Grades 612 ELA CCGPS Unit 2 Plan 20132014 (Indicate ...

Grades 612 ELA CCGPS Unit _2_ Plan 20132014(Indicate specific 9 week period: 1st, 2nd, 3rd, or 4th)

The grade level units created by the ELA Unit Writing Team include specific instructional suggestions to address the focusstandards, repetitive focus standards and recursive instruction for all other grade level standards. The exact manner in

which the instruction takes place in the classroom may vary from teacher to teacher.

Grade Level 7

Duration 42 days (Teachers will need to trim down the time this unit takes to teach by summarizing someof the chapters in The Giver.)

Theme Individuality vs. Conformity

Reading Focus Literary

Writing Focus Argumentative

Curriculum Map Indicate the number expectation (1, 7, 35, etc.) according to the grade level curriculum mapprovided by the GADOE.

__1__ Extended Text(s) __5__ Thematically connected short texts (mix of literary and informational) ____ Analysis Writing in Focus Genre (ELACCGPS W 1 or 2) __2__ Narrative Writing (ELACCGPS W 3)

Instruction on the following standards/skills is expected recursively in every unit throughout theschool year.

Research Connections (ELACCGPS W 79) Routine Writing (ELACCGPS W 10) Language

Conventions (ELACCGPS L 13) Vocabulary (ELACCGPS L 46)

Speaking and Listening (ELACCGPS SL 16) Reading Foundational Skills: Grades K5 (ELACCGPS RF 14)

READING FOCUS: ____Literary____(Literary or Informational)Use your gradelevel curriculum map to determine the reading and writing focuses of your unit

as well as the number and type of assessments needed.

All extended texts listed by the ELA Unit Writing Team are nonnegotiable. However, an individual teacher or school can submit arequest to use an alternate extended text. Upon approval of the request, teachers will continue to teach using the provided unitand replace specificity (character names, setting, etc.) of the approved extended text for the one indicated throughout the unit.

EXTENDED / ANCHOR TEXT(S) (Include all information for each title)Title: The GiverAuthor: Lois LowryGenre: Science FictionLexile: 760 LISBN:

ISBN:ISBN10: 0440237688 ISBN13: 9780440237686

Thematically Connected SHORT LITERARY TEXTS (Include text type and lexile level for each)1. .“The Pedestrian,” by Ray Bradbury (http://englischlehrer.de/texts/pedestrian.php)2. “There Will Come Soft Rains,” by Sara Teasdale (http://www.poemhunter.com/poem/therewillcomesoftrains/)3. “There Will Come Soft Rains,” by Ray Bradbury

(http://www.jerrywbrown.com/datafile/datafile/110/ThereWillComeSoftRains_Bradbury.pdf)4. “The Lottery,” by Shirley Jackson (http://www.americanliterature.com/Jackson/SS/TheLottery.html)5. “Harrison Bergeron” by Kurt Vonnegut (R drive, see 8 short text)6. .7. .8. .9. .

Thematically Connected SHORT INFORMATIONAL TEXTS (Include text type and lexile level for each)1. Lois Lowry’s Biography

(http://www.loislowry.com/index.php?option=com_content&view=article&id=67&Itemid=196)2. Ray Bradbury’s Biography (http://www.biography.com/print/profile/raybradbury9223240)

3.4.5. .6. .7. .8. .

Supplemental Materials, Resources and/or Internet Links:1. .Lois Lowry’s Biography

(http://www.loislowry.com/index.php?option=com_content&view=article&id=67&Itemid=196)2. .Ray Bradbury’s Biography (http://www.biography.com/print/profile/raybradbury9223240)3. .4. .5. .

WRITING FOCUS:____Argumentative_____(Argumentative or Informative/Explanatory)Use your gradelevel curriculum map to determine the reading and writing focuses of your unit

as well as the number and type of assessments needed.

ASSESSMENT TASKS / WRITING PROMPTS (Writing prompts will serve as the common unit assessments for this unit.All unit assessments willalign with the focus standards indicated that have been explicitly taught.)

http://www.google.com/url?q=http%3A%2F%2Fenglischlehrer.de%2Ftexts%2Fpedestrian.php&sa=D&sntz=1&usg=AFQjCNFlYkJPB-AGsE2134iEyRbtAKvHpQ

http://www.google.com/url?q=http%3A%2F%2Fwww.poemhunter.com%2Fpoem%2Fthere-will-come-soft-rains%2F&sa=D&sntz=1&usg=AFQjCNFjWzj8LoiW9msKJolA_sZr99902w

http://www.google.com/url?q=http%3A%2F%2Fwww.jerrywbrown.com%2Fdatafile%2Fdatafile%2F110%2FThereWillComeSoftRains_Bradbury.pdf&sa=D&sntz=1&usg=AFQjCNGsCt75Nu_Ey-j0mQQvdvpvYCGs8A

http://www.google.com/url?q=http%3A%2F%2Fwww.americanliterature.com%2FJackson%2FSS%2FTheLottery.html&sa=D&sntz=1&usg=AFQjCNFzH0f6rVjXHN3rx1YF7KuBXCbiEg

http://www.google.com/url?q=http%3A%2F%2Fwww.loislowry.com%2Findex.php%3Foption%3Dcom_content%26view%3Darticle%26id%3D67%26Itemid%3D196&sa=D&sntz=1&usg=AFQjCNGPgURmYdMUl-5zc8OttvrLG4Q-FQ

http://www.google.com/url?q=http%3A%2F%2Fwww.biography.com%2Fprint%2Fprofile%2Fray-bradbury-9223240&sa=D&sntz=1&usg=AFQjCNFbhX0eJvUwjI70xIbrAZJ06LB_cA

http://www.google.com/url?q=http%3A%2F%2Fwww.loislowry.com%2Findex.php%3Foption%3Dcom_content%26view%3Darticle%26id%3D67%26Itemid%3D196&sa=D&sntz=1&usg=AFQjCNGPgURmYdMUl-5zc8OttvrLG4Q-FQ

http://www.google.com/url?q=http%3A%2F%2Fwww.biography.com%2Fprint%2Fprofile%2Fray-bradbury-9223240&sa=D&sntz=1&usg=AFQjCNFbhX0eJvUwjI70xIbrAZJ06LB_cA

Students will respond to highquality, textdependent prompts about what they have read by framing a debate orinforming the reader about what they have learned through writing. (www.parcconline.org)

These responses can vary in length based on the questions asked and tasks performed, from answering briefquestions to crafting multiparagraph responses in upper grades. (www.parcconline.org)

Informative/Explanatory writing should be based solidly in text evidence and focus on why literary and rhetoricalchoices are made by the author and how those choices are intended to affect or impact the reader.

Argumentative writing must advance a specific claim or claim(s) and provide strong and logical support for claimsbased solidly in text.

If using an approved alternate extended text, the following prompts are still nonnegotiable although the exact wording maychange slightly based on the text being used (character names, setting changes, plot specificity, etc.).

Indicate Writing Type for Each Prompt: (Argumentative or Informative/Explanatory)List writing assessment prompts in the order they will appear in the instruction for the unit.

1. ARGUMENTATIVE: In The Giver, Jonas was not randomly assigned a job; he was selected. He was selected tobe the next Receiver of Memory. The characteristics for a Receiver of Memory are intelligence, integrity, courage,wisdom, and the capacity to see beyond. When compared to the other job assignments, Jonas realizes that hehas lost many pleasures due to his selection as the Receiver of Memory. Decide whether Jonas’s assignment asthe next Receiver of Memory is an honor or a punishment. Support your ideas with evidence from the text to showhow the selection affects Jonas .

2. Choice 1: ARGUMENTATIVE: In Lois Lowry’s, The Giver, Jonas’s community does not have choice, free will, orcontrol over their memories. However, Jonas as the next Receiver begins to receive memories, which allows himto learn about different changes and choices in life. Jonas believes that the community should be able toexperience and keep their memories. Do you agree with Jonas? Support your response with evidence from thetext.

Choice 2: ARGUMENTATIVE: In Lois Lowry’s novel, The Giver, citizens often talk about Elsewhere, but nobodyin the community seems to know where or what it is. At times, the citizens even joke about someone beingreleased to Elsewhere. It turns out that Elsewhere is the term used for what happens to a person who is killed forthe good of the community. This was the fate of the pilot who flew into unauthorized airspace and the newchildGabriel that cried too often. In your opinion, were the citizens at fault for not questioning the concept ofElsewhere? Provide evidence from the novel to support your opinion.

3. ARGUMENTATIVE: “Harrison Bergeron,” “The Pedestrian,” “There Will Come Soft Rains” and“The Lottery” are famous short stories that offer visions of utopian/dystopian societies. Theseshort stories were designed to demonstrate utopian societies. Select one of the short storiesthat we have read, and decide if you believe this type of utopia could benefit mankind or not.Provide textual evidence and detailed arguments to support your opinion.

NARRATIVE WRITINGELACCGPSW3

1. Jonas’s community did not hold memories. Describe a personal memory (sad, happy, mad, etc.) that you holddear to your heart .How would you feel if your memories were suddenly taken away? Explain your answer.

2. Describe how you would feel and what your reactions would be if you had to live in a community in which everyonewas the same. Everyone had the same level of intelligence, and the community members all had the same talentsand looks.

.

ROUTINE WRITING (Notes, summaries, process journals, and short responses across all genres)ELACCGPSW10

1. Express opinions in a debate2. Short reflections/responses3. Rewrite a passage in the scene from a different point of view

4. 5.

RESEARCH CONNECTION(S)ELACCGPSW79 1. Research topics are teacherchoice, but teachers should be aware that sexual content may be encountered when researching utopian societies.

UNIT FOCUS STANDARDSWhile all standards will be taught recursively throughout each unit, the standards listed below indicate focus standards for

this unit that are explicitly taught and can be used for benchmark, formative, summative and/or common unitassessments. You will see opportunities expressed within the unit to expose, preteach, and/or reinforce ALL grade level

standards. The following focus standards indicate the point at which mastery is expected.

READINGLITERARY

ELACC7RL1:Cite several pieces of textual evidence to support analysis of whatthe text says explicitly as well as inferences drawn from the text.

ELACC7RL2:Determine a theme or central idea of a text and analyze its developmentover the course of the text; provide an objective summary of the text.

ELACC7RL3:Analyze how particular elements of a story or drama interact(e.g., how settings shape the characters or plot).

ELACC7RL6:Analyze how an author develops and contrasts the points of view ofdifferent characters or narrators in a text.

ELACC7RL7:Compare and contrast a written story, drama, or poem to its audio, filmed,staged, or multimedia version, analyzing the effects of techniques uniqueto each medium (e.g., lighting, sound, color, or camera focus and anglesin a film).

READINGINFORMATIONAL

WRITING ELACC7W1Write arguments to support claims with clear reasons and relevantevidence.a. Introduce claim(s), acknowledge alternate or opposing claims, and

organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant evidence, usingaccurate, credible sources and demonstrating an understanding of thetopic or text.c. Use words, phrases, and clauses to create cohesion and clarify therelationships among claim(s), reasons, and evidence.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from andsupports the argument presented.

ELACC7W4:Produce clear and coherent writing in which the development,organization, and style are appropriate to task, purpose, and audience.(Grade specific expectations for writing types are defined in standards1–3 above.)

ELACC7W5:With some guidance and support from peers and adults, develop andstrengthen writing as needed by planning, revising, editing, rewriting, ortrying a new approach, focusing on how well purpose and audience havebeen addressed. (Editing for conventions should demonstrate commandof Language standards 1–3 up to and including grade 7.)

ELACC7W10:Write routinely over extended time frames (time for research, reflection,and revision) and shorter time frames (a single sitting or a day or two) fora range of disciplinespecific tasks, purposes, and audiences.

LANGUAGEELACC7L1:Demonstrate command of the conventions of standard English grammarand usage when writing or speaking.a. Explain the function of phrases and clauses in general and theirfunction in specific sentences.c. Place phrases and clauses within a sentence, recognizing andcorrecting misplaced and dangling modifiers.*

SPEAKING ANDLISTENING

ELACC7SL1:Engage effectively in a range of collaborative discussions (oneonone, ingroups, and teacherled) with diverse partners on grade 7 topics, texts,and issues, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared, having read or researched materialunder study; explicitly draw on that preparation by referring to evidence

on the topic, text, or issue to probe and reflect on ideas underdiscussion.b. Follow rules for collegial discussions, track progress toward specificgoals and deadlines, and define individual roles as needed.c. Pose questions that elicit elaboration and respond to others’ questionsand comments with relevant observations and ideas that bring thediscussion back on topic as needed.

REPETITIVE UNIT FOCUS STANDARDSThe following standards are repetitive focus standards. They are focus standards in every unit throughout the school

year.ar

ELACC7RL10:By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades68 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELACC7W4:Produce clear and coherent writing in which the development, organization, and style are appropriate to task,purpose, and audience. (Grade specific expectations for writing types are defined in standards 1–3 above.)

ELACC7W5:With some guidance and support from peers and adults, develop and strengthen writing as needed byplanning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audiencehave been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 upto and including grade 7.)

ELACC7W10:Write routinely over extended time frames (time for research, reflection, and revision) and shorter timeframes (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.

ELACC7L2:Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling whenwriting.b. spell correctly

Module 1PLANS FOR ASSESSMENT 1

Integrating reading selections from the unit into a writing task

(Indicate Writing Genre and Type: Argumentative or Informative as well as Full Essay, Short Response, Paragraph, Brochure, Editorial, etc.)PROMPT: ARGUMENTATIVE: In The Giver, Jonas was not randomly assigned a job; he was selected. He wasselected to be the next Receiver of Memory. The characteristics for a Receiver of Memory are intelligence,integrity, courage, wisdom, and the capacity to see beyond. When compared to the other job assignments,Jonas realizes that he has lost many pleasures due to his selection as the Receiver of Memory. Decide whetherJonas’s assignment as the next Receiver of Memory is an honor or a punishment. Support your ideas withevidence from the text to show how the selection affects Jonas.

SKILL BUILDING TASKS: Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening standards must be incorporated so all standards are adequately

addressed throughout the year. Tasks may take more than a single day. Approximate time frames have been indicated by the ELA Unit Writing

Team. Tasks lead students through reading and research to complete the writing prompt indicated. Reference the grade level Teacher Guidance document provided by GADOE for supplemental instructional

strategies and ideas that address each standard.

TASK #11

Suggested Time Frame 1½ days

TASK / FOCUS SKILL PreReading, direct instruction on utopia/dystopia, exploring new vocabulary

ESSENTIAL QUESTION How does the context and background knowledge of the text improve myunderstanding?

STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING ELACC7RL1:Cite several pieces of textual evidence to support analysis of whatthe text says explicitly as well as inferences drawn from the text.a. Come to discussions prepared, having read or researched material under study;explicitly draw on that preparation by referring to evidence on the topic, text, orissue to probe and reflect on ideas under discussion.b. Follow rules for collegial discussions, track progress toward specific goals anddeadlines, and define individual roles as needed.c. Pose questions that elicit elaboration and respond to others’ questions andcomments with relevant observations and ideas that bring the discussion back ontopic as needed.

ELACC7RL2:Determine a theme or central idea of a text and analyze its development over thecourse of the text; provide an objective summary of the text.

ELACC7RI1:Cite several pieces of textual evidence to support analysis of whatthe text says explicitly as well as inferences drawn from the text.

ELACC7RI2:Determine two or more central ideas in a text and analyze theirdevelopment over the course of the text; provide an objective summary of thetext.

ELACC7RI3:Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideasinfluence individuals or events, or how individuals influence ideas or events).

WRITING

LANGUAGE

SPEAKINGAND

LISTENING

ELACC7SL1:Engage effectively in a range of collaborative discussions (oneonone, in groups,and teacherled) with diverse partners on grade 7 topics, texts, and issues,buildingon others’ ideas and expressing their own clearly.a. Come to discussions prepared, having read or researched material under study;explicitly draw on that preparation by referring to evidence on the topic, text, orissue to probe and reflect on ideas under discussion.

ELACC7SL4:Present claims and findings, emphasizing salient points in a focused, coherentmanner with pertinent descriptions, facts, details, and examples; use appropriate eyecontact, adequate volume, and clear pronunciation.

InstructionalSequence for

Task:

∙ Introduce the unit theme, “Individuality vs. Conformity: Realizing the Relationships andResponsibilities between Individuals, Societies, and Communities.”

∙ Provide direct instruction on a utopia and a dystopia. Use the following handout as aresource:supplemental material item #1 (Packet is available, but due to time constraints,it is not required.)

o(http://www.readwritethink.org/files/resources/lesson_images/lesson926/DefinitionCharacteristics.pdf)

o Alternative to link above: see R drive for folder titled “Unit Introduction”. It includes aprezi on utopia and dystopia, various other books that fit this writing style, and leadsto a “create a dystopia/utopia society” (includes worksheets and presentation)

Distribute copies of Lois Lowry’s biography.∙ Have students read the biography of Lois Lowry found on her website: supplemental material

#2(http://www.loislowry.com/index.php?option=com_content&view=article&id=67&Itemid=196).

o As students read, have them write down important facts and events about her life. Forexample, instruct students to write down what were some of her childhood dreams,hobbies, and interests, and have the students see how all of these impacted andaffected her life.

∙ Have students share some of the important information that they learned about Lois Lowry withthe class. Have a class discussion about some of the following ideas:

o Lois Lowry’s childhoodo Lois Lowry’s educationo Lois Lowry’s proudest and saddest momentso Lois Lowry’s events in her life and what effect they had on her life

∙ For homework, have students brainstorm a list of things that would make a “perfect society.”Instruct students to bring their list of things to class tomorrow for a discussion.

TASK #12

Suggested Time Frame 2 days

TASK / FOCUS SKILL Reading text, annotating text for literary elements, analyzing for setting

ESSENTIAL QUESTION How do authors use specific literary elements to convey the setting in a text?


READING ELACC7RL1:Cite several pieces of textual evidence to support analysis of what the text saysexplicitly as well as inferences drawn from the text.

ELACC7RL3:Analyze how particular elements of a story or drama interact (e.g., how settingsshape the characters or plot).

ELACC7RL10:By the end of the year, read and comprehend literature, including stories, dramas,and poems, in the grades 68 text complexity band proficiently, with scaffolding asneeded at the high end of the range.

WRITING

LANGUAGE

SPEAKINGAND

LISTENING


Task:

∙ Instruct students that The Giver is a novel that shows a utopian society that is extremelydifferent from ours.

∙ Provide students with a copy of the novel, The Giver. Read the title of the book and ask thestudents to read only the first page of the novel. Have students then make a prediction aboutwhat they are going to be reading.

∙ The teacher should model read Chapters 1 (pages 110). Students may partner read for Chapter2 (pages 1119).

∙ Provide explicit instruction on elements of setting in literature and how this particular element(setting) interacts with the characters and the plot. Please see the following websites for helpin explaining and teaching this to your students:

o Notes over Setting (http://serc.sogang.ac.kr/erc/Literature/Setting.htm) Setting 1 PDF

(see R drive)o Notes over Setting

(http://www.susanlake.net/publications/unit/content/literature_setting.html) Setting 2PDF (see R drive)

Power Point on “Setting/Interaction with Literary Elements” (see R drive)∙ Have students analyze the elements of setting in Chapters 1 and 2. Instruct students to analyze

the text for evidence that provides the time, place, and/or social/environmental factors.∙ Please use the following chart to help students organize their evidence for the analysis.

o (The organizer is only an example, and there are several other elements in the chaptersthat are not listed.)

Setting Graphic Organizer Chapter 1 and 2

Elements of Setting Time Place Social/Environmental l

Factors

Chapter 1 almost December evening meal

communitylanding field river hatchery play area

against rules to flyover the community rituals (evening tellingof feelings

Chapter 2 December coming Ceremony future

school Nurturing Center

Ceremonies

TASK #13

Suggested Time Frame 11 ½ days

TASK / FOCUS SKILL Reading text, exploring euphemisms, annotating text for euphemisms

ESSENTIAL QUESTION How does an author use euphemisms in the text?


READING ELACC7RL1:Cite several pieces of textual evidence to support analysis of what the text saysexplicitly as well as inferences drawn from the text.

ELACC7RL2:Determine a theme or central idea of a text and analyze its development over thecourse of the text; provide an objective summary of the text.

ELACC7RL4: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 ofsounds (e.g., alliteration) on a specific verse orstanza of a poem or section of a story ordrama.

WRITING

LANGUAGE ELACC7L5:Demonstrate understanding of figurative language, word relationships, and nuancesin word meanings.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) tobetter understand each of the words.c. Distinguish among the connotations (associations) of words with similardenotations (definitions) (e.g., refined,respectful, polite, diplomatic, condescending)

SPEAKINGAND

LISTENING

ELACC7SL1:Engage effectively in a range of collaborative discussions (oneonone, ingroups, and teacherled) with diverse partners on grade 7 topics, texts, andissues, building on others’ ideas and expressing their own clearly.


Task:

∙ Provide explicit instruction on euphemisms. Please see the following website for an acceptabledefinition:

o (http://teachers.sduhsd.net/ppennock/ap%20resource%20packet.pdf) seeEuphemisms pdf on R drive

Teacher should conduct group readaloud of Chapters 3 (pages 2025). Students mayparticipate in choral reading or partnered reading for Chapter 4 (pages 2633), and 5 (pages3439). SKIP chapter 5 (all about controversial topic: “stirrings”)

∙ Have collaborative pairs analyze these three chapters for euphemisms. As students find textualexamples, have the students write down the word that is being used as a euphemism, andthen have the students write down what is really being stated in the example.

∙ After giving each group time to find and analyze euphemisms found within the text, have thestudents complete the euphemism chart. Students should find these examples and morewithin these chapters.

Euphemism Chart

Examples of Euphemisms with PageNumbers

Meaning

Example: Page 31 “This morning we celebratedthe release of Roberto,” she told him. “It waswonderful.”

Meaning of release to be killed by lethalinjection; to be euthanized

Example: Page 31 “She was a Birthmother,and then she worked in Food Production foryears, until she came here.”

Meaning of Birthmother – a surrogate mother

Example: Page 31 “She never even had afamily unit.”

Meaning of family unit – a family that consists offather, mother, sister, and brother

After completing the chart, have students write independent summaries. Have students swapsummaries and decide which summary is the least biased. Afterwards, allow students to goback to summary and replace euphemisms with everyday language.

TASK #14


TASK / FOCUS SKILL Reading text, analyzing for characterization, annotating text

ESSENTIAL QUESTION How does the author create and develop characters within the text?


READING ELACC7RL1:Cite several pieces of textual evidence to support analysis of whatthe text says explicitly as well as inferences drawn from the text.ELACC7RL3:Analyze how particular elements of a story or drama interact (e.g., how settingsshape the characters or plot).

ELACC7RL10:By the end of the year, read and comprehend literature, including stories, dramas,and poems, in the grades 68 text complexity band proficiently, with scaffolding asneeded at the high end of the range.

WRITING

LANGUAGE

SPEAKINGAND

LISTENING

ELACC7SL1:Engage effectively in a range of collaborative discussions (oneonone, ingroups, and teacherled) with diverse partners on grade 7 topics, texts, andissues, building on others’ ideas and expressing their own clearly.

InstructionalSequence:

∙ Conduct partnered reading of Chapters 6 (pages 4049) and 7 (pages 5058).

∙ Provide explicit instruction on characterization and how it interacts with other elements in thenovel (specifically the setting….How does the setting help shape the characters?).

∙ Have the students mark phrases and passages that describe Jonas and The Giver as they read.Have students describe Jonas and The Giver from what they have read and from the analysisthat they have completed.

∙ After giving each group time to mark phrases and passages, have the students complete theclassification chart over Jonas and The Giver. Students should have found textual evidence thatshows the characters’ appearances, emotions, and traits.

Characterization Jonas and The Giver

Character Name Actions of Character Speech Appearance Thoughts/Feelings

Affects on Others

Jonas

The Giver

See additional resources on Rdrive under “Characterization and the Teaching of Literary Elements”

TASK #15


TASK / FOCUS SKILL Reading text, exploring coordinate adjectives

ESSENTIAL QUESTION How does one correctly use and write coordinate adjectives?


READING **Need Reading standards here**

WRITING

LANGUAGE ELACC7L2:Demonstrate command of the conventions of standard English capitalization,punctuation, and spelling when writing.a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating,enjoyable movie but not He wore an old[,] green shirt).

SPEAKINGAND

LISTENING


Task:

∙ Conduct group read aloud of Chapters 8 (pages 5964), group/partner read of 9 (pages 6571),and independent reading of 10 (pages 7279).

If the teachers believes that his/her students would benefit more from using these readingassignments as model cold reads, the teacher is encouraged to make this individual reading.This is also a good time to use the stem questions to deepen students understanding of thereading.Inexperienced teachers are advised to work collaboratively at grade level in the use ofstem questions.

∙ Provide students with explicit instruction on coordinate adjectives. Please see the followingwebsite(s) for help in explaining and teaching this to your students:

(http://www.writing.com/main/books/entry_id/458319) see coordinating adjectivesUnit 3 on R drive

(http://owl.english.purdue.edu/owl/resource/607/02/) For this website, you will need toscroll down to number 6 on the webpage to find the information needed for instruction.see coordinating adjectives 2 Unit 3 on R drive∙

Point out different examples that Lois Lowry consistently uses of coordinateadjectives in Chapters 8, 9, and 10. Model identifying these coordinate adjectives inthe reading of the extended text. (In Chapter 8, on page 59, Lois Lowry writes, “Jonasmoved his hands together, clapping, but it was an automatic, meaningless gesturethat he wasn’t even aware of.” On the same page, Lois Lowry later writes, “’ I know,’she said in her vibrant, gracious voice, ‘that you are all concerned. That you feel Ihave made a mistake.’”)

∙ In looking at these sentences in Chapter 8, ask the class why these are examples of coordinateadjectives. Have the students perform the two tests to make sure that they are correctlypunctuated with a comma and pass both tests (uses the word “and” and both words can bereversed).

∙ Have students examine Chapters 8, 9, and 10 for other examples of coordinate adjectives andcompile a running list. Instruct the students to perform the two tests for each example foundto make sure that they are correctly punctuated. Other examples that students may find canbe found on the following pages:

o Page 60 – “Earlier that day, dressing in his own dwelling, he had practiced the kind ofjaunty, selfassured walk that he hoped he could make to the stage when his turncame.”

o Page 60 – “He felt a collective, questioning stir from the audience.”o Page 60 – “In a firm, commanding voice she announced, ‘Jonas has been selected to

be our next Receiver of Memory.’”

NOTE TO TEACHERS: If your students have mastered coordinate adjectives, this is agood time to gain a couple of days by focusing on the reading and just doing a brief reviewof coordinate adjectives.

TASK #16


TASK / FOCUS SKILL Reading text, narrative writing

ESSENTIAL QUESTION How do my personal reflections affect my understanding of the text?


READING ELACC7RL2:Determine a theme or central idea of a text and analyze itsdevelopment over thecourse of the text; provide an objective summary of the text.

ELACC7RL3: Analyze how particular elements of a story or drama interact(e.g., how settings shape the characters or plot).

WRITING ELACC7W3:Write narratives to develop real or imagined experiences or events using effectivetechnique, relevant descriptive details, and wellstructured event sequences.a. Engage and orient the reader by establishing a context and point of view and introducinga narrator and/or characters; organize an event sequence that unfolds naturally andlogically.b. Use narrative techniques, such as dialogue, pacing, and description, to developexperiences, events, and/or characters.c. Use a variety of transition words, phrases, and clauses to convey sequence and signalshifts from one time frame or setting to another.

LANGUAGE

SPEAKINGAND

LISTENINGELACC7SL1: Engage effectively in a range of collaborative discussions(oneonone, in groups, and teacherled) with diverse partners on grade 7topics, texts, and issues, building on others’ ideas and expressing their ownclearly.a. Come to discussions prepared, having read or researched material under study;explicitly draw on that preparation by referring to evidence on the topic, text, orissue to probe and reflect on ideas under discussion.b. Follow rules for collegial discussions, track progress toward specific goals anddeadlines, and define individual roles as needed.c. Pose questions that elicit elaboration and respond to others’ questions andcomments with relevant observations and ideas that bring the discussion back ontopic as needed.

ELACC7SL2: Analyze the main ideas and supporting details presented in diversemedia and formats (e.g., visually, quantitatively, orally) and explainhow the ideas clarify a topic, text, or issue under study.


Task:

∙ Conduct group readaloud of Chapters 11 (pages 8087), partnered reading of 12(pages 8896), and independent reading 13 (pages 97107).

∙ Discuss with students the importance of memories to Jonas’s society, and have thestudents discuss what relevance memories hold for members of a society.

If the teachers believes that his/her students would benefit more from using these readingassignments as model cold reads, the teacher is encouraged to make this individual reading.This is also a good time to use the stem questions to deepen students understanding of thereading.

For a midbook review of plot, characters, conflict, and theme of the novel. Allowstudents to break into cooperative groups to produce a diagram for the changing plot,characters, conflict, and theme. Large sixfoot strips of paper work well. see Sample PlotDiagrams Unit 2 on R drive.

For homework, have students complete the narrative prompt listed below: Jonas’s community did not hold memories. Describe a personal memory (sad,

happy, mad, etc.) that you hold dear to your heart.How would you feel if yourmemories were suddenly taken away? Explain your answer.

TASK #17


TASK / FOCUS SKILL PreWriting

ESSENTIAL QUESTION How do writers organize and research information to form a wellwritten piece ofwriting?


READING ELACC7RL1: Cite several pieces of textual evidence to support analysis of whatthe text says explicitly as well as inferences drawn from the text.

WRITING ELACC7W1: Write arguments to support claims with clear reasons and relevantevidence.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize thereasons and evidence logically.b. Support claim(s) with logical reasoning and relevant evidence, using accurate,credible sources and demonstrating an understanding of the topic or text.c. Use words, phrases, and clauses to create cohesion and clarify the relationshipsamong claim(s), reasons, and evidence.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports theargument presented.

LANGUAGE

SPEAKINGAND

LISTENING


Task:

Provide students with the writing prompt: Writing Prompt: In The Giver, Jonas was not randomly assigned a job; he was

selected. He was selected to be the next Receiver of Memory. The characteristicsfor a Receiver of Memory are intelligence, integrity, courage, wisdom, and thecapacity to see beyond. When compared to other job assignments, Jonas realizesthat he has lost many pleasures due to his selection as the Receiver of Memory.Decide whether Jonas’s assignment as the next Receiver of Memory is an honor orpunishment. Support your ideas with evidence from the text to show its effects onJonas.

Provide students with the opportunity to “deconstruct” the writing prompt.

Provide students with explicit instruction on argumentative writing, making claims, andcounterclaims.

For resources for argumentative essays, see the folder “Argumentative Essays” on theRdrive. Resources will be added as soon as scanned.

TASK #18

Suggested Time Frame 1 day

TASK / FOCUS SKILL Prewriting





LANGUAGE

SPEAKINGAND

LISTENING


Task:

Using the prompt from the previous day, students will complete a flee map. Students willuse textual evidence from The Giver to support their claims on the flee map. Studentsshould include a minimum of three pieces of textual evidence.



Choice 1 ARGUMENTATIVE: In Lois Lowry’s, The Giver, Jonas’s community selected him to be the nextReceiver. does not have choice and free will. However, Jonas as the next Receiver begins to receivememories, which allows him to learn about different changes and choices in life. Jonas believes that thecommunity should experience these memories. In Chapter 22, it states, “Once he had yearned for choice.

Then, when he had had a choice, he had made the wrong one: the choice to leave.” As Jonas leaves thecommunity, he discovers many things. Decide if Jonas made the right choice in leaving the community. Didhis leaving produce more positive or more negative results? Support your response with evidence from thetext.

Choice 2 ARGUMENTATIVE: In Lois Lowry’s novel, The Giver, citizens often talk about Elsewhere, but nobodyin the community seems to know where or what it is. At times, the citizens even joke about someone beingreleased to Elsewhere. It turns out that Elsewhere is the term used for what happens to a person who iskilled for the good of the community. This was the fate of the pilot who flew into unauthorized airspace andthe newchild Gabriel that cried too often. In your opinion, were the citizens at fault for not questioning theconcept of Elsewhere? Provide evidence from the novel to support your opinion.





TASK #21

Suggested Time Frame 1 day (will take longer unless reading is summarized)

TASK / FOCUS SKILL Conducting classroom debate; reflecting on role in debate

ESSENTIAL QUESTION How do I conduct a debate and support my argument?


READING ELACC7RL1. Cite several pieces of textual evidence to support analysis of whatthe text says explicitly as well as inferences drawn from the text.

WRITING ELACC7W7. Conduct short research projects to answer a question, drawing on several sources andgenerating additional related, focused questions for further research and investigation.ELACC7W8. Gather relevant information from multiple print and digital sources, using search termseffectively; assess the credibility and accuracy of each source; and quote or paraphrase the data andconclusions of others while avoiding plagiarism and following a standard format for citation.ELACC7W9. Draw evidence from literary or informational texts to support analysis, reflection, andresearch.

LANGUAGE

SPEAKINGAND

LISTENING


Task:

Have students read Chapters 14 (pages 108117), 15 (pages 118120), and 16 (pages121129). (Due to time constraints, teachers may provide summaries for the chapters).

Instruction: Initiate class discussion about diversity and “Sameness” found within Jonas’s community.

Point out to the students that Jonas says “Sameness” when he is referring to his society. Asstudents discuss, write these ideas on the whiteboard or chart paper as students reportaloud.

Provide explicit instruction on conducting a debate. The following websites provide greatresources and handouts for conducting a classroom debate:

(http://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/tns/tn13.pdf) see Rdrive for document titled “1 Debate Link”

(http://712educators.about.com/cs/lessonsss/ht/htdebate.htm) see R drive fordocument titled “2 Debate Link”

TASK #22


TASK / FOCUS SKILL Conducting classroom debate; reflecting on role in debate

ESSENTIAL QUESTION How do you support an argument in a debate?


READING

WRITING ELACC7W10. Write routinely over extended time frames (time for research,reflection, and revision) and shorter time frames (a single sitting or a day or two) fora range of disciplinespecific tasks, purposes, and audiences.

LANGUAGE

SPEAKINGAND

LISTENING

ELACC7SL1. Engage effectively in a range of collaborative discussions(oneonone, in groups, and teacherled) with diverse partners on grade 7 topics,texts, and issues, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared, having read or researched material under study; explicitlydraw on that preparation by referring to evidence on the topic, text, or issue to probe andreflect on ideas under discussion.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines,and define individual roles as needed.c. Pose questions that elicit elaboration and respond to others’ questions and comments withrelevant observations and ideas that bring the discussion back on topic as needed.ELACC7SL3. Delineate a speaker’s argument and specific claims, evaluating the soundness of thereasoning and the relevance and sufficiency of the evidence.


Task: Divide the class into two large groups. One group will debate on the side of “Sameness,” and the

other group will debate for diversity. Instruct students to think of all the positives and pros thatinvolve their group’s debate situation. Students should write these down for the group.

Conduct classroom debate over “Sameness” versus Diversity.

http://www.google.com/url?q=http%3A%2F%2Fwww.edu.gov.mb.ca%2Fk12%2Fcur%2Fsocstud%2Fframe_found_sr2%2Ftns%2Ftn-13.pdf&sa=D&sntz=1&usg=AFQjCNH5VwZjbaj0spTfIWeqbQ_Ca2Lj_Q

http://www.google.com/url?q=http%3A%2F%2F712educators.about.com%2Fcs%2Flessonsss%2Fht%2Fhtdebate.htm&sa=D&sntz=1&usg=AFQjCNFk6svEgGw_r--0ctaggGWfvTwbGQ

Teacher discretion based on time: Have students reflect on the classroom debate and thedebate process. Students should write a reflection including the following things:

Describe their role in the debate Explain what happened in the debate Explain why this debate was relevant to the novel Describe any other events or happenings that could relate to this debate Describe the overall feelings for this activity – what went well? What didn’t? Why? Explain the learning that has been gained in doing this activity

Teacher discretion based on time: Allow students to share some of their reflections with theclass if they would like to do so.

TASK #23


TASK / FOCUS SKILL Reading text; researching and analyzing euthanasia

ESSENTIAL QUESTION How do authors incorporate life issues to help convey the importance ofcharacters in a piece of text?


READING ELACC7RL1. Cite several pieces of textual evidence to support analysis of whatthe text says explicitly as well as inferences drawn from the text.ELACC7RL2. Determine a theme or central idea of a text and analyze itsdevelopment over the course of the text; provide an objective summary of the text.ELACC7RL3. Analyze how particular elements of a story or drama interact (e.g., howsettings shape the characters or plot.)

WRITING

LANGUAGE

SPEAKINGAND

LISTENING


Task:

Model Question Stems RL 7.3 and RL 7.4 as a whole group. (See STEM Question handout) Allow students to practice STEMS during reading. Read and analyze Chapters 17 (pages 130138) Read and analyze Chapter 18 (pages 139145), and

Chapter 19 (pages 146151) and apply skills learned. Have the students recall from a previous task what a euphemism is and that one of the

euphemisms discussed was “Released.” After having read Chapter 19, we now know that to be “released” is a euphemism for

euthanasia, and the reader also sees how horrified Jonas is of this practice. Inform studentsthat euthanasia is the practice of ending someone’s life to ease their suffering

TASK #24


TASK / FOCUS SKILL Reading text/ exploring point of view; annotating and analyzing for point of view

ESSENTIAL QUESTION How does an author develop point of view within a text?



ELACC7RL3: Analyze how particular elements of a story or drama interact (e.g., howsettings shape the characters or plot).

ELACC7RL6: Analyze how an author develops and contrasts the points of view ofdifferent characters or narrators in a text.

ELACC7RL7: Compare and contrast a written story, drama, or poem to its audio,filmed, staged, or multimedia version, analyzing the effects of techniques unique toeach medium (e.g., lighting, sound, color, or camera focus and angles in a film).

WRITING ELACC7W3: Write narratives to develop real or imagined experiences or events usingeffective technique, relevant descriptive details, and wellstructured event sequences.a. Engage and orient the reader by establishing a context and point of view and introducinga narrator and/or characters; organize an event sequence that unfolds naturally andlogically.

LANGUAGE

SPEAKINGAND

LISTENING


Task:

Have students read Chapters 20 (pages 152162), 21 (pages 163170), and 22 (pages171174).

Provide direct instruction to the class on point of view. Instruct students on the different typesof point of view, especially focusing in on third person limited and third person omniscient. Thefollowing websites may be useful in planning for this instruction:

o(http://www.kimskorner4teachertalk.com/readingliterature/literary_elements_devices/pov.pdf) see Rdrive for document titled “1 Point of View”o (http://www.austincc.edu/dws/assign6lecture02.html) see R drive for document titled“2 Point of View”

Have the students complete an analysis of the extended text’s point of view. Instruct studentsto find textual examples within the text to show which type point of view the author uses. (Forexample, pose the following questions to the students: Which type of point of view did LoisLowry use in the novel? Why do you think the author selected this type point of view? Howwould the story’s perspective change if it were told from a different point of view? Which othertype of point of view would the author have selected (third person omniscient, objective, firstperson)? What were the benefits of the author writing in a third person limited point of view?)

Textual Analysis Example – On page 159, Lowry writes, “They both laughed a little nervously.But Jonas was certain that he could slip away, unseen, from his house, carrying an extra set

http://www.google.com/url?q=http%3A%2F%2Fwww.kimskorner4teachertalk.com%2Freadingliterature%2Fliterary_elements_devices%2Fpov.pdf&sa=D&sntz=1&usg=AFQjCNH1VCrlNHvmYHD0SgRIe3u_a_HlHg

http://www.google.com/url?q=http%3A%2F%2Fwww.austincc.edu%2Fdws%2Fassign6lecture02.html&sa=D&sntz=1&usg=AFQjCNHrmjndibynR8UnLSZC49SeSMIXXQ

of clothing.” In this example from the text, the reader is privy to Jonas’s thoughts, but thereader is limited to only Jonas’s thoughts and feelings. This author chose third person limitedpoint of view in telling the story through the character of Jonas.

For homework, have students retell the Ceremony of Twelve scene read earlier in Module 1from a different character’s point of view in a five slide comic strip (including title strip).Instead of it being told from Jonas’s point of view, have the students rewrite the scene fromLily’s point of view. Point out to students that the retelling of the scene should also includethe selection of Jonas as Receiver. Have the students choose either a first person point ofview or a third person limited point of view from Lily’s perspective. See R drive for documenttitled “Point of View Comic Strip.” This last activity must be done either for classwork orhomework. This activity is not optional as it addresses a standard that does not have enoughtasks without it. Any other ideas for teaching standard RL6 should be added to theCollaboration Log in Google Docs and to the Rdrive.

TASK #25


TASK / FOCUS SKILL Exploring theme; annotating and analyzing for theme

ESSENTIAL QUESTION How can we determine the theme or underlying meaning in a text?


READING ELACC7RL1. Cite several pieces of textual evidence to support analysis of what the text saysexplicitly as well as inferences drawn from the text.

ELACC7RL2. Determine a theme or central idea of a text and analyze its development overthe course of the text; provide an objective summary of the text.

ELACC7RL3. Analyze how particular elements of a story or drama interact (e.g., how settingsshape the characters or plot).

WRITING

LANGUAGE

SPEAKINGAND

LISTENING

ELACC7SL1. Engage effectively in a range of collaborative discussions (oneonone, ingroups, and teacherled) with diverse partners on grade 7 topics, texts, and issues, buildingon others’ ideas and expressing their own clearly.a. Come to discussions prepared, having read or researched material under study;explicitly draw on that preparation by referring to evidence on the topic, text, orissue to probe and reflect on ideas under discussion.b. Follow rules for collegial discussions, track progress toward specific goals anddeadlines, and define individual roles as needed.c. Pose questions that elicit elaboration and respond to others’ questions andcomments with relevant observations and ideas that bring the discussion back ontopic as needed.

ELACC7SL2. Analyze the main ideas and supporting details presented in diverse media and formats(e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue understudy.

ELACC7SL3. Delineate a speaker’s argument and specific claims, evaluating the soundness of thereasoning and the relevance and sufficiency of the evidence.ELACC7SL4. Present claims and findings, emphasizing salient points in a focused, coherent mannerwith pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequatevolume, and clear pronunciation.ELACC7SL5. Include multimedia components and visual displays in presentations to clarify claimsand findings and emphasize salient points.


Task:

Explicit instruction should be given over theme. The following websites may help whenplanning for instruction:

o (http://www.education.com/magazine/article/Tackling_Theme_Literature/) see R drivefor document titled “1 Theme”o (http://www.ttms.org/say_about_a_book/themes_and_variations.htm) see R drive fordocument titled “2 Theme”

Have students read Chapter 23 (pages 175180). (Incorporate STEM questions RL 7.2 asneeded throughout reading.)

Have students in groups of three or four to analyze and determine possible themes that theauthor is trying to convey in this work of literature. Students may determine some of thefollowing as possible themes:

Choice – importance of this in our lives Individuality – sameness and diversity Love/family – worth the risk to feel the love from friends and family Pain and Pleasure – the relationship that exists between the two Rebellion worth risking life for feelings/emotions Suffering inevitable emotion in life

Have student groups plan and create a 3 to 5 minute presentation on bulletin board paper forthe class over the possible theme or themes that their group determined about the novel.Instruct student groups that they must cite evidence and incidents in the novel that supportthe possible theme or themes that they determine. Student groups can use the followingchart to help in determining the theme or themes in the novel:

The Giver Finding the theme

Theme(s) Evidence or Incidents fromthe Text

Explanation/Details on theEvidence/Incident

Have student groups share their reports with the class. For homework, have students write their feelings on how the story ended. Have students write

their opinion on whether Jonas and Gabriel lived or died at the end of the novel. Instructstudents that they will share their responses in class the next day.

TASK #26


TASK / FOCUS SKILL PreWriting

http://www.google.com/url?q=http%3A%2F%2Fwww.education.com%2Fmagazine%2Farticle%2FTackling_Theme_Literature%2F&sa=D&sntz=1&usg=AFQjCNE0xGtrBNsf5bO1vUFqhDyIVG982A

http://www.google.com/url?q=http%3A%2F%2Fwww.ttms.org%2Fsay_about_a_book%2Fthemes_and_variations.htm&sa=D&sntz=1&usg=AFQjCNEneuR8G5jIO4u40DFTzCDZd4Mzdg





LANGUAGE

SPEAKINGAND

LISTENING


Task:

Provide students with the writing prompts: Have students complete the following writing assessment: 2 choices

Choice 1 ARGUMENTATIVE: In Lois Lowry’s, The Giver, Jonas’s community does not have choiceand free will. However, Jonas as the next Receiver of Memory begins to receive memories, whichallows him to learn about different changes and choices in life. Jonas believes that the communityshould experience these memories. In Chapter 22, it states, “Once he had yearned for choice. Then,when he had had a choice, he had made the wrong one: the choice to leave.” As Jonas leaves thecommunity, he discovers many things. Decide if Jonas made the right choice in leaving thecommunity. Did his leaving produce more positive or more negative results? Support your responsewith evidence from the text.Choice 2 ARGUMENTATIVE: In Lois Lowry’s novel, The Giver, citizens often talk about Elsewhere,but nobody in the community seems to know where or what it is. At times, the citizens even jokeabout someone being released to Elsewhere. It turns out that Elsewhere is the term used for whathappens to a person who is killed for the good of the community. This was the fate of the pilot whoflew into unauthorized airspace and the newchild Gabriel that cried too often. In your opinion, werethe citizens at fault for not questioning the concept of Elsewhere? Provide evidence from thenovel to support your opinion.

Provide students with the opportunity to “deconstruct” the writing prompt.Review argumentative writing, making claims, and counterclaims.

For resources for argumentative essays, see the folder “Argumentative Essays” on theRdrive. Resources will be added as soon as scanned.

TASK #27


TASK / FOCUS SKILL Writing Assessment

ESSENTIAL QUESTION How can I effectively show what I have learned in this text study?



WRITING ELACC7W1. Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasonsand evidence logically.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, crediblesources and demonstrating an understanding of the topic or text.c. Use words, phrases, and clauses to create cohesion and clarify the relationships amongclaim(s), reasons, and evidence.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports the argumentpresented.

ELACC7W4. Produce clear and coherent writing in which the development, organization,and style are appropriate to task, purpose, and audience.

LANGUAGE

SPEAKINGAND

LISTENING


Task:

Have students complete the following writing assessment: 2 choices

Choice 1 ARGUMENTATIVE: In Lois Lowry’s, The Giver, Jonas’s community does not have choiceand free will. However, Jonas as the next Receiver of Memory begins to receive memories, whichallows him to learn about different changes and choices in life. Jonas believes that the communityshould experience these memories. In Chapter 22, it states, “Once he had yearned for choice. Then,when he had had a choice, he had made the wrong one: the choice to leave.” As Jonas leaves thecommunity, he discovers many things. Decide if Jonas made the right choice in leaving thecommunity. Did his leaving produce more positive or more negative results? Support your responsewith evidence from the text.Choice 2 ARGUMENTATIVE: In Lois Lowry’s novel, The Giver, citizens often talk about Elsewhere,but nobody in the community seems to know where or what it is. At times, the citizens even jokeabout someone being released to Elsewhere. It turns out that Elsewhere is the term used for whathappens to a person who is killed for the good of the community. This was the fate of the pilot whoflew into unauthorized airspace and the newchild Gabriel that cried too often. In your opinion, werethe citizens at fault for not questioning the concept of Elsewhere? Provide evidence from thenovel to support your opinion.



ARGUMENTATIVE: “Harrison Bergeron,” “The Pedestrian,” “There Will Come Soft Rains” and “The Lottery”are famous short stories that offer visions of utopian/dystopian societies. These short stories were designed todemonstrate utopian societies. Select one of the short stories that we have read, and decide if you believethis type of utopia could benefit mankind or not. Provide textual evidence and detailed arguments to supportyour opinion.





TASK #31

Suggested Time Frame 1 day (ongoing)

TASK / FOCUS SKILL Exploring phrases and clauses, Reading biography; reading and annotating newtext;

ESSENTIAL QUESTION What are the differences between clauses and phrases? How can I correctly usephrases and clauses within a sentence?How does knowing about an author’s background help us better understand hiswriting?


READINGELACC7RL3. Analyze how particular elements of a story or drama interact (e.g., howsettings shape the characters or plot).ELACC7RL10. By the end of the year, read and comprehend literature, includingstories, dramas, and poems, in the grades 68 text complexity band proficiently, withscaffolding as needed at the high end of the range.ELACC7RL1. Cite several pieces of textual evidence to support analysis of whatthe text says explicitly as well as inferences drawn from the text.ELACC7RI2. Determine two or more central ideas in a text and analyze their developmentover the course of the text; provide an objective summary of the text.

WRITING

LANGUAGE ELACC7L1. Demonstrate command of the conventions of standard English grammarand usage when writing or speaking.a. Explain the function of phrases and clauses in general and their function inspecific sentences.

SPEAKINGAND

LISTENING


Task:

Provide explicit instruction on the function of phrases and clauses in general and in specificsentences. Please see the following websites for help in explaining and teaching this to yourstudents:

(http://owl.english.purdue.edu/owl/resource/598/01/) see “1 Phrases and Clauses”in module 3 folder of R drive

(http://www.prismnet.com/~hcexres/style/phrases_clauses.html) see “2 Phrasesand Clauses” in module 3 folder of R drive

Point out to students the elements of a phrase versus the elements of a clause and makesure students can explain the function of phrases and clauses within a sentence.

Have students use one of the short stories (“Harrison Bergeron,” “The Pedestrian,” “There WillCome Soft Rains,” and “The Lottery) and pull out several different sentences. Have studentsexplain the function of the phrases and clauses within those specific sentences. For example,the students may pull the following sentence and explain its function of phrases and clauses:

From the short story, “The Pedestrian,” by Ray Bradbury: “On this particular eveninghe began his journey in a westerly direction, toward the hidden sea.”

In this sentence, one sees how several phrases and clauses function: on this particular evening – adverb phrase he began – independent clause his journey – noun phrase in a westerly direction – adverb phrase toward the hidden sea – adverb phrase

Have students complete this activity with at least 8 to 10 sentences from the short story theychoose. Then have students share sentences and explain it to the class.

Lead a class discussion about students’ prior knowledge of science fiction andutopia/dystopia. Have students discuss and define utopian and dystopian societies.

See www.slideshare.net/weatherb/elementsofsciencefictionpowerpoint Have students in groups of three or four read a summary of Ray Bradbury’s life.

(http://englischlehrer.de/texts/pedestrian.php) see “4 Short Text” on R drive Also see www.spaceagecity.com/bradbury/bio.htm Students should also highlight or star important facts or surprising statements that they find

interesting. Students then share one or two facts with the class as we review Bradbury’s life. Point out to students that Bradbury had different visions of the dystopian society. As the

students read, instruct them to analyze the society that Bradbury depicts in this short story. Have students read “The Pedestrian” by Ray Bradbury.

(http://englischlehrer.de/texts/pedestrian.php) see “4 Short Text” on R drive Have students write a reaction to “The Pedestrian.” What was Ray Bradbury saying about the

world in 2053? What were his opinions on technology and television?

TASK #32


TASK / FOCUS SKILL Analyzing the text; sharing responses

ESSENTIAL QUESTION How does a writer effectively use literary elements in a text?


READING ELACC7RL1. Cite several pieces of textual evidence to support analysis of what the text says

http://www.google.com/url?q=http%3A%2F%2Fowl.english.purdue.edu%2Fowl%2Fresource%2F598%2F01%2F&sa=D&sntz=1&usg=AFQjCNEXdy2YTOgN5T0pztNkTUV-PZg_LQ

http://www.google.com/url?q=http%3A%2F%2Fwww.prismnet.com%2F~hcexres%2Fstyle%2Fphrases_clauses.html&sa=D&sntz=1&usg=AFQjCNH3iTc7z0tSNgfQeUG2QStv02mPVw

http://www.google.com/url?q=http%3A%2F%2Fwww.slideshare.net%2Fweatherb%2Felements-of-science-fiction-powerpoint&sa=D&sntz=1&usg=AFQjCNFReTd0Xf0ugF8z9wgzpfWEwqul-w


http://www.google.com/url?q=http%3A%2F%2Fwww.spaceagecity.com%2Fbradbury%2Fbio.htm&sa=D&sntz=1&usg=AFQjCNFiU4N272Ndqx63QmZd4jheAY0dVw


explicitly as well as inferences drawn from the text.ELACC7RL3. Analyze how particular elements of a story or drama interact (e.g., how settingsshape the characters or plot).

WRITING ELACC7W9. Draw evidence from literary or informational text to support analysis,reflection, and research

LANGUAGE ELACC7L1. Demonstrate command of the conventions of standard English grammar and usage whenwriting or speaking.b. Choose among simple, compound, complex, and compoundcomplex sentences to signal differingrelationships among ideas.

SPEAKINGAND

LISTENING

ELACC7SL1. Engage effectively in a range of collaborative discussions (oneonone, in groups, andteacherled) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas andexpressing their own clearly.d. Acknowledge new information expressed by others and, when warranted, modify their own viewsand understanding.ELACC7SL4. Present claims and findings, emphasizing salient points in a focused, coherent mannerwith pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequatevolume, and clear pronunciation.


Task:

Have students share their reactions to the story. Have students in groups of three or four write a description of the society in which Leonard

Mead (character in “The Pedestrian” by Ray Bradbury lives. Have students explain andanswer the following questions:

What is the setting of this society? What are the similarities and differences to this society to the one in which Jonas

lived in his community? Why does Leonard Mead not fit into this society? What are some rules in this short story that are similar to the rules in The Giver? Why would this short story be classified as a dystopian work of literature? Could a society like the one in “The Pedestrian” benefit mankind? If so, how?

Have student groups share their responses with the class.

Provide explicit instruction on using different types of sentence structure to show differentrelationships among ideas. Please see the following websites for help in explaining andteaching this to your students:

(http://www.kimskorner4teachertalk.com/writing/sixtrait/sentencefluency/sentencefamily.html)

(http://www.towson.edu/ows/sentences.htm) (http://www2.bakersfieldcollege.edu/dmoton/sc%20lecture.htm)

Read “Harrison Bergeron.” Point out different types of sentence structure that Kurt Vonnegut, Jr. uses consistently in the

text. He consistently uses compound, complex, and compoundcomplex sentences. Modelidentifying these types of sentence patterns. (In the story, Kurt Vonnegut, Jr. writes thefollowing sentence: “Having no mental handicap herself, she had to ask George what thelatest sound had been.”

In looking at this sentence that Kurt Vonnegut, Jr. wrote, ask the class what sentence patternis noticeable. Point out how many independent/dependent clauses and phrases areidentifiable. This sentence should be identified as a complex sentence. More importantly,point out why Kurt Vonnegut, Jr. uses a variety of sentence patterns in his short story.

For homework, have students respond in writing to the following prompt: “Harrison Bergeron,”social equality has been achieved through handicaps imposed on the people by theHandicapper General. Describe in your own words what it would be like to be a young personliving through this kind of treatment and experiencing these events firsthand. Provide specificdetails as to what handicaps you think would be imposed on you and what reactions andeffects it would have on you and your family and friends.

http://www.google.com/url?q=http%3A%2F%2Fwww.kimskorner4teachertalk.com%2Fwriting%2Fsixtrait%2Fsentencefluency%2Fsentencefamily.html&sa=D&sntz=1&usg=AFQjCNF6NotmccbyXkIqE5bsgbJmwxX6qg

http://www.google.com/url?q=http%3A%2F%2Fwww.kimskorner4teachertalk.com%2Fwriting%2Fsixtrait%2Fsentencefluency%2Fsentencefamily.html&sa=D&sntz=1&usg=AFQjCNF6NotmccbyXkIqE5bsgbJmwxX6qg

http://www.google.com/url?q=http%3A%2F%2Fwww.towson.edu%2Fows%2Fsentences.htm&sa=D&sntz=1&usg=AFQjCNF1kgd9PrHlUiHz3I_sOk13FF8tDg

http://www.google.com/url?q=http%3A%2F%2Fwww2.bakersfieldcollege.edu%2Fdmoton%2Fsc%2520lecture.htm&sa=D&sntz=1&usg=AFQjCNFZ79Xdwobm4cihXvGXGeVBq_Yxnw

Allow students the opportunity to share their writing.

TASK #33


TASK / FOCUS SKILL Exploring figurative language; reading new text; sharing responses

ESSENTIAL QUESTION How does the author’s use of figurative language affect the meaning of the text?


READING ELACC7RL1. Cite several pieces of textual evidence to support analysis of what the text saysexplicitly as well as inferences drawn from the text.ELACC7RL4. Determine the meaning of words and phrases as they are used in a text, includingfigurative 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 section of a story or drama.ELACC7RL5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributesto its meaning.

WRITING

LANGUAGE

SPEAKINGAND

LISTENING

ELACC7SL2. Analyze the main ideas and supporting details presented in diverse media and formats(e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue understudy.ELACC7SL3. Delineate a speaker’s argument and specific claims, evaluating the soundness of thereasoning and the relevance and sufficiency of the evidence.ELACC7SL4. Present claims and findings, emphasizing salient points in a focused, coherent mannerwith pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequatevolume, and clear pronunciation.ELACC7SL5. Include multimedia components and visual displays in presentations to clarify claimsand findings and emphasize salient points.


Task:

Provide minilesson on figurative language and sound devices. Give notes over the following figures of speech and sound devices:

metaphor simile personification hyperbole idioms alliteration assonance consonance onomatopoeia

Instruct students that they are going to be reading a poem by Sara Teasdale (see “5 ShortText”). Set the purpose for today’s reading to focus on figurative language and sound devicesfound within this poem and later on the short story that accompanies this poem. Havestudents focus on this poem, analyzing the author’s perspective of how important mankind isto nature and vice versa.

Have students read the poem, “There Will Come Soft Rains,” by Sara Teasdale.(http://www.poemhunter.com/poem/therewillcomesoftrains/) (see “5 Short Text”)

Have students share their initial reactions to the poem with the class. Then have studentsexplain what the poem means to them and what message the author was trying to get acrossthrough her poem.

Discuss with the students figurative language and sound devices found within this poem. Forexample, point out to students that the first stanza is a rhymed couplet. Then have thestudents find the other end rhymes in the poem. Have students identify the rhyme scheme inthis poem.

Divide students into groups of three or four and provide student groups with a copy of the songlyrics from one of the songs listed below or one of teacher selection. These songs are simplysuggested utopia/dystopia themed songs. (These song lyrics are in the module 3 folder)

“Blowin’ in the Wind” – Bob Dylan “Utopia” – Alanis Morissette “Little Boxes” – Malvina Reynolds “The Trees” – Rush “Somewhere over the Rainbow” – E.Y. Harburg “Imagine” – John Lennon “Mad World” – Michael Andrews and Gary Jules “From a Distance” – Bette Midler “Another Day in Paradise” – Phil Collins

Have student groups listen and analyze one of the following songs, which has autopian/dystopian theme. Students should follow the steps listed below:

Your group members should listen to the song for the first time with the lyrics in frontof you all.

As the song plays, listen for figurative language devices and think about the utopianand dystopian characteristics that we have discussed in this unit.

Your group members should try and visualize and imagine what the song writer istrying to convey through the words of the song.

Write down your individual response (at least a paragraph) to the song. In thisresponse, you should write down the meaning of the song and the message that thewriter is trying to convey. You should also include your emotional response to thesong and any figurative language devices.

As a group, share your individual responses with each other. In doing this, examineand notice the similarities and differences between your group’s responses.

As a group, analyze the song lyrics for characteristics of a utopian/dystopian society.Write down specific textual evidence from the song that shows characteristics of autopian or dystopian society.

Write a group summary of the characteristics and textual examples that your groupfound in your song. In this summary, your group should include the following: themeaning of the song, the group ideas discussed, and utopian/dystopiancharacteristics found. Your summary should also include the name of the song andthe artist.

∙ Have student groups answer the following questions: How does your song artist or author define utopia in the lyrics? What ideas do they give or suggest should be in their utopia? What things would be needed to plan and create their utopia? What are your personal reactions and feelings toward the lyrics of your song? Would this be a utopia that you would like to live? Why or would not? How does the song writer portray a utopian society? What descriptions or

characteristics are given? How does your group’s song fit into our discussion of utopia/dystopia? How is your song’s utopia like or unlike Jonas’s society in The Giver?

∙

http://www.google.com/url?q=http%3A%2F%2Fwww.poemhunter.com%2Fpoem%2Fthere-will-come-soft-rains%2F&sa=D&sntz=1&usg=AFQjCNFjWzj8LoiW9msKJolA_sZr99902w

Have student groups present to the class on their group’s song. Instruct the students to be creative inteaching and presenting their song to the class.

TASK #34


TASK / FOCUS SKILL Reading new text; annotating and analyzing text; comparing and contrasting texts

ESSENTIAL QUESTION How can authors effectively use figurative language?


READING ELACC7RL1. Cite several pieces of textual evidence to support analysis of what the text saysexplicitly as well as inferences drawn from the text.ELACC7RL2. Determine a theme or central idea of a text and analyze its development overthe course of the text; provide an objective summary of the text.ELACC7RL3. Analyze how particular elements of a story or drama interact (e.g., how settingsshape the characters or plot).ELACC7RL4. Determine the meaning of words and phrases as they are used in a text, includingfigurative 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 section of a story or drama.

WRITING

LANGUAGE ELACC7L6. Acquire and use accurately gradeappropriate general academic and domainspecificwords and phrases; gather vocabulary knowledge when considering a word or phrase important tocomprehension or expression.ELACC7RL7:Compare and contrast a written story, drama, or poem to itsaudio, filmed, staged, or multimedia version, analyzing the effects of techniques unique toeach medium (e.g., lighting, sound, color, or camera focus and angles in a film)

SPEAKINGAND

LISTENING

ELACC7SL4. Present claims and findings, emphasizing salient points in a focused, coherent mannerwith pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequatevolume, and clear pronunciation.


Task:

Have readaloud of the short story, “There Will Come Soft Rains,” by Ray Bradbury (see “6Short Text”). Point out to students that this story takes a look at the rise of technology inour human lives, and the story was actually based on a poem with the same title.(http://www.jerrywbrown.com/datafile/datafile/110/ThereWillComeSoftRains_Bradbury.pdf)(see “6 Short Text”)

As the story is read, have students annotate the text for important phrases and passages thatcenter around figurative language and sound devices.

Have students compile a list of the figurative language and sound devices that they find asthey annotate the text. Here are some of the following responses that they may list:

“The house was an alter with 10,000 attendants, big, small, servicing, attending, inchoirs. But the gods had gone away and the ritual of the religion continuedsenselessly, uselessly.”

“There, down tubes which fed into the cellar, it was dropped into the sighing vent of anincinerator which sat like evil Baal in a dark corner.”

“At 4:00 the tables folded like great butterflies back through the paneled walls.”

http://www.google.com/url?q=http%3A%2F%2Fwww.jerrywbrown.com%2Fdatafile%2Fdatafile%2F110%2FThereWillComeSoftRains_Bradbury.pdf&sa=D&sntz=1&usg=AFQjCNGsCt75Nu_Ey-j0mQQvdvpvYCGs8A

“The dinner dishes manipulated like magic tricks.” “And Spring herself, when she woke at dawn . . .” “The fire crackled up the stairs.”

Have students share some of their findings with the class. Have students compare and contrast the short story, “There Will Come Soft Rains,” with the

poem, “There Will Come Soft Rains.” As students compare and contrast these two texts,instruct the students to describe what these two texts say about utopia and utopiansocieties. Have the students explain what message both of these texts are saying abouthuman life, nature, and technology.

Show video. Option: www.youtube.com/watch?v=MUOSdYbEJdE Show video. Option: dailymotion.com/video/x86bwp_therewillcomesoftrains_shortfilms (10

minutes)

TASK #35


TASK / FOCUS SKILL Exploring symbolism; annotating and analyzing text

ESSENTIAL QUESTION How do authors use symbolism to further their arguments?


READING ELACC7RL1. Cite several pieces of textual evidence to support analysis of what the text saysexplicitly as well as inferences drawn from the text.ELACC7RL2. Determine a theme or central idea of a text and analyze its development overthe course of the text; provide an objective summary of the text.ELACC7RL3. Analyze how particular elements of a story or drama interact (e.g., how settingsshape the characters or plot).ELACC7RL4 Determine the meaning of words and phrases as they are used in a text, includingfigurative 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 section of a story or drama.

WRITING

LANGUAGE ELACC7L5. Demonstrate understanding of figurative language, word relationships, and nuances inword meanings.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to betterunderstand each of the words.

SPEAKINGAND

LISTENING


Task:

Have students share what they think of when they hear the word “lottery.” As students share,write their responses on the white board or chart paper.

Have students review symbolism from an earlier module. As students read, instruct them tolook for objects that symbolize something in the story.

Have students read the short story titled, “The Lottery,” by Shirley Jackson.(http://www.americanliterature.com/Jackson/SS/TheLottery.html) (see “7 Short Text”)

http://www.youtube.com/watch?v=MUOSdYbEJdE

http://www.google.com/url?q=http%3A%2F%2Fwww.dailymotion.com%2Fvideo%2Fx86bwp_there-will-come-soft-rains_shortfilms&sa=D&sntz=1&usg=AFQjCNE67H5BKj8WYOFw73XQuyK5jVyT2g

http://www.google.com/url?q=http%3A%2F%2Fwww.americanliterature.com%2FJackson%2FSS%2FTheLottery.html&sa=D&sntz=1&usg=AFQjCNFzH0f6rVjXHN3rx1YF7KuBXCbiEg

Discuss with students the symbolic meaning of the black box, the black dot, and the stoneswithin the story.

Have students discuss the characterization of men and women in the story and how eachgender is portrayed.

Show video. www.youtube.com/watch?v=plm93Xuij7k (15 minutes) orwww.everywritersresource.com/shortstories/shirleyjacksonsthelotteryvideo/2011/

TASK #36


TASK / FOCUS SKILL Exploring setting and mood; annotating and analyzing for setting and mood

ESSENTIAL QUESTION How do authors use setting to help impact the mood of the text?


READING ELACC7RL1. Cite several pieces of textual evidence to support analysis of what the text saysexplicitly as well as inferences drawn from the text.ELACC7RL3. Analyze how particular elements of a story or drama interact (e.g., how settingsshape the characters or plot).

WRITING

LANGUAGE

SPEAKINGAND

LISTENING

ELACC7SL4. Present claims and findings, emphasizing salient points in a focused, coherent mannerwith pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequatevolume, and clear pronunciation.


Task:

Power Point on “Setting/Interaction with Literary Elements” (see R drive) may beused for a review.

Provide minilesson on setting and mood and how authors use setting to create the mood of astory.

It is important to note that students need to know more than just where and when thestory takes place, but students need to realize that setting can create a feeling oremotional response in the text, which we call mood. Discuss how foreshadowing alsoplays an important role.

Discuss with students the setting of the short story, “The Lottery.” Have students pull outspecific words, phrases, or sentences that support the setting of the story and convey themood of the story. In analyzing the story for setting and mood, students may find the followingexamples:

“The morning of June 27th was clear and sunny, with the fresh warmth of afullsummer day; the flowers were blossoming profusely and the grass was richlygreen.”

“The people of the village began to gather in the square, between the post office andthe bank, around ten o’clock . . .”

“. . . but in this village, where there were only about three hundred people . . .” Have students share their setting examples with the class. As students share, write their

responses on the whiteboard or chart paper. Have students discuss what kind of feeling oremotional effect these have on the mood of the story. For example, these setting details

http://www.youtube.com/watch?v=plm93Xuij7k

http://www.google.com/url?q=http%3A%2F%2Fwww.everywritersresource.com%2Fshortstories%2Fshirley-jacksons-the-lottery-video%2F2011%2F&sa=D&sntz=1&usg=AFQjCNH7IBB17FbsNLo5XUhoFCPS2ntGtQ

listed above establish a mood that is of excitement because it is a beautiful, sunny morning,and every citizen is in attendance for the lottery.

Have students write a short response describing the mood at the beginning of the story andhow this mood begins to change throughout the course of the story. (This short writing is anassessment opportunity.)

TASK #37


TASK / FOCUS SKILL Exploring characterization; analyzing and annotating text

ESSENTIAL QUESTION How does understanding a character’s traits, emotions, and appearances impactthe meaning of the text?


READING ELACC7RL1. Cite several pieces of textual evidence to support analysis of what the text saysexplicitly as well as inferences drawn from the text.ELACC7RL3. Analyze how particular elements of a story or drama interact (e.g., how settingsshape the characters or plot).ELACC7RL9. Compare and contrast a fictional portrayal of a time, place, or character and a historicalaccount of the same period as a means or understanding how authors of fiction use or alter history.

WRITING ELACC7W10. Write routinely over extended time frames (time for research, reflection, andrevision) and shorter time frames (a single sitting or a day or two) for a range ofdisciplinespecific tasks, purposes, and audiences.

LANGUAGE ELACC7L3. Use knowledge of language and its conventions when writing, speaking, reading, orlistening.a. Choose language that expresses ideas precisely and concisely, recognizing and eliminatingwordiness and redundancy.

SPEAKINGAND

LISTENING


Task: Provide a review lesson over characterization in fiction. Make sure students know the

following terms: characterization indirect characterization direct characterization protagonist antagonist static dynamic character’s appearance, behavior, emotions, intellect, and traits

Have students choose a character from one of the short stories that we have read. Students

could also choose the house in the short story, “There Will Come Soft Rains.” In choosingthis character, point out to the students that they are going to have to do a comparison andcontrast with another character from a short story or from the novel, The Giver.

Have the students mark phrases and passages that describe this character. After givingstudents time to mark phrases and passages, have the students complete the classificationchart over their character. Students should have found textual evidence that shows theircharacter’s appearances, emotions, and traits. They should also find similarities anddifferences between the characters that they chose and another character in another textstudied in this unit.

Characterization Comparison

Characters’ Names Textual Evidence Similarities and/or Differences

After students have compared and contrasted their two characters, have students write aresponse describing their characters’ similarities and differences. Instruct the students tospecifically include in their responses the following descriptions and explanations:

Main characters’ responses or reactions to the environment in which they lived Main characters’ appearances and physical attributes Main characters’ traits and qualities that they possessed

Option Substitute a doublebubble thinking map for chart.Both the doublebubble and the written response can be used with the doublebubble beinga quick assessment piece to be evaluated before writing the response is done.

TASK #38


TASK / FOCUS SKILL Analyzing text; gathering relevant information; drawing conclusion; citingevidence; Prewriting; brainstorming; ideas and organization

ESSENTIAL QUESTION How can the writing process be used to produce clear and coherent writing?


READING ELACC7RL1: Cite several pieces of textual evidence to support analysis of what the text saysexplicitly as well as inferences drawn from the text.

WRITING ELACC7W1. Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasonsand evidence logically.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, crediblesources and demonstrating an understanding of the topic or text.c. Use words, phrases, and clauses to create cohesion and clarify the relationships amongclaim(s), reasons, and evidence.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports the argumentpresented.ELACC7W4:Produce clear and coherent writing in which the development, organization, and style areappropriate to task, purpose, and audience.

ELACC7W5:With some guidance and support from peers and adults, develop and strengthen writing asneeded by planning, revising, editing, rewriting, or trying a new approach, focusing on howwell purpose and audience have been addressed.ELACC7W 6:Use technology, including the Internet, to produce and publish writing and link to and citesources as well as to interact and collaborate with others, including linking to and citingsources.ELACC7W7: Conduct short research projects to answer a question, drawing on several sources andgenerating additional related, focused questions for further research and investigation.ELACC7W8: Gather relevant information from multiple print and digitalsources, using search terms effectively; assess the credibility and accuracy of each source; and quote orparaphrase the data and conclusions of others while avoiding plagiarism and following a standard formatfor citation.ELACC7W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 7 Reading standards to literature (e.g., “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 offiction use or alter history”).

LANGUAGE

SPEAKINGAND

LISTENING


Task:

Have students compare and contrast the short stories that we have read aboututopian/dystopian societies.

Instruct the students to use the following chart to complete this task:

Comparison of Societies

Short Story – Title Utopian Qualities orCharacteristics withpage numbers

Dystopian Qualities orCharacteristics with pagenumbers

“Harrison Bergeron,” by KurtVonnegut

The Pedestrian,” by Ray Bradbury

“There Will Come Soft Rains,” byRay Bradbury

“The Lottery,” by Shirley Jackson

Using their notes, the text(s), and referring to the prompt, students will begin the prewritingprocess.

Provide students with a copy of the writing task for this module. Discuss key terms andvocabulary with the students that are important to include within their essay.

Provide students with a grading rubric and review the rubric with the students. Students are expected to complete at least the brainstorming/prewriting phase of the writing

process in today’s task and the rough draft phase, allowing them an opportunity to requestclarification or support from the instructor.

Allow students time to brainstorm and prewrite and conference with students if they needhelp.

TASK #39


TASK / FOCUS SKILL Writing Assessment




WRITING ELACC7W1. Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasonsand evidence logically.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, crediblesources and demonstrating an understanding of the topic or text.c. Use words, phrases, and clauses to create cohesion and clarify the relationships amongclaim(s), reasons, and evidence.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports the argumentpresented.ELACC7W4:Produce clear and coherent writing in which the development, organization, and style areappropriate to task, purpose, and audience.ELACC7W5:With some guidance and support from peers and adults, develop and strengthen writing asneeded by planning, revising, editing, rewriting, or trying a new approach, focusing on howwell purpose and audience have been addressed.ELACC7W 6:Use technology, including the Internet, to produce and publish writing and link to and citesources as well as to interact and collaborate with others, including linking to and citingsources.ELACC7W7: Conduct short research projects to answer a question, drawing on several sources andgenerating additional related, focused questions for further research and investigation.ELACC7W8: Gather relevant information from multiple print and digitalsources, using search terms effectively; assess the credibility and accuracy of each source; and quote orparaphrase the data and conclusions of others while avoiding plagiarism and following a standard formatfor citation.ELACC7W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 7 Reading standards to literature (e.g., “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 offiction use or alter history”).

LANGUAGE

SPEAKINGAND

LISTENING


Task:

Have students complete the following writing assessment:ARGUMENTATIVE: “Harrison Bergeron,” “The Pedestrian,” “There Will Come Soft Rains” and “TheLottery” are famous short stories that offer visions of utopian/dystopian societies. These shortstories were designed to demonstrate utopian societies. Select one of the short stories that we haveread, and decide if you believe this type of utopia could benefit mankind or not. Provide textualevidence and detailed arguments to support your opinion.

It is recommended that teachers use Rubistar.com to develop a rubric that focuses on needsidentified by the teacher that are specific to her students. This can be done for all students or

refined to address the needs of each class. Suggested length of the essay is 500 words. Noviceteachers are encouraged to work with other grade level peers in the development of these rubrics.

Have students enter writing in the Write to Learn program.

TASK #310


TASK / FOCUS SKILL Analyzing drama; comparing and contrasting; exploring types of conflicts

ESSENTIAL QUESTION How does the structure of a drama contribute to its meaning?How does understanding conflict help in understanding the meaning of the text?


READING ELACC7RL5:Analyze how a drama’s or poem’s form or structure (e.g.,soliloquy, sonnet) contributes to its meaning.

ELACC7RL7:Compare and contrast a written story, drama, or poem to itsaudio, filmed, staged, or multimedia version, analyzing the effects oftechniques unique to each medium (e.g., lighting, sound, color, or camerafocus and angles in a film).

ELACC7RL6:Analyze how an author develops and contrasts the points of viewof different characters or narrators in a text.

WRITING

LANGUAGE

SPEAKINGAND

LISTENING


Task:

Introduce dramatic structure (e.g. stage directions, format, dialogue, screenplay, lighting). Introduce types of conflict (e.g. internal, external, man vs. man, man vs. society, man vs.

supernatural).

Read and analyze the drama, Monsters Are Due on Maple Street. ( See seventh gradeliterature book). Students will create Cornell Notes focusing on dramatic elements within thetext.

Watch and analyze the movie, Monsters Are Due on Maple Street. www.imdb.com/video/hula/vi2799413017/ or

http://www.tv.com/shows/thetwilightzone/themostersaredueonmaplestreet12606

Have students complete a double bubble thinking map to compare and contrast the writtendrama to its media version, analyzing the effects of techniques unique to each medium(lighting, sound , and camera angles in a film).

http://www.google.com/url?q=http%3A%2F%2Fwww.imdb.com%2Fvideo%2Fhula%2Fvi2799413017%2F&sa=D&sntz=1&usg=AFQjCNFhaV9hN28Z_Efn7stv1Tlg5H4dkg

http://www.google.com/url?q=http%3A%2F%2Fwww.tv.com%2Fshows%2Fthe-twilight-zone%2Fthe-mosters-are-due-on-maple-street-12606&sa=D&sntz=1&usg=AFQjCNEfNG30lQPwtFZdcCpkAu1nGjyzfg

Grades 612 ELA CCGPS Unit 2 Plan 20132014 (Indicate ...

Documents

Transcript of Grades 612 ELA CCGPS Unit 2 Plan 20132014 (Indicate ...