Seventh Grade - ELA
1: Semester 1
Unit 1: The Pearl
Lesson 2
The Scorpion
Students read Chapter 1 of The Pearl and record descriptive phrases in a journal, directly practicing comprehension of a literary text. Students answer four comprehension questions in complete sentences and participate in discussion prompts about social class and changes to Kino's life, demonstrating literal and some inferential understanding. The lesson provides scaffolded options (Option 1 and Option 2) and parent support for struggling students, showing built-in scaffolding for reading the chapter.
Lesson 3
The Pearl
Students are instructed to read Chapter 2 of Steinbeck's The Pearl and answer comprehension questions about character, value, and meaning (e.g., questions about Kino's canoe and the effect of phrases like "vagueness of a dream"). The Skills list and questions require students to draw inferences, determine the importance of literary effects, and analyze language (verbs and adjectives) to create imagery. Activities ask students to identify strong verbs and vivid adjectives from a descriptive paragraph and to respond by drawing or writing a poem, practicing comprehension of descriptive literary text.
Lesson 5
Songs
Students are instructed to read Chapter 3 and answer comprehension questions that require explaining a simile, character motivations, and consequences of Kino's discovery. Students analyze author's craft by identifying and cataloging stylistic devices (simile, metaphor, imagery, irony) in a Stylistic Devices Log and by explaining how language choices affect the reader. Students produce written and expressive responses (edit sentences, write and perform a culturally rooted song) that require comprehension of plot, theme, and cultural context, and the lesson provides definitions and parent prompts as supports.
Lesson 6
For Sale
Students read Chapter 4 of the novella and answer targeted comprehension questions in complete sentences, including inference (what the pearl divers do not know) and evaluation (should Kino have accepted the offer). Students are asked to note stylistic devices, analyze how the pearl functions as a symbol using a web organizer, and explain how mood and character change as the story progresses. Students complete scaffolded activities with two difficulty options and parent answer keys that provide support for analysis and written responses.
Lesson 7
The Attack
Students read Chapter 5 of the story and develop four discussion questions of specified types (Right There, Think and Search, Author and You, On My Own), then provide answers or possible answers. Students analyze characterization and character relationships (skills listed) and add examples of stylistic devices to a log, prompting close reading of language and structure. Students complete a thematic 'Wants' chart identifying characters' desires and drawing symbols, and they perform sentence-editing tasks with provided corrections as support.
Lesson 8
Escape
Students are instructed to read the last chapter of the novella and answer analytic questions in complete sentences about character motive, setting, and consequences (Questions #1-#4). Students are asked to add examples of effective stylistic devices from the final chapter to a log and to discuss symbolism, moral, and character traits during wrap-up discussion prompts. The activity pages require students to locate and label verbal/participial/infinitive phrases in sentences drawn from the chapter and (Option 2) to find verbal phrases in Chapter 6 or compose sentences about the chapter that include verbal phrases, with two difficulty options provided.
Lesson 9
Parables
Students read four different parables (The Parable of the Pearl, The Good Samaritan, Wo and Jah, and a South African parable) and are asked to explain the moral or lesson of each to a parent. Students practice retelling a chosen parable orally to an audience and may use props and gestures to engage listeners, and they are prompted to compare the Parable of the Pearl to Steinbeck's The Pearl to analyze irony and authorial effect. The parent plan lists skills students will practice that align with comprehension and analysis: analyzing author/creator purpose, studying characteristics of different types of literature, and reflecting on how parables change thinking.
Lesson 10
Writing a Parable
Students identify and list moral lessons from The Pearl and choose one to serve as the theme of their parable (Activity 1). Students complete a story map that requires them to describe setting, characters, and themes and to analyze how place and time influence the theme (Activity 3 and Skills list). The rubric and parent prompts require students to support their chosen lesson with evidence from the text and to demonstrate understanding of character development through actions, thoughts, and dialogue.
Final Project
Think-Tac-Toe
Students read the novella The Pearl and complete targeted comprehension tasks including Part B book questions (literal comprehension), Part D short-answer analysis of character change, symbolism, and stylistic devices, and a unit test. Students synthesize across genres by reading related poems and discussing how poem themes relate to the novel, and they complete compare/contrast and Venn diagram activities. Students demonstrate comprehension through varied performance tasks (scripts, mock trial, speeches, cover design) that require summarizing, using textual evidence, and identifying author's perspective and themes, and vocabulary and grammar pages provide supports for understanding the text.
Unit 2: A Girl Named Disaster
Lesson 1
Nhamo
Students are assigned to read the first four chapters of A Girl Named Disaster and take the role of a Cultural Commentator, using a journal to record what they learn about culture and characters. Students answer guided discussion questions about plot, character relationships, and dependency on the natural environment and are asked to give a brief verbal summary of the chapters they read. Students complete related comprehension and analysis tasks (map labeling, web research, quilt or trivia projects) that require extracting information from the text and connecting it to geographic and cultural details.
Lesson 2
Sickness
Students are assigned to read Chapters 5–7 of the novel and to record information in a journal as they take on the role of an Investigator, which requires them to gather background information related to the text. Students answer discussion questions in the Wrapping Up section about characters' beliefs and survival differences, practicing comprehension of plot and cultural context. Students complete a Vocabulary Picture Dictionary activity where they define, illustrate, and use targeted words in sentences to support understanding of the text.
Lesson 3
A Visit with the Muvuki
Students are asked to read Chapters 8–10 and take on the role of a Discussion Director, writing four discussion questions that focus on big ideas rather than surface details. The task explicitly requires at least one open-ended question and one inference question, prompting students to make inferences and interpret the text. The Wrapping Up and Parent Plan sections include comprehension questions about plot, character actions, and cultural influence that require students to explain events and analyze motives.
Lesson 4
Escape
Students are asked to read Chapters 11–14 and take on the role of a Literary Luminary, choosing two or three passages that spotlight important or puzzling parts of the text and recording page numbers. Students must read their selected passages aloud to a parent and explain their reasons for choosing them, which requires identifying significant ideas and supporting interpretation with text. Discussion prompts and wrap-up questions ask students to describe what they learned about the novel and its historical context, prompting comprehension and textual explanation.
Lesson 5
Lake Cabora Bassa
Students are asked to read Chapters 14–16 and take on the role of a Travel Tracer, following where the action happens and describing where characters move to and from. Students must describe each setting in detail (in words or map form) and explain what role the setting plays in the conflict of the story, recording these responses in a journal and sharing with a parent. The activities require students to track plot movement, analyze setting, and connect setting to conflict—tasks that require comprehension of the assigned literary chapters.
Lesson 6
Abandoned Farm
Students read chapters 17–20 of the story and perform a "Line Locator" task where they find 3–5 lines or short passages, copy or record their locations, and explain in their journals why those passages reflect good writing or are important to the story. Students also generate at least one "thinking question" that prompts interpretation beyond literal facts. Parent-plan discussion prompts ask students to explain Nhamo's journey, infer how survival changes her outlook, and justify choices (e.g., entering the abandoned house), supporting inferential comprehension.
Lesson 7
Baboons
Students are instructed to read chapters 21–23 and take on the role of an Illustrator, producing a drawing tied to plot, character, or setting from the chapters. Students choose research-based projects: either design an 8–10 sentence museum plaque about baboon social dynamics or create a multi-page guidebook with 1–2 sentence entries about five African animals. The Parent Plan Skills section explicitly lists synthesizing ideas within and across texts and supporting findings with textual evidence as learning goals.
Lesson 8
Survival
Students read Chapters 24–27 and are assigned the role of Summarizer, writing a four- to five-sentence summary in their journal and sharing it with a parent. Students respond to guided discussion questions that require identifying Nhamo's physical and emotional survival strategies, explaining causes of events (e.g., why she got sick), and analyzing social and cultural elements. Students are given scaffolded supports such as role assignment, explicit summary-length guidance, parent prompts, and step-by-step drafting strategies for writing a personal narrative.
Lesson 9
The Leopard
Students are assigned to read Chapters 28–30 of the novel and take on the role of a 'Figurative Language Finder,' where they must identify at least three examples of figurative language and record them in a journal and read them aloud to a parent. The lesson includes specific comprehension prompts and discussion questions about plot events (e.g., what dead animal Nhamo discovered), character change (comparing Nhamo from Chapter 1 to her current state), and causes/effects in the story. The Parent Plan and activities instruct students to discuss answers with a parent and read passages aloud, providing guided support while they work on understanding the text.
Lesson 10
A Rude Awakening
Students read Chapters 31–34 and take on the role of a Dialogue Designer to recreate interactions through a 6–10 line conversation that centers on events from the text. Students are asked to produce interpretive responses by writing a postcard or creating a storyboard that requires them to reflect on Nhamo's journey, survival, character development, geography, and cultural details. The parent/skills section explicitly directs students to select a focus, organizational structure, and point of view and to develop and organize an interpretive response that demonstrates careful reading and insight.
Lesson 11
Out with the Old
Students read Chapters 34–38 and take on the role of Real-life Connector, finding and recording connections between the book, their life, and the wider world. Students respond to specific discussion questions about plot events, character motivations, and word meaning (for example, explaining what "imprint" means). The lesson asks students to record connections in a journal and discuss comprehension questions with a parent, providing opportunities to practice understanding narrative elements and making textual-to-world connections.
Lesson 12
A New Beginning
Students read Chapter 39 to the end of the novel and are assigned a Story Connector role to find at least three connections between this section and other stories they have read. Students complete Student Activity Pages and a Unit Test that ask short-answer comprehension questions (e.g., why Nhamo left her family, where the novel is set), identify story elements, characterize Nhamo using text evidence, and state the theme. Students are prompted to review vocabulary, story elements, and prior activity pages and to support characterization and opinions with evidence.
Unit 3: The Hobbit
Lesson 1
Bilbo Baggins
Students read Chapter 1 of The Hobbit and answer comprehension questions in complete sentences (questions about characterization, dwarves, and Gandalf's remark). Students create a setting map and record events by chapter, summarize events on the "Events of the Journey" pages, and participate in vocabulary activities (cube game, cards) that build word knowledge tied to the text. Students discuss and write short summaries and life-application reflections about Bilbo's change and decisions.
Lesson 2
Trolls
Students read Chapter 2 of The Hobbit and answer comprehension questions that check literal understanding (e.g., what Bilbo discovers, how he gets caught, who rescues them). Students write a sentence that characterizes Gandalf and chart setting and events by mapping the journey and summarizing the first night's camp. Students respond to prompts about changes in opinion and review vocabulary, which support comprehension and inferencing about characters and events.
Lesson 3
The Elves
Students read Chapters 3 and 4 of The Hobbit and answer targeted comprehension questions in complete sentences. Students locate and record examples of foreshadowing and flashbacks, chart setting and plot events on maps and event pages, and discuss themes and character contrasts. Students are prompted to explain the narrator's meaning, make text-to-life connections, and read examples aloud to a parent, with definitions of foreshadowing and flashbacks provided as support.
Lesson 4
Gollum
Students read Chapter 5 and answer specific comprehension questions about plot, character, and the ring's powers. Students draw the path on a setting map, write a brief summary of events, and record examples of foreshadowing to demonstrate textual understanding. Students analyze figurative language and practice producing literary language by writing their own riddles and using a thesaurus to select synonyms.
Lesson 5
Wolves, Goblins, and Eagles
Students read Chapter 6 of a literary text and answer specific comprehension questions (e.g., how the wolves and goblins work together, what Gandalf does, how the eagles help), which requires locating and explaining events from the story. Students draw the path on a "Setting Map" and write a brief description of chapter events on an "Events of the Journey" page, requiring them to synthesize plot and spatial information. Students are asked to record examples of foreshadowing, which asks them to identify and cite textual evidence and infer future implications.
Lesson 6
Skin-Changer
Students read Chapter 7 of the novel and answer specific comprehension questions (e.g., defining a skin-changer, explaining Gandalf's choices, and recounting Beorn's actions). Students summarize events verbally, map locations and events on a journey chart, and record examples of foreshadowing or flashback. Students practice literary analysis and language skills by analyzing characterization (noted in the skills list), editing sentences for grammar, and composing a descriptive paragraph using figurative language for a new fantastical race.
Lesson 7
Spiders
Students read Chapter 8 of a literary text and answer specific comprehension questions (e.g., what happens to Bombur, how Bilbo saves the dwarves, how Bilbo feels, what happens to Thorin). Students map events (draw a path from the Forest Gate to the spiderwebs), record examples of foreshadowing, and write a short sentence summarizing the chapter's events. Students discuss theme and character change through guided questions (e.g., how Bilbo has changed, the theme that size and strength are not always most valuable).
Lesson 8
Elvenking
Students read Chapter 9 of The Hobbit and answer specific comprehension questions about character motives, plot events, and methods of escape. Students map settings, record event summaries, and identify examples of foreshadowing and flashback to show understanding of how events advance the plot. Students complete problem-and-solution activities (including filling a Problems & Solutions chart and using a structured Problem Solving page) and practice editing sentences and reviewing vocabulary/grammar with parent-guided scaffolding.
Lesson 9
Men of the Lake
Students read Chapters 10 and 11 and answer directed comprehension questions in complete sentences about characters, motivations, and plot (e.g., questions about the Master, Men of the Lake, and Bilbo's actions). Students trace the setting on a map, write short descriptions of events, and record examples of flashback or foreshadowing to demonstrate understanding of narrative structure. Students engage in guided discussion prompts with parents (explaining Bilbo's plan, discussing the ring) that support comprehension through oral explanation and review.
Lesson 10
The Dragon
Students are asked to read Chapters 12 and 13 and answer specific comprehension questions in complete sentences, including inferential items (e.g., why the dragon wakes, Bilbo's leadership). Students summarize chapter events, mark chapter numbers on a map, and record examples of flashback or foreshadowing, practicing literary-element identification. Students analyze recurring themes (greed and power) across the text and connect those themes to contemporary and historical examples through two-tiered activity options.
Lesson 11
Bard
Students read Chapters 14 and 15 of a novel and answer specific comprehension questions about plot and character (what Smaug does, how townspeople feel, who Bard is, and what they plan to do). Students record examples of foreshadowing and flashback on a chart and respond to discussion prompts about themes such as power and greed. Students analyze character change (Bilbo, Thorin) and respond in complete sentences, showing practice with literary analysis and comprehension.
Lesson 12
The Arkenstone
Students are asked to read Chapters 16 and 17 and answer comprehension questions in complete sentences that require inference (e.g., why Bilbo sneaks out, why he admits giving the Arkenstone). Students are prompted to analyze literary elements: the Parent Plan lists skills to analyze plot, theme, point of view, characterization, mood, style, identify recurring themes, and describe conventions of myths/epics. Students create a Quest Cube identifying quest elements from The Hobbit and explain how each element contributes to central themes and mood, which practices text-based analysis and synthesis. The parent guidance provides suggested answers and discussion prompts that scaffold student interpretation and writing.
Lesson 13
The Battle
Students finish reading a full novel (The Hobbit) and answer directed comprehension questions in complete sentences about characters, plot, and outcomes. Students summarize early literary reviews and identify whether responses are positive or negative, citing major points and any literary elements the reviewers mention. Students discuss themes (e.g., greed, power) and reflect on character change, and they are asked to write response-to-literature summaries in their journals.
Final Project
Responding to Literature
Students read The Hobbit and prepare a final project and unit test, which requires them to review setting maps, events, flashback/foreshadowing pages, and vocabulary. Students plan, draft, and write a personal literary response that requires use of examples from the text, direct quotes, and analysis of character change and timeless lessons. The rubric explicitly assesses comprehension, textual evidence, and interpretation, and Part V asks students to identify foreshadowing and flashback from the novel.
Unit 4: A Single Shard
Lesson 1
Korea
Students are instructed to read the novel A Single Shard and to 'pay careful attention' to cultural context and character relationships as they read. Students complete a vocabulary-in-context activity that requires them to read definitions and insert words into a paragraph drawn from the story. Students locate and label Korea on a map and research 'Elements of Korean Culture,' recording information on a two-column chart for 'Today' and 'Centuries Past' as they read the novel. The lesson asks students to continue adding to the culture chart and to review vocabulary daily, providing background knowledge and vocabulary scaffolds to support comprehension.
Lesson 2
Tree-Ear
Students read the first two chapters of the novel A Single Shard and answer guided comprehension questions in complete sentences, practicing literal and inferential responses (e.g., why Tree-ear watches Min; whether he should have told the man about the rice). Students give brief oral summaries of the chapters and add details to an "Elements of Korean Culture" page, showing attention to context and cultural comprehension. Discussion prompts ask students to consider how relationships influence individuals and to justify opinions, which practices comprehension and interpretation of character motivation.
Lesson 3
Hard Work
Students are asked to read Chapters 3 and 4 and answer specific comprehension questions about plot and character motivations. Students are instructed to underline key information, write a one-page summary, and use strategies (skim topic sentences, restate in own words) to identify main ideas and sequence events. Students practice writing and revising summaries, correcting sentences, and orally reading their summaries aloud with guidance to avoid personal opinion and include only main points. The lesson provides parent-scaffolding prompts and a checklist of major events to help students recount plot and character development.
Lesson 5
The Royal Emissary
Students read Chapters 5 and 6 (and refer to Chapters 4–6) and are directed to write four thoughtful questions and provide answers, including prediction, fact-based, opinion/judgment, and personal-reaction questions. Students sequence the pottery-making process using details drawn from multiple chapters, requiring them to synthesize information across the text. Discussion prompts ask students to interpret a line from the book and to consider ethical questions and character discoveries, prompting inference and interpretation skills.
Lesson 7
Opportunity
Students read Chapters 7 and 8 and answer written comprehension questions that require recall and interpretation (e.g., why Min laughs, what happens to Min's pieces, what the commissioner says). Students analyze themes and central ideas, character relationships, and plot development (listed under Skills and reinforced by discussion prompts). Students create a mini-book documenting opportunities with evidence from the text and discuss how opportunities benefit characters, which requires synthesis and text-based support. Parent-plan prompts provide scaffolding through guided discussion and suggested sentence corrections.
Lesson 9
Words of Wisdom
Students read Chapters 9 and 10 and answer comprehension questions in complete sentences that require them to identify motives, infer character feelings, and summarize events. Students interpret and explain five of Crane-man's quotes in writing, using textual examples and personal interpretation. Students complete activities that require organizing interpretations around clear ideas, developing sustained examples, and producing a written or visual product to extend understanding.
Lesson 10
The Fox
Students are asked to read multiple folktales linked in Activity 2 (e.g., "The Grateful Foxes," "The Fox and the Crow," and a Norwegian fox tale) and to "read each story and think about the purpose of the story and what it teaches." Students are prompted to summarize chapters they were assigned to read and to explain the purpose and lesson of their own fox story during parent discussion. Students also analyze characterization of the fox across cultures by comparing how foxes are portrayed and by writing a short folktale that demonstrates understanding of those traits.
Lesson 11
Relationships
Students are assigned to read Chapters 11–13 and answer specific comprehension questions that require recall and summary (e.g., identifying characters, events, and objects). Students complete activities that require analysis of characterization and relationships, including writing at least two sentences per relationship and supporting descriptions with examples from the text. The Skills section explicitly asks students to analyze characterization, develop interpretations exhibiting careful reading, and justify interpretations through sustained use of textual evidence.
Final Project
Comparison and Contrast Writing
Students read the novel A Single Shard and complete comprehension tasks such as the end-of-unit test (Part A) asking them to describe setting, pottery process, character opportunities, and cultural details. Students analyze character relationships (Tree-ear with Min and Crane-man), brainstorm similarities and differences, and are instructed to provide support from the text when outlining and drafting their comparison/contrast essay. The rubric and organizers require students to use specific examples from the text and the activities include vocabulary and pronoun tasks tied to the novel.
2: Semester 2
Unit 1: Greek Myths
Lesson 1
Ancient Greece
Students read pages 9–15 of D'Aulaires' Book of Greek Myths (the Greek creation story) and answer comprehension questions about it. Students are asked to summarize the creation story in two sentences and to compare it with other cultures' creation stories. Students respond to an analytical question about why Greeks worshipped gods who looked like perfect people and are prompted to identify recurring themes such as power and revenge.
Lesson 2
The Gods and Goddesses
Students read specified pages about Greek myths (multiple sets of pages are listed) and answer comprehension questions in complete sentences, practicing literal and inferential understanding (e.g., explaining volcanoes, storms, seasonal change). Students make and label character cards, complete a Mount Olympus family tree, and discuss cultural connections, which require them to identify characters, relationships, and themes. Students practice vocabulary in context by locating words in the text, matching definitions and motions, and creating vocabulary strips to scaffold word comprehension.
Lesson 3
The Stories
Students read and discuss Greek myths and are asked to analyze writings and artistic contributions ("You have learned the stories of the major Greek gods and goddesses" and prompts about what the stories convey). The Parent Plan explicitly directs students to "analyze, make inferences, and draw conclusions about the author's purpose" and to "analyze literary works that share similar themes across cultures." Students read and use content on the Go Greek cards and flashcards and answer questions about how the myths reflect culture, and they produce responses such as an acrostic poem or a decorated pot that require consideration of the gods' stories and symbols.
Lesson 4
Minor Gods, Nymphs, Satyrs, and Centaurs
Students read assigned pages (70–89 and 90–107) containing Greek myths and answer targeted comprehension questions (e.g., about Prometheus, Pandora, Deucalion, Pan, and Chiron). Students practice literary analysis by comparing and contrasting mythologies, identifying themes such as greed and consequences, and discussing cultural values. Students also convert a myth into a short play and read an adapted drama (Orpheus) as a model, and they complete writing tasks (descriptive paragraph "Life Without Fire") and sentence-editing exercises that reinforce comprehension and language use.
Lesson 5
Mortal Descendants of Zeus
Students are asked to read pages 114–122 about Perseus and answer specific comprehension questions (Q1–Q4) that check literal understanding of plot events. Students complete an activity page that requires identifying myth conventions (hero, gods, monster, problem, helpers) and use an answer key to confirm details. The Parent Plan lists higher-level skills for students such as comparing and contrasting mythologies, explaining how values are shaped by context, synthesizing ideas across texts, and analyzing themes across cultures.
Lesson 6
Vainglorious Kings
Students read multiple extended prose myths (Heracles pages 132-147; Theseus, Daedalus and Icarus pages 148-157; Oedipus and Jason pages 158-175) and answer comprehension questions in complete sentences. Students compare and synthesize across versions by completing a chart comparing the traditional Daedalus and Icarus myth with a contemporary retelling and by comparing Heracles to modern superheroes using a Venn diagram. Students analyze how a filmed version differs from the text by taking notes on film techniques, added dialogue, and how scenes are expanded.
Lesson 7
The Trojan War
Students are instructed to read specific pages of a narrative (pp. 178–189) and to retell/summarize the story using props, which requires them to identify and convey main ideas and significant details. Students are asked to pick out the most important events for a summary, may quote from the text, and are told to organize literary interpretations around several clear ideas or images. The Parent Plan and skills list require students to write responses to literature, deliver oral summaries that convey comprehensive understanding, and apply language conventions during oral presentations.
Final Project
A New Twist on an Ancient Myth
Students read and discuss contemporary retellings and original myths (e.g., "Theo and the Maze" and references to Theseus and the Minotaur) and answer comprehension items such as summarizing famous myths and completing the unit test matching gods and goddesses. Students identify conventions and themes of myths using the "Conventions of a Myth" activity, synthesize ideas across texts in prompts that ask for comparisons and thematic connections, and produce a 400–500 word retelling using a rubric that assesses organization, conventions, and evidence of understanding. Students also practice vocabulary, root-word matching, and answer analysis questions that require inference and textual evidence (e.g., Part IV: Myths and Part V: Famous Myths).
Unit 2: Tales from the Middle Ages
Lesson 1
Medieval Times
Students are assigned to read two books: a novel (a story) and a play composed of monologues (drama). Students complete a pre-reading "A Medieval Manor" worksheet that asks them to observe and record details about jobs, clothing, homes, inventions, military defense, and comparisons to modern neighborhoods to support comprehension of setting. Students write 3–4 sentence commentaries from the perspectives of a knight, a lord, and a peasant and read them aloud using appropriate tone, and the parent plan lists skills to analyze point of view and make inferences about author's purpose.
Lesson 2
Beetle
Students read Chapters 1–3 of The Midwife's Apprentice and a centuries-old poem ("A Dialogue on Poverty"), giving them practice comprehending both a narrative and a poem. Students answer guided questions that compare the poem and the novel (e.g., similarities in poverty, effects of first- vs. third-person point of view) and play assigned roles (Researcher) to gather contextual information. Students receive vocabulary instruction and a crossword activity to scaffold understanding of challenging words encountered in the texts.
Lesson 3
Summer
Students read Chapters 4 and 5 of The Midwife's Apprentice and take on the role of Discussion Director, writing four open-ended, text-based discussion questions and answers that target big ideas such as relationships and survival. Students analyze Beetle's relationship with the midwife through guided prompts (Getting Started, Ideas to Think About) and answer specific wrap-up questions about character change and motives. Students write a paragraph summarizing Beetle's character, living conditions, or the story, requiring synthesis of plot and character details.
Lesson 4
Special Delivery
Students read Chapters 6–8 and perform a Line Locator task in which they find 3–5 lines or short passages, record page and paragraph numbers, and explain why those passages show good writing or are important to the story. Students complete comprehension and analytical work by answering discussion questions about character change, motivation, and plot (e.g., why villagers are superstitious, how Alyce's relationships change). Students compare events using a Venn diagram and produce a creative response (write/sing a ballad) or a comparative analysis, and they review vocabulary to support understanding.
Lesson 5
A Baby
Students are assigned to read Chapters 9–11 and to take on the role of "Dialogue Designer," creating and recording a conversation that centers on events from the chapters, which requires comprehension and synthesis of plot and character interactions. The lesson includes targeted discussion questions (e.g., why Alyce's relationships change; how Alyce delivers babies differently) that ask students to analyze character motives, compare actions, and infer meaning from the text. Students are also asked to locate specific sentences in the book and explain the author's word choices (passive vs. active voice), which directs attention to close reading of sentence-level constructions.
Lesson 6
The Inn
Students are instructed to read Chapters 12 and 13 and to perform the role of an Illustrator by drawing a picture related to the chapters, which requires comprehension of plot, character, or setting. Parent Plan discussion questions prompt students to explain character feelings, motivations, and plot events (e.g., Alyce's self-assessment, Magister Reese's teaching methods), requiring textual interpretation. The lesson also directs students to review vocabulary and distinctions among sentence types and active/passive voice, which supports language comprehension related to the text.
Lesson 7
An Angel or a Saint
Students read Chapters 14–15 and are assigned the role of Literary Luminary to locate, record, and read aloud passages they find important, interesting, or puzzling and then discuss them with a parent. Students read selected monologues from Good Masters! Sweet Ladies!! and complete related activities that require them to identify the role of domesticated animals and analyze economic and cultural details. Students answer discussion questions about character motivations and relationships and compare their sentence elaborations with the author's originals, practicing close reading and interpretation.
Lesson 8
Newborn Hope
Students are instructed to finish the novel and read the Author's Note, taking on the role of a Connector to find and record connections between the book, their life, and the outside world. Activities require students to analyze how Alyce's relationships change from the beginning to the end of the novel and to provide details from the book to support their answers. The Parent Plan explicitly lists skills such as analyzing themes and central ideas in literature and analyzing connections between characters, ideas, and experiences.
Lesson 9
Cast of Characters
Students read the first 23 pages of Good Masters! Sweet Ladies! and complete a "Cast of Characters" chart, summarizing each character's monologue in 1–2 sentences, citing an example of descriptive language, and describing relationships with other characters. Students fill extended graphic organizers that ask for 5–15 sentence summaries for some characters, identify descriptive language, and look for cross-monologue connections. Students discuss cultural elements, compare characters' struggles to other texts (e.g., The Midwife's Apprentice), and answer guided discussion questions about superstition and survival.
Lesson 10
Point of View
Students are assigned to read pages 24–41 of Good Masters! Sweet Ladies! and fill out a chart for each monologue, which requires reading and extracting information from a literary text. Students practice identifying and contrasting first- and third-person narration, distinguishing limited vs. omniscient third-person, and discussing perspective by finding examples in other novels and sharing findings with a parent. Students also read passages from first- and third-person novels and are asked to identify point of view and whether third-person passages are limited or omniscient.
Lesson 11
Village Life
Students are assigned to read pages 42–65 of Good Masters! Sweet Ladies! and to fill out a "Cast of Characters" chart for the monologues they read, which requires identifying characters and perspectives. Students answer discussion questions that ask them to compare perspectives (Isobel vs. Barbary), explain relationships between groups (Jews and Christians), and imagine how characters' responsibilities change after a parent's death, all requiring comprehension of drama and themes. The materials note that one monologue is written for two voices and prompt students to notice overlapping and differing perspectives, prompting close attention to the text.
Lesson 12
Glassblowers, Tanners, and Snigglers
Students read and finish the monologues in Good Masters! Sweet Ladies! (beginning on page 63) and complete a "Cast of Characters" chart, which requires identifying and recording character information from a dramatic text. Students are prompted to reread characters' monologues before composing descriptive sentences and to answer discussion questions about character relationships and medieval culture, indicating comprehension tasks tied to the text. Students are asked to explain strategies for writing descriptive sentences and to discuss specific plot/relationship questions in the Parent Plan and Wrapping Up sections, which require them to use details from the text.
Final Project
Life in the Middle Ages Think-Tac-Toe
Students read two extended works (The Midwife's Apprentice and Good Masters! Sweet Ladies!) and prepare for a unit test that includes vocabulary, multiple-choice comprehension, and short essays. Students identify narrative perspectives (first person, third-person limited, third-person omniscient), summarize monologues, and write essays that explain character actions and historical context. Students produce and perform monologues, write creative stories (Queen, Squire, Story Cube), complete book reviews, and practice descriptive writing, all of which require reading comprehension and analysis of stories and dramatic monologues.
Unit 3: The Prince and the Bard
Lesson 1
Introduction to The Little Prince
Students are assigned to read The Little Prince and two works by Shakespeare (A Midsummer Night's Dream and an abridged Romeo and Juliet), and they are asked to look for messages about love and friendship and techniques characters use to persuade one another. The parent notes state students can use a side-by-side modern-English translation (No Fear Shakespeare) and an abridged version as supports for reading Shakespeare. The lesson includes comprehension questions about the author's biography and activities that require identifying themes and persuasive techniques in the texts.
Lesson 2
Meeting the Little Prince
Students are assigned to read Chapters I–VI of The Little Prince and to answer specific comprehension questions about plot, character motivations, and the narrator's interactions. Students write journal responses analyzing the author's use of parentheses and complete a Venn diagram comparing what children and adults want to know about a friend, practicing comparison and interpretation. The lesson's skill list and parent guidance direct students to organize interpretations around several clear ideas and to look beyond literal facts to main messages and ideas.
Lesson 3
The Flower and Other Planets
Students read chapters VII–XII of The Little Prince and answer comprehension questions in full sentences, demonstrating direct work on reading and understanding a literary text. Students analyze character perspectives and problem-solution processes (e.g., comparing children's and adults' viewpoints and how characters persuade one another). Students practice close reading of the text by locating, using, and explaining ellipses (reconstructing paragraphs, finding author uses, and explaining effects). Students produce and perform a 30-second persuasive message from a character, applying textual understanding to a written and spoken task, and parents are given explicit scaffolding options (Option 1 vs Option 2) to support learners.
Lesson 4
Earth and Other Planets
Students read Chapters XIII-XX of The Little Prince and answer specific comprehension questions, demonstrating direct engagement with a literary text. Students write responses to literature, including letters to characters using the provided "Children Say" and "Two Views" templates, which require interpretation and persuasive reasoning about characters and problems. Student activity pages prompt students to describe planets, identify problems, and brainstorm solutions, supporting analysis of character motives and events. The parent plan explicitly lists "Write responses to literature, developing an interpretation exhibiting careful reading, understanding, and insight."
Lesson 5
Making Friends on Earth
Students are asked to read Chapters XXI-XXV of The Little Prince and answer comprehension questions in complete sentences about key ideas (e.g., what it means to be 'tamed', why the prince's rose has 'tamed' him, and the fox's secret). The Parent Plan lists a skill to "Paraphrase the major ideas and supporting evidence," and activities require students to explain and give examples (e.g., explain why friendship prevents monotony and produce two examples). Students also interpret thematic language such as "Anything essential is invisible to the eyes," indicating engagement with inference and theme.
Lesson 6
Saying Goodbye
Students finish reading Chapter XXVI to the end of The Little Prince and answer targeted comprehension questions in complete sentences (e.g., how the prince gives the narrator a gift of the stars; how the prince intends to get home). Students complete a Student Activity Page prompting analysis of emotions, perspective, motivations, and textual evidence (questions about how the prince felt about the fox, why he had to go back, and ways the narrator knows he made it home). Students produce a persuasive poem or drawing with a written description and practice language conventions through a sentence-editing activity; the Parent Plan explicitly lists skills to offer persuasive evidence and to paraphrase major ideas.
Lesson 7
Introduction to Shakespeare
Students prepare to read two Shakespeare plays (A Midsummer Night's Dream in full with a modern translation alongside the original, and an abridged Romeo and Juliet in Shakespeare's language). Students read the Early Modern English article and answer questions about strategies (e.g., restating confusing lines in today's English and focusing on overall meaning). Students practice clarifying archaic words and quoted material by inserting brackets and use character-list grouping to organize comprehension of the play's dramatis personae.
Lesson 8
Beginning A Midsummer Night's Dream
Students are assigned to read Act 1, Scene 1 through Act 2, Scene 1 using the modern translation of A Midsummer Night's Dream (right-hand side) and are directed to the full play PDF and side-by-side original/translation for reference. Students answer targeted comprehension questions about Theseus's choices, the main couples, fairy mischief, and the actors, requiring recall and interpretation of plot and character. Students complete character-analysis activities (collage or a written casting description and a student activity page) that require them to identify character traits, problems, persuasion goals, and the three main plotlines, connecting text details to creative responses.
Lesson 9
Puck's Pranks
Students read Act 2, Scene 2 through Act 3, Scene 2 using the modern translation (right-hand side) and are prompted to compare with the original language on the left. Students answer comprehension questions about plot events (what Oberon does, Puck's mistake, actors rehearsing) and write responses to literature as a stated skill. Students apply understanding by creating a poem or short story using Shakespearean expressions, and they share their work orally with a parent.
Lesson 10
Dreams
Students read specified scenes of A Midsummer Night's Dream (Act 3, Scene 2 to Act 4, Scene 1) using the modern translation and are invited to consult the original text. Students answer guided comprehension questions about plot and character changes, summarize passages in short paragraphs, and choose performance options that require working with either the modern or original text. Students practice reading strategies (pauses, stage directions, voice changes), look up unfamiliar words, and perform or discuss how the passage develops themes such as love, friendship, or persuasion.
Lesson 11
Watching the Play
Students read Act 4, Scene 2 through the end of A Midsummer Night's Dream, using the modern translation on the right-hand side and optionally comparing phrases in the original on the left. Students watch a 25–30 minute animated adaptation and answer comprehension questions about characters' reactions, plot (e.g., how the wedding guests respond to the play within the play), and the play's classification as comedy or tragedy. Students discuss which scenes were included or omitted and evaluate whether the animated version effectively tells Shakespeare's story, practicing comprehension and interpretation with scaffolding.
Lesson 12
Tragic Love
Students read an abridged version of Romeo and Juliet in Shakespeare's original language with specific page ranges assigned for Day 1 and Day 2. Students answer directed comprehension questions about plot and character (e.g., Romeo's changing love interests, why Romeo kills Tybalt, how families react). Students locate and include direct quotations in an interview-writing activity, practicing citing textual evidence in their written responses.
Final Project
Love Letters
Students read and work with three full texts: The Little Prince (story) and two dramas, A Midsummer Night's Dream and Romeo and Juliet. Students answer comprehension questions on a unit test (e.g., identifying friends, plotlines, moral flaw) and complete vocabulary and grammar items tied to the texts. Students plan and write a persuasive essay using outlines, quotations, evidence, and a rubric, and are offered two options (Play Cupid vs. Strongest of All) that provide different levels of support.
Unit 5: British Poetry
Lesson 1
Rhythm and Meter
Students are asked to read the introduction (pages 5–15) in Poetry Rocks! Modern British Poetry and answer three comprehension questions about historical influences and differences between eras. Students mark stressed and unstressed syllables in multiple poem lines (Sonnet 43 excerpts and other sonnet lines), count metrical feet, and read a stanza aloud with a parent. Students work with vocabulary words (pronunciation, syllable stress) and write lines using vocabulary in the more challenging option.
Lesson 2
Voice and Rhyme
Students read chapters on Elizabeth Barrett Browning and Robert Browning and answer targeted comprehension questions in complete sentences (e.g., identifying rhyme scheme, explaining why Browning's sonnet is unusual, interpreting the monologue in "My Last Duchess"). Students analyze voice, time period, themes, and how meter and rhyme scheme affect meaning, and they discuss differences between poets' perspectives. Students read their own poems aloud and explain how their poem reflects a time period, demonstrating comprehension and interpretation of poetic texts.
Lesson 3
Graphic Elements
Students read Chapter 3 about Alfred, Lord Tennyson and the "Dedication" section of Idylls of the King and answer comprehension questions about the poems (e.g., why Ulysses leaves his kingdom, who the Dedication honors). Students identify and record specific lines that show graphic elements (capitalization, punctuation, line length) on the Graphic Variations page, citing textual examples. Students compare a chosen poetic line to a prose biographical statement about Prince Albert, writing parallel expressions and illustrating the emotions, which practices comparing and interpreting poetic language and meaning.
Lesson 4
Figurative Language
Students read chapters about Matthew Arnold and Christina Rossetti and answer specific comprehension questions in complete sentences about imagery, similes, and tone. Students identify and label figurative language (metaphor, simile, personification, idioms, onomatopoeia) on the "Walk Like a Poet" page and the Student Activity Pages. Students write a poem using personification and metaphor or simile and then read it aloud and discuss the figurative devices they used.
Lesson 5
Allusions
Students read Chapters 6–8 about W.B. Yeats, Edith Sitwell, and Wilfred Owen and answer comprehension questions in complete sentences. Students identify and explain poetic devices and references (for example, identifying allusions in "The Second Coming" and explaining the repetition in "Still Falls the Rain"). Activities ask students to analyze how structure and genre-specific characteristics shape meaning and to provide details or phrases from contemporary articles to use in poems. The Parent Plan explicitly lists skills that students practice, including reading a variety of literature, analyzing genre effects, and drawing conclusions about the structure and elements of poetry with evidence from text.
Lesson 6
Tone
Students read Chapter 9 about Stevie Smith and answer comprehension questions about details (why she was called Stevie) and the inspiration for "Not Waving But Drowning." Students compare Smith's poem to Browning's "My Last Duchess," discussing who speaks, differences in rhyme and meter, and they analyze tone versus themes. Students write a conversational poem and adjust line position and graphical elements, demonstrating understanding of how form and voice shape meaning.
Lesson 7
Themes
Students read chapters on W.H. Auden and Dylan Thomas and answer comprehension questions in complete sentences about content, theme, and poetic form. Students analyze how poem structure and poet choices communicate meaning (questions about historical form, role of Wales, changes in speaker) and practice identifying punctuation use in poetry excerpts. Students choose, memorize, and recite a poem aloud and explain their theme choice, practicing oral reading and interpretive comprehension.
Final Project
Autobiography of a Poet
Students read and discuss modern British poems (e.g., analyses of Sitwell's "Still Falls the Rain" and Tennyson's "Ulysses") and are asked to re-read poems they wrote when brainstorming titles and covers. Students complete a unit test with comprehension questions about poetic devices (personification, iambic pentameter, metaphors vs. similes, meter) and write vocabulary-based lines, evidencing close reading and analysis. Students write a two-paragraph analysis of one of their own poems that requires identifying images/events and discussing structure and techniques, and they prepare an anthology and read their poems aloud.