Somerville Public Schools

Scope, Sequence, and Pacing Guide

Grade 7

Subject Area: ​ELA​ Grade Level: ​7

Unit 1: September - Unit 2: Unit 3: February - April Unit 4: May-June

November
Focus: ​The Outsiders
Transfer TG1:​ Justify a stance or
Goals position regarding a text’s
central idea or theme
through a
well-communicated
argument that clearly
acknowledges opposing or
alternate claims.
TG2:​ Communicate an
understanding of common
themes and/or central ideas
represented in multiple
texts through a
well-organized, informative
analysis.
November-January Focus: ​Night Focus: ​Inside Out and
Focus: ​Crispin Back Again
TG1: ​Through analyzing TG1:​ Justify a stance or TG1: ​Identify and analyze
multiple texts and media position regarding a text’s figurative language and
excerpts students will central idea or theme literary devices within
compose an explanatory through a prose.
essay highlighting a clear well-communicated TG2: ​Develop theme in
claim that contains argument that clearly narrative writing through
relevant evidence acknowledges opposing or character development
supporting the overall alternate claims. and sequence of events.
topic.
TG2: ​Read, analyze, and TG2:​ Communicate an
cite specific evidence understanding of common
within a historical themes and/or central ideas
narrative/informational represented in multiple texts
texts to compose a through a well-organized,
narrative writing piece informative analysis.
that contains a logical
continuation of the plot.
TG3: ​Through reading
and analyzing
informational text
students will create a
presentation to
demonstrate a position
on a chosen current
global/national issue.

Enduring EU1:​ Choices affect the EU1: ​To be a citizen of a
Understandi situations and challenges community you need to
ngs we face. make your mark and leave
a legacy, but still be open
EU2:​ Our perspective of the to the influence of others.
world is informed by our life However, be weary of
experiences. negative influences.
EU2: ​Society would never
have evolved in societal
norms were never
challenged. It is our duty
to challenge societal
norms to better advance
our understanding of the
world.
EU3: ​Oftentimes, the
truth is a hard pill to
swallow. However, it is
learning through the truth
that creates an authentic
self. Only when you
EU1:​ The study of literature
allows readers to explore
events of the past to ensure
history does not repeat itself.
EU2:​ Political undercurrents,
religion, race, gender, and
money are factors that
create divides within society
and lead to discrimination.
EU1: ​Migration can
directly impact a
person’s self-worth and
overall identity.
EU2: ​Poetry can tell a
story just as well as a
narrative.
EU3:​ Migration brings
diversity to a community
encouraging people to
learn beyond what they
know. When individuals
learn beyond their
comfort zone they in turn
learn more about
themselves.

Essential EQ1: ​What are our
Questions motivations and our
response to conflict teach
us about ourselves?
EQ2:​ How do our
interactions with others
shape our perception of
identity?
Major Skills Analyzing Text (RL.7.3,
RI.7.3)
Citing textual evidence
from text (RL.7.1, RI.7.1)
Determining the meaning
of words and phrases and
their impact on a text’s
meaning and tone.
(RI/RI.7.4)
Determining the various
points of view on behalf of
the character, audience or
reader in a piece of
literature.(RL7.6)
Gathering relevant
information and quoting
accurately (W7.8)
Drawing evidence from
text to support analysis,
reflection and research.
(W7.9)
Utilizing conventions of
standard English (L7.1,
L7.2)
Analyzing purpose of and
evaluating motives behind
diverse media formats
(SL7.2)
Recognizing the relevance
of a speaker’s claim within
an argument (SL7.3)
Writing Literary Analysis Overview:
Teachers will model how to
construct a literary analysis
focusing on the core novel.
Some suggested writing
topics for the literary
analysis writing piece could
be:
Analysis of novel’s theme
Compare/Contrast of
characters within novel
challenge yourself to
accept the truth does a
person really grow.
EQ1: ​Does society shape
you, or do you shape
society?
EQ2: ​Can you redefine
societal norms?
EQ3: ​Is authenticity and
the truth valued?
Cite Evidence
Making Connections
Theme
Central Idea
Objective Summaries
Mood
Tone
Context Clues
Analyzing historical fiction
elements
Explanatory Essay
Narrative Writing
Character Analysis
Standard English
Grammar
Narrative Overview:
Teacher will model how
to construct a point of
view narrative that
contains characters
grounded in text and
historically based
evidence.
Rubric
Explanatory Overview:
Teacher will model how
EQ1:​ Can literature serve as
a vehicle for social change?
EQ2:​ What are the factors
that create prejudice and
discrimination within
society?
Citing inferential textual
evidence
Central Idea/Objective
Summary
Theme
Author’s Word Choice
Mood
Tone
Text Structure
Author’s Point of View
Bias
Analyzing Informational
Text (key individual, event,
idea)
Context Clues
Tracing an Argument
Speaking Across Texts
Anaphora
Argumentative Essay
Overview:​ Teachers will
model how to construct an
argumentative essay by
allowing the students to
research various conflicts
readers are exposed to
throughout the novel.
Through this research,
students will gather relevant
information to support a
student generated claim on
EQ1: ​What does it mean
to be a refugee?
EQ2: ​What is home?
EQ3: ​How does
migration affect
people’s understanding
of self and community?
Citing evidence in
support of analysis of
text. (RL/RI 7.1)
Locating and following
the development of a
central idea.(R/RLI. 7.2)
Locating pivotal
dialogue and events
that assist with our
understanding of
character, plot and
theme. (RL. 7.3)
Applying new
vocabulary. (RL/7.4)
Narrative Plot Structure
(RL 7.5)
Speaking Across Texts (R
7.9)
Explanatory Essay:
This explanatory essay
will following the
writing process and
explore the history of
immigration and the
impact it has had on
America.
 Character Analysis - focus on
a character trait
Analysis of a symbol that
appeared throughout novel
Analysis of setting
Compare/Contrast the
theme of ​The Outsiders​ to
another novel you have read
Rubric
Expository Essay Overview:
Students will read poems
that focus on the transition
from childhood to
adulthood. The selected
reading pieces bring up
issues that adolescents and
parents experience during
the transition to adulthood -
dancing at a school function,
losing their “baby” and
eventually growing up.
Students will generate an
expository piece of writing
through composing
step-by-step instructions on
how to complete a task.
Performanc PBL -​ ​Approaching
e Tasks Adulthood:​ Students will
practice the fine tuning of
skills adults use on a daily
basis. Students will learn
about and apply skills
needed in order to manage
the lifestyle of a responsible
adult. The areas students
will explore are time
management, nutrition and
exercise, healthy
relationships, & finances.
Within each week of the
PBL, students will complete
tasks such as creating a
budget, developing a
healthy weekly meal
schedule, and learning how
to manage conflict with
adults in a constructive way.
In week 7 of this PBL,
students will be given a
challenge. This challenge
will present a scenario in
which a teen struggles with
one of the above mentioned
categories. Students will
have to work collaboratively
to help solve the issue using
the skills they have acquired
to construct and create the topic.
an arguable claim, using
textual evidence from Photo Essay​ - Students will
the novel and gather historical primary
informational research. picture documents to that
explore one area of the
Holocaust. At the launch of
the unit, students will
investigate the historical
context of when the
Holocaust took place.
Students will pick one topic
under the umbrella of the
Holocaust to examine and
select pictures that reflect
their essay’s topic.
PBL Name: Family History PBL Name: Good at Heart-
Goal-​ Create a video or Goal: ​Through research of
presentation informing modern day genocides,
the public about your students will learn about how
family history and how genocide did not stop with
that history has shaped the Holocaust. Teachers may
your life. choose to investigate
Rwanda, Cambodia, Ukraine,
or Darfur. After learning
about the role of bystanders
within each genocide,
students will look to the
world or their community to
find issues that need to be
fixed and no longer ignored
PBL Name: The Untold
Refugee Experience -
Goal: Situation: ​Every
refugee has a story, but
they do not have a
platform to share their
story and educate the
public about the perils
they endure. Many
refugees have
experienced being
turned “inside out” upon
fleeing their homeland.
Students will write
poems through the eyes
of a refugee describing
this type of experience.
Thanahha Lai struggled
for 15 years to tell her
story and find her
authentic voice. Based
off of your research,
select one culture or
region to share with the
world and educate the
public about their story.
War, economic struggles,
oppressive government,
lack of resources and
opportunities are some
of the reasons people
 during the completion of choose to leave their
this PBL. lives behind and
immigrate to a new
place.

Formative ● Admit Slips ● Admit Slips ● Admit Slips ● Admit Slips

Assessment ● Class discussions ● Class discussions ● Class discussions ● Class discussions
● Assigned homework ● Assigned homework ● Assigned homework ● Assigned homework
● Student participation ● Student participation ● Student participation ● Student participation
● Independent group ● Independent group ● Independent group ● Independent group
work/projects work/projects work/projects work/projects
● Quizzes ● Quizzes ● Quizzes ● Quizzes
Summative ● Guided Reading Groups ● Guided Reading ● Guided Reading Groups ● Guided Reading
Assessment ● Running Records Groups ● Running Records Groups
● Writing on Demands ● Running Records ● Writing on Demands ● Running Records
● Reading on Demands ● Writing on Demands ● Reading on Demands ● Writing on Demands
● Presentations (PBLs) ● Reading on Demands ● Presentations (PBLs) ● Reading on Demands
● Essays or narratives ● Presentations (PBLs) ● Essays or narratives ● Presentations (PBLs)
writing projects ● Essays or narratives writing projects ● Essays or narratives
● Technology based writing projects ● Technology based writing projects
assignments (create ● Technology based assignments (create ● Technology based
blogs, websites, assignments (create blogs, websites, assignments (create
multimedia blogs, websites, multimedia blogs, websites,
presentations). multimedia presentations). multimedia
● Edulastic Assessment presentations). ● Edulastic Assessment presentations).
● Edulastic Assessment ● Edulastic Assessment
Technology ● SMARTboard ● SMARTboard ● SMARTboard technology ● SMARTboard
Integration technology technology ● todaysmeet.com technology
● todaysmeet.com ● todaysmeet.com ● padlet.com ● todaysmeet.com
● padlet.com ● padlet.com ● Google Applications ● padlet.com
● Google Applications ● Google Applications (Documents, Forms, ● Google Applications
(Documents, Forms, (Documents, Forms, Spreadsheet, (Documents, Forms,
Spreadsheet, Spreadsheet, Presentation) Spreadsheet,
Presentation) Presentation) ● Screencastify Presentation)
● Screencastify ● Prezi ● Screencastify
● Screencastify
Resources Anticipation Guide​. or Anticipation Guide Night Anticipation Guide Inside Out and Back
Kahoot Survey & Philosophical Chairs Philosophical Chairs strategy Again
Discussion strategy Night Model Image MLK In Their Words: How
Philosophical Chairs Background Knowledge Gallery Walk Questions children are affected by
strategy Media Clip Gallery Walk Pictures gender issues
11 Fascinating Facts About graphic organizer https://drive.google.com/fil Current Issues Facing
S.E. Hinton Modified Close Viewing e/d/1sblk6FeBbO6zNNlqg9T Women-Text Set
The Beatles Graphic Organizer LlUN2wbq27osU/view Gender Stereotypes
Elvis Interactive Venn Diagram History of Passover Contemporary Issues-
1960’s Fashion questioning matrix Hitler Bio Text Set
Cars graphic organizer Genocide Article Objective Summary
Drive-In Movies Frozen Clip 1 Hitler graphic organizer
YouTube ​ ​Cornell Notes. Frozen Clip 2 Germany Economy Arts Emma Lazarus' "The
7 Ways to Take Control of Toy Story Clip 1 Holocaust Hero Story New Colossus," a poem
Your Time​- Toy Story Clip 2 1933 boycott of Jewish for Lady Liberty
How to Manage Your Compare and Contrast businesses Video
Money: For Teenagers Graphic Organizer Propaganda Article The Vietnam War-Text
7 Ways to Take Control of Technology and Elie Wiesel and Oprah Set
Your Time Teenagers Video​: Asia: Vietnam War,
Time Management For Technology Impacting Elie Wiesel Article Communism In China-
Teens Teenagers Elie Wiesel Video Text Set
Health Problems and
Childhood Obesity
Eating Tips for Teenager
Take Charge of Your Health
Conflict Resolution Video
Controlling Anger - Angry
Birds
Teen Health Article
Money 101 for Parents and
Teens
How to Manage Your
Money: For Teenagers
The Money Advice Service
Sample Graphic Organizer
To Record Findings
PBL Step 1 Rubric
Nothing Gold Can Stay​ -​
Robert Frost
Home​,​ by Phillip Phillips
The Outsiders
Time Management Sample
Graphic Organizer (pg. 6)
Time Management
Worksheet
Step 2 Rubric
sample literary analysis
​Grade6-11-ELA-LiteracySc
oringRubrick-July2015-3.pd
f Family History is
gallery of images of
sunsets from around the
world
interactive Venn Diagram
Surgeon General's Report
on Smoking Dangers - 1964
U.S. smoking warning
made history, saved lives
CDC Fact Sheet - Cigarette
Smoking
Obesity Rates Higher Now
than in the '60s
CDC Fact Sheet -
Overweight & Obesity
Having Difficult
Conversations
Boxes and Bullets Graphic
Organizer
Mock Trial Rubric 1
Mock Trial Rubric 2
Mock Trial Rubric 3
“Leave the Voting Age
Alone”
“Better Training for New
Drivers”
“A Parent’s Role in the
Path to Adulthood”
“Mandatory Service to
Become an Adult”
How Does Society Impact Graphic Organizer
Teenage Behavior Acts of Courage by Ordinary
Note-Taking Graphic People
Organizer ​Boxes and Bullets
“Thank You Ma’am” - Wordle
Langston Hughes Black Out Poems Directions
RACE Graphic Organizer and Samples
Boxes and Bullets Graphic 5 Tips for Creating Black Out
Organizer Poetry
Growing Up Then Versus The Art Story
Now Newsela Article on Nazi
How Society Impacts The Guard
Behavior and Attitude of Graphic Organizer- POV
Teens A Teenagers View on Social
Teens: This is How Social Media
Media Affects Your Brain Elie Wiesel and Oprah Video
Interactive Essay Map Holocaust Survivor Video
Essay Structure Handout ​Interactive Venn Diagram
Checklist 1 Survivor Story
Checklist 2 Holocaust survivors-
More Specific Checklist Auschwitz
Interview a Family Tablets vs Textbooks
Member School Uniform
(Interview question Mandatory Community
resource) Service Hours
Ancestry Chart​. Should Genocide Be Taught
Traditions in Schools
6 Reasons Why Your Should the US Get Involved
in Foreign Affairs
Important to You Never shall I forget
No Longer Saved For "Antigonish" by Hughes
Generations, Family Mearns
Heirlooms Are Being Shed Text Structure Graphic
Organizer
"Auschwitz" by By Charles N
Whittaker
"Sick" by Shel Silverstein
Theme Graphic Organizer
Interactive Essay Map
Essay Structure Handout
“​The Watch​”
Never Shall I Forget
Speaking Across Texts -
Theme Graphic Organizer
Why Is Community Service
Important?
Students Benefit From
Community Service
Boy Putting Flags on
Veteran Graves
Brothers Hand Out Blankets
Betrayed By America
Rwanda Presentation
Rwanda Fact Sheet
Ukraine Presentation
Ukraine Fact Sheet
Darfur Presentation
Darfur Fact Sheet
Immigration Data
Meet Young Immigrants
BrainPop - Immigration
Root Causes of Migration
Why do people migrate?
Immigration
The History of European
Immigrants in the United
States
ReadWorks - Immigration
Article
Fall of Saigon 40th
anniversary
​Fall of Saigon a time of
turmoil and despair
Vietnamese Boat People
Ted Talks -immigration
My Immigration Story
6 Immigrant Stories That
Will Make You Believe In
The American Dream
Again
Carina Hoang’s Story
​Tan Le's Story
​RL 7.3 graphic organizer
Mood and Tone- graphic
organizer 1
Interactive Essay Map
(readwritethink)
Essay Structure Handout
Checklist 1
Checklist 2
​Mood and Tone graphic
organizer -2
PARCC evidence table
Mood and Tone graphic
organizer-3
Editing checklists
storyboard that
 “What the Brain Says
About Maturity” ​(excerpt)
Money 101 for Parents and
Teens
Childhood Obesity
Infographic
NJSLS RI.7.1. ​Cite several pieces
Standards of textual evidence and
make relevant connections
to support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
RL.7.1. ​Cite several pieces
of textual evidence and
make relevant connections
to support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
RI.7.2. ​Determine two or
more central ideas in a text
and analyze their
development over the
course of the text; provide
an objective summary of
the text.
RL.7.2. ​Determine a theme
or central idea of a text
and analyze its
development over the
course of the text; provide
an objective summary of
the text.
RL.7.4. ​Determine the
meaning of words and
phrases as they are used in
a text, including figurative
and connotative meanings;
analyze the impact of
rhymes and other
repetitions of sounds (e.g.,
alliteration) on a specific
verse or stanza of a poem
or section of a story or
drama.
RI.7.5.​ Analyze the
structure an author uses to
organize a text, including
how the major sections
contribute to the whole
and to the development of
the ideas.
RL.7.1.​ Cite several
pieces of textual
evidence and make
relevant connections to
support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
RL.7.2.​ Determine a
theme or central idea of
a text and analyze its
development over the
course of the text;
provide an objective
summary of the text.
RL.7.4. ​Determine the
meaning of words and
phrases as they are used
in a text, including
figurative and
connotative meanings;
analyze the impact of
rhymes and other
repetitions of sounds
(e.g., alliteration) on a
specific verse or stanza
of a poem or section of a
story or drama.
RL.7.9.​ Compare,
contrast and reflect on
(e.g. practical
knowledge,
historical/cultural
context, and background
knowledge) a fictional
portrayal of a time,
place, or character and a
historical account of the
same period as a means
of understanding how
authors of fiction use or
alter history.
RI.7.1. ​Cite several
pieces of textual
evidence and make
relevant connections to
support analysis of what
Cambodia Presentation
Cambodia Fact Sheet
Jigsaw Directions
Possible Resource- Linking
Words
Checklist 1
Checklist 2
More Specific Checklist
​Voices of the Holocaust
Video
RL.7.1. ​Cite several pieces of
textual evidence and make
relevant connections to
support analysis of what the
text says explicitly as well as
inferences drawn from the
text.
RL.7.2.​ Determine a theme
or central idea of a text and
analyze its development
over the course of the text;
provide an objective
summary of the text
RL.7.4.​ Determine the
meaning of words and
phrases as they are used in
a text, including figurative
and connotative meanings;
analyze the impact of
rhymes and other
repetitions of sounds (e.g.,
alliteration) on a specific
verse or stanza of a poem or
section of a story or drama.
RL.7.5.​ Analyze how a
drama’s or poem’s form or
structure (e.g., soliloquy,
sonnet) contributes to its
meaning.
RL.7.6​. Analyze how an
author develops and
contrasts the points of view
of different characters or
narrators in a text.
RL.7.9.​ Compare, contrast
and reflect on (e.g. practical
knowledge,
historical/cultural context,
and background knowledge)
a fictional portrayal of a
time, place, or character
and a historical account of
the same period as a means
of understanding how
authors of fiction use or
alter history
RL.7.1. ​Cite several
pieces of textual
evidence and make
relevant connections to
support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
RL.7.2. ​Determine a
theme or central idea of
a text and analyze its
development over the
course of the text;
provide an objective
summary of the text.
RL.7.3. ​Analyze how
particular elements of a
story or drama interact
(e.g., how setting shapes
the characters or plot).
RL.7.4​. Determine the
meaning of words and
phrases as they are used
in a text, including
figurative and
connotative meanings;
analyze the impact of
rhymes and other
repetitions of sounds
(e.g., alliteration) on a
specific verse or stanza of
a poem or section of a
story or drama.
RL.7.5.​ Analyze how a
drama’s or poem’s form
or structure (e.g.,
soliloquy, sonnet)
contributes to its
meaning.
RI.7.1.​ Cite several pieces
of textual evidence and
make relevant
connections to support
analysis of what the text
says explicitly as well as
inferences drawn from
the text.
RL.7.6. ​Analyze how an
author develops and
contrasts the points of
view of different
characters or narrators in a
text.
W.7.2. ​Write
informative/explanatory
texts to examine a topic
and convey ideas,
concepts, and information
through the selection,
organization, and analysis
of relevant content.
SL.7.1. ​Engage effectively
in a range of collaborative
discussions (one-on-one, in
groups, and teacher-led)
with diverse partners on
grade 7 topics, texts, and
issues, building on others’
ideas and expressing their
own clearly.
the text says explicitly as
well as inferences drawn
from the text.
RI.7.2. ​Determine two or
more central ideas in a
text and analyze their
development over the
course of the text;
provide an objective
summary of the text.
W.7.3.​ Write narratives
to develop real or
imagined experiences or
events using effective
technique, relevant
descriptive details, and
well-structured event
sequences.
W.7.2. ​Write
informative/explanatory
texts to examine a topic
and convey ideas,
concepts, and
information through the
selection, organization,
and analysis of relevant
content.
S.L. 7.1. ​Engage
effectively in a range of
collaborative discussions
(one-on-one, in groups,
and teacher-led) with
diverse partners on
grade 7 topics, texts, and
issues, building on
others’ ideas and
expressing their own
clearly.
RI.7.1.​ Cite several pieces
of textual evidence and
make relevant
connections to support
analysis of what the text
says explicitly as well as
inferences drawn from
the text.
RI.7.2​. Determine two or
more central ideas in a text
and analyze their
development over the
course of the text; provide
an objective summary of the
text.
RI.7.3.​ Analyze the
interactions between
individuals, events, and
ideas in a text (e.g., how
ideas influence individuals
or events, or how
individuals influence ideas
or events).
RI.7.4.​ Determine the
meaning of words and
phrases as they are used in
a text, including figurative,
connotative, and technical
meanings; analyze the
impact of a specific word
choice on meaning and
tone.
RI.7.5.​ Analyze the structure
an author uses to organize a
text, including how the
major sections contribute to
the whole and to the
development of the ideas.
RI.7.6. Determine an
author’s point of view or
purpose in a text and
analyze how the author
distinguishes his or her
position from that of others.
RI.7.8.​ Trace and evaluate
the argument and specific
claims in a text, assessing
whether the reasoning is
sound and the evidence is
relevant and sufficient to
support the claims.
RI.7.9.​ Analyze and reflect
on (e.g. practical
knowledge,
historical/cultural context,
and background knowledge)
how two or more authors
writing about the same
RI.7.2.​ Determine two or
more central ideas in a
text and analyze their
development over the
course of the text;
provide an objective
summary of the text.
RI.7.6.​ Determine an
author’s point of view or
purpose in a text and
analyze how the author
distinguishes his or her
position from that of
others.
RI.7.9.​ Analyze and
reflect on (e.g. practical
knowledge,
historical/cultural
context, and background
knowledge) how two or
more authors writing
about the same topic
shape their presentations
of key information by
emphasizing different
evidence or advancing
different interpretations
of facts.
W.7.2. ​Write
informative/explanatory
texts to examine a topic
and convey ideas,
concepts, and
information through the
selection, organization,
and analysis of relevant
content.

CRP CRP Standards:
Standards & CRP1. Act as a responsible
21​st​ Century and contributing citizen
Life and and employee.
Skills CRP2. Apply appropriate
academic and technical
skills.
CRP3. Attend to personal
health and financial
well-being.
CRP4. Communicate clearly
and effectively and with
reason.
CRP5. Consider the
environmental, social and
economic impacts of
decisions.
CRP6. Demonstrate
creativity and innovation.
CRP7. Employ valid and
reliable research
strategies.
CRP8. Utilize critical
thinking to make sense of
problems and persevere in
solving them.
CRP9. Model integrity,
ethical leadership and
effective management.
CRP10. Plan education and
career paths aligned to
personal goals.
CRP11. Use technology to
enhance productivity.
CRP12. Work productively
in teams while using
cultural global
competence.
21​st​ Century Life and Skills
9.1.8.B.1 Distinguish
among cash, check, credit
card, and debit card.
topic shape their
presentations of key
information by emphasizing
different evidence or
advancing different
interpretations of facts.
W.7.3.​ Write narratives to
develop real or imagined
experiences or events
using effective technique,
relevant descriptive
details, and
well-structured event
sequences.
CRP Standards: CRP Standards:
CRP1. Act as a CRP1. Act as a responsible
responsible and and contributing citizen and
contributing citizen and employee.
employee. CRP2. Apply appropriate
CRP2. Apply appropriate academic and technical
academic and technical skills.
skills. CRP3. Attend to personal
CRP4. Communicate health and financial
clearly and effectively well-being.
and with reason. CRP4. Communicate clearly
CRP5. Consider the and effectively and with
environmental, social reason.
and economic impacts of CRP5. Consider the
decisions. environmental, social and
CRP7. Employ valid and economic impacts of
reliable research decisions.
strategies. CRP6. Demonstrate
CRP8. Utilize critical creativity and innovation.
thinking to make sense CRP7. Employ valid and
of problems and reliable research strategies.
persevere in solving CRP8. Utilize critical thinking
them. to make sense of problems
CRP9. Model integrity, and persevere in solving
ethical leadership and them.
effective management. CRP9. Model integrity,
CRP11. Use technology ethical leadership and
to enhance productivity. effective management.
CRP12. Work CRP10. Plan education and
productively in teams career paths aligned to
while using cultural personal goals.
global competence. CRP11. Use technology to
enhance productivity.
21​st​ Century Life and CRP12. Work productively in
Skills teams while using cultural
9.1.8.D.5 Explain the global competence.
economic principle of
supply and demand. 21​st​ Century Life and Skills
9.1.8.D.5 Explain the
economic principle of
supply and demand.
CRP Standards:
CRP1. Act as a
responsible and
contributing citizen and
employee.
CRP2. Apply appropriate
academic and technical
skills.
CRP4. Communicate
clearly and effectively
and with reason.
CRP5. Consider the
environmental, social
and economic impacts
of decisions.
CRP7. Employ valid and
reliable research
strategies.
CRP8. Utilize critical
thinking to make sense
of problems and
persevere in solving
them.
CRP9. Model integrity,
ethical leadership and
effective management.
CRP11. Use technology
to enhance productivity.
CRP12. Work
productively in teams
while using cultural
global competence.
21​st​ Century Life and
Skills
9.1.8.D.5 Explain the
economic principle of
supply and demand.
 9.1.8.B.2 Construct a
simple personal savings
and spending plan based
on various sources of
income.
9.1.8.B.3 Justify the
concept of “paying yourself
first” as a financial savings
strategy.
9.1.8.B.4 Relate the
concept of deferred
gratification to
[investment,] meeting
financial goals, and
building wealth.
9.1.8.B.5 Explain the effect
of the economy on
personal income, individual
and family security, and
consumer decisions.
Interdiscipli Social Studies Standards: Social Studies Standards: Social Studies Standards: Social Studies
nary ● 6.2.8.A.3.a ● 6.2.12.B.2.a ● 6.2.8.A.4.a Standards:
Standards ● 6.2.8.D.3. ● 6.2.12.D.2.a ● 6.2.12.B.1.b
● 6.2.8.D.3.e ● 6.2.12.D.2.b ● 6.2.12.D.1.a ● 6.2.8.A.4.a
● 6.2.8.A.4.c ● 6.2.12.D.2.d ● 6.2.12.C.3.e ● 6.2.12.B.1.b
● 6.2.8.B.4.a ● 6.2.12.D.2.e Technology Standards:
● 6.2.12.D.1.a
● 6.2.8.B.4.
● 6.2.12.C.3.e
● 6.2.8.D.4.b Technology Standards: ● 8.1.8.A.1
● 6.2.8.D.4.c ● 8.1.8.A.1 Demonstrate ● 6.2.12.D.3.d
● 6.2.8.D.4. Demonstrate knowledge of a real ● 6.2.12.D.1.b
● 6.2.8.D.4.f knowledge of a world problem using ● 6.2.12.D.1.c
real world digital tools. Select ● 6.2.12.A.5.b
Technology Standards: problem using and use applications ● 6.2.12.A.5.d
● 8.1.8.A.1 digital tools. effectively and ● 6.2.12.A.5.e
Demonstrate Select and use productively.
● 6.2.12.A.6.d
knowledge of a real applications ● 8.1.8.A.2 Create a
world problem effectively and document (e.g.
using digital tools. productively. newsletter, reports, Technology Standards:
Select and use ● 8.1.8.A.2 Create personalized
applications a document (e.g. learning plan, ● 8.1.8.A.1
effectively and newsletter, business letters or Demonstrate
productively. reports, flyers) using one or knowledge of a
● 8.1.8.A.2 Create a personalized more digital real world
document (e.g. learning plan, applications to be problem using
newsletter, business letters critiqued by digital tools.
reports, or flyers) using professionals for
● 8.1.8.A.2
personalized one or more usability.
learning plan, digital ● 8.1.8.A.3 Use and/or
Create a
business letters or applications to develop a simulation document (e.g.
flyers) using one or be critiqued by that provides an newsletter,
more digital professionals for environment to reports,
applications to be usability. solve a real world personalized
critiqued by ● 8.1.8.A.3 Use problem or theory learning plan,
professionals for and/or develop a business
usability. simulation that
letters or
● 8.1.8.A.3 Use provides an
and/or develop a environment to
flyers) using
simulation that solve a real one or more
 provides an world problem or digital
environment to theory. applications to
solve a real world ● 8.1.8.A.4 Graph be critiqued by
problem or theory. and calculate
professionals
● 8.1.8.A.4 Graph data within a
and calculate data spreadsheet and for usability.
within a present a ● 8.1.8.A.3 Use
spreadsheet and summary of the and/or
present a summary results develop a
of the results simulation that
provides an
environment
to solve a real
world problem
or theory.
● 8.1.8.B.1
Synthesize and
publish
information
about a local
or global issue
or event (ex.
telecollaborati
ve project,
blog, school
web).
● 8.1.8.C.1
Collaborate to
develop and
publish work
that provides
perspectives
on a global
problem for
discussions
with learners
from other
countries.
Modificatio ● Intervention Students: ● Intervention ● Intervention Students: ● Intervention
ns/Accomm The following American Students: ​The The following American Students: ​The
odations Reading Company following American Reading Company following American
leveled texts, audio Reading Company leveled texts, audio Reading Company
books, text-to-speech leveled texts, audio books, text-to-speech leveled texts, audio
platforms books, text-to-speech platforms books,
(Google/MyOn/NewsEL platforms (Google/MyOn/NewsELA text-to-speech
A/Wonderopolis), (Google/MyOn/News /Wonderopolis), graphic platforms
graphic novels, levels ELA/Wonderopolis), novels, levels (Google/MyOn/News
informational texts via graphic novels, levels informational texts via ELA/Wonderopolis),
Newsela, extended informational texts Newsela, extended time, graphic novels, levels
time, assist w/ via Newsela, assist w/ organization, informational texts
organization, use of extended time, assist use of computer, via Newsela,
computer, w/ organization, use emphasize/highlight key extended time, assist
emphasize/highlight key of computer, concepts, recognize w/ organization, use
concepts, recognize emphasize/highlight success, frequent of computer,
 success, frequent key concepts,
check-in about progress, recognize success,
verbalize before writing, frequent check-in
make sure understands about progress,
directions, copy of class verbalize before
notes, graphic writing, make sure
organizer, read understands
directions aloud. directions, copy of
● Enrichment/Gifted: class notes, graphic
Tiered graphic organizer, read
organizers to add directions aloud.
complex layers, raise ● Enrichment/Gifted:
levels of intellectual Tiered graphic
demands, differentiate organizers to add
content, process, or complex layers, raise
product, according to levels of intellectual
student’s readiness, demands,
interests, and/or differentiate content,
learning styles, process, or product,
expended open-ended according to student’s
abstract questions. readiness, interests,
Gifted Programming and/or learning
Standards styles, expended
● ELL Students: ​SIOP open-ended abstract
Strategies, Repeated questions. ​Gifted
Reading Strategy, Programming
Graphic Organizers, Standards
Background knowledge ● ELL Students: ​SIOP
work, Vocabulary Strategies, Repeated
(Cognates) Work, Reading Strategy,
Fluency Strategies. Graphic Organizers,
If/Then Resource Background
● Special Education: knowledge work,
Students will be Vocabulary
provided with all IEP (Cognates) Work,
accommodations and Fluency Strategies.
modifications, extra If/Then Resource
time as needed, ● Special Education:
repeated directions, Students will be
graphic organizers, provided with all IEP
additional scaffolds as accommodations and
deemed necessary, modifications, extra
modified assignments, time as needed,
additional vocabulary repeated directions,
work, LLI kits, Jennifer graphic organizers,
Serravallo Strategies, additional scaffolds as
Guided Reading deemed necessary,
modified
assignments,
additional vocabulary
work, LLI kits, Jennifer
Serravallo Strategies,
Guided Reading
check-in about progress,
verbalize before writing,
make sure understands
directions, copy of class
notes, graphic organizer,
read directions aloud.
● Enrichment/Gifted:
Tiered graphic organizers
to add complex layers,
raise levels of intellectual
demands, differentiate
content, process, or
product, according to
student’s readiness,
interests, and/or learning
styles, expended
open-ended abstract
questions. ​Gifted
Programming Standards
● ELL Students: ​SIOP
Strategies, Repeated
Reading Strategy,
Graphic Organizers,
Background knowledge
work, Vocabulary
(Cognates) Work, Fluency
Strategies. ​If/Then
Resource
● Special Education:
Students will be provided
with all IEP
accommodations and
modifications, extra time
as needed, repeated
directions, graphic
organizers, additional
scaffolds as deemed
necessary, modified
assignments, additional
vocabulary work, LLI kits,
Jennifer Serravallo
Strategies, Guided
Reading
emphasize/highlight
key concepts,
recognize success,
frequent check-in
about progress,
verbalize before
writing, make sure
understands
directions, copy of
class notes, graphic
organizer, read
directions aloud.
● Enrichment/Gifted:
Tiered graphic
organizers to add
complex layers, raise
levels of intellectual
demands,
differentiate content,
process, or product,
according to
student’s readiness,
interests, and/or
learning styles,
expended
open-ended abstract
questions. ​Gifted
Programming
Standards
● ELL Students: ​SIOP
Strategies, Repeated
Reading Strategy,
Graphic Organizers,
Background
knowledge work,
Vocabulary
(Cognates) Work,
Fluency Strategies.
If/Then Resource
● Special Education:
Students will be
provided with all IEP
accommodations and
modifications, extra
time as needed,
repeated directions,
graphic organizers,
additional scaffolds
as deemed
necessary, modified
assignments,
additional vocabulary
work, LLI kits,
Jennifer Serravallo
Strategies, Guided
Reading