EAST ALLEN COUNTY SCHOOLS

Bundle 2

Grade 7

Language Arts

Big Idea: Detail Narrative Writing

Enduring Understandings Essential Questions A story can be told from many different points of view. All stories have a message for the reader. By reading dialogue in a story, readers make connections to characters. Writers help their stories flow by using transitions. All stories progress through a series of events. Writers use figurative language to paint pictures for their readers.

How does point of view affect a writer's message?

How does the reader find the message in a story?

How does a reader truly understand what a character is like?

Why do transitions improve the flow of a story?

Why does every story have a plot?

How does a reader identify figurative language?

CC/Learning Targets Core Vocabulary Links to Technology RL.2 RL.4 RL.6 W.3

L.5 7.3.2 7.3.3 7.6.2 7.6.4

characterization connotative meaning denotations foreshadow infinitives pacing participles

-Dictionary (app) -Snack Words (app) -Speed Typing (app)

Bundle Performance Task(s) Students will work in small groups to create a short play from a supporting characters viewpoint that addresses the theme, plot, setting, and characterization from either the book Wringer or The Lightning Thief. Use the Readers’ Theater “Perseus and the Will of the Gods”, on The Lightning Thief resource disc, as an example. The play should include the stages of plot and dialogue to create characterization. When writing the play students should pay close attention to transitions and

figurative language. Along with the play, students will use power-point (Jeopardy Template) to create a jeopardy game. Included in the jeopardy game should be

five questions addressing each of the following elements: plot, theme, setting, and characterization. Additional categories could be added to the jeopardy game at the discretion of the teacher. As an extension, students can perform or pre-record their play including setting, and dressing up to create characterization. This could be presented in a reader’s theatre either live or recorded. Students could create a different version (technology based) of a game. For instance, they might develop a virtual board game.

Grade 7 LA Bundle 2

Quarter 1 Sept. – Oct.

Recommended Read-Alouds G7 - Bundle 2

Big Idea: Detail Title Author Relates to…

Picture Books

Amazing grace Mary Hoffman Characterization

Thunder Rose Jeradine Nolen Characterization, Word Choice

The House on Maple Street Bonnie Pryor Flashback

Shortcut David Macaulay Foreshadowing

The Great Fuzz Frenzy Janet Stevens Foreshadowing, Literary Elements

The Frog Prince Continued Jon Scieszka Irony

What a Year! Tomie dePoala Literary Elements

The Stranger Chris Van Allsburg Metaphor

Sylvester and the Magic Pebble William Steig Personification

I Love You the Purplest Barbara Joose Details, Vivid Verbs, Word Choice

Barefoot: Escape on the Underground Railroad Pamela Duncan Edwards Point of View

Diary of a Spider Doreen Cronin Point of View, Voice

The Curse of the Bologna Sandwich Greg Trine Point of View

The Secret knowledge of Grown-ups David Wisniewski Point of View, Voice

Crazy Like a Fox: A Simile Story Loreen Leedy Similes

Skin Like Milk, Hair of Silk: What are Similes… Brian P. Cleary Similes and Metaphors

The Extraordinary Adventures of Ordinary Boy: The Hero Revealed William Boniface Theme, Point of View

To Root To Toot To Parachute Brian B. Cleary Verbs, Verbals

The Bird House Cynthia Rylant Theme, Respond to Literature

To Be a Drum Evelyn Coleman Literary Elements; Figurative Language

Poetry

A Cake for Herbie Petra Mathers

Favorite Poems Old and New Helen Ferris (Tibbet)

Recommended Read-Alouds G7 - Bundle 2

In a Pickle: And Other Funny Idioms Marvin Terban

Mirror Mirror: A Book of Reversible Verse Marilyn Singer & Josee Masse

Novels

Hate That Cat Sharon Creech Figurative Language

Love That Dog Sharon Creech Figurative Language

Milkweed Jerry Spinelli Detail

A Boy at War Harry Mazer Detail

The White Elephant Sid Fleischman Detail

Gregor, the Overlander Suzanne Collins Detail

A Connecticut Yankee in King Arthur’s Court Mark Twain Flashback, Literary Elements

Reading Workshop G7 - Bundle 2

CC/Learning Targets Resource of Ideas Evidence of Learning RL.2 (7.3.4)

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.

-Teaching Reading in the Middle School pp. 172-173, p. 193 -Best Practices Toolkit p. B18, p. B41 -The Bird House by Cynthia Rylant -Theme-PowerPoint -Literature: “Amigo Brothers” pp. 310-322 “The War of the Wall” pp. 326-334 -InterActive Reader & Writer “The War of the Wall” pp. 58-69 -PiTR Lightning Thief by Rick Riordan-Resource Binder pp. 101, 216, 102,

109-111, 143-144 Wringer by Jerry Spinelli-Lesson Guide p. 100 (communication) Resource Binder p. 100

-Discussion -Teacher Observation in Strategic Reading Groups/Observational Notes -Cluster Diagram (Best Practices Toolkit) -Written Response (Select from “After Reading” Questions in Literature) -InterActive Reader & Writer Assessment pp. 70-71

RL.4 (7.3.7)

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g. alliteration) on a specific verse or stanza of a poem or section of a story or drama.

-Teaching Reading in Middle School pp. 187-189 (idioms) -Guiding Readers and Writers p. 398 “Figurative Language”, p. 415 “Poetry Minilessons: “Enjoying and Responding to the Craft of Poetry” -Best Practices Toolkit pp. D19 (Evaluating a Poem), D66 -The Stranger by Chris Van Allsburg -Favorite Poems Old and New by Helen Ferris Tibbet -Hailstones and Halibut Bones by Mary O’Neill -Stopping By Woods on a Snowy Evening by Robert Frost -The Midnight Ride of Paul Revere by Henry Wadsworth Longfellow -A Cake for Herbie by Petra Mathers -To Be a Drum Storyline Online -Figurative Language-SMART Board Activity -Figurative Language-SMART Board Activity 2 -Figurative Language-SMART Board Game

-Discussion -Teacher Observation in Strategic Reading Groups/ Observational Notes -Written Responses (Select from “After Reading” Questions in Literature) -Choose a book, story, or poem; list literary devices used; explain how it affects the reading of the story. -InterActive Reader & Writer Assessment pp. 116-117, 133- 134

Reading Workshop G7 - Bundle 2

-Word Connotation -Literature See “Poetry” selections list on p. IN31, Unit 5, “Appreciating Poetry,” pp. 540-619, p. 206 (similes), p.278 (idioms), p.506 (literal and figurative meaning), p.546 (metaphor) -InterActive Reader & Writer, pp. 110-115, pp.126-132 -Language Network pp. 408-409 -PiTR Lightning Thief by Rick Riordan-Resource Binder pp. 94, 112-113, 114 Wringer by Jerry Spinelli-Resource Binder p. 90

RL.6 (7.3.5)

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

-The Extraordinary Adventures of Ordinary Boy: The Hero Revealed by William Boniface -The Curse of the Bologna Sandwich by Greg Trine -Barefoot: Escape on the Underground Railroad by Pamela Duncan Edwards -1

st, 2

nd, 3

rd Person Point of View

-Literature: -“The Scholarship Jacket” pp. 216-223 -“A Retrieved Reformation” pp. 226-236 -InterActive Reader & Writer “A Retrieved Reformation” pp. 34-46

-PiTR Lightning Thief by Rick Riordan-Resource Binder pp. 91, 116-117, 128,

142, 170, 187, 194 Wringer by Jerry Spinelli-Lesson Guide p. 109 Resource Binder pp. 87, 88-89, 92

-Discussion -Teacher Observation in Strategic Reading Groups/Observational Notes -Compare/Contrast stories that use different point of view -Students identify the point of view used in their independent reading books and explain how they know. -Rewrite a segment of a story using a different point of view. -Written Response (Select from “After Reading” Questions in Literature) -InterActive Reader & Writer Assessment pp. 47-48

(7.3.2) Identify events that advance the plot and determine how each event explains past or present action or foreshadows (provides clues to) future action.

-Best Practices Toolkit pp. D59-D60 -The House on Maple Street by Bonnie Pryor -The Frog Prince Continued by Jon Scieszka

-Discussion -Teacher Observation in Strategic Reading Groups/Observational

Reading Workshop G7 - Bundle 2

-Shortcut by David Macaulay -The Great Fuzz Frenzy by Janet Stevens -Literature, “Rikki-tikki-tavi” pp. 72-88 “Seventh Grade,” pp. 30-39 “Thank You, M’am,” pp. 62-69 “Dirk the Protector,” pp. 268-277 “It’s Not About the Bike” and “23 Days in July,” pp. 790-800 -“The Noble Experiment,” pp. 808-820 -InterActive Reader & Writer “Rikki-tikki-tavi” pp. 2-21 -PiTR Lightning Thief by Rick Riordan- Lesson Guide pp. 64, 66 Resource Binder pp. 119, 126 Wringer by Jerry Spinelli-Lesson Guide pp. 101, 108, 109 Resource Binder pp. 91, 95, 102

Notes -Plot Diagram (Best Practices Toolkit) -Written Response (Select from “After Reading” Questions in Literature) -Book Talks (Guiding Readers and Writers pp. 120-122) -InterActive Reader & Writer Assessment pp. 22-23

(7.3.3) Analyze characterization as shown through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters.

-Guiding Readers and Writers pp. 395-396, pp. 441-443 -Best Practices Toolkit pp. D5-D11 -Thunder Rose by Jerdine Nolen -Amazing Grace by Mary Hoffman -Sylvester and the Magic Pebble by William Steig -Characterization-SMART Board Activity -Literature: “Zebra,” pp. 182-215 “The Three-Century Woman,” pp. 240-248 “Charles,” pp. 250-254 -PiTR Lightning Thief by Rick Riordan-Resource Binder p. 90 Wringer by Jerry Spinelli-Resource Binder pp. 96, 103

-Discussion -W-R Notebook -Teacher Observation in Strategic Reading Groups/Observational Notes -Create a character analysis chart (Best Practices Toolkit pp.D5) -Create a characters and dialogue chart (Best Practices Toolkit D9) -Written Responses/Book Report (Best Practices Toolkit pp. C20)

Correlating CC/Learning Targets Teacher Notes

Reading Workshop G7 - Bundle 2

RI.1 RI.10

RL.1 RL.3 RL.10

All embedded apps included in this curriculum are free.

Writing Workshop G7 - Bundle 2

CC/Learning Targets Resource of Ideas Evidence of Learning W.3 (7.5.1)

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

-The Continuum of Literacy Learning p. 164 -Guiding Readers and Writers pp. 404-406 -What a Year by Tomie dePaola -Diary of a Spider by Doreen Cronin -The Secret Knowledge of Grown-Ups by David Wisniewski Student Models -Literature “Seventh Grade,” pp. 31-39 “Thank You, M’am,” pp. 62-68 “Names/Nombres” pp. 780-786 -InterActive Reader & Writer “Names/Nombres” pp.164-172 -InterActive Reader & Writer p.141 -PiTR Lightning Thief by Rick Riordan-Resource Binder pp. 96, 97, 123, 141 Wringer by Jerry Spinelli-Resource Binder p. 91

-Writing Conferences/ Observational Notes -Writing Samples/Rubric

Writing Workshop G7 - Bundle 2

Correlating Learning Targets Teacher Notes

W.4 W.5 W.6

W.9 W.10 7.3.9 7.5.6

All embedded apps included in this curriculum are free.

Language and Word Study G7 - Bundle 2

CC/Learning Targets Resource of Ideas Evidence of Learning L.5 (7.1.1)

Demonstrate understanding of figurative language, word relationships, and nuances in word 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 better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined respectful, polite, diplomatic, condescending).

-Crazy Like a Fox: A Simile Story by Loreen Leedy -Love That Dog by Sharon Creech -Hate That Cat by Sharon Creech -In a Pickle: And Other Funny Idioms by Marvin Terban -Skin Like Milk, Hair of Silk: What are Similes by Brian P. Cleary -Idioms-SMART Board Activity -Connotation/Denotation SMART Board Activity -Language Network p. 303, p.401, pp.406-407 -PiTR Lightning Thief by Rick Riordan-Resource Binder pp. 93-95, 112-114,

195 Wringer by Jerry Spinelli-Lesson Guide-100 (figurative language)

-Class Discussion -W-R Notebook -Small Reading Group Discussion

(7.6.4) Identify all parts of speech (verbs, nouns, pronouns, adjectives, adverbs, prepositions, conjunctions, and interjections) and types and structure of sentences.

Parts of Speech -Fantastic! Wow! And Unreal! A Book About Interjections and Conjunctions by Ruth Heller (parts of speech) -The Planet Without Pronouns by Justin McCory Martin -Z Was Zapped by Chris Van Allsburg -Behind the Mask by Ruth Heller -Suddenly Alligator: An Adverbial Tale by Rick Walton -Tillie’s Tuba by Maria Fleming -Parts of Speech Interactive Game -Parts of Speech PowerPoint -Adjectives-SMART Board Activity -Adverbs-SMART Board Activity

-Students find examples of the four types of sentences in print and categorize them in a chart, poster, or PowerPoint. -Quiz/Test -Create a lesson plan for younger students (may be a group project).

Language and Word Study G7 - Bundle 2

-Literature, pp. R46-R47, pp. R52-R67 -Language Network, Ch. 2 – Ch. 6 -Grammar and Writing Workbook, pp. 31-35 Sentence Structure/Types -Language Network, p. 16, and Ch. 8 -Grammar for Writing Workbook, pp. 16-18

(7.6.2) Identify and use infinitives, participles, and gerunds.

-To Root To Toot To Parachute by Brian P. Cleary -Gerunds -Gerunds and Infinitives -Language Network pp. 170-175 -Grammar and Writing Workbook, pp.136-144

-Quiz -Find examples of infinitives, participles, and gerunds in reading and make a list or chart. -Write compositions that specifically use infinitives, participles, and gerunds (example idea on p. 179 of Language Network).

Correlating CC/Learning Targets Teacher Notes

L.1 L.2 L.3 L.4 L.6

SL.1 SL.2 7.6.3 7.6.5 7.6.6

All embedded apps included in this curriculum are free.