grade 7 fifth six weeks february 22 – april 15, 2016 ... pages/ela_department/2015-2016...summary...

GRADE 7 Fifth Six Weeks February 22 – April 15, 2016

Weeks 1 & 2 (February 22- March 4) Thursday, Feb. 22 (Half-day)

Friday, Feb. 23 (Holiday)

Reading: Plot, Setting, and Character Character and Point of View Writing: Expository Writing

Textbook Resources: Reading Reader’s Workshop: Plot, Setting, and Character (pgs. 28-33) Part 1: What Drives a Story? (pgs. 28-29) Part 2: Plot Development (pgs. 30-31) Part 3: Analyze the Literature (pgs. 32-33) Selections: Seventh Grade by Gary Soto (pgs. 34 – 45) Reader’s Workshop: Character and Point of View (pgs. 184-189) Part 1: Point of View (pgs. 184-185) Part 2: Methods of Characterization (pgs. 186-188) Part 3: Analyze the Literature (pgs. 189)0 Selections: Dirk the Protector (Memoir) by Gary Soto (pgs. 276-287) Additional Resources listed are only recommendations. Teachers may make use of other available resources to support instruction of TEKS). Textbook Resources: English Weekly Grammar Focus: Use Complete Sentences (Holt McDougal) HO p.30 Subject-Verb Agreement(Texas Write Source) pg. 192; 258; 555;570-571; 778.1 Language of Expository Writing (Texas Write Source) pgs. 160-210 Reading and Writing Connection: This week, students are learning about conflict in literature, and the relationship between conflict in literature, and the relationship between conflict and the climax of the story. Students should learn to include these plot elements in their own writing. Vocabulary/Word Study

Explain Influence Setting Plot Contribute Plot development Conflict Story Analyze Plot Paragraph Descriptions Internal Plot Significance External Internal conflict Important

Reading English TEKS: 7.6A; 7.6B; 7.6C; 7.7 TEKS FOCUS: • Plot • Connect Reader’s Workshop: Plot, Setting, and Character (pgs. 28-33)

Part 1: What Drives a Story? (pgs. 28-29) Part 2: Plot Development (pgs. 30-31)

Part 3: Analyze the Literature (pgs. 32-33)

LESSON RESOURCES

TEKS: 7.17Ai-v; 7.19A Weekly Grammar Focus: Subject-Verb Agreement Writing Focus: Expository Paragraph Now that students are familiar with the STAAR Expository Writing Rubric; students write an essay that they read and score according to the rubric. Students should also provide feedback of their reasoning and/or suggestions for improvement. Expository Writing Prompt:

Reading TEKS: 7.6A (RC2) Readiness - explain the influence of the setting on plot development 7.6B (RC2) Readiness - analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts 7.2E (RC1) Readiness - use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words 7.6C (RC2) Supporting - analyze different forms of point of view, including first-person, third-person omniscient, and third-person limited 7.7 (RC2) Supporting - Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. 7.7Fig.19D (RC2) Supporting – Nonfiction make complex inferences about text and use textual evidence tosupport understanding

Writing TEKS: 7.17(A) (RC1) Readiness - write a multi-paragraph essay to convey information about atopic that (i) presents effective introductions and concluding paragraphs, (ii) contains a clearly stated purpose or controlling idea, (iii) is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies, (iv) accurately synthesizes ideas from several sources, (v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs 7.19(A) (RC3) Supporting identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking:

Characters Contributes Motivations Describes/Description Conflicts Emphasizes Responses Development Use Dictionary Dictionary Entry Meaning Determine Glossary Definition Thesaurus Paragraph Meanings Syllabication Pronunciation Parts of speech Point of view (first person, limited third person, omniscient) Character traits Characterization Make inferences Make complex inferences Textual evidence Paragraph Details Use Understanding Foreshadows Infer Support Author Shows Event Reveal Sentences Excerpt

Student Copy Masters

These copy masters may be used to provide note-taking support for students at lower readiness levels.

• Note Taking: p. 8 • Note Taking: p. 9

Seventh Grade by Gary Soto (pgs. 34 – 45)

LESSON RESOURCES

Plan and Teach

Lesson Plan and Resource Guide . . . . . . . . . . . . 12 Additional Selection Questions . . . . . . . . . . . . . 15 Ideas for Extension . . . . . . . . . . . . . . . . . . . . . . 16 Teacher Notes . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Student Copy Masters Summary (English, Spanish) . . . . . . . . . . . . . . . 19 Literary Analysis: Plot . . . . . . . . . . . . . . . . . . . . 21 Reading Strategy: Connect . . . . . . . . . . . . . . . . 23 Vocabulary Study . . . . . . . . . . . . . . . . . . . . . . . . 25 Vocabulary Practice . . . . . . . . . . . . . . . . . . . . . . 26 Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . . 27 Reading Check . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Question Support . . . . . . . . . . . . . . . . . . . . . . . . 29 Grammar in Context . . . . . . . . . . . . . . . . . . . . . . 30 Reading Fluency . . . . . . . . . . . . . . . . . . . . . . . . 31

Online Extras Author Online: Author Study

Audio Summaries PowerNotes Presentation

Video Trailer Power Thinking Activities

Interactive Vocabulary Game GrammarNotes: Correcting Sentence Fragments

Level Up: Plot Stages

Notes: Expository writing: Writing that enhances the reader’s understanding of a topic by instructing, explaining, clarifying, describing, or examining a subject or concept. Provides:

• Facts • Statistics • Descriptive details • Comparison/contrast • Analysis • Evaluation • Definition • Humor • Personal anecdotes

An effective expository composition…

• Establishes a clear controlling idea • Uses clear, complete descriptions and/or explanations

to develop the controlling idea • Contains an appropriate organizational strategy for the

purpose of explanation, description, comparison and contrast, or problem and solution

• Fully develops the controlling idea with specific details and examples

• Blends personal experience and knowledge to inform the reader about the topic

Level Up: Fragments and Run-Ons Level Up: Greek and Latin Word Roots

Note: Resources are available on ELA Website http://tinyurl.com/ms-frameworks-1516

Dirk the Protector

(Memoir) by Gary Soto (pgs. 276-287) TEKS: 7.7; 7.7Fig.19D TEKS FOCUS • Point of View in a Memoir • Identify Cause and Effect

LESSON RESOURCES Plan and Teach

Lesson Plan and Resource Guide . . . . . . . . . . . 138 Additional Selection Questions . . . . . . . . . . . . 141 Ideas for Extension . . . . . . . . . . . . . . . . . . . . . 142 Teacher Notes . . . . . . . . . . . . . . . . . . . . . . . . . 144

Student Copy Masters Summary (English, Spanish) . . . . . . . . . . . . . . 145

Literary Analysis: Point of View in a Memoir . . . . . . .147 Reading Skill: Identify Cause and Effect . . . . . 149 Vocabulary Study . . . . . . . . . . . . . . . . . . . . . . . 151 Vocabulary Practice . . . . . . . . . . . . . . . . . . . . . 152 Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . 153 Reading Check . . . . . . . . . . . . . . . . . . . . . . . . . 154 Question Support . . . . . . . . . . . . . . . . . . . . . . . 155 Grammar in Context . . . . . . . . . . . . . . . . . . . . 156

Online Extras Author Online: Author Study

Audio Summaries Interactive Vocabulary Game

WordSharp: Literal/Figurative Meanings GrammarNotes: Combining Sentences

Level Up: Point of View

• Uses a lively writing voice that develops the reader’s interest

• Uses engaging language and varied sentences • Introduces the reader to the topic, fully develops the

topic, and provides a sense of closure • Contains correct sentences, usage, grammar, and

spelling that make the writer’s ideas understandable

Last thoughts: Revise, revise, revise!

• Revision does not mean checking for spelling, punctuation, capitalization.

• It means to reread your writing. • It means to ask yourself questions such as, • “Have I used vivid adjectives and adverbs?” and

“Have I used specific nouns and verbs that give a vivid picture to my reader?”

• Writing is a process. • Your first draft should not be your last draft! • Brainstorming is important. It gives you the structure

for your writing. You don’t want to digress or repeat yourself!

“Genius is 99% perspiration and 1% inspiration.”

-- Thomas Edison

You have to work hard to create a great piece of writing!


http://tinyurl.com/ms-frameworks-1516


Strategies for Student Engagement: Release of Responsibility: The teacher should be modeling the comprehension skills (Conflict & Perspective) using the passage, Lob’s Girl, but then the teacher should release responsibility to the students to replicate the same process modeled using another passage of text (Recommended Text: Teacher Choice). Students will be more engaged if they can work in collaborative groups to read the passage, summarize the plot, identify the conflict, describe the importance of the point-of-view, etc. Best Practices (ELPS, GT, Differentiation): Struggling students often feel embarrassed about their abilities, and they don’t want their friends to know they are having problems. But at the same time, they learn more if they have peers to help them and explain things to them. Working in collaborative groups is a great opportunity for strong students to become the “teacher” (meaning they learn the material more deeply) and for struggling students to get additional support from a second source. However, teachers must be strategic in creating and supporting those groups so students work well together.

Fluency: Use page 53 from the Unit 1 Resource Manager to teach students about proper phrasing when reading aloud. Have students repeatedly practice reading the first two paragraphs from Lob’s Girl (Holt McDougal) aloud with a partner until they are able to read it with proper phrasing.

Anchors of Support: Students should be reminded of the different types of conflict that are encountered in literary texts. Generally the conflict is either internal or external, but there are more specific conflict schema in literature that students should be aware of (man vs. man, man vs. nature, etc.). Additionally, students should discuss different point-of-view perspectives. The Good Deed was written from a first-person perspective. The story last week (The School Play) was written from an omniscient 3rd person (typically found in fiction) and limited 3rd person (typically found in informational text). Students have now been exposed to works by a few very popular authors of adolescent literature (Cynthia Rylant, Gary Soto, Gary Paulsen). This is a good stepping stone to start a series of author-study literature circle, students read 2 or 3 works by the same author and they talk about what they like about that author’s writing, the topics, etc. In a few weeks, students can present posters explaining what they read and why they like that author.

Level Up: Cause-and-Effect Level Up: Kinds of Clauses



GRADE 7 Fifth Six Weeks February – April 15, 2016

Week 3 (March 7 - 11) District Benchmarks

Spring Break (March 14-18)

Reading: Understanding Theme Writing: Expository Writing

Textbook Resources: Reading (Holt McDougal) Reader’s Workshop: Understanding Theme (pgs. 316 – 321) Part 1: Themes in Literature – pgs. 316-317 Part 2: A Closer Look at Theme – pg. 318 Part 3: Analyze the Literature – pg. 319 - 321 Textbook Selection: Amigo Brothers (Short Story) by Piri Thomas (pgs. 322-327) Additional Resources listed are only recommendations. Selections: La Guera by Gary Soto Mother’s Clothes by Gary Soto Teachers may make use of other available resources to support instruction of TEKS). Textbook Resources: English Weekly Grammar Focus: PUNCTUATE DIALOGUE CORRECTLY (Holt McDougal) HO 30 Subordinating Conjunctions (Texas Write Source) pgs. 193-194; 260; 558; 560; 579; 792; 794.1 Language of Expository Writing (Texas Write Source) pgs. 160-210 Reading and Writing Connection: This week, students are learning about conflict in literature, and the relationship between conflict in literature, and the relationship between conflict and the climax of the story. Students should learn to include these plot elements in their own writing.

Vocabulary/Word Study Summarize Main idea Best title Diagram Demonstrating Supporting details Summary/Best summarizes Best expresses Understanding Paragraph Identify Summary Main idea Structures Opinions Selection Mainly about Sentence Explain Organizational pattern Author Organizes, Organization Proposition and support Paragraphs Purpose Problem and solution Main idea Describing Develop Organizational pattern

Reading English TEKS: 7.3; 7.3C; 7.3A TEKS FOCUS: • Theme and Setting • Compare and Contrast

Amigo Brothers (Short Story) by Piri Thomas (pgs. 322-327)

LESSON RESOURCES

Plan and Teach Lesson Plan and Resource Guide . . . . . . . . . . . . 12 Additional Selection Questions . . . . . . . . . . . . . 15 Ideas for Extension . . . . . . . . . . . . . . . . . . . . . . 17 Teacher Notes . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Student Copy Masters Summary (English, Spanish) . . . . . . . . . . . . . . . 19 Literary Analysis: Theme and Setting . . . . . . . . 21 Reading Skill: Compare and Contrast . . . . . . . . 23 Vocabulary Study . . . . . . . . . . . . . . . . . . . . . . . . 25 Vocabulary Practice . . . . . . . . . . . . . . . . . . . . . . 26 Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . . 27 Reading Check . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Question Support . . . . . . . . . . . . . . . . . . . . . . . . 29 Grammar in Context . . . . . . . . . . . . . . . . . . . . . 30 Reading Fluency . . . . . . . . . . . . . . . . . . . . . . . . 31

TEKS: 7.17Ai-v; 7.19Avii Weekly Grammar Focus: PUNCTUATE DIALOGUE CORRECTLY (Holt McDougal) HO 30 Subordinating Conjunctions (Texas Write Source) pgs. 193-194; 260; 558; 560; 579; 792; 794.1 Language of Expository Writing (Texas Write Source) pgs. 480-485 Expository Writing Prompt:

Reading TEKS: 7.3 (RC2) Supporting - Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. 7.3A (RC2) Supporting - describe multiple themes in a work of fiction 7.3C (RC2) Supporting - analyze how place and time influence the theme or message of a literary work

Writing TEKS: 7.17(A) (RC1) Readiness - write a multi-paragraph essay to convey information about atopic that (i) presents effective introductions and concluding paragraphs, (ii) contains a clearly stated purpose or controlling idea, (iii) is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies, (iv) accurately synthesizes ideas from several sources, (v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs 7.19(A)vii (RC3) Supporting - identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking; subordinating conjunctions (e.g., because, since)

Contributes Main idea Article Develops Author’s viewpoint

Online Extras Author Online


Video Trailer Power Thinking Activities

Interactive Vocabulary Game GrammarNotes: Using Quotation Marks

Level Up: Theme Level Up: Setting

Level Up: Greek and Latin Word Roots Note: Resources are available on ELA Website http://tinyurl.com/ms-frameworks-1516

Notes:

The expository essay is the basic form of writing used in most academic classes.

Expository essays inform, explain, examine, discuss, or illustrate.

Expository essays follow the thesis (controlling idea) statement plus support structure

An expository essay should be tightly structured with an introductory paragraph (beginning)

several supporting/body paragraphs (middle) a concluding paragraph (end)

The opening paragraph should gain your reader’s interest and identify the thesis you plan to develop.

To get a reader’s interest, use one of the following methods:

– Provide an interesting story about the subject

– Present a significant fact or statistic – Quote an expert on the subject – Define an important term

Characteristics of a Thesis (Controlling idea) Statement

It is a sentence. It names the topic of your paper and contains an

assumption about your topic -- in other words, you are saying something about the topic that is an opinion-based statement.

It is debatable -- it is not merely factual or obvious but requires convincing proof of its validity.

It is specific.

It controls everything that goes into your paper.

A Conclusion Should:

Stress the importance of the thesis statement. Give the essay a sense of completeness.


Leave a final impression on the reader.

Note: Resources are available on ELA Website




Week 4 (March 21 – March 25) Holiday (March 25)

Reading: Mood and Style Appreciating Poetry Writing: Expository Writing

Textbook Resources: Reading (Holt McDougal) Selection: Reader's Workshop: Mood and Style (pgs. 454-459) Part 1: Mood and Imagery (pg. 454-455) Part 2: What Is Style? (pg. 456-457) Part 3: Analyze the Literature (pg. 458-459) Reader's Workshop: Appreciating Poetry (pgs. 554-559) Part 1: Structure and Form (pg. 554-555) Part 2: Poetic Devices (pg. 556-558) Part 3: Analyze the Literature (pg. 559) Selection: Casey at the Bat (pgs. 132-137) Poem by Ernest Lawrence Thayer Additional Resources listed are only recommendations. Teachers may make use of other available resources to support instruction of TEKS). Textbook Resources: English Weekly Grammar Focus: Relative Pronouns (Texas Write Source) pgs. 579; 758.3;762 Language of Expository Writing (Texas Write Source) pgs. 160-210 Reading and Writing Connection: This week, students are learning about conflict in literature, and the relationship between conflict in literature, and the relationship between conflict and the climax of the story. Students should learn to include these plot elements in their own writing.

Vocabulary/Word Study Determine Figurative meaning Paragraph Comparison Analyze Create Author Understand Creates Phrases Figurative language Suggest Author Lines Emphasizes Language Poem Imagery Poet Appeals

Reading English TEKS: 7.8; 7.8A; 7.4C; 7.3 TEKS FOCUS: Mood, Style, and Imagery

Reader's Workshop: Mood and Style (pgs. 454-459)

Part 1: Mood and Imagery (pg. 454-455) Part 2: What Is Style? (pg. 456-457)

Part 3: Analyze the Literature (pg. 458-459)

LESSON RESOURCES Student Copy Masters


• Note Taking, p. 9 • Note Taking, p. 10

TEKS: 7.8; 7.8A; 7.4C; 7.3 TEKS FOCUS: Mood, Style, and Imagery

TEKS: 7.17Ai-v; 7.19Avi Weekly Grammar Focus: Relative Pronouns (Texas Write Source) pgs. 579; 758.3;762 Language of Expository Writing (Texas Write Source) pgs. 160-210

Expository Writing Essay Prompt:

Reading TEKS: 7.8 (RC2) Readiness - Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. 7.8A (RC2) Readiness - determine the figurative meaning of phrases and analyze how an author's use of language creates imagery, appeals to the senses, and suggests mood 7.4(RC2) Supporting - Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. 7.3 (RC2) Supporting - Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding

Writing TEKS: 7.17(A) (RC1) Readiness - write a multi-paragraph essay to convey information about atopic that (i) presents effective introductions and concluding paragraphs, (ii) contains a clearly stated purpose or controlling idea, (iii) is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies, (iv) accurately synthesizes ideas from several sources, (v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs 7.19(A)vi (RC3) Supporting- identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: relative pronouns (e.g., whose, that, which)

Speaker Senses Imagery Imagine Suggests Similes Mood Playwright Sentences


Reader's Workshop: Appreciating Poetry (pgs. 554-559) Part 1: Structure and Form (pg. 554-555)

Part 2: Poetic Devices (pg. 556-558) Part 3: Analyze the Literature (pg. 559)

LESSON RESOURCES

Student Copy Masters These copy masters may be used to provide note-taking support

for students at lower readiness levels. • Note Taking, p. 9

• Note Taking, p. 10 Note: Resources are available on ELA Website http://tinyurl.com/ms-frameworks-1516 TEKS: 7.8; 7.8A; 7.4C; 7.3 TEKS FOCUS: • Narrative Poetry • Reading Poetry

Casey at the Bat (pgs. 132-137) Poem by Ernest Lawrence Thayer

LESSON RESOURCES

Plan and Teach Lesson Plan and Resource Guide . . . . . . . . . . . 142 Additional Selection Questions . . . . . . . . . . . . . 144 Ideas for Extension . . . . . . . . . . . . . . . . . . . . . . 145 Teacher Notes . . . . . . . . . . . . . . . . . . . . . . . . . . 147


NOTES:

Expository Writing provides:

Facts and Examples Facts and Examples Support Thesis (Controlling Idea)

“People who finish high school earn approximately 50% more than people who drop out.”

Informative

Tone is Informative

“Studies have shown that every year a student stays in school decreases by 10% the likelihood that student will spend time in jail.”



Literary Analysis: Narrative Poetry . . . . . . . . . 149 Reading Strategy: Reading Poetry . . . . . . . . . . 151 Question Support . . . . . . . . . . . . . . . . . . . . . . . 153 Reading Fluency . . . . . . . . . . . . . . . . . . . . . . . . 154


Level Up: Narrative Poetry Level Up: Elements of Poetry Level Up: Making Inferences


Clarity Language is Clear and Unambiguous

“Criminality, or the tendency to break the law, can be divided into two categories: violent and nonviolent.”

Controlling Idea Clear Controlling Idea or Thesis (Controlling Idea)

“Finally, the third and arguably most important reason for staying in school is financial.”

Resources:





Week 5 (March 28 - April 1)

Reading: Myths, Legends, Epics, and Tales Writing: Expository Writing

Textbook Resources: Reading (Holt McDougal) Selection: Reader's Workshop: Myths, Legends, Epics, and Tales (pgs. 640-645) Part 1: Characteristics of Traditional Stories? (pg. 640-641) Part 2: Cultural Values in Traditional Stories (pg. 642-643) Part 3: Analyze the Literature (pgs. 644-645) Selection: Who Was King Arthur? (pg. 680 - 689) Magazine Article by Jerry Dunn Additional Resources listed are only recommendations. https://prezi.com/dzhm-oljwx77//folklore-fables-myths-and-legends/ https://www.youtube.com/wateh?v=tv6pwzIiRKc Teachers may make use of other available resources to support instruction of TEKS). Textbook Resources: English Weekly Grammar Focus: Precise Words (Texas Write Source) pg. 553 Language of Expository Writing (Texas Write Source) pgs. 160-210 Reading and Writing Connection: This week, students are learning about conflict in literature, and the relationship between conflict in literature, and the relationship between conflict and the climax of the story. Students should learn to include these plot elements in their own writing.

Vocabulary/Word Study • Myth • Legend • Epic • Tall tale • Fable • Cultural values in traditional stories

Reading English TEKS: 7.3; 7.3A; 7.3B; 7.6; 7.6A TEKS FOCUS: Myths, Legends, Epics, and Tales

Reader's Workshop: Myths, Legends, Epics, and Tales (pgs. 640-645) Part 1: Characteristics of Traditional Stories? (pg. 640-641) Part 2: Cultural Values in Traditional Stories (pg. 642-643)


LESSON RESOURCES Student Copy Masters


• Note Taking, p. 9 • Note Taking, p. 10


TEKS: 7.14C; 7.17Ai-v; Weekly Grammar Focus: Precise Words (Texas Write Source) pg. 553 Language of Expository Writing (Texas Write Source) pgs. 160-210

Expository Writing Prompt

Reading TEKS: 7.3(RC2) Supporting - Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. 7.3A (RC2) Supporting - describe multiple themes in a work of fiction 7.3B (RC2) Supporting - describe conventions in myths and epic tales (e.g., extended simile, the quest, the hero's tasks, circle stories) 7.6 (RC2) Readiness -Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. 7.6A (RC2) Readiness - explain the influence of the setting on plot development

Writing TEKS: 7.14(C) RC3) Readiness - revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed; 7.17(A) (RC1) Readiness - write a multi-paragraph essay to convey information about atopic that (i) presents effective introductions and concluding paragraphs, (ii) contains a clearly stated purpose or controlling idea, (iii) is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies, (iv) accurately synthesizes ideas from several sources, (v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs


Who Was King Arthur? (pg.689) Magazine Article by Jerry Dunn

LESSON RESOURCES


Student Copy Masters Summary (English, Spanish) . . . . . . . . . . . . . . . 79 Literary Analysis: Characteristics of Legends . . 81 Reading Skill: Identify Chronological Order . . . 83 Vocabulary Study . . . . . . . . . . . . . . . . . . . . . . . . 85 Vocabulary Practice . . . . . . . . . . . . . . . . . . . . . . 86 Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . . 87 Reading Check . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Question Support . . . . . . . . . . . . . . . . . . . . . . . . 89



Interactive Vocabulary Game Level Up: Myths, Legends, and Tales

Level Up: Chronological Order Level Up: Academic Vocabulary


Resources: Graphic Organizer for Expository Essay available on http://tinyurl.com/ms-frameworks-1516




Week 6 (April 4 - 8)

Reading: Biography and Autobiography Writing: Expository Writing

Textbook Resources: Reading (Holt McDougal) Selection: Reader's Workshop: Biography and Autobiography Part 1: Understanding the Basics (pg. 778-779) Part 2: Reading Biographies and Autobiographies (pg. 780) Part 3: Reading Fictional Adaptation (pg. 780-78) Part 4: Analyze the Literature (pgs. 782-783) Selection: From The Autobiography of Eleanor Roosevelt By Eleanor Roosevelt (pgs. 800-803) Additional Resources listed are only recommendations. https://www.youtube.com/watch?v=mAONYTMf2pk http://www/youtube.com/watcj?v=i8 QikhXccM Teachers may make use of other available resources to support instruction of TEKS). Textbook Resources: English Weekly Grammar Focus: Transitions (Texas Write Source) pg. 596; 38; 74; 601; 183; 634-635; 433 Language of Expository Writing (Texas Write Source) pgs. 160-210 Reading and Writing Connection: This week, students are learning about conflict in literature, and the relationship between conflict in literature, and the relationship between conflict and the climax of the story. Students should learn to include these plot elements in their own writing.

Vocabulary/Word Study Summarize Logical order Paraphrase Synthesize Logical connections Selection Information Make Genres Author Similar Support Textual evidence Claim Idea Similar Sentence Emphasize Different Support Communicate Reinforced

Reading English TEKS: 7.7; 7.7Fig.19E; 7.10D; 7.7Fig.19D TEKS FOCUS: Biography and Autobiography

Reader's Workshop: Biography and Autobiography Part 1: Understanding the Basics (pg. 778-779)

Part 2: Reading Biographies and Autobiographies (pg. 780) Part 3: Reading Fictional Adaptation (pg. 780-78)


LESSON RESOURCES

Student Copy Masters Academic Vocabulary

Additional Academic Vocabulary Grammar Focus

Answer Key for Student Copy Masters

TEKS: 7.14C; 7.17Ai-v; 7.19Aviii Weekly Grammar Focus: Transitions (Texas Write Source) pg. 596; 38; 74; 601; 183; 634-635; 433 Language of Expository Writing (Texas Write Source) pgs. 160-210

Reading TEKS: 7.7 (RC2) Supporting - Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. 7.7Fig.19E (RC2) Supporting - summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts 7.10D (RC3) Readiness - synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres, and support those findings with textual evidence 7.7 Fig.19D (RC 2) Supporting - make complex inferences about text and use textual evidence to support understanding

Writing TEKS: 7.14(C) RC3) Readiness - revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed; 7.17(A) (RC1) Readiness - write a multi-paragraph essay to convey information about atopic that (i) presents effective introductions and concluding paragraphs, (ii) contains a clearly stated purpose or controlling idea, (iii) is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies, (iv) accurately synthesizes ideas from several sources, (v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs; 7.19(A(RC3) Supporting - identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (viii) transitions for sentence to sentence or paragraph to paragraph coherence

Make complex inference Paragraph Details Use Understanding Foreshadows Infer Support Author Shows Event Reveal Sentences Excerpt

Note: Resources are available on ELA Website http://tinyurl.com/ms-frameworks-1516 TEKS: 7.7; 7.7Fig.19E; 7.10D; 7.7Fig.19D TEKS FOCUS: Autobiography, Synthesize, Draw Conclusions

From The Autobiography of Eleanor Roosevelt By Eleanor Roosevelt (pgs. 800-803)

LESSON RESOURCES Plan and Teach

Lesson Plan and Resource Guide . . . . . . . . . . . . 32 Additional Selection Questions . . . . . . . . . . . . . 33 Teacher Notes . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Student Copy Masters Summary (English, Spanish) . . . . . . . . . . . . . . . 35 Skill Focus: Synthesize . . . . . . . . . . . . . . . . . . . 37

Read for Information: Draw Conclusions . . . . . 38 Reading Check . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Question Support . . . . . . . . . . . . . . . . . . . . . . . . 42

Online Extras Audio Summaries: Letter to the…

Audio Summaries: The Autobiography... PowerNotes Presentation

Level Up: Synthesizing Information Level Up: Drawing Conclusions


Expository Writing Prompt:

Resources:

Graphic Organizer for Expository Essay available on http://tinyurl.com/ms-frameworks-1516





Week 7 (April 11 - 15) End of 5th Six Weeks 33 Instructional Days

Reading: Reading for Information Writing: Expository Writing

Textbook Resources: Reading (Holt McDougal) Selection: Reader's Workshop: Reading for Information Part 1: Text Features and Graphic Aids (pg. 902-903) Part 2: Organizational Patterns (pg. 904) Part 3: Analyze the Literature (pg. 905) Selection: What Do You KNOW ABOUT SHARKS? MAGAZINE ARTICLE BY SHARON GUYNUP (PGS. 900-917) Great White Sharks Magazine Article by Peter Benchley (pgs. 918-927) Like Black Smoke: The Black Death’s Journey Magazine Article by Diana Childress A World Turned Upside Down: How the Black Death Affected Europe Magazine Article by Mary Morton Cowan (pgs. 928 – 941) Additional Resources listed are only recommendations. Teachers may make use of other available resources to support instruction of TEKS). Textbook Resources: English Weekly Grammar Focus: Use Commas Correctly (Holt McDougal) HO 30 Dependent Clauses (Texas Write Source) pg.194; 576; 579; 560; 125 Thesis Statement (Texas Write Source) Pg. 623 Reading and Writing Connection: This week, students are learning about conflict in literature, and the relationship between conflict in literature, and the relationship between conflict and the climax of the story. Students should learn to include these plot elements in their own writing.

Vocabulary/Word Study Use Organizational patterns Author Organizes/Organized Summarizing Expository text Selection Overview factual claims commonplace assertion opinions

Reading English TEKS: 7.10; 7.10C; 7.12B; 7.7Fig.19E; 7.10B; 7.11B TEKS FOCUS: Reading for Information

Reader's Workshop: Reading for Information Part 1: Text Features and Graphic Aids (pg. 902-903)

Part 2: Organizational Patterns (pg. 904) Part 3: Analyze the Literature (pg. 905)

LESSON RESOURCES


TEKS: 7.14C;7.17Ai-v Weekly Grammar Focus: Use Commas Correctly (Holt McDougal) HO 30 Dependent Clauses (Texas Write Source) pg.194; 576; 579; 560; 125 Thesis Statement (Texas Write Source) Pg. 623

Reading TEKS: 7.10 (RC3) Readiness - Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. 7.10C (RC3) Readiness - use different organizational patterns as guides for summarizing and forming an overview of different kinds of expository text 7.12B (RC3) Supporting - explain the function of the graphical components of a text 7.7 Fig.19E (RC 2) Supporting - Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding.; make connections between and across texts, including other media (e.g., film, play), and provide textual evidence 7.10B (RC3) Supporting - distinguish factual claims from commonplace assertions and opinions 7.11B (RC3) Supporting - identify such rhetorical fallacies as ad hominem, exaggeration, stereotyping, or categorical claims in persuasive texts

Writing TEKS: Writing TEKS: 7.14(C) RC3) Readiness - revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed; 7.17(A) (RC1) Readiness - write a multi-paragraph essay to convey information about atopic that (i) presents effective introductions and concluding paragraphs, (ii) contains a clearly stated purpose or controlling idea, (iii) is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies, (iv) accurately synthesizes ideas from several sources, (v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs; 7.19(A(RC3) Supporting - identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (viii) transitions for sentence to sentence or paragraph to paragraph coherence

rhetorical fallacies ad hominem exaggeration stereotyping categorical claims persuasive texts Summarize Logical order Paraphrase Synthesize Text features Graphic aids Main idea Supporting detail

Academic Vocabulary Additional Academic Vocabulary

Grammar Focus Answer Key for Student Copy Masters

Online Extras Level Up: Reading Graphic Aids

Level Up: Informational Documents Level Up: Main Ideas and Details

Level Up: Taking Notes and Outlining Note: Resources are available on ELA Website http://tinyurl.com/ms-frameworks-1516 TEKS: 7.10; 7.10C; 7.12B; 7.7Fig.19E; 7.10B; 7.11B TEKS FOCUS: Text Features; Outline

What Do You Know About Sharks? Magazine Article by Sharon Guynup (pgs. 906-917)

LESSON RESOURCES


Student Copy Masters Summary (English, Spanish) . . . . . . . . . . . . . . . 19 Elements of Nonfiction: Text Features . . . . . . . 21 Reading Skill: Outline . . . . . . . . . . . . . . . . . . . . 23 Vocabulary Study . . . . . . . . . . . . . . . . . . . . . . . . 25 Vocabulary Practice . . . . . . . . . . . . . . . . . . . . . . 26 Vocabulary Strategy: . . . . . . . . . . . . . . . . . . . . . 27 Reading Check . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Question Support . . . . . . . . . . . . . . . . . . . . . . . . 29 Grammar in Context . . . . . . . . . . . . . . . . . . . . . . 30 Reading Fluency . . . . . . . . . . . . . . . . . . . . . . . . 31


Expository Writing Prompt:

TEACHER CHOICE OF PROMPT

Resources: Graphic Organizer for Expository Essay available on http://tinyurl.com/ms-frameworks-1516



Audio Summaries Interactive Vocabulary Game

WordSharp: Specialized Vocabulary Level Up: Informational Documents

Level Up: Taking Notes and Outlining Level Up: Commas

Note: Resources are available on ELA Website http://tinyurl.com/ms-frameworks-1516 TEKS: 7.10; 7.10C; 7.12B; 7.7Fig.19E; 7.10B; 7.11B TEKS FOCUS: • Evidence in Informational Text • Recognize Author’s Bias

Great White Sharks Magazine Article by Peter Benchley (pgs. 918-927)

LESSON RESOURCES


Student Copy Masters Summary (English, Spanish) . . . . . . . . . . . . . . . 41 Elements of Nonfiction: Evidence . . . . . . . . . . . 43 Reading Skill: Bias . . . . . . . . . . . . . . . . . . . . . . . 45 Vocabulary Study . . . . . . . . . . . . . . . . . . . . . . . . 47 Vocabulary Practice . . . . . . . . . . . . . . . . . . . . . . 48 Vocabulary Strategy: . . . . . . . . . . . . . . . . . . . . . 49 Reading Check . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Question Support . . . . . . . . . . . . . . . . . . . . . . . . 51



Interactive Vocabulary Game


WordSharp: Prefixes Level Up: Informational Documents

Level Up: Evidence Level Up: Greek and Latin Word Roots

Note: Resources are available on ELA Website http://tinyurl.com/ms-frameworks-1516 TEKS: 7.10; 7.10C; 7.12B; 7.7Fig.19E; 7.10B; 7.11B TEKS FOCUS: • Cause-and-Effect Pattern of Organization • Set a Purpose for Reading

Like Black Smoke: The Black Death’s Journey Magazine Article by Diana Childress

A World Turned Upside Down: How the Black Death Affected Europe

Magazine Article by Mary Morton Cowan (pgs. 928 – 941)

LESSON RESOURCES


Student Copy Masters Summary (English, Spanish) . . . . . . . . . . . . 61, 67 Summary (Haitian Creole, Vietnamese) . . . 62, 68 Reading Strategy: Set a Purpose for Reading . . 63 Reading Check . . . . . . . . . . . . . . . . . . . . . . . 65, 69 Question Support . . . . . . . . . . . . . . . . . . . . . 66, 70 Vocabulary Study . . . . . . . . . . . . . . . . . . . . . . . . 71 Vocabulary Practice . . . . . . . . . . . . . . . . . . . . . . 72 Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . . 73 Writing for Assessment . . . . . . . . . . . . . . . . . . . 74

Online Extras Author Online: Diana Childress


Author Online: Mary Morton Cowan Audio Summaries: Like Black Smoke Audio Summaries: A World Turned...

PowerNotes Presentation Interactive Vocabulary Game

WordSharp: Specialized Vocabulary Level Up: Cause-and-Effect

Level Up: Set a Purpose for Reading Level Up: Academic Vocabulary

Note: Resources are available on ELA Website http://tinyurl.com/ms-frameworks-1516 Additional Resources: STAAR Ready SpringBoard The (not so) Little Itty Bitty Book of the C.I.F. (155 Ways to Make It Happen) Reading Resources English Resources Text Structures http://tinyurl.com/ms-frameworks-1516

