EAST ALLEN COUNTY SCHOOLS

Bundle 4

Grade 7

Language Arts

Big Idea: Design Essay Study

Enduring Understandings Essential Questions

Writers must provide good evidence to support their ideas so the reader can understand the author's perspective.

Informational text includes many structural features and purposes.

A strong reader can identify central ideas within informational text.

Good writers utilize all parts of speech in their writing.

When writers are given the choice of topics, they should choose the one that they can support the best.

Why does an essay need support? What kind of evidence can writers use to support their ideas?

How can writers make a strong impression on their readers?

How does a text’s structure impact the reader?

Which parts of speech add the most detail to writing?

How can a reader identify central ideas within text?

CC/Learning Targets Core Vocabulary Links to Technology RI.1 RI.2 RI.5 RI.8 RI.10 RL.10

W.9 7.1.1 7.2.3 7.6.2 7.6.4

claim interjection relevant evidence

-Dictionary (app)

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

Bundle Performance Task(s) Students will write a cause-and-effect essay which will explain the impact that a parent, teacher, or friend has had on his/her life. The essay will include an argument that is supported with detailed evidence. In addition students will incorporate and identify three examples of specific part of speech that were emphasized within the bundle. A possible assessment rubric is provided in the Appendix under curriculum for each performance task. As an extension, students will research a famous individual (currently living) that is impacting the lives of others in a positive way. These students will meet in a small group to share and comment on their findings.

Grade 7 LA Bundle 4

Quarter 2 Nov.-Dec.

Recommended Read-Alouds G7 - Bundle 4

Big Idea: Design Title Author Relates to…

Picture Books

Encounter Jane Yolen Cause and Effect, Similes and Metaphors

Faithful Elephants: A True Story of Animals, People, and War Yukio Tsuchiva Cause and Effect

The Gardner Sarah Steward Cause and Effect

Lighthouse: A Story of Remembrance Robert Munsch Draw Conclusions, Infer

Wreck of Zephyr Chris Van Allsburg Draw Conclusions

June 29, 1999 David Wiesner Organization

If You Give A Moose a Muffin Laura Joffe Numeroff Sequence

The True Story of the Three Little Pigs Jon Scieszka Sequence

City of Snow: The Great Blizzard of 1888 Linda Oatman High Supporting Details

The Boy on Fairfield Street Kathleen Kull Supporting Details

When Marion Sang Pam Munoz Ryan Supporting Details

A Drop of Water Walter Wick Questions, Investigation

Poetry

Atticus the Storyteller’s 100 Greek Myths Lucy Coats Intro for Lightning Thief

Novels

The Secret School Avi Design

The City of Ember Jeanne DuPrau Design

Recommended Read-Alouds G7 - Bundle 4

Reading Workshop G7 – Bundle 4

CC/Learning Targets Resource of Ideas Evidence of Learning RI.1 (7.2.7)

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

-Guiding Readers and Writers p. 133 -Best Practices Toolkit p. A28, p. A13 -Lighthouse: A Story of Remembrance by Robert Munsch -Wreck of Zephyr by Chris Van Allsburg -City of Snow: The Great Blizzard of 1888 by Linda Oatman High -The Boy on Fairfield Street by Kathleen Kull -When Marion Sang by Pam Munoz Ryan -Drawing Conclusions-PowerPoint -Literature “Becoming an Active Reader” pp. 12-14 “The Legacy of the Vietnam War,” pp. 208-215

“Encounter with Martin Luther King, Jr.” pp. 258-264 -PiTR Phineas Gage by John Fleischman-Resource Binder pp. 99, 122, 174-

175

-Discussion -W-R Notebook -Teacher Observation in Strategic Reading Groups/Observational Notes -Graphic Organizers (Best Practices Toolkit A60) -Graphic Organizers (Best Practices Toolkit A44)

RI.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.

-Best Practices Toolkit p.B3, p. B17 -Teaching Reading in Middle School p.15, p. 66, p.224 -Literature “The Legacy of the Vietnam War” pp.208-215 -PiTR Phineas Gage by John Fleischman-Resource Binder pp. 151 (Lesson Guide p. 66), 104, 114 (Text Connections 155-156), 125-126, 131

-W-R Notebook -Small Reading Groups -Graphic Organizers (Best Practices Toolkit B24 and B40)

RI.5 (7.2.1)

Analyze the structure an author uses to organize text, including how the major sections contribute to the whole and to the development of the ideas.

-Guiding Readers and Writers pp. 399-404 -If You Give A moose a Muffin by Laura Joffe Numeroff -The True Story of the Three Little Pigs by Jon Scieszka -Faithful Elephants: A True Story of Animals, People and War by Yukio

-Discussion of different types of informational text -Teacher Observation in Strategic Groups/Observational Notes -Written Response (Select from

Reading Workshop G7 – Bundle 4

Tsuchiva -The Gardner by Sarah Steward -SMARTBoard Analyze Text -Literature “Nonfiction and Informational Text” p. 8 “Reading Handbook” pp. R14-R16 “Reader’s Workshop,” pp. 868-869 “What Do You Know About Sharks?” pp. 872-880 “Like Black Smoke: The Black Death’s Journey,” pp. 895-900 “A World Turned Upside Down,” pp. 902-904 -InterActive Reader & Writer “What Do We Know About Sharks?” pp. 184- 193 -InterActive Reader & Writer, R13, R22, R23 -PiTR Phineas Gage by John Fleischman-Resource Binder pp. 90-92, 109, 127, 132

“After Reading” Questions in Literature) -InterActive Reader & Writer Assessment pp. 194-195

RI.8 (7.2.4) (7.2.6) (7.2.9)

Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

-Best Practices Toolkit p. D21 (Questioning the Author) -Best Practices Toolkit p. A29 (Distinguishing Fact and Opinion) -Best Practices Toolkit p. A31 (Making Generalizations) -Best Practices Toolkit p. A67 (Logical Fallacies) -Logical Arguments and Cite Arguments -Opinion-Proof -Literature

“Homeless,” pp. 356-361 “Why We Should Go to Mars,” pp. 928-933 “Great White Sharks,” pp. 884-891 “Pro Athletes’ Salaries,” pp. 918-921 “Do Professional Athletes Get Paid Too Much?” pp. 922-924 -InterActive Reader & Writer, p. R4, p. R11

-Discussion -Teacher Observation in Strategic Reading Groups/Observational Notes -Written Response (Select from “After Reading” Questions in Literature) -Complete questions about the author (Best Practices Toolkit

D68, A61, and A63)

Reading Workshop G7 – Bundle 4

-PiTR Phineas Gage by John Fleischman-Resource Binder pp. 100, 110, 120-121 (Text Connections pp. 165-173)

RI.10 (IN S.2)

By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

-Scope Magazine by Scholastic

- The Week (app) -Reading Conferences -Read-alouds -Booktalks -Class Discussion W-R Notebook

RL.10 (IN S.3)

By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

-Literature “Appreciating Poetry” Unit 5 -Teaching Poetry -Poetry & Mythology

-Reading Conferences -Read-alouds -Booktalks -Class Discussion W-R Notebook

(7.2.3) Analyze text that uses the cause-and-effect organizational pattern.

-Guiding Readers and Writers p. 451, Appendices 41-42 -Teaching Reading in Middle School pp. 177-179 -Best Practices Toolkit p. B16, pp. B37-B39 -Encounter by Jane Yolen -Cause and Effect-PowerPoint -Another Cause and Effect-PowerPoint -Literature “From An American Childhood” pp. 118-125 “Cause-Effect Organization” pp.R10-R11 “Cause-and-Effect Essay,” pp.736-743 -PiTR Phineas Gage by John Fleischman-Resource Binder pp. 90-92, 129

-Discussion -Teacher Observation in Strategic Reading Groups/Observational Notes -Graphic Organizers (Best Practices Toolkit) -Written Response (Select from “After Reading” Questions in Literature)

Correlating CC/Learning Targets Teacher Notes

Reading Workshop G7 – Bundle 4

RI.3 RI.4 RI.9 RI.10

RL.1 RL.2 RL.4 RL.6

-Because poetry is frequently found on ISTEP+, teachers should include poetry for Interactive Read-Alouds and mini-lessons. -All embedded apps included in this curriculum are free.

Writing Workshop G7 - Bundle 4

CC/Learning Targets Resource of Ideas Evidence of Learning

W.9 (7.5.3)

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 of fiction use or alter history”). b. Apply grade 7 Reading standards to literary nonfiction (e.g., Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

-Traits of Writing: The Complete Guide for Middle School pp. 80-89 -A Drop of Water by Walter Wick -Essay Map -Literature Circles -Literature Compare and Contrast Essay, pp. 286-292 Cause and Effect Essay, pp. 736-742 -InterActive Reader & Writer p. R6, p. R9, p. R12 -PiTR Phineas Gage by John Fleischman- Lesson Guide p. 72 Resource Binder pp. 95, 100, 102, 105, 120-121 (Text Connections pp. 165-173), 122, 176, 137, 189-196

-Writing Conferences/ Observational Notes -Essay Map

Correlating CC/Learning Targets Teacher Notes

W.1 W.2 W.4 W.5 W.6

W.10 7.5.6

All embedded apps included in this curriculum are free.

Language and Word Study G7 - Bundle 4

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

(7.6.2) 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).

Language and Word Study G7 - Bundle 4

(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 -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

-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).

Correlating CC/Learning Targets Teacher Notes

L.1 L.2 L.3 L4 L.5

L.6 SL.2 7.6.2 7.6.3 7.6.5 7.6.6

All embedded apps included in this curriculum are free.