7th Grade Parcc

Task A

What the Standard Really MeansRI 7.1Students have to be able to pull answers that are stated right there in the text as well as inferred in the text. They must cite evidence from the text to support their answer.

RI 7.2Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Teacher Slide*A Note about Context Clue Practice

Beginning this week we will use the vocabulary from the test passage. Since this is an A/B format, we can make sure to point out how the part B evidence supports our answer. Each article has a vocabulary question. Please model your thinking when you model. Talk about why a a choice is eliminated and go back to the passage to show evidence.

Sample Plan• Monday-*Take notes with a focus*Identifying

theme-mini-lesson practice• Tuesday-Teacher model-read and ‘chunk’ text.

Identify theme in passage• Wednesday-Student practice-read and ‘chunk’

text. Identify theme in passage• Thursday-Break down the PCR-pull out

evidence• Friday-Review rubric (if you are going to use

as a grade) and students will write PCR.

• What’s my focus for reading?• Summarizing Fiction• Identifying theme

We will get the ‘gist’ of fiction reading this week

Summarizing

What Is It?• To summarize is to put in your own words a

shortened version of written or spoken material, stating the main points and leaving out everything that is not essential.

Summarizing

Why Is It Important?• Summarizing allows both students and teachers

to monitor comprehension of material.• Summarizing helps students understand the

organizational structure of lessons or texts.• When we are reading for a test, we are just

doing “chunks” of summaries to help us remember what we have read.

Summarizing Fiction

How to do it?The absolute quickest and easiest way is to stop at the end of any change in event and ask “Who did what? Why?”For test purposes we aren’t writing out a full summary, we are summarizing ‘chunks’ of the fiction to help track our understanding of what we read.

Summary Practice

In an instant the race had begun and Charles, with arms swinging back and forth, used all his strength to forge a place in the lead. Beads of sweat percolated through his skin. Regardless, hismind was focused on one objective ̶ winning. From the corner of his left eye, Charles could see another runner gain ground beside him.

For months, he had trained for this two-minute race. Monthsof practice and sacrifice would be wasted if he did not win. Something deep inside him stirred. He could see the other runners ahead of him, but Charles had to win. With all his strength, he pumped his legs harder and harder. Fighting through the pain of his stretching muscles he inched his body forward gaining a lead. He was doing it. All of a sudden, he won.

Possible Anchor Chart

When summarizing fiction for a test, we are just tracking our thinking. One way to do that is to stop after ‘events’ and ask-Who? Did what? Why?This gives us a quick reminder of what we read, and allows us to know where to go back to find evidence for our writing.

Adding in THEME

Ok. Let’s review theme. We have to remember that theme is NOT one word though. It is OK to find the one word topical theme to get started and then develop that into our ‘bumper sticker’ theme. A bumper sticker theme is the lesson you learned about the topical theme.

Teacher slide!

Let’s talk about central idea/themeYou have probably discussed topical themes. That is a good way to start, but we can’t stop there. A theme is not a topic, it is the lesson the author wants us to learn. And since you are 6th graders then we need to know how that lesson is taught through the main character(s) in the story.

Say we read a text and you said it was all about ‘friendship’ then you have to ask two key questions about the topic to develop the theme.1. What lesson did I learn about friendship?2. How did the main character teach me

that lesson?

Formula for Theme/Central Idea Success!

1. After reading the text, ask “What was this text trying to teach me?”

2. If you start with a topical theme, then ask “What did I learn about_______?”

3. How did the main character(s) help teach me this theme?

OK! We are going to read our short text again. Our goal this time is to determine the theme and then determine how the theme was developed through the main character. I will model my thinking with the first text. PAY ATTENTION! You will be doing the second text!

In an instant the race had begun and Charles, with arms swinging back and forth, used all his strength to forge a place in the lead. Beads of sweat percolated through his skin. Regardless, hismind was focused on one objective ̶ winning. From the corner of his left eye, Charles could see another runner gain ground beside him.

For months, he had trained for this two-minute race. Monthsof practice and sacrifice would be wasted if he did not win. Something deep inside him stirred. He could see the other runners ahead of him, but Charles had to win. With all his strength, he pumped his legs harder and harder. Fighting through the pain of his stretching muscles he inched his body forward gaining a lead. He was doing it. All of a sudden, he won.

Your Turn! Dazzle me with your brilliance.

Amanda knew that everyone might laugh, but she did not care. She placed the last sauerkraut dumpling onto the tray and ladled sauce over it. This recipe had been in her family for at least five generations with her grandmother bringing it with her when she first immigrated into this country.

Most of the other dishes that the students would share during home economics class would be typical dishes that everyone had heard of before such as spaghetti or hamburgers or meatloaf. Amanda was proud of her heritage which is why she decided to share her family dish although she thought her dish would seem odd to others.

The dish was a success! Everyone loved it. Dania approached Amanda after class.“The food was great! I wish I would have made the dish that my mother makes for me at home. I seriously thought everyone would laugh and think it was weird,” said Dania.“I thought about that too, but then I realized this is who I am. I figured that others could either take me or leave me. Thanks though for the compliment,” Amanda replied.

What is your Summary?

The first event is all about the dish Amanda took to her class and that is really paragraphs 1 and 2- so, Who? Amanda Did what? Choose to bring a family dish rather than a typical dish Why? Because she was proud of her heritage. Next big event is the success of the dish and that is the rest of the story so: Her dish was a success and she was glad she stayed true to herself.

Now we know what the story was about, we can find the theme.

Apply your theme formula

1. After reading the text, ask “What was this text trying to teach me?”

2. If you start with a topical theme, then ask “What did I learn about_______?”

3. How did the main character(s) help teach me this theme?

Amanda knew that everyone might laugh, but she did not care. She placed the last sauerkraut dumpling onto the tray and ladled sauce over it. This recipe had been in her family for at least five generations with her grandmother bringing it with her when she first immigrated into this country.

Most of the other dishes that the students would share during home economics class would be typical dishes that everyone had heard of before such as spaghetti or hamburgers or meatloaf. Amanda was proud of her heritage which is why she decided to share her family dish although she thought her dish would seem odd to others.

The dish was a success! Everyone loved it. Dania approached Amanda after class.“The food was great! I wish I would have made the dish that my mother makes for me at home. I seriously thought everyone would laugh and think it was weird,” said Dania.“I thought about that too, but then I realized this is who I am. I figured that others could either take me or leave me. Thanks though for the compliment,” Amanda replied.

• What’s my focus for reading?• Teacher model summary chunking and finding

theme.• Context Clue Practice• Additional ESBR practice

SO…we know will read through the ‘lens’ of finding the theme in each text. That is our main focus. Since we know that the theme is the lesson the author wants us to take away, then as we read we will be looking for that message. We will ‘chunk’ our thinking in short summaries to help us remember what we have read as well as to help us know where to go to find evidence for our quotes.

Our fancy organizer (aka paper)Count of Monte Cristo Blessings

Let’s take a close look at the directions

Read the passage from The Count of Monte Cristo, in which Edmond Dantes has been imprisoned for over four years and has recently stopped eating the prison food.

It’s important to read this because it sometimes gives us clues that help us better understand what we read. Edmond Dantes is in prison, he is also no longer eating food. That means he must feel hopeless and wants to no longer live.

What do we think the theme is of this excerpt?

Well, as I was reading with the lens of theme, I kept looking for what it was Dantes was needing. I felt he wanted hope more than anything. Actually, hope was mentioned several times, and that helped me figure out a starting point! So, I am going to start with the topic of hope and ask- “What did I learn about hope?” I learned that hope is powerful enough to want to make a man live even when he is miserable. I say that because after Dantes heard the noise, he wanted to know exactly what it was and to do that he had to stop abstaining, or giving up, from eating food in order to help him think better. Dantes helped to develop this theme through his actions. He heard the noise and he wanted to know what it was. He didn’t want the jailor to hear it, so even though he had not spoken to the jailor in a long time, he spoke to him so the jailor wouldn’t hear the noise. He needed to hear the noise because it gave him hope that a prisoner is escaping. I am thinking that if he knows another prisoner can escape then one day he can also. When he started questioning where the noise came from, he started to worry about if the noise was really a prisoner or a worker. He needed it to be a prisoner. This was when he decided he should eat so that he would know for sure. He ate and came up with a plan. When the plan helped him figure out that it was a prisoner and he was full of hope!

• Students get the gist from the second article (summary chunks) and identify theme.

• Context Clue Practice• Additional ESBR practice

Your Turn! Dazzle me with your brilliance.

Our fancy new organizer (aka paper)The Count of Monte Cristo Blessing

“Blessings”

This is a scene from a play. When we are just given a scene, there are LOTS of things we don’t know. So, let’s look at what we do know. Lights up on the “looking spot” lets me know that the setting is very important. Reading with the lens of finding the theme means I am going to have to really search out the overall lesson or idea I am supposed to take away. I think this one might require two readings. Why don’t you read it one time-no annotating-just read it. Then you can read it and see if you and a partner can determine a theme.

What do we think the theme is of this excerpt?

Ok…I am thinking that what sticks out to me is that Jesse at first didn’t want these people living with him. It seems like change is pretty hard for him. I feel like that is the lesson I am supposed to take away, that change is sometimes hard. Now, it feels like both of the characters have difficulties with parts of change, so I think they both are helping to develop the theme. Jesse by learning to accept these people in his house and Rene seems to like it best when she is by herself and she is having to learn to be around others as well. Towards the end, they seem to be better with each other and it makes me think that even though it is different, they may get used to the change. When Rene asks if Jesse was eating dinner with them, she seems to really want him to.

• Breaking down the PCR• Pull our evidence for our texts

What’s the PCR?****You have read a passage from The Count of Monte Cristo and a scene from Blessings. Think about the similarities and differences in how the two authors developed the themes in each text. Well, since they mentioned this I feel like it needs to be in there so we add this to the essay.

Write an essay in which you identify a theme from each text and analyze how each theme is developed. Be sure to include specific details from both selections.

Ok, so…it doesn’t say they have to have the same theme, it just says that we have to identify a theme from EACH text and then analyze how that theme was developed in each text.

Refer to your summary chunks so you will be able to know where to go to pull your evidence.The Count of Monte Cristo Blessings

Part 1-we will use our notes-ta dah! The first part of the PCR is done! YAY US!

Now, we are going to analyze how each theme is developed and look for evidence that will support how the theme is developed.

Use your thinking from earlier this week!Well, as I was reading with the lens of theme, I kept looking for what it was Dantes was needing. I felt he wanted hope more than anything. Actually, hope was mentioned several times, and that helped me figure out a starting point! So, I am going to start with the topic of hope and ask- “What did I learn about hope?” I learned that hope is powerful enough to want to make a man live even when he is miserable. I say that because after Dantes heard the noise, he wanted to know exactly what it was and to do that he had to stop abstaining, or giving up, from eating food in order to help him think better. Dantes helped to develop this theme through his actions. He heard the noise and he wanted to know what it was. He didn’t want the jailor to hear it, so even though he had not spoken to the jailor in a long time, he spoke to him so the jailor wouldn’t hear the noise. He needed to hear the noise because it gave him hope that a prisoner is escaping. I am thinking that if he knows another prisoner can escape then one day he can also. When he started questioning where the noise came from, he started to worry about if the noise was really a prisoner or a worker. He needed it to be a prisoner. This was when he decided he should eat so that he would know for sure. He ate and came up with a plan. When the plan helped him figure out that it was a prisoner and he was full of hope!

Ok…I am thinking that what sticks out to me is that Jesse at first didn’t want these people living with him. It seems like change is pretty hard for him. I feel like that is the lesson I am supposed to take away, that change is sometimes hard. Now, it feels like both of the characters have difficulties with parts of change, so I think they both are helping to develop the theme. Jesse by learning to accept these people in his house and Rene seems to like it best when she is by herself and she is having to learn to be around others as well. Towards the end, they seem to be better with each other and it makes me think that even though it is different, they may get used to the change. When Rene asks if Jesse was eating dinner with them, she seems to really want him to.

Make sure you gather evidence!

So, you are talking through how the character(s) developed the theme. It is developed through what they say and how they act. So, when you pull your evidence ( a specific part in the text that backs up what you are writing) you need to make sure your evidence supports how the character developed the theme!

Next part****You have read a passage from The Count of Monte Cristo and a scene from Blessings. Think about the similarities and differences in how the two authors developed the themes in each text. Well, since they mentioned this I feel like it needs to be in there.1st text-Think about…What was the source of hope in the first text? What did it make the character want to do? How did the author use the character to develop the theme?2nd text-Think about…What was the source needing change? How did the author use these characters to begin to want to change?So…what is different about these two texts that affected the theme? Setting, amount of characters. How did the authors approach the theme differently? Find evidence!!!!

Put your evidence and why that evidence works on the back of this page! That way you don’t lose it. Yes, you will need it tomorrow.The Count of Monte Cristo Blessings

• Writing our PCR!!! (I know how excited you are!!!) Let’s review our PCR and see how we can organize our writing. IF you are using this as a grade, review the rubric with the kids.

Do a quick rubric review if you are taking this for a grade.

What’s the PCR?You have read a passage from The Count of Monte Cristo and a scene from Blessings. Think about the similarities and differences in how the two authors developed the themes in each text.

Write an essay in which you identify a theme from each text and analyze how each theme is developed. Be sure to include specific details from both selections.

Ok, so…it doesn’t say they have to have the same theme, it just says that we have to identify a theme from EACH text and then analyze how that theme was developed in each text.

How to organize our writing!Possible way to organize your essay• Intro paragraph-Name the stories and do a quick theme

identification for each text.• Paragraph 2-How the first text (be sure to name it) developed the

theme. Need evidence!• Paragraph 3-How the second text (name it) developed the theme.

Need evidence! • Paragraph 4-what was the same and what was different how the

authors developed the theme.

• **See it won’t be that hard!

(intro) Both texts taught a lesson to the reader. In The Count of Monte Cristo we learn about hope. In “Blessings” we learn about change. (this is short and to the point, but it uses the words from the prompt)(par 2) In The Count of Monte Cristo the main character, Edward Dantes, is in prison. He feels hopeless. When he hears a noise that he thinks could be a prisoner escaping, he suddenly begins to have hope. This is where the theme begins to develop. The theme of hope gives a man a reason to live was shown when….. (you get the idea)

**Now, you finish and make sure you pull evidence for each paragraph. When you are doing paragraph 3 remember to name the text, the character a SHORT SHORT summary of the text, the theme and how the character developed it.

(par 4) In The Count of Monte Christo, the author used a noise to be the source of hope. It was one character that developed the theme and his surroundings made him him feel hopeless. The noise is what made him keep wanting to live. (get another piece of evidence) The theme was developed different in “Blessings.” The need to change was developed between two characters. It was through their conversations that they began to understand each other and even get used to being around each other (get another piece of evidence).

Today’s Writing Challenge!Possible way to organize your essay• Intro paragraph-Name the

stories and do a quick theme identification for each text.

• Paragraph 2-How the first text (be sure to name it) developed the theme. Need evidence!

• Paragraph 3-How the second text (name it) developed the theme. Need evidence!

• Paragraph 4-what was the same and what was different how the authors developed the theme.

PCRThink about the similarities and differences in how the two authors developed the themes in each textWrite an essay in which you identify a theme from each text and analyze how each theme is developed. Be sure to include specific details from both selections.