francis howell school district curriculum revision ... · the next year, but they must have...

revised October 2012

Francis Howell School District Curriculum Revision & Approval Sequence

Curriculum: ELA 7 Content Leader: Erin Thurston Curriculum Revision Team: Mindy Kramer, Becky Strickland, Buffy McLaughlin Board of Education Curriculum Information:

1. Current Reality and Research ELA has new Common Core Standards, text complexity requirements, and national and state assessments. The team reviewed all of these components prior to beginning writing the new curriculum.

2. Curriculum and Assessment Development and Revision A. Curriculum Map/Pacing Guide – included in curriculum B. Curriculum Development Review Feedback:

Content Leader review - [1/13/14] Director of Student Learning review – [Jan. 2014] Teacher/Administrator review-- [Jan. 2014] Curriculum Advisory Council review – [1/28/14] Academic Strategic Planning Committee review – [2/3/14]

BOE First Reading – [2/2014] BOE Second Reading/Approval – [3/6/2014]

Summary of curriculum and revisions: Last Curriculum Revision – [2008]

Curriculum was designed to align with Common Core Standards and text complexity recommendations and now includes performance tasks and activities are aligned to rigor/relevance.

3. Professional Development and Implementation

Professional Development Plan Teacher training dates ___TBD 2014-15___ Administrator training dates ___TBD 2014-15___ Approximate Expense ___$3200______ ___

4. Evaluate Resources and Materials

Text Selection (if applicable)* 2015-16 Approximate Expense $100,000

5. Monitor Implementation

Projected Date – 2014-2015 school year 6. Program Evaluation*

Projected Date – 2018-2019 school year

FHSD Academics ET Curriculum 2.0 Revised Winter 2014 Page 1

7th Grade English Language Arts

Board Approved:


Curriculum Committee

Mindy Kramer Mary Emily Bryan Middle School Buffy McLaughlin Hollenbeck Middle School Becky Strickland Francis Howell Middle School

Middle School Department Chairs

Patrice Feldman Francis Howell Middle School Raquel Babb Mary Emily Bryan Middle School Renee Rethemeyer Saeger Middle School Alan Beeson Hollenbeck Middle School Julie Peters Barnwell Middle School

Secondary Content Leader Erin Thurston Director of Student Learning Dr. Chris Greiner Chief Academic Officer Dr. Mary Hendricks-Harris Superintendent Dr. Pam Sloan


Francis Howell School District

Mission Statement

Francis Howell School District is a learning community where all students reach their full potential.

Vision Statement

Francis Howell School District is an educational leader that builds excellence through a collaborative culture that values students, parents, employees, and the community as partners in learning.

Values Francis Howell School District is committed to:

• Providing a consistent and comprehensive education that fosters high levels of academic achievement for all • Operating safe and well-maintained schools • Promoting parent, community, student, and business involvement in support of the school district • Ensuring fiscal responsibility • Developing character and leadership

Francis Howell School District Graduate Goals

Upon completion of their academic study in the Francis Howell School District, students will be able to: 1. Gather, analyze and apply information and ideas. 2. Communicate effectively within and beyond the classroom. 3. Recognize and solve problems. 4. Make decisions and act as responsible members of society.


English Language Arts Graduate Goals Upon completion of their Communication Arts study in the Francis Howell School District, students will be able to: 1. Speak and write standard English with fluency and facility using proper grammar usage, punctuation, spelling and capitalization. 2. Read a variety of genre with facility, fluency and comprehension and be able to analyze and evaluate what they read. 3. Develop a comprehensive research plan while evaluating resources for their reliability and validity. 4. Compose well-developed pieces of writing, both formally and informally, with clarity and awareness of audience and form. 5. Orally make presentations on issues and ideas. 6. Identify and evaluate relationships between language and cultures.

English Language Arts Rationale for 7th Grade English Language Arts

One of the goals of ELA7 is to reinforce the literacy skills taught in ELA6 while beginning to prepare students for the challenging reading and writing they will encounter in ELA8, high school, and life beyond high school. Students will focus on practicing all communication skills including reading, writing, speaking, listening, viewing, and finding and interpreting information. They will also be expected to combine their knowledge and experience by reflecting, exploring, and generating new ideas to solve problems and make decisions. They will study a wide variety of literature that focuses on self-discovery/voice and expanding students’ knowledge of literary influences in the world. They will also practice effectively communicating their ideas and experiences to others through both speaking and writing.

Course Description for 7th Grade English Language Arts

This course is designed to provide students with the opportunity to explore enduring understandings that characterize the literature they read. Fiction categories will include short stories, novels, poetry, and drama. Non-fiction categories will include biography, essays/speeches, newspapers/magazines, print/electronic resources and poetry. Non-fiction categories will include essays/speeches, print/electronic resources, technical manuals, and poetry. Students will also demonstrate their comprehension of these understandings by writing formally and informally – including narrative, expository, and persuasive - with an emphasis on the development of various formats and the 6 + 1 Traits of Writing. Students will use and analyze media in oral and visual presentations. They will also continue to develop information literacy research skills to ensure College and Career Readiness.


ELA7 Units & Standards Overview

Semester 1 Semester 2

Unit 1: Morals and Values Unit 2: Finding Your Voice Unit 3: Folklore and Mythology Unit 4: Science Fiction/Dystopia

6-8 weeks (Quarter 1) 6-8 weeks (Quarter 2) 6-8 weeks (Quarter 3) 6-8 weeks (Quarter 4) PE Assessment: RL1, RL2, RI1, RI3, RI4, W2, W4, L5, ISTE-S1a,

ISTE-S2a

PE Assessment: RL1,RL2, RI1,RI2, RI8, W1,W4,W8, L4,L5

PE Assessment: RL1, RL2, W2, W4, L4, L5

PE Assessment: RL1, RL2, RI1, RI8, W1, W2, W4, ISTE-S1b, ISTE-S2a, ISTE-S4b, ISTE-S5b, ISTE-S6a

RL1, RL2, RL3, RL6, RL7, RL9, RL10 RI1, RI3,RI7, RI4 W1, W2, W4, W5, W6, W9, W10 SL1, SL2 L1, L2, L3, L4, L5, L6 ISTE-S1b, ISTE-S2a

RL1, RL2, RL4, RL10 RI1, RI2, RI3, RI4, RI5, RI6, RI8, RI9, RI10 W1, W4, W5, W6, W7, W8, W9, W10 SL1, SL2, SL3, SL4, SL5, SL6 L1, L2, L3, L4, L5, L6 ISTE-S1b, ISTE-S2a&b, ISTE-S3b, ISTE-S5b, ISTE-S6a

RL1, RL2, RL3, RL4, RL6, RL9, RL10 RI10 W2, W3, W4, W5, W9, W10 SL1 L1, L2, L3, L4, L5, L6 ISTE-S1a, ISTE-S3b, ISTE-S6a

RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL10 RI1, RI7, RI8, RI9, RI10 W2, W4, W5, W8, W9, W10 SL1, SL2, SL3 L1, L2, L3, L4, L5, L6 ISTE-S1b, ISTE-S2a, ISTE-S4b, ISTE-S5b, ISTE-S6a

*Bolded standards are priority standards.


ELA 7 Course Map

Unit Description Unit Timeline PE Summary PE Standards

Q1 In this unit students will read The Outsiders by S.E. Hinton. While reading, students will learn how to write analytically about a text and use a text to support their thoughts in discussions and writing.

This unit will take approximately 6-7 weeks.

Task: Read and annotate the short story “I am a Native of North America” and the non-fiction article “The Urban Relocation Program” using the questions as guides. Prompt: The city has decided that due to urbanization they will be relocating Chief Dan George’s tribe to a new location. The tribe’s land will then be used to create a new and trendy neighborhood for younger couples and families to live. The city claims that the Native Americans forced move will benefit the greater good of the city and must happen within the next year, but they must have approval from the city council. As a member of the council, write an email response to the mayor of the city expressing your opinion on whether or not the city should move forward with the relocation plan. In this email you will use details and examples from “I am a Native of North America” and “The Urban Relocation Program” to support your opinion. Review and revise the email to check for appropriate organization, grammar and spelling.

RL1, RL2, RI1, RI3, RI4, W2, W4, L5, ISTE-S1b, ISTE-S2a,

Q2 This seven week unit examines the development of effective arguments through student exploration of moral and values. Students explore the themes related to responsibility, such as society and celebrity influence on personal choices, determining right from wrong, and personal beliefs compared with those of others. Building on the previous unit, in which students explore morals and values, this unit explores the students’ personal beliefs and how to express those beliefs effectively.

This unit is designed to take approximately 7 weeks.

Using your answers to the guided reading questions, write an argument in which you propose and defend a claim to answer to the following question: Was policeman Jimmy Wells’s decision to have his life-long friend arrested a morally responsible decision? Defend your argument with pieces of text-based evidence. Additionally, acknowledge the opposing argument citing pieces of text-based evidence. Conclude your argument by justifying your position as being more reasonable than the opposing position. Review and revise the argument to check for appropriate organization, grammar, and spelling.

RL1,RL2, RI1,RI2,RI8 W1,W4,W9 L4,L5


Q3 This unit will build on previous knowledge of folklore and mythology by introducing additional myths/folktales. It will help students understand the symbolism in mythology and how the individuals strove to answer ethical issues and explain the natural events in the world around them. The student will utilize technology in creating their own myth, hero, present day Barbie, and a multi-media presentation to demonstrate their newly acquired knowledge of the myths and folktales studied.

This unit is designed to take approximately 7 weeks.

Read and annotate the story “The People Could Fly,” using the following questions as guides:

1. What are the heroic qualities of the main character, and how does he inspire hope?

2. What does “flying” represent to these enslaved Africans? Watch and annotate the video “Doc Hendley: Wine to Water,” using the following questions as guides:

1. What are the heroic qualities of Doc and how does he inspire hope?

2. What motivated Doc to create the Water to Wine program? Students will read “The People Could Fly” by Virginia Hamilton (pg 798) and watch the modern day hero, “Doc Hendley: Wine to Water” video (http://listverse.com/2013/05/31/10-modern-day-heroes-actively-changing-the-world/). After reading/viewing both texts, students will write a multi paragraph essay answering the prompt: What are the characteristics of the people in both the literary and video texts that would make them legendary heroes who shape or affect the culture of their society? Students should cite both texts to support their position.

RL1, RL2, W2, W4, L4, L5

Q4 This unit will consist of students learning about the science fiction and dystopia genres and discovering why these are essential to literature. Students will make real life connections while analyzing multiple texts.

This unit is designed to take 8-9 weeks.

Students will create a multimedia presentation (Prezi (www.prezi.com, Haiku Deck, Google Presentation, etc.) displaying how 3-4 texts used throughout the unit answer the Essential Questions:

• When, if ever, is it morally responsible to disobey authority? • Are there common themes and/or recurring conflicts in

science fiction? • Is it possible to come up with pure unfiltered ideas or is

everything based on a current reality?

RL1, RL2, RI1, RI8, W1, W2, W4, ISTE-S1a, ISTE-S2a, ISTE-S4b, ISTE-S5b, ISTE-S6a

http://listverse.com/2013/05/31/10-modern-day-heroes-actively-changing-the-world/


http://www.prezi.com/


Content Area: ELA Course: ELA7 UNIT 1: Morals and Values

Unit Description: In this unit students will read The Outsiders by S.E. Hinton. While reading, students will learn how to write analytically about a text and use a text to support their thoughts in discussions and writing.

Unit Timeline: This unit will take 6-7 weeks: Lesson One-1 day, Lesson Two-3-5 days, Lesson Three- 3-4 days, Lesson Four- 2 days, Lesson Five- 2 days, Lesson Six- 3-4 days, Lesson 7-throughout the unit, Lesson Eight- 1-2 days, with reading and writing time (days) added in throughout the unit. Performance Task: 2-3 Days

DESIRED RESULTS Transfer Goal - Students will effectively read, write, and speak English to clearly communicate, comprehend, analyze, and problem solve as culturally literate, collaborative members of society.

Understandings – Students will understand that… (Big Ideas)

1. Students will identify and use active-reading strategies and inference skills to aid interpretation of realistic literature. 2. Students will cite evidence to support and validate reasoning. 3. Students will discuss and analyze authors’ use of imagery. 4. Students will analyze and discuss how the character’s point-of-view influences the reader. 5. Students will prepare and give a summary and brief analysis of author’s techniques and thematic connections. 6. Students will analyze the development, purpose, motivations, and conflicts of characters in realistic fiction and non-fiction.

Essential Questions: Students will keep considering… • What does American society value? • How are our morals and values revealed?

Students Will Know… Standard Students Will Be Able to … Standard


Reading Literature How to think beyond what is said in the text in fiction and how to support inferences with textual evidence. How to determine the main ideas and/or themes of a fiction text and trace their development. The definition of a summary and how to determine key information. How literary elements impact a story. And understand new words using context clues and figurative language; analyze rhymes and other repetitions of sounds such as alliteration in poems, stories, or plays. The importance of point of view and how it relates to character development in the text. How to compare/contrast at least two authors’ information and interpretation of facts on the same topic. How to read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with help as needed at the high end of the range. Reading Informational Texts The definition of inference and how to think beyond what is said in a non-fiction text. Inferences need to be supported with textual evidence. How to recognize interactions of various characters and events in a text.

RL1 RL2 RL3 RL4 RL6 RL9 RL10 RI1 RI3

Reading Literature Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

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. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Determine the meaning of words and phrases as they are used in the 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. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Analyze 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. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Reading Informational Texts Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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).

RL1 RL2 RL3 RL4 RL6 RL9 RL10 RI1 RI3


How to understand the meaning of words and phrases as they are used in text using your knowledge of figurative language, context clues, and technical meanings; consider the reason for an author’s word choice on the meaning and the tone in a piece of writing. How to compare and contrast a text to a media adaptation of the text in order to think beyond what is said or shown in the text/media adaptation. Writing How to understand the definition of a claim and how to choose appropriate evidence.

• Using credible sources, introduce a claim with support, recognize an opposing claim, and disprove the counter claim using appropriate evidence.

• Use organization, transitions, and writing style appropriate for topic and audience.

How to organize their writing on a specific topic. Students will know how to determine important supporting facts, use transition words and specific vocabulary to show relationships between ideas and writing using a style appropriate to audience and topic.

RI4 RI7 W1 W2

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choice on meaning and tone. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). Writing Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows

from and supports the argument presented. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast

RI4 RI7 W1 W2


How to identify their audience and write in the appropriate style, using organizational strategies to craft their writing. How to create and edit writing, with some help and encouragement, as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been emphasized. They need to know how to write for purpose and audience. Students will know the definitions of planning, revising, editing, rewriting, purpose, audience. How to use technology including the Internet to produce, publish, and cite sources in writing as well as provide ongoing peer feedback.

W4 W5 W6

and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate transitions to create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style. f. Provide a concluding statement or section

that follows from and supports the information or explanation presented.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. Draw evidence from literary or informational texts to support

W4 W5 W6


The importance of finding evidence within the text. How to recognize the importance of time frames specific to writing tasks and the audience they are writing for. Speaking and Listening How to collaboratively discuss (one-on-one, in groups, and teacher-led) with different partners on grade 7 topics, texts, and issues, and how to build on others’ ideas and express their own ideas clearly.

• Students will know how to adequately prepare for discussions by reading or researching materials for the specified topic. Students will need to know how evidence will support or refute their claim, and be able to investigate and reflect on others’ ideas in the discussion.

• Students will know and apply rules of collegial discussions, set, monitor, and reflect on goals and deadlines, and define individual roles as needed.

• Students will know how to create questions that cause others to expand on their own question while responding to others’ questions and comments.

• Students will know when new information is expressed by others, acknowledge and reflect upon it, in order to change their own views based on what was expressed by others.

W9 W10 SL1

analysis, reflection, and research. a. Apply grade 7 Reading standards to literature b. Apply grade 7 Reading standards to literary nonfiction

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 discipline-specific tasks, purposes, and audiences. Speaking and Listening 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.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

d. Acknowledge new information expressed by others, and when warranted, modify their own views.

W9 W10 SL1


And comprehend how to break down components of a text to identify the main idea with details to support claims in various types of media formats. Language How to write and speak using standard English.

• Understand phrases and clauses in order to build and comprehend a variety of sentence structures.

How to correctly utilize the conventions of standard English capitalization, punctuation, and spelling when writing.

• How to determine if adjectives are coordinate or not, and then add the commas as needed.

• How to correctly based on rules of spelling. How to use appropriate language in various situations (writing, speaking, listening reading) Readers use a variety of strategies to determine unknown words while using context clues, roots and affixes, and reference

SL2 L1 L2 L3 L4

Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of phrases and clauses in general and their function in specific sentences.

b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt).

b. Spell correctly. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content,

SL2 L1 L2 L3 L4


materials (dictionaries, glossaries, thesauruses, etc.). How to understand the definition of connotation and denotation and types of figurative language.

• Explain figures of speech and their purpose in the text. How to accurately use words and phrases appropriate to your grade level including English content area words; use prior vocabulary knowledge when choosing words in speaking and writing.

L5 L6

choosing flexibly from a range of strategies. a. Use context (e.g. the overall meaning of a sentence,

paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g. belligerent, bellicose, rebel).

c. Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech .

d. Verify the preliminary determination of the meaning of a word or phrase (e.g. by checking the inferred meaning in context or in a dictionary).

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g. literary, biblical, and mythological allusions) in context. b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. c. Distinguish among the connotations (associations)

of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

L5 L6


ISTE-S Create original works as a means of personal or group expression Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

ISTE-S1b ISTE-S2a


EVIDENCE of LEARNING Understanding

2,4,6 Standards

RL1, RL2, RI1, RI3, RI4, W2, W4, L5, ISTE-S1b, ISTE-S2a

Unit Performance Assessment: Appendix Doc I1A-I1C Background: Provide students with the following information: Chief Dan George, of the Burrard Band (which is a tribe) of North Vancouver, British Columbia, was born and raised on his tribe’s reservation in Canada. This land was given to them by the government, and they recognize it as their own. Although his tribe was allowed to stay on this reservation, many other Native American tribes have been relocated due to urbanization. (Urbanization is when urban areas, with families and houses, are growing very quickly. This causes rural, farming areas, to grow and change into big cities). Task: Read and annotate the short story “I am a Native of North America” and the non-fiction article “The Urban Relocation Program” using the following questions as guides: “The Urban Relocation Program” Questions:

1. What does the phrase “indigenous plant breeders” mean? What was their importance? Why are they mentioned?

2. What was the initial purpose of the Urban Relocation Program (URP)? 3. Was the Urban Relocation Program successful?

“I am a Native North American” Question: 1. What does “communal” mean? How did communal living affect Native American

culture? 2. Find and annotate two separate pieces of figurative language. For each example

describe how the author uses it to create a visual of Native American culture for the reader.

Linking Questions: What parts of the Native American culture does the author of “I am a Native North American” value most? Which parts were lost due to the Urban Relocation Project? Using your answers to the questions above, write a response to the following prompt:

R/R Quadrant D


Prompt: The city has decided that due to urbanization they will be relocating Chief Dan George’s tribe to a new location. The tribe’s land will then be used to create a new and trendy neighborhood for younger couples and families to live. The city claims that the Native Americans forced move will benefit the greater good of the city and must happen within the next year, but they must have approval from the city council. As a member of the council, write an email response to the mayor of the city expressing your opinion on whether or not the city should move forward with the relocation plan. In this email you will use details and examples from “I am a Native of North America” and “The Urban Relocation Program” to support your opinion. Review and revise the email to check for appropriate organization, grammar and spelling. *This did not actually happen in real life, though it could Teacher will assess:

1. The student’s ability to cite textual evidence, determine a theme, and write using an argumentative writing style

2. The assessment does not assess the student annotations, though the annotations will help students answer the prompt. The student’s ability to use text to support a well-constructed argumentative style piece will be assessed using the Argumentative Scoring Guide.

Performance: Mastery: Students will show that they really understand when they use text to support a well-constructed argumentative style piece defending their viewpoint. Scoring Guide: See Appendix A8 Argumentative Scoring Guide Appendix: A1-3: Stories and Assessment


SAMPLE LEARNING PLAN Students will write to the prompts: “What does American society value? How are our morals and values revealed?” Understanding Standards Major Learning Activities: Instructional

Strategy: R/R Quadrant:

6

RL10, W10,

1. Activity for Morals/Values Students will complete the Pre-Reading activity as an Anticipation Guide before reading. Before beginning the morals/values literature, students will analyze tangible items that represent characters in the literature and write in response to the prompts about stereotypes. The class will discuss and share-out responses. These ideas will be revisited throughout the morals/values texts.

Nonlinguistic representations

A

1,2,3,4,5,6

RL1, RL2, RL3, RL9,

RL10, W2, W4, W9

2. Students will write three mini literary analysis (constructed responses) as they read and analyze The Outsiders covering topics such as theme, plot development, mood, flashback, characterization, setting, and conflict. Students will also compare the movie to the text, and analyze how each version incorporates various devices

Compare and Contrast and Organizers

C

1,2,4,6

RL1, RL3,

RL6, RL10, SL1, SL2

3. Students will prepare for and participate in 2-3 small group discussions after various significant events in The Outsiders. For example, following Bob’s murder students will have a discussion about morals and values, citing the text for support. Students will discuss how Bob is viewed versus how Pony and Johnny are viewed and how the author wants the reader to view the characters. Suggested: Critical Discussion Format or Fan ‘n Pick format. Appendix Documents: A4-Critical Discussion Format

Cooperative Learning

C

1,3,4,6 RL1, RL3, RL4, RL6, RL7, SL1, SL2

4. After reading the part of The Outsiders where Ponyboy recites “Nothing Gold Can Stay”, students will watch the same scene (suggested-YouTube link or DVD). This will be followed by a discussion on why the poem is essential to the novel and what it shows us about these characters. (Suggested format- inside/outside circle)

Similarities and Differences, Nonlinguistic representation,

C


After the discussion the students will break into small groups to discuss different strengths of the characters and their purpose. (Good person/good choice, bad person/bad choice, etc).

Cooperative Learning, and Organizers

1,2,3,4,6 RL1, RL6, RL10, W1, W5, W6,

W9, W10, L1, L2, L3

5. Students will write an argumentative piece answering the question “Who is the strongest character in The Outsiders?” Support your answer with details/examples from the text. This piece will be typed and emailed to the teacher as an attachment. Students will learn how to properly title an email with subject, message and signature, to a target audience. For editing teacher will use Jeff Anderson ‘Shopping List for Editing’ from Mechanically Inclined, page 47. Appendix Documents: A8-Argumentative scoring guide

Organizers and Providing Feedback

C

1,2,3 RL1,

RL10, W1, W4, W5,

W9, W10, L1, L2, L3

6. Students will read The Melting Pot and Seventh Grade by Gary Soto and annotate for author’s viewpoint and how the author’s use of figurative language and imagery contributes to the overall meaning of the text. Students will use this information to respond to the prompt: “Should Americans be required to study more than one language? Support your answer with details/examples from the text.” This piece will be typed and emailed to the teacher as an attachment. Appendix Documents: A8-Argumentative scoring guide

Similarities and Differences, Organizers, and Providing Feedback

C

L1, L2

7. Teacher will provide a mini lesson using Jeff Anderson strategies over phrases and clauses and their uses in simple, compound, and complex sentence structure. In addition to the mini lessons, students will utilize each sentence type at least once in their essay. Students will peer-edit each other’s papers highlighting the examples of the convention topics covered and making sure they are punctuated correctly. Teachers can also utilize technology by using computer programs (Wall Wisher, Word documents, Google Docs, etc) to allow students to practice editing each other’s work. Appendix Documents: A5/A6-Jeff Anderson texts and PDFs

Reinforcement/Recognition, Nonlinguistic representation, and Cooperative Learning

B

2,4,5,6 RI3, RI4, W2, W4, W5, W6,

W9, W10,

8. Students will answer the question “How did American society at large influence Native American culture?” in writing. Next, students will watch “We Are Still Here,” and read the “Boarding School Article” and discuss the following questions: What is today's young Native American's life like? What are the challenges they are facing? How the historical traumas influenced their life? Following the discussion, students will re-watch the video in order to

Summary/Note taking, Nonlinguistic representation, Organizers, and

C


SL1, SL2, L1, L2

re-answer the question: “How did American society at large influence Native American culture” in constructed response format. This response will be emailed to the teacher, so the students can practice the email formatting and sending an attachment. Another resource to deepen the discussion would be the “Redskins” video link listed in the resources. Additionally, another option for discussion would be to have students post their responses on a blog, so they could collaborate electronically with each other and possibly with students in other classes.

Note: The short documentary “We Are Still Here” touches on these topics and tells the story of three unique young Native Americans from Minnesota and shows modern life on a reservation.

Appendix Documents: A7- Boarding School Article

Feedback


UNIT RESOURCES

Resources: I am a Native of North America, from text book page 528 The Urban Relocation Program article (edited) Oranges, from text book page 85 Seventh Grade, from text book 116 Melting Pot, from text book page 122 The Outsiders novel by S.E. Hinton “We are Still Here” Video: https://www.youtube.com/watch?v=HnPKzZzSClM Jeff Anderson grammar texts: “Mechanically Inclined”, “Everyday Editing”, and 10 Things Every Writer Needs to Know” “Nothing Gold Can Stay” video: http://www.youtube.com/watch?v=TwJ-ppxCGPk&safe=active Additional Novels with this theme include: Lisa’s War, Stealing Freedom, The Night Journey, Bruiser, The Gardener, Diamonds in the Shadow “Redskins” video http://www.filmsforaction.org/watch/heres-an-ad-about-rskins-that-its-makers-dont-have-the-money-to-show-during-sundays-superbowl/#.Uu6pnYDnuNJ.facebook Vocabulary:

alliteration the repetition of an initial sound in a line of poetry or in a sentence in prose

analysis separating a text or structure into its parts to explain how the parts work together to create a specific effect or achieve a purpose

annotate an active reading strategy which promotes critical thinking; marking the text and recording such things as literary devices and elements, questions, key words, etc.

anticipation guide a pre-reading strategy which prepares students to consider the major themes and concepts of a written work through a series of statements that address the concepts, rather than the story.

argument a claim supported by reasons, facts and details; arguments have various structures, but all are based in an initial claim developed through logic

character traits aspects of the character: physical appearance, personality, speech, behavior/actions, thoughts and/or feelings, interactions with other characters, etc.

https://www.youtube.com/watch?v=HnPKzZzSClM

http://www.youtube.com/watch?v=TwJ-ppxCGPk&safe=active

http://www.filmsforaction.org/watch/heres-an-ad-about-rskins-that-its-makers-dont-have-the-money-to-show-during-sundays-superbowl/#.Uu6pnYDnuNJ.facebook

http://www.filmsforaction.org/watch/heres-an-ad-about-rskins-that-its-makers-dont-have-the-money-to-show-during-sundays-superbowl/#.Uu6pnYDnuNJ.facebook


citation a reference which documents the source of a quote, fact, or idea: parenthetical citations are used internally in texts following the information, bibliographic citations are used at the end of texts in lists of works cited or consulted

cite to identify the source of information, including quotes, facts, statistics, and ideas included in a text

claim an assertion of the truth of something, typically considered as disputed or in doubt

close reading independent reading of complex texts to gather evidence, knowledge, and insight for writing or discussion

collaboration to work together in a joint intellectual and/or creative effort

compare to tell how things are alike; to examine both points of similarity and difference, but generally with the greater emphasis on similarities

comprehension the result of the ability to construct meaning while engaging with text

connotation attitude and emotional feelings associated with a word or idea

Constructed Response as assessment item which requires students to develop a response without suggested answer choices

contrast to explain how things are different

conventions a rule or practice based on general consensus; rules apply to capitalization, punctuation, spelling, grammar and usage

counter-claim a claim that negates or disagrees with the thesis/claim

credible believable, worthy of confidence; reliable

denotation a word’s literal or dictionary meaning

dialect the language spoken by the people of a particular place, time or social group regional dialect: spoken in a specific geographic region social dialect: spoken by members of a specific social group or class

dialogue discussion between two or more people

drafting a step in the writing process in which the writer takes the seed planted during prewriting and begins to grow the text in the form the writer envisions. During the drafting process, the writer composes freely with a focus on developing the content of the writing.

editing/proofreading a step in the writing process in which the writer polishes the piece of writing, taking into account the needs of the reading audience. The writer edits for the conventions of spelling, grammar, punctuation, capitalization, etc. The focus is on the final product.

essential question an overarching question which does not have a specific answer; stimulates thought and provokes additional questions

evaluate to make a judgment of quality based on evidence


exposition a comprehensive description and explanation to inform a reader about a specific topic

figurative language word or phrase not intended literally; it is used for comparison, emphasis, clarity, or freshness of thought which may include, but are not limited to: adage, euphemism, hyperbole, idiom, metaphor, oxymoron, paradox, personification, pun, simile, symbol

figurative meaning non-literal meaning of a word or phrase; usually involves figurative language

first person a point of view in which the narrator participating in the action tells the story

flashback literary technique in which the author presents information that happened before the events currently taking place

folktale a story or legend forming part of an oral tradition

foreshadow literary technique in which the author provides clues to coming events in a narrative

formative assessment although it may take the form of a standardized test, it is usually designed by the teacher to collect information used to inform ongoing instruction on a student's work, and may not necessarily be used for grading purposes. Examples include, but are not limited to: teacher observations, checklists, anecdotal records, running records, teacher-constructed and commercially-produced tests.

genre categories used to classify text; which may include, but is not limited to: fiction, nonfiction, poetry, drama, informational, fable, folktale, graphic novel, literary nonfiction, or memoir

graphic novel a book-length narrative in which the story is conveyed to the reader using comic-book format

guided reading small group instruction where the teacher meets with two to six students who demonstrate similar reading processes or similar needs. Using a text that offers a moderate amount of challenge the teacher provides enough support for the students to read the entire text silently; the main focus is always comprehension of the text. This type of instruction is typically appropriate for primary and elementary learners; however, the learner’s needs should always be considered.

hyperbole literary technique in which exaggeration is used to convey meaning (e.g., ―I’ve told you a million times.‖)

idiom term or phrase whose meaning cannot be deduced from the literal definition and the arrangement of its parts, but refers instead to a figurative meaning that is known only through common use (e.g., ―I am pulling your leg.‖ or ―You’re skating on thin ice.‖)

illustrate provide examples or specific details

inference a conclusion about the unknown, based on the known

informational text text designed to convey facts; may employ techniques such as lists, graphs, and charts

informative/explanatory type of writing which conveys information accurately or which explains a concept or situation

irony literary technique that contrasts expectations with reality dramatic irony exists contrast or discrepancy when information is known to the reader or audience but unknown to the characters • situational irony involves an occurrence that contradicts the expectations of the reader or audience • verbal irony occurs when a writer or speaker


says one thing but means the opposite, dramatic irony occurs when a character in a narrative or drama is unaware of something the reader or audience knows

literary techniques techniques used in writing which are intended to create a special effect or feeling, which may include, but are not limited to: euphemism, flashback, foreshadow, hyperbole, idiom, imagery, irony, jargon, metaphor, oxymoron, paradox, personification, satire, simile, slang, or symbolism

memoir creative nonfiction in which an author recounts experiences from his or her life

mentor text text used as an example of quality writing; a published piece of writing a teacher uses during a lesson to teach a skill or motivate the students to imitate the skill or style of the author

metaphor literary technique that makes a direct comparison between two things in different classes, such as love and a rose or happiness and a blue sky; a comparison that does not use the connective words ―like‖ or ―as‖ (e.g., ―Love is a rose.‖)

mood in literature—a feeling created in the reader which is evoked through the language of the text e.g., reflective, melancholy in grammar— verb forms used to indicate the speaker’s attitude toward a fact or likelihood of an expressed condition or action e.g., indicative, imperative, subjunctive

moral message or lesson to be learned from a story or event

multimedia the combined use of several media (e.g., Internet, video, audio, textual, graphic)

myth a story, which can be either fact or fantasy, that explains the inner meaning of the universe and of human life. Myths explain natural phenomena, such as the origins of the universe and earth, in particular, as well as the reasons for human behavior and the social order of a culture.

narrative writing that relates a story, personal experience

narrator the person telling a story; narrative viewpoints include first person, third-person omniscient, and third-person limited

personification literary technique in which a non-living or non-human thing (e.g., animal, plant, object, natural force, emotion, idea) is endowed with human senses, characteristics, and qualities (e.g., ―a happy home‖)

perspective position from which something is considered or evaluated; standpoint

plagiarism presenting someone else’s work or ideas as your own

plot the main events of a play, novel, movie or similar work, devised and presented by the writer as an interrelated sequence of events; five basic elements: exposition, rising action, climax, falling action, and resolution

point of view chiefly in literary texts, the narrative point of view (as in first or third person narration); more broadly, the position or perspective conveyed or represented by an author, narrator, speaker, or character

primary source original materials that have not been filtered through interpretation or evaluation

quote to restate, word for word, a portion of a text; a written quote requires quotation marks

reading strategies approaches teachers use to help students process, comprehend, and respond to texts: examples include anticipation


guides, book talk-book walk, questioning, during-paired reading, read aloud, charting a text

reflection to think about and write or speak one’s views in response to a text, presentation, or experience

resolution a conclusion that resolves the conflicts or issues presented in a text

revising a part of writing and preparing presentations concerned chiefly with a strengthening and reworking of the content of a text relative to task, purpose, and audience; the author makes decisions regarding the quality of the text such as a strong beginning, middle, and end; word choice; sentence structure; voice; and the deletion of unnecessary words, phrases, or sections of the writing. Revising includes adding, deleting, or changing parts of the text.

rhetorical devices literary, figurative, and syntactic devices used in text intended to influence the audience; which may include, but are not limited to: allusion, analogy, understatement, parallelism, or repetition

rhyme repetition of an identical or similarly accented sound found at the middle and end of words

rhythm sound device characterized by the musical quality created by a pattern of stressed and unstressed syllables

secondary source information created after an event or period of study by someone who did not experience the events

sensory language language that appeals to the five senses and evokes images of how something looks, sounds, feels, tastes or smells

setting geographic location and time period of a story

simile literary technique in which two unlike things in different classes are compared, using the words ―like‖ or ―as‖ (e.g., ―Ice is smooth as glass.‖)

Six Traits of Writing an analytic approach to teaching and assessing writing in which the following traits are addressed: ideas, organization, voice, word choice, sentence fluency, conventions.

Socratic Seminar a method of engaging students in intellectual discussion. Using open-ended questions, teachers prompt students to form answers using divergent thinking as opposed to searching for correct answers. The seminar method is appropriate for elementary through high school learners.

stanza division of a poem consisting of a series of lines arranged together

summative assessment outcome measure that provides accountability data used to guide the delivery, implementation, and evaluation of the school’s literacy program. These assessments are frequently group administered; however, student progress data can be reported on an individual, class, school, or group basis and is often reported to stakeholders such as DESE, local communities, and parents. Examples include Missouri Assessment Program (MAP), Grade Level Tests and End of Course (EOC) exams, end of chapter tests, local common assessments and the new assessments produced by the Smarter Balanced Assessment Consortium in response to the Common Core State Standards.

text structure framework, organization or overall design of a work; examples include, but are not limited to: compare/contrast, cause/effect, chronological, or problem/solution

text types/writing types The CCSS identifies three types of writing: argument-a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. In K–5, the


term ―opinion‖ is used to refer to this developing form of argument. informational/explanatory -conveys information accurately; includes, but is not limited to: literary analyses, scientific and historical reports, summaries, memos, reports, applications, and résumés. narrative -conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, describe, instruct, persuade, or entertain.

textual evidence specific support found in a text; see evidence

theme the abstract concept explored in a literary work; underlying or implicit meaning, concept, or message in a text. In the CCSS at lower grades, central message refers to main point or essence of the text.

thesis the major claim made and supported in a text

think aloud an instructional strategy that models thought processes and problem solving in all content areas. In a think aloud the teacher and/or students verbalize what they are thinking when they encounter difficult or confusing material as they read, write, or speak.

tone a writer or speaker’s attitude toward the material or audience

trace to ascertain the successive stages in the development or progress (e.g., tracing the life cycle of an insect)


Content Area: English Language Arts Course: ELA7 UNIT 2: Finding Your Voice

Unit Description: In this seven week unit, students will examine how authors’ develop effective arguments and explore their own personal beliefs. Students will explore themes related to responsibility, such as society and celebrity influence on personal choices, determining right from wrong, and personal beliefs compared with those of others. Building on the previous unit, in which students explore morals and values, this unit explores the students’ individual beliefs and how to express those beliefs effectively in argumentative writing.

Unit Timeline: Approximately 7 weeks:

1. Introduce elements of argument through talk, advertisements, presentations, etc.

2. Discussion and practice for developing defensible claims and finding/evaluating support for claims.

3. Introduce essential questions and explore each through examination of literary and non-fiction texts.

4. Understand and evaluate the purpose and importance of complex sentence structure to effectively communicate related ideas in arguments.

5. Write and revise arguments in response to essential questions and texts.

DESIRED RESULTS Transfer Goal - Students will effectively read, write, and speak English to clearly communicate, comprehend, analyze, and problem solve as culturally literate, collaborative members of society. Understandings –

1. Students will identify and use active-reading strategies and background information to aid interpretation of fiction and non-fiction writing.

2. Students will discuss and analyze authors’ point of view, purpose and style. 3. Students will discuss how author’s choices (tone, diction, devises) influence and persuade the reader. 4. Students will trace and evaluate author’s arguments and claims in a text, and determine whether the reasoning is sound. 5. Students will apply knowledge of effective arguments when composing one of their own. 6. Students will analyze how an author uses similar techniques in two separate texts. 7. Students will assess and discuss opinions on personal morals and values and the influence of societal morals and values.

Essential Questions: Students will keep considering… • To what extent are people responsible for what happens to them? • How do I determine the difference between right and wrong? • What are my personal morals and values?


Students Will Know… Standard Students Will Be Able to … Standard Reading Literature How to think beyond what is said in the text in fiction and how to support inferences with textual evidence. How to determine the main ideas and/or themes of a fiction text and trace their development. The definition of a summary and how to determine key information. How to understand new words using context clues and figurative language; analyze rhymes and other repetitions of sounds such as alliteration in poems, stories, or plays. How to read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with help as needed at the high end of the range. Reading Information Texts The definition of inference and how to think beyond what is said in a non-fiction text. Inferences need to be supported with textual evidence. How to determine the main ideas and/or themes of a non-fiction text and trace their development and supporting details. The definition of a summary and how to determine the difference between key information to include and less important information to delete from the summary. How to recognize interactions of various characters and events in a text. How to understand the meaning of words and phrases as they are

RL1 RL2 RL4 RL10 RI1 RI2 RI3 RI4

Reading Literature Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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. Determine the meaning of words and phrases as they are used in the 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. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Reading Information Texts Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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. 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). Determine the meaning of words and phrases as they are used in a

RL1 RL2 RL4 RL10 RI1 RI2 RI3 RI4


used in text using your knowledge of figurative language, context clues, and technical meanings; consider the reason for an author’s word choice on the meaning and the tone in a piece of writing. How authors make deliberate choices regarding text structure to hold the reader’s attention and best convey the overall meaning of the text. Readers will determine the effectiveness of the author’s choices. How to describe, in fiction, how an author feels about a topic and how he/she supports his/her opinion. The definition of a claim. How to evaluate the effectiveness of reasoning and evidence to support claims. How to compare/contrast at least two authors’ information and interpretation of facts on the same topic. How to read and understand literary nonfiction in the grades 6-8 range of proficiency, with help (remediations, interventions) as needed at the high end of the range. Writing How to understand the definition of a claim and how to choose appropriate evidence.

• Using credible sources, introduce a claim with support, recognize an opposing claim, and disprove the counter claim using appropriate evidence.

• Use organization, transitions, and writing style appropriate for topic and audience.

RI5 RI6 RI8 RI9 RI10 W1

text, including figurative, connotative, and technical meanings; analyze the impact of specific word choice on meaning and tone. 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. Determine an author’s point of view or purpose in a text and analyze how an author distinguishes his or her position from that of others. 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. Analyze 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. By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.



How to identify their audience and write in the appropriate style, using organizational strategies to craft their writing. How to create and edit writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been emphasized. They need to know how to write for purpose and audience. Students will know the definitions of planning, revising, editing, rewriting, purpose, audience. How to use technology including the Internet to produce, publish, and cite sources in writing as well as provide ongoing peer feedback. How to complete short research projects to answer a question, using several sources and creating new questions on this topic for additional research and investigation. How researchers review and evaluate multiple resources to find the most relevant and credible sources. Researchers will quote and paraphrase other’s information while avoiding plagiarism and citing sources correctly in MLA format. The importance of finding evidence within the text.

W4 W5 W6 W7 W8 W9

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows

from and supports the argument presented. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source ; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 7 Reading standards to literature b. Apply grade 7 Reading standards to literary nonfiction

W4 W5 W6 W7 W8 W9


How to recognize the importance of time frames specific to writing tasks and the audience they are writing for. Listening and Speaking How to collaboratively discuss (one-on-one, in groups, and teacher-led) with different partners on grade 7 topics, texts, and issues, and how to build on others’ ideas and express their own ideas clearly.

a. How to adequately prepare for discussions by reading or researching materials for the specified topic. Students will need to know how evidence will support or refute their claim, and be able to investigate and reflect on others’ ideas in the discussion.

b. And apply rules of collegial discussions, set, monitor, and reflect on goals and deadlines, and define individual roles as needed.

c. How to create questions that cause others to expand on their own question while responding to others’ questions and comments.

d. When new information is expressed by others, acknowledge and reflect upon it, in order to change their own views based on what was expressed by others.

And comprehend how to break down components of a text to identify the main idea with details to support claims in various types of media formats.

W10 SL1 SL2

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 discipline-specific tasks, purposes, and audiences. Listening and Speaking 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.





e. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

W10 SL1 SL2


The definition of a claim in non-fiction. How to evaluate the effectiveness of reasoning and evidence to support claims. How to present what they have learned emphasizing important points using appropriate details and examples; speak clearly at an appropriate volume and pronounce each word. Make eye contact with the audience. How presenters use a variety of digital media for presentations to engage listeners and emphasize important points. Presenters will practice with a variety of digital media. How to adjust verbal communication to your audience and purpose. Language How to write and speak using standard English.

• Understand phrases and clauses in order to build and comprehend a variety of sentence structures.

How to correctly utilize the conventions of standard English capitalization, punctuation, and spelling when writing.

a. How to determine if adjectives are coordinate or

SL3 SL4 SL5 SL6 L1 L2

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.






SL3 SL4 SL5 SL6 L1 L2


not, and then add the commas as needed. b. How to correctly based on rules of spelling.

How to use appropriate language in various situations (writing, speaking, listening reading) Readers use a variety of strategies to determine unknown words while using context clues, roots and affixes, and reference materials (dictionaries, glossaries, thesauruses, etc.). How to understand the definition of connotation and denotation and types of figurative language.

• Explain figures of speech and their purpose in the text.

L3 L4 L5

b. Spell correctly.

Use knowledge of language and its conventions when writing, speaking, reading, or listening.


Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g. the overall meaning of a sentence, paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.





a. Interpret figures of speech (e.g. literary, biblical, and mythological allusions) in context.

b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of

L3 L4 L5


How to accurately use words and phrases appropriate to your grade level including English content area words; use prior vocabulary knowledge when choosing words in speaking and writing.

L6

the words. c. Distinguish among the connotations (associations) of words

with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. ISTE-S Create original works as a means of personal or group expression Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media Communicate information and ideas effectively to multiple audiences using a variety of media and formats Locate, organize, analyze, evaluate, synthesize, and ethically use information form a variety of sources and media Evaluate and select information sources and digital tools based on the appropriateness to specific tasks Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity Understand and use technology systems

L6 ISTE-S1b ISTE-S2a ISTE-S2b ISTE-S3b ISTE-S3c ISTE-S5b ISTE-S6a



1, 5, 7

Standards

RL1,RL2, RI1,RI2,RI8, RI10, W1,W4,W9 L4,L5

Unit Performance Assessment: Description of Assessment Performance Task(s):

Background: Provide students with the following background information:

Good judgment requires you to consider the pros and cons of the choices before you make a decision. It is possible that what is considered good judgment varies from person to person. Read the following article about values and morals to help you understand and evaluation the short story you will read later. (Appendix B9)

Task Read and analyze the O. Henry short story "After 20 Years” in the Prentice Hall Literature book, pages 428-432.

To help analyze “After 20 Years”, answer the following questions as you read:

1. What words and phrases does the author use to create the suspenseful mood of the story? 2. Why is Bob nervous and defensive at the beginning of the story? 3. Why did the author hide the fact that the police officer at the beginning of the story was also Bob’s

friend? 4. How does policeman Jimmy Wells solve his problem?

Using your answers to the questions above, write an argument in which you propose and defend a claim to answer to the following question:

Was policeman Jimmy Wells’s decision to have his life-long friend arrested a morally responsible decision?

Defend your argument with pieces of text-based evidence. Additionally, acknowledge the opposing argument citing pieces of text-based evidence. Conclude your argument by justifying your position as being more reasonable than the opposing position.

Review and revise the argument to check for appropriate organization, grammar, and spelling.

Scoring Guide: See Appendix B1

R/R Quadrant C


SAMPLE LEARNING PLAN

Understanding Standards Major Learning Activities: Instructional Strategy: R/R Quadrant:

4, 5

W1, W4, SL2

1. Teachers will introduce the elements of argument (evidence, warrant and backing, claim, counterargument, and responses) through the Prezi presentation, discussion, short texts, advertisements, etc. Notes should be added to throughout the unit over the essential elements of a strong argument. (Appendix B2) Approx. 1 day for notes

Summarizing and

Note taking

A

1,2,3,4

RI1, RI5, RI6, RI8

2. Students will work to identify claims, data/evidence to support claims, and warrants to clearly connect data/evidence to the claim through examination and use of the argumentative scoring guide with the non-fiction texts The Eternal Frontier and All Together Now from the Prentice Hall Literature book. (Appendix B1) Approx. 2-3 days

Identifying similarities and differences

C

2,3,4,6

RI8, SL1, SL2,

SL3,L5

3. Students will practice analyzing claims, data/evidence to support claims, and warrants to clearly connect data/evident to the claims through examination of advertisements. (teacher provided) Students will use round robin discussion to evaluate the effectiveness of the advertisements, their arguments, and validity. (Links for sample advertisements provided in Resource section) Approx. 2 days

Non-linguistic representations

B

1, 3, 4, 5, 6, 7

RI1,RI2 RI3, RI6, RI8, W1, W4, W7, SL1, SL2,

SL5, ISTE-S3b

4. Students will analyze and evaluate several editorial cartoons (teacher provided) and discuss in small groups the claims being presented and the soundness of the reasoning for the claim. Students will then skim a print or online newspaper and assess what’s happening in the community and world. They will choose an article or issue that especially interests them. Students will then decide what they think of the issue and create an editorial cartoon to express their own claim. (Appendix B3, B4 ) Approx. 3-5 days

-Identifying similarities and differences

-Non-linguistic representations

C


1, 3, 5, 7

RI1, RI3, W1, W4, W9, SL1, SL4, L1,

L2

5. Students will read and evaluate two texts, The Initiation and New Kid on the Block, which relate to the essential question “To what extent are people responsible for what happens to them?” Students will use a responsibility rating chart to develop a claim and then provide evidence for the claim using the PMI and “Is it Safe?” structures. Students will participate in structured discussions to defend the claims; then students will write a reflective paragraph about the discussion and the validity of their evidence, claims, and warrants. (Appendix B5, B6, B7) Approx. 2 days

Cooperative learning

Homework and practice

Setting objectives and providing feedback

D

1, 2, 3, 5, 7

RL1, RL2, RL10,W1, W4, SL4, SL6, L1, L2, L3

6. Students will read and evaluate 2-3 literary texts that relate to the essential question “What are my personal morals and values?” Possible texts include: “Melting Pot,” “The Treasure of Lemon Brown,” “If,” “A Boy and a Man,” and “A Christmas Carol: Scrooge and Marley”. Students will discuss author’s point of view and purpose to determine morals and values put forth in the texts and how those morals and values are communicated through tone, diction, and literary devices. Students will participate in a structured debate (First Turn/Last Turn) to share opinions on the morals/values presented in the text. Students will also debate if those morals/values are relevant in modern society. Then, students will choose a text and write a mini-argument in response to: What character or scene most clearly supports your understanding of the moral/value the author is trying to communicate? Teachers will provide mini-lessons on the argumentative scoring guide to deepen understanding of expectations throughout the writing process. (Appendix B1) Approx. 4-6 days depending on text choice


Setting objective and providing feedback

C

1, 4 W7, W8 7. Teachers will collaborate with building Media Specialists to present a mini-lesson on how to evaluate the validity of internet sources. This lesson should be paired with the research for lesson 8. Approx. 1 day

Summarizing and note taking

C

1, 2, 3, 4, 5, 7

RL2, RL4, RI1, RI2, RI9, W1, W4, W6, W7, W8,

8. Students will read Was Tarzan a Three Bandage Man? and analyze the purpose, style, and theme of the text. Then, students will work in pairs to find current event articles about a celebrity (of any type) that others might imitate. Students will analyze the authors’ viewpoints on the celebrity and then share the new articles, viewpoints, and personal opinions with the class through blog posts. Students will

Cooperative learning

Generating and testing hypothesis

D


W9, ISTE-S1b, ISTE-S2a,

b ISTE-S3c,d

ISTE-S5b, ISTE-S6a

comment on others ideas through the blog about the morals/values the celebrity displays and their own opinions. Students will then use the PMI and “Is it Safe?” strategies to develop and write an argument for the question: Do famous people have a moral responsibility to set good examples for the public? (Appendix B6, B7) Approx. 3-5 days


3, 5, 6

W5, W10, L1,

L2, L3

9. Teacher will provide mini lessons over complex sentence structure and transitional words using strategies from Jeff Anderson’s Mechanically Inclined. In addition to the notes and practice work with these structures, students will utilize complex sentence structure in their argumentative essays. Students will peer-edit each other’s papers highlighting the examples of the convention topics covered and making sure they are punctuated correctly. (Appendix B8)


C

UNIT RESOURCES Resources:

• Oh Yeah?! Putting Argument to Work Both in School and Out by Smith, Wilhelm, Fredricksen • Song of Myself-Textbook page 38 • I am Nobody-Textbook page 39 • Me-Textbook page 40 • If Textbook page 132 • After 20 Years-ASSESSMENT Textbook page 428 • Was Tarzan a Three-Bandaged Man” Textbook page 82 • Melting Pot Textbook page 122 • Mother to Son Textbook page 144 • The Courage That My Mother Had Textbook page 145 • The Treasure of Lemon Brown Textbook page 475 • The Eternal Frontier Textbook page 319 • A Boy and a Man Textbook page 180 • Into Thin Air Textbook page 190 • All Together Now Textbook page 532 • https://www.youtube.com/watch?v=ukW66uXM_8Q (adiZero basketball shoe advertisements on YouTube)

https://www.youtube.com/watch?v=ukW66uXM_8Q


Vocabulary: alliteration the repetition of an initial sound in a line of poetry or in a sentence in prose





































guided reading small group instruction where the teacher meets with two to six students who demonstrate similar reading processes or similar needs. Using a text that offers a moderate amount of challenge the teacher provides enough support for the


students to read the entire text silently; the main focus is always comprehension of the text. This type of instruction is typically appropriate for primary and elementary learners; however, the learner’s needs should always be considered.







irony literary technique that contrasts expectations with reality dramatic irony exists contrast or discrepancy when information is known to the reader or audience but unknown to the characters • situational irony involves an occurrence that contradicts the expectations of the reader or audience • verbal irony occurs when a writer or speaker says one thing but means the opposite, dramatic irony occurs when a character in a narrative or drama is unaware of something the reader or audience knows





mood in literature—a feeling created in the reader which is evoked through the language of the text e.g., reflective, melancholy in grammar— verb forms used to indicate the speaker’s attitude toward a fact or likelihood of an expressed condition or action e.g., indicative, imperative, subjunctive














reading strategies approaches teachers use to help students process, comprehend, and respond to texts: examples include anticipation guides, book talk-book walk, questioning, during-paired reading, read aloud, charting a text

















text types/writing types The CCSS identifies three types of writing: argument-a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. In K–5, the term ―opinion‖ is used to refer to this developing form of argument. informational/explanatory -conveys information accurately; includes, but is not limited to: literary analyses, scientific and historical reports, summaries, memos, reports, applications, and résumés. narrative -conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, describe, instruct, persuade, or entertain.




think aloud an instructional strategy that models thought processes and problem solving in all content areas. In a think aloud the teacher and/or students verbalize what they are thinking when they encounter difficult or confusing material as they read, write, or speak.




Content Area: Communication Arts Course: ELA7 UNIT 3: Folklore and Mythology

Unit Description: This unit will build on previous knowledge of folklore and mythology by introducing additional myths/folktales. It will help students understand the symbolism in mythology and how the individuals strove to answer ethical issues and explain the natural events in the world around them. The student will utilize technology in creating their own myth, hero, present day Barbie, and a presentation (Prezi, Glogster, PowerPoint) to demonstrate their newly acquired knowledge of the myths and folktales studied.

Unit Timeline: approximately 7 weeks 1. Active reading strategies to analyze myth deities, symbols, and

modern day heroes 2. Variety of myths and folktales (reference throughout the unit, prior

to beginning a new activity) 3. Construct a modern day hero and present day myth 4. Read multiple myths/folktales, character analysis, symbolism, and

modern day connection 5. Individual Prezi presentation understanding the use of mythology in

present day advertising 6. Students will be individually assessed by analyzing text and video

while answering essential questions(Performance Assessment)

DESIRED RESULTS Transfer Goal - Students will be able to independently use their learning to… Students will effectively read, write, and speak English to clearly communicate, comprehend, analyze, and problem solve as culturally literate, collaborative members of society.

Understandings – Students will understand that… (Big Ideas) 1. Students will use active reading strategies to read and analyze various myths, legends, and folktales from different cultures. 2. Students will determine the characteristics that classify each type of story (myth, legend, folktale). 3. Students will explore and discuss heroism and define what classifies one as such in both past and present. 4. Students will apply knowledge of myth, legend, and/or folktale characteristics by writing one of their own. 5. Students will investigate the impact myth, legends, and/or folktales had on the people and culture.

Essential Questions: Students will keep considering… • How are the plots, themes, and characters of folklore and mythology still relevant today? • To what extent do belief systems shape and/or affect culture in society? • Why would mythology and folklore still exist in modern day culture?


Students Will Know… Standard Students Will Be Able to … Standard Reading Literature How to think beyond what is said in the text in fiction and how to support inferences with textual evidence. How to determine the main ideas and/or themes of a fiction text and trace their development. The definition of a summary and how to determine key information. How literary elements impact a story. How to understand new words using context clues and figurative language; analyze rhymes and other repetitions of sounds such as alliteration in poems, stories, or plays. The importance of point of view and how it relates to character development in the text. How to compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same time as a way to understand how authors of fiction use or change history. How to read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with help as needed at the high end of the range. Reading Informational Texts The definition of inference and how to think beyond what is said in a non-fiction text. Inferences need to be supported with textual evidence.

RL1 RL2 RL3 RL4 RL6 RL9 RL10 RI1

Reading Literature Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Determine the meaning of words and phrases as they are used in the 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. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Compare and contrast 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. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Reading Informational Texts Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL1 RL2 RL3 RL4 RL6 RL9 RL10 RI1


How to determine the main ideas and/or themes of a non-fiction text and trace their development and supporting details. The definition of a summary and how to determine the difference between key information to include and less important information to delete from the summary. The definition of a claim. How to evaluate the effectiveness of reasoning and evidence to support claims. How to read and understand literary nonfiction in the grades 6-8 range of proficiency, with help (remediation, interventions) as needed at the high end of the range. Writing How to organize their writing on a specific topic. Students will know how to determine important supporting facts, use transition words and specific vocabulary to show relationships between ideas and writing using a style appropriate to audience and topic.

RI2 RI8 RI10 W2

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. 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. By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.




e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from

RI2 RI8 RI10 W2


How to write stories based on real or imagined experiences or events using proper format, important and descriptive details with events in a chronological order.

a. How to establish a setting, point of view of the narrator, and an introduction of the narrator and/or characters. Include events that happen naturally and in a logical order.

b. How to use narrative techniques such as dialogue, a plot sequence, and descriptions to develop experiences, events, and/or characters.

c. How to use a variety of transition words and phrases to show sequence, and signal shifts from one time frame or setting to another.

d. How to use specific words and phrases, important descriptive details, and sensory details to show the actions, experiences, and events in the story.

e. How to include a conclusion that looks back on the experiences or events from the story.

How to identify their audience and write in the appropriate style, using organizational strategies to craft their writing. How to create and edit writing, with some help and encouragement, as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been emphasized. They need to know how to write for purpose and audience. Students will know the definitions of planning, revising, editing, rewriting, purpose, audience.

W3 W4 W5

and supports the information or explanation presented.

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narratives techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence, and signal shifts from one time frame or setting to another.

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey the experiences and events.

e. Provide a conclusion that follows from and reflects on narrated experiences or events.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W3 W4 W5


How researchers review and evaluate multiple resources to find the most relevant and credible sources. Researchers will quote and paraphrase other’s information while avoiding plagiarism and citing sources correctly in MLA format. The importance of finding evidence within the text. How to recognize the importance of time frames specific to writing tasks and the audience they are writing for. Speaking and Listening How to collaboratively discuss (one-on-one, in groups, and teacher-led) with different partners on grade 7 topics, texts, and issues, and how to build on others’ ideas and express their own ideas clearly. A. How to adequately prepare for discussions by reading or researching materials for the specified topic. Students will need to know how evidence will support or refute their claim, and be able to investigate and reflect on others’ ideas in the discussion. B. And apply rules of collegial discussions, set, monitor, and reflect on goals and deadlines, and define individual roles as needed. C. How to create questions that cause others to expand on their own question while responding to others’ questions and comments. D. When new information is expressed by others, acknowledge and reflect upon it, in order to change their own views based on what was expressed by others.

W8 W9 W10 SL1

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source ; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Draw evidence from literary or informational texts to support analysis, reflection, and research.


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 discipline-specific tasks, purposes, and audiences. Speaking and Listening 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.





W8 W9 W10 SL1


Language How to write and speak using standard English. Understand phrases and clauses in order to build and comprehend a variety of sentence structures How to correctly utilize the conventions of standard English capitalization, punctuation, and spelling when writing. A. How to determine if adjectives are coordinate or not, and then add the commas as needed. B. How to correctly based on rules of spelling. How to use appropriate language in various situations (writing, speaking, listening reading)

L1 L2 L3

Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.






b. Spell correctly.



L1 L2 L3


Readers use a variety of strategies to determine unknown words while using context clues, roots and affixes, and reference materials (dictionaries, glossaries, thesauruses, etc.). How to understand the definition of connotation and denotation and types of figurative language.


L4 L5 L6


a. Use context (e.g. the overall meaning of a sentence, paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.





a. Interpret figures of speech (e.g. literary, biblical, and mythological allusions) in context.

b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).


L4 L5 L6


ISTE-S Apply existing knowledge to generate new ideas, products, or processes Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media Understand and use technology systems

ISTE-S1a ISTE-S3b ISTE-S6a



1, 3, 5

Standards

RL1, RL2,RI1, RI2, W2,

W4, L4, L5

Unit Performance Assessment: Description of Assessment Performance Task(s): Read and annotate the story “The People Could Fly,” using the following questions as guides:

3. What are the heroic qualities of the main character, and how does he inspire hope? 4. What does “flying” represent to these enslaved Africans?

Watch and annotate the video “Doc Hendley: Wine to Water,” using the following questions as guides:

3. What are the heroic qualities of Doc and how does he inspire hope? 4. What motivated Doc to create the Water to Wine program?

Students will read “The People Could Fly” by Virginia Hamilton (pg. 798 in Prentice Hall Literature Book) and watch the modern day hero, “Doc Hendley: Wine to Water” video (http://listverse.com/2013/05/31/10-modern-day-heroes-actively-changing-the-world/). After reading/viewing both texts, students will write a multi-paragraph essay answering the prompt: What are the characteristics of the people in both the literary and video texts that would make them legendary heroes who shape or affect the culture of their society? Students should cite both texts to support their position. (Appendix C1).

R/R Quadrant C



SAMPLE LEARNING PLAN Understanding Standards Major Learning Activities: Instructional


3, 5

RI2, SL1,

L4

1: Students will work within small groups to analyze the characteristics of heroes and why hero stories have always been popular. Students should brainstorm famous superheroes, then characteristics of a superhero. (Could be a graffiti activity) Teacher will facilitate a discussion to share ideas about superhero characteristics and guide students to think about why stories of superheroes are popular with people of all ages and cultures. Then, students will brainstorm in small groups what elements are usually found in a great superhero story. After small group discussions, the teacher should facilitate the creation of a class list on qualities needed to create a great superhero story. Finally, students should read and annotate the non-fiction article “What is a Myth?” and participate in a final discussion over the two essential questions: “How are the plots, themes, and characters of folklore and mythology still relevant today?” and “Why would mythology and folklore still exist in modern day culture?” (Appendix C2)

Summarizing

and Note-taking

Cooperative

Learning

B

2 W8 ISTE-S3b, ISTE-S6a

2. Students will work independently or in pairs to complete a web quest to discover characteristics of myths, legends, and folklore. Students will complete the Comparison Chart using a minimum of four reliable sources to generate characteristics of each type of literature. (Teachers may collaborate with building Media Specialists for mini-lesson on reliable sources if needed.) (Appendix C3)

Summarizing and Note-taking

Identifying

similarities and differences

C

1, 5

RL1, RL2, RL3, SL1, W4, L4

3. Students will read and analyze “Jason and the Golden Fleece” from Myths and Legends From Ancient Greece and Around the World or the Appendix document. After reading, students will use a Fan ‘N Pick discussion to answer the comprehension and analysis questions. (Appendix C4 and C5)


Cooperative Learning

C

3, 4, 5 RL1, RL2, RI8, W2,

4. Students will read about two goddesses/influential women in mythology and make a chart analyzing prominent character traits. (Recommended women include: Persephone, Medusa, Hera,

Nonlinguistic Representations

C


W4, W8, L5

Athena, Aphrodite, Guinevere, and Nike) Students will read about gender roles using the article “Gender Roles and Identity”. Then, students will answer the question: “Do these character traits have an impact on gender roles of today?” using Constructed Response format. Then, students will read a short passage on Barbie, and then create a mythological Barbie or action hero. Students will provide a written explanation citing the sources they used to decide traits incorporated into their mythological Barbie/action hero. (Appendix Documents C6, C7, C8, C9, and C14)

3, 5 RI1, RI2, RI8, RI10, W2, W4, W8, W9 L1, L2, L5, ISTE-S1a, ISTE-S3b, ISTE-6a

5. Students will work with a teacher generated list of Greek Gods/Goddesses and complete a short research project identifying symbols for each. After learning about the Gods/Goddesses and their symbols, teachers will introduce the idea that ancient symbols from mythology are still present all around us. (see Prezi in Appendix) Students will then complete a mini-research project to identify an ancient symbol or Greek God/Goddess that has been used in modern advertising, why the company chose their symbol or god, and the message the company is hoping to communicate. Students will construct a presentation (Prezi, Glogster, or PowerPoint) on their finding about mythology in advertising. (Appendix Documents C10 and C11)

Note-taking and Summarizing Identifying Similarities and Differences

D

1, 5 RL1, RL2, RL3, RL4, RL6 RL9, RL10, SL1

6. Students will read multiple legends/folktales, and analyze character motivation and symbolism while making modern day connections. Students will continually refer to the essential questions: “To what extend do belief systems shape and/or affect culture in society?” and “How are the plots, themes, and characters of folklore and mythology still relevant today?” Students will participate various discussions to analyze essential questions as related to readings, character motivation, and symbolism. Suggested readings include: Popocatepeti and Ixtlaccihuati, The Lion and the Statue, The Fox and the Crow, All Stories Are Anansi’s (all found in Prentice Hall Literature Book), Tokoyo and the Sea Monster, How Water Lillies Began, An African Folktale, or The Legend of Hiawatha (see Resources page for links)

Homework and practice Identifying similarities and differences

A


4 W3,W4, W5, W10, L1, L2, L3,

L4, L5

7. Students will develop their own modern day hero myth using the Myth Creation Planning Guide and Narrative Scoring Guide for help. Teacher will provide mini-lessons on the narrative scoring guide to deepen understanding of expectations throughout the writing process. Students are expected to use 7th grade grammar and sentence structure in their narrative and should revise and edit for grammar before completing the writing process.

(Appendix C12 and C13)

Homework and practice Setting objectives and providing feedback

C

4, 5 W4, W5, L1, L2

8. Teacher will provide mini-lessons using Jeff Anderson strategies over phrases and clauses and their uses in simple, compound, and complex sentence structure. In addition to the mini lessons, students will utilize each sentence type at least once in their assignments and assessments. Students will peer-edit each other’s papers highlighting the examples of the convention topics covered and making sure they are punctuated correctly.

Analyzing Conventions Cooperative Learning Setting Objectives and Providing Feedback

A

1 L6 9. Students will keep a vocabulary notebook throughout the unit to explore and understand roots and affixes of various words. (Frayer Models would work well)


A


UNIT RESOURCES Resources: This may include:

• Myths and Legends From Ancient Greece and Around the World • Prentice Hall Literature: Timeless Voices, Timeless Themes • Tokoyo and the Sea Monster, How Water Lillies Began, An African

Folktale http://eps.schoolspecialty.com/external/read_write_think/folktales.pdf • The Legend of Hiawatha http://www.firstpeople.us/FP-Html-Legends/Hiawatha-The-Unifier-Iroquois.html • PBS Myths and Heroes http://www.pbs.org/mythsandheroes/index.html

Vocabulary:














http://eps.schoolspecialty.com/external/read_write_think/folktales.pdf

http://www.firstpeople.us/FP-Html-Legends/Hiawatha-The-Unifier-Iroquois.html

http://www.pbs.org/mythsandheroes/index.html





guided reading small group instruction where the teacher meets with two to six students who demonstrate similar reading processes or similar needs. Using a text that offers a moderate amount of challenge the teacher provides enough support for the students to read the entire text silently; the main focus is always comprehension of the text. This type of instruction is typically appropriate for primary and elementary learners; however, the learner’s needs should always be considered.







irony literary technique that contrasts expectations with reality dramatic irony exists contrast or discrepancy when information is known to the reader or audience but unknown to the characters • situational irony involves an occurrence that contradicts the expectations of the reader or audience • verbal irony occurs when a writer or speaker says one thing but means the opposite, dramatic irony occurs when a character in a narrative or drama is unaware of something the reader or audience knows





mood in literature—a feeling created in the reader which is evoked through the language of the text e.g., reflective,


melancholy in grammar— verb forms used to indicate the speaker’s attitude toward a fact or likelihood of an expressed condition or action e.g., indicative, imperative, subjunctive













reading strategies approaches teachers use to help students process, comprehend, and respond to texts: examples include anticipation guides, book talk-book walk, questioning, during-paired reading, read aloud, charting a text

















text types/writing types The CCSS identifies three types of writing: argument-a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. In K–5, the term ―opinion‖ is used to refer to this developing form of argument. informational/explanatory -conveys information accurately; includes, but is not limited to: literary analyses, scientific and historical reports, summaries, memos, reports, applications, and résumés. narrative -conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, describe, instruct, persuade, or entertain.




think aloud an instructional strategy that models thought processes and problem solving in all content areas. In a think aloud the teacher and/or students verbalize what they are thinking when they encounter difficult or confusing material as they


read, write, or speak.




Content Area: Communication Arts Course: ELA7 UNIT 4: Science Fiction and Dystopia

Unit Description: This unit will consist of students learning about the science fiction and dystopia genres and discovering why these are essential to literature. Students will make real life connections while analyzing multiple texts.

Unit Timeline: Length of time is included in each activity. This is designed to take 8-9 weeks.

DESIRED RESULTS Transfer Goal - Students will effectively read, write, and speak English to clearly communicate, comprehend, analyze, and problem solve as culturally literate, collaborative members of society.

Understandings –

1. Students will identify and use active reading strategies to understand science fiction and dystopian texts. 2. Students will discuss how author’s and director’s choices influence and impact the reader/viewer. 3. Students will be able to explain the common conflicts and themes present in various science fiction/dystopian texts. 4. Students will be able to make text to world and text to text connections by explaining the challenges and issues explored through the

science fiction/dystopian writing. 5. Students will be able to present their findings about the struggles and challenges to their peers in a clear, effective manner. 6. Students will use various 21st Century Skills to gather and present their findings to the class.

Essential Questions: Students will keep considering…

• When, if ever, is it morally responsible to disobey authority? • Are there common themes and/or recurring conflicts in science fiction? • Is it possible to come up with pure unfiltered ideas or is everything based on a current reality?


Students Will Know… Standard Students Will Be Able to … Standard Reading Literature How to think beyond what is said in the text in fiction and how to support inferences with textual evidence. How to determine the main ideas and/or themes of a fiction text and trace their development. The definition of a summary and how to determine key information. How literary elements impact a story. How to understand new words using context clues and figurative language; analyze rhymes and other repetitions of sounds such as alliteration in poems, stories, or plays. How to describe how a poem’s or drama’s structure, in fiction, influences meaning. The importance of point of view and how it relates to character development in the text. How to determine similarities and differences within stories, dramas, and poems while analyzing the author’s perspective. Readers must be actively engaged in analyzing and evaluating the author’s choices to a variety media. How to read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with help as needed at the high end of the range.

RL1 RL2 RL3 RL4 RL5 RL6 RL7 RL10

Reading Literature Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Determine the meaning of words and phrases as they are used in the 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. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Compare and contrast a written story, drama, or poem to its audio, filmed, staged or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RL1 RL2 RL3 RL4 RL5 RL6 RL7 RL10


Reading Informational Texts The definition of inference and how to think beyond what is said in a non-fiction text. Inferences need to be supported with textual evidence. How to compare and contrast a text to a media adaptation of the text in order to think beyond what is said or shown in the text/media adaptation. The definition of a claim. How to evaluate the effectiveness of reasoning and evidence to support claims. How to compare/contrast at least two authors’ information and interpretation of facts on the same topic. How to read and understand literary nonfiction in the grades 6-8 range of proficiency, with help (remediation, interventions) as needed at the high end of the range. Writing How to organize their writing on a specific topic. Students will know how to determine important supporting facts, use transition words and specific vocabulary to show relationships between ideas and writing using a style appropriate to audience and topic.


Reading Informational Texts Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). 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. Analyze 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. By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.


RI 1 RI 7 RI 8 RI 9 RI 10 W2


How to identify their audience and write in the appropriate style, using organizational strategies to craft their writing. How to create and edit writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been emphasized. They need to know how to write for purpose and audience. Students will know the definitions of planning, revising, editing, rewriting, purpose, audience. How researchers review and evaluate multiple resources to find the most relevant and credible sources. Researchers will quote and paraphrase other’s information while avoiding plagiarism and citing sources correctly in MLA format. The importance of finding evidence within the text. How to recognize the importance of time frames specific to writing tasks and the audience they are writing for.

W4 W5 W8 W9 W10



e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows

from and supports the information or explanation presented.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Draw evidence from literary or informational texts to support analysis, reflection, and research.


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 discipline-specific tasks, purposes, and audiences.

W4 W5 W8 W9 W10


Speaking and Listening How to collaboratively discuss (one-on-one, in groups, and teacher-led) with different partners on grade 7 topics, texts, and issues, and how to build on others’ ideas and express their own ideas clearly. A. How to adequately prepare for discussions by reading or researching materials for the specified topic. Students will need to know how evidence will support or refute their claim, and be able to investigate and reflect on others’ ideas in the discussion. B. And apply rules of collegial discussions, set, monitor, and reflect on goals and deadlines, and define individual roles as needed. C. How to create questions that cause others to expand on their own question while responding to others’ questions and comments. D. When new information is expressed by others, acknowledge and reflect upon it, in order to change their own views based on what was expressed by others. Comprehend how to break down components of a text to identify the main idea with details to support claims in various types of media formats. The definition of a claim in non-fiction. How to evaluate the effectiveness of reasoning and evidence to support claims.

SL1 SL2 SL3

Speaking and Listening 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.

a.Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text or issue to probe and reflect on ideas under discussion.

b.Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. c.Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. d.Acknowledge new information expressed by others, and when warranted, modify their own views.

Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

SL1 SL2 SL3


Language How to write and speak using standard English. Understand phrases and clauses in order to build and comprehend a variety of sentence structures How to correctly utilize the conventions of standard English capitalization, punctuation, and spelling when writing. A. How to determine if adjectives are coordinate or not, and then add the commas as needed. B. How to correctly based on rules of spelling. How to use appropriate language in various situations (writing, speaking, listening reading) Readers use a variety of strategies to determine unknown words while using context clues, roots and affixes, and reference materials (dictionaries, glossaries, thesauruses, etc.).

L1 L2 L3 L4

Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.





a.Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt). b.Spell correctly




a.Use context (e.g. the overall meaning of a sentence, paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or

L1 L2 L3 L4


How to understand the definition of connotation and denotation and types of figurative language.


L5 L6

phrase. b.Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g. belligerent, bellicose, rebel). c.Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech . d.Verify the preliminary determination of the meaning of a word or phrase (e.g. by checking the inferred meaning in context or in a dictionary).


a. Interpret figures of speech (e.g. literary, biblical, and mythological allusions) in context. b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).


L5 L6


ISTE-S Create original works as a means of personal or group expression Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media Plan and manage activities to develop a solution or complete a project Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity Understand and use technology systems

ISTE-S1b ISTE-S2a ISTE-S4b ISTE-S5b ISTE-S6a



3,4,5,6

Standards

RL1, RL2, RI1, RI8, W2, W4, ISTE-S1b, ISTE-S2a, ISTE-S4b, ISTE-S5b, ISTE-S6a

Unit Performance Assessment: Description of Assessment Performance Task(s): Students will create an electronic/digital presentation (Prezi, Google Presentation, Voice Thread, or Power Point are suggested) displaying how 3-4 texts used throughout the unit answer the Essential Questions:

• When, if ever, is it morally responsible to disobey authority? • Are there common themes and/or recurring conflicts in science fiction? • Is it possible to come up with pure unfiltered ideas or is everything based on a current

reality? Students will demonstrate their understanding by making connections between the various short stories, plays, movie clips, etc. in class and show how these can be inter-connected to answer the three essential questions of the unit.

Scoring Guide:

See Appendix D12-Unit Assessment Performance Task

R/R Quadrant D


SAMPLE LEARNING PLAN Understanding Standards Major Learning Activities: Instructional


1

RL1, RL10, L1, L2, L4,

L5, L6

Throughout the unit (suggested on Fridays) Students will do *Weekly Reviews (appendix) throughout the unit, pulling short stories from the Aliens and UFOs Jamestown Series text and the Six-Way Paragraphs text. For these reviews the students will read the text and annotate with a purpose (guided by 2-3 pre-reading questions.) These annotations will help students understand the text and answer five skill-based questions. (Appendix) Appendix Documents: D1-Weekly Review Example *Each Weekly Review will take one day of class time, which can also be used for individual re-teaching

Homework and practice Questions, cues, and advance organizers

B

4

W10, SL1

1. Teacher will assign this activity several days before planning to present the Science Fiction Prezi (as they go together). Students will interview an adult (parent/guardian) about the technology that has been developed since the student was born (appendix: Technology Home-to-School interview). Additionally, to include more technology, students could create questions in small groups and put them into an online survey system (such as survey monkey or google docs) to gather results. In class the students will share what they have learned, and the teacher will lead a discussion about how all of these ideas were brand new, at some point, and now they’re “old news.” The teacher will lead this into the Prezi on “What is Science Fiction.” Appendix Documents: D2-Technology Home-to-School Interview D13- Introductory Prezi *1 day/homework

Identifying similarities and differences Reinforcing effort and providing recognition

A

1,2,3,4

RI1, RI8,

RI10, SL1, SL2

2. Students will read “A Colony in the Sky” (Appendix), annotating for elements of new technology/discovery. Teacher will use student annotations to lead a discussion (Critical Discussion Format) on how science fiction is taken from original ideas. Students will evaluate where this evidence comes from and how it is viewed by the public. This discussion creates a bridge to the fiction stories “All Summer in a Day” and “Monsters Are Due on Maple Street”. * 2 days

Identifying similarities and differences Cooperative Learning

B


1,2,3,4

RL1, RL2, RL3, RL5, RL6, RL7,

RL10, W2, W4, W10,

SL2,

3. Students will do a “Tea Party” preview and read “Monsters Are Due on Maple Street.” Next, students will watch and analyze the Twilight Zone version of “Monsters Are Due on Maple Street” looking for theme and conflict with guided questions. Students will also analyze how the structure of the drama contributes to the sense of anticipation in the conflict and the overall theme. Students answer a constructed response question, “What is the theme of ‘Monsters Are Due on Maple Street’?” to help process and infer from the text. Appendix Documents: D4-“Monsters on Maple Street” Guided Questions *2-3 days

Nonlinguistic representations Questions, cues, and advance organizers

C

2,4

RL1, RL6, RL10, RI1, RI7, RI8,

RI9, RI10, W2, W8,

W9

4. Students will watch the Brainpop on Venus and discuss “Could humans form a colony on Venus? Why or why not.” They will create, as a class/in groups, a chart of facts about Venus, based on the discussion. Following this discussion students, will preview and read “All Summer in a Day.” They will finish the previously made chart comparing the “facts” in this story to the reality of Venus (from the video). Students will have a Fan-n-Pick formatted discussion to look into the events of the story, which the teacher will wrap up with a bridge to a short discussion on why/how authors take liberties with scientific facts to create stories in this genre. *Students can research additional articles on their own devices (laptop, iphone, ipad, etc.) to learn/prove more about Venus and where the scientific ideas for science fiction may originate. Optional: This story can be followed up with an optional lesson where the themes of fairness and responsibility (or lack thereof) can be addressed through a connection lesson (see appendix) Appendix Documents: D4- Fan ‘n Pick Questions, D5-Extension “All Summer in a Day” class connection discussion *2-3 days

Nonlinguistic representations Collaborative Learning Identifying similarities and differences

C

1,2,3,4,5,6

RL1, RL2, RL3, R10, W2, W4,

W9, W10, SL1, L3

5. Students will be given a choice between reading either “Future Tense” or “Lose Now, Pay Later.” (“Future Tense” requires a higher level of understanding). They will partner-read the story while doing guided annotations. Students will individually answer a constructed response question targeting the essential questions of the unit. Last, students will form a group with another pair and create a visual representation of how their story, along with the others texts from this unit answered the essential science fiction questions. This will end with a Gallery Walk,

Cooperative Learning Identifying similarities and

D


so all students can see each other’s visual representations. *4-5 days

differences Summarizing and note taking Nonlinguistic representations

4

SL1, SL2,

SL3

6. The teacher will begin with the question, “What makes America such a successful country?” then “Why are there some countries that are so destitute?” This discussion will lead into the question, “If we’re so successful and other countries are so impoverished, why don’t we just go in, take over, and fix everything? Wouldn’t we be considered ‘heroes’ if we did so?” The teacher will bridge this discussion into their Dystopian Prezi. In the Prezi information on present day “dystopian attempts” will be introduced (cooperative farming, communism, kibbutz style living, etc.). Students will look at the specific claims of these leaders and discuss their ideas and the results of those ideas. (What was the original intention, and is that what ended up being the result?) *1-2 days

Generating and testing hypothesis

A

1,2,3,4

RL1, RL2, RL3, RL4, RL10, W4,

SL1, L4, L5, L6

7. Students will read “The Pedestrian” by Ray Bradbury. This will be followed by “The Pedestrian” Activity 1. Students will categorize sensory details and figurative language from the story to analyze it on a deeper level and figure out the positive and negative connotations of the imagery used. Appendix Document: D6- “The Pedestrian” story, D7-“The Pedestrian” Activity 1 *1-2 days

Questions, cues, and advance organizers Identifying similarities and differences

C

2,3,4

RL1, RL7, RL10, SL1,

SL2

8. Students will read the excerpt from “A Wrinkle in Time” found in the Prentice Hall Literature book, annotating with teacher created guided questions. After reading, they will discuss how and why this is dystopian. Students will then watch the same scene as a video clip and compare their thoughts after seeing the visual representation of dystopia. The teacher will focus on the essential question “When, if ever, is it morally responsible to disobey authority?” (This can be done with The Hunger Games or Catching Fire instead) *1 day

Summarizing and note taking Identifying similarities and differences Nonlinguistic representations

C


1,2,3,4,5,6

This is an

introductory lesson,

the Standards

are in Activity 10

9. Teachers will introduce the book choices and tell students that they will be reading either a science fiction or dystopian novel for the next three weeks. The teacher will explain that there will be 2-3 class days a week to read, but the students will also be expected to read at home, as some class time will be for lessons pertaining to the books and genres that are being covered. After reviewing the book options, students will choose their book, and the teacher will explain how students will fill out their Reading Journals, using the example Reading Journal, and how to appropriately participate in critical book discussions based on their notes and observations from reading. (Teachers can make their own Reading Journals, so it is personalized). *See Resources section for suggested novels Appendix Document: D8-Reading Journal Template Example, D9-Reading Journal Scoring Guide Example *1-2 days

Nonlinguistic representations Setting objectives and providing feedback

D

1,2,3,4,5,6

RL1, RL2, RL3, RL4, RL6, RL7,

RL10, W1, W2, W4,

W9, W10, SL1, L1,

L2, L3, L5, L6

10: During the three weeks that students are reading their novel, 2-3 days a week should be used as time for linking lessons relating to: the science fiction and dystopia genres, Anderson grammar lessons, writing extension lessons, etc. of the teacher’s choice. 1-3 days a week should be for in-class reading and journaling. Teachers may also use other technology extension lessons to facilitate critical book discussions. Suggested Extension Lessons: online/in class graffiti wall, blogging**, literature circles, short answer questions, and one-on-one teacher check-ups *3 Weeks **Kidblog is suggested for blogging Appendix Document: D-13 Editing Process Lesson

Setting objectives and providing feedback Homework and practice Summarizing and note taking Questions, cues, and advance organizers

D


UNIT RESOURCES Resources:

• Project Novel Choices- Titles currently in book rooms: The Giver, Hunger Games, Gathering Blue, The Last Book in the Universe, A Tale of Time City, The War of the Worlds, The Time Machine; Other titles to consider: (Variant, The Last Thing I Remember, Unwind, Divergent, Life as we Knew It, Catching Fire, Maze Runner, Legend, Earth, 3001-The Final Odyssey)

• A Wrinkle in Time movie • “A Wrinkle in Time” excerpt in Prentice Hall Literature book • Dystopian Prezi • Sci Fi Prezi • “Monsters Are Due on Maple Street” Prentice Hall Literature book • “Monsters Are Due on Maple Street” video: http://www.imdb.com/video/hulu/vi2799413017/?ref_=tt_ov_vi • “A Colony in the Sky” Prentice Hall Literature book • “All Summer in a Day” Prentice Hall Literature book • “Zoo” in text book • “Future Tense” p. 153 in Crossroads or http://heights.fms.k12.nm.us/faculty_staff/wleupold/0409EC95-00757F35.8/Future%20Tense.pdf • “Lose Now, Pay Later” p. 265 in Crossroads or http://ebookbrowsee.net/lose-now-pay-later-pdf-d280230453 • “The Pedestrian” by Ray Bradbury • Aliens and UFOs text • Six-Way Paragraphs text

Vocabulary:


analysis separating a text or structure into its parts to explain how the parts work together to create a specific effect or achieve a pu annotate an active reading strategy which promotes critical thinking; marking the text and recording such things as literary devices a

anticipation guide a pre-reading strategy which prepares students to consider the major themes and concepts of a written work through a ser story.

argument a claim supported by reasons, facts and details; arguments have various structures, but all are based in an initial claim deve character traits aspects of the character: physical appearance, personality, speech, behavior/actions, thoughts and/or feelings, interactions citation a reference which documents the source of a quote, fact, or idea: parenthetical citations are used internally in texts followi

of texts in lists of works cited or consulted

cite to identify the source of information, including quotes, facts, statistics, and ideas included in a text claim an assertion of the truth of something, typically considered as disputed or in doubt close reading independent reading of complex texts to gather evidence, knowledge, and insight for writing or discussion

http://www.imdb.com/video/hulu/vi2799413017/?ref_=tt_ov_vi

http://heights.fms.k12.nm.us/faculty_staff/wleupold/0409EC95-00757F35.8/Future%20Tense.pdf

http://ebookbrowsee.net/lose-now-pay-later-pdf-d280230453


collaboration to work together in a joint intellectual and/or creative effort compare to tell how things are alike; to examine both points of similarity and difference, but generally with the greater emphasis on similarities comprehension the result of the ability to construct meaning while engaging with text connotation attitude and emotional feelings associated with a word or idea Constructed Response as assessment item which requires students to develop a response without suggested answer choices contrast to explain how things are different conventions a rule or practice based on general consensus; rules apply to capitalization, punctuation, spelling, grammar and usage counter-claim a claim that negates or disagrees with the thesis/claim credible believable, worthy of confidence; reliable denotation a word’s literal or dictionary meaning


dialogue discussion between two or more people drafting a step in the writing process in which the writer takes the seed planted during prewriting and begins to grow the text in the form the write

writer composes freely with a focus on developing the content of the writing.

editing/proofreading a step in the writing process in which the writer polishes the piece of writing, taking into account the needs of the reading audience. The w grammar, punctuation, capitalization, etc. The focus is on the final product.

essential question an overarching question which does not have a specific answer; stimulates thought and provokes additional questions evaluate to make a judgment of quality based on evidence exposition a comprehensive description and explanation to inform a reader about a specific topic figurative language word or phrase not intended literally; it is used for comparison, emphasis, clarity, or freshness of thought which may include, but are not l

metaphor, oxymoron, paradox, personification, pun, simile, symbol

figurative meaning non-literal meaning of a word or phrase; usually involves figurative language first person a point of view in which the narrator participating in the action tells the story flashback literary technique in which the author presents information that happened before the events currently taking place folktale a story or legend forming part of an oral tradition foreshadow literary technique in which the author provides clues to coming events in a narrative formative assessment although it may take the form of a standardized test, it is usually designed by the teacher to collect information used to inform ongoing in

necessarily be used for grading purposes. Examples include, but are not limited to: teacher observations, checklists, anecdotal records, run commercially-produced tests.

genre categories used to classify text; which may include, but is not limited to: fiction, nonfiction, poetry, drama, informational, fable, folktale, g graphic novel a book-length narrative in which the story is conveyed to the reader using comic-book format guided reading small group instruction where the teacher meets with two to six students who demonstrate similar reading processes or similar needs. Usin

challenge the teacher provides enough support for the students to read the entire text silently; the main focus is always comprehension of appropriate for primary and elementary learners; however, the learner’s needs should always be considered.



idiom term or phrase whose meaning cannot be deduced from the literal definition and the arrangement of its parts, but refers instead to a figur common use (e.g., ―I am pulling your leg.‖ or ―You’re skating on thin ice.‖)

illustrate provide examples or specific details inference a conclusion about the unknown, based on the known informational text text designed to convey facts; may employ techniques such as lists, graphs, and charts informative/explanatory type of writing which conveys information accurately or which explains a concept or situation irony literary technique that contrasts expectations with reality dramatic irony exists contrast or discrepancy when information is known to the r

characters • situational irony involves an occurrence that contradicts the expectations of the reader or audience • verbal irony occurs when the opposite, dramatic irony occurs when a character in a narrative or drama is unaware of something the reader or audience knows

literary techniques techniques used in writing which are intended to create a special effect or feeling, which may include, but are not limited to: euphemism, imagery, irony, jargon, metaphor, oxymoron, paradox, personification, satire, simile, slang, or symbolism

memoir creative nonfiction in which an author recounts experiences from his or her life mentor text text used as an example of quality writing; a published piece of writing a teacher uses during a lesson to teach a skill or motivate the studen

metaphor literary technique that makes a direct comparison between two things in different classes, such as love and a rose or happiness and a blue connective words ―like‖ or ―as‖ (e.g., ―Love is a rose.‖)

mood in literature—a feeling created in the reader which is evoked through the language of the text e.g., reflective, melancholy in grammar— verb forms used to indicate the speaker’s attitude toward a fact or likelihood of an expressed condition or action e.g., indic

moral message or lesson to be learned from a story or event multimedia the combined use of several media (e.g., Internet, video, audio, textual, graphic) myth a story, which can be either fact or fantasy, that explains the inner meaning of the universe and of human life. Myths explain natural phen

earth, in particular, as well as the reasons for human behavior and the social order of a culture.

narrative writing that relates a story, personal experience narrator the person telling a story; narrative viewpoints include first person, third-person omniscient, and third-person limited

personification literary technique in which a non-living or non-human thing (e.g., animal, plant, object, natural force, emotion, idea) is endowed with hum happy home‖)

perspective position from which something is considered or evaluated; standpoint plagiarism presenting someone else’s work or ideas as your own

plot the main events of a play, novel, movie or similar work, devised and presented by the writer as an interrelated sequence of events; five bas falling action, and resolution

point of view chiefly in literary texts, the narrative point of view (as in first or third person narration); more broadly, the position or perspective conveye speaker, or character

primary source original materials that have not been filtered through interpretation or evaluation quote to restate, word for word, a portion of a text; a written quote requires quotation marks

reading strategies approaches teachers use to help students process, comprehend, and respond to texts: examples include anticipation guides, book talk-boo aloud, charting a text

reflection to think about and write or speak one’s views in response to a text, presentation, or experience resolution a conclusion that resolves the conflicts or issues presented in a text


revising a part of writing and preparing presentations concerned chiefly with a strengthening and reworking of the content of a text relative to task decisions regarding the quality of the text such as a strong beginning, middle, and end; word choice; sentence structure; voice; and the del of the writing. Revising includes adding, deleting, or changing parts of the text.

rhetorical devices literary, figurative, and syntactic devices used in text intended to influence the audience; which may include, but are not limited to: allusion repetition

rhyme repetition of an identical or similarly accented sound found at the middle and end of words rhythm sound device characterized by the musical quality created by a pattern of stressed and unstressed syllables secondary source information created after an event or period of study by someone who did not experience the events sensory language language that appeals to the five senses and evokes images of how something looks, sounds, feels, tastes or smells setting geographic location and time period of a story simile literary technique in which two unlike things in different classes are compared, using the words ―like‖ or ―as‖ (e.g., ―Ice is smooth as gla Six Traits of Writing an analytic approach to teaching and assessing writing in which the following traits are addressed: ideas, organization, voice, word choice,

Socratic Seminar a method of engaging students in intellectual discussion. Using open-ended questions, teachers prompt students to form answers using di correct answers. The seminar method is appropriate for elementary through high school learners.

stanza division of a poem consisting of a series of lines arranged together summative assessment outcome measure that provides accountability data used to guide the delivery, implementation, and evaluation of the school’s literacy prog

administered; however, student progress data can be reported on an individual, class, school, or group basis and is often reported to stake parents. Examples include Missouri Assessment Program (MAP), Grade Level Tests and End of Course (EOC) exams, end of chapter tes assessments produced by the Smarter Balanced Assessment Consortium in response to the Common Core State Standards.

text structure framework, organization or overall design of a work; examples include, but are not limited to: compare/contrast, cause/effect, chronologi text types/writing types The CCSS identifies three types of writing:

argument-a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. In K–5, the term ―opinion‖ is argument. informational/explanatory -conveys information accurately; includes, but is not limited to: literary analyses, scientific and historical repo and résumés. narrative -conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to in


theme the abstract concept explored in a literary work; underlying or implicit meaning, concept, or message in a text. In the CCSS at lower grade essence of the text.


think aloud an instructional strategy that models thought processes and problem solving in all content areas. In a think aloud the teacher and/or stude encounter difficult or confusing material as they read, write, or speak.

tone a writer or speaker’s attitude toward the material or audience trace to ascertain the successive stages in the development or progress (e.g., tracing the life cycle of an insect)