MIAMI-DADE COUNTY PUBLIC SCHOOLS DISTRICT SUMMER SCHOOL 2013 PACING GUIDE

Office of Academics and Transformation – Department of Language Arts and Reading

M/J Language Arts 2 COURSE CODE: 1001040RC

7th Grade M/J Course Credit Recovery

PACING DATE(S)

Traditional Start

Monday 07/08/13

End Friday

08/02/13 20 Instructional Days

JULY 8, 2013 – AUGUST 2, 2013

Daily Instructional Routine Opening Whole Group Instruction

Literary Analysis Reading Strategy Vocabulary in Context

Guided Instruction Independent Practice Differentiated Instruction (Small Group Instruction) Reading-Writing Connection

WEEK 1 WEEK 2 WEEK 3 WEEK 4 July 8 – July 12 July 15 – July 20 July 22 –July 26 July 29 – August 2

Memoir Informational Non-Fiction Short Story Poetry

Dirk the Protector by Gary Paulsen

Literary Analysis: P.O.V. in a Memoir Reading Strategy: Cause and Effect Assessments:

Selection Test Culminating Writing

Pro Athletes’ Salaries Aren’t Overly Exorbitant

by Mark Singletary Do Professional Athletes Get Paid Too

Much? By Justin Hjelm

Literary Analysis: Argument Reading Strategy: Evaluate Reasoning Assessments:

Selection Test Culminating Writing

The War of the Wall By Cade Bambara

Literary Analysis: Theme Reading Strategy Monitor Assessments:

Selection Test Culminating Writing

The Delight Song of Tsoai-Talee by N. Scott Momaday

Four Skinny Tree by Sandra Cisneros

Literary Analysis: Mood & Figurative Language Reading Strategy: Set a purpose for reading Assessments:

Selection Test Culminating Writing

McDougal Littell LITERATURE 7TH grade

MIAMI-DADE COUNTY PUBLIC SCHOOLS DISTRICT SUMMER SCHOOL 2013 PACING GUIDE

Office of Academics and Transformation – Department of Language Arts and Reading

WEEK 1 Dirk the Protector by Gary Paulsen pgs. 268-278 July 8, 2013 – July 12, 2013

LESSON OBJECTIVES Students will . . .

explore the key idea of what a person needs to survive

identify point of view in a memoir

read a memoir

identify causes and effects

build vocabulary for reading and writing

identify idioms

avoid misplaced modifiers

use prepositional phrases correctly

BENCHMARKS LA.7.1.7.4 Identify cause-and-effect relationships in text. LA.7.2.2.4 Identify the characteristics of a variety of types of text and how they are alike and different. LA.7.1.6.1 Use new vocabulary that is introduced and taught directly. LA.7.3.3.2 Creating clarity and logic by rearranging words, sentences and paragraphs and developing relationships among ideas.

July 8, 2013 Monday

July 9, 2013 Tuesday

July 10, 2013 Wednesday

July 11, 2013 Thursday

July 12, 2013 Friday

Opening Author Online (TE/SE

269) & Background (TE 271)

Whole Group Instruction Teach-Literary Analysis:

Point of View in a Memoir (TE/SE 269)

Independent Practice First Reading-Students

Independently Read (SE-270 -276);

Guided Practice Clarify Text-Discussion;

(On-line Resource pg. 177)

Home Learning –

Independent Reading

Opening

Review Literary Analysis: Point of View in a Memoir

Whole Group Instruction Teach-Reading Strategy:

Identify Cause and Effect (TE/SE 269); Introduce On-line Resource pg.179)

Guided Reading(TE/SE-270 -276) On-line Resource pg.179)

Independent Practice Comprehension Check

(SE 277- #’s 1,2,3)

Home Learning –

Independent Reading;

Opening

Review Reading Strategy: Cause and Effect

Whole Group Instruction Teach-Vocabulary In

Context (TE/SE 269); On-line Resource pg.181 &182)

Audio-Read(TE/SE-270 -276)

Independent Practice Vocabulary In Writing

(SE 278) Practice-Literary

Analysis questions (SE 277- #’s 4,5,6,7&8)

Home Learning –

Independent Reading;

Opening

Reviw Vocabulary In Context

Whole Group Instruction Teach-Vocabulary

Strategy: Idioms (TE/SE 278)

Independent Practice Paired Read for Idioms

(SE 270 -276); (On-line Resource pg. 184)

Practice-Vocabulary Strategy: Idioms (SE 183)

Reading-Writing Connection (Writing Prompt A. Analyze Cause and Effect)

Home Learning –

Independent Reading

Opening

Review Vocabulary Strategy: Idioms

Whole Group Instruction Teach-Grammar and

Writing – Avoid Misplaced Modifiers (TE/SE 279 and Practice)

Independent Practice Rereading-Students

Independently Read (TE/SE 270 -276); (On-line Resource pg. 185)

Culminating Writing Assessment: (Revise Writing Prompt A using Prepositional Phrases Correctly)

Selection Assessment

Home Learning –

Independent Reading

MIAMI-DADE COUNTY PUBLIC SCHOOLS DISTRICT SUMMER SCHOOL 2013 PACING GUIDE

Office of Academics and Transformation – Department of Language Arts and Reading

WEEK 1 Dirk the Protector by Gary Paulsen pgs. 268-278 July 8, 2013 – July 12, 2013

DIFFERENTIATED INSTRUCTION

Less-Proficient Readers

Targeted passages, short excerpts that deal with the key story events,

concepts, and skills, appear on page 270 (lines 1-14), page 275 (lines

158-181), page 276 (lines 194-217). If your students are having

trouble comprehending this selection, focus solely on these passages.

Read aloud each excerpt with your students. Monitor their

understanding of character, making inferences, and visualizing.

Additional Selection Questions and Question Support (Resource

Manager, page 171 and page 185) allow you to provide customized

practice with comprehension and literary analysis skills.

Advanced Learners/Pre-AP

Activity 1: Analyze Simile Point out the simile Paulsen uses in lines

112-113 to show how hungry Dirk is: the burger "disappeared down

his throat as if a hole had opened into the universe." Challenge

students to identify another characteristic of Dirk or Paulsen and use

an original simile to describe it. Have students share their similes with

the class.

Name Date

DIRK THE PROTECTOR COPY MASTER

Literary Analysis

POINT OF VIEW IN A MEMOIR

The point of view is the vantage point from which a story is told. In a memoir, thewriter gives a true account of his or her life. Because the writer is a participant inthe events, he or she writes from the first-person point of view, using the pronounsI, me, we, and us.

Directions: Use the chart to record things Paulsen states directly about himself andquestions that you have about Paulsen after reading the memoir. An example hasbeen filled in for you.

What I Know About Paulsen Questions I Have About Paulsen

He lived by himself in a basement. Did his parents know where he was?

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Reading Skill

IDENTIFY CAUSE AND EFFECT

In order to understand what you read, you need to know why one event (the cause)makes another event (the effect) happen. Sometimes, the writer states directly thatone event causes another, as when Paulsen explains the effects of Dirk’s becominghis protector.

They [the gang] not only stopped hunting me but went out of their way toavoid me, or more specifically, Dirk. In fact after that winter and springthey never bothered me again, even after Dirk was gone.

Other times, you must infer the cause-and-effect relationship based on clues in thetext and what you know.

Directions: Complete this chart to identify cause-and-effect relationships in thememoir. One example has been filled in for you.

Trouble withparents at home

Paulsen movesinto the basement

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Vocabulary Study

CLOSE PRACTICE

cohortconventional

decoyforerunner

hustleimpasse

predatorypuny

A. Directions: As your teacher reads each set of sentences, listen for the boldfacedword. Then discuss the possible meaning of the word.

1. After school, my brother and his cohorts planned the entire surprise party.Professor Ruiz and his cohort, my mother, convinced me to study history atthe university.

2. It’s a conventional grocery store with ordinary foods and few unexpected items.My sister wants a conventional church wedding with a white dress and a bouquet.

3. Joe used the toy as a decoy while he took the pen away from the baby.The jewelry box is a decoy; the jewels are actually hidden beneath the floor.

4. You could think of a typewriter as a forerunner of the word processor.The forerunners of today’s television programs are the myths and stories handeddown from generation to generation.

5. It took a few weeks, but the class managed to hustle enough box tops to wina prize.Marty is always trying to hustle some of my candy, but I won’t let her have any.

6. The arm wrestlers were at an impasse; their hands were locked but couldn’tmove.Since neither child would agree to share, I felt we had reached an impasse.

7. The owl, a predatory bird, has a hooked beak to help it catch small animals.Watch out for predatory salespeople who want to talk you into buying junk.

8. If I weren’t kind of puny I would just move the table myself.“The dog ate my homework” is a puny excuse.

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Vocabulary Practice

cohortforerunner

predatorydecoy

conventionalhustle

punyimpasse

A. Directions: Write the word from the box that best completes each sentence.

1. A lollipop is a good to distract a crying child.

2. The bird attacks the other birds, severely damaging their

nests.

3. The Smiths celebrate unusual holidays as well as ones.

4. The kitten is so weak and small that it was not expected to

survive.

5. The traffic is at a(n) as a result of the accident that had

closed all the lanes.

6. A pushcart piled with clothes was the of the family’s chain

of clothing stores.

7. Many people consider a pet as their closest , a friend they

can always depend on.

8. The clever child could money from all the relatives.

B. Directions: Underline the word or phrase in each group that is closest in meaningto the boldfaced word.

1. forerunner

a. came after b. came before c. came later d. speedy person

2. predatory

a. attractive b. sluggish c. attacking d. injured

3. hustle

a. drop out b. gain c. impede d. instruct

4. conventional

a. usual b. meeting place c. eccentric d. convenient

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Vocabulary Strategy

IDIOMS

An idiom is an expression in which the overall meaning of the phrase is differentfrom the individual words in it. For example, in the story Paulsen says that he camefrom the “wrong side of the tracks.” This is an idiom that refers to the poor, rundownsection of town where Paulsen lives.

Often, you can figure out what an idiom means from its context. If not, look ina dictionary.

A. Directions: Underline the idiom in each sentence. Then write a definition for it.

1. I doubt that Tracey will ever learn to be considerate of others; after all, a leopardcan’t change its spots.

2. With a big smile, Grandpa said to the baby, “You’re the apple of my eye.”

3. Debbie makes the bus only once in a blue moon; she is always running late!

4. Jake went out on a limb to help me scare off the gang of bullies that had chasedme.

5. “You’re in such a bad mood that you must have gotten up on the wrong side ofthe bed,” Mother said to the cranky toddler.

6. The famous actor was so imposing that he could captivate an audience evenwhen he spoke off the cuff.

B. Writing Option: Write a paragraph that tells what happens to Dirk once he goesto live with Olaf. Use at least two of the idioms from Exercise A.

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Reading Check

Directions: Recall the ideas and events from the memoir by Gary Paulsen. Thenanswer the questions in phrases or sentences.

1. Where did the author work when he was younger?

2. Why did the author think the authorities wouldn’t help him?

3. How did Dirk save the author?

4. How did Dirk respond each time the author tried to pet him?

5. What happened to Dirk at the end of the story?

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Question Support

LITERARY ANALYSIS

For questions 1–3, see page 277 of the Pupil Edition.

Directions: Answer the questions.

4. Analyze Point of View Circle all the information that Paulsen states directly.

a. He hunts and fishes for food.

b. He has brothers and sisters.

c. He works at night in bowling alleys.

d. He brings Dirk home with him.

e. He is fifteen when the story begins.

f. He is an excellent student.

I would like to ask Paulsen these two questions:

5. Analyze Cause and Effect The cause-and-effect relationship that most

influenced Paulsen is

6. Analyze Character Circle the words that describe Dirk’s personality.

a. protectiveb. loyal

c. affectionated. fierce

e. kindf. strong

7. Compare and Contrast Reread the first two paragraphs. Then complete the sentences.

One way in which Gary’s life is the same at the end of the story is

One way in which Gary’s life is different at the end of the story is

8. Draw Conclusions Complete the sentence.

The attacks against Paulsen stop forever because

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Selection Test B/C

ComprehensionRead each of the following questions. Then choose the letter of the best answer.(6 points each)

1. Which statement reveals that “Dirk theProtector” is told from the first-personpoint of view?

A. “There weren’t many boys willing to dothe work but with so few alleys, it wasstill very hard to earn much money.”

B. “Because I was from ‘the wrong sideof the tracks’ I didn’t think I could goto the authorities.”

C. “There bowling alley was on the secondfloor and had windows in the back ofthe pit area.”

D. “There were four of them, led by athug—he and two of the others wouldultimately land in prison—named,absurdly, ‘Happy’ Santun.”

2. Which of the following was the effectof Paulsen staying out late sellingnewspapers?

A. He made enough money to buy the dogDirk.

B. He was too tired to study, so his gradesin school went down.

C. He was on the street with the gangs,who attacked him.

D. He looked all over for odd jobs, but thegood ones were all taken.

3. Which cause has more than one effect inthis memoir?

A. There was drinking at Paulsen’s home.B. Paulsen hunted and fished in the

woods.C. Paulsen was able to buy the clothes he

needed.D. Dirk was a mixed-breed dog.

4. What caused Paulsen to leave Dirk on thefarm?

A. He did not need the dog anymore.B. He knew that Dirk was happy on the

farm.C. He did not have the money to feed Dirk.D. He and Dirk were not getting along

well.

5. Based on the events in this memoir, readerscan conclude that Paulsen is

A. very fond of animalsB. able to defend himselfC. solitary and lonelyD. determined and street-smart

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SELECTION TEST B/C, CONTINUED

VocabularyChoose the answer that best explains the meaning of each underlined word. (6 pointseach)

6. What is the meaning of conventional?

A. practicalB. liberalC. realisticD. traditional

7. A predatory animal is

A. likely to steal from other animalsB. able to be easily tamedC. used to migrating in winterD. inclined to be friendly toward humans

8. What is a forerunner?

A. the winner of a foot raceB. a member of a street gangC. one who came beforeD. a candidate for political office

9. What is a decoy?

A. a cureB. an orderC. a paymentD. a distraction

10. If you are at an impasse, you are

A. at a crossroadsB. on a vacationC. on a steep slopeD. in a deadlock

Written ResponseShort Response On a separate sheet of paper, answer the following questionsbased on your knowledge of the story. (10 points each)

11. Explain how “Dirk the Protector” would change if told from a different pointof view.

12. Paulsen was attacked by the gang several times. Give two causes for these attacks.

Extended Response Answer one of the following questions based on yourknowledge of the story. Write one or two paragraphs on a separate sheet of paper.(20 points)

13. What evidence supports the idea that the author might have been fine evenwithout Dirk to protect him? List two examples from the memoir to supportyour answer.

14. Challenge As described in this memoir, Paulsen had a difficult childhood. Whydoesn’t he complain about his parents, his hunger, his deprivation, or his otherserious problems? Give two examples from the memoir to support your opinion.

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Answer Key

Dirk the Protector Literary Analysis p. 177

Answers will vary. Possible responses are provided.

Example 1: For a time, he was a street kid. How long was he on his own?

Example 2: He hunts and fishes for food. How old was he when the events in this story took place?

Example 3: He buys clothes but they are never the right kind. Why didn’t a teacher or the parent of a classmate notice his problems and help him?

Example 4: He works at night in bowling alleys. Didn’t the owners or bowlers worry about a kid working so hard and so late on a school night?

Example 5: He brings the dog home with him. Isn’t he afraid that the dog will be vicious or sick?

Answer Key

Reading Skillp. 179

Answers will vary. Possible responses are provided.

Example 1: Paulsen needs money for clothes, food, and school supplies. Paulsen works on farms in the summer and takes odd jobs during the school year.

Example 2: He cannot afford stylish clothes. He is not “cool” or “in.”

Example 3: All the good jobs are taken by the boys who stayed in town during the summer. Paulsen can only find work setting pins in the bowling alley.

Example 4: The job does not pay enough money. Paulsen sells newspapers in the bars at night.

Example 5: Paulsen is out late selling newspapers. He is on the street with the gangs, who attack him.

Example 6: Paulsen is from a poor family. He does not think he can call the police to report on the gangs.

Example 7: Paulsen shares his burger with the dog. The dog comes to his rescue.

Example 8: Paulsen brings Dirk with him to Olaf’s farm. Dirk stays with Olaf on the farm.

Answer Key

Vocabulary Practice p. 182

A. 1. decoy

2. predatory

3. conventional

4. puny

5. impasse

6. forerunner

7. cohort

8. hustle

B. 1. B

2. A

3. B

4. B

Answer Key

Vocabulary Strategy

p. 183

A. 1. A leopard can’t change its spots: people can’t change their basic nature

2. the apple of my eye: the favorite

3. once in a blue moon: something that happens very infrequently

4. go out on a limb: take a risk

5. get up on the wrong side of the bed: be grouchy

6. off the cuff: spontaneously

B. Paragraphs will vary. Accept responses that accurately use at least two idioms from exercise A.

Answer Key

Reading Check p. 184

1. on farms and at a bowling alley

2. He was from a bad part of town, or the “wrong side of the tracks.”

3. by attacking a group of boys who were beating up the author

4. He growled.

5. He stayed to live on a farm where the author had spent the summer working.

Answer Key

Question Supportp. 185

Literary Analysis 1. Part 1: a, c, d,

Part 2: Students may ask How old were you when these events took place? and How did you feel about having to work so hard?

2. Students may say that the most important cause-effect relationship was that Paulsen fed Dirk and then received the dog’s protection as a result.

3. a, b, d, f

4. Part 1: He still needs to work and take care of himself, Part 2: He is a little older and has enough money to buy a car.

5. The gang members are terrified of the dog and as a result, they stay away from Paulsen. Paulsen himself may have gained confidence from having Dirk as his protector, so that even after he leaves Dirk at the farm, Paulsen is able to protect himself from the gang.

Answer Key

Grammar and Writingp. 186

1. My nails were worn down from scratching concrete on the sidewalk.

2. Behind the bowling alley, I’d wait for him to come out.

3. On the farm, I’d chase seagulls that ate worms in the dirt.

4. He petted me on the head when Iwasn’t looking.

Answer Key

Selection Test Ap. 187

Comprehension 1. A

2. C

3. A

4. D

5. A

Vocabulary 6. A

7. B

8. B

9. C

10. A

Short Response 11. Responses will vary. The title means that the dog Dirk guarded the author and helped keep him safe. Examples of

Dirk as the author’s protector include the following:

• The author’s parents do not take care of him or protect him (lines 1–3). As a result, he is forced to become a street kid and he is abused by a gang (lines 30–39 and 72–89).

• Dirk protects the author from the gang (lines 90–104). As a result of Dirk, the gang does not bother the author again (lines 194–197).

12. Responses will vary. Student may mention any of the following points:

• The author needed money for clothes, food, and school supplies because his parents were not supporting him. As a result, the author was forced to find whatever work he could to earn money.

• He worked at a bowling alley from seven to eleven each night, but the pay was low and he needed more money, so he took a job selling newspapers in bars late at night. As a result, he was out on the streets when the gangs were out and one particular gang took to attacking him and stealing his money.

Extended Response

13. Responses will vary. Paulsen’s challenges include the following:

• He needed a place to stay, so he made a place for himself in the basement.

• He needed money for food and clothing, so he took a job at the bowling alley.

• He did not make enough money at the bowling alley, so he delivered newspapers to bars late at night.

• He climbed down a fire escape and came upon a growling dog. To avoid being bitten by the dog, he offered the dog half of his burger.

• To avoid giving his money to the gang, he usually tried to run away, but they caught him and took the money anyway—until Dirk took on the job of bodyguard.

Answer Key

Selection Test B/C p. 189

Comprehension 1. B

2. C

3. A

4. B

5. D

Vocabulary 6. D

7. A

8. C

9. D

10. D

Short Response 11. Responses will vary. Students might mention the following points:

“Dirk the Protector” would be very different if told from another point of view.

• The first-person point of view gives a narrative an immediacy and freshness. This enables readers to identify with the narrator and build a relationship. In lines 1–6, for instance, readers admire Paulsen for his matter-of-fact tone and acceptance of his situation. We identify with his stoic acceptance and like him for it. Readers would lose this bond if the memoir were told from another point of view.

• If told from the omniscient point of view, readers would know what everyone is thinking. This would limit what we know about Paulsen. For instance, we would not know about his feelings of desperation (lines 30–38) and fear (lines 72–73).

• If told from the omniscient point of view or third-person point of view, readers would know more about Happy and the other boys in his gang. For instance, readers might learn why they picked on Paulsen.

12. Responses will vary. Causes for the attacks on Paulsen include the following:

• He was attacked because he is out late at night when few people are around.

• He was attacked because he has money for gang members to steal.

• He was attacked because gang members enjoy beating up people for fun.

Answer Key

Extended Response

13. Responses will vary. Students may mention the following evidence to support the idea that the author might have been fine even without Dirk to protect him:

• He was able to find shelter. He was also skilled at hunting and fishing, and so he was able to get himse lf food this way. This is shown in lines 4–5.

• He was not afraid of hard work and was able to do many different kinds of jobs, from working in a bowling alley to working on a farm. This enabled him to earn the money he needed for clothes, school supplies, and additional food. This is shown in lines 7–22, 199–200.

14. Responses will vary. Paulsen never complains about his parents, his hunger, his deprivation, or his other serious problems. Possible reasons include the following:

• He does not want the reader’s pity. The memoir is stronger for using matter-of-fact tone, as shown in lines 1–3.

• Complaining would not accomplish anything. His parents would not stop drinking and fighting (lines 1–3); his fellow classmates who mock his clothing would not suddenly be kind to him (lines 8–10); and easy, convenient jobs would not open up for him (lines 11–14).

• By telling the story as it happened, he is able to turn his difficult, negative experiences into a compelling story, one that interests the reader and probably also helps the author to put these experiences behind him and get on with his life.