Alexander County Schools 2012-2013 · Alexander County Schools 2012-2013 ... Stolen Day (Prentice...

Alexander County Schools 2012-2013

Unit 1 7th Grade EFFECTIVE COMMUNICATION

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: RL 7.3: Analyze how particular elements of a story or drama interact; RI 7.3: Analyze the interactions between individuals, events, and ideas in a text; W 7.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences; W 7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research;

Transfer:

Students will be able to independently comprehend what they read and use their learning to cite textual evidence to support their conclusions.

Meaning

Understandings: Students will understand how to locate, analyze, evaluate, and categorize relevant evidence. Students will link this evidence, as well as inferences, to conclusions or claims they have made about a topic or text.

.

Essential Question(s):

What makes communication effective?

What distinguishes effective communication from masterful communication?

Acquisition

Students will know: Students will know that effective communication is determined by an author’s attention to purpose, structure, audience, and word choice.

Students will be skilled at:

1. making connections between texts and background information, including personal experience; Fiction 2. seeing relationships within and between texts, making inferences, and drawing conclusions; Non-fiction 3. evaluating and categorizing evidence; Non-fiction 4. analyzing the impact specific story elements have on a text; Fiction 5. using narrative techniques, including introductory and concluding strategies, descriptive details, sensory language, chronological sequencing, and transition signals to write about real and/or imagined experiences; Writing - narrative 6. verifying information and using relevant evidence to support their writing; Writing – informational

Essential Vocabulary: support, inference, conclusion, plot analysis, and literary elements.

IT Standards: 7.SI.1-3:. IT Strategies: Evaluate information resources based on specified criteria, including reliability, relevance, point-of-view, bias, or intent of information.

Unit Title: EFFECTIVE COMMUNICATION Grade: 7th Subject: ELA

STAGE 2

Understandings:

Students will

understand how to

locate, analyze,

evaluate, and

categorize relevant

evidence. Students will

link this evidence, as

well as inferences, to

conclusions or claims

they have made about a

topic or text.

Essential Questions:

What makes communication effective?

What distinguishes effective communication from masterful communication?

Revised Blooms

Creating:

Can the student

create new product or point of view?

assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student

justify a stand

or decision?

appraise, argue, defend,

judge, select, support,

value & evaluate

Analyzing:

Can the student distinguish between

the different parts?

appraise, compare, contrast, criticize,

differentiate, discriminate,

distinguish, examine, experiment,

question & test.

Applying:

Can the student

use the information in a new way?

choose, demonstrate,

dramatize, employ, illustrate, interpret,

operate, schedule,

sketch, solve, use & write.

Understanding:

Can the student explain ideas or

concepts?

classify, describe, discuss, explain,

identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:

Can the student recall or remember

the information?

define, duplicate, list,

memorize, recall, repeat,

reproduce & state

Formative Assessments (Evidences)

Comprehension quizzes

Vocabulary assignments

Vocabulary tests

Grammar assignments

Grammar tests

Written responses and journaling

Writing prompts

Oral evaluations

Peer collaboration

Literacy strategies

Graphic organizers

Questioning

Socratic seminars

Homework

Simulations and reenactments

Summarizers

Summative Assessment

1. Students will write, revise, and edit a narrative which connects a personal or imaginary experience to a text. The rubric for assessing the assignment should include numbers 1, 4, and 5 from the “students should be skilled at” section in stage 1

And/or

2. Create a project (brochure, media presentation, etc.) which focuses on detailed support for a non-fiction topic. The Rubric for assessing the assignment should contain numbers 2, 3, and 6 from the “students should be skilled at” section in stage 1

STAGE 3

Approximate number of days spent on unit: 46

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources:

Seventh Grade (Prentice Hall)

Stolen Day (Prentice Hall)

Rikki Tikki Tavi (Prentice Hall)

How the Snake Got Poison (Prentice Hall)

Rattlesnake Hunt (Prentice Hall)

The People Could Fly (Prentice Hall)

I am a Native of North America (Prentice Hall)

Excerpts from The Education of Little Tree

Walking for Exercise and Pleasure (Prentice Hall)

Life without Gravity (Prentice Hall)

Conversation Ballgames (Prentice Hall)

Little Women (excerpts or whole)

Tom Sawyer (excerpts or whole)

Mother to Son (Prentice Hall)

Cremation of Sam McGee (Prentice Hall)

The Shakespeare Stealer

War of the Worlds – H.G. Wells

Angel on the Square

Strategies:

learning targets

activators

lecture bursts

graphic organizers

independent and collaborative activities

writing workshops

teacher conferences

student reflection and self-assessment formative and summative assessments.

War of the Worlds: Behind the Radio Broadcast

Nasty Monsters From Mars Give Radio Listeners Uneasy Moments

Mars Monster Broadcast Will Not Be Repeated

War of the Worlds 1938 Radio Broadcast

www.quizlet.com

www.manybooks.net

www.gutenberg.org

www.shmoop.com

http://www.quizlet.com/

http://www.manybooks.net/

http://www.gutenberg.org/


Unit: COMMUNICATION AS PERSUASION

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or a section of a story or drama; RL.7.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning; RL 7.7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or media version, analyzing the effects of techniques unique to each media; RI.7.4: Determine meanings of words and phrases as used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone; RI.7.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas; RI.7.6: Determine the author’s point of view or purpose in a text and analyze how the author distinguishes his/her position from that of others; RI.7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims; W7.1: Write arguments to support claims with clear reasons and relevant evidence; W7.7: Conduct short research projects to answer a question, drawing on several sources and generating additional, related, focused questions for further research and investigation; SL 7.2: Analyze the main ideas and supporting details presented in diverse media formats and explain how the ideas clarify a topic, text, or issue under study. L7.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Transfer: Students will be able to use their learning to identify and analyze effective communication, particularly as it relates to word choice.

Meaning

Understandings: Students will understand that some words and phrases have deeper and/or varied meanings, requiring further investigation. In addition, students will understand that effective communication requires focus on intentional expression, including choices in structure, language, and point of view.

.


What is the relationship between language and meaning? What influences word choice in various forms of communication?

Acquisition

Students will know: Students will know that multiple and varied meanings of words influence communication.


Students will be skilled at: *understanding the multi-layered meanings of words and phrases; *identifying how word choice effects meaning, tone, and mood; *identifying connotation and denotation, certain domain-specific words, synonyms, antonyms, and homonyms; *solving analogies; *identifying an author’s use of literary techniques, including figurative language and allusion; *identifying genre; *determining purpose; *describing a text’s structure and explaining how that structure shapes the meaning of the overall piece; *comparing narrators, characters, and points of view within and between texts; *identifying and evaluating evidence that supports an argument, including main ideas and supporting details; *writing a well-organized, logical argument, which presents their beliefs and includes an introduction, body, and conclusion;

Essential Vocabulary:

format, persuasion, argumentation, clarification, point of view, cohesion, denotation, and connotation.

IT Standards: 7.TT.1: Use technology and other resources for assigned task.

IT Strategies:Use appropriate technology tools and other resources to access and organize information and to design products to share this information with others.

STAGE 2

Unit Title: Communication as Persuasion Grade: 7th Subject: ELA

Understandings:

Students will understand that some words and phrases have deeper and/or varied meanings, requiring further investigation. In addition, students will understand that effective communication requires focus on intentional expression, including choices in structure, language, and point of view.


What is the relationship

between language and

meaning?

What influences word

choice in various forms of

communication?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state




Vocabulary tests

Grammar assignments

Grammar tests


Writing prompts

Oral evaluations

Peer collaboration

Literacy strategies

Graphic organizers

Questioning

Socratic seminars

Homework


Summarizers


1. Students will write a well-organized, logical argument, drawn from various sources, which supports a claim and in which each of the major parts contribute to the essay’s whole. Students will write an introduction, body, and conclusion, include main ideas and supporting details, and demonstrate an understanding of author’s purpose and word choice.

2. Students will create a project that demonstrates their understanding of the effects of word choice, including reference to some of the following: denotation, connotation, figurative language, analogy, allusion, sound devices, literary ambiguity, tone and mood.

Stage 3

Approximate number of days spent on unit: 44 Days





E – How will student self- Evaluate and reflect on learning?



Resources:

All Summer in a Day (Prentice Hall)

The Fox Outwits the Crow (Prentice Hall)

The Fox and the Crow (Prentice Hall)

A Christmas Carol (Prentice Hall, excerpts from Dickens and

from film adaptations)

A Christmas Story by Truman Capote (available online/public

domain)

The Highwayman (Prentice Hall)

The Rhythms of Rap (Prentice Hall)

Nonfiction texts integrating with Social Studies (Revolution Unit) Junior Great Books

Strategies:

learning targets

activators

lecture bursts

graphic organizers


writing workshops

teacher conferences

student reflection and self-assessment formative and summative assessment


Unit: COMMUNICATION USING MULTIPLE PERSPECTIVES

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: RL.7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text; RL.7.9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history; RI 7.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each mediums’ portrayal of the subject; RI 7.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts; W 7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W 7.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. SL 7.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence. SL 7.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation; SL 7.5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Transfer: Students will be able to use their learning to research competently, analyze multiple perspectives, and communicate effectively in a variety of formats.

Meaning

Understandings: Students will understand that to evaluate a topic adequately requires the examination and analysis of multiple perspectives.


How do I evaluate multiple perspectives? How do I choose the correct format to convey my thoughts and ideas effectively?

Acquisition

Students will know:

Students will know how to evaluate print and non-print sources, conduct the research process, and present their findings in a variety of formats.


*explaining how the techniques of a particular medium affect content. *comparing historical fiction to factual, historical texts; *comparing a written text to a transposition of that text into an audio video format; *gathering relevant information from a variety of credible sources; * using search terms effectively; *comparing and analyzing how different authors present information on the same topic; *analyzing and synthesizing information from a variety of credible sources; *incorporating researched information into their own writing while avoiding plagiarism; *citing sources; *evaluating and synthesizing the main ideas and supporting details of an argument; *writing well-organized and well-supported informative and explanatory texts, which incorporate relevant examples, facts, and details; *evaluating a speaker’s argument and specific claims, analyzing the soundness and the reasonableness of his/her claims; *identifying rhetorical fallacies; *Using multimedia and visual displays when presenting oral arguments; * using appropriate eye contact, adequate volume, and clear pronunciation when presenting oral arguments.

Essential Vocabulary:

compare and contrast, research, reference, relevant sources, paraphrase, quotation, citation, plagiarism.

IT Standards: 7.RP.1: Apply a research process to complete given task.

IT Strategies: Implement a collaborative/independent research process activity.

Unit Title: Communication Using Multiple Perspectives Grade: 7th Subject: ELA

STAGE 2

Understandings:

Students will understand that to evaluate a topic adequately requires the examination and analysis of multiple perspectives.


1. How do I evaluate multiple perspectives?

2. How do I choose the correct format to convey my thoughts and ideas effectively?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state




Vocabulary tests

Grammar assignments

Grammar tests


Writing prompts

Oral evaluations

Peer collaboration

Literacy strategies

Graphic organizers

Questioning

Socratic seminars

Homework


Summarizers

Outlines

Notecard/source card checks

Rough drafts of papers


1. Students will create a research paper with at least three sources. It must be free from plagiarism, include correct in-text citation, and a Works Cited page. The format for the paper should be appropriate for the topic, audience, and purpose of the paper.

2. Students will create a product related to their research topic. They will use this product to share their research topic with their classmates.

STAGE 3









Resources:

Excerpts from Diary of Anne Frank Winston Churchill’s “Blood, Soil, Sweat, and Tears” speech War of the Worlds Novel and Radio Broadcast “Dulce et decorum est” http://www.warpoetry.co.uk/owen1.html “In Flanders Fields” John McRae Code Talkers Devils Arithmetic War Horse All Quiet of the Western Front Night The Book Thief Selected articles about the International Civil Rights museum The Watsons Go to Birmingham Selected Civil Rights poems and speeches Marching for Freedom Ruby Bridges Eyes on the Prize Videos

Strategies:

learning targets

Close readings

activators

lecture bursts

graphic organizers


writing workshops

teacher conferences


http://www.warpoetry.co.uk/owen1.html


Unit:4 THE STUDENT AS AN EFFECTIVE COMMUNICATOR

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: RL.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems in the grade 7 text complexity band proficiently, with scaffolding as needed at the high end of the range; RI.10: By the end of the year, read and comprehend literary nonfiction in the grade 7 text complexity band proficiently, with scaffolding as needed at the high end of the range; W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. S.L. 7.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate; L 7.6: Acquire and use accurately grade appropriate, general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Transfer: Students will be able to independently use their learning to communicate effectively in a variety of mediums.

Meaning

Understandings: Students will examine and convey complex ideas and information clearly and accurately.

Essential Question(s): What is effective communication?

How do I choose the most appropriate format to communicate?

Acquisition

Students will know: Students will know and understand the methods and purposes of effective communication.


*applying appropriate comprehension strategies; *reading independently and closely, having become sensitive to literary technique, genre, and textual organization, author’s purpose, point of view, main idea, and supporting details; *recognizing inconsistencies, ambiguities, and poor reasoning within texts; *producing writing which demonstrates an understanding of audience, purpose, tone, point-of-view, clarity, and organization; *understanding and employing conversational, academic, and domain-specific vocabulary.

Essential Vocabulary: Review of Essential Vocabulary for Units 1-3.

IT Standards: Review of IT Standards for Units 1-3.

IT Strategies: Review per standards

STAGE 2

Unit Title: The Student As An Effective Communicator Grade: 7th

Subject: ELA

Understandings:

Students will examine

and convey complex

ideas and information

clearly and accurately.


1. What is effective communication?

2. How do I choose the most appropriate format to communicate?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state




Vocabulary tests

Grammar assignments

Grammar tests


Writing prompts

Oral evaluations

Peer collaboration

Literacy strategies

Graphic organizers

Questioning

Socratic seminars

Homework


Summarizers


1. Analyze selections and or products to make relevant life decisions that are supported with evidence.

2. Create a product based on conclusions drawn from analyzing selections and products. Present findings to classmates.

STAGE 3









Resources:

Three Cups of Tea – Young Adult Version

Shakespeare Stealer

Online articles on teacher selected topics

Advertising methods

60 Minutes Video on Three Cups of Tea controversy

Poetry Center Review

Teacher selected informational text

Strategies:

learning targets

Close readings

activators

lecture bursts

graphic organizers


writing workshops

teacher conferences


Alexander County Schools 2012-2013 · Alexander County Schools 2012-2013 ... Stolen Day (Prentice...

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