ELA Grade 7 Unit A Topic: CHOICES

ELA Grade 7

Unit A Topic: CHOICES

Time Frame: One Marking Period Performance Task: Explanatory Essay Unit Description: This is a literature unit based on the novel Among the Hidden by Margaret Peterson Haddix. Through the study of several informational and narrative texts, students will analyze the ways that characters and individuals must make choices in order to adapt and survive difficult situations, and they will explore ways that governments influence the quality of life of their citizens. Students will identify elements of literature, answer open ended responses using evidence from the text, explore key ideas, complete journal writing assignments, compare and contrast using nonfiction and poetry, write an explanatory essay, and create multimedia presentations.

Skill Focus Reading Writing Grammar/Mechanics Vocabulary Speaking and Listening

• Determine impact of literary elements on central idea

• Compose literary response to text-based question

• Use compound and complex sentences in writing

• Improve fluency

• Compare/contrast • Use textual evidence in literary response

• Phrases and Clauses

• Present findings to class

• Elements of literature

• Use Internet to conduct research

• Conjunctions

• Summarizing

• Writing strategies- explanatory

• Comma and semicolons

• Nonfiction text structure

• Write thesis statement

• Sentences

• Draw conclusions • Make inferences • Theme

Common Core Student Objectives Number Reading Standards for Literature RL 7.1 I can find several pieces of textual evidence to support my ideas about the text. RL 7.2 I can determine the theme of a text.

I can analyze how the text is developed. I can give an unbiased summary of a text.

RL 7.3 I can analyze how the elements of a story/drama, such as setting, characters, or plot, interact. RL 7.4 I can determine the figurative meaning of a word or phrase based on how it is used in a text.

I can determine the connotative meaning of a word or phrase based on how it is used in a text. I can analyze the impact of rhyme on a specific part of a story, poem, or drama. I can analyze the impact of repetition on a specific part of a story, poem, or drama.

RL 7.5 I can analyze how a drama or poem’s structure contributes to its meaning. RL 7.6 I can analyze how an author develops the points of view of different characters or narrators in a text. RL 7.10 I can read and comprehend literature at a seventh-grade level. Number Reading Standards for Informational Texts

RI 7.1 I can find several pieces of textual evidence to support my ideas about the text. RI 7.3 I can analyze how individuals, events, and ideas interact in informational text. RI 7.4 I can determine the figurative meaning of a word or phrase.

I can determine the connotative meaning of a word or phrase. I can determine the technical meaning of a word or phrase. I can analyze the impact of word choice on the meaning of an informational text. I can analyze the impact of word choice on the tone of an informational text.

Number Writing Standards W 7.2 I can write an informative or explanatory piece that examines a topic and conveys relevant ideas.

A: I can write an organized and clear informative or explanatory piece using a variety of strategies and include formatting, graphics, and multimedia when useful. B: I can develop the topic of an informative or explanatory piece by using facts, definitions, details, quotations, and other information. C: I can use appropriate transitions to connect and clarify the relationships among ideas in my informative or explanatory writing. D: I can use precise language and vocabulary to explain the topic of my informative or explanatory writing. E: I can establish and maintain a formal style in my informative or explanatory writing. F: I can create a conclusion that follows form and supports the information I present in my writing.

W 7.7 I can conduct short research projects using several sources generate additional questions to further my research. W 7.9 I can draw evidence from texts to support my analysis, reflection, and research.

A: I can draw evidence from literature to support my analysis, reflection, and research at a seventh-grade level. B: I can draw evidence from informational texts to support my analysis, reflection, and research at a seventh-grade level.

W 7.10 I can write for a range of time frames, tasks, purposes, and audiences. Number Speaking and Listening Standards SL 7.1 I can engage in different types of collaborative discussions on seventh-grade topics, texts, and issues.

A: I can be prepared for collaborative discussion by reading or researching the required material in advance and use my preparation to refer to evidence and reflect on ideas under discussion.

B: I can follow rules for discussions, track progress toward goals and deadlines, and define my role and the roles of others in a discussion. C: I can pose and respond to questions and comments with relevant observations and ideas that keep the discussion focused. D: I can acknowledge new information expressed by others in a discussion and, if necessary, change my own views.

SL 7.5 I can clarify claims and findings in a presentation by including multimedia components and visual displays. SL 7.6 I can adapt my speech to a variety of contexts and tasks, using formal English when necessary.

Number Language Standards L 7.2 I can demonstrate command of standard English capitalization, punctuation, and spelling at a seventh-grade level.

A: I can use commas to separate coordinate adjectives. B: I can spell correctly at a seventh-grade level.

L 7.4 I can determine or clarify the meaning of words or phrases from seventh-grade reading and content using a range of strategies. A: I can use context clues to help me determine the meaning of a word or phrase. B: I can use Greek and Latin affixes and roots on a seventh-grade level to help me determine the meaning of a word. C: I can use general and specialized reference materials to find the correct pronunciation of a word. I can use general and specialized reference materials to determine or clarify a word’s precise meaning. I can use general and specialized reference materials to find its part of speech.

D: I can verify the inferred meaning of a word or phrase using different strategies. L 7.5 I can show understanding of figurative language, word relationships, and slight differences in word meanings.

A: I can interpret figures of speech, such as allusions, using context clues. B: I can use the relationship between particular words to better understand each word.

C: I can distinguish between the connotations of words with similar meanings.

Text Required Supplemental

• Among the Hidden by Margaret Peterson Haddix • “China Starts to Give Girls Their Due” • “China’s Stolen Sons” • “The Road Not Taken” by Robert Frost • “Good Riddance” by Greenday • “Out of the Tornado by Lauren Tarshis • “Surviving the Tsunami”

• Teacher selected materials.

• “Disaster on the Mountain” by Lauren Tarshis

Standards Topics Activities Resources Assessments

RI 7.1 W 7.7 W 7.9 SL7.5

Pre Reading Research Activity

Skill Lesson: Drawing Conclusions Use the internet to research 6 types of government (totalitarian, democracy, dictatorship, communism, monarchy, socialism.) Create poster on glogster with a picture/explanation representing each type of government. In your lit logs, answer the questions:

1. Which type of government makes survival difficult for its citizens? Which makes survival easiest? Provide evidence to support your answer.

2. What kind of government do you think is being portrayed in Among the Hidden? Provide evidence to support your answer. (Ask this question several times throughout the novel as the opinion may change as the story progresses.)

Elements of Literature p. 230 http://www.quia.com/rr/332704.html www.livescience.com PLEASE PREVIEW DAILY HEADLINES BEFORE ACCESSING www.edu.glogster.com

Completed poster on glogster Presentation of completed poster

RL7.1 RL7.2 RL7.3 RL7.6 RL7.10 W 7.9 SL 7.1

Reading-Elements of Literature

Read aloud Among the Hidden Skill Lesson: Plot Mountain Introduce and identify elements of plot. Keep track of the story elements in a literature log. Characterization, Setting, Plot (conflict, rising action, climax, falling action, resolution), theme Create and present a comic strip that illustrates a conflict in the story

Among the Hidden by, Margaret Peterson Haddix Elements of Literature p. 22-23 www.scholastic.com http://www.eduplace.com/graphicorganizer/ Graphic Organizers www.makebeliefscomix.com

Completed comic strip presentation.

RL 7.1 RL 7.2 RL 7.3 W 7.10

Routine Writing

Skill Lesson: Open-ended Response Open–ended responses: Why do you think that Luke and the other third children are called shadow children? Cite evidence from the text to support your answer Skill Lesson: Making Inferences Journal entries : What would be the hardest part for you of hiding like Luke does. What would you miss the most? Although Luke and Jen are both “shadow children,” their lives are very different. Describe how their family situations affect the way they each live their life.

Standards Solutions Website (www.standardssolution.com) State lesson plans-NJASK7-Lesson 3 Additional teacher created open ended text based questions. Elements of Literature p. 80 http://www.quia.com/rr/332704.html

RI 7.1 RI 7.3 W 7.2 W 7.7 W7.9

Analyses Skill Lesson: Essay Writing Students will read articles and view media regarding population laws and overpopulation. Performance task: Write an essay explaining how population laws/ overpopulation affect a country (ie: USA or China).

Elements of Literature p. 123 http://teacher.scholastic.com/scholasticnews... New York Times upfront The Newsmagazine for Teens: “China’s Stolen Sons” “How China’s One-Child Policy Affects the Elderly” http://www.cnbc.com/id/101130958 Census Data: http://www.census.gov/popclock/ Population Video: http://www.youtube.com/watch?v=sc4HxPxNrZ0 (View video only and not article listed below view screen.)

Completed essay

RL 7.2 RI 7.2 RI 7.3 RI 7.5 W 7.9

Informational Reading

Skill Lesson: Nonfiction text structure/comprehend informational text Luke and Jen are trying to survive life as shadow children. Examine the theme of survival through reading several informational texts.

http://www.scholastic.com/teachers/lesson-plan/teach-text-structure-nonfiction www.scholastic.... Scholastic Scope Magazine articles:

• “Out of the Tornado” (Sept. 24, 2012)

• “Surviving the Tsunami” (January 30, 2012)

• “Disaster on the Mountain” (December 10, 2012)

www.scholastic.com/scopemagazine Various assessment tools on website

RL 7.2 RL 7.3 RL 7.5 SL 7.6

Additional Narrative Reading

Skill Lesson: Theme Skill Lesson: Symbolism Throughout the novel, Luke must make choices that affect his fate. He must decide whether to leave his house, whether or not to attend the rally with Jen, and finally whether or not to get a

Theme: http://www.scholastic.com/teachers/top_teaching/2011/02/helping-students-grasp-themes-in-literature Symbolism: http://www.brainpopjr.com/socialstudies/citizenship/ussymbols/grownups.weml

fake ID. With this in mind, compare and contrast the poem “The Road Not Taken” and the song “Good Riddance.” These works reflect on the theme of choices that we make in our lives. Record information on Venn diagram. Identify and analyze examples of symbolism and theme. Record response in literature log. Read and perform the play The Secret Soldier In keeping with the theme of overcoming obstacles to survive, read The Smallest Dragon Boy and create a plot mountain.

“The Road Not Taken” by Robert Frost “Good Riddance” by Greenday

www.scholastic.com Scope magazine (March 11, 2013) The Secret Soldier Elements of Literature p. 47-59

www.scholastic.com/scopemagazine Various assessment tools on website

L 7.2 Grammar and Mechanics Study

Skill Lessons: Conjunctions End of Unit Grammar Test

Elements of Language Conjunctions pp. 374-377 Chapter Review p. 382 standardssolution - lesson plans - common core 6-8 - language - types of sentences

RL 7.4 RI 7.4 L 7.4 L 7.5

Vocabulary Study

• Teacher-generated Vocabulary • Latin & Greek Root Vocabulary • Literary Terms

ELA Grade 7 Unit B

Topic: Civil Rights Time Frame: One Marking Period Performance Task: Explanatory Essay Unit Description: This is an informational unit based on the novel The Watsons Go to Birmingham -1963 by Christopher Paul Curtis. By exploring several informational and narrative texts and websites, students will analyze how the fight for civil rights affected people in the 1960s. Students will describe the climate of the 1960s , answer open ended questions using evidence from the text, explore key ideas, complete a Web Quest, use primary sources, produce an argument writing assignment, compare and contrast using nonfiction, poetry, and speeches, and create multimedia presentations.

Skill Focus Reading Writing Grammar/Mechanics Vocabulary Speaking and Listening

• Primary sources • Open-ended Response

• Commas & Semi-Colons • Teacher generated vocabulary

• Analyzing media

• Figurative language/allusion

• Argument • Greek & Latin roots

• Characterization • Stating a Claim • Literary Terms • Flashback • Narrative • Dialect • Author’s Purpose • Theme • Irony • Poetry

Texts

Required Supplemental • The Watsons Go to Birmingham-1963 by Christopher Paul Curtis • Selma, Lord, Selma (DVD) • Public Law Document 8910 • A Raisin in the Sun (DVD) • “I Have a Dream Speech” by Martin Luther King • Madam and the Rent Man

• Additional poetry of Langston Hughes • “Thank you Ma’am” by Langston Hughes

• “Harlem” and “Dreams” poems by Langston Hughes • “A Mason Dixon Memory” by Clifton Davis • The Brave Boys of Greensboro (Play) • Langston Hughes: A Biography in Poems (Play) • Supreme Court Invalidates Key Part of Voting Rights Act (NY

Times article)





RL 7.5 I can analyze how a drama or poem’s structure contributes to its meaning. RL 7.10 I can read and comprehend literature at a seventh-grade level. Number Reading Standards for Informational Texts

RI 7.1 I can find several pieces of textual evidence to support my ideas about the text. RI 7.2 I can analyze how two or more central ideas are developed over the course of a text.

I can give an unbiased summary of a text. RI 7.4 I can determine the figurative meaning of a word or phrase.


RI 7.5 I can analyze how the organization of an informational text contributes to the development of ideas. RI 7.6 I can determine an author’s point of view.

I can analyze how an author distinguishes her point of view from those of others. RI 7.7 I can compare and contrast the way a subject is portrayed in different mediums such as text, audio, video, or multimedia. RI 7.8 I can evaluate an argument by assessing if the reasoning in the argument is sound.

I can evaluate an argument by assessing if the evidence sufficiently supports the claims.

RI 7.10 I can read and comprehend informational text at a seventh-grade level. Number Writing Standards W 7.1b I can support my claims or argument using logical reasoning and evidence from credible sources. W 7.2 I can write an informative or explanatory piece that examines a topic and conveys relevant ideas.

A: I can write an organized and clear informative or explanatory piece using a variety of strategies and include formatting, graphics, and multimedia when useful. B: I can develop the topic of an informative or explanatory piece by using facts, definitions, details, quotations, and other information. C: I can use appropriate transitions to connect and clarify the relationships among ideas in my informative or explanatory writing. D: I can use precise language and vocabulary to explain the topic of my informative or explanatory writing. E: I can establish and maintain a formal style in my informative or explanatory writing. F: I can create a conclusion that follows form and supports the information I present in my writing.

W 7.3 I can write a real or imagined narrative using effective technique, descriptive, and well-structured event sequences. A: I can create a narrative that orients the reader by establishing a context and point of view, introduces a narrator, and presents a logical sequence of events. B: I can use narrative techniques such as dialogue, pacing, and description to develop experiences, events and/or characters in my narrative writing. C: I can use transition words, phrases, and clauses to convey sequence and signal shifts in time or setting in my narrative writing. D: I can use precise words and phrased, relevant descriptive details, and sensory language to capture the action and convey experiences and events in my narrative writing. E: I can create a conclusion for my narrative writing that follows from and reflects on the experiences or events described.

W 7.4 I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

W 7.5 I can develop and strengthen my writing by planning, revising, editing, rewriting, or trying a new approach. I can focus on how well purpose and audience have been addressed.

W 7.6 I can use technology to produce and publish my writing, as well as to link to and cite sources I use in my writing. I can use technology to interact and collaborate with others about my writing.

W 7.7 I can conduct short research projects using several sources generate additional questions to further my research. W 7.8 I can assess the credibility and accuracy of multiple print and digital sources when gathering information for my research.

I can quote and paraphrase the data and conclusions of others and use proper citation to avoid plagiarism. W 7.9 I can draw evidence from texts to support my analysis, reflection, and research.





SL 7.2 I can analyze the main ideas and supporting details presented in different mediums. I can explain how the main ideas and supporting details clarify a topic under study.

SL 7.4 I can present claims and findings by emphasizing significant points in focused and coherent manner. I can use appropriate eye contact, adequate volume, and clear pronunciation.

SL 7.6 I can adapt my speech to a variety of contexts and tasks, using formal English when necessary. Number Language Standards

L 7.2 I can demonstrate command of standard English capitalization, punctuation, and spelling at a seventh-grade level. A: I can use commas to separate coordinate adjectives.

B: I can spell correctly at a seventh-grade level. L 7.4 I can determine or clarify the meaning of words or phrases from seventh-grade reading and content using a range of

strategies. A: I can use context clues to help me determine the meaning of a word or phrase. B: I can use Greek and Latin affixes and roots on a seventh-grade level to help me determine the meaning of a word. C: I can use general and specialized reference materials to find the correct pronunciation of a word. I can use general and specialized reference materials to determine or clarify a word’s precise meaning. I can use general and specialized reference materials to find its part of speech.

D: I can verify the inferred meaning of a word or phrase using different strategies. L 7.5 I can show understanding of figurative language, word relationships, and slight differences in word meanings.

A: I can interpret figures of speech, such as allusions, using context clues. B: I can use the relationship between particular words to better understand each word.

C: I can distinguish between the connotations of words with similar meanings.

Standards Topics Activities Resources Assessments RL 7.2 RI 7.3 SL 7.1 SL 7.2 SL 7.4

Background Information Research & Technology

Present Power Point to familiarize students with the culture of the 1960s including fashions, music, prices and a timeline of civil rights events. Students will use Cornell notes template to record questions and information as they watch the PowerPoint. View movie Selma Lord, Selma to identify the attitudes of people and atmosphere of the south in 1965 during the fight for voting rights. Skill Lesson: Primary Source Document Read document: Transcript of Lyndon B. Johnson’s Voting Rights Act Address Answer the following questions in journals.

1. Explain how the events in Selma led to Voting Rights Act of 1965.

2. Explain two specific problems

illustrated in the movie that were solved by this law.

3. What problems did you see in

the movie that were not resolved with Voting Rights Act of 1965?

1963! (PowerPoint presentation on GTPS share) How to use Cornell Notes: http://alvinisd.schoolwires.net/cms/lib03/TX01001897/Centricity/Domain/2193/Cornell%20Notes%20Format.pdf Cornell notes template: http://alvinisd.schoolwires.net/cms/lib03/TX01001897/Centricity/Domain/2193/CNPaperLined.pdf DVD Selma, Lord, Selma President Lyndon Johnson- Speech on Voting Rights www.youtube.com/watch?v=MxEauRq1WxQ Transcript of “Lyndon B. Johnson: Voting Rights Act Address” http://www.greatamericandocuments.com/speeches/lbj-voting-rights.html

Completed activities on www.docsteach.org

In groups or pairs, students will select a moment in Civil Rights History. Students will present their findings in a Power Point presentation. (One focus of presentation should be on the impact of the moment on the future of Civil Rights.)

RL 7.1 RL 7.2 RL 7.3 RL 7.4 RL 7.10

Extended Text Read aloud: The Watsons Go to Birmingham -1963

Novel for each student

Figurative Language

Skill Lesson: Allusion Review definition of allusion. Identify allusions in The Watson’s Go to Birmingham-1963 with power point presentation. Students will update these 1963 allusions with current allusions.

http://blog.flocabulary.com/allusion/ Allusion (power point presentation: GTPS share drive)

RI 7.3 RI 7.6 RI 7.7 RI 7.10 W 7.3 W 7.4 W 7.6 W 7.8 W 7.9

Overview of the Civil Rights Movement Research Project

Skill Lessons: Summarizing Information Civil Rights Web Quest & Concluding Narrative Essay

Elements of Language p. 164-165 standardssolution.com - lesson plan- common core - 6-8 - writing - narrative http://bcsd.k12.ny.us/middle/lmc/CivilRightsWebQuest/Intro

Completed Web Quest Narrative Essay Rubric: http://www.parcconline.org/sites/parcc/files/Grade%206-11%20ELA%20Expanded%20%20Rubric%20FOR%20ANALYTIC%20AND%20NARRATIVE%20WRITING_0.pdf

RL 7.1 RL 7.2 RL 7.3 W 7.10

Routine Writing Open–ended responses: Skill Lesson: Characterization The character of Byron seems to change in chapter 6.

Additional teacher created open-ended questions. standardssolution.com - lesson plan- common core - 6-8 - thinking about characters

• How is Bryon different? • How does this change your

opinion of him? Momma and Dad feel that they need to send Byron to Alabama.

• How do they think this trip will help Byron?

• Do you agree with them? Provide evidence from the text to support your answer.

Skill Lesson: Irony Why is Grandma Sand’s appearance ironic?

http://www.ereadingworksheets.com/free-reading-worksheets/irony-worksheets/

RI 7.1 RI 7.3 W 7.2 W 7.7 W 7.9

Analyses Skill Lesson: Poetry Performance Task: Write an explanatory essay describing how feelings of African Americans during the Harlem Renaissance is reflected through any two poems of Langston Hughes and the movie A Raisin in the Sun.

Elements of Literature: p. 338-339 Madam and the Rent Man p. 226 DVD: A Raisin in the Sun www.poemhunter.com

RL 7.2 RL 7.3 SL 7.6

Supplemental Narrative Reading

Skill Lesson: Flashback Explain how the use of flashback enhances this story.

Elements of Literature: p. 205 A Mason- Dixon Memory p. 206

Selection test

RL 7.2 RI 7.2 RI 7.3 RI 7.5 RI 7.7 W 7.9b SL 7.2 SL 7.4 SL 7.6

Supplemental Informational Reading

Skill Lesson: Reading Media Compare the text of Martin Luther King’s speech to the presentation of the speech. Skill Lesson: Extended Metaphor Skill Lesson: Delivery of a formal speech Skill Lesson: Denotation and Connotation

standardssolution.com - lesson plan- common core - 6-8 - reading media Martin Luther King Jr. I Have a Dream speech copies and video http://www.archives.gov/press/exhibits/dream-speech.pdf http://grammar.about.com/od/e/g/ext

Students will write a speech modeled after MLK’s I Have a Dream Speech

metterm.htm Elements of Language p. 761 Elements of Language p. 89; 753

W 7.3 Narrative Writing Journal entries : Compare and contrast prices from 1963 and today. Skill Lesson: Dialect How is dialect used in the novel Watsons Go to Birmingham? Give specific examples.

(GTPS Share: “1963” PowerPoint Presentation) Additional teacher created prompts. Elements of Literature p. 481

RL 7.5 SL 7.1 SL 7.6

Drama/Plays Students will read and perform plays. “Langston Hughes: A Biography in Poems” Skill Lesson: Author’s purpose “The Brave Boys of Greensboro”

“Langston Hughes: A Biography in Poems” www.scholastic.com/scopemagazine December 12, 2011 “The Brave Boys of Greensboro” www.scholastic.com/scopemagazine February 11, 2013 standardssolution.com - lesson plan- common core - 6-8 - questioning author's purpose

Reader’s Theater

RI. 7.1 RI.7.2 RI.7.3 RI.7.8 RI.7.10 W.7.1b W.7.2 W.7.4 W.7.5 W7.6 W.7.7 W.7.8 W.7.9

Writing: Argument

Read the news article (collaboratively): “Supreme Court Invalidates Key Part of Voting Rights Act” Skill Lesson: Argument Trace and evaluate the claims in the text Identify support for each claim. Write an essay response to the article.

News article: “Supreme Court Invalidates Key Part of Voting Rights Act” http://www.nytimes.com/2013/06/26/us/supreme-court-ruling.html?pagewanted=all&_r=0 standardssolution.com - lesson plan- common core - 6-8 - writing - argument

Argumentative essay

Argue whether or not the evidence is relevant and sufficient to support the claims. Use evidence from the novels, articles, video and research to support your answer.

L 7.2 Grammar and Mechanics Study

Commas & Semi-Colons End of Unit Grammar Test

Elements of Language Commas pp. 602-617 Semi-Colons pp. 618-622 Chapter Review pp. 623-624

RL 7.4 RI 7.4 L 7.4 L 7.5

Vocabulary Study • Teacher-generated Vocabulary

• Latin & Greek Root Vocabulary

• Literary Terms

ELA Grade 7

Unit C Topic: Myths and Creatures

Time Frame: One Marking Period Performance Task: Performing a dramatic reading Unit Description: This is a narrative unit based on the novel Freak the Mighty by Rodman Philbrick. By reading several informational and narrative texts, students will explore the connection between mythology and science, compare real monsters to mythological creatures, answer open ended responses using evidence from the text, explore key ideas, produce a reflective essay, an explanatory writing assignment, analyze character and create oral or visual presentations.

Skill Focus Reading Writing Grammar and Mechanics Vocabulary Speaking and Listening

• Determine impact of literary elements on central idea



• Teacher generated vocabulary

• Improve fluency


• Latin & Greek root vocabulary


• Characterization • Writing Strategies-Argument

• Literary Terms • Presenting a dramatic reading

• Summarizing

• Writing strategies-Compare Contrast

• Nonfiction text structure • Write thesis statement • Draw conclusions • Online research • Point of View • Theme

Texts Required Supplemental

• Freak the Mighty by Rodman Philbrick • The Legend of King Arthur • “Bionic Brains and Beyond” (nonfiction article) • Frankenstein (Scope Play) • “Orpheus the Great Musician” (Elements of Literature) • “Echo and Narcissus” (Elements of Literature) • “The Labors of Hercules” (Elements of Literature) • Read “Monster of the Everglades” (Scope) • “Then and Now: Hercules and Superman” (Scope) • “The Hunt for Medusa’s Head” (Scope nonfiction article)

• Theseus and the Minotaur • Perseus and the Gorgons • Additional Myths and Fables from Elements of Literature

Collection 7

Common Core Student Objectives

Number Reading Standards for Literature RL 7.1 I can find several pieces of textual evidence to support my ideas about the text. RL 7.2 I can determine the theme of a text.




RL 7.5 I can analyze how a drama or poem’s structure contributes to its meaning. RL 7.10 I can read and comprehend literature at a seventh-grade level. Number Reading Standards for Informational Texts

RI 7.1 I can find several pieces of textual evidence to support my ideas about the text. RI 7.3 I can analyze how individuals, events, and ideas interact in informational text. RI 7.4 I can determine the figurative meaning of a word or phrase.


RI 7.10 I can read and comprehend informational text at a seventh-grade level.

Number Writing Standards W 7.1 I can write an argument with clear reasons and relevant evidence.

A: I can write an organized and logical argument that acknowledges alternate or opposing claims. B: I can support my claims or argument using logical reasoning and evidence from credible sources. C: I can use words, phrases and clauses to create cohesion and clarify the relationships among claims, reasons, and evidence. D: I can establish and maintain a formal style in my argument writing. E: I can create a conclusion that follows from and supports the argument I present in my writing.

W 7.2 I can write an informative or explanatory piece that examines a topic and conveys relevant ideas. A: I can write an organized and clear informative or explanatory piece using a variety of strategies and include formatting, graphics, and multimedia when useful. B: I can develop the topic of an informative or explanatory piece by using facts, definitions, details, quotations, and other information. C: I can use appropriate transitions to connect and clarify the relationships among ideas in my informative or explanatory writing. D: I can use precise language and vocabulary to explain the topic of my informative or explanatory writing. E: I can establish and maintain a formal style in my informative or explanatory writing. F: I can create a conclusion that follows form and supports the information I present in my writing.

W 7.3 I can write a real or imagined narrative using effective technique, descriptive, and well-structured event sequences. A: I can create a narrative that orients the reader by establishing a context and point of view, introduces a narrator, and presents a logical sequence of events. B: I can use narrative techniques such as dialogue, pacing, and description to develop experiences, events and/or characters in my narrative writing. C: I can use transition words, phrases, and clauses to convey sequence and signal shifts in time or setting in my narrative writing. D: I can use precise words and phrased, relevant descriptive details, and sensory language to capture the action and convey experiences and events in my narrative writing. E: I can create a conclusion for my narrative writing that follows from and reflects on the experiences or events described.



W 7.7 I can conduct short research projects using several sources generate additional questions to further my research. W 7.9 I can draw evidence from texts to support my analysis, reflection, and research.





SL 7.3 I can evaluate the soundness of reasoning behind a speaker’s argument and specific claims. SL 7.4 I can present claims and findings by emphasizing significant points in focused and coherent manner.

I can use appropriate eye contact, adequate volume, and clear pronunciation. SL 7.6 I can adapt my speech to a variety of contexts and tasks, using formal English when necessary.

Number Language Standards L 7.1.b I can demonstrate a seventh-grade level of command of standard English grammar and usage when writing and speaking.

B: I can use a variety of simple, compound, and complex sentences to signal differing relationships among ideas. L 7.4 I can determine or clarify the meaning of words or phrases from seventh-grade reading and content using a range of

strategies. A: I can use context clues to help me determine the meaning of a word or phrase. B: I can use Greek and Latin affixes and roots on a seventh-grade level to help me determine the meaning of a word. C: I can use general and specialized reference materials to find the correct pronunciation of a word. I can use general and specialized reference materials to determine or clarify a word’s precise meaning. I can use general and specialized reference materials to find its part of speech. D: I can verify the inferred meaning of a word or phrase using different strategies.

L 7.5 I can show understanding of figurative language, word relationships, and slight differences in word meanings. A: I can interpret figures of speech, such as allusions, using context clues. B: I can use the relationship between particular words to better understand each word. C: I can distinguish between the connotations of words with similar meanings.

L 7.6 I can acquire and use vocabulary appropriate for seventh-grade reading and content.

Standards Topics Activities Resources Assessments

RL 7.1 RL 7.2 RL 7.10

Extended Text Read aloud: Freak the Mighty Novel for each student

RI 7.1 RI 7.3 W 7.2 W 7.9 SL 7.4

Background Information/ Knights

Read “The Legend of King Arthur” and take notes in literature log noting names of characters for reference during novel. Students will work in groups of 4 to create a song, poem, or rap that describes the code of chivalry adhered to by the Knights of the Round Table. After reading Freak the Mighty, complete journal entry describing how Kevin and Max followed the code of chivalry. Provide textual evidence to support.

http://www.caerleon.net/history/arthur/page2.htm http://www.medieval-life-and-times.info/medieval-knights/code-of-chivalry.htm

W 7.1a W 7.4 W 7.9b

Background information/ Bionics

Skill lesson: Thesis statement Students will write a thesis statement and debate the ethics of bionic body part replacement and enhancement after reading the article, “Bionic Brains and Beyond” or “Lexi Youngberg: Invincible.”

Elements of Language p. 795-796 “Bionic Brains and Beyond” http://online.wsj.com/news/articles/SB10001424052702303640104577436601227923924#printMode “Lexi Youngberg: Invincible” Scope Magazine http://scope.scholastic.com/ November 21, 2011 *Viewable as PDF on GTPS Share Drive.

RL 7.2 RL 7.3 RL 7.5 SL 7.1 SL 7.4 SL 7.6

Performance task: Skill Lesson: Performing a dramatic reading Read/perform the play, “Frankenstein.” Complete chart using text evidence to answer the question, “Who’s the monster?’ (Referring to the monster, society,

Elements of Language p. 152 www.scholastic.com/scopemagazine October 22, 2012

or the doctor) RL 7.1 RL 7.2 RL 7.3 W 7.10

Routine Writing (Based on novel Freak the Mighty)

Open Ended Response: Kevin is very interested in knights and robots.

• Provide textual evidence that proves this.

• How do you think that focusing on knights and robots helps Kevin cope with his disability?

Max is referred to as the “spitting image” of his father, “Killer Kane.”

• Describe how Max’s appearance affects the way that people treat him.

• How do you think that being compared to his father makes Max feel?

In the end, Max realizes that Kevin lied to him about getting a bionic body.

• How did this lie help Kevin?

• How might their friendship have been different had Kevin been honest with Max?

In the beginning of the novel, Max says, “I never had a brain until Freak came along and let me borrow his for a while.”

• How did Freak help Max “get” a brain?

• Do you think that Max really had a learning disability?

Additional teacher created open-ended questions.

W 7.3 Narrative Writing (Based on novel Freak the Mighty)

Journal entries : Kevin says that remembering is an invention of the mind, that you can remember anything, whether it happened or not. What does he mean by this? Do you agree? Both Max and Kevin are judged based on their physical appearances. Describe a time when you were judged unfairly. Have you ever misjudged anyone based on his or her appearance? How would the novel have been different if it had been told from Kevin’s point of view? Why did the author choose to keep the severity of Kevin’s situation a secret from the reader?

Additional teacher created prompts

W 7.4 W 7.5 W 7.9a

Characterization Skill Lesson: Characterization After reading chapter 21 in Freak the Mighty, write a character analysis essay describing Kenny Kane.

Elements of Literature p. 356 http://www.readwritethink.org/files/resources/lesson_images/lesson175/RWT186-2.pdf Characterization http://www.readwritethink.org/classroom-resources/lesson-plans/action-character-exploring-character-175.html?tab=3#tabs

RL 7.1 RL 7.2 W 7.2 W 7.7 W 7.9a

Mythological Love Stories

Skill Lesson: Theme Skill Lesson: Purposes of Myths

Theme http://www.scholastic.com/teachers/top_teaching/2011/02/helping-students-grasp-themes-in-literature Elements of Literature p. 497

Selection test

Read “Orpheus the Great Musician” Read “Echo and Narcissus” One of the purposes of myths is to explain the greatest hopes and deepest fears of humans. Write an essay explaining what we learn about the hopes and fears associated with love through reading these two myths. Provide textual evidence from all three myths as support.

Elements of Literature p. 512 Elements of Literature p.522

RL 7.1 RL 7.3 RI 7.1 RI 7.3 RI 7.10 W 7.1 W 7.4 W 7.5 SL 7.3 SL 7.4

Science/ Mythology Connection

Read “The Labors of Hercules” Skill Lessons: Nonfiction text structure and reading and writing informational Read “Monster of the Everglades” and view video clip. Complete interactive online research and use to create poster, write an essay, or an oral presentation. Skill Lesson: Compare/Contrast Read “Then and Now Hercules and Superman” Complete essay comparing Hercules and Superman.

Elements of Literature p. 541 Elements of Language p. 158, 168 www.scholastic.com/teachers/lesson-plan/teach-text-structure-nonfiction www.scholastic.com/scopemagazine November 22, 2010 Elements of Language P. 108-110 Compare/contrast pbslearningmedia.org - Santiago and Morris www.scholastic.com/scopemagazine November 22, 2010

Selection test

RL 7.5 W 7.4 SL 7.1 SL 7.6

Readers Theater Skill Lesson: point of view Students will analyze point of view and theme by performing the play and complete activities connected

Elements of Literature p. 202-203 Point of View - pbslearningmedia - Montana Mosaics-Capitol Fight of 1884

with the play, “The Hunt for Medusa’s Head” Write a reflective essay answering the question. “How can point of view change the conclusions you draw about a character?”

www.scholastic.com/scopemagazine September 19, 2011

L 7.1b Grammar and Mechanics Study

Compound & Complex Sentences End of Unit Grammar Assessment

Elements of Language Compound & Complex Sentences pp. 441-450 Chapter Review pp. 451-454

RL 7.4 RI 7.4 L 7.4 L 7.5 L 7.6

Vocabulary Study • Teacher generated vocabulary

• Greek & Latin roots • Literary Terms

ELA Grade 7 Unit D

Topic: Do the Right Thing Time Frame: One Marking Period Performance Task: Argument Essay Unit Description: This is an informational unit based on the novel Nothing but the Truth by AVI. Through the close reading of several informational and narrative texts, students will explore the Bill of Rights and analyze court cases and current events related to these rights, create editorial cartoons, answer open ended questions using evidence from the text, explore key ideas, and produce a narrative essay and an argument essay. These activities will lead students to contemplate the theme Do the Right Thing and discover that the right thing is not always clearly defined or easily chosen.

Skill Focus Reading Writing Grammar and Mechanics Vocabulary Speaking and Listening

• Analyzing editorial cartoons



• Improve fluency



• Understanding primary sources

• Writing strategies- explanatory

• Summarizing

• Writing strategies • narrative

• Analyzing different types of text

• Creating editorial cartoons

• Draw conclusions • Make inferences • Analyzing text for

media bias

Texts Required Supplemental

• Nothing But the Truth by AVI • “10 Supreme Court Cases Every Teen Should Know” • The Bill of Rights (Amendments 1-10) • Norman Rockwell’s painting Freedom of Speech • “Is it OK to Lie?” • “The Truth IS, Lying Makes You Sick” • “How Lying Affects Your Health” • “After Twenty Years” • “The Cop and the Anthem” • “The Retrieved Reformation” • “Life-or Death Choice: How Far Would You Go to Save Your

Friend?”

Elements of Literature selections: • “Bargain” by A.B. Guthrie p. 231 • “Amigo Brothers” by Piri Thomas p. 245



RL 7.4 I can determine the figurative meaning of a word or phrase based on how it is used in a text. I can determine the connotative meaning of a word or phrase based on how it is used in a text. I can analyze the impact of rhyme on a specific part of a story, poem, or drama. I can analyze the impact of repetition on a specific part of a story, poem, or drama.

RL 7.5 I can analyze how a drama or poem’s structure contributes to its meaning. RL 7.9 I can compare and contrast a fictional portrayal of a time period with an historical account of the same time period. RL 7.10 I can read and comprehend literature at a seventh-grade level. Number Reading Standards for Informational Texts

RI 7.1 I can find several pieces of textual evidence to support my ideas about the text. RI 7.2 I can analyze how two or more central ideas are developed over the course of a text.

I can give an unbiased summary of a text. RI 7.3 I can analyze interactions between individuals, events, and ideas in a text. RI 7.4 I can determine the figurative meaning of a word or phrase.

I can determine the connotative meaning of a word or phrase. I can determine the technical meaning of a word or phrase.

I can analyze the impact of word choice on the meaning of an informational text. I can analyze the impact of word choice on the tone of an informational text.

RI 7.5 I can analyze how the organization of an informational text contributes to the development of ideas. RI 7.7 I can compare and contrast the way a subject is portrayed in different mediums such as text, audio, video, or multimedia. RI 7.8 I can evaluate an argument by assessing if the reasoning in the argument is sound.

I can evaluate an argument by assessing if the evidence sufficiently supports the claims. RI 7.9 I can understand how 2 or more authors write about the same topic yet emphasize different evidence. RI 7.10 I can read and comprehend informational text at a seventh-grade level.

Number Writing Standards W 7.1b I can support my claims or argument using logical reasoning and evidence from credible sources. W 7.3 I can write a real or imagined narrative using effective technique, descriptive, and well-structured event sequences.

A: I can create a narrative that orients the reader by establishing a context and point of view, introduces a narrator, and presents a logical sequence of events. B: I can use narrative techniques such as dialogue, pacing, and description to develop experiences, events and/or characters in my narrative writing. C: I can use transition words, phrases, and clauses to convey sequence and signal shifts in time or setting in my narrative writing. D: I can use precise words and phrased, relevant descriptive details, and sensory language to capture the action and convey experiences and events in my narrative writing. E: I can create a conclusion for my narrative writing that follows from and reflects on the experiences or events described.



W 7.6 I can use technology to produce and publish my writing, as well as to link to and cite sources I use in my writing. I can use technology to interact and collaborate with others about my writing.

W 7.7 I can conduct short research projects using several sources generate additional questions to further my research. W 7.8 I can assess the credibility and accuracy of multiple print and digital sources when gathering information for my research.

I can quote and paraphrase the data and conclusions of others and use proper citation to avoid plagiarism. W 7.9 I can draw evidence from texts to support my analysis, reflection, and research.





SL 7.2 I can analyze the main ideas and supporting details presented in different mediums. I can explain how the main ideas and supporting details clarify a topic under study.

SL 7.4 I can present claims and findings by emphasizing significant points in focused and coherent manner. I can use appropriate eye contact, adequate volume, and clear pronunciation.

SL 7.6 I can adapt my speech to a variety of contexts and tasks, using formal English when necessary. Number Language Standards

L 7.1 I can demonstrate the command of the conventions of standard English grammar and usage when writing or speaking. A. Explain the functions of clauses and phrases in general and their function in specific sentences. B. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

L 7.2 I can demonstrate command of standard English capitalization, punctuation, and spelling at a seventh-grade level. A: I can use commas to separate coordinate adjectives. B: I can spell correctly at a seventh-grade level.

L 7.4 I can determine or clarify the meaning of words or phrases from seventh-grade reading and content using a range of strategies. A: I can use context clues to help me determine the meaning of a word or phrase. B: I can use Greek and Latin affixes and roots on a seventh-grade level to help me determine the meaning of a word. C: I can use general and specialized reference materials to find the correct pronunciation of a word. I can use general and specialized reference materials to determine or clarify a word’s precise meaning. I can use general and specialized reference materials to find its part of speech. D: I can verify the inferred meaning of a word or phrase using different strategies.

L 7.5 I can understand figurative language, word relationships, and nuances in word meanings. B. Use the relationship between particular words (synonym/antonym, analogy) to better understand each of the words.

Standards Topics Activities Resources Assessments RL 7.1 RL 7.2 RL 7.9

Extended Text

Read aloud: Nothing but the Truth

Novel for each student Teacher resources: www.rtmsd.org/cms/lib/PA01000204/Centricity/Domain/362/Final_NBTT_Packet_2012.pdf

RI 7.3 SL 7.1

Pre reading Activity

Divide students into groups of 3 or 4. Each group will be given a court case from 10 Supreme Court Cases Every

http://www.nytimes.com/learning/teachers/featured_articles/20080915monday.html

Teen Should Know. After an example is done together as a class, each group will analyze the information in their case and decide what they think the ruling was. After discussing as a class, the actual ruling will be revealed.

RI 7.3 SL 7.1

Bill of Rights Skill Lesson: Understanding Primary documents Become familiar with the first 10 amendments of the Bill of Rights through reading and discussion. Copy into journal to refer to for later activities.

http://www.archives.gov/education/lessons/ www.docsteach.org

RI 7.3 RI 7.9 W 7.3 W 7.8 W 7.10

Examining Freedoms in the Bill of Rights

Examine Norman Rockwell’s painting, Freedom of Speech, and explain how this painting was composed to idealize the right of ordinary American citizens to speak their ideas without fear. Skill Lesson: Narrative writing Write narrative essay from the point of view of a reporter at the town meeting depicted in the painting. Article will focus on what was said by the man in the painting and will include an explanation of how he was exhibiting his right to free speech. Students will locate an article from a recent newspaper or online news story that shows one of the first ten amendments in action. They will cut out or print the article and write a paragraph using text from the article and the Bill of Rights to support their choice.

http://edsitement.neh.gov/lesson-plan/norman-rockwell-freedom-speech-know-it-when-you-see-it#sect-introduction Elements of Language: Chapter 1 Current newspapers or news sites such as: www.courierpostonline.com http://tweentribune.com Students will refer to their notes from previous activity for Bill of Rights.

RI 7.7 SL 7.4 SL 7.6

Editorial Cartoon

Skill Lesson: Editorial Cartoons Students will understand symbolism, exaggeration, caricature, and analogy and use to interpret editorial cartoons. In their groups from the pre reading activity, create an editorial cartoon to illustrate the court case they explored. At the end of the novel, individually students will create two editorial cartoons; one from the perspective of Phillip and one from the perspective of the teacher based on an event from the story.

Elements of Language text p.228-230 http://nieonline.com/aaec/cftc.cfm http://www.studentnewsdaily.com/archive/editorial-cartoon-for-students/

RL 7.1 W 7.10

Text based question on Media Bias

Skill Lesson: Media Bias Open Ended Response After reading the novel, Nothing but the Truth, use evidence from the novel to explain how media bias was an important factor in the outcome of the story.

Elements of Language p. 773 Background information on Media Messages http://www.studentnewsdaily.com/identifying_media_bias/ Types of media bias

W 7.10 Routine Writing/Text based questions

(Questions based on Nothing But the Truth) How does the newspaper reporter, Jennifer Stewart, use media bias when reporting the incidents at the high school? Who do you believe was treated most fairly in the novel? Who do you believe was treated least fairly? Give textual evidence to support your answer.

Additional teacher created text based questions.

RI 7.8 W7.1 W 7.7

Argument Writing

Skill Lesson: argumentative writing

arguments standardssolution.com - lesson plan- common core - 6-8 - writing – argument

W 7.8 Performance task: Read article and discuss article, Is it OK to Lie? Students will then read independently: The Truth is Lying Makes You Sick; and How Lying Affects Your Health. Write an argument essay debating whether lying is ever appropriate providing textual evidence from the articles as support.

Standardssolution.com-lesson plan-reinforcement materials- middle school- writing: using the bill of rights in persuasive essays www.scholastic.com/scope Is it OK to Lie? January 9, 2012 The Truth is Lying Makes You Sick http://www.nextavenue.org/article/2012-08/truth-lying-makes-you-sick How Lying Affects Your Health http://health.usnews.com/health-news/articles/2012/08/20/how-lying-affects-your-health

RL 7.2 RL 7.4 RL 7.5 RL 7.6

Additional Narrative text

Read several selections by O. Henry to identify examples of characters struggling with doing the right thing. Record characters and their choices on T chart. After reading biographical information about O. Henry, write an explanatory essay discussing how his life experiences are reflected in his work providing textual evidence as support.

Background on William Sydney Porter (O. Henry) www.biography.com/people/william-sydney-porter-9542046 The Cop and the Anthem After Twenty Years Elements of Literature p. 192 A Retrieved Reformation (play) www.scholastic.com/scope (11/21/2011)

RL 7.2 RI 7.2 RI 7.3 RI 7.5 W 7.8 W 7.9

Information text

View movie clip; read article and poem. Respond to journal question: Do you think Simon’s decision to cut the rope was cowardly or courageous? What would you have done in his place? Use textual support from both the article and the poem in your response.

www.scholastic.com/scope January 9, 2012 Paired text: Life-or Death Choice: How Far Would You Go to Save Your Friend?

Interactive quiz on website

L 7.1 Grammar and

Phrases Clauses

Elements of Literature Chapter 14 pp. 400-421

Mechanics Study

Elements of Literature Chapter 15 pp. 422-437

RL 7.4 RI 7.4 L 7.4 L 7.5

Vocabulary Study

• Teacher generated vocabulary • Latin & Greek roots • Literary Terms

ELA Grade 7 Unit A Topic: CHOICES

Documents

Transcript of ELA Grade 7 Unit A Topic: CHOICES