11. Internet 12. Examples of student writing/presentations Suggested Activities: 1. Refer to BASD Content Literacy Toolkit for ideas 2. Science and Social Studies oral presentations 3. Oral book reports 4. Keynote presentations 5. Evaluating websites 6. Write Public Service Announcements 7. Debates 8. Research using books, websites, and encyclopedia-use Works Cited pages from Toolkit 9. Oral report in Science (Dressed as a scientist) 10. Demo speeches (how to do ___________) 11. ABC book, present to class) 12. Individual/partner/group presentations 13. Science Fair 14. Conduct interviews of community/family members 15. Research skills include: using Power Library, using Netrekker, evaluating sources, note taking, citing sources, paraphrasing research 16. Conduct interviews via podcasting 17. Research prior to informational/persuasive papers 18. Read/write/analyze poetry 19. Speaking opportunities from notecards and outlines 20. Present projects on literature circle books 21. Readers Theatre Assessment: 1. Student produced writing products: lists, journals, notebooks, rough drafts, polished pieces 2. Student produced multi-media products and oral presentations 3. Student/Teacher conferencing 4. Use of rubrics PSSA, teacher-created, district-created 5. Peer review sheets 6. Peer editing sheets 7. Self-evaluation Extensions/Enhancements: 1. Additional presentations using various presentation modes 2. Collaborative partner/group research projects

Remediation/Modifications: 1. Peer coaching 2. Teacher conferences 3. After school tutoring 4. Modified graphic organizers, rubrics 5. Aide from librarian/technology support personnel 6. Scaffolding of instruction (show sample papers) 7. Differentiated instruction of content, process, and/or product 8. IEP Accommodations 9. ESOL Accommodations: Refer to the ESOL Adaptations Checklist. 10. Re-teach skills in which students are having difficulty 11. Small group instruction to specific need 12. Pair students with skilled mentors 13. District sponsored intervention programs
Name of Course: English Language Arts Grade Level(s): Grade 7 Unit or Strand: Response to Literature Estimated Instructional Time: On-going PA Academic Standards: 1.1.8.A Locate appropriate texts (literature, information, documents) for an assigned purpose before reading. 1.1.8.B Identify and use common organizational structures and graphic features to comprehend information. 1.1.8.D Identify basic facts and ideas in text using specific strategies (e.g., recall genre characteristics, set a purpose for reading, generate essential questions as aids to comprehension and clarify understanding through rereading and discussion). 1.1.8.E Expand a reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings. Use a dictionary or related reference. 1.1.8.G Demonstrate after reading understanding and interpretation of both fiction and nonfiction text, including public documents. Anchors/Eligible Content (as appropriate): R8.A.1.3.1 Make inferences and/or draw conclusions based on information from text. R8.A.1.3.2 Cite evidence from text to support generalizations. R8.A.1.2.2 Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences or through the use of examples within text. R8.A.1.4.1 Identify and explain stated or implied main ideas and relevant supporting details from text. R8.A.1.5.1 Summarize the key details and events of a fiction text as a whole. R8.A.1.6.1 Identify and/or analyze intended purpose of text. R8.A.1.6.2 Describe and/or analyze examples of text that support R8.A.2.3.1 Make inferences and/or draw conclusions based on information from text. R8.A.2.4.1 Identify and/or explain stated or implied main ideas and relevant supporting details from text. R8.A.2.5.1 Summarize the major points, processes, and/or events of a nonfiction text as a whole. R8.A.2.6.1 Identify and /or describe intended purpose of text. R8.A.2.6.2 Describe and/or analyze examples of text that support its intended purpose. R8.B.1.1.1 Interpret, compare, describe, analyze, and/or evaluate relationships among the following within fiction and literary nonfiction. R8.B.1.1.1 Interpret compare, describe, analyze, and evaluate components of fiction and literary nonfiction. R8.B.1.2.1 Explain, interpret, compare, describe, analyze, and/or evaluate connections between texts. R8.B.2.1.1 Identify, interpret, describe, and/or analyze examples of personification simile, metaphor, hyperbole, and imagery in text. R8.B.2.1.2 Identify, interpret, describe, and/or analyze the authors purpose for and effectiveness at using figurative language in text. R8.B.2.2.1 Identify, interpret, describe, and/ or analyze point of view of the narrator as first person or third person point of view. R8.B.2.2.2 Interpret, describe, and/or analyze the effectiveness of the point of view used by the author. R8.B.3.1.1 Interpret, describe, and/or analyze the use of facts and opinions to make a point or construct an argument in nonfiction text. R8.B.3.2.1 Identify, interpret, describe, and/or analyze bias and propaganda techniques in nonfiction text. R8.B.3.3.1 Identify, interpret, and/or analyze text organization, including sequence, question/ answer, comparison/contrast, cause/effect or problem/solution. R8.B.3.3.3 Interpret graphics and charts and/or make connections between text and the content of graphics and charts. Unit (Strand) Objectives: 1. Respond to literature in a wide variety of ways. 2. Respond to literature based on a personal interest or connection. 3. Write a response to literature with a well-defined controlling idea. Enabling Objectives: Be specific Develop: Students will make inferences and/or draw conclusions based on information from text, including charts and graphics.(R7.A.1.3.1, R7.A.2.3.1, R7.B.3.3.3) Develop: Students will cite evidence from text to support generalizations. (R7.A.1.3.2)

Develop: Students will define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences or through the use of examples within text. (R7.A.1.2.2) Develop: Students will identify and explain stated or implied main ideas and relevant supporting details from text. (R7.A.1.4.1, R7.A.2.4.1, R7.A.2.6.1, R7.A.2.6.2) Master: Students will summarize the key details and events of a fiction text as a whole.(R7.A.1.5.1) Develop: Students will identify and/or analyze intended purpose of text and describe examples that support the purpose.(R7.A.1.6.1, R7.1.6.2) Master: Students will summarize the major points, processes, and/or events of a nonfiction text as a whole. (R7.A.2.5.1) Develop: Students will interpret, compare, describe, analyze, and/or evaluate the relationships among the following within fiction and literary nonfiction - Character, setting, plot, theme. (R7.B.1.1.1) Develop: Students will explain, interpret, compare, describe, analyze, and/or evaluate connections between texts. (R7.B.1.2.1) Develop: Students will identify, interpret, describe, and/or analyze examples and the author's purpose of personification simile, metaphor, hyperbole, and imagery in text. (R7.B.2.1.1, R7.B.2.1.2) Develop: Students will identify, interpret, describe, and/or analyze point of view of the narrator as first person or third person point of view and its effectiveness by the author. (R7.B.2.2.1, R7.B.2.2.2) Develop: Students will interpret, describe, and/or analyze the use of facts and opinions, bias and propaganda techniques to make a point or construct an argument in nonfiction text. (R7.B.3.1.1, R7.B.3.2.1) Develop: Students will identify, interpret, and/or analyze text organization, including sequence, question/ answer, comparison/contrast, cause/effect or problem/solution. (R7.B.3.3.1) Text/Resource Materials: 1. Language of Literature 2. Writers Craft 3. All Write (ESOL) 4. Read 180 5. Craft Lessons (Ralph Fletcher) 6. Nonfiction Craft Lessons (Ralph Fletcher) 7. Multi-genre novels by Katie Klise; others, including Nothing but the Truth, Monster, How to Train Your Dragon, Hidden Talents, Snail Mail No More. 8. Multi-genre websites. 9. 7th Grade Literature Connections for Multi-Genre (Appendices) 10. Relevant content textbooks 11. Picture books 12. Periodicals 13. Broadcast media 14. Teacher-created materials 15. Trade books as exemplary writing 16. Internet 17. Examples of student writing 18. Released sample resources from PDE website
Activities: Students will engage in 1. Letter writing 2. Writing newspaper articles 3. Character study 4. Supporting details by using text 5. Making connections 6. Paragraphing 7. Summarizing 8. Identifying details vs. Main idea 9. Identifying cause and effect relationships 10. Identifying genre characteristics 11. Use of graphic organizers 12. Making grammar connections to selection

Alternative Types of Response: 1. Make a mobile based on the book/story. 2. Make a comic strip based on the book/story. 3. Create a game based on the book/story. 4. Write a poem about your book/story. 5. Do some research about the author. 6. Make a map. 7. Write an additional chapter or a different ending. 8. Write a letter to the author or a character. 9. Write a newspaper article from the events of the book/story. 10. Write an obituary or epitaph for a character. 11. Create an interview with a character. 12. Make a scrapbook about the selection. 13. Make a collage about the selection. 14. Write a letter to a friend recommending the book/story. 15. Devise a horoscope for one of the characters and reference specific characteristics from the text. 16. Prepare a commercial or advertisement for the book/story. 17. Create a mini-newspaper with a headline for each of the main events of the story. 18. Make a travel poster describing the location of the book/story. 19. Make and illustrate a time-line for events in the book/story. 20. Make a book jacket, complete with blurbs praising various aspects of the book, and a teaser to get people to read it. 21. Create a play based on the book/story. 22. Lead a literature discussion on the book/story. 23. Do a presentation as one of the characters, or as the author. 24. Write a song based on the book/story. 25. Create your own teacher-approved idea for a response to literature. Assessment: 1. Student produced writing products: lists, journals, notebooks, rough drafts, polished pieces 2. Student produced multi-media products and oral presentations 3. Student/Teacher conferencing 4. Use of rubrics PSSA, teacher-created, district-created 5. Peer review sheets 6. Peer editing sheets 7. Self-evaluation Extensions/Enhancements: 1. Additional self-selected writing 2. Collaborative writing with a partner or small group 3. Publish class work 4. Multi-media products or presentations Remediation/Modifications: 1. Peer coaching 2. Teacher conferences 3. After school tutoring 4. Modified graphic organizers, rubrics 5. Aide from librarian/technology support personnel 6. Scaffolding of instruction (show sample papers) 7. Differentiated instruction of content, process, and/or product 8. IEP Accommodations 9. ESOL Accommodations: Refer to the ESOL Adaptations Checklist. 10. Re-teach skills in which students are having difficulty 11. Small group instruction to specific need 12. Pair students with skilled mentors 13. District sponsored intervention programs
Name of Course: English Language Arts Grade Level(s): Grade 7 Unit or Strand: Grammar/Mechanics/Usage/Vocabulary Estimated Instructional Time: On-going PA Academic Standards: 1.5.8 A Write with a sharp distinct focus. 1.5.8 B Write using well-developed content appropriate for topic 1.5.8 C Write with controlled organization 1.5.8 D Write with an understanding of the stylistic aspects of composition 1.5.8 E Revise writing after rethinking logic of organization and rechecking central idea, content, paragraph development, level of detail, style, tone and word choice 1.5.8 F Edit writing using the conventions of language 1.6.8 A Listen to others ask probing questions, analyze information, ideas and opinions to determine relevancy, take notes when needed. 1.6.8 B Listen to selections of literature (fiction and/or nonfiction) 1.6.8 C Speak using skills appropriate to formal speech situations 1.6.8 D Contribute to discussions 1.6.8 E Participate in small and large group discussions and presentations 1.7.8 A Describe the origins and meanings of common, learned, and foreign words. 1.7.8 B Analyze the role and place of Standard American English in speech, writing and literature. 1.7.8 C Identify new words that have been added to the English language over time. Anchors/Eligible Content (as appropriate): R7.A.1.1.1 Identify and/or apply meaning of multiple meaning words used in text. R7.A.1.1.2 Identify and/or apply a synonym or an antonym of a word in text. R7.A.1.2.1 Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix. R7.A.1.2.2 Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences. R7.A.2.1.1 Identify and/or apply meaning of multiple-meaning words used in text. R7.A.2.1.2 Identify and/or apply meaning of content-specific words used in text. R7.A.2.2.1 Identify and apply how the meaning of a word is changed when an affix is added; identify and apply the meaning of a word from the text with an affix. R7.A.2.2.2 Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences Unit (Strand) Objectives: The student uses grammar, mechanics, usage, and vocabulary effectively in writing and speaking. Enabling Objectives: Develop: The student will identify and use appropriately all parts of speech. (1.5.8, 1.7.8) Master: The students will identify and correct sentence fragments and run-ons. (1.5.8, 1.7.8) Develop: The students will write sentences and speak using proper subject-verb agreement. (1.5.8, 1.6.8, 1.7.8) Develop: The students will identify and use punctuation properly in sentences. (1.5.8, 1.7.8) Develop: The students identify and use appositives in sentences. (1.5.8) Develop: Students will identify and/or apply multiple meanings of words, synonyms/antonyms, and how the meaning of a word is changed with an affix. (R7.A.1.1.1, R7.A.1.1.2, R7.A.1.2.1) Grammar (1.5.8 F) Master: sentence structures (simple and compound) types of sentences(statements, questions, exclamations, and commands). Master: identification of run-ons and fragments to edit their own writing. Master: verbs- action, linking, 3 basic tenses, verb phrases, irregular verbs Master: the basic parts of speech, and the uses of nouns and pronouns. Develop: parts of the sentence- subject and predicate/verb subject-verb agreement identification and use of prepositional phrases Develop: direct objects, predicate adjectives, predicate nominatives, and objects of prepositions. Develop: verb tense consistency.

Develop: ellipsis, indirect objects, direct address, appositives. Explore: perfect tenses. Mechanics/Usage (1.5.8 F) Master: capitalization end punctuation commas (series, dates, etc.) underlining titles of books (italics in word processing), apostrophes with contractions Develop: commas in dialogue Master: quotation marks, apostrophes with possessives Develop: homophones. Develop: hyphens, parentheses, colons and semicolons Master: common, frequently used words correctly. Master: the spelling of content words plus words from student reading and writing. Vocabulary (R7.A.1.1.1, R7.A.1.12, R7.A.1.2.1) Master: good word choice through synonyms, antonyms, homophones, and compound words. Master: an understanding of content words plus words from student reading and writing. Master: dictionary and thesaurus resources, and the strategies to help build vocabulary. Develop: prefixes: pre-, dis-, mis-, non-, inter-, extra-, post-, super-, subDevelop: suffixes: - less, -ble, -ly, -or, -ness, -ment, -er, -ship, -tion, -en Develop: root words. Develop: the meaning of multiple-meaning words in context. Develop: a reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings Text/Resource Materials: 1. Language of Literature 2. Writers Craft 3. All Write (ESOL) 4. Read 180 5. Craft Lessons (Ralph Fletcher) 6. Nonfiction Craft Lessons (Ralph Fletcher) 7. Multi-genre novels by Katie Klise; others, including Nothing but the Truth, Monster, How to Train Your Dragon, Hidden Talents, Snail Mail No More. 8. Relevant content textbooks 9. Picture books 10. Periodicals 11. Broadcast media 12. Teacher-created materials 13. Trade books as exemplary writing 14. Internet 15. Examples of student writing 16. Released sample resources from PDE website http://www.pde.state.pa.us/a_and_t/cwp/view.asp?a=108&Q=73314&a_and_tNav=|680|&a_and_tNav= Activities: 1. Writers notebook and journal 2. Grammar connections throughout the unit 3. The various components of the Writing Process. 4. Paragraph writing with topic sentences and supporting details. 5. Editing a sample piece (and/or student writing) -- individually, in pairs or small groups, and/or as a class. 6. Revising a sample piece (and/or student writing) - individually, in pairs or small groups, and/or as a class. 7. Writers style: Identifying methods various authors use. 8. Looking a variety of good writing. (within the genre) 9. Brainstorming individually, in pairs or small groups, and/or as a class possible topics for writing. 10. Creating meaningful dialogue
11. Introductions/Good Beginnings 12. Paragraphing 13. Satisfying Conclusions 14. Authors Craft 15. Use of language: showing not telling, concrete nouns, colorful adjectives, transitions, vivid verbs 16. Class discussion 17. Small group work 18. Independent reading/writing/revision/editing 19. Partner reading/writing/revision/editing 20. Talking to the text 21. Think-pair-share 22. Mad Libs 23. Color-coded grammar 24. Grammar Bee 25. Spelling Bee 26. Adverb charades 27. Daily edits 28. Parts of speech Jeopardy 29. Sentence scrambling Assessment: 1. Student produced writing products: lists, journals, notebooks, rough drafts, polished pieces 2. Student/Teacher conferencing 3. Use of rubrics PSSA, teacher-created, district-created 4. Peer review sheets 5. Peer editing sheets 6. Self-evaluation 7. Teacher observation 8. Homework assignments 9. Warm-ups/Exit slips 10. Group projects/presentations 11. Internet interactive quizzes 12. Participation 13. Quizzes/tests Extensions/Enhancements: 1. Additional self-selected writing 2. Collaborative writing with a partner or small group 3. Publish class work 4. Multi-media products or presentations Remediation/Modifications: 1. Peer coaching 2. Teacher conferences 3. After school tutoring 4. Modified graphic organizers, rubrics 5. Aide from librarian/technology support personnel 6. Scaffolding of instruction (show sample papers) 7. Differentiated instruction of content, process, and/or product 8. IEP Accommodations 9. ESOL Accommodations: Refer to the ESOL Adaptations Checklist. 10. Re-teach skills in which students are having difficulty 11. Small group instruction to specific need 12. Pair students with skilled mentors 13. District sponsored intervention programs