English Language Arts - Common Core Based, Middle School 7B - edliotest.com
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City of Angels School
Independent Study – Los Angeles Unified School District
INSTRUCTIONAL GUIDE Course ID # 230104
English Language Arts – Common Core Based, Middle School 7B
This is the first semester of a two-semester course designed to provide each student with a clear path to achieving the
California Common Core State Standards for English Language Arts and Literacy. Emphasis will be placed on the ability of
the student to make meaning and reach understanding of complex texts and ideas. This will be accomplished by reading and
responding to texts producing original texts, participating in collaborative discussions with the teacher, doing research and
delivering presentations, and answering second and third tier Depth of Knowledge questions. To successfully complete this
course, students will need to devote at least 5- 7 hours per week to their assignments.
Curriculum and Text
Beers, Hougen, Jago, McBride, Palmer, Stack, California Collections, Houghton Mifflin Harcourt, ISBN-978-0-544-50328-
1
textbook companion site: myWriteSmart.com
Grade Distribution: Weekly Assignments=80%; Assessments=20%
Standards
Material covered in this instructional guide aligns with the Common Core State Standards (CCSS). The English Language Arts
CCSS consist of Career and College Ready (CCR) anchor standards and grade-specific content standards:
Anchor Standards (This set applies to all secondary grade levels)
Career and College Ready Anchor Standards for Reading
Career and College Ready Anchor Standards for Writing
Career and College Ready Anchor Standards for Speaking and Listening
Career and College Ready Anchor Standards for Language
Content Standards (This set applies to Grade 8 only)
Reading
Literature
Informational Text
Writing
Speaking and Listening
Language
To view each of the standards for the categories listed above in detail, download the California Common Core State Standards
for English Language Arts from http://www.cde.ca.gov/re/cc/. Both sets of standards cover each of the main aspects of the
English language: reading, writing, speaking and listening, and language conventions (grammar). The CCS anchor standards
provide a broad foundation of language development across grades 6-12. The content standards provide additional specificity
for each individual grade level. Together they define the skills and understandings that all students must demonstrate.
Career and College Readiness Anchor Standards for Reading (Grades 6-12)
Key Ideas and Details:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and
ideas.
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a
section, chapter, scene, or stanza) relate to each other and the whole.
Assess how point of view or purpose shapes the content and style of a text.ENGLISH 7B INSTRUCTIONAL PACING GUIDE - City of Angels School - LAUSD Independent Study
Integration of Knowledge and Ideas:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as
in words.1
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
Range of Reading and Level of Text Complexity:
Read and comprehend complex literary and informational texts independently and proficiently.
Career and College Readiness Anchor Standards for Writing (Grades 6-12)
Text Types and Purposes:
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and
sufficient evidence.
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately
through the effective selection, organization, and analysis of content.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and
well-structured event sequences.
Production and Distribution of Writing:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge:
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of
the subject under investigation.
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source,
and integrate the information while avoiding plagiarism.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
To view the Career and College Readiness Standards for Language, Speaking and Listening, as well as grade-specific
content standards, go to http://www.cde.ca.gov/re/cc/.
Revised 3/8/19 Course ID #230104 www.cityofangelsschool.org Page 2 of 14ENGLISH 7B INSTRUCTIONAL PACING GUIDE - City of Angels School - LAUSD Independent Study
ASSIGNMENTS FOR WEEK #1:
Collection 4: Risk and Exploration
Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ________________________________________________
Before you go home: Select a novel with your teacher. You will read and complete a book report by the end of this
course.
Day 1: Remarks at the Dedication of the Aerospace Medical Health Center - Speech
1. Critical Vocabulary on page 191 (#1-4)
2. Read Trace and Evaluate an Argument pg. 189
3. Read “Remarks at the Dedication of the Aerospace Medical Health Center” – pgs. 185-188
4. Complete Vocabulary Strategy: Using Context Clues pg. 191
Day 2: Remarks at the Dedication of the Aerospace Medical Health Center - Speech
1. Re-Read story OR Listen to Online Audio in the Student ebook
2. Analyzing the Text pg. 190 (#1-6) Cite Text Evidence using A.C.E. (Use attachment A)
3. Complete Language Conventions: Capitalization Pg. 192 (#1-4)
Day 3: Why Exploring the Ocean is Mankind’s Next Giant Leap - Commentary
1. Critical Vocabulary on page 199 (#1-4)
2. Read Analyze Structure: Sound Reasoning and Determine Meaning pg. 197
3. Read “Why Exploring the Ocean is Mankind’s Next Giant Leap” – pgs. 193-196
4. Answer the Collaborative Discussion question pg. 196 in a paragraph and discuss with your teacher.
5. Complete the Practice and Apply activity within the Vocabulary Strategy: Prefixes section on page 199.
Day 4: Why Exploring the Ocean is Mankind’s Next Giant Leap - Commentary
1. Re-Read story OR Listen to Online Audio in the Student ebook
2. Analyzing the Text pg. 198 (#1-6) Cite Text Evidence using A.C.E. (Use attachment A)
3. Complete Language Conventions: Adjective Clauses Pg. 200 (#1-4)
Day 5: Big Things Come in Small Packages -Short Story
1. Read “Big Things Come in Small Packages” [In Close Reader, pg. 63-66]
2. Read Background paragraph on page 63.
3. Copy vocabulary words in bold throughout the story and write their definitions. Write original sentences for these
vocabulary words and underline the vocabulary words.
4. As you read the selection:
a. Jot down comments or questions about the text in your Close Read notes.
b. Follow the directions for Read/Reread/Discuss questions (#1-6).
5. After you read the selection, complete a paragraph for the Short Response on page 66.
Supplementary Resources for Relearning and Differentiation
□ ELD Support – Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the Resources
section and activate the CA Language Workshop link. Inside of the link you will find scaffold instruction and
opportunities for students to master collaborative, interpretative, and productive skills in English
□ Advanced Learners - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com) . Go into the
Resources section and activate the More Texts by Collection link. These texts relate to the collection topic and provide
opportunities to further explore a topic compare and contrast texts, delve into more complex texts, etc.
□ Struggling Students - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the
Resources section and activate the Interactive Lessons Link. You find interactive lessons that will re-teach/provide direct
instruction in such standard concepts as using textual evidence, writing arguments, writing narratives ,etc.
Revised 3/8/19 Course ID #230104 www.cityofangelsschool.org Page 3 of 14ENGLISH 7B INSTRUCTIONAL PACING GUIDE - City of Angels School - LAUSD Independent Study
ASSIGNMENTS FOR WEEK #2:
Collection 4: Risk and Exploration
Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ________________________________________________
Read Novel Selected: Continue reading the novel preparing or midterm first half of the novel. You will read and complete
a book report by the end of this course.
Day 1: Living in the Dark – Science Article
1. Critical Vocabulary on Pg. 211 (#1-5)
2. Read “Living in the Dark” – pgs. 201-208
3. Answer the Collaborative Discussion question pg. 208 in a paragraph and discuss with your teacher.
4. Complete the chart in Analyze Structure pg. 209
5. Complete the Practice and Apply activity found within the Vocabulary Strategy: Greek Roots section on page 211
Day 2: Living in the Dark – Science Article
1. Re-Read story OR Listen to Online Audio in the Student ebook
2. Analyzing the Text pg. 210 (#1-6) Cite Text Evidence using A.C.E. (Use attachment A)
3. Language Conventions: Sentence Structure section page 212 (#1-5)
Day 3: Stinging Tentacles Offer Hint of Oceans’ Decline -Newspaper Article
1. Read “Stinging Tentacles Offer Hint of Oceans’ Decline ” [In Close Reader, pg. 67-74]
2. Read Background paragraph on page 67.
3. Copy vocabulary words in bold throughout the story and write their definitions. Write original sentences for these
vocabulary words and underline the vocabulary words.
4. As you read the selection:
a. Jot down comments or questions about the text in your Close Read notes.
b. Follow the directions for Read/Reread/Discuss questions (#1-9).
5. After you read the selection, complete a paragraph for the Short Response on page 74.
Day 4: Your World - Poem
1. Read the poem “Your Word” – pgs. 213 -214
2. Analyzing the Text pg. 214 (#1-4) Cite Text Evidence using A.C.E. (Use attachment A)
Day 5: Your World - Poem
1. Read Determine Meanings – Extended Metaphor
2. Complete the Performance Task on page 214.
Supplementary Resources for Relearning and Differentiation
□ ELD Support – Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the Resources
section and activate the CA Language Workshop link. Inside of the link you will find scaffold instruction and
opportunities for students to master collaborative, interpretative, and productive skills in English
□ Advanced Learners - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com) . Go into the
Resources section and activate the More Texts by Collection link. These texts relate to the collection topic and provide
opportunities to further explore a topic compare and contrast texts, delve into more complex texts, etc.
□ Struggling Students - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the
Resources section and activate the Interactive Lessons Link. You find interactive lessons that will re-teach/provide direct
instruction in such standard concepts as using textual evidence, writing arguments, writing narratives ,etc.
Revised 3/8/19 Course ID #230104 www.cityofangelsschool.org Page 4 of 14ENGLISH 7B INSTRUCTIONAL PACING GUIDE - City of Angels School - LAUSD Independent Study
ASSIGNMENTS FOR WEEK #3:
Collections 4: Risk and Exploration - Performance Task A
Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ________________________________________________
Read Novel Selected: Continue reading the novel preparing or midterm first half of the novel. You will read and complete
a book report by the end of this course.
Day 1: Present an Argument - Performance Task A
Using the Unit 1 Performance Task completed in 7A -Present an Argument
1. Go over the Plan section indicated on pages 215 and 216
2. Write down your thoughts about the position you are going to take, and the evidence you are going to cite and
complete an outline / flow chart o your essay
Day 2: Present an Argument - Performance Task A
1. Go over the Produce section found on page 216
2. Write down your notes on how you plan to organize your thoughts
3. Complete a Rough Draft
Day 3: Present an Argument - Performance Task A
1. Go over the Revise section found on page 217.
2. Complete the chart found on page 217
Day 4: Present an Argument - Performance Task A
1. Using the notes you have generated throughout the past few days, complete revised rough draft of your
argument
Day 5: Present an Argument - Performance Task A
1. Complete a final draft typed or written in pen.
2. Use the Performance Task Rubric to determine grade (4=A, 3=B, 2=C, 1=D, incomplete=F)
Supplementary Resources for Relearning and Differentiation
□ ELD Support – Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the Resources
section and activate the CA Language Workshop link. Inside of the link you will find scaffold instruction and
opportunities for students to master collaborative, interpretative, and productive skills in English
□ Advanced Learners - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com) . Go into the
Resources section and activate the More Texts by Collection link. These texts relate to the collection topic and provide
opportunities to further explore a topic compare and contrast texts, delve into more complex texts, etc.
□ Struggling Students - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the
Resources section and activate the Interactive Lessons Link. You find interactive lessons that will re-teach/provide
direct instruction in such standard concepts as using textual evidence, writing arguments, writing narratives ,etc.
Revised 3/8/19 Course ID #230104 www.cityofangelsschool.org Page 5 of 14ENGLISH 7B INSTRUCTIONAL PACING GUIDE - City of Angels School - LAUSD Independent Study
ASSIGNMENTS FOR WEEK #4:
Collections 5: The Stuff of Consumer Culture
Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ________________________________________________
Day 1: Life at Home in the Twenty-First Century – Informational Text
1. Critical Vocabulary on Pg. 231 (#1-5)
2. Read “Life at Home in the Twenty-First Century” – pgs. 221-228.
3. Complete the chart in Analyze Structure Cause and Effect pg. 229
4. Cite Evidence pg. 229 – answer the question at the bottom of the box.
5. Vocabulary Strategy: Domain Specific Words pg. 231 (#1-5)
Day 2: : Life at Home in the Twenty-First Century – Informational Text
1. Re-Read story OR Listen to Online Audio in the Student ebook
2. Analyzing the Text pg. 230 (#1-6) Cite Text Evidence using A.C.E. (Use attachment A)
3. Language Conventions: Eliminate Redundancy pg.232 (#1-4)
Day 3: Always Wanting More from I Want That! – Informational Text
1. Critical Vocabulary on Pg. 239 (#1-4)
2. Read “Always Wanting More from I Want That!” Pgs. 233-236
3. Read Determine Meaning and answer the question for Making Inferences at the bottom of box pg. 237
4. Complete problems #1-5 found within the Language Conventions: Noun Clauses on page 240
Day 4: Always Wanting More from I Want That! – Informational Text
1. Re-Read story OR Listen to Online Audio in the Student ebook
2. Analyzing the Text pg. 238 (#1-6) Cite Text Evidence using A.C.E. (Use attachment A)
3. Language Conventions: Noun Clauses on page 240 (#1-5)
Day 5: Teenagers abd New Technology -Magazine Article
1. Read “Teenagers and New Technology” [In Close Reader, pg. 77-82]
2. Read Background paragraph on page 77.
3. Copy vocabulary words in bold throughout the story and write their definitions. Write original sentences for these
vocabulary words and underline the vocabulary words.
4. As you read the selection:
a. Jot down comments or questions about the text in your Close Read notes.
b. Follow the directions for Read/Reread/Discuss questions (#1-8).
5. After you read the selection, complete a paragraph for the Short Response on page 82.
Supplementary Resources for Relearning and Differentiation
□ ELD Support – Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the Resources
section and activate the CA Language Workshop link. Inside of the link you will find scaffold instruction and
opportunities for students to master collaborative, interpretative, and productive skills in English
□ Advanced Learners - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com) . Go into the
Resources section and activate the More Texts by Collection link. These texts relate to the collection topic and provide
opportunities to further explore a topic compare and contrast texts, delve into more complex texts, etc.
□ Struggling Students - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the
Resources section and activate the Interactive Lessons Link. You find interactive lessons that will re-teach/provide direct
instruction in such standard concepts as using textual evidence, writing arguments, writing narratives ,etc.
Revised 3/8/19 Course ID #230104 www.cityofangelsschool.org Page 6 of 14ENGLISH 7B INSTRUCTIONAL PACING GUIDE - City of Angels School - LAUSD Independent Study
ASSIGNMENTS FOR WEEK #5: Collection 1 Mid-Term Project
Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ___________ Comments: _______________________________
________________________________________________________________________________________________
Choose one of the following Projects):
1. Make a Movie Poster: Create a movie poster for one of the stories you have read from Collection 1. The goal is to
convey an idea of what the movie is about and to invoke interest in the viewer. You may use whatever style as well,
painting, illustration, photography, photo manipulation, or combinations of all. The following things MUST appear
on the poster: Title, 2 of the major actors names, a Tagline, Release Date, Credits (Writers, Directors, etc.), Stars, the
Studio Logo, Awards/Nominations, and Rating. Your Movie Poster should include: Minimum of 4 Graphics. A
tagline is a variant of a branding slogan typically used in marketing materials and advertising. The idea behind the
concept is to create a memorable phrase that will sum up the tone and premise of a brand or product (like a film), or
to reinforce the audience's memory of a product. Examples of famous movie/television taglines are: Be afraid. Be
very afraid. –The Fly. In space no one can hear you scream. – Alien. A long time ago in a galaxy far, far away... –
Star Wars. You will need to explain your poster in a two-minute presentation to your teacher.
2. Video or Audio Presentation: View the documentary “New Immigrants Share Their Stories.” Create, present and
record the Performance Task Media Activity-Video on page 74. You may choose a classmate, relative or friend to
interview or you will tell brief personal story.
3. Live PowerPoint Presentation: Prepare and deliver a 5-minute PowerPoint presentation explaining or demonstrating
a concept learned in Collection 1. You must include at least 5 slides. At least 5 terms learned in this course should be
incorporated. You will present your report to an audience that will include your teacher and fellow students.
Midterm Movie Poster assignment grade sheet:
Title:…… /5 Stars:…… /5
2 Major Characters… /10 Studio Logo:…… /5
Tagline…… /5 Rating: …… /5
Release Date…… /5 Awards…… /5
Writer/Director Credits…… /5
Min 4 Graphics …… /20 Presentation … /25
Originality…… /10
Composition…… /10
Neatness…… /10
Total points ------- /125
Revised 3/8/19 Course ID #230104 www.cityofangelsschool.org Page 7 of 14ENGLISH 7B INSTRUCTIONAL PACING GUIDE - City of Angels School - LAUSD Independent Study
ASSIGNMENTS FOR WEEK #6:
Collections 5: The Stuff of Consumer Culture
Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ________________________________________________
Day 1: “Dump” - Poem
1. Read comparing text background pg. 241
2. Read the poem “Dump”” – page 242 and 243
3. Read Analyze Poetry: Form pg. 244
4. Analyzing the Text pg. 244 (#1-4) Cite Text Evidence using A.C.E. (Use attachment A)
Day 2: “Dump” and “How Things Work” - Poems
1. Read the poem “How Things Work” – page 245
2. Read Analyze Poetry: Form pg. 246
3. Analyzing the Text pg. 246 (#1-5) Cite Text Evidence using A.C.E. (Use attachment A)
Day 3: “Dump” and “How Things Work” - Poems
1. Complete Determine Theme Pg. 247 and answer question in box
2. Compare forms of Poetry use a chart to compare the two poems pg. 247
3. Analyzing the Text pg. 248 (#1-7) Cite Text Evidence using A.C.E. (Use attachment A)
Day 4: Earth (A Gift Shop)
1. Critical Vocabulary on Pg. 257 (#1-4)
2. Read “Earth (A Gift Shop)” – pgs. 249-254.
3. Complete Analyze Stories: Science Fiction pg. 255 answer the question in the box
4. Read Determine Theme pg. 255.
5. Vocabulary Strategy: Verify Meaning pg. 257 answer the Practice and Apply question
6. Complete problems #1-5 found within the Language Conventions: Spelling on page 258
Day 5: Earth (A Gift Shop)
1. Re-Read story OR Listen to Online Audio in the Student ebook
2. Analyzing the Text pg. 256 (#1-6) Cite Text Evidence using A.C.E. (Use attachment A)
3. Language Conventions: Spelling pg.258 (#1-4)
Supplementary Resources for Relearning and Differentiation
□ ELD Support – Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the Resources
section and activate the CA Language Workshop link. Inside of the link you will find scaffold instruction and
opportunities for students to master collaborative, interpretative, and productive skills in English
□ Advanced Learners - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com) . Go into the
Resources section and activate the More Texts by Collection link. These texts relate to the collection topic and provide
opportunities to further explore a topic compare and contrast texts, delve into more complex texts, etc.
□ Struggling Students - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the
Resources section and activate the Interactive Lessons Link. You find interactive lessons that will re-teach/provide
direct instruction in such standard concepts as using textual evidence, writing arguments, writing narratives ,etc.
Revised 3/8/19 Course ID #230104 www.cityofangelsschool.org Page 8 of 14ENGLISH 7B INSTRUCTIONAL PACING GUIDE - City of Angels School - LAUSD Independent Study
ASSIGNMENTS FOR WEEK #7:
Collection 6: Guided by a Cause
Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ________________________________________________
Day 1: The Triangle Factory Fire: “Flesh and Blood So Cheap”– History Writing
1. Critical Vocabulary on Pg. 281 (#1-6)
2. Read comparing text background pg. 265
3. Read the History Article “Flesh and Blood So Cheap” – page 266 – 273
4. Read Determine Central Idea an d Details and complete and outline Pg. 274
5. Compete Analyzing text Pg. 274 (#2,3,4,and 6) Cite Text Evidence using A.C.E. (Use attachment A)
Day 2: “The Story of the Triangle Factory Fire” – History Writing
1. Read the History Article “The Story of the Triangle Factory Fire” – page 275 – 277
2. Read and Complete the question for Analyze Structure: Chronological Order pg. 278
3. Analyzing the Text pg. 278 (#1-4) Cite Text Evidence using A.C.E. (Use attachment A)
Day 3: The Triangle Factory Fire: “Flesh and Blood So Cheap” & “The Story of the Triangle Factory
Fire” – History Writing
1. Read Analyze Presentation of Information and complete the question at the bottom of the box.
2. Vocabulary Strategy: Latin Roots pg. 281 (#1-3)
3. Language Conventions: Capitalization pg. 282 (#1-5)
4. Analyzing the Text pg. 280 (#1-7)
Day 4:The Most Daring of [Our] Leaders-Historical Writing
1. Read “The Most Daring of [Our] Leaders” [In Close Reader, pg. 96-100]
2. Read Background paragraph on page 95.
3. Copy vocabulary words in bold throughout the story and write their definitions. Write original sentences for these
vocabulary words and underline the vocabulary words.
4. As you read the selection:
a. Jot down comments or questions about the text in your Close Read notes.
b. Follow the directions for Read/Reread/Discuss questions (#1-7).
Day 5: Speech from the Democratic National Convention -Speech
1. Read “Speech from the Democratic National Convention” [In Close Reader, pg. 101-102]
2. Copy vocabulary words in bold throughout the story and write their definitions. Write original sentences for these
vocabulary words and underline the vocabulary words.
3. As you read the selection:
a. Jot down comments or questions about the text in your Close Read notes.
b. Follow the directions for Read/Reread/Discuss questions (#8).
4. After you read the selection, complete a paragraph for the Short Response on page 102
Supplementary Resources for Relearning and Differentiation
□ ELD Support – Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the Resources
section and activate the CA Language Workshop link. Inside of the link you will find scaffold instruction and
opportunities for students to master collaborative, interpretative, and productive skills in English
□ Advanced Learners - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com) . Go into the
Resources section and activate the More Texts by Collection link. These texts relate to the collection topic and
provide opportunities to further explore a topic compare and contrast texts, delve into more complex texts, etc.
□ Struggling Students - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the
Resources section and activate the Interactive Lessons Link. You find interactive lessons that will re-teach/provide
direct instruction in such standard concepts as using textual evidence, writing arguments, writing narratives ,etc.
Revised 3/8/19 Course ID #230104 www.cityofangelsschool.org Page 9 of 14ENGLISH 7B INSTRUCTIONAL PACING GUIDE - City of Angels School - LAUSD Independent Study
ASSIGNMENTS FOR WEEK #8:
Collection 6: Guided By A Cause - Performance Task A
Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ________________________________________________
Day 1: Write an Informative Essay - Performance Task A
Using the Informative Essay - Performance Assessment 7 (soft cover book) Unit 2
1. Go over the Plan section indicated on pages 337
2. Write down your thoughts about the situation, organize your ideas, use descriptive words to appeal to the senses,
consider your purpose and who your audience is.
Day 2: Write an Informative Essay - Performance Task A
1. Go over the Produce section found on page 338
2. Write down key elements of your narrative such as clearly establishing the situation, use first person point of view
in telling your story, write what you see, hear, smell, and taste, elaborate on your descriptive details, and conclude
with a reflection on what you learned from your experience
Day 3: Write an Informative Essay - Performance Task A
1. Go over the Revise section found on page 339.
2. Complete the draft chart found on page 339 using your thoughts about the Fictional Narrative that you are creating
Day 4: Write an Informative Essay - Performance Task A
1. Using the notes you have generated throughout the past few days, create your rough draft of the story
Day 5: Write an Informative Essay - Performance Task A
1. Type out your final draft of the essay on computer and print it out.
Supplementary Resources for Relearning and Differentiation
□ ELD Support – Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the Resources
section and activate the CA Language Workshop link. Inside of the link you will find scaffold instruction and
opportunities for students to master collaborative, interpretative, and productive skills in English
□ Advanced Learners - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com) . Go into the
Resources section and activate the More Texts by Collection link. These texts relate to the collection topic and
provide opportunities to further explore a topic compare and contrast texts, delve into more complex texts, etc.
□ Struggling Students - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the
Resources section and activate the Interactive Lessons Link. You find interactive lessons that will re-teach/provide
direct instruction in such standard concepts as using textual evidence, writing arguments, writing narratives ,etc.
Revised 3/8/19 Course ID #230104 www.cityofangelsschool.org Page 10 of 14ENGLISH 7B INSTRUCTIONAL PACING GUIDE - City of Angels School - LAUSD Independent Study
ASSIGNMENTS FOR WEEK #9:
Collection 6: Guided by a Cause
Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ________________________________________________
Day 1: Uprising – Historical Novel
1. Critical Vocabulary on Pg. 305 (#1-4)
2. Read “Uprising” – page 283 – 302
3. Read Analyze Point of View and Compare and Contrast pg. 303 Answer the question in the box
Day 2: Uprising – Historical Novel
1. Re-Read story OR Listen to Online Audio in the Student ebook
2. Analyzing the Text pg. 304 (#1-6) Cite Text Evidence using A.C.E. (Use attachment A)
3. Complete Language Conventions: Phrases pg. 306 (#1-4)
Day 3: Craig Kielburger Reflects on Working Toward Peace – Personal Essay
1. Critical Vocabulary on Pg. 315 (#1-5)
2. Read the personal essay “Craig Kielburger Reflects on Working Toward Peace” – page 307 - 312
3. Read Analyze Text: Personal Essay pg. 313 and complete the question at the bottom of the box
4. Read Determine Author’s Point of View pg. 313 and complete the question at the bottom of the box
Day 4: Craig Kielburger Reflects on Working Toward Peace – Personal Essay
1. Re-Read story OR Listen to Online Audio in the Student ebook
2. Analyzing the Text pg. 314 (#1-6) Cite Text Evidence using A.C.E. (Use attachment A)
3. Complete Language Conventions: Phrases pg. 316 (#1-6)
Day 5: Doris is Coming -Short Story
1. Read “Doris is Coming” [In Close Reader, pg. 103-106]
2. Copy vocabulary words in bold throughout the story and write their definitions. Write original sentences for these
vocabulary words and underline the vocabulary words.
3. As you read the selection:
a. Jot down comments or questions about the text in your Close Read notes.
b. Follow the directions for Read/Reread/Discuss questions (#1-6).
4. After you read the selection, complete a paragraph for the Short Response on page 106
Supplementary Resources for Relearning and Differentiation
□ ELD Support – Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the Resources
section and activate the CA Language Workshop link. Inside of the link you will find scaffold instruction and
opportunities for students to master collaborative, interpretative, and productive skills in English
□ Advanced Learners - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com) . Go into the
Resources section and activate the More Texts by Collection link. These texts relate to the collection topic and
provide opportunities to further explore a topic compare and contrast texts, delve into more complex texts, etc.
□ Struggling Students - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the
Resources section and activate the Interactive Lessons Link. You find interactive lessons that will re-teach/provide
direct instruction in such standard concepts as using textual evidence, writing arguments, writing narratives ,etc.
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FINAL
ASSIGNMENT FOR WEEK #10:
Choose one of the following projects to complete and turn in as your last assignment:
Poster Presentation: Create a poster that illustrates or diagrams a concept you learned in this course. The poster
should be at least 2x3 feet and use bold letters and colors. It should also include at least five terms you learned in
this course. Feel free to use illustrations in your textbook. You will need to explain your poster in a two-minute
speech/presentation to your teacher.
Video or Audio Presentation: Create, present, and record a 2-3 minute presentation explaining or demonstrating a
concept learned in this course. The presentation could be a straightforward delivery of information or it could be a
skit acted out by you and others (e.g. fictional scene, news report, interview, mock debate, etc.). At least five terms
learned in this course should be incorporated.
Live PowerPoint Presentation: Prepare and deliver a 5-minute PowerPoint presentation explaining or
demonstrating a concept learned in this course. You must include at least 5 slides. At least five terms learned in this
course should be incorporated. You will present your report to an audience that will include teachers and fellow
students.
Film Documentary Summary: Watch an hour long documentary on a topic related to a concept you learned in this
course. Write a five-paragraph summary of the documentary using the following format.
o Paragraph 1: Cite the title and source of the movie and give a brief description of what it covers.
o Paragraph 2: A description of one new concept you learned from the movie.
o Paragraph 3: A description of another new concept you learned from the movie.
o Paragraph 4: A description of a third new concept you learned from the movie.
o Paragraph 5: General final thoughts on the movie. (i.e. Would you recommend it? Explain.)
NOTE: Paragraphs 2, 3 and 4 must be at least five sentences long.
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AC E
Constructed Response Sentence Starters
A (Answer) C (Cite) E (Explain / Expand)
Describe a Personal
Connection
★ This reminds me...
★ Something similar happened to
me... ★ I remember a time
when...
★ One time I remember...
State an Opinion
★ In my opinion... ★ Personally...
Cite evidence from the text to ★ I believe...
support your claim. ★ I think...or feel...
★ On page ______ it said... ★ The Make a Prediction
Answer the question by stating a author wrote...
claim. ★ According to the text... ★ Based ★ I predict...
★ From what I already know... ★
on what I read... ★ For instance...
★ Restate the question and ADD Based on what I read...
your answer ★ For example... Make a Comparison or
★ In the ___ paragraph on page Inference
★ Use the beginning of the question
__... ★ From the reading I know
to create your answer ★ After reading the passage, I
that...
★ I know because... can infer... ★ This comparison
shows...
★ The text explicitly states...
★ I can infer from... Cause/Effect Situation
★ Based on what has
happened...this will happen
next...
Conclusion about Passage
★ In conclusion... ★ To finalize...
★ To sum up... ★ In closing...
★ This is important to know
because...
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