Grade 7 English Language Arts 1 st Quarter Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025, 80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps. .To support students in developing independence with reading and communicating about complex texts, teachers should incorporate the following interconnected components of the CLIP Instructional Design into their instruction. Purpose This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources— including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students. The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher
Transcript
Grade 7 English Language Arts 1st Quarter
IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,
80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps. .To support students in developing independence with reading and communicating about complex texts, teachers should incorporate the following interconnected components of the CLIP Instructional Design into their instruction.
Purpose
This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.
The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.
To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.
In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ the CLIP instructional model in their daily lesson planning, including:
Grade 7 English Language Arts 1st Quarter
Whole-Group Instruction (20-25 minutes)-This time is for grade-level instruction. Regardless of a student’s reading level, exposure to complex texts supports language and comprehension development which is necessary for continual reading growth.
Small-Group Instruction (15-20 minutes)-This time is for supporting student needs that cannot be met during whole-class instruction. Teachers might provide: 1. instruction for students learning to read based on their specific needs and using texts at their reading level; 2. instruction for different learners using grade-level texts to support whole-class instruction; 3. extension for proficient readers using challenging texts, and 4. practice with and applying skills.
Whole-Group Closure (5-10 minutes)-This time is for closure of the day’s lesson and a time for a quick assessment of the students. How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.
This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:
(1) Regular practice with complex text and its academic language.
(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.
(3) Building knowledge through content-rich nonfiction.
Using the Curriculum Maps, Grades 6-8 Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.” (Note: Teachers should carefully
review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking.)
Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column. Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.
Grade 7 English Language Arts 1st Quarter
Plan your weekly and daily objectives, using the evidence statements to help. As a reminder, standards and objectives are not synonymous and mastery of the standards develops over time.
Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives. Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those
that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments. Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills. Using your Pearson TE and other resources cited in the curriculum map, plan your week using the lesson plan designated by your administrator. Remember to include
differentiated activities for teacher-led small group instruction and literacy stations. Note: Small-Group/Station Time (15-20 minutes)-This time is for supporting student needs that cannot be met during whole-class instruction. Teachers might provide: 1. instruction for students learning to read based on their specific needs and using texts at their reading level; 2. instruction for different learners using grade-level texts to support whole-class instruction; 3. extension for proficient readers using challenging texts, and 4. practice with and applying skills. Whole-Group Closure (5-10 minutes)-This time is for closure of the day’s lesson and a time for a quick assessment of the students.
Throughout this curriculum map, you will see high-quality texts to ensure students are reading appropriately complex, worthwhile material, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers are encouraged to access regularly:
The TN English Language Arts State Standards
The TN ELA State Standards: http://www.tn.gov/education/article/english-language-arts-standards
Teachers can access the TN State Standards by clicking on the link.
Shift 1: Regular Practice with Complex Text and its Academic Language
Student Achievement Partners Text Complexity Collection: http://achievethecore.org/page/642/text-complexity-collection
Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.
Student Achievement Partners Academic Work Finder: http://achievethecore.org/page/1027/academic-word-finder
Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.
Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text
Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.
Shift 3: Building Knowledge through Content-Rich Non-fiction
Student Achievement Partners Text Set Projects Sequenced: http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction
Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.
Text Complexity in the Pearson Textbooks
Shelby County Schools adopted the Pearson Literature textbooks for grades 6-12 in 2012-2013. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. The textbook has been vetted using the Instructional Materials Evaluation Tool (IMET) developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. Though these textbooks have their weaknesses, all schools have access to them, so the Curriculum Maps draw heavily from them while identifying additional materials to purposefully address those weaknesses and meet the expectations of the CCR standards and related instructional shifts. Additionally, some schools are piloting new, CCR-aligned instructional materials (in lieu of the adopted textbook). Teachers in those sites will have access to additional maps and related materials. Texts selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental texts, have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information about other factors can be found on designated pages in the Pearson textbooks for those selections.
Using the WIDA MPIs
WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By
KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)
referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.
CLIP Differentiated Instructional Design
Reading/ELA/WritingCore (Grade-Level Instruction for All Students)
Whole Group(read aloud, shared reading, close reading, mini-lessons)
I do (teacher models)We do (guided practice)Teach/model grade level standards, concepts, skills
Small Group
Teacher led (skills focused lessons, guided reading/writing, shared reading/writing)
• I do (teacher models)• We do (guided practice)• Coach students with similar needs
Student led (reciprocal teaching, literature circles, stations)
• They do (they collaborate)• You do (independent practice)• Differentiated content, process, products
Whole Group Closure Wrap Up what you’ve learned.
Gradual Release of Responsibility Example Behaviors
Grade 7 English Language Arts 1st Quarter
Teacher Student
I do itModeled Instruction
• Provides direct instruction• Establishes goals and purpose• Models the expectation• Think aloud
• Actively listens• Takes notes• Asks for clarification
We do itGuided Instruction /
Guided Practice
• Interactive instruction• Works with students• Checks, prompts, clues• Provides additional modeling• Meets with needs-based groups
• Asks and responds to questions• Works with teacher and classmates• Completes process alongside others
They do it together
Collaborative Practice
• Provides feedback• Moves among groups• Clarifies confusion• Provides support
• Works with classmates, shares outcome• Collaborates on authentic task• Consolidates learning• Completes process in small group • Looks to peers for clarification
You do itIndependently
Independent Practice
• Provides feedback• Evaluates progress toward the
learning expectation
• Works alone• Relies on notes, activities, classroom learning to complete assignment• Takes full responsibility for outcome
Evidence Statements describe the knowledge and skills that an assessment item or a task elicits from students. They can be used to guide the development of local curriculum, instruction, and assessment. The statements are aligned directly to the Common Core State Standards.
Evidence statements are taken directly from the standards. The standards contain multiple skills. Because the evidence statements divide each standard into individual skills, the statements can be used as objectives which directly aligns to TEACH 1 of TEM. TEACH 1 says to “engage students in objective-driven lessons based on content standards.” If teachers use the statements as their objectives, then TEACH 1 is achieved because the objective comes directly from the standard.
First Quarter TN State Standards , Evidence Statements ContentWeeks 1-3Reading Selection(s)
Grade 7 English Language Arts 1st Quarter
First Quarter TN State Standards , Evidence Statements ContentOption 1 Option 2 Beyond Thirst: The Global Water Crisis by Kathiann M. Kowalski (Lexile 880; informational) The Dinner Party (Lexile 1010) and The Treasure of Lemon Brown (Lexile 850; fiction) You Are Drinking What? by Paul Kix (Lexile 1140; informational) Rikki-tikki-tavi (Lexile 1010) Desalination (informational) (See text complexity measures pgs. 216-217)
Big Question: Does Every Conflict Have a Winner? (Unit 2)
Reading Complex Text
Informational
Option 1RI7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.RI7.3Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
These standards are constant and should be taught throughout each quarter. Cite Evidence : RL1, RI1 Analyze Content : RL/RI.7.2-9
Informational
Evidence Statements Provides citation of several pieces of textual
evidence to support analysis of what the text says explicitly RI7.1
Provides citation of several pieces of textual evidence to support analysis of inferences drawn from the text RI7.1
Provides a statement of central idea(s) of a text. RI7.2
Provides an analysis of the interactions between individuals, events, and/or ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). RI7.3
Reading Selections
Option 1Analyzing Text for Comprehension”Beyond Thirst: The Global Water Crisis” by Kathiann M. Kowalski (Lexile 880; informational) RI7.1, RI7.2, RI7.3http://edutoolbox.org/system/files/rasp_file/ELAG68P3Text1Thirst3.pdfo Skills: elements of nonfiction, determining central ideas,
making inferences, strategies for student analysis of texto Glossary of Informational and Literary Terms
o Text Dependent Questionso What big ideas should the reader take away after reading
this text? (Key Details)o Fishman states, “We’ve spent the last hundred years in a
kind of aquatic paradise: Our water has been abundant, safe, and cheap.”
Given that abundant means “in large quantities and easily accessible,” what does Fishman mean when he says that abundant, safe, and cheap water has made the last hundred years an “aquatic paradise”? (Vocabulary and Text Structure)
o How does your own point of view compare to the author’s on solutions to the water shortage? (Author’s Purpose)
o Describe connections between the water shortage and
First Quarter TN State Standards , Evidence Statements Content
Reading Complex
Texts
recycled water.(Inferences)
“You Are Drinking What?” by Paul Kix (Lexile 1140; informational) RI7.1, RI7.2, RI7.3http://edutoolbox.org/system/files/rasp_file/ELAG68P3Text2DrinkingWhat3.pdfo Skills: elements of nonfiction, determining central ideas,
making inferences, strategies for student analysis of texto Text Dependent Questions
o What big ideas should the reader take away after reading this text?(Key Details)How did the author organize the ideas in this article? (Vocabulary and Text Structure)
o The author states, “The process for recycling wastewater is more rigorous than for “regular” tap water, with 11 stronger filtration.” What evidence is given to support this claim? (Inferences)
o Explain the relationship between desalination and filtration based on the text. (Inferences)
o How does the central idea of this text compare to the central idea in “Beyond Thirst: The Global Water Crisis”? (Intertextual Connections)
“Desalination” (Not rated for complexity)http://edutoolbox.org/system/files/rasp_file/ELAG68P3Text3Desalination3.pdf RI7.1, RI7.2, RI7.3o Skills: determining central ideas, making inferences,
strategies for student analysis of texto Text Dependent Questions
o What big ideas should the reader take away after reading this text? (Key Details)Explain the meaning of desalination.(Craft and Structure)
o How does the chart for desalination help the reader understand the author’s message? (Author’s Purpose)
o According to the text, desalination is the solution to the global water crisis. What evidence does he use to support this claim? (Inferences)
Additional text selections on waterhttp://odelleducation.com/wp-content/uploads/2013/09/G7-Topic-Repository_Water.pdf
First Quarter TN State Standards , Evidence Statements Content
Reading Complex
Texts
Option 2Literature
RL7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).RL7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
Option 2Literature
Evidence Statements Provides citation of several pieces of textual
evidence to support analysis of what the text says explicitly RL7.1 Provides citation of several pieces of textual
evidence to support analysis of inferences drawn from the text RL7.1
Provides an analysis of how particular elements of a story or drama interact. RL7.3
Provides an analysis of how an author develops and contrasts the points of view of different characters or narrators in the text. RL7.6
o http://theeducatorsroom.com/2013/04/teaching-students-how- to-analyze-text/
o http://www.exeter.k12.pa.us/cms/lib6/PA01000700/ Centricity/Domain/97/Kline_Dual_Entry_Significance.pdf
o http://www.exeter.k12.pa.us/cms/lib6/PA01000700/ Centricity/Domain/97/Kline_Dual_Entry_Text_Saw_Thought.pdf
o https://www.bing.com/search? q=five+close+reading+strategies+to+support+common+core&form=EDGNTC&qs=PF&cvid=d984c10918814c9ba452f5738ae55249&pq=five%20close%20reading%20strategies%20to%20support%20common%20core
o http://apcentral.collegeboard.com/apc/public/preap/ teachers_corner/45200.html
o https://www.quia.com/files/quia/users/ddolhon/SOAPSyyyA- Strategy-for-Reading-and-Writing.pdf
o http://www.lessonplanet.com/lesson-plans/informational-text? utm_source=bing&utm_medium=cpc&utm_campaign=Language%20Arts%20(Search)&utm_term=informational%20text%20lesson%20plan&utm_content=Informational%20Text
o http://www.longview.k12.wa.us/student%20learning/Reading/ TCH%20HOT%20TIPS%20INFORMATIONAL%20TEXT.pdf
o http://www.longview.k12.wa.us/student%20learning/Reading/ TCH%20HOT%20TIPS%20INFORMATIONAL%20TEXT.pdf
o http://www.isbe.net/common_core/pdf/ela-teach-strat-read- text-6-12.pdf
Prentice Hall Literature
Option 2Unit 2: Short Stories – Elements of Short Stories and Analyzing How Elements Interact
Literary Analysis Workshop (RL7.3, RL7.6, RL7.1) o Elements of Short Stories RL7.3o Analyzing How Elements Interact RL7.3
o Skill Focus: elements of short story – characters, conflict/resolution, plot, setting, climax , point of view, theme, symbols, foreshadowing
o Close Read: Analyzing Story Elements RL7.3, RL.7.6o Skill Focus: elements of short story – characters,
conflict/resolution, plot, setting, climax , point of view, theme, symbols, foreshadowing
First Quarter TN State Standards , Evidence Statements Contentfiction)
o Independent Practice: The Treasure of Lemon Brown (Lexile 850; fiction) pg. 207
o Treasure of Lemon Brown unit with text dependent questionshttp://achievethecore.org/search?q=treasure+of+lemon+brown
o After You Read: Text Dependent Questions pg. 215o How is each of the story’s key conflicts resolved?
(Key details)o From what point of view is this story told? (Author’s
Craft and purpose)o Why do you think the author chose this point of view
to tell the story? (Inferences)
Rikki-tikki-tavi (fiction- lexile 1010) (RL7.3, RL7.1)o Rikki-tikki-tavi unit with text dependent questions
http://achievethecore.org/search?q=rikki+tikki+tavio Skill Focus – make predictions, plot, charactero Before You Read pg. 216
o Reading Skill: Make Predictionso Literary Skills: Plot
o Critical Thinking/Text Dependent Questions pg. 244o How does Rikki feel about the cobras? How do they
feel about Rikki? (Inferences)o Using details from the story, compare Rikki’s and the
cobras’ personalities. (Inter-textual Connections)o After You Read pg. 245
o Reading Skill: Make Predictionso Literary Skills: Plot
Independent Reading o Pearson textbook pg. 402
Pearson Online Resourceswww.pearsonsuccessnet.como Diagnostic/Placement Assessmentso Benchmark and Unit Assessmentso Unit Resourceso Common Core Companiono Selection audio” Interactive Digital Path”o Unit 2 Resources/Workbook
o Reading strategieshttp://www.readingrockets.org/article/seven-strategies-teach-students-text-comprehension
o Reading strategieshttp://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdf
WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance for RI7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Level 1 (Entering) Select statements, ideas,
Level 2 (Emerging) Identify multiple simple
Level 3 (Developing)Identify compound and complex
Level 4 (Expanding)Identify discourse with a variety
Level 5 (Bridging)Identify discourse with a variety
First Quarter TN State Standards , Evidence Statements Contentphrases, or chunks of language that cite textual evidence to support analysis of what a text says explicitly as well as of inferences drawn from a familiar simple sentence text in the L1/L2 and supported by labeled pictures of pre- identified inferences
sentences that cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from a familiar illustrated text and supported by a list of illustrated pre- identified inferences.
sentences that cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from an illustrated text and supported by a graphic organizer with one teacher provided example.
of sentences that cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from a text supported by a graphic organizer.
of technical and abstract content-area language that cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from a text supported by a teacher example.
For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAsLanguage – Vocabulary
L.7.4Determine the meaning of words and phrasesas they are used in a text, including figurative,connotative, and technical meanings; analyze theimpact of a specific word choice on meaning and tone.L.7.4bUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
L.7.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
These standards are constant and should be taught throughout each quarter. Study and apply vocabulary - L.7.4-6
Language – Vocabulary
Evidence Statements Demonstrates the ability to determine the
meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical and/or provides an analysis of the impact of specific word choice on meaning and/or tone) L.7.4
Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L.7.4b
Provides a statement demonstrating accurate meaning and use of grade‐appropriate general academic words and phrases. L.7.6
Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and families
Vocabulary
Tier 2 Academic Vocabulary: cite, evidence, compare and contrast
Analyzing Text for Comprehension Beyond Thirst: The Global Water Crisis by Kathiann M.
Kowalski You Are Drinking What? by Paul Kix Desalination Skill Focus: Tier II words
Common Core Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf
Prentice Hall Literature- Pearson Publishing
Literary Analysis WorkshopThe Dinner Party and The Treasure of Lemon Brown (fiction) L.7.6 Skill focus: Acquire and use grade-appropriate academic and
domain-specific words Introducing the Big Question: Learning Big Question
Vocabulary pg. 199 Close Read: Analyzing Story Elements pg. 204
Think Aloud: Vocabulary: Using Context Treasure of Lemon Brown unit (vocabulary words)
First Quarter TN State Standards , Evidence Statements ContentFluency Strategies and Research http://www.xenia.k12.oh.us/userfiles/251/11%20Alternatives
184/1296/1568/1641/Reading_Fluency_in_High_School.pdfWriting to
Texts Writing
W7.1Write arguments to support claims with clear reasons and relevant evidence.
W7.1aIntroduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
W7.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Writing
Evidence StatementsDevelopment of Ideas The student response addresses the prompt and
provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.
Organization The student response demonstrates purposeful
coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.
Reviewed throughout the quarter:Writing Sentences, Essay organization and structureThesis statement, Writing paragraphs, Performance tasks, and Topic sentences and supporting details
Writing
The Informational/Explanatory Rubrichttp://edutoolbox.org/system/files/rasp_file/InfExpRubric-Gr6-8.pdf
The Argumentative Rubrichttp://edutoolbox.org/system/files/rasp_file/OpArgRubric-Gr6-8.pdf
Teaching the Argumentative Rubric’s Traits The Scoring Guides and Sample Student Responses
o Explanation of terms per trait pgs. 2-3http://edutoolbox.org/system/files/rasp_file/ELAG6-8-PIII-Item2-DevelopmentAnchor.pdf(free, but must create an account – Freshwater Crisis)
Routine Writing (text-dependent): Text Dependent Questions (see more questions in the
reading section)o Write a summary of the text selection.
Journal entries Daily Language Practice Graphic Organizers - Elements of Nonfiction Graphic
First Quarter TN State Standards , Evidence Statements ContentWriting to
Texts
Writing to Texts
Analysis (informational/explanatory focus)The writer of “Beyond Thirst: The Global Water Crisis” introduces a key idea that people all over the world lack access to safe drinking water. Write an essay that analyzes how this key idea influenced the interactions of individuals and/or events. RI7.3
Analysis (Focus on Argument) “Beyond Thirst: The Global Water Crisis” “You Are Drinking What?”, and “Desalination” You have read three texts about ways to address the shortage
of clean water, which is a problem for many communities in the world. Write an essay that argues what you think are the three most important factors to consider when choosing a possible solution for providing clean water. Be sure to support your argument with claims that are developed with clear reasons and relevant evidence from the three texts. Be sure to follow the conventions of standard written English.
RI7.2
Prentice Hall Literature- Pearson Publishing
Routine Writing (text-dependent): Text Dependent Questions Writing About the Big Question After You Read, Journal entries, Summaries, Daily Language
Practice, Graphic Organizers
Analysis (argument) Rikki-tikki-tavi Unit (writing tasks)
http://achievethecore.org/search?q=rikki+tikki+tavi Writing Workshop: Argument: Response to Literature pg. 302
o In a response to literature, the writer develops an argument that addresses one or more aspects of a literary work. You might use elements of a literary response in a letter to an author, or in a book or movie review.
o Assignment: Using Rikki-tikki-tavi, analyze what it means to you. Include these elements: a strong, interesting focus on an aspect of the short
story a logical and consistent organization a judgment about the value of the work sufficient support for your ideas and claims a concluding statement that summarizes your
First Quarter TN State Standards , Evidence Statements Content
Writing to Texts
argument error-free writing, including correct verb tenses
RL7.3 Use evidence from “Rikki-tikki-tavi” to explain Kipling’s ideas
about the battle of good and evil in Rikki-tikki-tavi and the need for good to triumph. Use evidence from the story to support your argument. RL7.3
Though Rikki-tikki-tavi is heralded as the savior of both the garden and his human family, he had an aggressive nature. Argue for or against Rikki-ticki-tavi being a bully. Use evidence from the story to support your argument. RL7.3
SL.7.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL.7.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.SL.7.1b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
These standards are constant and
Speaking and Listening
Evidence Statements Participate in one-on-one, group and teacher-led
discussions. SL.7.1 Discern which points are relevant to the
topic/discussion SL.7.1a Provide a specific discussion structure, such as
Socratic or Paideia Seminar, for engaging students in collaborative discussions SL 7.1a
Identify the claim a speaker is making and the evidence that supports the claim
Explicitly draw on read and/or researched material by referring to evidence on the topic, from the text, and/or on the issue. SL.7.1b
Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic Readings, Socratic Seminar, Fish Bowl
Speaking and Listening
Prentice Hall Literature- Pearson Publishing
Activities Exploring the Big Question After You Read Comprehension and Collaboration: Informal Debate pg.
247o Using evidence from Rikki-tikki-tavi, defend the actions of
either the mongoose or the cobras in the story. Explain your position.
First Quarter TN State Standards , Evidence Statements Contentshould be taught throughout each quarter. Analyze Content : SL.7.2-3 Study and apply grammar : SL.7.6 Conduct Discussions : SL.7.1 Report Findings : SL.7.4-6
ela-building-evidence-based-arguments-50028147/
Weeks 4-6Reading Selection(s) The Third Wish (fiction-1110 lexile)) Two Kinds from The Joy Luck Club OR Zoo (fiction- 1170 lexile) Mongoose on the Loose and Encyclopedia Entry: Indian Grey Mongoose (lexile NR; informational)(See text complexity measures pgs. 308-309, 248-249, 336-337)Extended Reading“Making Over Native American Diets” (1030 lexile)
Big Question: Does Every Conflict Have a Winner? (Unit 2)Reading Complex
Texts
Literature and Informational
RL7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
RL7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
Literature and Informational
Evidence Statements Provides citation of several pieces of textual evide
nce to support analysis of what the text says explicitly.
Provides citation of several pieces of textual evidence to support analysis of inferences drawn from the text. RL7.1
Provides a statement of a theme or central idea of a text.
Provides an analysis of the development of the theme or central idea over the course of the text.
Provides an objective summary of the text. RL7.2
Provides an analysis of how particular elements of a story or drama interact. RL7.3
Provides an analysis of how an author develops and contrasts the points of view of different characters or narrators in the text. RL7.6
Prentice Hall Literature – Reading Selections
Unit 2: Short StoriesThe Third Wish (fiction-1110 lexile) and A Star is Born (informational) RL7.1 (See text complexity measures pgs. 308-309) Third Wish Unit
http://achievethecore.org/search?q=third+wish Skill Focus: make inferences, conflict and resolution (internal
and external conflict), ploto Glossary of Informational and Literary Terms
First Quarter TN State Standards , Evidence Statements Content
Reading Complex
Texts
o Why do you think he does not wish for riches? (inferences)
o Do you think Mr. Peters made the right decision to help him resolve his internal conflict? Support your response with details from the story. (integration of knowledge and ideas)
After You Read pg. 319o Reading Skill: Make Inferenceso Literary Analysis: Conflict and Resolution
Two Kinds from The Joy Luck Club (fiction) RL.7.3, RL.7.6(See text complexity measures pgs. 248-249) Two Kinds Unit
http://achievethecore.org/search?q=two+kinds Skill Focus: make inferences, make predictions, character
motives and point of view, conflict and resolution (internal and external conflict)
Before You Read pg. 249o Reading Skill: Make Predictionso Literary Analysis: Character
Critical Thinking pg. 276 - Text Dependent Questions (Two Kinds) In what ways does the mother pressure her daughter for
change? (key details) How does the difference in their attitudes create
problems? Support your answer with details from the text. (inferences)
After You Read pg. 277o Reading Skill: Make Predictionso Literary Analysis: Character
ORZoo (fiction- 1170 lexile ) RL.7.1, RL.7.2(See text complexity measures pgs. 336-337) Before You Read pg. 337
o Reading Skill: Make Inferenceso Literary Analysis: Theme
Critical Thinking pg. 342 - Text Dependent Questions o What do people of Earth see and do at the
Interplanetary Zoo? (key details)o How do you think Hoch wants readers to react to the
end of the story? (inferences)o How do humans on Earth react to people from Kann?
How do Kaan people react to people from Earth? Compare and Contrast: In a small group, discuss your
First Quarter TN State Standards , Evidence Statements Content
Informational
RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas
RI.7.9Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
These standards are constant and should be taught throughout each quarter. Cite Evidence : RL1, RI1 Analyze Content : RL/RI.7.2-9
Informational
Evidence Statements Provides an analysis of the structure an author
uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. RI.7.5
Provides an analysis of how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence. RI.7.9
answers. Identify details from the story that support your ideas. Together, decide what the similarities and differences tell you. (Inter-textual connections)
After You Read pg. 343o Reading Skill: Make Inferenceso Literary Analysis: Theme
Informational
Analyzing Expository and Functional TextsReading for Information: Mongoose on the Loose and Encyclopedia Entry: Indian Grey Mongoose ((Not rated for complexity; informational) pg. 282 RI7.5, RI.7.9 “Mongoose on the Loose” Unit at
http://achievethecore.org/file/616 Skill Focus: Understand Text Structure and Purpose After You Read pg. 287 - Text Dependent Questions
o What are two differences between the structure of a magazine article and the structure of an encyclopedia entry? (text structure)
o What type of information did you find in the encyclopedia entry that was not in the magazine article? (inter-textual connections)
Extended Reading: “Making Over Native American Diets” (theme or central idea) https://newsela.com/articles/nativeamerican-diets/id/5146/
Independent Reading Pearson textbook pg. 402
Resourceswww.pearsonsuccessnet.com Unit Resources Common Core Companion Benchmark and Unit Assessments Common Core Companion – p. 15-27, 28-40, 109-121, 122-
128 (graphic organizers and lessons)o https://www.engageny.org/resource/grades-6-8-ela-
WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance for RL7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Level 1 (Entering) Identify words, statements or chunks of language that represent what the text says explicitly as well as inferences drawn using labeled pictures that represent the author’s message.
Level 2 (Emerging) Recognize simple sentences and phrases that cite textual evidence to support analysis and inferences drawn from labeled pictures and/or from simple sentence illustrated texts.
Level 3 (Developing)Identify a series of extended sentences that cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn using teacher provided examples, text clues/sentence patterns
Level 4 (Expanding)Select discourse with a variety of complex sentences that support textual evidence, analysis and inferences drawn from the text with a partner.
Level 5 (Bridging)Distinguish between what the text says explicitly and information one has inferred from a text with rich descriptive discourse and complex sentences with a group
For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAsLanguage – Vocabulary
L7.4.bUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).L7.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
These standards are constant and should be taught throughout each quarter.Study and apply vocabulary - L.7.4-6
Language – Vocabulary
Evidence Statements Demonstrates the ability to use context (e.g., the
overallmeaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L4.b
FOR DIAGNOSTIC ONLY: Demonstrates the ability to use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). L.6
Provides a statement demonstrating accurate meaning and use of grade‐appropriate general academic words and phrases. L.6
Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and families
The Third Wish Skills: Latin prefixes mal- Making Connections: Vocabulary pgs. 310 Vocabulary Development pgs. 310, 312, 314, 316 After You Read: Vocabulary pgs. 319 Third Wish Unit
http://achievethecore.org/search?q=third+wish
Two Kinds from The Joy Luck Club Skills: Latin roots -tract- and -spir- Making Connections: Vocabulary pgs. 258 Vocabulary Development pgs. 258 After You Read: Vocabulary 278 achievethecore.org – “Two Kinds” Unit at
First Quarter TN State Standards , Evidence Statements ContentZoo Skills: Latin suffixes – ment Making Connections: Vocabulary pgs. 338 Vocabulary Development pgs. 338 After You Read: Vocabulary pg.343
Reading for Information: Mongoose on the Loose and Encyclopedia Entry: Indian Grey Mongoose “Mongoose on the Loose” Unit (vocabulary words)
http://achievethecore.org/file/616 Content Area Vocabulary pg. 282 Vocabulary Development: pg. 286 After You Read pg. 287: Content Area VocabularyResources Vocabulary central
www.pearsonsuccessnet.com (tools, activities, and songs for studying vocabulary)
Pearson Online Resources Vocabulary Central www.pearsonsuccessnet.com Vocabulary Workshop – Word Origins, p. 392-393 Common Core Companion – p. 347-348 (graphic organizers
and lessons) Morphology Vocabulary Assessment (exemplar vocabulary
First Quarter TN State Standards , Evidence Statements Content
Writing to Texts
Writing to Texts
W.7.1.aIntroduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.W.7.1.b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.W.7.1.e Provide a concluding statement or section that follows from and supports the argument presented.
W.7.3Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.
Organization The student response demonstrates purposeful
coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.
Clarity of Language The student response establishes and maintains
an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone2, and/or domain-specific vocabulary.
Knowledge of Language and Conventions The student response demonstrates command of
the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.
Reviewed throughout the quarter:Writing Sentences, Essay organization and structureThesis statement, Writing paragraphs, Performance tasks, and Topic sentences and supporting details
Teaching the Argumentative Rubric’s Traits The Scoring Guides and Sample Student Responses
o Explanation of terms per trait pgs. 2-3http://edutoolbox.org/system/files/rasp_file/ELAG6-8-PIII-Item2-DevelopmentAnchor.pdf
Prentice Hall Literature- Pearson Publishing
Routine Writing (text dependent questions) Text Dependent Questions Writing About the Big Question After You Read , Journal entries, Summaries, Daily Language
Practice, Graphic Organizers, Other Resources
Analysis (Focus on Argument) In Third Wish, argue how the story elements (plot-
characters, setting, and conflict) reveal the theme of the story. State your position and cite evidence from the text to support your ideas. RL.7.3
Writing: Argument pg. 361 – Write a letter to the editor of a local newspaper as a response to “Zoo”. Take a position about whether zoo animals should live in natural habitats instead of cages. First, consider both sides of the issue and list at least one reason in support of each one. Then, choose which position to support. As you draft, state and support your position. Consult credible sources to find logical reasons and evidence that will convince readers to take your side. Email your letter to the editor of a newspaper.RL7.3
Write an argumentative essay comparing and contrasting information presented in “Mongoose on the Loose” and “Indian Grey Mongoose.” Argue how the texts present information in different ways. Draw evidence from the passages to support your analysis. RI7.9(Develop your topic with relevant, well-chosen facts, concrete details, or other information and examples. Demonstrate command of the conventions of Standard English, capitalization, punctuation, and spelling in your response.)
Narrative Writing Workshop – Narrative text: Short Story pg. 384 RL7.3 Narrative text: Journal Entry from “Two Kinds” pg. 279 RL7.6 Narrative text pg.335: Write an anecdote or brief story that
tells what might have happened if the ending of the story you read were different. If you read “The Third Wish,” write an anecdote about what might have happened if Mr. Peters had not turned Leita back into a swan. RL7.1
First Quarter TN State Standards , Evidence Statements Content
Writing to Texts
should be taught throughout each quarter. Study and apply grammar - L.7.1-3
Skill: The Principle Parts of Verbs Integrated Language Arts pg. 278
o Reading Applicationo Writing Applicationo Prentice Hall Writing Coach
Elements of Language- Holt Publishing Adjectives – compound and coordinate Adverbs Verbs- action, linking, helping, verb phrases Sentence parts- subject and predicate Writing sentences Wordiness and Conciseness of Language”
SL. 7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.SL.7.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL.7.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.SL.7.1b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
These standards are constant and should be taught throughout each quarter.
Speaking and Listening
Evidence Statements Participate in group discussions using
Accountable Talk. SL.7.1 Contribute to discussions by building on others’
ideas and using specific wording to express thoughts and opinions. SL.7.1
Support ideas and opinions with specific textual evidence. SL.7.1
Organize ideas in the most effective order for an oral presentation. SL.7.6
Match verbiage to the appropriate context and task, using informal speech only in small-group, peer-to-peer interaction. SL.7.6
Speaking and Listening
Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic Readings
Prentice Hall Literature- Pearson Publishing
Activity Presentation of Ideas – Write a news story based on the
How to write a news storyhttps://www.embl.de/aboutus/communication_outreach/writing_news_story.pdf
Writing a news articlehttp://www.wikihow.com/Write-a-News-Article
Group roles and responsibilitieshttps://www.google.com/webhp?sourceid=chrome-instant&rlz=1C1QJDB_enUS641US641&ion=1&espv=2&ie=UTF-8#q=group%20roles%20and%20responsibilities
Accountable Language Stemshttp://www.dlenm.org/lacosecha2014/Handouts/Wiencek/AccountableTalkFeaturesandLanguageStems.pdf
Weeks 7-9Reading Selection(s) Geeks: How Two Lost Boys Rode the Internet Out of Idaho by Jon Katz (1070 lexile; informational)
o “Once Unhip Instrument Is Now Cool” (Lexile 1110; informational)o “Smartphones? Tablets? Laptops? Some Prefer Noisy Old Machines" (1120 lexile; informational)o “The Minecraft Miracle: Teachers Tell Students to Go Play a Video Game” (1090 lexile; informational)
Big Question: Where do you fit in?
Reading Complex
Texts
Informational
RI.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.R.I.7.3Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).RI.7.5Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
Informational
Evidence Statements Provides a statement of central idea(s) of a text.
(RI7.2) Provides an analysis of the development of
central idea(s) over the course of the text.(RI7.2) Provides an objective summary of a text.(RI7.2) Provides an analysis of the interactions between
individuals, events, and/or ideas in a text (e.g., how ideas influence individuals or events or how individuals influence ideas or events).(RI7.3)
Provides an analysis of the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.(RI7.5)
Provides a statement of an author’s point of view in a text. Provides a statement of an author’s purpose in a text.(RI7.6)
Provides an analysis of how the author distinguishes his or her position from that of others.(RI7.6)
Reading Selections
Extended text – Informational
Elements of Nonfiction/Analyzing Structure and Relationships in Literary Nonfiction/Determining Central Ideas in Nonfiction
Geeks: How Two Lost Boys Rode the Internet Out of Idaho by Jon Katz (1070 lexile) See Geeks Unit Skill Focus: fact/opinion, main idea and supporting details,
author’s purpose for writing, central idea, make inferences and draw conclusions
Text Dependent Questionso What comparison does Katz make between computers
and cars?(key details)o Jesse says, “The Net is my safety. It’s my community. It’s
not a substitute for life for me. It is life." How does this play into daily decisions that Jesse and Eric make? (Inferences)
o Jon Katz has a notion of parenting. How is this different from the world in which Jesse and Eric live? (opinions/arguments)
First Quarter TN State Standards , Evidence Statements ContentThese standards are constant and should be taught throughout each quarter. Cite Evidence : RL1, RI1 Analyze Content : RL/RI.7.2-9
Independent Reading Pearson textbook pg. 402
Resources Study Guide, summary, chapters 1-4 questions
Study Guide, summary, chapter 5-8 questionshttp://www.randomhouse.com/highschool/catalog/display.pperl?isbn=9780767906999&view=tg
Study Guide for Introduction and Chapters 9-11http://www.randomhouse.com/highschool/catalog/display.pperl?isbn=9780767906999&view=tg
(teacher’s guide of summary and themes) http://prezi.com/ioj1zc5kqsjo/geeks-how-two-lost-boys-rode-the-internet-out-of-idaho/
WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance for RL7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Level 1 (Entering) Identify words, statements or chunks of language that represent what the text says explicitly as well as inferences drawn using labeled pictures that represent the author’s message.
Level 2 (Emerging) Recognize simple sentences and phrases that cite textual evidence to support analysis and inferences drawn from labeled pictures and/or from simple sentence illustrated texts.
Level 3 (Developing)Identify a series of extended sentences that cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn using teacher provided examples, text clues/sentence patterns
Level 4 (Expanding)Select discourse with a variety of complex sentences that support textual evidence, analysis and inferences drawn from the text with a partner.
Level 5 (Bridging)Distinguish between what the text says explicitly and information one has inferred from a text with rich descriptive discourse and complex sentences with a group
For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAsLanguage – Vocabulary
L.7.4.bUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).L.7.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.7.6Acquire and use accurately grade-appropriate general academic and domain-
Language – Vocabulary
Evidence Statements Demonstrates the ability to use context (e.g., the
overallmeaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (RL7.4)
Provides a statement demonstrating accurate meaning and use of grade‐appropriate general academic words and phrases.(RL7.6)
Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin roots
Vocabulary
Tier 2 Academic Vocabulary: objective, summary
Geeks: How Two Lost Boys Rode the Internet Out of Idaho See Geeks Unit.
Strategies (see resources for links) PAVE Frayer Model Vocabulary Relay Word Sorts Concept Cubes Semantic Maps Vocabulary Bingo
First Quarter TN State Standards , Evidence Statements Contentspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
These standards are constant and should be taught throughout each quarter. Study and apply vocabulary - L.7.4-6
Context cluesAnalogy and word relationshipsWord parts and families
Marzano’s six steps for direct vocabulary instruction Word Wizards Verbal and Visual Word Association
W.7.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/ contrast, and cause/effect; include formatting(e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.7.2.b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.7.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.W.7.2d Use precise language and domain-specific vocabulary to inform about or explain the
Writing
Evidence StatementsDevelopment of Ideas The student response addresses the prompt and
provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.
Organization The student response demonstrates purposeful
coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.
Clarity of Language The student response establishes and maintains
an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone2, and/or domain-specific vocabulary.
Knowledge of Language and Conventions The student response demonstrates command of
the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage,
Writing
Geeks: How Two Lost Boys Rode the Internet Out of Idaho See Geeks Unit.
The Informational/Explanatory Rubrichttp://edutoolbox.org/system/files/rasp_file/InfExpRubric-Gr6-8.pdf
Teaching the Informational/Explanatory Rubric’s Traits The Scoring Guides and Sample Student Responses
o Explanation of terms per trait pgs. 2-3http://edutoolbox.org/system/files/rasp_file/ELAG6-8-PIII-Item2-DevelopmentAnchor.pdf
Routine Writing (text dependent questions) Text Dependent Questions
o Jesse credits Mr. Brown and The Geek Club for saving his life. What are the elements of the Geek Club that make it so powerful? How does it give the boys something that they lacked before? What do they take from it and use in their lives thereafter?
Journal entries, Summaries, Daily Language Practice, Graphic Organizers, Other Resources
Analysis (inform/explain) There is a phrase in popular psychology called a
"geographical cure." It's the notion that if you have problems, you can move away from them. Jesse and Eric move away
First Quarter TN State Standards , Evidence Statements Content
Writing to Texts
topic.W.7.2e Establish and maintain a formal style.W.2.fProvide a concluding statement or section that follows from and supports the information or explanation presented.
meaning is clear throughout the response.
Reviewed throughout the quarter: writing sentences, essay organization and structure,thesis statement, writing paragraphs, performance tasks
from Idaho, but discover many of their social problems were brought along. Discuss how each grows up, becomes more outgoing, searches for healing rather than just running away. RI7.3
What important details are given by the author Jon Katz which informs you that Jesse and Eric have or have not changed since moving from Idaho to Chicago? Write a short essay explaining changes for Jesse and Eric explaining your stance. Cite specific evidence from the text. RI7.2
Assessment/Performance TaskSkill: Analyze Characters’ Points of View - Task 2: Literature, p. 400 RI7.6
Resources www.elacommoncorelessonplans.com
(reading, writing, language, speaking and listening activities)
Writing the Informative Essay http://word-crafter.net/CompI/InformativeEssay.html http://study.com/academy/lesson/informative-essay-definition-
examples-structure.html
Writing the Explanatory Essay http://word-mart.com/html/
First Quarter TN State Standards , Evidence Statements Content
Writing to Texts
L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.7.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
These standards are constant and should be taught throughout each quarter. Study and apply grammar - L.7.1-3
Evidence Statements Distinguish among specific types of phrases( i.e.,
noun, verb, adjective, prepositional, appositive , verbal phrases--infinitive, participial, and gerund, and absolute. L7.1a
Demonstrate correct usage of phrases--verb phrases and prepositional phrases--as a singular component to a sentence. L7.1a
Identify the function of a prepositional phrase as an adverb phrase or adjective phrase. L7.1a
Note: Grammar instruction should be embedded in the teaching of writing.
Geeks: How Two Lost Boys Rode the Internet Out of Idaho See Geeks Unit.
Elements of Language- Holt Publishing Prepositions and Prepositional phrases Compound Subjects and Predicates
Speaking and Listening
SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL.7.1c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.SL.7.1d Acknowledge new information expressed by others and, when warranted, modify their own views.
These standards are constant and should be taught throughout each quarter. Analyze Content : SL.7.2-3 Study and apply grammar : SL.7.6 Conduct Discussions : SL.7.1 Report Findings : SL.7.4-6
Speaking and Listening
Evidence Statements Select the most appropriate behaviors for
participating productively in a team (e.g., ask primarily relevant questions that move the team toward its goal and contribute to the topic of discussion, articulate the goals that have been provided for the team work and ask clarifying questions, come to agreement by seeking consensus or following the majority).
Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic Readings
Speaking and Listening
Geeks: How Two Lost Boys Rode the Internet Out of Idaho See Geeks Unit. ActivityPerformance Task #4 pg. 401 – Analyze and Develop theme (Third Wish, Zoo, or Two Kinds) Write a brief narrative in
which you develop the theme of a story from this unit in a different way. Read your story aloud to a group of classmates. RL7.2
First Quarter TN State Standards , Evidence Statements ContentResearch Project W.7.7
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.SL.7.4Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.SL.7.5Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
Evidence Statements Organize ideas in the most effective order for an
oral presentation. Distinguish between a summary and a critique. Identify the main idea and supporting details in
text. Determine the most effective methods for
engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).
Geeks: How Two Lost Boys Rode the Internet Out of Idaho See Geeks Unit.
Activities In Geeks, there is a school shooting in Colorado at Columbine
High School where kids who are outsiders just like Jesse and Eric kill several students, a teacher, and themselves at their school. Research the incident of Columbine High School and explain how cultures of cliques, bullying, video games, and being an outsider played a role in this tragic event. In this report, have students explain how Jesse and Eric parallel to Eric Harris and Dylan Klebold. Explain Jesse’s reaction to Columbine and if he is justified in his reaction.
Resources www.leostcloudstate.edu (research help)
Two KindsResearch and Technology: Build and Present Knowledge pg. 279 Write an outline that provides background. Research
traditional Chinese beliefs and customs about the relationship between parents and children.
o Pearson Online www.pearsonsuccessnet.com Unit 2 Resources pg. 91
ZooResearch and Technology: Build and Present Knowledge pg. 361 Create a poster based on the story you read. Your poster
should focus on a zoo in your town, city, or state. Provide zoo hours, admission fees, special exhibits, and the animals you would recommend others visit. Follow these steps to complete the assignment:o Identify the topic of your poster. Then, jot down questions
to guide your research.o Develop a search plan. Then, use the internet and library
resources to conduct your research. Use photos, drawings, and diagrams to illustrate your poster.
o Present your poster and research to the class. Add music or sound effects to emphasize key points. o Pearson Online www.pearsonsuccessnet.com
