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N: Curriculum/ELA-Secondary/Gr7/ELA Module-Sem2_TeacherPacket/LB-CN K-12 Instructional Support

Common Core

Instructional Module

Grade 7 English

Module 2

TEACHER PACKET


Common Core-Aligned Instructional Module

Grade 7, Semester 2 How do we resolve the tension between individual and community needs?

Overview

1) The recommended novel for this module is House on Mango Street by Sandra Cisneros. This novel portrays both the Mexican tradition of celebrating the family and the American tradition of celebrating the individual and the way the two cultures interact and affect Cisneros's characters. Teachers may choose to have students read the entire novel, or select passages for close reading that capture the essence of the story and address the question: What is community and what are the individual’s responsibility to the community as well as the community’s responsibility to the individual?, as well as support the essential question: How do we resolve the tension between individual and community needs?

2) Prentice Hall selections were chosen that fall under the Prentice Hall Big Question: Community or Individual – which is more important? While introducing this question, they point out, “…sometimes the rights or desires of an individual may conflict with those of his or her community.” Herein lies the tension. For example, in “Demeter and Persephone the characters of Demeter and Pluto indulge their own desires at the expense of others,” while in “Popocatepetl and Ixtlaccihuatl, an Aztec princess is expected to sacrifice true love in order to assume her responsibilities as ruler of a kingdom.”

3) Three CCSS-aligned ELA/Literacy instructional strategies are identified for district-wide focus:

Reading & writing informational text

Academic discourse/collaborative conversations

Formative assessments

These instructional strategies are at the heart of the modules as we prepare our students to be college and career ready. The teacher packet includes support materials for each of these strategies.

4) At the conclusion of this module, students will be asked to analyze and synthesize information from

several sources which address the essential question in a SBAC-like explanatory writing performance task. Please note this is NOT a summative assessment about the novel and/or the Prentice Hall selections. Students will be expected to cite evidence from the sources provided in the writing assessment to address the essential question “How do we resolve the tension between individual and community needs?


Text Selections and Other Resources

Prentice Hall Selections *ONLY in new CCSS Edition (TE); **BOTH new (TE) and Timeless

Voices (SE); No asterisk – ONLY in Timeless Voices (SE) Additional Selections

“Demeter and Persephone”** (TE 924, SE 818)

“Popocatepetl and Ixtlaccihuatl”** (TE 946, SE 778)

“Individual Rights and Community Responsibilities”

“5 Things Geese Can Teach Us about Teamwork”

YouTube: “Geese Fly in V-Formation. Why?”: https://www.youtube.com/watch?v=dXL5M30A_sg&noredirect=1 OR “A Short Video – Lessons From Geese”: http://davidbater.com/lessons-from-geese/

“At The Community Garden, It's Community That's The Hard Part”

Prentice Hall Common Core Companion (student workbook): includes graphic organizers for Common Core

literacy skills

District website http://www.wccusd.net: for additional resources select Instruction English Language Arts

Secondary

This module highlights the following College and Career Readiness Anchor Standards (see grade level standards for additional specificity):

CCR.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCR.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCR.R.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. CCR.W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. CCR.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCR.W.9: Draw evidence from literary and or informational texts to support analysis, reflection, and research. CCR.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. CCR.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style and to comprehend more fully when reading or listening. CCR.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. CCR.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meaning.

https://www.youtube.com/watch?v=dXL5M30A_sg&noredirect=1

http://davidbater.com/lessons-from-geese/

http://www.wccusd.net/


Vocabulary Self-Selection (VSS): Literacy strategy for Reading Informational Text

RATIONALE The purpose of the Vocabulary Self-Selection strategy is to help students generate a list of words to be explored and learned, and to use their own prior knowledge and interests to enhance their vocabulary. This strategy can be used to stimulate growth in word knowledge. Because the list is self-generated, an internal motivation is utilized. This strategy can help students become fascinated with language and thus, increase their enjoyment of the subject. VSS involves the following steps:

Selecting the words

Defining the words

Finalizing the word lists

Extending word knowledge

PROCEDURE Students are put into cooperative groups and asked to go through the assigned reading to identify words that they think ought to be studied further. Students are to find words that are important to understanding the content of a particular text selection. The meaning and importance of the words is explored and discussed in the cooperative groups prior to sharing them with the whole class. Next, a class list of words is developed. Each team submits one word from their list to the class, giving what the group thinks is its meaning and why they consider it important. Students’ prior knowledge is applied in the discussion. The word is recorded for display. Each group in turn submits a different word. This action is repeated until all selected words are on display. The teacher can also submit a word to the list. The teacher then leads a discussion for clarification and expansion of the meanings of the terms. A dictionary or the index of the text can be checked for word meanings when necessary, or students can be directed to use a tablet or other digital device to find further clarification. When the list is complete, the class may choose to delete some words for various reasons, such as duplication, words already known, or words the students do not desire to study. The definitions of the final vocabulary list are discussed for any needed clarification and then students record the words and definitions in their individual journals.


Bounce Card: Literacy Strategy for Vocabulary and Academic Discourse

Bounce Card BOUNCE: SUM IT UP: INQUIRE: Take what your classmate(s) said and bounce an idea off of it. For example, you can start your sentences with- “That reminds me of…” “I agree, because…” “True. Another example is when…” “That’s a great point…”

Rephrase what was just said in a shorter version. For example, you can start your sentences with- “I hear you saying that…” “So, if I understand you correctly…” “I like how you said…”

Understand what your classmates mean by asking them questions. For example, you can start your questions with- “Can you tell me more about that?” “I’m not sure I understand…” “Have you thought about…?”

Source: From Total Participation Techniques: Making Every Student an Active Learner, Himmele 2011, ASCD

ACADEMIC VOCABULARY WORDS

New Words Quick-Write Definition Symbol or Picture


Single to Double Venn: Literacy Strategy for Academic Discourse

Deconstructing Text: Single to Double Venn

Directions: Step 1: As you process the text independently, write down at least five key ideas, phrases, or words in the single Venn (top).

Step 2: Pair up with a classmate. Take turns sharing items from your single Venn. Compare your answers using the “double

Venn” to show what items you had in common and what items were different.

YOU PARTNER


Gallery Walk: Literacy Strategy for Academic Discourse This is a powerful strategy that can be used across content areas. The poster to the right was created by 10th grade students from our district addressing the essential question of their quarter 1 module.

RATIONALE

During a Gallery Walk, students explore multiple sets of texts and/or images that provoke critical thinking and discussion. It provides an effective approach to get students talking to each other and practicing academic discourse. Research shows that academic writing improves when students are given ample opportunity to engage in meaningful, guided academic conversations.

PROCEDURE

1. Determine the purpose of the gallery walk. Possibilities include

To spark interest and access prior knowledge as you prepare to engage students in learning new concepts or skills

To promote media literacy by teaching students to think critically and to question sources and context of images or text displayed

To analyze or synthesize essential learnings within a unit of study

To check for understanding which then informs next steps of instruction

To review content prior to a summative assessment

2. Select various types of texts including quotations, images, primary and secondary documents, graphs and charts, or student group work.

3. Display texts gallery style in a way that allows small groups of students to engage with the text and each other in academic discussion.

4. Provide focus questions to guide student discourse. Consider posting sentence starters to support the development of oral academic language. Sentence frames can then be provided for follow-up writing assignments.


S-O-S Summary: Literacy Strategy for Formative Assessment The S-O-S Summary is excellent writing practice strategy that helps students choose a point of view and support it with evidence presented in brief bulleted points. Teachers can use it frequently because it requires much less time than an essay—both to write and to assess. The S-O-S Summary is also good practice for students who are required to complete DBQs (document-based questions) in social studies, write critical-lens essays in English Language Arts, or ponder ethical dilemmas in science. Each of these tasks requires students to take a stand on a particular issue and support their point of view with evidence, facts, and examples. Give students a statement related to a topic you are about to teach or have completed. They must reflect on what it means, give their opinion, and support their opinion with evidence.

STATEMENT (provided by teacher):

____________________________________________________________

____________________________________________________________

____________________________________________________________

Restate in your own words:

____________________________________________________________

____________________________________________________________

____________________________________________________________

OPINION (check one): I agree I disagree

SUPPORT YOUR OPINION WITH EVIDENCE (facts, examples…)


Exit Slips: Literacy Strategy for Formative Assessment Exit slips are written student responses to a question posed at the end of a class or learning activity. Their main purpose is to inform next steps of instruction for the teacher. A blank half sheet is provided below. Broad sample prompts include:

One thing I don’t understand is…

Of the two strategies/skills… we learned today, which one did you find most useful? Why?

Write down one thing you learned today.

Rate your understanding of today’s topic on a scale of 1 – 10. What can you do to improve your understanding?

Discuss one way today’s lesson could be used in the real world.

Describe one topic that we covered today that you would like to learn more about.


40 copies of the following resource pages are provided

for each of your English sections at

this grade level.


Individual Rights and Community Responsibilities By Pat Nanzer, Graduate Student, Grand Valley State University

Definition

The concept of a right relates to the freedom from interference by other individuals or the government. Individual rights refer to the liberties of each individual to pursue life and goals without interference from other individuals or the government. Examples of individual rights include the right to life, liberty and the pursuit of happiness as stated in the United States Declaration of Independence.

A community is a group of people with common interests and values. Community is characterized by "wholeness incorporating diversity" and may include people of different ages, ethnicities, educational backgrounds and incomes. Individuals may be members of two or more communities; for example, one of geographic residence and another of employment.

Community responsibilities are an individual's duties or obligations to the community and include cooperation, respect and participation. The concept goes beyond thinking and acting as individuals to common beliefs about shared interests and life. A basic community responsibility is voting in elections.

Each individual is part of a larger community. Family, neighbors, tribe, village, city, county, state, region, country and the world form a larger community in the life of every human being. At the same time, full human potential cannot be reached if individuality is suppressed by society.

In all free societies there is a constant and unavoidable tension between rights and responsibilities. Every right has a corresponding duty.

It is the responsibility of the individual to watch over a community to make sure that standards are objective and beneficial to human life…

Importance

Citizenship today requires individuals be knowledgeable of public problems but, more important, have the capacity to act together toward their solutions. Voluntary actions by private citizens working together to right injustices, change directions and pursue benefits for the common good are noted throughout American history. This list includes the abolition of slavery, women's suffrage, public education, community hospitals, the civil rights movement, the women's movement, the environmental movement, the gay rights movement and the organization of migrant workers. In some cases, the movements' leaders achieved great fame and the respect of the nation and the world, such as Martin Luther King, Jr. and Cesar Chavez.

In every case, people voluntarily came together with a shared sense of purpose for the common good and with the intent of righting a wrong in the community… In 1996, Robert Kennedy observed: "Each time a man stands up for an ideal, or acts to improve the lot of others, or strikes out against injustice, he sends forth a tiny ripple of hope, and crossing each other from a million different centers of energy and daring, those ripples build a current which can sweep down the mightiest walls of oppression and resistance"

Nanzer, Pat. "Individual Rights and Community Responsibilities." Learning to Give. 2008. Web. 8 Jan. 2014.

<http://learningtogive.org/papers/paper29.html>.


“5 Things Geese Can Teach Us about Teamwork” by Len Wilson

Wilson, Len. "5 Things Geese Can Teach Us About Teamwork." Len Wilson. 1 Jan. 2012. Web. 27 Feb. 2014. <http://lenwilson.us/5-thing-geese-

can-teach-us-about-teamwork/>.

Every fall thousands of geese fly from Canada to the southern part of the United States to escape the bitterly cold Canadian winter. As soon as a flock of geese take flight from Canadian waters, they quickly form a V-shape flying pattern, with one rotating goose leading in the center and all the other geese trailing behind in two close lines. Wildlife scientists have conducted extensive studies to determine why geese and other migratory birds always fly in a distinctive v-formation.

They found some fascinating results: 1. When geese fly together, each goose provides additional lift and reduces air resistance for the goose flying behind it. Consequently, by flying together in a v-formation, scientists estimate that the whole flock can fly about 70% farther with the same amount of energy than if each goose flew alone. Geese have discovered that they can reach their destination more quickly and with less energy expended when they fly together in formation. When people work together harmoniously on teams, sharing common values and a common destination, they all arrive at the destination quicker and easier, because they are lifted up by the energy and enthusiasm of one another.

2. When a goose drops out of the v-formation it quickly discovers that it requires a great deal more effort and energy to fly. Consequently, that goose will quickly return to the formation to take advantage of the lifting power that comes from flying together. Sometimes people playing on teams will drop out of the group and try to accomplish goals on their own. However, like the geese, they usually discover that they miss the synergy and energy that comes when they are an active part of a cohesive team moving toward their destination, and want to return to the group.

3. Geese rotate leadership. The goose flying in the front of the formation has to expend the most energy because it is the first to break up the flow of air that provides the additional lift for all of the geese who follow behind the leader. Consequently, when the lead goose gets tired, it drops out of the front position and moves to the rear of the formation, where the resistance is lightest, and another goose moves to the leadership position. This rotation of position happens many times in the course of the long journey to warmer climates. When a team is functioning well, various members of the team may take the leadership role for a while because of a particular expertise or experience. Consequently, on good teams, everyone has the opportunity to serve as a leader as well as a follower.

4. Geese honk at each other. They frequently make loud honking sounds as they fly together. Scientists speculate that this honking is their way of communicating with each other during their long flight. Similarly, when working on teams, it is exceedingly important for each team member to communicate regularly with all the other team members. Teams frequently fall apart because of the lack of adequate communication among the various members of the team. Perhaps human teams can learn from flying flocks of geese that constant communication among members is exceedingly important in moving effectively towards a common destination.

5. Geese help each other. Scientists also discovered that when one goose becomes ill, is shot or injured, and drops out of the formation, two other geese will fall out of formation and remain with the weakened goose. They will stay with and protect the injured goose from predators until it is able to fly again or dies. Likewise, human teams work best when they do more than just work together, but care for the well-being of each other.


Focus Question: What lessons can we learn from the geese about seeing ourselves not only as individuals but as part of a larger community? Work with a partner to complete the chart below. Cite evidence from the article to show how each factor can be applied to human interactions and behavior.

Lessons from the geese… What humans can learn from the geese…

“When geese fly together, each goose provides additional lift and reduces air resistance for the goose flying behind it.”

COLLABORATION

“When a goose drops out of the v-formation it quickly discovers that it requires a great deal more effort and energy to fly.”

COMMUNITY

“Geese rotate leadership.”

SHARED LEADERSHIP

“Geese honk at each other.”

COMMUNICATION

“Geese help each other.”

SUPPORT/ENCOURAGEMENT


AT THE COMMUNITY GARDEN, IT'S COMMUNITY THAT'S THE HARD PART

by Dan Charles, March 20, 2012 5:44 PM

1 You may think that the great historic debate between communism and private property is over.

2 Well, it's not. Not at your local community garden. Take, for example, the experience of Campos Community Garden in Manhattan's East Village. Eight years ago, the garden was decrepit and abandoned. Beverly McClain walked by it all the time, on the way to her daughter's school. And one day, she and a motley group of fellow gardeners decided to revive it. "It was neighborhood people; it was parents from the school; people from the project across the street who had seen it be a hellhole for way too long," she says.

3 After they carted in lots of fresh, clean soil, they decided that they were not going to stake out little individual garden plots. They'd work on the whole thing together. "I liked that people could just show up and join the garden, as opposed to being on a wait list," says McClain.

4 But there were debates about this over the years. McClain wanted to keep it a community enterprise — as Karl Marx once put it, "From each, according to his ability, to each, according to his need." But others thought there were too many days when it seemed that because everybody owned the garden, nobody really did. And there were days when it seemed that too many people assumed that somebody else would do the work.

5 "It's just really hard when you've got a whole lot of stuff going on and only one or two people have shown up [at the garden], and they're expected to take care of everything," says McClain. "In August, when it's really hot out, it's just kind of hard."

6 So last year, the Campos Community Garden laid out some boundaries of personal responsibility: Individual plots where people get to plant and pick their very own vegetables. McClain says she has to admit that it's helped.

7 Of course, if you're an economist like Russell Roberts at George Mason University, you can say that this was completely predictable. "Collective farming does not have a great historical record," Roberts points out. "Collective farming is probably the main reason why the Soviet Union had about 70 years of bad harvests."

8 And even if you just talk to veteran community gardeners, many of them will warn you away from communal arrangements. "Our experience is, it's an unequal participation, and an unequal sharing," says Judy Elliott, who's the Education and Community Empowerment Coordinator for Denver Urban Gardens. And Ryan Mitchell, with Friendship Gardens in Charlotte, N.C., says he has often seen how "when people realize that they have to do a lot of hard labor in the middle of the summer when it's hot and humid, about half the group just drops off." The rest then feel overworked, resentful, and discouraged. Some of them may then leave, too.

9 So in Denver, Charlotte and across the country, in fact, most community gardens are divided up into individual plots. It means less drama and less discouragement. If some of your neighbors start shirking their responsibilities, it's not really your problem.

http://www.facebook.com/pages/Campos-Community-Garden/193570370146

http://www.facebook.com/pages/Campos-Community-Garden/193570370146

http://economics.gmu.edu/people/rrobert2

http://dug.org/

http://friendship-gardens.org/


10 And still, the debate continues. Because there are still a lot of people doing communal-style gardens. And they say it may be true that the most troublesome part of a community garden is the community. Yet if you can pull it off, the community that forms around a garden is, in fact, far more valuable than the vegetables.

11 In Detroit, 400 or 500 new community gardens have started over the past 10 years. Almost all of them are communal. Ashley Atkinson, director of Urban Agriculture and Open Space for a nonprofit called The Greening of Detroit, says people meet their neighbors at the gardens. "That's really, really, beneficial in a city like Detroit, where neighbors are more and more isolated, as crime goes up and people feel less safe. It's important for people to be outside getting to know each other, particularly elders and young people," she says.

12 Right outside Detroit, meanwhile, in the city of Grosse Pointe Park, Betsy Fortuna helped start two gardens called Grayton Gardens and Backyard Community Garden, where everyone works together and all the members can pick vegetables pretty much whenever they want.

13 Despite all the annoyances of community — "You know. It brings up a lot of almost childhood stuff — you know, 'He took more than me!' " — Fortuna says it's completely worth it: "It really was a blighted corner, and now there's action there, there's neighbors helping neighbors, people getting each other jobs, and all kinds of good things." Just knowing everybody, she says — knowing that if she needs something she can go ask anybody on the street: It changes everything.

Charles, Dan. "At The Community Garden, It's Community That's The Hard Part." NPR. NPR, 20 Mar. 2012. Web. 8 Jan. 2014.

<http://www.npr.org/blogs/thesalt/2012/03/20/148999066/at-the-community-garden-its-community-thats-the-hard-part>.

http://greeningofdetroit.com/

http://greeningofdetroit.com/

http://www.youtube.com/watch?v=igj9seMc-Jo

http://www.grossepointenews.com/Articles-i-2010-07-15-243101.114135_Digging-around.html


Partner Discussion: How do we resolve the tension between individual and community needs?

Read the quotes below by yourself. As you read them, think about the essential question above, and write down what you think each one means. Then share and discuss your thoughts with a partner. Write down what he or she thinks about the quote in the second box (to the right).

Quote My thoughts… My partner’s thoughts…

“We cannot seek achievement

for ourselves and forget about

progress and prosperity for our

community… Our ambitions must

be broad enough to include the

aspirations and needs of others,

for their sakes and for our own.”

- Cesar Chavez

All men are caught in an

inescapable network of mutuality,

tied in a single garment of

destiny. Whatever affects one

directly affects all indirectly. I can

never be what I ought to be until

you are what you ought to be, and you can never be

what you ought to be until I am what I ought to be.

- Martin Luther King, Jr.

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=AT6VJ5dMixuJTM&tbnid=yhVcpZTa-Rr6cM:&ved=0CAUQjRw&url=http://www.quotesvalley.com/quotes/inspirational/page/13/&ei=242rUpfzFcHtoASqtoK4CQ&bvm=bv.57967247,d.cGU&psig=AFQjCNFG41yRhqrwOtcfqIzU8n0FyEMAOQ&ust=1387061029723994

Literacy Strategy: Reading and Writing Informational Text

ACADEMIC SUMMARY TEMPLATE

In the , (“A” Text type) (title of text)

(full name of author) (“B” Precise Verb)

,

the topic of

. S/he (topic/issue of text) (“C” Precise Verb + “that”)

. (author’s main argument/belief on the topic/issue)

Continue the summary by citing evidence that supports the author’s argument or belief on the topic/issue you identified on the line above.

Ultimately, what is trying to convey (through) his/her (author) (“A” Text Type)

is . (main point)

A Types of Text

essay editorial article research paper narrative report letter speech short story vignette memoir poem novel

movie drama/play

B Precise Verbs

addresses debates discusses disputes examines opposes explores contests considers questions analyzes scrutinizes criticizes comments on elaborates on focuses on reflects on argues for argues against

C

Precise “Verbs + that” asserts argues posits maintains claims notes proposes declares concedes states believes suggests implies infers

Connectors

in addition furthermore moreover another besides…also further additionally beyond….also ….as well

Munevar Gagnon, Sonia. "Academic Summary Template." Santa Ana Unified School District. 30 Sept. 2013. Web.


Bounce Card

Name: Date: Period:

BOUNCE: SUM IT UP: INQUIRE: Take what your classmate(s) said and bounce an idea off of it. For example, you can start your sentences with- “That reminds me of…” “I agree, because…” “True. Another example is when…” “That’s a great point…”

Rephrase what was just said in a shorter version. For example, you can start your sentences with- “I hear you saying that…” “So, if I understand you correctly…” “I like how you said…”

Understand what your classmates mean by asking them questions. For example, you can start your questions with- “Can you tell me more about that?” “I’m not sure I understand…” “Have you thought about…?”

Source: From Total Participation Techniques: Making Every Student an Active Learner, Himmele 2011, ASCD

ACADEMIC VOCABULARY WORDS

New Words Quick-Write Definition Symbol or Picture


Name: _________________________________________ Date: ___________________ Period: ______

Deconstructing Text: Single to Double Venn

Directions: Step 1: As you process the text independently, write down at least five key ideas, phrases, or words in the single Venn (top).

Step 2: Pair up with a classmate. Take turns sharing items from your single Venn. Compare your answers using the “double

Venn” to show what items you had in common and what items were different.

YOU PARTNER


Name: __________________________________________ Date: ________________ Period: ______

S–O–S Summary

STATEMENT (provided by teacher):

____________________________________________________________

____________________________________________________________

____________________________________________________________

Restate in your own words:

____________________________________________________________

____________________________________________________________

____________________________________________________________

OPINION (check one): I agree I disagree SUPPORT YOUR OPINION WITH EVIDENCE (facts, examples…)

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●

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grade 7 english module 2 - west contra costa unified ... module grade 7 english module 2 ... common...

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