grade 7 english language arts - richland parish … core standards/cc...2012-13 and 2013-14...

Grade 7 English Language Arts


Table of Contents

Unit 1: Content Area Reading/Informational Nonfiction ............................................ 1-1

Unit 2: Modern Fantasy/Science Fiction........................................................................ 2-1 Unit 3: Ode to Me–Poetry ............................................................................................... 3-1 Unit 4: Fiction--Short Stories and Novels...................................................................... 4-1 Unit 5: Propaganda/Persuasion...................................................................................... 5-1

Unit 6: Speech and Drama ............................................................................................. 6-1

2012 Louisiana Transitional Comprehensive Curriculum Course Introduction

The Louisiana Department of Education issued the first version of the Comprehensive Curriculum in 2005. The 2012 Louisiana Transitional Comprehensive Curriculum is aligned with Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS) as outlined in the 2012-13 and 2013-14 Curriculum and Assessment Summaries posted at http://www.louisianaschools.net/topics/gle.html. The Louisiana Transitional Comprehensive Curriculum is designed to assist with the transition from using GLEs to full implementation of the CCSS beginning the school year 2014-15. Organizational Structure The curriculum is organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. Unless otherwise indicated, activities in the curriculum are to be taught in 2012-13 and continued through 2013-14. Activities labeled as 2013-14 align with new CCSS content that are to be implemented in 2013-14 and may be skipped in 2012-13 without interrupting the flow or sequence of the activities within a unit. New CCSS to be implemented in 2014-15 are not included in activities in this document. Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Transitional Comprehensive Curriculum. Lesson plans should be designed to introduce students to one or more of the activities, to provide background information and follow-up, and to prepare students for success in mastering the CCSS associated with the activities. Lesson plans should address individual needs of students and should include processes for re-teaching concepts or skills for students who need additional instruction. Appropriate accommodations must be made for students with disabilities. Features Content Area Literacy Strategies are an integral part of approximately one-third of the activities. Strategy names are italicized. The link (view literacy strategy descriptions) opens a document containing detailed descriptions and examples of the literacy strategies. This document can also be accessed directly at http://www.louisianaschools.net/lde/uploads/11056.doc. Underlined standard numbers on the title line of an activity indicate that the content of the standards is a focus in the activity. Other standards listed are included, but not the primary content emphasis. A Materials List is provided for each activity and Blackline Masters (BLMs) are provided to assist in the delivery of activities or to assess student learning. A separate Blackline Master document is provided for the course. The Access Guide to the Comprehensive Curriculum is an online database of suggested strategies, accommodations, assistive technology, and assessment options that may provide greater access to the curriculum activities. This guide is currently being updated to align with the CCSS. Click on the Access Guide icon found on the first page of each unit or access the guide directly at http://sda.doe.louisiana.gov/AccessGuide.

http://sda.doe.louisiana.gov/AccessGuide�

http://www.louisianaschools.net/topics/gle.html

http://www.louisianaschools.net/lde/uploads/11056.doc


http://sda.doe.louisiana.gov/AccessGuide

2012-13 and 2013-14 Transitional Comprehensive Curriculum


Unit 1: Content Area Reading/Informational Nonfiction Time Frame: Approximately six weeks Unit Description This unit focuses on reading and responding to textbooks, essays, speeches, newspapers, magazines, and real-world writing. Strategies such as QAR, DRTA, SQ3R, PQ4R, split-page notetaking, graphic organizers, and outlining will be addressed using a broad range of materials. Vocabulary and grammar instruction occurs within the context of the resources. Opportunities for the student to use graphic organizers and rubrics, as well as organizational features of printed text, the Internet, and other media to locate information; to select and evaluate information; to choose and narrow a research topic; to synthesize information by outlining, paraphrasing, and summarizing relevant information from research; and to write a bibliography in a specified format occur within this unit. Student Understandings Nonfiction is a kind of writing that deals with actual events, people, places, things, and ideas. The essential goal of this unit is for students to apply the reading process to various types of informational texts, including essays, magazines, newspapers, textbooks, such as science and social studies, instruction manuals, consumer and workplace documents, reference materials, and multimedia and electronic resources while working independently and cooperatively. Word maps, concept maps, or word diagrams will be introduced, and the students will use graphic organizers with new vocabulary. Students will be able to define informational nonfiction, biography, and autobiography. Guiding Questions

1. Can students understand and analyze the differences in structure and purpose among various categories of informational materials (textbooks, newspapers, instructional manuals)?

2. Can students locate information by using a variety of consumer, workplace, and public documents?

3. Can students analyze texts that use the sequential, comparison/contrast, and cause/effect organizational patterns?

4. Can students identify and trace the development of an author’s argument, point of view, or perspective in texts?

5. Can students correctly document sources in a works cited list or bibliography? 6. Can students apply a writing process effectively by writing a report containing

information collected from various resources?

Grade 7 ELA Unit 1 Content Area Reading/Informational Non-fiction 1-4

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Unit 1 Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS) Grade-Level Expectations

GLE # GLE Text and Benchmarks 01a. Develop vocabulary using a variety of strategies, including use of connotative

and denotative meanings (ELA-1-M1) 01b. Develop vocabulary using a variety of strategies, including use of Greek,

Latin, and Anglo-Saxon base words, roots, affixes, and word parts (ELA-1-M1)

08b. Use knowledge of the distinctive characteristics to classify and interpret elements of various genres, including nonfiction (e.g., essays, letters) (ELA-6-M3)

09a. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including sequencing events and steps in a process (ELA-7-M1)

09b. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including summarizing and paraphrasing information (ELA-7-M1)

09c. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including identifying stated or implied main ideas and explaining how details support ideas (ELA-7-M1)

09e.

Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including making inferences and drawing conclusions (ELA-7-M1)

14a. Analyze grade-appropriate print and non-print texts using various reasoning skills, for example, identifying cause-effect relationships (ELA-7-M4)

14b. Analyze grade-appropriate print and non-print texts using various reasoning skills, for example, raising questions (ELA-7-M4)

14c. Analyze grade-appropriate print and non-print texts using various reasoning skills, for example, reasoning inductively and deductively (ELA-7-M4)

14d. Analyze grade-appropriate print and non-print texts using various reasoning skills, for example, generating a theory or hypothesis (ELA-7-M4)

14e. Analyze grade-appropriate print and non-print texts using various reasoning skills, for example, skimming/scanning (ELA-7-M4)

15a. Write multi-paragraph compositions on student- or teacher-selected topics organized with established central idea.

15b. Write multi-paragraph compositions on student- or teacher-selected topics organized with organizational patterns (e.g., comparison/contrast, order of importance, chronological order) appropriate to the topic (ELA-2-M1)

15c. Write multi-paragraph compositions on student- or teacher-selected topics organized with elaboration (e.g., fact, examples, and/or specific details) (ELA-2-M1)

15d. Write multi-paragraph compositions on student- or teacher-selected topics organized with transitional words and phrases that unify ideas and points. (ELA-2-M1)



15e. Write multi-paragraph compositions on student- or teacher-selected topics

organized with overall structure including an introduction, a body/middle, and a concluding paragraph that summarizes important ideas and details. (ELA-2-M1)

17a. Develop grade-appropriate compositions on student- or teacher-selected topics that include word choices (diction) appropriate to the identified audience and/or purpose. (ELA-2-M2)

17b. Develop grade-appropriate compositions on student- or teacher-selected topics that include vocabulary selected to clarify meaning, create images, and set a tone. (ELA-2-M2)

17c. Develop grade-appropriate compositions on student- or teacher-selected topics that include information/ideas selected to engage the interest of the reader. (ELA-2-M2)

17d. Develop grade-appropriate compositions on student- or teacher-selected topics that include clear voice (individual personality). (ELA-2-M2)

17e. Develop grade-appropriate compositions on student- or teacher-selected topics that include variety in sentence structure. (ELA-2-M2)

18a. Develop grade-appropriate compositions by identifying and applying writing processes, such as selecting topic and form. (ELA-2-M3)

18b. Develop grade-appropriate compositions by identifying and applying writing processes, such as prewriting (e.g., brainstorming, researching, raising questions, generating graphic organizers) (ELA-2-M3)

18c. Develop grade-appropriate compositions by identifying and applying writing processes, such as drafting. (ELA-2-M3)

18d. Develop grade-appropriate compositions by identifying and applying writing processes, such as conferencing (e.g., peer and teacher). (ELA-2-M3)

18e. Develop grade-appropriate compositions by identifying and applying writing processes, such as revising based on feedback and use of various tools (e.g., LEAP21 Writer’s Checklist, rubrics). (ELA-2-M3)

18f. Develop grade-appropriate compositions by identifying and applying writing processes, such as proofreading/editing. (ELA-2-M3)

18g. Develop grade-appropriate compositions by identifying and applying writing processes, such as publishing using technology (ELA-2-M3)

22a. Write for various purposes, including letters of complaint supported with complete and accurate information and reasons (ELA-2-M6)

22d.

Write for various purposes, including applications, such as memberships and library cards (ELA-2-M6)

23a. Use standard English punctuation, including commas to set off direct quotations, nouns of direct address, and after introductory words or phrases (ELA-3-M2)

24a. Write paragraphs and compositions following standard English structure and usage including varied sentence structures including complex sentences (ELA-3-M2)



24b. Write paragraphs and compositions following standard English structure and

usage, including antecedents that agree with pronouns in number, person, and gender.(ELA-3-M3)

24c. Write paragraphs and compositions following standards English structure and usage including sentences without double negatives. (ELA-3-M3)

25a. Apply knowledge of parts of speech in writing including infinitives and participles. (ELA-3-M4)

25b. Apply knowledge of parts of speech in writing including superlative and comparative degrees of adjectives. (ELA-3-M4)

25c. Apply knowledge of parts of speech in writing including adverbs. (ELA-3-M4) 26. Spell high-frequency, commonly confused, frequently misspelled words and

derivatives (e.g., roots, affixes) correctly (ELA-3-M5) 39a. Locate and select information using organizational features of grade-

appropriate resources, including complex reference sources (e.g., almanacs, atlases, newspapers, magazines, brochures, map legends prefaces, appendices) (ELA-5-M1)

39b. Locate and select information using organizational features of grade- appropriate resources, including electronic storage devices (e.g., CD-ROMs, diskettes, software, drives) (ELA-5-M1)

39c. Locate and select information using organizational features of grade- appropriate resources, including frequently accessed and bookmarked Web addresses (ELA-5-M1)

39d. Locate and select information using organizational features of grade- appropriate resources, including, features of electronic texts (e.g., hyperlinks, cross-referencing, Web resources, including online sources and remote sites) (ELA-5-M1)

40a. Locate and integrate information from a variety of grade-appropriate resources, including, multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias) (ELA-5-M2)

40b. Locate and integrate information from a variety of grade-appropriate resources, including, electronic sources (e.g., websites, databases) (ELA-5-M2)

41. Explain the usefulness and accuracy of sources by determining their validity (e.g., authority, accuracy, objectivity, publication date, coverage) (ELA-5-M2)

43a. Generate grade-appropriate research reports that include information presented in a variety of forms, including visual representations of data/information (ELA-5-M3)

43b. Generate grade-appropriate research reports that include information presented in a variety of forms, including graphic organizers (e.g., outlines, timelines, charts, webs) (ELA-5-M3)

43c. Generate grade-appropriate research reports that include information presented in a variety of forms, including works cited lists and/or bibliographies (ELA-5-M3)

44. Use word processing and/or other technology to draft, revise, and publish a variety of works, including reports and research documents (ELA-5-M4)



45a. Give credit for borrowed information following acceptable use policy,

including integrating quotations and citations (ELA-5- M5) 45b. Give credit for borrowed information following acceptable use policy,

including using end notes (ELA-5-M5) 45c. Give credit for borrowed information following acceptable use policy,

including creating bibliographies and/or works cited lists (ELA-5-M5)

ELA CCSS CCSS# CCSS Text Reading Standards for Literature RL.7.1 Cite several pieces of textual evidence to support analysis of what the

text says explicitly as well as inferences drawn from the text. RL.7.4 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.

Reading Standards for Informational Text RI.7.1 Cite several pieces of textual evidence to support analysis of what the

text says explicitly as well as inferences drawn from the text. RI.7.3 Analyze 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.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choice on meaning and tone.

RI.7.5 Analyze 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).

Writing Standards W.7.2a,b,c,d,e,f Write informative/explanatory texts to examine a topic and convey

ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. 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.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.



e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and

supports the information or explanation presented. W.7.6 Use technology, including the Internet, to produce and publish writing

and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

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.

W.7.9 a,b Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 7 Reading standards to literature. b. Apply grade 7 Reading standards to literary nonfiction.

W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Language Standards L.7.4a,c,d Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a. Use context clues (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.

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. Verify the preliminary definition of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary

L.7.5b Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. b. Use the relationship between particular words (e.g.,

synonym/antonym, analogy) to better understand each of the words. L.7.6 Acquire 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.



Sample Activities Activity 1: Independent Reading (Ongoing): (GLEs: 08b, 14b, 14c, CCSS: RL.7.1, RI.7.1) Materials List: reading material covering a wide range of topics and readability levels, Reading Response Learning Log BLM, Reading Diary Prompts BLM

Each day, students and teachers should read silently for an uninterrupted period of time. Students will select their own books or reading materials which require neither testing for comprehension nor book reports. Students will keep a reading response learning log (view literacy strategy descriptions) of materials read. An example of a reading log is as follows and found in Reading Response Learning Log BLM:

Reading Response Log Student Name___________________ Selection Title and Genre Date Pages read Comments about what I’ve read:

Other examples of reading logs can be found at http://www.readwritethink.org/lesson_images/lesson141/log.pdf

Remind students to think about how particular elements of a story or drama interact. Have the students respond in reading diaries to prompts [e.g., If the setting of this took place (here) instead of (there), the main character would have responded (this way instead of the way he/her did.) What surprised me was_____; This text’s central theme is_____.] Reading Diary Prompts BLM contains other prompts. Student response also may be through a variety of other strategies (e.g. writing prompts, response logs, book talks, or, if available, Reading Counts/Accelerated Reader). SSR guidelines for class use may be found at http://www.dowlingcentral.com/MrsD/area/literature/ssr.html or at http://www.education-world.com/a_curr/curr038.shtml

Activity 2: Content Area Vocabulary (Ongoing): (GLEs: 01a, 01b, 26, CCSS: RL.7.4, RI.7.4, L.7.4c, L.7.4d, L.7.5b, L.7.6) Materials List: dictionaries, thesauruses, index cards or sentence strips, Vocabulary Card BLM Have students use and expand words learned in content areas by maintaining a vocabulary notebook. These words listed in the notebook will be learned using different strategies throughout the curriculum. To develop students’ knowledge of key vocabulary in this unit, have them create vocabulary cards (view literacy strategy descriptions) for terms related to non-fiction genre. Distribute a 3”x 5” or 5”x 7” index card to each student and ask them to follow




http://www.readwritethink.org/lesson_images/lesson141/log.pdf

http://www.dowlingcentral.com/MrsD/area/literature/ssr.html

http://www.education-world.com/a_curr/curr038.shtml




directions in creating a sample card. Students can draw two cards on a sheet of paper, if no index cards are available. On the board, place a targeted word in the middle of the card, as in the example below. Have students focus on the spelling of the vocabulary and point out to them to pay attention to roots and affixes which are frequently misspelled. The students will look in the dictionary or ask others for help in spelling these words correctly. Assess vocabulary cards often to monitor. Ask students to provide a definition. It is best if the sample word can be defined in students’ own words. Then, have them verify meanings of words or phrases (e.g., by checking the inferred meaning in context or in a dictionary). Write a definition provided by students in the appropriate space on the model card. Have students list the word parts or characteristics of the word and write that information in the appropriate space. Next, ask for examples of the term, and include one or two of the best ones in the designated area on the model card. Finally, create a simple illustration or a sentence with the term used in context in the last area of the card. Students will follow this model to create cards for the vocabulary words used in texts that are assigned in their ELA classes and in any of the other classes. These cards may be used as a study guide or as a handy personal dictionary. Vocabulary Card

Definition: History of a person's life written by that person

Word Parts: Auto = Self Bio = Life Graphy = Written

Sentence in context My grandmother is writing an autobiography by using her diaries that detail events in her life.

Autobiography

Examples: The Autobiography of Benjamin Franklin; Out of Africa Isak Dinesen

An alternative way to create vocabulary cards is to have students choose unfamiliar words, write each word on the front of an index card, make sure the word is spelled correctly by using a variety of sources such as the dictionary, thesaurus, glossary, or spell check on a computer, and put the other four parts of the card on the back of the index card. The students could then use these as flash cards for review. Teachers and students may also go to http://www.quizlet.com to

create flashcards and/or to take quizzes on vocabulary. Display collections of non-fiction vocabulary words on a Word Wall. These will serve as a reminder to students of vocabulary words being studied in this nonfiction unit.


http://www.quizlet.com/


2013-2014 In 2013-2014, to satisfy CCSS: SL.7.4 students are to add specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, as the references students use for building their vocabulary. Have students find the pronunciation of a word, determine or clarify its precise meaning, and list its part of speech. Have students determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings, and analyze the impact of specific word choice on meaning and tone. In order to meet this, when students find words or phrases that they are unfamiliar with in a text, they are to create a vocabulary card or put in their vocabulary notebook the word, the sentence, and if helpful, other sentences in the text that may help determine the meaning with context clues, whether figurative language is used, and if the word choice has any impact on the tone of the text. To meet the expectation of CCSS: L.7.5, modify the vocabulary cards by using the model card below. Have students provide a definition, an antonym, a synonym, and a sentence. They can also create another sentence that uses the synonym or the antonym to show understanding of the meaning of the word.

Definition Courteous or mannerly

Synonym Considerate or Polite

Antonym Condescending or Rude

Sentence in context Joey was respectful of the rights of others.

RESPECTFUL



Activity 3: Writing Craft (Ongoing) (GLEs: 17a, 17b, 17c, 17d, 17e, CCSS: W.7.10) Materials List: a variety of picture books, overhead projector, transparencies, or chart paper, or computer with projector, student-writing notebooks Begin preparing the students to be good writers. Each writing workshop should begin with a mini-lesson. Examples could include word choice, usage, or conventions; techniques for organizing; kinds of writings for students to try; writing as a process; pieces of writing that demonstrate different techniques. Teach or review the traits for effective writing. The following Internet sites provide access to the traits and definitions of effective writing: http://www.north-scott.k12.ia.us/writetraits/writetraits.html#top http://www.englishcompanion.com/pdfDocs/sixtraitssummary.pdf Read a variety of simple books, such as Patricia Mac Lachlan’s, What You Know First or Jane Yolen’s, Owl Moon, Sleeping Ugly, and I Crocodile, that focus on voice, ideas, and organization of the writing craft. Point out how these books are organized. Using these books as reference, have students discuss how authors develop their ideas, use voice, use effective words, create sentence fluency, and use the conventions of writing as tools of their craft. Quote several sentences that support these elements in each of the books. Then, write teacher/student made sentences that demonstrate these elements on chart paper, the board, an overhead, or a computer with a projected screen. Have students then participate within groups by identifying several sentences showing use of voice, use of effective words, use of conventions of writing, etc. Allow students to practice the skills discussed in each mini-lesson in independent writing in a bound composition writing notebook. Remind students this is an ongoing activity, and all work done will be reviewed throughout the year. For the 2013-2014 CCSS, W.7.10 calls for routine writing over extended time frames and shorter time frames for a range of tasks, purposes, and audiences. This variety allows students to practice and refine their writing skills. Allotted writing time should vary according to the topic assigned, type of writing, and elements being assessed. Quick responses, log entries, and short summaries usually require less writing time than multi-paragraph essays, original works, and research assignments. Having students keep a record of their writing over the course of the year documents the time frames and writing products produced. For example, when writing in their logs, students may note focused mini lesson assignments as short periods of writings that apply the skills addressed in the mini-lesson (e.g., word choice). Activity 4: Grammar/Usage Mini-Lessons (Ongoing) (GLEs: 23a, 24a, 24b, 25a, 25b, 25c) Materials List: writing samples, sentence strips, Velcro or sticky tack, learning logs Use the daily oral language strategy with target skills (provide the students with a sentence or a group of sentences in need of editing to give students consistent practice in correcting grammatical errors). Identify target skills (e.g., varied sentence structure and patterns, phrases and clauses; punctuation; infinitives; participles; superlative and comparative degrees of


http://www.north-scott.k12.ia.us/writetraits/writetraits.html#top

http://www.englishcompanion.com/pdfDocs/sixtraitssummary.pdf


adjectives; adverbs; pronouns and antecedents; sentences without double negatives; spelling). Have students discuss the common errors in student writing samples. For example, a mini-lesson can focus on how to use commas. The lesson emphasizes the use of commas to set off nouns of direct address, commas used after introductory words or phrases, and use of commas to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,]green shirt.) Have students practice using commas by placing the comma in the correct place on sentence strips. Sentence strips without commas included can be placed around the room. Commas can be put on a smaller strip with sticky tack or Velcro stuck to it. Have students pick a comma and put it in the correct position. Next, have students write sentences that include commas that set off nouns of direct address, introductory words or phrases, and commas to separate coordinate adjectives in their learning logs. Students’ writings should include correct usage of commas to set off nouns of direct address, commas used after introductory words or phrases, and commas to separate coordinate adjectives as a piece of the rubric. Through the writing process, students should use peer editing to work with the mechanics. Grammar instruction should occur within the context of students’ reading and writing. Lessons for grammar instruction may be found at the following site: http://www.education-world.com/a_lesson/lesson/lesson334.shtml Activity 5: Strategic Reading: Skimming, Scanning, Connecting to Text (Ongoing) (GLEs: 14e, CCSS: RI.7.3) Materials List: science or social studies textbook, chart paper Conduct mini-lessons throughout the unit on connecting text with other texts or with what students already know. Model questions such as these: What do I know about the topic? Have I read other books like this? What connections am I making now to myself, other texts, and the world around me? Remind students to ask themselves these questions when reading social studies or science texts, encyclopedias, or other nonfiction texts to better understand text. In this nonfiction unit, conduct a mini-lesson on reading a chart. Have students look at a chart in a social studies book, and discuss how the columns in the chart lead their eyes from left to right, enabling them to connect information. Next have students work in groups to analyze a chart on either a teacher-given topic or one they have chosen themselves from social studies, science, or other non-fiction text. Then, model skimming (reading quickly to get the main idea of the text) to find overall content of text and scanning (rapidly viewing the text in search of key terms, phrases, or information) to find specific information. Tell students that skimming refers to the process of reading only main ideas within a passage to get an overall impression of the content. Choose a chapter, read the title orally, read the introduction or first paragraph, then read the first sentence of every other paragraph. Read headings and subheadings, point out charts, graphs or pictures. Point out italicized or boldfaced words. Lastly, read the last paragraph. Project an image of the text on the board if appropriate. For independent work, have students choose a chapter that is being studied in social studies or


http://www.education-world.com/a_lesson/lesson/lesson334.shtml


science to skim. Have the students then turn to their shoulder partner and discuss what they have skimmed and give a reason why knowing how to skim is beneficial when they are reading or studying or gaining information from texts.. Next, model scanning. Tell students that scanning requires having a question in mind prior to reading text. Because the purpose of scanning is only to answer a specific question, unrelated information should be ignored. To model scanning for the students, state a specific question. Try to anticipate how the answer will appear in the text and what clues could be used to answer the question. For example, when looking for a specific date, quickly read the text looking only for numbers. Use headings, subheadings, charts, or pictures as clues to information that answers the guiding question. Selectively read and skip through passages until the answer is found. Have a couple of questions for the students to practice scanning for information. Have students record information in a learning log to use later as a study guide. Check to see if all students have found the correct answers. Activity 6: Parts of a Book/Text Structure (GLEs: 08b, 09e, 14a, 14b, 14c, 14d, 14e, CCSS: RI. 7.1, RI.7.3) Materials List: science, social studies, or other textbook; chart paper; student’s portfolio or notebook Divide the class into pairs. Have students skim and scan a non-fiction textbook, such as their social studies or science text, to identify parts of a book and text structure. Have them scan the cover and title of the book and discuss what they expect to find in that book. Then, have them examine the various features such as the table of contents, glossary, index, and bibliography. Have students respond to teacher-generated questions, relating to the title page, copyright page, table of contents, body, appendix (if applicable), glossary, bibliography, and index. Have them cite several pieces of text that support their analysis of what the text addresses explicitly as well as text that leads them to infer what is covered in the text. This preliminary examination leads to predictions about the text before reading. Next, model how to fill out the KWL chart graphic organizer (view literacy strategy descriptions) by asking students what they know about a particular subject selected from a science or social studies book. As the students answer what they know about the subject, fill out the K box in the KWL chart. Have students then complete the “What I want to know” box on their own charts. After they have read the chapter, have the students complete the “What I learned” box again citing several pieces of text to support what they learned. Have students then select a chapter, complete a textbook analysis or a preview checklist, and use a KWL chart graphic organizer to set a purpose for reading. Have students write a paragraph in their portfolios responding to the usefulness of the various parts of the books (e.g., Why would a table of contents be useful when trying to select a book to use for a specific topic? How can an index or glossary help make predictions about the text?).





Activity 7: Reading for Information and Note-Taking (GLEs: 09a, 09b, 09c, 09e, 14a, 14b, 14e, CCSS: RL.7.1, RI.7.1, RI.7.5 W.7.9a, b) Materials List: articles, informational or expository texts Conduct mini-lessons on SQPL – Student Questions for Purposeful Learning (view literacy strategy descriptions). Review the material to be read. Generate a statement related to the material that causes the students to wonder, challenge, and question. Make sure that the statement provokes interest. Sample SQPL Topic: “Watching Wonders” READ Vol.55 No.16, April 16, 2006, p 22-25. SQPL Statement: Water bugs have a difficult time getting their dinner. Present the statement to the students by writing the statement on the board or projecting it for the students to record in their notebook. Have students pair up and generate 2 or 3 questions related to the statement. Ask a student from each team to share the questions. As students are stating the questions, write them on the board. Star or highlight those questions that are similar. Review the list; if students failed to ask any question which relates to important information, add it to the list. At this point, students should be prepared to use appropriate sources to seek answers to their questions. Remind them to focus on information that answers the questions they generated. Students will use evidence from texts to support the answers by applying grade 7 Reading standards to literature or to literary nonfiction. Model the literacy strategy split-page note taking (view literacy strategy descriptions) by placing on board, overhead, or PowerPoint® slide sample split-page notes from a teacher-selected chapter of a text or article. The value of taking notes in this format is to logically organize information and ideas, separate big ideas from supporting details, promote active reading and listening, and allow inductive and deductive prompting for remembering information. Instruct students to draw a line from top to bottom approximately 2 to 3 inches from the left edge on a sheet of paper. The goal is to split the page into two parts: one-third width and two-thirds width. Big ideas, key dates, names, etc. should be listed in the left column, and supporting details should be entered in the right column. Have students paraphrase and abbreviate as much as possible. For example: “Watching Wonders” READ Vol.55 No.16, April 16, 2006, p 22-25.

Prey Predator Giant Water bug’s M.O.

Small green frog Giant water bug Seizes victim with hooked forelegs and grasps tightly Paralyzes victim with bite Shoots poison that dissolves muscles, organs and bones, but not skin Sucks out the victim’s body






After teacher modeling, have students read various informational and expository selections and take split-page notes. Note: Articles from Read, Weekly Reader, Time for Kids, or any other student magazine can be used. Allow students to work in groups to take notes by paraphrasing information from nonfiction text. Have each group select a chapter from one of their textbooks, such as science or social studies, and use SQPL – Student Questions for Purposeful Learning and the split-page notetaking strategy to compile their notes. Then, instruct students to compare their notes with other groups that took notes on the same text. Next, conduct a mini-lesson on outlining and finding main idea and details. Choose a chapter from a text. Remind students how to skim. Tell students that by skimming the textbook chapter for a few minutes, they will have an idea of the chapter content. Skim through the chapter orally. Show students that many textbook chapters have introductory paragraphs. Science and social studies chapters typically are divided into “Main Idea” sections. Within those sections, details are embedded in the paragraphs, charts, or pictures. Reread the chapter looking for the main idea and important details. Begin the outline of that chapter on chart paper. Tell students that outlines typically have several different levels. Put three main headings on chart paper. Follow with the subheadings and then the important details. See example below using a chapter from a science text:

Energy Sources (title of chapter)

I. Natural Resources (section 1 title)

a. Renewable Resources (subheadings; main idea of that paragraph) 1. fresh water (important detail) 2. trees (important detail)

b. Nonrenewable Resources (subheadings; main idea of that paragraph) 1. Coal (important detail) 2. natural gas (important detail)

II. Fossil Fuels (section 2 title) a. Petroleum b. Natural Gas c. Coal

III. Alternate Resources (section 3 title) a. Splitting the Atom b. Combining the Atom c. Sun

1. Solar Cells 2. Solar Heating 3. Large-Scale Solar Power

d. Wind Power e. Hydroelectric Energy f. Powerful Plants

1. Biomass



2. Gasohol g. Geothermal Energy

Remind students to use strategies such as sequencing events and arranging steps in a process to outline a text. Again, have students select a chapter from their social studies or other textbook and outline the selections to identify main idea and supporting details. Activity 8: Text Structure (GLEs: 14a, 14b, 14c, CCSS: RI.7.3, RI.7.5) Materials List: textbook, nonfiction magazine article, a variety of expository texts, student-learning logs Conduct a mini-lesson on writing structure. After the students have read a science textbook chapter or magazine article, have them identify the writing structure (e.g., cause-effect, classification, problem-solution).

Before students begin their reading assignment, explain that it helps to ask questions while they read. Go over the three levels of questions they should ask:

Literal questions: those questions in which the answers are directly stated in the text. (What is the main character's name? What happened in the story on page___?)

Inferential questions: those questions are implied, not directly stated. (Why did the main character cry? What do you think will happen next?)

Evaluative questions: those questions require information outside of the text. (How are you similar to the main character? Why did the author write this book?)

Tell students they will be expected to support their answers. For literal questions, students show where the information is located. For inferential questions, students can explain their reasoning and show the part of the story that supports their idea. For evaluative questions, students can explain their ideas and identify the other sources of information.

Next, assign independent reading of a variety of expository texts including essays, newspapers, and magazine articles from a content area. Have students generate literal, interpretative, and evaluative questions about the texts. Remind them to focus on the interaction of ideas, events, and individuals and the influences each has on the other. Have students apply these skills by reading an unfamiliar textbook selection or informational article, taking notes (using the split-page note taking (view literacy strategy descriptions) strategy), and paraphrasing the selection. Have them keep notes on these strategies in a learning log (view literacy strategy descriptions that will be assessed at the end of the unit by a teacher-created completion list.





Activity 9: Interpreting Information from a Graphic Organizer (GLEs: 09b, 15a, 15b, 15c, 15d, 15e, 18b, 39a, 39b, 43a, 43b, CCSS: W.7.7) Materials List: note cards, various tables, charts, timelines, diagrams, maps from textbooks, newspapers, expository, or technical text, computer software such as Inspiration or Kidspiration (optional), Paragraph Formula BLM Insure that tables, graphs, timelines, charts, schedules, diagrams, and maps from several sources including, textbooks, newspapers, and expository or technical text are readily available to students. Lead a discussion on the significance of using charts, timelines, diagrams and other graphics. Assign students to groups to work collaboratively on drawing conclusions and explaining the information conveyed in the charts, tables, etc. Have students choose a topic to investigate. For example, the topic may be “Animals near or on the endangered list” or “Which exercise is the most effective for good health?” Have students gather information from texts, interview others, or conduct a survey on a topic in which they are interested. Then, have them develop a table, graph, chart, or diagram to represent the information. Allow students to use software such as Inspiration® if available to generate a visual. Model how to write a paragraph, focusing on writing topic sentences, using relevant details with the topic sentences, elaborating on the topic, using transitional words and phrases, and writing concluding sentences. Use a Paragraph Formula BLM to introduce students to writing a paragraph that has a topic sentence, two or more supporting concrete ideas, an elaborating sentence, and concluding sentence. The BLM shows students how they might begin each of the sentences in the paragraphs. Students may then use this as a checklist when peer or self-editing paragraphs. Next, have students brainstorm (view literacy strategy descriptions) a topic sentence from one of the graphs or charts collected earlier. Write the topic sentence on the board, chart paper, or overhead. Explain that the topic sentence introduces the paragraph. Also explain that good paragraphs have supporting details and an elaboration or commentary sentence that explains the topic. On the board, chart paper, or overhead, write supporting detail sentences and a commentary sentence. Have students brainstorm a concluding sentence that restates the topic sentence. Post that concluding sentence to finish the paragraph. Using their information, students will then write a multi-paragraph summary of data generated from surveys. Students will use peer editing and then revise their paragraphs. Student work will be assessed through a checklist or group participation rubric. Rubrics and checklists can be found at www.louisianaschools.net/lde/uploads/3743.pdf for self/peer evaluation or http://rubistar.4teachers.org/index.php



http://www.louisianaschools.net/lde/uploads/3743.pdf

http://rubistar.4teachers.org/index.php


Activity 10: Research Skills/ Narrowing a Topic (GLEs: 14b, 18a, 18b) Materials List: overhead projector, transparency “Narrowing a Topic” BLM

Conduct a lesson on how to choose and narrow a topic. Use a brainstorming (view literacy strategy descriptions) strategy using a Web graphic organizer (view literacy strategy descriptions), or walk the students through the process shown on the overhead. The example in the Narrowing a Topic BLM focuses on language. Discuss why the student in the example decided the topic needed narrowing at each point in the process, and how he/she went about finding sub-topics as well as the kinds of questions the student most likely asked himself.

As a class, have students brainstorm using Narrowing a Topic BLM or using a web, which narrows down a broad topic (e.g., from dogs to Yorkshire Terriers). Have students generate a list of narrowed topics from teacher/self-selected general categories. The categories should come from a topic being studied in social studies or science class. Have students select a topic from the list, narrow it as needed, and apply a pre-writing process such as brainstorming for their own research. Have them develop questions they will answer in their reports (e.g., Would a Yorkie make a good pet? What is the temperament of a Yorkie? Where did Yorkies first show up?). Activity 11: Writing Business Letters (GLEs: 08b, 15a, 15b, 15e, 17a, 17b, 17c, 17d, 17e, 18b, 18c, 18d, 18e, 18f, 18g, 22a, 22d, 24a, 24b, 24c, 25a, 25c, 26, CCSS: W.7.6, W.7.10) Materials List: samples of applications or order forms, samples of business letters, BLM Sample Business Letter, BLM Business Letter Rubric Have students read examples and models of business letters. (See Sample Business Letter BLM.) Students, if permitted, may bring copies of business letters from home. Have students label each part (e.g., heading, inside address, salutation, body, complimentary closing, two-line signature) of various business letters. Review and model the format of a letter of request, an order letter, and a letter of complaint or adjustment. Also, model how to fill out an application requesting something (e.g., to win a new bike or ordering a magazine subscription). Gather blank applications from magazine inserts or sales catalogues for students to practice completing. After completing this task, have them brainstorm (view literacy strategy descriptions) a list of things people can request, order, or complain about to write drafts of each type of letter previously modeled. Students can go to the following site to view an example of a business letter: http://www.readwritethink.org/materials/letter_generator/ Next, have students write a letter of request for information to a state or federal agency on the topic chosen from the previous task. Emphasize that the information requested will be used in their research topics in later activities in this unit. Put students in a pair/share group and have them read letters aloud to their partner. Remind students to listen for clear and sufficient details, sentence variety to signal differing relationships among ideas, usage of pronouns and







http://www.readwritethink.org/materials/letter_generator/


antecedents, absence of double negatives, and the correct tone for the audience. A check list can be created to aid the student. The list should include what is being assessed. Example Checklist: Name____________________ Peer Editor______________________ Audience Topic Details Example: Example: Sentence Variety Example: Example: Usage of Pronouns/antecedents

Example: Example:

Tone Example: Example: Students are to peer- or self-edit, focusing on commas used to set off nouns of direct address and commas used after introductory words or phrases; have them proof their work for correct spelling. Encourage students to use a variety of resources such as dictionaries or thesaurus to correct their drafts. Then, have them revise their letters and produce a final draft. If available, have students use word processing and/or other technology to draft the final copy. To extend this activity in 2013-2014 for W.7.10, focus on the time frame allowed for writing tasks. The letter-writing task can be refined by varying the time allotted for the various steps, giving more time to those steps that are more detailed. For example, writing the model letters is less time-intensive than writing the letter of request for information that will actually be mailed. Having students maintain writing logs over the course of the year serves as evidence of varying time frames based on the purpose for the writing tasks. Also, have students maintain a portfolio of their work products to document the types of writing assignments completed. Use an iLEAP writer’s checklist to provide feedback to students on their writing assignments (http://www.louisianaschools.net/lde/uploads/2071.pdf) or www.louisianaschools.net/lde/uploads/3743.pdf ) and/or the BLM Business Letter Rubric.) In 2013-2014, CCSS W.7.6 requires students to use technology for research, information gathering, and documentation. Require that students use word processing to publish their work, including their business letters.





Teacher Note: An important part of this lesson is to mail out the letters in order to receive responses. If students cannot bring stamps from home, check with the school administration or a business to donate the cost of the stamps. Activity 12: Using Basic Reference Books (GLEs: 39a, 39b, 39c, 39d, 40a, 40b) Materials List: checklist, various reference books from library, list of topics Have students go to the library to locate reference books. Have them make a chart or checklist of questions they can use for researching a particular topic. Checklist items should include but are not be limited to these:

Is the topic in a general encyclopedia? What does the encyclopedia index tell me? Where can I find more information about this topic? What articles can I find in a periodical index? Is there information in the almanac for my topic?

Have each student create a reference book scavenger hunt using questions that require using various reference books (e.g., encyclopedias, encyclopedia index, atlases, almanacs, periodical indexes, Reader’s Guide, biographies, electronic software, electronic data bases, book marked websites, other online sources) to solve. To complete the scavenger hunt, have students exchange their scavenger hunt list with a partner. Have the students search for the best source that provides the answer to each of the questions on the list their partner gave them. Remind them to write the name of the source along with the answers. Sample questions include: Who hit the most homeruns in 2002 in the National League? (Sports Almanac) What is the highest elevation in Louisiana? (Atlas) Have the students evaluate the scavenger hunt, using a student/teacher-created checklist. Activity 13: Research Skills/Using Resources (GLEs: 9b, 39a, 39b, 39c, 40a, 40b, 41, 45c, CCSS: RL.7.1, RI.7.1) Materials List: various resources to generate a research topic, Models of Bibliography Entries BLM Have students generate a list of narrowed topics from general categories. Encourage students to choose topics from social studies or science topics being studied, or have been studied this school year to research for a report. Review the organization and use of various resources (e.g., nonfiction book, encyclopedias, Reader’s Guide, an electronic periodical index, Internet sites, search engines). Model how to write bibliographic entries (see Models of Bibliography Entries BLM); how to compile the Works Cited page; and how to determine validity of sources. Require students to use various sources to research and determine the usefulness and validity of those sources. A site that can be utilized is http://www.readwritethink.org/materials/hints-on-print/index.html. This site helps students determine relevance and helpfulness of a book. Have


http://www.readwritethink.org/materials/hints-on-print/index.html

http://www.readwritethink.org/materials/hints-on-print/index.html


students summarize and paraphrase information from these sources using split-page notetaking (view literacy strategy descriptions) for their reports. Have students cite specific text to document relevant information and support substance of their report. Have them write bibliographical entries to use for the works cited page for their reports in Activity 15. Activity 14: Research Skills/Creating a Project (GLEs: 09b, 09e, 14c, 14d, 14e, CCSS: RL.7.1, RI.7.1, W.7.7, W.7.9) Materials List: overhead or board, paragraph(s) from a science or social studies text or from a section in an encyclopedia, computers with PowerPoint®, posters, or any other medium the student chooses for the projects Have students take notes from their sources—paraphrasing, making inferences, and drawing conclusions from the information by using the GISTing strategy (view literacy strategy descriptions). GISTing is a summary writing process. Begin by reminding students of the fundamental characteristics of a summary or gist by placing these statements on the board or overhead:

It is shorter than the original text. It is a paraphrase of the author’s words and descriptions. It focuses on the main points or events.

Model the GIST strategy by using a section of a science or social studies book or an encyclopedia article. Introduce the section by building on prior knowledge, discussing key vocabulary and other important ideas and information. Read aloud each sentence and with the students’ help generate a GIST of each one, combining the sentence gists with one another until all the lines in the section are summarized. Discuss with students the important details and ideas, and write them on the board. Help students formulate important information and ideas into a single sentence and write that on the board. Continue this process until you have finished a short section of the chapter or section from an encyclopedia and have written 4-5 section gist statements on the board. Students may also go to the following site that has an interactive explanation on finding facts in texts. http://www.readwritethink.org/materials/factfrenzy/opening.html Then, the students will GIST from their sources to take notes for their short research projects drawing on several sources and to generate additional focused questions for further research for their topics. Have them analyze the text by reasoning—inductively or deductively—generating a theory; have them use skimming/scanning strategies to locate facts and supportive evidence. They will draw evidence from informational texts to support analysis, reflection and research and apply grade 7 Reading standards to literary nonfiction. Have them create a project (e.g., poster, PowerPoint® presentation, or some other visual representation) that includes graphic organizers they generated from information gathered through their research.





http://www.readwritethink.org/materials/factfrenzy/opening.html


Activity 15: Research Skills/Writing a Report (GLEs: 15a, 15c, 15e, 18c, 18d, 18e, 18f, 18g, 43c, 44, 45a, 45b, 45c, CCSS:W.7.2a,b,c,d,e,f , W.7.6, W.7.10) Materials List: notes from research, LEAP 21 Writer’s Checklist, LEAP 21/GEE Writing Rubric Student Copy BLM, LEAP 21/GEE Writing Rubric Teacher Copy BLM, Research Process Rubric BLM

Give students the LEAP 21 Writer’s Checklist (http://www.louisianaschools.net/lde/uploads/2071.pdf) and go over it with the students. Have students draft a written report from notes previously taken in Activities 13 and 14 by using word processing technology that goes with their visual representation. Have students organize their reports to include the following:

an established main idea elaboration (e.g., facts, specific details) transitional words that unify ideas quotations and citations

The overall structure must include an introduction, body, and conclusion that summarize important details and ideas. Have students include a Works Cited page with their report. Have students use the revision component of a writing process, using peer- or self-evaluation to edit or evaluate for ideas and organization; proofread for correct usage, mechanics, and spelling; revise based on feedback; and publish a written report using word processing technology. Assess student work with the LEAP 21 Writer’s Checklist (http://www.louisianaschools.net/lde/uploads/2071.pdf) or (www.louisianaschools.net/lde/uploads/3743.pdf) and/or LEAP 21 Writing Rubric (www.louisianaschools.net/lde/uploads/9842.pdf The entire research process can also be assessed using the Research Process Rubric BLM.(optional) 2013-2014 To extend this activity for 2013-2014 and satisfy CCSS W.7.2, and W.7.6, have students introduce their topic clearly, previewing what is to follow. Students will include headings and graphics such as charts and tables when useful to aid in comprehension. Specific vocabulary, precise language and transition words to clarify relationships among ideas and concepts are to be used. Students will also be encouraged to use technology including Internet to produce and publish writing and link to and cite sources. CCSS W.7.10 calls for routine writing over extended time frames and shorter time frames for a range of tasks, purposes, and audiences. This variety allows students to practice and refine their writing skills. Allotted writing time should vary according to the topic assigned, type of writing, and elements being assessed. Quick responses, log entries, and short summaries usually require less writing time than multi-paragraph essays, original works, and research assignments. This writing will take place over an extended time. Have students note in their writing log this research project and the time they took to write this piece. Having students keep a record of their writing over the course of the year documents the time frames and writing products produced.







Sample Assessments

General Guidelines Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit: General Assessments

The teacher will provide students with a checklist for collecting and documenting new vocabulary words. Students will keep the vocabulary in a portfolio to be turned in at the end of the unit for assessment. Students may be assessed on the completion and correctness of the activity.

Students will use information learned to complete KWL charts. Charts will be kept in unit portfolio. Teacher may assess charts on completeness and accuracy.

Students may use a trait rubric (i.e., ideas, organization, voice, word choice, sentence fluency, conventions) to self-assess their written work. Six Trait Rubric is available at www.nwrel.org/assessment/pdfRubrics/6plus1traits.pdf.

Students’ writing products may be assessed using the LEAP 21 Writer’s Checklist (http://www.louisianaschools.net/lde/uploads/2071.pdf) or www.louisianaschools.net/lde/uploads/3743.pdf for self/peer evaluation.

Students will take notes and find main idea and supporting details from a textbook, magazine, or other non-fiction source. A summary will be required. Assessment may include: Title of chapter and subtopics Main idea with supporting facts from text Correct sequential order

Students will keep a learning log throughout the course of this unit. The teacher will check the log, looking for content, correctness, and accuracy. A teacher or class-made checklist may be developed.

Activity-Specific Assessments

Activity #11: Students will complete letters and be assessed on the following criteria: (See Business Letter Rubric BLM) Letter form maintained Necessary information presented Ideas well-organized Ideas communicated clearly and concisely Command of sentence structure Excellent letter language Correct usage Correct capitalization, punctuation, and spelling


http://www.nwrel.org/assessment/pdfRubrics/6plus1traits.pdf





Activity #15: After completing Activity 15, the students will be assessed for at least two items (e.g., visual/oral presentation and research report). (See BLM LEAP/GEE Assessment) for the research writing that should include the following criteria: The writing:

Focuses on one aspect of a specific subject Includes a thesis statement Includes details which effectively support thesis Informs a reader completely Gives credit for ideas from other sources

Organization: Includes beginning, middle, and ending clearly developed

Contains one main idea in each paragraph Contains details that support main idea

Voice: Shows the writer is interested in the subject Speaks sincerely and knowledgeably

Word Choice: Explains or defines unfamiliar terms Uses appropriate level of language Creates sentences which flow smoothly from one idea to the next

Mechanics and Usage: Applies the rules of grammar, spelling, and punctuation Follows appropriate format for research (including correct documentation)

Activity #15: The following model is designed to focus on the process and skills

necessary to locate, choose, and utilize information. This assessment is to be used on the final product. (See Research Process Rubric BLM)The criteria used are as follows: Title Page: Title, name, layout (e.g., neatly finished without errors) Rough Draft: Evidence of revision (e.g., changing, deleting, adding) Final Copy: Introduction, body, conclusion (e.g., well-developed, follows a

sequential order) Works Cited Page: Three or more different sources, correct format (e.g., book,

magazine, encyclopedia, websites) Visual Product: Evidence of research reflection, neatly done



Unit 2: Modern Fantasy/Science Fiction Time Frame: Approximately six weeks Unit Description

The unit focuses on reading and responding to science fiction and modern fantasy set in the past, the present, and the distant future. The characteristics of fantasy and science fiction are defined and described. Also, a study of story elements is included. Students are given the opportunity to respond in both written and oral forms. As the fantasy and science fiction genre is rich in visualization, students will create various art projects (paintings, collages, mobiles). Opportunities to compare and contrast science fiction with fantasy by listening to stories, poems, and plays and viewing clips of familiar movies will be provided. Examples of classic and contemporary science fiction will be read, and responses to the genre will be made using journaling, discussions, and writing reviews with cooperative groups. Researching technological advances predicted by various science fiction authors allows students the chance to edit and evaluate their writings. Vocabulary and grammar instruction occur throughout the unit within the context of the literature.

Student Understandings The essential goals of this unit are to read, comprehend, interpret, analyze, and evaluate modern fantasy and science fiction as a literary genre. Fantasy is imaginative writing that takes the reader into an invented, unrealistic world. Students will recognize that fantasy and science fiction can carry readers on journeys in time and can result in life lessons for the reader or listener. Science fiction is a special division of fantasy that involves or is based on scientific principles. Students will recognize science fiction includes scientific fact and speculation and often comments on important issues in society that result in life lessons for the reader.

Guiding Questions

1. Can students identify and analyze the main elements of fantasy and science fiction? 2. Can students interpret and analyze significant literary techniques: imagery, satire,

flashback, simile, irony, metaphor, foreshadowing? 3. Can students make critical comparisons across text, noting the author’s style as well

as literal and implied content of text? 4. Can students recognize universal truths and themes? 5. Can students explain interactions and conflicts (man vs. man, man vs. self, man vs.

nature, man vs. society) or conflicts between major and minor characters and analyze how the interactions affect the plot?

6. Can students relate science fiction to personal experiences?

Grade 7 ELA Unit 2Modern Fantasy/Science Fiction 2-1



Unit 2 Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS)

Grade-Level Expectations GLE # GLE Text and Benchmarks 01a. Develop vocabulary using a variety of strategies, including, use of connotative and

denotative meanings. (ELA-1-M1) 01b. Develop vocabulary using a variety of strategies, including, use of Greek, Latin,

and Anglo-Saxon base words, roots, affixes, and word parts (ELA-1-M1) 02a. Explain story elements, including the revelation of character motivation through

thoughts, words, and actions (ELA-1-M2) 02b. Explain story elements, including plot sequence (e.g., exposition, rising action,

climax, falling action, resolution) (ELA-1-M2) 02c. Explain story elements, including conflicts (e.g., man vs. man, nature, society, self)

and their effect on plot (ELA-1-M2) 02d. Explain story elements, including effects of first- and third-person points of view

(ELA-1-M2) 02e. Explain story elements, including theme development (ELA-1-M2) 03a. Interpret literary devices, including symbolism (ELA-1-M2) 03b. Interpret literary devices, including puns (ELA-1-M2) 03c. Interpret literary devices, including analogies (ELA-1-M2) 08a. Use knowledge of the distinctive characteristics to classify and interpret elements

of various genres, including fiction (e.g., science fiction/fantasy) (ELA-6-M3) 08b. Use knowledge of the distinctive characteristics to classify and interpret elements

of various genres, including nonfiction(e.g., essays, letters) (ELA-6-M3) 09a. Demonstrate understanding of information in grade-appropriate texts using a

variety of strategies, including, sequencing events and steps in a process. (ELA-7-M1)

09b. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including summarizing and paraphrasing information (ELA-7-M1) (see ELA-1-M2)

09d. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including comparing and contrasting literary elements and ideas (ELA-7-M1) (see ELA-1-M2)

09e. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including, making inferences and drawing conclusions (ELA-7-M1) (see ELA-1-M2)

09f. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including predicting the outcome of a story or situation (ELA-7-M1) (see ELA-1-M2)

12. Explain the effects of an author’s stated purpose for writing (ELA-7-M3) 13. Identify an author’s bias (objectivity) for, against, or neutral toward an issue

(ELA-7-M3) 14a. Analyze grade-appropriate print and non-print texts using various reasoning skills,

for example, identifying cause-effect relationships (ELA-7-M4) 14b. Analyze grade-appropriate print and non-print texts using various reasoning skills,

for example, raising questions (ELA-7-M4)




14e. Analyze grade-appropriate print and non-print texts using various reasoning skills, for example, skimming/scanning (ELA-7-M4)

15b. Write multi-paragraph compositions on student- or teacher-selected topics organized with the following, organizational patterns (e.g., comparison/contrast, order of importance, chronological order) appropriate to the topic. (ELA-2-M1)

15c. Write multi-paragraph compositions on student- or teacher-selected topics organized with the following, elaboration (e.g., fact, examples, and/or specific details) (ELA-2-M1)

15d. Write multi-paragraph compositions on student- or teacher-selected topics organized with the following, transitional words and phrases that unify ideas and points. (ELA-2-M1)

15e. Write multi-paragraph compositions on student- or teacher-selected topics organized with the following, overall structure including an introduction, a body/middle, and a concluding paragraph that summarizes important ideas and details (ELA-2-M1)

17a. Develop grade-appropriate compositions on student- or teacher-selected topics that include word choices (diction) appropriate to the identified audience and/or purpose (ELA-2-M2)

17b. Develop grade-appropriate compositions on student- or teacher-selected topics that include vocabulary selected to clarify meaning, create images, and set a tone (ELA-2-M2)

17c. Develop grade-appropriate compositions on student- or teacher-selected topics that include information/ideas selected to engage the interest of the reader (ELA-2-M2)

17d. Develop grade-appropriate compositions on student- or teacher-selected topics that include clear voice (individual personality) (ELA-2-M2)

17e. Develop grade-appropriate compositions on student- or teacher-selected topics that include variety in sentence structure (ELA-2-M2)

18a. Develop grade-appropriate compositions by identifying and applying writing processes, such as selecting topic and form (ELA-2-M3)


18c. Develop grade-appropriate compositions by identifying and applying writing processes, such as drafting (ELA-2-M3)

18d. Develop grade-appropriate compositions by identifying and applying writing processes, such as conferencing (e.g., peer and teacher) (ELA-2-M3)

18e. Develop grade-appropriate compositions by identifying and applying writing processes, such as revising based on feedback and use of various tools (e.g., LEAP 21 Writer’s Checklist, rubrics) (ELA-2-M3)

18f. Develop grade-appropriate compositions by identifying and applying writing processes, such as proofreading/editing (ELA-2-M3)




19. Develop grade-appropriate paragraphs and multi-paragraph compositions using the

various modes of writing (e.g., description, narration, exposition, persuasion), emphasizing narration and exposition (ELA-2-M4)

20b. Use the various modes to write compositions, including fictional narratives (ELA-2-M4)

21. Develop writing using a variety of literary devices, including analogies, symbolism, and puns (ELA-2-M5)

22b. Write for various purposes, including evaluations of media, such as television, radio, and the arts (ELA-2-M6)

22c. Write for various purposes, including text-supported interpretations of elements of grade-appropriate stories, poems, plays, and novels (ELA-2-M6)


23b. Use standard English punctuation, including semicolons or colons to separate independent clauses (ELA-3-M2)

24a. Write paragraphs and compositions following standard English structure and usage, including varied sentence structures, including complex sentences (ELA-3-M3)

24b. Write paragraphs and compositions following standard English structure and usage, including varied sentence structures, including antecedents that agree with pronouns in number, person, and gender (ELA-3-M3)

25a. Apply knowledge of parts of speech in writing, including infinitives and participles (ELA-3-M4)

25b. Apply knowledge of parts of speech in writing, including superlative and comparative degrees of adjectives (ELA-3-M4)

25c. Apply knowledge of parts of speech in writing, including adverbs (ELA-3-M4) 26. Spell high-frequency, commonly confused, frequently misspelled words and

derivatives (e.g., roots, affixes) correctly (ELA-3-5) 28. Adjust diction and enunciation to suit the purpose for speaking (ELA-4-M1) 29. Use standard English grammar, diction, syntax, and pronunciation when speaking

(ELA-4-M1) 32. Adjust volume and inflection to suit the audience and purpose of presentations

(ELA-4-M3) 33. Organize oral presentations with a thesis, an introduction, a body developed with

relevant details, and a conclusion (ELA-4-M3) 36. Deliver grade-appropriate research-based presentations (ELA-4-M4) 38a. Participate in group and panel discussions, including explaining the effectiveness

and dynamics of group process (ELA-4-M6) 38b. Participate in group and panel discussions, including applying agreed-upon rules for

formal and informal discussions. (ELA-4-M6) 38c. Participate in group and panel discussions, assuming a variety of roles (e.g.,

facilitator, recorder, leader, listener) (ELA-4-M6) 39a. Locate and select information using organizational features of grade-appropriate

resources, including, complex reference sources (e.g., almanacs, atlases, newspapers, magazines, brochures, map legends, prefaces, appendices) (ELA-5-M1)



39b. Locate and select information using organizational features of grade-appropriate

resources, including electronic storage devices (e.g., CD-ROMs, diskettes, software, drives) (ELA-5-M1)

40a. Locate and integrate information from a variety of grade-appropriate resources, including multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias) (ELA-5-M2)

40b. Locate and integrate information from a variety of grade-appropriate resources, including electronic sources (e.g., websites, databases) (ELA-5-M2)

40c. Locate and integrate information from a variety of grade-appropriate resources, including other media sources (e.g., audio and video tapes, films, documentaries, television, radio) (ELA-5-M2)


ELA CCSS CCSS# CCSS Text Reading Standards for Literature RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text. RL.7.4 Determine the meaning of words and phrases as they are used in a text,


RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

RL.7.9 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.

RL.7.10 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.

Reading Standards for Informational Text RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text. RI.7.3 Analyze 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.7.7 Compare and contrast a text to an audio, video, or multimedia version of the



text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

RI.7.10 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.

Writing Standards W.7.1a,b,c,d,e Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports

the argument presented. W.7.2a,b,c,d,e,f Write informative/explanatory texts to examine a topic and convey ideas,

concepts, and information through the selection, organization, and analysis of relevant content. a. 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.




e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports

the information or explanation presented. W.7.9a Draw evidence from literary or informational texts to support analysis,

reflection, and research. a. Apply grade 7 Reading standards to literature.




Language L.7.4a,b,c,d Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a. 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.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to

the meaning of a word (e.g., belligerent, bellicose, rebel). c. Consult general and specialized reference materials (e.g., dictionaries,

glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. 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.7.5a,b,c 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).

L.7.6 Acquire 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.

Sample Activities

Activity 1: Independent Reading (Ongoing): (GLEs: 08b, 14b, 14c, CCSS: RL.7.1, RI.7.1) Materials List: reading material covering a wide range of topics and readability levels, books/materials stored in the classroom itself and a constant flow of new books and reading material, Reading Response Log BLM, Reading Diary Prompts BLM (See Unit 1)

Each day, students and teachers read silently for an uninterrupted period of time. Students will select their own books or reading materials which require neither testing for comprehension nor book reports. Students will keep a reading response learning log (view literacy strategy descriptions) of materials read. An example of a reading log is as follows:





Reading Response Log Student Name___________________ Selection Title and Genre

Date Pages read

Comments about what I’ve read

Other examples of reading logs can be found at http://www.readwritethink.org/lesson_images/lesson141/log.pdf Students will analyze how ideas influence individuals or events and how individuals influence ideas and or events and cite textual evidence that supports analysis Students may also respond in reading logs after completing their books to prompts (e.g., This reminds me of_____, What surprised me was_____, I think this novel is_____.) See Reading Prompts BLM for other prompts. Student response also may be through a variety of other strategies (e.g. writing prompts, response learning logs, book talks, or, if available, Reading Counts/Accelerated Reader). SSR guidelines for class use may be found at http://www.dowlingcentral.com/MrsD/area/literature/ssr.html or at http://www.education-world.com/a_curr/curr038.shtml Students must go beyond summarizing or giving a personal feeling response. Students must build knowledge through texts which include non-fiction, informational texts, literature, stories, poems, etc. Activity 2: Science Fiction/Fantasy Vocabulary: Etymology (Ongoing) (GLEs: 01a01b, 40a; CCSS: RL.7.4, RI.7.4, L.7.4, L.7.5a, L.7.5b, L.7.5c, L.7.6) Materials List: Vocabulary Cards BLM, index cards, software such as Inspiration, computers optional, vocabulary portfolio/notebook Many scientific words used in science fiction selections have origins in Greek and Latin. Students will participate in class discussions with the teacher using a variety of words with Greek or Latin foundations. By 2013-2014, students will generate a list of words encountered in fantasy and science fiction reading selections, determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings, and analyze the impact of specific word choice on meaning and tone. If necessary, students will use a dictionary to locate each word’s meaning and origin. To develop students’ knowledge of key vocabulary, create vocabulary cards (view literacy strategy descriptions) for terms related to the fantasy and science fiction genre. An example is shown below and in the Vocabulary Cards BLM. Distribute 3”x 5” or 5”x 7” index cards to each student. Model for the students how to complete the vocabulary cards by putting a blank example on the board or overhead. Place a targeted word in the middle of the card, as in the example below. Ask students to provide a definition. It is best if a word can be defined in students’ own words. Write the definition and derivation (if applicable) in the appropriate space. Next, invite students to list the characteristics or description of the word and write that information in the appropriate space. Ask for examples of the term and include one or two of the best ones in the designated area on the card. Finally, in the last area of the card, create a simple illustration or a sentence with the term used in context from text being studied. Once the sample card is created, ask students to make their own word cards for other fantasy or science fiction terms. Allow them time to review the words on the cards. Students will then find







a partner to quiz and hold accountable for accurate information on the cards. Students need multiple exposures and opportunities to reflect on and manipulate key vocabulary in order to learn it well. Students may also create a word puzzle from their lists of words using the Internet site www.puzzlemaker.com or any other similar site for additional practice. Software such as Inspiration® may be used to generate the vocabulary cards. Students will add these words and meanings to their personal vocabulary lists. Class lists will be generated for future references.

Definition/Derivation (GREEK) MYTH Pertaining to a fictitious story that may include gods, heroes, fairies, or other unreal phenomena

Characteristics/ Descriptions Magic; Gods, Goddesses; Legends, Nature

MYTHICAL

Illustration/Sentence The unicorns in the Harry Potter series are mythical creatures.

Examples Hermes is a mythical character.

2013-2014 In 2013-2014, to meet CCSS: L.7.4 add specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, as the references students use for building vocabulary as they encounter new words in text. Have students find the pronunciation of a word, determine or clarify its precise meaning by using content, list whether it is of Greek or Latin origin, and list its part of speech. Each time a student encounters a word in the text being studied, have the student pronounce the word correctly, look up whether it is of Greek or Latin origin and tell what part of speech it is being used as. Have students determine the meaning of words and phrases as they are used in a text, including figurative, connotative and technical meanings, and analyze the impact of specific word choice on meaning and tone. When students find words or phrases that they are unfamiliar with in a text, they are to create a vocabulary card or put in their vocabulary notebook the word, the sentence, and if helpful, other sentences in the text that may help determine the meaning with context clues, whether figurative language is used, and if the word choice has any impact on the tone of the text.


http://www.puzzlemaker.com/


To meet the expectation of CCSS: L.7.5, modify the vocabulary cards by using the model card below. Have students provide a definition, an antonym, a synonym, and a sentence from text. They can also create another sentence that uses the synonym or the antonym to show understanding of the meaning of the word.

Definition/Derivation Danger; threat

Sentence or Sentences from text: Stop telling me who’s dangerous and who isn’t and who’s safe and who’s a menace.

Synonym: pest

Antonym: assistant

Menace

To meet the needs of CCSS: RI.7.4, by 2013-2014, have students determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings. Explain to students the difference between connotation and denotation. In denotation, the words may have the same basic meanings. Connotations are the feelings and associations that are linked to certain words. Ask students if they would rather be described as “matter-of-factly or curtly.” “Curtly” gives a negative connotation. It suggests to someone that you are correct, and no one else may be. Students may practice by putting a list in their notebooks giving the denotation and the connotation. Some examples are listed below:

Would you rather? nosy or curious

incredulous or doubtful Activity 3: Writing Craft (Ongoing) (GLEs: 03a, 03b, 03c, 17a, 17b, 17c, 17d, 17e, 21, CCSS: L.7.5a) Materials List: a variety of picture books, overhead projector, transparencies, or chart paper, or computer with projector, smart boards, student writing notebooks, RAFT Writing Example BLM



Teach or review the traits for effective writing to strengthen students’ writing abilities and assist them in becoming good writers. The following Internet sites have the traits and the definitions of effective writing: http://www.englishcompanion.com/pdfDocs/sixtraitssummary.pdf Because fantasy often relies on literary devices such as symbolism, puns, and analogies, conduct a mini-lesson on these targeted literary elements. Provide a few puns, analogies or symbols and have the students complete a RAFT writing (view literacy strategy descriptions). Explain to the students that this form of writing gives the freedom to project themselves into unique roles and to look at content from unique perspectives. RAFT writing has been used to explain processes, describe a point of view, envision a potential job or assignment, or solve a problem. It is the kind of writing that, when crafted appropriately, should be creative and informative. Ask students, individually or in small groups, to select a pun, analogy, or symbol. Have the students work in pairs to write the following RAFT: R – Role (role of the writer–Journalist)

A – Audience (to whom or what the RAFT is being written–Anthropologists) F – Form (the form the writing will take, as in letter, song, etc.–Journal Entry)

T – Topic (the subject focus of the writing–Explanation of the literary device) Example writing:

August 13, 2008 Today, while exploring the caves in Southern Colorado, I discovered several writings on

the walls. Some of the writings were similes, metaphors, and analogies. The most exciting part

of the discovery was that I understood what some of the writings meant. I grew up hearing some

of these similes, metaphors, and analogies because that was my grandmother’s way of teaching

all of us lessons. Similes and metaphors make comparisons to things that sometimes don’t seem

to be related. Similes use like or as to compare; whereas, a metaphor just compares by saying

one thing is another. An example of a metaphor would be “Our old cat, a bolt of lightning,

caught the bird.” Cat is being compared to a bolt of lightning because he is very quick or fast.

In the cave one of the writings was: “Joe and Mike were like two peas in a pod.” This is

an example of a simile because it is using the word like to compare Joe and Mike to peas in a

pod. The saying means that Joe and Mike were really close to one another and hard to separate,

the same way that peas are really close in a pod. I also found another writing that looked like

this: Dog:cat::shirt:pants This analogy compares the dog and cat, which are both animals with

shirt and pants which are both articles of clothing. I really like analogies because they compare

unlike things.





There was another writing that was a pun. A pun is a figure of speech or word play

which consists of a deliberate confusion of similar words within a phrase or phrases. This

writing said, “I wondered why the baseball was getting bigger. Then it hit me.” That was really

funny.

I also noticed a drawing of a group of people in a circle holding hands. I think the

drawing is a symbol describing the closeness of the group who wrote on these walls. Symbols are

something that stands for something else.

I can’t wait to get back tomorrow and decipher more of the writings. Once completed, students should share their RAFTs with a partner or the whole class. While students read their RAFTed assignments, other students should listen for accuracy and logic. Listening to students’ RAFTs provides an opportunity to evaluate whether students adequately understood the material and whether further teaching or independent study is needed. Students are to create a portfolio that will include a list with the meaning of each of the analogies, puns, and symbols that they encounter in their readings and their RAFT writings. Students will compose sentences that include these various literary devices and add them to their journals. Students may also visit the web site http://www.sadlier-oxford.com/phonics/analogies/analogiesx.htm to participate in an interactive activity to work with analogies. The teacher will remind the students that writing is an ongoing activity and that they will be reviewing all work done throughout the year. By 2013- 2014 to meet L.7.5a, students will be able to demonstrate understanding of figurative language and interpret figures of speech (mythological allusions) in context. Using the text, have students find puns, analogies, mythological allusions or other figurative language and illustrate them as the student interprets it. Students will then share with a group of his or her peers and the teacher to explain his or her interpretations. Next have students pair up. Give each student pair a picture book, and have them create puns, analogies, mythological allusions, or other figurative language to describe those pictures.

Activity 4: Grammar/Usage Mini-Lessons (Ongoing) (GLEs: 23a, 24a, 24b, 25a, 25b, 25c, 26)

Materials List: writing samples

Use the daily oral language strategy with target skills. Provide the students with a sentence or a group of sentences in need of editing to give students consistent practice correcting grammatical errors. In this unit, sentence structure, phrases and clauses, sentences without double negatives, and spelling will be targeted. The students will also apply knowledge of the parts of speech, including adverbs and superlative and comparative degrees of adjectives. The students may also discuss the common errors in student writing samples. Through a writing process, students


http://www.sadlier-oxford.com/phonics/analogies/analogiesx.htm

http://www.sadlier-oxford.com/phonics/analogies/analogiesx.htm


should use peer editing to work with the mechanics. Grammar instruction should occur within the context of students’ reading and writing. Grammar instruction lessons may be found at: http://www.education-world.com/a_lesson/lesson/lesson334.shtml or http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/index.htm Activity 5: Science Fiction or Fantasy? (GLEs: 02a, 02b, 02c, 02d, 02e, 08a, 22b, CCSS: RI.7.7, W.7.9a) Materials List: chart paper, markers, Characteristics of a Fantasy BLM, Characteristics of a Science Fiction BLM After students read the first chapter or a section of a fantasy or science fiction book/story being studied in class, they will brainstorm what makes the piece a fantasy or science fiction. Students will then brainstorm (view literacy strategy descriptions) a fantasy or science fiction they have seen or read (e.g., Harry Potter, Star Wars) and record in their reading logs examples of fantasy characteristics or science characteristics. Students will volunteer to share with the whole class their observations. As students share their ideas, list their responses on the board. Discuss what makes each of their examples science fiction or fantasy. Next, students’ ideas will be written on chart paper that will be displayed in the room during the duration of the unit study. Lead a discussion about narrative elements and the characteristics of fantasy and science fiction. Give each student a copy, or have the students copy the characteristics from the Characteristics of Fantasy and the Characteristics of Science Fiction BLMs. The students will compare the characteristics of fantasy and science fiction to the brainstorming charts created earlier. Students will define universal theme: the idea that holds the story together or the central meaning of a piece of writing, which might include the need to be loved and accepted, to achieve, to have courage, etc. Present a science fiction/fantasy web or chart modeling similarities and differences in the plot, setting, problem or conflict, and characters. Students will view film clips of a science fiction story and a fantasy and then create an attribute chart that compares/contrasts the characteristics. From the web or chart and discussion, students will respond to the selection chosen by teacher and identify the characteristics of science fiction and fantasy. For example, the fantasy novels written about Harry Potter are full of magic and good against evil. The students may be asked to give an example of good vs. evil and support their responses from the content of the text.

Harry Potter is identified as the good guy character. He was an innocent baby when the “evil” character, Voldemort attempted to murder him. In the first chapter of Harry Potter and the Sorcerer’s Stone, Professor McGonnagall reports to Professor Dumbledore what the word on the street is. “They’re saying he tried to kill the Potter’s son, Harry. But he couldn’t... when he couldn’t kill him, his power broke and now he is gone.” As the series continues, Voldemort reappears trying to regain his powers. He and Harry have many encounters, and finally, Harry, the good guy prevails.

Ask students to respond to various questions provided by the teacher, and have them support the response through various fantasy and science fiction texts. Students may also use their attribute



http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/index.htm



charts that compare/contrast the video with the text being studied to support their responses. By 2013-14 to address RI.7.7, extend this activity by having students use their attribute charts to compose an essay that compares, contrasts, and analyzes a scene from movie to the chapter from the text illustrated in the attribute chart. The students should pay careful attention to the delivery of speech and how it impacts the meaning of the words. They should draw evidence from both the text and film clip to support their analyses and apply grade 7 Reading standards to literature.

Activity 6: Elements of Fantasy/Science Fiction (GLEs: 02a, 02b, 02c, 02d, 02e, 08a, 09d, 09f, 38b, 38c, CCSS: RL.7.1, RL.7.10, RI.7.1) Materials List: a variety of excerpts from fantasy or science fiction stories, Literary Techniques/Devices BLM, Story/Literary Elements BLMs, Reciprocal Teaching BLM, Character Representation Rubric BLM, Story Elements Checklist, Select an excerpt from a fantasy or science fiction novel that contains examples of specific literary techniues. Read an example of one of the techniques to the class, and ask students to explain what the text sample means. Then, lead into a mini-lesson on literary techniques (e.g., imagery, satire, flashback, foreshadowing, irony, metaphor). Other mini-lessons conducted will focus on story elements including the following: character development (who), setting (the where and when), plot (the what) and theme. As an extension of these lessons, have students cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Use Literary Techniques BLM and Story Elements BLM when presenting the mini-lessons. Also, the following web sites for further explanations may be accessed. http://www.brainpop.com/english/writing/similesandmetaphors/ Select several excerpts from a variety of fantasy or science fiction stories, such as The Lion, the Witch and the Wardrobe, Harry Potter, The Giver, A Wrinkle in Time, Gathering Blue, etc., in which literary techniques have been used, and assign to groups of students. The students will use reciprocal teaching (view literacy strategy descriptions) while working in their groups. Reciprocal teaching focuses on the four main comprehension processes of summarizing, questioning, clarifying, and predicting, something good readers do automatically while struggling readers may not even understand these processes are required. It also makes the students responsible for creating the meaning of a story, rather than relying on a teacher’s summarization. The goal is by the end of the year, the students will 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. Give each student a copy of Reciprocal Teaching Chart BLM. Each member of the group will be responsible for filling out his/her part of the chart. This chart will be used as a guide for the students’ discussions.

Students will form literature circles, and each student will be assigned a role in the group such as the following:

Director of discussion—responsible for starting the meeting, creating interesting and meaningful discussion questions, and soliciting contributions


http://www.brainpop.com/english/writing/similesandmetaphors/



from other members of the group Passage master—person that directs the group to important and meaningful

passages and reads aloud these selections Connector—person who helps the group make connections to the text and the

real world and provides examples from the text and examples from everyday events

Illustrator—person who offers visual examples, responses, and explanations of the written text; person who clarifies confusing parts and attempts to answer questions posed

All students in the group will read the first section of the passage. The group members will then fill out their portion of the reciprocal teaching chart. The Director of Discussion will then ask the Illustrator to begin the discussion within the group by orally summarizing the first section of the passage. The Illustrator will then pose confusing questions about the passage, and the others will discuss. The Director will share predictions, and the remainder of the group will agree on predictions made. The Passage Master will then read aloud passages that confirm the predictions the group made. The discussion will continue within the group until the questions in the chart have been talked about. The roles in the group then switch one person to the right, and the next part of the selection is read. Students repeat the process in their new roles and continue to employ the reciprocal teaching strategy. This continues until the entire selection is read.

The students will then discuss and identify literary techniques (e.g., symbolism, puns,

analogies, imagery, satire, flashback, irony, metaphor, foreshadowing) by citing examples on an attribute chart.

Students will make predictions, develop questions, and analyze author’s techniques in creating fantasy.

Each literature circle group will share its findings with the whole class. Students will then compare the fantasies/science fiction and generate a list of similarities, creating a wall chart to record specific information or a summary on fantasies read (e.g., characters, motifs, universal themes, origin).

Students are to complete reading of their short fantasy/science fiction. The students will analyze plot sequence by using story maps and identify the conflict’s effect on the plot.

Students will create a list of story questions about characters, setting, plot, point of view, mood, theme, and style. These questions can be used as a review by playing a Jeopardy game with them.

Finally, students will analyze a character and create a visual representation, such as a poster or mural showing physical appearance, character’s voice, thoughts and feelings, and character’s actions or deeds.

Assess student work by using Story Elements Checklist BLM, Character Representation Rubric BLM or other teacher-made checklists or rubrics. By the end of this activity, students will have determined a theme or central idea of a text and analyzed its development over the course of the text; they then should provide an objective summary of the text citing evidence of what the text explicitly says.



Activity 7: Fantasy/Science Fiction Book Review (GLEs: 02b, 09a, 09b, 09e, 17a, 17b, 17c, 17d, 17e, 19, 22c, 28, 29, 32; CCSS: RL.7.7, RL7.10, RI.7.5, W.7.9a) Materials List: a variety of books, markers, pencil colors or crayons, construction paper, old magazines, drawing paper, Presentation Rubric BLM Teacher will conduct a mini-lesson on book reviews. The students will listen to a short fantasy story the teacher has selected. In a whole group setting, the students and teacher will devise a book review for the selection that has been read aloud.

From the class list of fantasy novels, students will select a novel to be read independently. As they read, students will respond in reading learning logs (view literacy strategy descriptions) to a variety of teacher-suggested prompts, which may include asking for the following: brief summaries, making inferences, drawing conclusions, charting character development, sequencing plot, making predictions, etc. An example of a prompt might be: In the story Harry Potter and the Sorcerer’s Stone, what made Hagrid so endearing to Harry, Hermoine, and Ron, yet not so endearing to Malfoy? Have the students give text-based examples when replying. A movie clip may be shown that demonstrates how Hagrid is endearing to Harry, Hermoine, and Ron and how he is not endearing to Malfoy. Students will then compare and contrast the novel to an audio, video, or multimedia version, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech or the sounds in the movie affects the impact of the words) in their reading log. The teacher may allow time for the students to exchange log entries and explain their responses. Students will use their responses in their logs to write a book review, using word choices appropriate to the audience, along with information and ideas that keep the interest of their audience. Students are to focus on the structure an author uses to organize text, including how the major sections contribute to the whole and to the development of the ideas and draw evidence from texts to support the analysis. Teachers and students may go to the following web site that gives ideas on how to write and present book reviews: http://www.teachnet.com/lesson/langarts/foldedbkrpts071599.html 2013-2014 This activity will replace Activity 7 in 2013-2014. Activity 8: Fantasy/Science Fiction Book Review (CCSS: RI.7.5, RI.7.7, W.7.2a, W.7.2b, W.7.2c, W.7.10) Materials List: a variety of books, markers, pencil colors or crayons, construction paper, old magazines, drawing paper, Presentation Rubric BLM

By 2013-14, students must 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. Present the mini-lesson on how to analyze text. Use the following idea for this mini-lesson.

In writing about literature or any specific text, the discussion is strengthened if specific passages from the text are offered as evidence. The significance and relevance of quotations are not self-



http://www.teachnet.com/lesson/langarts/foldedbkrpts071599.html


evident. Sufficient analysis of the passage requires text-specific references. The over-riding goal of analysis writing is to demonstrate some new understanding of the text.

How to analyze a text?

Read or reread the text with specific questions in mind. Jot down basic ideas, events and names. Depending on the complexity of book, this

requires additional review of the text. Think through personal reaction to the book. Identify and consider most important ideas. Return to the text to locate specific evidence and passages related to the major ideas. Follow the principles of analyzing a passage described below.

Principles of analyzing a passage

Offer a topic sentence indicating a basic observation about the text or passage. Offer a context for the passage without offering too much summary. Cite the passage (using correct format). Then follow the passage with some combination of the following elements:

Discuss what happens in the passage and why it is significant to the work as a whole.

Consider what is said, particularly subtleties of the imagery and the ideas expressed.

Assess how it is said; consider how the word choices, the ordering of ideas, sentence structure, etc., contribute to the meaning of the passage.

Explain what it means, tying your analysis of the passage back to the significance of the text as a whole.

Repeat the process of context, quotation, and analysis with additional support for your thesis or topic sentence.

Then have students write book reviews as listed in Activity 7 and convey information through analysis of relevant content. Instruct students to introduce the topic clearly and develop it with relevant facts and information. The written piece must include varied transitions with precise language and domain specific vocabulary for the topic. Require students to include relevant facts, quotations, and other information to develop their book reviews. Have students use a variety of sentences and a clear voice to encourage others to read the novel. Have students also respond to the text through various media (e.g., dioramas, montage, collage, mosaic, illustrations, mobiles, posters, book jacket). Have students present the book reviews and visuals to the class. Assess student presentations with Presentation Rubric BLM or other teacher-made rubric



Activity 9: Comparing Fantasy/Science Fiction Stories (GLEs: 09d, 14e, 15b, 15c, 15d, 15e, 18b, 18c, 18d, 18e, 22c, 39b, CCSS: RL.7.1, RI.7.1, RI.7.10, W.7.2a,d, W.7.9a) Materials List: paper, pen or pencil, computer(s) with Internet and software used in library such as OPAC, (optional), Writer’s Checklist Students will research via the Internet or an electronic storage device (OPAC or other software used in the library or websites) or the teacher may provide a list (see Science Fiction/Fantasy Booklist following the Sample Assessments) to find other fantasy/science fiction stories. The students will read and respond to common themes or issues in fantasy by comparing two fantasy stories. Students will use a graphic organizer (view literacy strategy descriptions) for brainstorming (view literacy strategy descriptions) the similarities. Conduct a lesson on how to develop multiparagraph compositions. Using their graphic organizer, the students will develop a multiparagraph composition that includes an introduction, middle, and concluding paragraph, comparing the two fantasies that have been studied during this unit. Students will convey their ideas and concepts using the two selections. Students will introduce the topic clearly while using relevant facts or other information, examples, and concrete details to support the topic. The student will establish a central idea, use specific details from the story, and use transitional words or phrases that clarify or unify ideas within the paragraphs. Precise language and genre specific vocabulary will be used to explain the topic. Students will also provide a concluding statement that supports the information presented. The students will cite several pieces of textual evidence to support analysis of what the text explicitly states. The students will confer with a peer or teacher about the content of their papers. Students will be provided feedback through iLEAP writer’s checklist, (http://www.louisianaschools.net/lde/uploads/2071.pdf). The students will then revise their papers based on feedback. For 2013-2014, to address W7.2a and W7.2d, this activity can be extended by requiring students to include formatting such as headings, charts or tables, and multimedia to support their analyses. Instruct students to focus on development of central idea, use of specific details from the story, and use of transitional words or phrases to clarify or unify ideas within the paragraphs in their writing. Have students use precise language and genre-specific vocabulary to explain the topic. Have students include a strong concluding statement that supports the information presented. Activity 10: Author’s Point of View (GLEs: 02a, 02b, 02c, 02d, 02e, 12, 13, CCSS: RI.7.5) Materials List: fantasy or science fiction selection, Question the Content BLM, encyclopedias, biographies of various authors, computer(s) with Internet, pencil, paper Conduct mini-lesson reviews on author’s point of view and theme development. Read aloud a short fantasy or science fiction story or excerpt. The students will discuss author’s point of view and the theme of the short story by responding in their logs. To ensure students are learning to take responsibility for constructing meaning from text, demonstrate how they can question the






author QtC (view literacy strategy descriptions). Put on chart paper the types of questions students are expected to ask as they read and/or listen to science fiction and fantasy short stories. (See below). Other questions can be added with the help of students as they learn the QtC process. As a section of text is read, the teacher will model for the students the question-asking and answering process using the questions below or related ones. In QtC, the teacher will first read segments of the text and stop at pre-determined segments to have the class discuss the ideas and events encountered. Pose questions, such as What is the author trying to say? What do you think the author means by that? How does this connect with other text ideas? To extend this portion of the activity, have the students analyze the structure an author uses to organize a text, and include how the major sections contribute to the whole and to the development of the ideas. Use the Question the Content BLM to model with the students. For the questions that have blanks, add appropriate information from the text to complete the question. Pre-segment the text where the pupils may be expected to have difficulties. Have students collaboratively construct meaning by questioning the author and the author’s purpose using the modeled process. This strategy allows students to learn from one another, to question and consider alternative possibilities, and to test their own ideas in a safe environment. In a subsequent section, invite students to do the same. Have students work in pairs to engage in the QtC process together; move around the room to monitor and clarify. Continue to model and elicit from students these types of questions until they begin to QtC in a routine way as they read on their own and listen to text read to them. The teacher should encourage students to use the approach to meaning making with all texts.

Goal Question/Text-Dependent Responses Initiate discussion. What is the author trying to say?

What is the author’s message? What is the author talking about?

Focus on author’s message. That is what the text says, but what does it mean? Why did the author choose this word?

Link information. How does that connect with what the text already told me? Have I seen this information in any other source?

Identify difficulties with the way the author has presented information or ideas.

Does that make sense? Does the timeline of events make sense? Did the author state or explain that clearly? Why or why not? What do I need to figure out or find out?

Encourage students to refer to the text because they have misinterpreted, or to help them recognize that they have made an inference.

Did the author tell me that? Did the author give me the answer to that? What was the author’s impression of ________? What was the author’s attitude toward ________?

Link information being read to outside experiences.

What does that statement or description remind me of _________? What about the time period seems familiar or similar to my own?




Activity 11: Meet the Author (GLEs: 12, 13, 28, 32, 39a, 39b, CCSS: RL.7.9) Materials List: fantasy or science fiction selection, Question the Content BLM, encyclopedias, biographies of various authors, computer(s) with Internet, pencil, paper Have students use a variety of sources, such as encyclopedias, Internet, Gale Group, biographies, or the appendices of other source books, to research an author of science fiction or fantasy (e.g., Isaac Asimov, Jules Verne, George Lucas, J. K. Rowling, C. S. Lewis, etc.) Have students formulate questions they would like to ask the author in an interview. These questions should be designed to analyze how the author distinguishes his or her position from that of others. Have students use the QtC strategy (view literacy strategy descriptions) (see Question the Content BLM) to formulate questions they would like to ask the author in an interview. Questions should include, but not be limited to, relevant information that influenced the literature the author produced (e.g., family background, education, books written, awards, why the author writes in the science fiction genre). Have students partner with another student and conduct a mock interview. After the first partner completes the interview, have students exchange roles. After practicing the interview a couple of times, have students conduct the interview for the class. Activity 12: True to Life? (GLE’s 36, 39a, 39b, 40a, 40b, 40c, 44, CCSS:RL.7.9) Materials List: encyclopedias, computer(s), Internet access, digital camera (optional) In their reading learning log (view literacy strategy descriptions), the students will compare and contrast a fictional portrayal of a time, place, or character from a text being studied in the class, and a historical account of the same period as a means of understanding how authors of fiction use or alter history. The students are to relate these advances to ones mentioned in science fiction stories they have read. The students’ responses may be in paragraph form or in sentences that answer teacher-created prompts. In groups, students will use information from Internet Web sites, documentaries, films, encyclopedias, or other printed texts to research some technological advances made during the last fifty years that parallel similar technologies and inventions used in the novels read. Keywords such as “technological advances” or “recent inventions” may be used to aid in the students’ research. Examples that students may choose to research could include iPods, laptop computers, cell phones, the robot that can be programmed to vacuum, etc. Students will gather information; prepare charts and timelines; and collect images, examples, and recordings to illustrate these advances. The students will use various technologies to create a multimedia display such as a PowerPoint® presentation, a student-created video, a mural of digital camera pictures, etc.





Activity 13: Which Character Am I? (GLEs: 02a, 17a, 17b, 17c, 17d, 18b, 18c, 18d, 18e, 18f, 18g, CCSS:W.7.10) Materials List: paper, pen or pencil, Writer’s Checklist, iLEAP Writing Rubric BLM Review writing process with the students. Students, individually, will make a list and identify the qualities of three fantasy characters from stories/novels they have read with whom they relate. They are to give examples from the text along with their reasons of why they relate to that character. Students will select one character and brainstorm (view literacy strategy descriptions) how they, themselves, are alike and different from the character. The student will draw evidence from literary or informational texts to support analysis, reflection, and research. Next, explain to students that the introductory paragraph will reflect what they will write. Choose a character and model the first paragraph for the students.

Example: Hermoine and I have a lot of the same characteristics. Both of us are smart in school, we both like to read, and at times we are bossy. There are also several differences between the two of us. Hermoine is an only child; I am not. Of course, she is a muggle. I am an ordinary girl with no magical powers. Hermoine does not have a lot of friends, but I have many.

From the students’ brainstorming, they will then begin to draft a multiparagraph essay on ways they are alike and different from the character chosen. The students will then apply the writing process (brainstorming, drafting, conferencing, revising based on feedback, proofreading to edit, and producing a final draft for portfolio inclusion) to compose. This process may be broken down as the following: Day One: brainstorming and introductory paragraph, Day Two: completing first draft, peer or teacher conferencing, and editing; Day Three: produce a final draft. The final draft may use electronic word processing technology. Students will be provided feedback through iLEAP writer’s checklist, (http://www.louisianaschools.net/lde/uploads/2071.pdf) Teacher may assess with iLEAP Writing Rubric BLM or other teacher-made rubric.

As an extension for 2013-14 to address CCSS W.7.10, students will write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Though the students are writing the essay in the activity above in a three-day time period, they are actually writing for short periods of time. This activity can be extended by having the students complete the entire writing process during one sixty to ninety minute class period. The teacher could use a timer to time each part of the writing process. For example, set the timer for 5-6 minutes for planning, 15-30 minutes for drafting, 15 minutes for conferencing and editing, 15 to 30 minutes for producing a final draft. (These times are just examples. Teachers know their students and will set the timer for what will work in their classrooms.)





Activity 14: Writing/Presenting Science Fiction/Fantasy (GLEs: 08a, 17b, 17c, 18b, 18c, 18e,18f, 18g, 20b, 23a, 23b, 24a, 25b, 26, 28, 29, 32, 33, 38a, 44, CCSS: SL.7.1)

Materials List: pencil, paper, dictionary, grammar resource book, computer (optional), Fantasy/Science Fiction Rubric 1 BLM, Fantasy/Science Fiction Rubric 2 BLM

After reading and studying several fantasies and science fiction stories in class, the students will write original fantasy or science fiction stories.

The narrative will include all the elements of a story and will have characteristics of science fiction or fantasy embedded into it.

Students will participate in whole group lessons presented by teacher on complex sentence structure; superlative and comparative degrees of adjectives; using commas to separate coordinate adjectives, to set off direct quotations, nouns of address, and after introductory words or phrases; and using colons and semicolons.

Students will use writing strategies to plan; draft; revise, by focusing on use of varied and correct sentence structure, use of complex sentences, correct spelling, and correct usage of punctuation to compose the stories. The students will then self- and peer-edit by using a writer’s checklist. (http://www.louisianaschools.net/lde/uploads/2071.pdf). The students will then publish their fantasy/science fiction story. Students may choose to publish their stories using word processing technology. The stories will be assessed with Fantasy/Science Fiction Rubric 1 BLM, Fantasy/Science Fiction Rubric 2 BLM or other teacher-made rubric.

Students will create movie advertisement posters that illustrate the story they wrote in the previous bullet. The poster will be neatly done and display the elements of science fiction to capture the imagination of their audience.

Place students in groups of four to six. Students will engage effectively with diverse partners in a range of collaborative discussions (one-on-one, in groups, and teacher-led), building on others’ ideas and expressing their own clearly. To extend this activity to address CCSS SL.7.1 for 2013-14, have students go to other classes to present and engage effectively with other diverse partners to strengthen their positions by building on others’ ideas. Each student will present his/her science fiction story as an oral summary and display the movie poster advertisement within the group. The students’ oral presentations will be organized with an introduction, a body that includes details, and a conclusion. Group members may ask questions of the individual student after the oral summary is given. Students will provide feedback through a class-created rubric. After all students have presented their summaries to the group, they will complete a teacher-created survey that explains the dynamics of the group.

Activity 15: Games Anyone? (GLEs: 02a, 02b, 02c, 02e, 15b, 15c, 15d, 17a, 17b, 17c, 18a, 18b, 18c, 18d, 18e, 18f, 18g) Materials List: poster or chart paper, markers, a variety of art materials, paper, pen or pencil, Game Board Hints BLM, Game Board Rubric BLM




As a group, students will list and reflect on games they like to play or that are familiar to them. They are to tell what makes the game interesting to them and why they like playing them. Next, students will discuss some of the stories they have studied in this unit and choose one or two that could translate into a game. In a whole class setting, the students will brainstorm what makes instructions clear and easy to follow. Students, individually or as a group, will design a board game or create a new sport that relates to a fantasy story. The teacher may provide Game Board Hints BLM to the students. Students will create a clear set of directions that explain how to play their games. Students are to include a list of materials needed to play the game. Students or the teacher should provide these materials on the day students are to play the game and on the day of the presentation. Students will proofread the directions to check for correct sequencing of the directions, correct mechanics, and correct spellings. Students are to incorporate characters, setting, conflict, plot, and theme within the game. Students are also to include questions related to the fantasy stories and novels that were read by the whole class. After games are completed, students will exchange game/sport with another group. The students will play the game, following the directions given. The students who played the game will then evaluate it on how clearly the instructions are written. Groups will then get their game back along with the evaluations. Students will revise and publish a final form of their game/sport. The students will use a writing process to compose a multi-paragraph composition comparing the game they created with another group’s game. Students are to elaborate on the ease or difficulty of the game, how the directions were presented, and on the materials that were used in each game. Teacher will assess the students’ compositions using a teacher-made rubric or the LEAP 21 writing rubric. http://www.louisianaschools.net/lde/uploads/9842.pdf

Sample Assessments

General Guidelines Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit: General Assessments

The teacher will provide students with a teacher-made checklist for collecting and documenting new vocabulary words. Students will keep the vocabulary in a portfolio to be turned in at the end of the unit for assessment. Students will be assessed on the completion and correctness of the activity.

Students will be observed and evaluated individually while participating within the literary circle group discussions.

Students will complete surveys rating the success of the group members working on activities (self assessment and peer assessment). Using a checklist, the teacher will




observe students while they are working in groups, assessing whether they stay on task, understand their roles, and complete their tasks correctly.

Students will confer with teacher to discuss and monitor the student’s knowledge. A checklist will be provided for peer conferencing. Students will be assessed for being

on task and for cooperativeness. Teacher and/or students will use a checklist to monitor for understanding of narrative and

fantasy/science fiction elements. (See example following the Activity Specific Assessments.)

The students will be assessed on their understanding of complex sentence structure, use of commas to set off direct quotations, and use of superlative and comparative degrees of adjectives using teacher-made quizzes.

Activity-Specific Assessments Activity #6: Assess students on their understanding of story elements using the following

checklist. Students may also use this checklist when devising questions for Activity 4. Story Elements Checklist

Key: N=never R=rarely S= sometimes U=usually Understands Narrative Elements

___Setting ___Protagonists ___Antagonists ___Mood ___Events ___Imagery ___Satire ___Metaphor ___Theme ___Conflicts

Critical Thinking ___Makes reasonable predictions about what will happen ___Adjusts predictions during and after reading ___Makes inferences ___Understands cause and effect ___Compares and contrasts characters and events ___Describes characters’ traits ___Identifies themes

Activity #6: Students will be assessed on their character representation using the

following four-point rubric. See Character Representation Rubric BLM.

4 Points: The character’s appearance is exactly the way text describes.



Quotations used show deep insight of character. Actions clearly reveal character’s personality. A clear and accurate understanding of the character’s thoughts and feelings is

portrayed. The character’s personality is effectively and clearly portrayed. Representation is very organized, neat, and shows the true character.

3 Points:

The character resembles the author’s description. Quotations show some important character traits. Actions reveal the character’s personality. A relatively good understanding of the character’s thoughts and feelings is

portrayed. The character’s personality is well-defined. Representation is neatly done, organized, and shows an understanding of the character.

2 Points:

The character vaguely resembles the author’s description. Quotations show only minor character traits. Actions vaguely portray the character’s personality. Some understanding of the character’s thoughts and feelings is portrayed. The character’s personality is vaguely defined. Representation is neatly done, somewhat organized, and presents a vague picture

of the character. 1 Point:

The character has no resemblance to the author’s description. Little to no insight is shown by quotations. Actions show no understanding of the character’s personality. Representation shows little understanding of the character’s thoughts and feelings. The character’s personality is not defined. Representation is messy or somewhat disorganized and shows an unclear picture

of the character.

Activity #7: After completing a book review, students will be assessed using the following criteria: Makes word choice appropriate to audience. Uses a variety of sentences (e.g., simple, compound, complex). Encourages others to read book. Includes a visual (e.g., diorama, illustrations, poster, book jacket) that accurately

represents book.

Activity #14: The students’ fantasy/science fiction story will be evaluated using the

following criteria: See Fantasy/Science Fiction Story Rubric BLM. Organization:

Topic is clear.



Events are logical. Clear organizational plan is evident. Transitions are varied, smooth, and logical. Plot contains a clear beginning and end.

Development: Elements of narrative are well elaborated. Characteristics of science fiction are embedded. Elaboration is clear and appropriate. Varied sentence patterns are used. Vocabulary is appropriate to audience. Details are vivid and specific.

Mechanics and Usage: Words are spelled correctly. Punctuation, including end marks, commas, colons, and semicolons, is

used correctly. No errors are present in subject/verb agreement.

Activity #14: The student will create a movie advertisement poster that illustrates his/her fantasy/science fiction story and will be assessed using the following criteria. For a four-point scoring guide the following may be used:

1=Incomplete 3=Good 2=Needs Improvement 4=Superior

Activity #15: The following assessment will be used to evaluate the student’s final game

product:

Components Characteristics

Title Legible, neat, correct spelling, correct grammar Concept Original, related to topic Directions Legible, clearly stated, sequential Complexity Appropriate for intended audience Design Neat, uncluttered, appealing

Fantasy/Science Fiction Reading Lists

Applegate, K. A., Animorphs Asimov, Isaac, Fantastic Voyage Asimov, Isaac, Foundation Trilogy Avi, Midnight Magic Bell, Hilary, A Matter of Profit Blacker, Terence, Angel Factory

Card, Orson Scott, Ender’s Game Cart, Michael, Tomorrowland: Stories About the Future Christopher, John, The White Mountains Clarke, Arthur Charles, 2001: A Space Odyssey



Conly, Jane Leslie, Rudest Alien on Earth Cooper, Susan, The Dark Is Rising

Crichton, Michael, Jurassic Park Crichton, Michael, Andromeda Strain Dickinson, Peter, Eva Engdahl, Sylvia, Enchantress From the Stars Farmer, Nancy, The Ear, The Eye, and the Arm Farmer, Nancy, House of the Scorpion Fletcher, Susan, Dragon’s Milk Haddix, Margaret Peterson, Among the Hidden Haddix, Margaret Peterson, Among the Impostors Haddix, Margaret Peterson, Running Out of Time Haddix, Margaret, Turnabout Herbert, Frank, Dune Hesse, Karen, Phoenix Rising Hoover, H. M., Orvis Hoover, H. M., Return to Earth Hoover, H. M., Shepherd Moon Hoover, H. M., This Time of Darkness Hughes, Monica, Invitation to the Game Jeapes, Ben, The Xenocide Mission Jones, Diana Wynn, Tale of Time City Klause, Annette, Alien Secrets Lasky, Kathryn, Star Split L’Engle, Madeline, A Wrinkle in Time L’Engle, Madeline, A Ring of Endless Light LeGuin, Ursula K., A Wizard of Earthsea Lowry, Lowis, The Giver Lowry, Lowis, Gathering Blue Marsden, John, Tomorrow, When the War Began Mckinley, Robin, The Hero and the Crown Paulsen, Gary, Transaal Saga Peck, Richard, Lost in CyberSpace Pierce, Tamora, Magic Steps Roberts, Willo, The Girl with the Silver Eyes Rowling, J. K., Harry Potter and the Sorcerer’s Stone Rowling, J. K., Harry Potter and the Chamber of Secrets

Service, Pamela, Under Alien Stars Schusterman, Neal, Downsider: A Novel Skurzynski, Gloria, Virtual War Sleator, William, Boxes

Sleator, William, The Duplicate Sleator, William, House of Stairs Sleator, William, Interstellar Pig Sleator, William, The Night the Heads Came Sleator, William, Rewind




Sleator, William, Strange Attractors Tolan, Stephanie, Welcome to the Ark

Verne, Jules, Journey to the Center of the Earth Waugh, Sylvia, Earthborn Waugh, Sylvia, Space Race Wells, H. G., The Time Machine Yolen, Jane, Dragon’s Blood Zindel, Paul, The Pigman

Online Source: http://www.woostersch.org/library/Middleschool.htm Online Source: http://bookadventure.org

http://www.woostersch.org/library/Middleschool.htm

http://bookadventure.org/



Unit 3: Ode to Me–Poetry Time Frame: Approximately five weeks Unit Description The unit focuses on reading and responding to classic and contemporary poetry. In order to write poetry, students should first read poetry. The defining characteristics of lyric and narrative poetry are identified, and a study of a poet’s message conveyed through the use of various poetic techniques, including similes, metaphors, personification, hyperboles, onomatopoeia, alliteration, symbol, imagery, and idioms, is included. Writing and reciting poetry will provide students the opportunity to use the writing process and to evaluate poetry. Vocabulary and grammar instruction occurs within the context of the literature.

Student Understandings Poetry is a way of expressing one’s innermost feelings. Poets create images that stir imaginations, making people see the world in new and unexpected ways. As a result, poetry should be read, heard, and enjoyed. Students will understand poetic techniques, including similes, metaphors, personification, hyperboles, onomatopoeia, alliteration, symbol, imagery, and idioms, and will appreciate the effects of figurative language and sound devices in poetry. Students will also recognize and create a variety of poems using different forms of poetry.

Guiding Questions

1. Can students describe the defining characteristics of poetry? 2. Can students distinguish between narrative and lyric poetry? 3. Can students identify elements and forms of poetry? 4. Can students describe how the poet’s and speaker’s points of view affect the text? 5. Can students analyze figurative language in poetry? 6. Can students relate poetry to personal experiences?


GLE # GLE Text and Benchmarks 01a. Develop vocabulary using a variety of strategies, including use of connotative and

denotative meanings (ELA-1-M1) 03a. Interpret literary devices, including symbolism (ELA-1-M2)

03b. Interpret literary devices, including puns (ELA-1-M2)

03c. Interpret literary devices, including analogies (ELA-1-M2)


Grade 7 ELA Unit 3Ode to Me-Poetry 3-1



08c. Use knowledge of the distinctive characteristics to classify and interpret elements of

various genres, including poetry (e.g., lyric, narrative) (ELA-6-M3) 09d. Demonstrate understanding of information in grade-appropriate texts using a variety

of strategies, including comparing and contrasting literary elements and ideas (ELA-7-M1)

09g. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including identifying literary devices. (ELA-7-M1)

14b. Analyze grade-appropriate print and non-print texts using various reasoning skills, for example, raising questions. (ELA-7-M4)


15b. Write multi-paragraph compositions on student- or teacher-selected topics organized with organizational patterns (e.g., comparison/contrast, order of importance, chronological order) appropriate to the topic (ELA-2-M1)




17d. Develop grade-appropriate compositions on student- or teacher-selected topics that include clear voice (individual personality). (ELA-2-M2)

17e. Develop grade-appropriate compositions on student- or teacher-selected topics that include variety in sentence structure. (ELA-2-M2)

18a. Develop grade-appropriate compositions by identifying and applying writing processes, such as selecting topic and form. (ELA-2-M3)



18e. Develop grade-appropriate compositions by identifying and applying writing processes, such as revising based on feedback and use of various tools (e.g., LEAP21 Writer’s Checklist, rubrics). (ELA-2-M3)

21. Develop writing using a variety of literary devices, including analogies, symbolism, and puns (ELA-2-M5)

22.c Write for various purposes including text –supported interpretations of elements of grade-appropriate stories, poems, plays, and novels





24b. Write paragraphs and compositions following standard English structure and usage,

including antecedents that agree with pronouns in number, person, and gender.(ELA-3-M3)




derivatives (e.g., roots, affixes) correctly (ELA-3-M5) 28. Adjust diction and enunciation to suit the purpose for speaking (ELA-4-M1) 29. Use standard English grammar, diction, syntax, and pronunciation when speaking

(ELA-4-M1) 32. Adjust volume and inflection to suit the audience and purpose of presentations

(ELA-4-M3) 36. Deliver grade-appropriate research-based presentations (ELA-4-M4) 39b. Locate and select information using organizational features of grade-appropriate

resources, including electronic storage devices (e.g., CD-ROMs, diskettes, software, drives) (ELA-5-M1)

39c. Locate and select information using organizational features of grade-appropriate resources, including frequently accessed and book marked Web addresses (ELA-5-M1)

40a. Locate and integrate information from a variety of grade-appropriate resources, including multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias) (ELA-5-M2)

40b. Locate and integrate information from a variety of grade-appropriate resources, including electronic sources (e.g., websites, databases) (ELA-5-M2)

40c. Locate and integrate information from a variety of grade-appropriate resources, including other media sources (e.g., audio and video tapes, films, documentaries, television, radio) (ELA-5-M2)


ELA CCSS CCSS# CCSS Text Reading Standards for Literature RL.7.1 Cite several pieces of textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text. RL.7.4 Determine the meaning of words and phrases as they are used in a text,




RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed,

staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

RL.7.9 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


Reading Standards for Informational Text RI.7.1 Cite several pieces of textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text. RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g.,



Writing Standards W.7.1a Write arguments to support claims with clear reasons and relevant evidence.


W.7.2a,b,c,d,e Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas,






the information or explanation presented. W.7.9a,b 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”).


Speaking and Listening Standards SL.7.1a 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. a. Come to discussions prepared having read or researched material under

study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

Language Standards L.7.4 a,c,d Determine or clarify the meaning of unknown and multiple-meaning words

and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a. Use context clues (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.


d. Verify the preliminary definition of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.7.5a,b,c 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).




Sample Activities Activity 1: Independent Reading (Ongoing): (GLEs: 14b, 14c, CCSS: RL.7.1, RI.7.1, RL.7.10) Materials List: reading material covering a wide range of topics and readability levels, books/materials stored in the classroom and a constant flow of new books and reading material, Reading Response Learning Log BLM found in Unit 1 BLMS, Reading Diary Prompts BLM (See Unit 1 BLMs),variety of poetry anthologies. 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. In order to meet this goal, each day, students and teachers should read for an uninterrupted period of time. Students will select their own books or reading materials, which require neither testing for comprehension nor book reports. Students will keep a reading response learning log (view literacy strategy descriptions) of materials read. An example of a reading log is as follows: Reading Response Log Student Name___________________ Title Date Pages

read Comments about what I’ve read: my reflections:

Other examples of reading learning logs can be found at http://www.readwritethink.org/lesson_images/lesson141/log.pdf Students may also respond in reading logs or diaries after completing their books to prompts (e.g., This reminds me of_____, What surprised me was_____, I think this novel is_____.) As an extension to this activity, students will analyze how ideas and events influence individuals and also how individuals influence ideas and events. For example, have students reflect on the Red Badge of Courage by asking them if the Civil War had not happened in the U.S. would the story have been written, or if it had, how it would have changed? As students read and reflect on their readings, the goal is to go beyond summarizing or giving a personal feeling response. Students need to build knowledge through content-rich nonfiction and informational texts. Students should read and comprehend literature, including literary nonfiction, stories, dramas, and poems, at the high end of grade 7 text complexity band independently and proficiently. To accomplish this goal, create reflective prompts which require students over the course of the text to do the following:

cite textual evidence to support analysis of what the text says explicitly as well as inferences

determine a theme or central idea of a text and analyze in detail its development, or analyze how particular lines of dialogue or incidents in a story or drama, propel the

action, reveal aspects of the character, or provoke a decision See BLM Reading Response Log





Extended Reading Response Log Student Name___________________ Title Summary Dialogue or incidents that reveal traits of a

character’s action Textual Evidence

See Reading Diary Prompts BLM (Unit 1) for other prompts. Student response also may be through a variety of other strategies (e.g. writing prompts, response logs, journals, book talks, or, if available, Reading Counts/Accelerated Reader). SSR guidelines for class use may be found at http://www.dowlingcentral.com/MrsD/area/literature/ssr.html or at http://www.education-world.com/a_curr/curr038.shtml

Activity 2: Poetry Vocabulary (GLEs: 01a) Materials List: overhead transparency of graphic organizer, overhead, transparency pens, Poetry Vocabulary Self-Awareness Chart BLM, Poetic Devices BLM, Chart Poetry Elements and Devices BLM From poetry the students have read, they will generate a list of words and phrases that may be unfamiliar to them or may evoke something in their senses to add to their personal vocabulary notebook. Students will post words relative to the senses on a word wall that is set up on a bulletin board in the classroom. Students will brainstorm (view literacy strategy descriptions) with these words to create poetry. Students will generate a vocabulary self-awareness chart (view literacy strategy descriptions). During this unit, teachers provide students with a list of words that are related to poetry. (See Poetic Devices BLM) The students will complete a self-assessment of their knowledge of the words using a chart like the one below and the Vocabulary Self-Awareness BLM. Do not give students definitions or examples at this stage. Ask students to rate their understanding of each word with either a + (understand well), a √ (limited understanding or unsure) or a – (don’t know). Over the course of the unit readings and exposure to other information, students are to return to the chart and add new information to it. Word + √ - Example Definition Simile Metaphor Alliteration Have students create a poet’s toolbox in a notebook which includes a vocabulary self-awareness chart (view literacy strategy descriptions). After reading a variety of poems, the students may also create a chart where they name the first column Type of Poem; in column two, Figure of Speech; in column three Definition; and in column four, Example for their toolbox. The students will add to the toolbox after various mini-lessons in the following activities. Students may also add the Chart Poetry Elements and Devices BLM to their toolbox.









POET’S TOOLBOX

Type of Poem Figure of Speech Definition Example

Cinquain

Line 1: A noun

Line 2: Two adjectives

Line 3: Three -ing

words

Line 4: A phrase

Line 5: Another word

for the noun

Clowns Silly, Funny Running, jumping, laughing They make the circus so much fun Performers

2013-2014 Activity 3: Poetry Vocabulary (CCSS: RL.7.4, RI.7.4, L.7.4a, L.7.4c, L.7.4d, L.7.5a, L.7.5b, L.7.6) Materials List: overhead transparency of graphic organizer, overhead, transparency pens, Poetry Vocabulary Self-Awareness Chart BLM, Poetic Devices BLM, Chart Poetry Elements and Devices BLM In 2013-14 Activity 2 should be extended to include analysis of words to gain a deeper understanding of vocabulary development. Students will determine and clarify the meaning of unknown words and phrases, choosing from a range of strategies including using context clues such as the word’s position, or function, and/or consulting general and specialized reference materials to determine or clarify its precise meaning or part of speech. Students will also interpret figures of speech in context and note them in their poet’s toolbox. Definitions of a variety of poems and poetry forms can be found at http://www.poemofquotes.com/articles/poetry_dictionary.php During this unit of study, when students come across unfamiliar vocabulary they will 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. They will keep their vocabulary lists with definitions in their vocabulary notebook with their vocabulary cards.


http://www.poemofquotes.com/articles/poetry_dictionary.php


Activity 4: Writing Craft (Ongoing) (GLEs: 17a, 17b, 17c, 17d, 17e; CCSS: W.7.10) Materials List: a variety of picture books, overhead projector, transparencies, or chart paper, or computer with projector, student’s writing notebooks Begin preparing students to be good writers. Review the traits for effective writing. The following Internet site has the traits and the definitions of effective writing: http://www.englishcompanion.com/pdfDocs/sixtraitssummary.pdf Read a variety of picture books or poetry that focus on word choice and voice such as Eve Bunting’s Six Sick Sheep, Jamie Curtis’s When I Was Little, Jerry Spinelli’s Knots in My Yo-yo String, or Kalli Dakos’s Don’t Read This Book, Whatever You Do! which is a collection of poems full of voice and related to things that would only happen in a classroom. Students will participate in a discussion on how authors develop their ideas, organize their books, use voice, use effective words, create sentence fluency, and use the conventions of writing. Several sentences focusing on word choice and voice should then be modeled. Post those sentences so all students can see them and use choral reading strategy by having all students recite them. Students are then to practice their writing skills in a bound composition writing notebook. Remind students that this is an ongoing activity and that they will be reviewing all work done throughout the year. By 2013-2014, to satisfy CCSS W.7.10, students will write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. The time frame and various writing tasks are important to meeting this standard. Have students post in their bound composition book whether the writing was done over an extended time frame. For example, after writing a poem or paragraph, have student note that it was written in one 45 minute sitting or if they have written an essay that takes more time, in their writing log, students are to document the time they took writing. If it is a short piece of writing, written in a class period, students will post if it was log writing, a response to text, or something other such as a poem they have created. Having students keep a record of their writing over the course of the year serves as evidence of meeting this expectation.


Materials List: various writing samples

Use the daily oral language strategy with target skills. Target skills should be identified (e.g., varied sentence structure and patterns, phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers, punctuation, infinitives, participles, superlative and comparative degrees of adjectives, adverbs, pronouns and antecedents, sentences without double negatives, using commas to separate coordinate adjectives, correct spelling). Through mini-lessons, choose one skill based on student needs. The lesson should reflect one of the target skills listed above. Thus, this could be a grammar, usage, conventions, or sentence formation focus. Next, provide a sentence or a group of sentences in need of editing to give students




consistent practice correcting grammatical errors. Make sure the sentences match the mini-lesson provided that day. At this point, students will then correct their sentences, using proofreading symbols to mark errors they missed on their own. The students should use a colored pen to make the corrections. Always return to the sentences the students corrected and have them explain their correction. After the lesson, encourage students to try whatever strategy applies to their writing. The students may also discuss the common errors in student writing samples. Through a writing process, students should use peer editing to work with the mechanics. Grammar instruction should occur within the context of students’ reading and writing. Teachers should use the district-adopted texts to find lessons. Other lessons for grammar instruction may be found at http://www.education-world.com/a_lesson/lesson/lesson334.shtml or http://www.webenglishteacher.com/grammar.html Activity 6: What Is Poetry? Poetry Journals (GLEs: 08c, CCSS: W.7.1a, W.7.2a, W.7.2b, W.7.2d, SL.7.1a) Materials List: a variety of poems to read aloud, learning logs Modeling oral reading techniques, read aloud a variety of poems, and then have students respond in learning logs to the prompt: What is poetry? In groups, with diverse partners using grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly, students will engage effectively in a range of collaborative Round Robin discussions(view literacy strategy descriptions). Put students in groups of 3 or 5. Pose a question or problem, such as “What is poetry?” “What makes poetry?” etc. Use a dice to decide which student within each group will start. The student who rolls the highest number will start the discussion. Or have the student with the birthday closest to a particular date start the discussion. The next student will then answer quickly, sharing his/her ideas then the next student until all have had an opportunity to share. If warranted, a student may have one opportunity to “pass” on a response, but will eventually have to respond. While a student is talking, all other students must listen to the response. After two or three minutes, stop the discussion. Ask students to write down on a single piece of paper each of their responses. By doing this, all opinions and ideas of the groups will be shared with the teacher and other classmates. The groups’ written responses provide a record of their thinking which could be used in assessing. To extend this activity for 2013-2014 to support SL.7.1, students will reflect on a favorite poem by recalling and writing about it and will participate in a class discussion about the poems and their responses to them. Explicit instructions will be given on how to respond to the poetry that the students will keep in their poetry learning logs (view literacy strategy descriptions). Writing about a poem in a learning log can enhance a student’s understanding of content. Students are to maintain a poetry learning log where they record, copy, and illustrate the poems they read. Students will keep a poetry learning log in which poems and song lyrics that appeal to them will be copied or pasted. Students will respond to questions about each poem by writing paragraphs with details from the text to answer such questions as Why do I like this poem? What does this poem remind me of?, or any other teacher-solicited prompt. Students will illustrate their chosen



http://www.webenglishteacher.com/grammar.html





poems. Students will also respond in writing to teacher read-alouds and prompts regarding the poetry being read. To specifically meet SL.7.1a, students are to come prepared with a poem or piece of poetry that they have read and to refer to that poem during the round robin discussion to provide evidence of their response to questions posed. Students will explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Students will also be prepared to pose questions that will elicit elaboration and will respond to others’ questions and comments. The teacher will facilitate by walking around and adding questions that will elicit discussions. Also, to allow for W.7.2., students are to extend the writing activity by introducing the topic clearly and previewing what is to follow. Relevant information, definitions, quotations or other information and examples will be included in the writings. Students are to use precise language and vocabulary to inform or explain the topic. Activity 7: Poetry Circles (GLEs: 28, 29, 32) Materials List: poetry anthologies, Group Participation Rubric BLM In groups, students will read aloud and discuss individual poems from anthologies or collections. Students will engage effectively in a range of collaborative discussions in groups, with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. They will compare reasons they like or dislike the poems that are being discussed in an organized group setting. Each student will assume a variety of roles such as the leader or note taker, etc. As a group, students will then choose a poem to read aloud (e.g., as Reader’s Theater or in choral reading groups) to the whole class. The students are to adjust diction, enunciation, volume, and inflections during their oral presentation. The students will be assessed using the Group Participation Rubric BLM or other teacher created rubric. Activity 8: Constructed Response: Prose or Poetry? (GLEs: 17a, 17c, 18b, 18e, 22c; CCSS: RL.7.1, RI.7.1, W.7.9a, W.7.9b) Materials List: Compare/Contrast Chart BLM, Poetry Constructed Response Sample BLM, Constructed Response Rubric BLM Students will read and compare a nonfiction article or an excerpt from a short story and a poem about a similar topic. Lead a whole-class discussion about the similarities and differences between prose and poetry. Point out to students that prose is the ordinary form of spoken or written language. Prose does not necessarily have metrical structure which distinguishes it from poetry or verse. Using a chart or Venn diagram or Double Bubble Map graphic organizer (view literacy strategy descriptions), students will list similarities and differences between the two genres. Using Released Test Items from Louisiana Department of Education, illustrate to students how to write a constructed response comparing prose to poetry. Note: a good example


http://dictionary.reference.com/browse/language




to use is from the LEAP for the 21st Century Released Test Items: Student Work Illustrating LEAP 21 Achievement Levels July 2002 Grade 8 English Language Arts, page 17-28. http://www.louisianaschools.net/topics/released_test_items.html The students will be assessed using a LEAP 21 or teacher-created rubric. http://www.louisianaschools.net/lde/uploads/2071.pdf Show students a LEAP general 2-point scoring rubric, and explain to students how to answer a constructed response item. Show students a 4 point scoring rubric. Students will then read an article or nonfiction piece and short poem to answer a constructed response question. Students will be assessed using a specific 2- point or 4 point rubric. (See Poetry Constructed Response Sample and Constructed Response Rubric BLMs.) Activity 9: Poetry Elements (GLEs: 03a, 03b, 03c, 09d, 09g, 15b, 21, 22c CCSS: RL.7.1, RI.7.1, RI.7.4, W.7.2a, W.7.2b, W.7.2c, W.7.2d, W.7.2e, W.7.2f , L.7.5a, L.7.5b, L7.5c) Materials List: various works which include poetry devices, such as similes, metaphors, puns, rhyme, etc.; computer with Internet access (optional); Literary Response; Poetry Rubric BLM; Comparison/Contrast Essay Rubric BLM Students will demonstrate an understanding of how a poet’s message is conveyed through the use of poetic techniques or devices by reading and responding to poetry selections. Conduct a mini-lesson on how to distinguish among connotations (associations) of words with similar denotations (definitions). Choose words or phrases that students will encounter during their reading of poetry. Students will also determine the meaning of words and phrases as they are used in text, including figurative meanings. After the teacher’s mini-lessons, students will identify, analyze, and evaluate poetry elements or devices (e.g., alliteration, allusion, assonance, hyperbole, idioms, imagery, metaphor, onomatopoeia, personification, puns, rhyme, rhythm, simile, symbol, theme) in selected poems. To do this, students will create a chart similar to the one below identifying the poem and what poetry element is used. Students will generate a list of similes, metaphors, personifications, and idioms from selections read. Students will illustrate examples for class display. Title of Poem Poetry Element Textual Evidence “Two Sunflowers Move in the Yellow Room”

Personification Alliteration

"Ah, William, we're weary of weather," said the sunflowers, shining with dew.

Students will select several pieces of poetry. Students may go to each of the following web sites to read poems that include personification and imagery within the poem: Emily Dickinson’s "The Sky is Low" , William Blake’s "Two Sunflowers Move in the Yellow Room" or Langston Hughes’ "April Rain Song" or to http://www.learner.org/catalog/extras/vvspot/video/hughes.html to listen to Langston Hughes’s "Dream Deferred”.


http://www.louisianaschools.net/topics/released_test_items.html


http://www.theotherpages.org/poems/dickin01.html#12

http://library.thinkquest.org/J0112392/personificationclassics.html

http://library.thinkquest.org/J0112392/personificationclassics.html

http://www.poemhunter.com/p/m/poem.asp?poet=6691&poem=28895

http://www.learner.org/catalog/extras/vvspot/video/hughes.html


Students may compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). The students will analyze each poem for its use of imagery, citing words or phrases that create a picture. Students will create a graphic organizer (view literacy strategy descriptions) such as a Circle Map (Thinking Maps) or a Brace Map (Thinking Maps) to explain the imagery. A web graphic organizer that includes a phrase and a list of what it invokes in relationship to the five senses may also be used. In a whole class discussion, students will cite particular lines and phrases that show similes, personification, and other figures of speech. Next, students will list those phrases and beside each phrase will write an explanation of the meanings and give a reason why they think the poet chose to use that particular device. The students will write a literary response explaining how a selected poem conveys a poet’s message. This may be assessed using the Literary Response: Poetry Rubric BLM. Students will then select two of the poems and write a multi-paragraph comparison/contrast essay analyzing the poems for their uses of imagery and usages of figurative speech. The students’ work will be assessed using the Comparison/Contrast Essay Rubric BLM or other teacher-created rubric. 2013-2014 Extend Activity 9 in 2013-2014 to address RI.7.4 and L.7.5. Students’ responses will include an analysis about the impact of rhymes and other repetitions of sounds such as alliteration on a specific verse or stanza of a poem. Students will determine the meaning of words and phrases as they are used in a text. They will also use the relationship between particular words to better understand each of the words. For example, the second stanza of Emily Dickinson’s “The Sky is Low” is:

A narrow wind complains all day How some one treated him; Nature, like us, is sometimes caught Without her diadem.

Students may think that the author used the word diadem only because it rhymes with him. Students will look up the word diadem and find that it means: A crown worn as a sign of royalty or royal power or dignity. With further analysis students will respond that the impact of the word diadem shows that the personification of the wind (him) part of nature is treated without dignity. Students then should look at the phrase “complains all day” to understand why he (the wind) is complaining. Students will analyze several poems by looking at the rhymes and looking up words and phrases to see if they impact the message being sent by the poet. Students will also satisfy CCSS W.7.2 by writing an informative essay to examine the topic of imagery and the usages of figurative speech that convey ideas, concepts, and information through the selections of poetry, the organization, and the analysis of relevant content from the pieces the student has chosen.





Activity 10: Poetry Forms (GLEs: 08c) Materials List: paper, small binder or folder, Sample Poetry Forms BLM Display and model a variety of poetry forms (e.g., ballad, cinquain, concrete, diamante, free verse, haiku, limerick, and sonnet)(See Sample Poetry Forms BLM). Students will identify poems by form and theme and then analyze and evaluate the poet’s meaning through written reflections. Model the process for constructing text chains (view literacy strategy descriptions), and process with the class. Initiate the process by doing the following activity. An example of diamante poetry, a seven line poem shaped like a diamond, could be used. On the board, put:

Diamante

Line 1: one word (subject/noun that is contrasting to line 7)

Line 2: two words (adjectives) that describe line 1

Line 3: three words (action verbs) that relate to line 1

Line 4: four words (nouns) first 2 words relate to line 1 last 2 words relate to line 7

Line 5: three words (action verbs) that relate to line 7

Line 6: two words (adjectives) that describe line 7

Line 7: one word ( subject/noun that is contrasting to line 1)

Next, model a sample text chain using this or another example that you have created: Sport (write on board) Fun, Exciting (first group of students add) Pitching, Catching, Hitting (second group of students add) Babe Ruth, Hank Aaron, Derek Jeter, Albert Pujols (third group of students add) Stealing, Sliding, Scoring (fourth group) All-American, Sunny (fifth group) Baseball (last group) All group members would then look over the text chain to check for accuracy and that the correct content is included. In small groups of two to three, students will create a ballad, cinquain, limerick, and haiku poem using text chains (view literacy strategy descriptions). Students will refer to their list of vocabulary words (created in activity 2) or to the word wall list to use in their creations. Students will post class poetry on a bulletin board or class wall.





Activity 11: Writing Poetry (GLEs: 21, 44; CCSS: W.7.9a,b, W.7.10) Materials List: paper, small binder or folder, Sample Poetry Forms BLM, Original Poems Grading Guide BLM, Poetry Book Rubric BLM Students will write over an extended period of time to individually create original poems of various forms (e.g., ballad, cinquain, concrete, diamante, free verse, haiku, limerick, and sonnet). The teacher will determine how many of the different types of poems the students are responsible for writing. One site to find definitions and samples of these is located at http://www.shadowpoetry.com/resources/wip/types.html. There are also samples located in the Sample Poetry Forms BLM. The poems will incorporate some of the elements analyzed in a previous activity (See activity 8). The students will use evidence from other poetry to support their own poems. They will apply grade 7 Reading standards to literature. For example, in one poem students should include at least one simile and one metaphor; in another, personification; in another, puns; and in yet another, idioms. Students will also invent “new” forms of poetry such as concrete poetry, definition poetry, five W’s poetry, name poetry, list poetry, etc. Students will apply a writing process, using self- and peer-evaluation to edit and revise for correct spelling, punctuation and correct usage of grammar, and then produce a final draft for each poem. Students may use technology to produce and publish the final draft. Individual poems may be assessed with Original Poems Grading Guide BLM. Students are to put these in a Poetry Book, which will be assessed at the end of the unit (See Poetry Book Rubric BLM). The students will create a title for the book and are to include poems that demonstrate the use of poet’s tools, a cover page, a title page, copyright page, table of contents, and illustrations or clip art.

By 2013-2014, CCSS W.7.10 requires students to write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (See Activity 4) The time frame and various writing tasks are important to meeting this standard. Have students post in their bound composition book whether the writing was done over an extended time frame. If it is a short piece of writing, written in a class period, students will post if it was log writing, a response to text, or something other such as a poem they have created. For this particular activity, have students note the time frame it took to write the poetry and who their intended audience is. Having students keep a record of their writing over the course of the year serves as evidence of meeting this expectation.

Activity 12: Poetry in Motion (GLEs: 28, 29, 32; CCSS: RL.7.7)

Materials List: various poetry anthologies, video camera Discuss what kinds of actions can make words come alive. Methods for teaching making poetry come alive can be found in websites in the Resource List at the end of the unit. Students may listen to various poems from audio or film and analyze the effects of the different techniques that make the words come alive. Some examples that make poetry come alive include speed and loudness or softness of voice, emphasis on words, body movements and gestures and/ facial expressions. The following web site includes a lesson on how to teach students different techniques to make the words come alive:


http://www.shadowpoetry.com/resources/wip/types.html


http://www.poetryteachers.com/poetclass/performpoetry.htm Students will select a short teacher-approved poem to memorize and recite for the class. The poem may be one they have created or one they have chosen from an anthology. Students will develop appropriate actions to accompany the recitation that make the poem come alive. Students will be videotaped, and the tape will be shown at a later date. Students will be provided feedback via an oral presentation rubric, which can be found at the following web sites, or a teacher may create one. http://www.readwritethink.org/lesson_images/lesson28/performrubric.pdf http://www.readwritethink.org/lesson_images/lesson416/OralRubric.pdf Activity 13: Meet the Poet (GLEs: 36, 39b, 39c, 40a, 40b, 40c; CCSS: RL.7.9, RI.7.3) Materials List: various poems written by classic poets, chart paper, markers, materials for creative projects such as poster board, index cards, computer with PowerPoint®, Question the Content BLM, Question the Content Sample Model BLM, Langston Hughes’ autobiography, The Big Sea, copyright 1940, 1986. (optional) Students will read and respond to classic poets (e.g., Robert Frost, Edgar Allan Poe, Emily Dickinson, Walt Whitman, Gwendolyn Brooks, Langston Hughes). To ensure the students are learning to take responsibility for constructing meaning from text, demonstrate how the students can question the content (QtC) (view literacy strategy descriptions). The QtC process begins by providing students the types of questions they are expected to ask about the content source or sources (e.g., textbook chapter, article, essay, math story problem, lecture. These can be given to students in a handout, projected on the board, or made into a poster and attached to the classroom wall. Students should have access to these questions whenever they’re needed. The teacher may obtain a copy of Langston Hughes’ autobiography, The Big Sea and make a copy of the first few paragraphs of the section “Beyond Sandy Hook” to read to the students for modeling the QtC strategy. (If unable to obtain this, teacher should use any other poet’s work to model this strategy. The questions need to be changed to fit the work of the author that has been chosen for the example.) Next, the teacher will model QtC using the model below to ask questions. (See the example below.). Teacher will record on chart paper the types of questions students are expected to ask or will use Question the Content BLM (also found in unit 2) as a transparency as the class reads and/or listens to various poetry. Students then collaboratively construct meaning by questioning the author and the author’s purpose. This gives students the opportunity to learn from one another, to question, and consider alternative possibilities, to 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, and to test their own ideas in a safe environment.


http://www.poetryteachers.com/poetclass/performpoetry.htm

http://www.readwritethink.org/lesson_images/lesson28/performrubric.pdf

http://www.readwritethink.org/lesson_images/lesson416/OralRubric.pdf



Question the Content (QtC) Sample Model

The Big Sea, “Beyond Sandy Hook,” Langston Hughes Goal/ Question Question

Initiate discussion.

Why did you describe yourself as being melodramatic when throwing books into the water? Hughes: It was symbolic for me. I probably could have sold them or given them away; instead, I destroyed them by throwing them into the water.

Focus on author’s message.

How do you explain why the books felt like “a million bricks out of you heart”? Hughes: It was because I felt I was being made to read and study. I wasn’t reading for myself. It was for others… I felt lots of pressure. Why did you pick nighttime to throw away the books? Hughes: It is dark and I could do this without being seen.

Link information. You became a seaman. Did that affect the way you feel about books? Hughes: Sure, I was free of the books. I felt I wouldn’t have to study or deal with books anymore.

Identify difficulties with the way the author has presented information or ideas.

Why did you mention twenty-one, twice? Hughes: I no longer felt like a boy; I was grown up. But I also realized that I was not in control of everything that would happen to me.

Encourage students to refer to the text because they have misinterpreted, or to help them recognize that they have made an inference.

You mentioned that you felt books had been “happening to you. What do you mean by that? Hughes: In college, I was not in control of what I read; I felt forced to read what others wanted me to read. I was no longer reading for myself. Considering you had college credits, you took a lower level job as “mess boy.” Why? Hughes: I was young and had no ship experiences. I was not qualified for any other job. Experience is what qualifies you for officer’s jobs, not college credits.



Link information being read to outside experiences.

Now that you are older and maybe wiser, does that mean you would no longer toss your books in the water? Hughes: Yes. Were going to college and going to sea helpful to you as a writer? Why? Hughes: I experienced life first hand; I did not have to just read books to gain knowledge. I met many different types of people from many walks of life. I experienced life actively.

Students in groups will then research a poet by using multiple texts, electronic sources, or other media sources, question the author, and then share their findings with the class in written, oral, and/or visual form (e.g., interview, dramatization, board game, trading card, scrapbook, poster display, PowerPoint® presentation).

Sample Assessments

General Guidelines

Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:

General Assessments

The students will be reading orally and doing oral presentations for several of these activities. Students will be evaluated informally (e.g., Did the student attempt to recite the poem for the group or class?) using teacher observation.

Students will have a poetry portfolio that will be kept the entire poetry unit. In the portfolio, students will have samples of poetry that have been read and recited by the teacher, their classmates, and themselves. Students will also keep personal notes on techniques the author used, and why they liked or disliked each poem. Students will be checked on what they have included and whether they answered prompts.

Students will use information learned to complete organizational charts or Venn diagrams comparing poems. Charts will be kept in unit portfolio and checked by the teacher for completion and accuracy.




Activity #7: In this activity the students will be assessed using a group participation rubric. (See Group Participation BLM) Participation: Each member was equally involved in the discussion. Listening: Each member made eye contact with the speaker. No one distracted

the group. On-task: Discussion was on the topic for the entire time. Preparation: Each member was fully prepared for the discussion.

Activity #9: The students will write a literary response explaining how a selected poem

conveys a poet’s message and will be assessed using a Literary Response: Poetry Rubric BLM. Comprehension identifies and explains main ideas and themes uses examples to support statements correct text-based details identifies key poetic devices

Analysis and Interpretation interprets key poetic devices explains the uses of poetic devices evaluates the author’s purpose and effectiveness of the poetic devices identifies and explains main ideas and themes

Activity #9: Criteria for Comparison/Contrast Essay Rubric BLM:

Focus stays on the topic identifies the two subjects

Content discusses similarities and differences topic sentences state main ideas corresponding details with examples conclusion restates and expands on the main idea

Organization consistent transitional words and phrases

Word Choice rich and vivid words smooth, varied, and flowing sentences strong writer’s voice

Conventions correct spelling correct grammar correct punctuation



Activity #10: Criteria for Original Poems Grading Guide BLM: Point values may be adjusted to conform to individual grading systems. Includes the use of at least three poetic techniques, selected from the following

list: simile metaphor personification alliteration onomatopoeia repetition

Revised for content Edited for mechanics (e.g., spelling, grammar, and punctuation) Carefully crafted illustration reflects content Written in one of the forms studied (e.g., haiku, limerick, diamante, ballad, etc.) Presented to class

Activity #11: Students will complete a poetry book. The book will be evaluated using the following rubric: Poetry Book Rubric BLM

Content

Eight to ten original poems demonstrating the use of poet’s tools Title for each poem Lines and stanzas, not paragraphs

Organization Cover page with title and author’s name Title page with title, author’s name, publishing company, and city Copyright page Table of contents Illustrations or clip art for each poem

Conventions Correct spelling Correct grammar Correct punctuation

Activity #12: Oral/Recitation Rubric Memorization: The student recites the poem from memory. Volume: The student uses a loud, but not distorted voice. Fluency: The student pronounces words without hesitation, with accuracy, ease,

and appropriate rhythm. Pronunciation: The student says each word clearly and articulates each sound of

the word, including ending, clearly. Expression: The student shows clear understanding of the poem by using

appropriate tone, emotion, facial expressions, and body language.




Teacher Resources http://www.emule.com/poetry/?page=author_list http://www.poetryzone.ndirect.co.uk/index2.htm http://www.poetryteachers.com/index.html Osborn, Patricia. Reading Smarter, West Nyack, New York, The Center for Applied Research in Education, 1987. Schrecengost, Melissa. Writing Whizardry. Gainesville, Florida: Maupin House, 2001. Stanley, Nile. Creating Readers with Poetry. Gainesville, Florida: Maupin House, 2004. The following websites provide methods for teaching “making poetry come alive” http://www.readwritethink.org/lessons/lesson_view.asp?id=28 http://www.education-world.com/a_tech/techlp/techlp018.shtml http://www.poetryteachers.com/poetclass/performpoetry.htm

http://www.emule.com/poetry/?page=author_list

http://www.poetryzone.ndirect.co.uk/index2.htm

http://www.poetryteachers.com/index.html

http://www.readwritethink.org/lessons/lesson_view.asp?id=28

http://www.education-world.com/a_tech/techlp/techlp018.shtml

http://www.poetryteachers.com/poetclass/performpoetry.htm



Unit 4: Fiction--Short Stories and Novels

Time Frame: Approximately six weeks Unit Description The essential goals of this unit are to read, comprehend, and interpret various types of fiction (e.g., realistic, biographical, historical, folktales, legends, myths). The characteristics of each type of story are defined, and a study of literary elements is included. Opportunities to demonstrate comprehension, such as describing and discussing literary elements (e.g., setting, character, and plot), analyzing the author’s use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning, and responding to text in critical and creative ways are also included. Writing, grammar, and vocabulary instruction occur within the context of the selections. Student Understandings Fiction is a large category that includes many kinds of literary work, and it is generally defined as a narrative that is imagined rather than real. The purpose of fiction is to entertain, but it can also provide the reader with a deeper understanding of life. Recognizing the distinguishing features of fiction adds to one’s enjoyment and helps to convey meaning. Reading about humorous events of growing up, reacting to good and bad, learning about different types of characters, and reading about survival help a reader to understand him/herself, his/her relationships with others, and life experiences. Guiding Questions

1. Can students differentiate among the types of fiction? 2. Can students explain the defining characteristics of literary forms and genres? 3. Can students interpret ideas and information in literary text in order to

generate connections to real-life situations? 4. Can students identify recurring themes, patterns, and symbols found in

literature from different eras and cultures? 5. Can students decide what is important in text and synthesize information by

removing irrelevant, repeated information? 6. Can students draw inferences during and after reading?

Grade 7 ELA Unit 4 Fiction – Short Stories and Novels 4-1

http://mconn.doe.state.la.us/accessguide/defa�



GLE # GLE Text and Benchmarks 01a. Develop vocabulary using a variety of strategies, including, use of

connotative and denotative meanings. (ELA-1-M1) 01b. Develop vocabulary using a variety of strategies, including, use of Greek,

Latin, and Anglo-Saxon base words, roots, affixes, and word parts (ELA-1-M1)

02a. Explain story elements, including the revelation of character motivation through thoughts, words, and actions (ELA-1-M2)

02b. Explain story elements, including plot sequence (e.g., exposition, rising action, climax, falling action, resolution) (ELA-1-M2)

02c. Explain story elements, including conflicts (e.g., man vs. man, nature, society, self) and their effect on plot (ELA-1-M2)

02d. Explain story elements, including effects of first- and third-person points of view (ELA-1-M2)

02e. Explain story elements, including theme development (ELA-1-M2) 08a. Use knowledge of the distinctive characteristics to classify and interpret

elements of various genres, including fiction (e.g., science fiction/fantasy) (ELA-6-M3)


09e. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including making inferences and drawing conclusions (ELA-7-M1) (see ELA-1-M2)

09g. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including identifying literary devices (ELA-7-M1) (see ELA-1-M2)

14b. Analyze grade-appropriate print and non-print texts using various reasoning skills, for example, raising questions (ELA-7-M4)


17a. Develop grade-appropriate compositions on student- or teacher-selected topics that include word choices (diction) appropriate to the identified audience and/or purpose (ELA-2-M2)

17b. Develop grade-appropriate compositions on student- or teacher-selected topics that include vocabulary selected to clarify meaning, create images, and set a tone (ELA-2-M2)

17c. Develop grade-appropriate compositions on student- or teacher-selected topics that include information/ideas selected to engage the interest of the reader (ELA-2-M2)

17d. Develop grade-appropriate compositions on student- or teacher-selected topics that include clear voice (individual personality) (ELA-2-M2)






18c. Develop grade-appropriate compositions by identifying and applying writing processes, such as drafting (ELA-2-M3)

18d. Develop grade-appropriate compositions by identifying and applying writing processes, such as conferencing (e.g., peer and teacher) (ELA-2-M3)

18e. Develop grade-appropriate compositions by identifying and applying writing processes, such as revising based on feedback and use of various tools (e.g., LEAP 21 Writer’s Checklist, rubrics) (ELA-2-M3)



20b. Use the various modes to write compositions, including fictional narratives (ELA-2-M4)

22c. Write for various purposes, including text-supported interpretations of elements of grade-appropriate stories, poems, plays, and novels (ELA-2-M6)



24b. Write paragraphs and compositions following standard English structure and usage, including antecedents that agree with pronouns in number, person, and gender.(ELA-3-M3)



25c. Apply knowledge of parts of speech in writing including adverbs. (ELA-3-M4)

26. Spell high-frequency, commonly confused, frequently misspelled words and derivatives (e.g., roots, affixes) correctly (ELA-3-M5)

38b. Participate in group and panel discussions, including applying agreed-upon rules for formal and informal discussions (ELA-4-M6)

38c. Participate in group and panel discussions, including assuming a variety of roles (e.g., facilitator, recorder, leader, listener) (ELA-4-M6)

39c. Locate and select information using organizational features of grade-appropriate resources, including frequently accessed and bookmarked Web addresses (ELA-5-M1)



39d. Locate and select information using organizational features of grade-appropriate resources, including features of electronic texts (e.g., hyperlinks, cross-referencing, Web resources, including online sources and remote sites) (ELA-5-M1)

43b. Generate grade-appropriate research reports that include information presented in a variety of forms, including graphic organizers (e.g., outlines, timelines, charts, webs) (ELA-5-M3)

ELA CCSS CCSS# CCSS Text

Reading Standards for Literature RL.7.1 Cite several pieces of textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text. RL.7.10 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.


says explicitly as well as inferences drawn from the text. RI.7.3 Analyze 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).


Writing Standards W.7.2a,b,c,d,e,f Write informative/explanatory texts to examine a topic and convey ideas,

concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas,






the information or explanation presented. W.7.9a 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”).


Speaking and Listening Standards SL.7.1a,b,c,d Engage effectively in a range of collaborative discussions (one-on-one, in



b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

d. 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.

Language Standards L.7.4a,b,c,d Determine or clarify the meaning of unknown and multiple-meaning words

and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a. Use context clues (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.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).






Sample Activities Activity 1: Independent Reading (Ongoing): (GLEs: 08b, 14b, 14c, CCSS: RL.7.1, RL.7.10, RI.7.1, RI.7.3) Materials List: reading material covering a wide range of topics and readability levels, books/materials stored in the classroom itself, and a constant flow of new books and reading material, Reading Response Learning Log BLM, Reading Diary Prompts BLM (See Unit 1 for these BLMs) Each day, students and teachers read silently for an uninterrupted period of time. Students will select their own books or reading materials which require neither testing for comprehension nor book reports. By the end of the year, students will 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. Students will keep a reading response learning log (view literacy strategy descriptions) of materials read. An example of a reading log is as follows and has been provided in the Reading Response Learning Log BLM: Reading Response Log Student Name___________________ Selection, Title, and Genre

Date Pages read


Distribute the Reading Response Learning Log BLM for students to use or develop something similar. Other examples of reading learning logs can be found at http://www.readwritethink.org/lesson_images/lesson141/log.pdf

Students may also respond in reading logs or diaries after completing their books to prompts (e.g., This reminds me of_____, What surprised me was_____, I think this novel is_____.) By using these and other prompts, students will analyze the interactions between individuals, events, and ideas in a text. See Reading Diary Prompts BLM for other prompts. Student response also may be through a variety of other strategies (e.g., writing prompts, response logs, book talks, or, if available, Reading Counts/Accelerated Reader). SSR guidelines for class use may be found at http://www.dowlingcentral.com/MrsD/area/literature/ssr.html or at http://www.education-world.com/a_curr/curr038.shtml

As students read and reflect on their readings, the goal is to go beyond summarizing or giving a personal feeling response. Another chart that could be used is shown below with an example from a book that might be read in class or independently. Students need to build knowledge through content-rich nonfiction and informational texts. Students should read and comprehend literature, including literary nonfiction, stories, dramas, and poems, at the high end of grade 7 text complexity band independently and proficiently. To accomplish this goal, the teacher will create reflective prompts which require students over the course of the text to do the following:









cite textual evidence to support analysis of what the text says explicitly as well as infers determine a theme or central idea of a text and analyze in detail its development, or analyze how particular lines of dialogue or incidents in a story or drama propel the action,

reveal aspects of the character, or provoke a decision An example is shown below:

Reading Response Log Student Name___________________ Title Character Trait Textual Evidence; Dialogue or incident(s) that reveal

traits of a character’s action

The Hunger Games

Katniss is a strong, independent sixteen year old that feels a responsibility to her family.

Pgs 20-23 Prim, Katniss’s twelve year old sister is chosen to participate in the games. Katniss volunteers to replace her. Katniss does not want to look like a target for the others. “‘Prim, let go.’ I say harshly, because this is upsetting me and I don’t want to cry. When they televise the replay of the reapings tonight, everyone will make note of my tears and I’ll be marked as an easy target. A weakling. I will give no one that satisfaction.” Pg 27 “I took over as head of the family. There was no choice.”

Activity 2: Vocabulary (GLEs: 01a, 01b) Materials List: Common Roots and Affixes BLM, chart, markers Students will generate a list of new words encountered while reading stories and add it in a notebook to their personal vocabulary list. Students will use a graphic organizer (view literacy strategy descriptions) to help them understand the words using common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). (See chart below.) On the board or chart paper, teacher will draw a tree graphic organizer (view literacy strategy descriptions) like the one below using the sample Common Roots and Affixes BLM. With student participation, the teacher will fill in the chart with words or word parts. Students will add on to their tree graphic organizer as they come across words with the same root or affix. To extend this activity, students may consult general and specialized reference materials to determine or clarify its precise meaning. Students may later use these words in writing a fictional narrative. The teacher may direct students to http://www.vocabulary.com or http://www.uefap.com/vocab/build/building.htm for vocabulary practice and for finding other roots and affixes.





http://www.vocabulary.com/

http://www.uefap.com/vocab/build/building.htm


COMMON ROOTS AND AFFIXES

2013-14 Activity 3: Vocabulary (CCSS: L7.4a, L.7.4b, L7.4c, L7.4d, L.7.6) Materials List: overhead transparency of graphic organizer, overhead, transparency pens or white board In 2013-14, Activity 2 should be extended to include analysis of words to gain a deeper understanding of vocabulary development. Students will acquire 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. Students will determine and clarify the meaning of unknown words and phrases, choosing from a range of strategies including consulting general and specialized reference materials to determine or clarify its precise meaning or part of speech. To continue with the graphic organizer used in Activity 2, put chart on overhead or white board. Fill it out with students. Next, have the students choose one or more of the words and take it/them completely apart. For example, use the word telegraph from the example above. We know that “graph” means write. Ask students to then look up “tele.” Under the word “telegraph” place the word part, “tele,” and under that put the definition that the students have found. Again, have the students complete the chart with other words that begin with “tele.” Students will then draw tree graphs using “tele” as the main affix, give definition and give several words with that affix. Have students continue this every time they come across a word with an affix. Students will keep these graphs in their vocabulary log and will be encouraged to use the log to help with unknown words. Students will acquire and gather vocabulary knowledge when considering a word or phrase important to comprehension. In 2013-2014, to meet CCSS: L.7.4 add specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, as the references students use for building their vocabulary. Have students find the pronunciation of a word, determine or clarify its precise



meaning, and list its part of speech. This can be done by using vocabulary cards. (See Unit 1, Activity 2) Students will also use context clues as a clue to the meaning of a word or phrase. Activity 4: Writing Craft (Ongoing) (GLEs: 17a, 17b, 17c, 17d, 17e, CCSS: W.7.10) Materials List: a variety of picture books, overhead projector, transparencies, or chart paper, or computer with projector, student writing notebooks The teacher will prepare students to be good writers by reviewing the traits for effective writing. The following Internet site lists the traits and their definitions: http://www.englishcompanion.com/pdfDocs/sixtraitssummary.pdf The teacher will read to students a variety of simple books that focus on ideas and organization, such as, Jon Scieszka’s True Story of the Three Little Pigs, Byrd Baylor’s, The Way to Start a Day, Jane Yolen’s Owl Moon, or Cynthia Rylant’s When I Was Young in the Mountains, a book that does not use chronological structure. Students will participate in a discussion on how authors develop their ideas, organize their books, use voice, use effective words, create sentence fluency, and use the conventions of writing. The teacher should then model several sentences that focus on word choice and voice by writing them on chart paper, the board, an overhead, or the computer that has a projected screen and by saying them orally. Students can then participate in groups by practicing several sentences. Students are to practice the skills in their independent writing in a bound composition writing notebook for future reference as they write responses to the text. Teacher will remind students that this is an ongoing activity and that they will be reviewing all work done throughout the year. For the 2013-2014 CCSS, W.7.10, calls for routine writing over extended time frames and shorter time frames for a range of tasks, purposes, and audiences. This variety allows students to practice and refine their writing skills. Allotted writing time should vary according to the topic assigned, type of writing, and elements being assessed. Quick responses, log entries, and short summaries usually require less writing time than multi-paragraph essays, original works, and research assignments. Have students keep a record of their writing over the course of the year and document the time frames and writing products produced. For example, when writing in their logs, students may note focused mini-lesson assignments as short periods of writings that apply the skills addressed in the mini-lesson (e.g., word choice). Activity 5: Grammar/Usage Mini-Lessons (Ongoing) (GLEs: 23a, 24a, 24b, 25a, 25b, 25c, 26) Materials List: writing samples The teacher will use the daily oral language strategy with target skills (The teacher will provide the students with a sentence or a group of sentences in need of editing to give students consistent practice correcting grammatical errors.). Target skills should be identified (e.g., varied sentence structure and patterns, phrases and clauses, punctuation, infinitives, participles, superlative and comparative degrees of adjectives, adverbs, pronouns and antecedents, sentences without double negatives, spelling). The students may also discuss the common errors in student writing




samples. Students should use peer editing to work with the mechanics. Grammar instruction should occur within the context of students’ reading and writing. Teachers should use the district-adopted texts to find lessons; other lessons for grammar instruction may be found at http://712educators.about.com/od/languageartswarmups/a/warmlang.htm http://www.education-world.com/a_lesson/lesson/lesson334.shtml http://www.webenglishteacher.com/grammar.html Activity 6: Types of Fiction (GLEs: 08a, CCSS: RL.7.10, RI.7.10) Materials List: overhead projector, transparency “Do You Know Your Fiction?” BLM After reading text representing different genres categorized as fiction, students will brainstorm (view literacy strategy descriptions), select, and make lists of the characteristics of each type of fiction, give examples (titles) of stories previously read, and will then decide the genre of each title. Students will participate in a discussion strategy (view literacy strategy descriptions) Think-Pair-Square-Share about the types or genres of fiction (e.g., novels, short stories, and drama, fable, fairy tale, fantasy, folklore, historical, humor, legend, mystery, mythology, realistic science, tall tale). To execute Think-Pair-Share-Square, give the question, “To what genre do these titles belong?” while showing several different books of different genres. Ask students to reflect for a short period (30 seconds to one minute), and then pair up with someone to share their thoughts. Next, have pairs of students share with other pairs, which in effect form small groups of four students. The teacher will monitor the brief discussions and elicit responses afterward. The teacher will encourage student pairs not to automatically adopt the ideas and solutions of their partners. These short-term discussion strategies actually work best when a diversity of perspectives are expressed. From the responses, students will post the lists on the wall/bulletin board for future reference. Next, an anticipation guide (view literacy strategy descriptions) will be completed. Anticipation guides are usually written as a series of statements to which students can agree or disagree. They can focus on prior knowledge that a student brings to the text. They help set a purpose for reading. The teacher will create an anticipation guide question sheet by generating statements about the topics of legends, fantasy, science fiction, drama, short story, historical, or humorous fiction that force students to take positions and defend them. The teacher will use the example “Do You Know Your Fiction” BLM like the one shown below to model with the students. The emphasis is on students’ points of view and not the “correctness” of their opinions. Statements about the types of short stories, as in the example below, should be presented to students before reading and exploring the topic of fictional short stories. Students will work in pairs to read and discuss each statement, then write down reasons for their opinions. Statements like the ones in the example below, should be written in such a way as to elicit attitudes and feelings, which, in turn, promote language production, activate relevant prior knowledge, and lead to engaged reading and listening. Afterward, the teacher will invite students to share their opinions for each statement and separate supporters from non-supporters. The teacher will


http://712educators.about.com/od/languageartswarmups/a/warmlang.htm







require each student to take a stand. To keep students actively engaged, the teacher will divide the room in half, supporter side and non-supporter side, and have the students physically move on one side of the room or another. Then, the teacher will ask the two groups to briefly debate the statement and allow for any students who have changed their minds to move to the other group. By taking a stand on issues related to fiction and engaging in critical discussion about those issues, students will heighten their expectation of the content about fiction and make many new connections from their opinions and ideas to those of their classmates. The discussion the statements inspire then serves as a bridge to information and ideas in the stories and other class readings about fiction. At different points in the unit, students should be asked to revisit their initial responses to the anticipation guide statements and make changes, if necessary.

What Are Your Opinions About Fiction?

Answer the following statements with Yes or No; then put reasons for your answer below.

1. Fiction is based in fact._________ Your reasons: 2. Fiction includes stories that teach important lessons about life._________

Your reasons:

3. Fiction includes realistic events._________

Your reasons:

4. Fiction contains magic, morals, or futuristic ideas.___________

Your reasons:

5. There are many types of fiction. ___________________

Types of fiction:

Other anticipation guides may be created for the commonalities that the different genres of fiction have such as settings, characters, author’s point of view, plots, and resolutions. Students will also recognize the differences of the genres, such as morals, magic, realistic events vs. non-realistic events, etc. An example is shown below. The anticipation guide should also be used with specific texts, and the students could use a specific example from a science fiction or historical fiction text.



What Are Your Opinions About Fiction?

Answer the following statements with Yes or No; then put reasons for your answer below.

1. Fiction is based in fact.___No______ Your reasons: Fiction is made up. Sometimes, authors use some facts in the fiction to make it seem true. 2. Fiction includes stories that teach important lessons about life._____yes____

Your reasons: Fables are fiction, and they always have a moral or lesson to be learned. For

example_____________ is a fable that teaches____________

3. Fiction includes realistic events.____yes_____

Your reasons: There are stories that use things that have happened, but they make up parts of it

like characters and places that make it fiction.

4. Fiction contains magic, morals, or futuristic ideas.____yes_______

Your reasons: Harry Potter, Cinderella, Aesop’s Fables, and 1984 are all stories that contain

magic, morals or futuristic ideas.

5. There are many types of fiction. ________yes___________

Types of fiction: Historical fiction, fables, science fiction are among some types of fiction

Activity 7: Fiction/Short Story Devices (GLEs: 02a, 02b, 02c, 02d, 02e, CCSS: RL.7.1) Materials List: selection from literature text book or a selection from other sources, chart paper, markers or overhead, journal or learning log notebook, Story Map BLM The teacher will select a short story from the literature text book or an excerpt from a reading magazine such as “READ” or “Time for Kids” to use in a discussion on story devices, such as setting, character development, conflict, plot, rising and falling action, and resolution used in short stories and novels. The teacher will point out that though the novel contains the same literary devices as a short story, most of these devices are extended or may be used numerous



times in the novel (Example—many conflicts with rising/falling action, mini-subplots before resolution, etc.). Then, the teacher will go through the following steps of DL-TA( Directed Learning-Thinking Activity) (view literacy strategy descriptions) to help students comprehend text and elicit important reading comprehension processes. DL-TA is an instructional approach that invites students to make predictions, and then check their predictions during and after the learning. The DL-TA strategy teaches students how to self-monitor as they read and learn. First, activate and build background knowledge for the content to be learned. For example, the teacher will elicit information students may already know about hunting and survival. The information may include personal experiences and/or prior readings related to the topic. Tell the students that they will read The Hunger Games. Referring to the title The Hunger Games, the teacher should gather more information from the students, information such as what is hunger? Are there different types of hunger? What are games? Are there different types of games? What are they? Students’ ideas and information should be recorded on the board or chart paper. Next, the teacher will encourage students to make predictions about the text content by asking questions such as, “What do you expect the main idea of this text will be based on its title?” “From the title, what do you expect the author to say in this piece?” The students will be asked to write their predictions in learning logs (view literacy strategy descriptions) to maintain a record of their predictions as they learn the actual content. The teacher then will guide students through a section of text or portion of the content, stopping at predetermined places to ask students to check and revise their predictions. This is a crucial step in DL-TA instruction. When a stopping point is reached, the teacher will ask students to reread the predictions they wrote and change them, if necessary, in light of new evidence that has influenced their thinking. Their new prediction and relevant evidence should be written down as well. This cycle is repeated several times throughout an exploration of the content. There are numerous opportunities for the teacher to model his/her predictions, revisions, and evidence. Also, the teacher will prod students’ growing understanding of the content with questions, such as “What do you know so far from reading this text?” “What evidence do you have to support what you know?” “What do you expect to learn next?” Once the reading is completed, the teacher will use student predictions as a discussion tool. The teacher will ask students to reflect on their original predictions and track changes in their thinking and understanding as they confirm or revise their predictions. Students should write statements of overall understanding in their learning logs. Students will complete reading the next section. The teacher should emphasize to students that they should use this same DL-TA process when they read on their own.





Activity 8: Fiction/Short Story Elements (GLEs: 02a, 02b, 02c, 02d, 02e, CCSS: RL.7.1, RL.7.10) Materials List: selection from literature text book or a selection from other sources, chart paper, markers or overhead, learning log notebook, Fiction/Short Story Process Guide BLM By the end of the year, students will 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. To accomplish this goal, students will select, read, and respond to several short stories. These stories can be found in the reading text books. Students will use a Process Guide (view literacy strategy descriptions) to identify the theme, evaluate the setting to understand the importance of a setting to the development of a character or problem, identify types of characters, identify and clarify the conflict and plot in the story, and understand the author’s style. Process guides scaffold students’ comprehension and are designed to stimulate students’ thinking during or after their reading, listening, or involvement in any content area instruction. Guides also help students focus on important information and ideas, making their reading or listening more efficient. An example of a process guide for identifying theme is shown below. Examples for evaluating the setting to understand the importance of a setting to the development of a character or problem, identifying types of characters, identifying and clarifying the conflict and plot, and understanding the author’s style can be found in Fiction/Short Story Process Guide BLM. TITLE OF STORY SETTING Where and when does the story take place? Cite page(s)

and paragraph Does the weather or season affect the characters or the plot? List reasons from the text. Cite page(s) and paragraph Does the author use enough detail with the setting to help the reader understand how it affects a character or characters? Give examples from the text. Cite page(s) and paragraph Is the setting, indeed, important to the story line, or could the story have happened in another setting without change in the characters or plot? Give examples from the text. Cite page(s) and paragraph




Students will answer these questions, providing evidence from text where appropriate: Why do you think the author wrote this story? What was the author’s message in this story?

Students will evaluate the setting to understand the importance of a setting to the development of a character or problem. One question the students will respond to, using text to support their answers, is the following:

Where and when does the story take place? Does the weather or season affect the characters or the plot? How? Does the author use enough detail with the setting to help the reader understand how it

affects a character or characters? Give examples. Is the setting, indeed, important to the story line, or could the story have happened in

another setting without change in the characters or plot? How or why? Students will identify types of characters by responding to the following questions:

Who is the protagonist or main character of the story? Who are secondary or other characters in the story? Who are the characters that are fully developed? Do any of the characters change as the story progresses? Is there an antagonist or a character that is the complete opposite of the main character? Do you have a favorite character in this story? Who and why? Do any of the characters remind you of yourself or of somebody that you know?

Students will identify and clarify the conflict and plot in the story. They will respond to the following questions:

What is the conflict or problem in this story? What is the initiating event that leads to the problem? What actions do the characters take? What other important events take place? What is the resolution? How does the story end? Are there any questions that are left unanswered?

Students will understand the author’s style by responding to the following questions:

Who is telling the story? Can the reader visualize the events in the story? If so, give examples from the text. Did the author use literary devices to keep the reader’s interest? What are some

examples? Why did the author write this story? Did the author use first or third person? Did using first or third person affect the story?

Students will use graphic organizers (view literacy strategy descriptions) (e.g., Story Map BLM, story organizer, short story chart, story board, fiction organizer) to identify and analyze the literary elements (characters, setting, plot, point of view, theme) of a short story. Examples of the above-listed graphic organizers can be found at:




http://www.enchantedlearning.com/graphicorganizers/storymap Students will discuss their completed graphic organizers with the group. In logs, students will respond to prompts concerning the story’s elements, using text as reference. Activity 9: Literary Devices/Techniques (GLEs: 09e, 09g, 14b, 14c, 18b, CCSS: RL.7.1, RI.7.1, RI.7.3) Materials List: literature text book or selections from other sources such as an excerpt from a novel or magazine selection, newspapers or magazines with pictures, computer with clip art or paint(optional), props for professor-know-it all (optional) The teacher will conduct mini-lessons reviewing figures of speech. The students will look for figures of speech, then complete a chart, noting any examples that illustrate imagery, figurative language, metaphors, similes, flashback, or foreshadowing that the author uses to advance the plot. From their charts of literary devices, students will create visual images that illustrate what the author means. These images can be created by hand, by using newspaper or magazine pictures, or with clip art or paint from the computer. The students will then participate in professor-know-it-all (view literacy strategy descriptions). The teacher will have students form groups of three or four. The teacher will explain to students that they will be called on randomly to come to the front of the room to be a team of “professor know-it-alls” to provide expert answers to questions about imagery, metaphors, similes, idioms, flashback or foreshadowing. The teacher will give students time to prepare. They should understand and be able to explain their literacy devices and provide specific examples from the selected text. Each group of students will generate three to five questions about literacy devices they might anticipate being asked or that they can ask other experts (e.g., What is an example of an idiom in the short story we read? or What does the metaphor “The cup of hot tea was the best medicine for my cold” compare?). The teacher will call on a group of students to come to the front of the room as a professor-know–it-all. To add novelty to the strategy, the teacher will encourage the know-it-alls to put on a tie, a graduation cap and gown, a lab coat, or carry a clipboard, or other symbol of professional expertise. The students will stand shoulder to shoulder and invite questions from the other groups. The teacher will demonstrate how each question will be answered by the know-it-alls. First, the group of students should huddle as a team to talk about the answer, then return to their positions and give answers in complete sentences. This can be done by each student in the group supplying one answer. After 5 minutes or so, a new group of professor-know-it-alls will take their place in front of the class, don their professional props, and continue the process of students questioning students. This should be done until all groups have had a chance to serve as know-it-alls. The teacher should also ask questions to each of the groups. Students asking the questions should hold the know-it-alls accountable for the correct answers. Students can also take notes to use as a study guide.


http://www.enchantedlearning.com/graphicorganizers/storymap



2013-14 Activity 10: Literary Devices/Techniques (CCSS: W.7.2a, W.7.2b, W.7.2d, W.7.2f) Materials List: literature text book or selections from other sources such as an excerpt from a novel or magazine selection, newspapers or magazines with pictures, computer with clip art or paint(optional), props for professor-know-it-all (optional) To follow up Activity 9 on literary devices, have students write an informative multiparagraph composition to convey information about one or two literary devices studied. For example, a student may choose metaphors and similes as his/hertopic. When introducing this topic, he/she will preview what is to follow using strategies such as definition, comparing and contrasting ideas, using headings, charts, and tables if relevant, and/or multimedia to aid in comprehension. In the body of the writing piece, students will provide relevant facts, definitions, quotations, or other information and examples. Varied transitions will be made to clarify the relationships among ideas and concepts, and a concluding statement will support the information presented. Students will also include vocabulary that creates an image and uses appropriate word choices for their audience. Activity 11: Literary Analysis (GLEs: 17a, 17c, 18b, 18e, 22c, CCSS: W7.9a) Materials List: released LEAP items, paper, literature text Model a literary analysis response. Examples can be found in released LEAP items. One example that can be used is located at http://www.louisianaschools.net/lde/uploads/9770.pdf pages 19-38. Students will read the first passage, “Warning: Space Junk Dead Ahead” to help them do a close reading of the story. The teacher should use pages 21-24 (from the web site above) to model with the students how to answer questions from the first story. The student will then read “A‘Beautiful’ Historic Discovery” ( pages 30- 31 from the web site listed above). Next the student will follow these instructions:

Think about the passages “Warning: Space Junk Dead Ahead” and “A Beautiful’ Historic Discovery.” Both passages deal with objects that have been lost during explorations. Describe at least two differences between the lost objects in these two passages and explain why the objects in one passage might encourage exploration whereas the objects in the other could be an obstacle to exploration.

Students will draw evidence from the texts to support analysis as they apply grade 7 Reading standards to literature to complete their responses. Responses will be assessed with a LEAP 21 rubric.




Activity 12: Theme Development (GLEs: 17a, 17b, 17c, 17d, 17e, 39c, 39d, CCSS: W.7.9a) Materials List: various story selections, construction paper, drawing paper, colors or markers, Quilt Patch Assessment Guide BLM, Theme Rubric BLM On chart paper or on the board, list the stories and novels that have been read during this unit of study. List the themes that were addressed in each. Students may also list other stories they have read independently and tell the theme. Next, students will generate a list of universal themes to explore (e.g., search for identity, love, friendship, family, courage, honesty, adversity). Students will choose a theme from a novel they have read in class. They will identify a specific event that illustrates their chosen theme. Students will create a patch for a class quilt showing a specific event from the novel. Students will present their patch to the class explaining why the scene or event depicted is important to the novel and the novel’s theme. The teacher will assess the patches using the Quilt Patch Assessment Guide BLM. Individually, students will select from the class-generated list two short stories with a common theme but from different eras or cultures. Using a modification of split-page notetaking (view literacy strategy descriptions) students will read and record how the theme is developed in each short story. Teacher will model the modified literacy strategy split-page notetaking by placing on board, overhead, or PowerPoint® slide sample split page notes from a teacher-selected chapter of a text or article. The value of taking notes in this format it is to logically organize information and ideas, separate big ideas from supporting details, promote active reading and listening, and allow inductive and deductive prompting for remembering information. Students should draw a line from top to bottom approximately 2 to 3 inches from the left edge on a sheet of paper. They should try to split the page into one-third and two-thirds. In the left column big ideas, key dates, names, etc. should be written with supporting details in the right column. Students should paraphrase and abbreviate as much as possible. For example: Name of Story: Theme: Important scene that depicts theme: Name of Story: Theme: Important scene that depicts theme:

The Giver Choices Jonas had to decide whether to leave the community or to stay and accept his fate. Tuck Everlasting Choices Winnie had to decide whether to drink from the spring.





The teacher will demonstrate for students how they can study from their notes by covering information in one column and recalling information in the other. Students can pair up and quiz one another on information in the notes to prepare for tests and other class activities. Students will write a multi-paragraph essay, using examples from each story that show how the themes are alike and how each of the authors developed that theme. Students will draw evidence from literary texts to support their analysis by including one example from each literary piece that shows the differences in how the theme was developed in each of the stories. Students will use word choices appropriate to the audience—vocabulary that clarifies meaning or sets a tone, a clear voice, and variety in sentence structure. The teacher will assess responses with a LEAP 21 reading response rubric. (See Theme Rubric BLM) Activity 13: Creating a Short Story/Fictional Narrative (GLEs: 02d, 18a, 18b, 18c, 18d, 18e, 18f, 18g, 20b, 38b, 38c, 43b, CCSS:SL.7.1b) Materials List: paper, pencil or pen Students will create an outline for an original short story. The teacher will place students in groups of two to four. These groups are to create a short story using their ideas. Within the groups, students will decide on a leader or facilitator, a recorder, and a reader. The leader of the group will begin the discussion on what the group’s short story will be. Each of the members will give opinions on each of the ideas listed below. The recorder will chart each idea given by the group members on chart paper. Students will brainstorm (view literacy strategy descriptions) ideas for a short story centering on the following as they develop an outline for a short story:

The point of view the group will take The tone (why the story is being told) Time and place of the story Description of the characters, what kind of people they will be, and how they will change

during the story Three events that will take place in the story The climactic point to which the events will lead Resolution of problem or conflict and/or conclusion of the story

Next, students will write a short story as a group. The reader of the group will share the story with the whole class. Individual students may give positive responses to the story. Students will then as individuals use ideas from the brainstorm activity to create an outline for their own short story. To extend this activity for 2013-2014, to address CCSS SL.7.1b students will not only follow rules for collegial discussions, but will also track progress toward specific goals and deadlines and define individual roles. The students will define the responsibilities of each of the jobs given to various members of the group, and they will decide on rules for the discussion process and




how they will resolve disagreements. The responsibilities, rules, and resolution of disagreements will be written and given to the teacher. Activity 14: Writing a Short Story/Fictional (GLEs: 18c, 18d, 18e, 18f, 18g, CCSS: W.7.2a, W.7.2b, W.7.2c, W.7.2d, W.7.2e, W.7.2f, W.7.10) Materials List: paper, pencils, student prewriting, computer(s) with Internet (optional), Short Story Grading Guide BLM With the outline created in Activity 13 as a guide, students will compose a rough draft of a short story using effective technique, relevant descriptive details, and well-structured event sequences. The story will engage and introduce characters and organize an event sequence that unfolds naturally and logically. Narrative techniques, such as using descriptions to develop events and characters, use of sensory language to capture the action and events, and a conclusion that follows from and reflects on the events will be used. During this process, the teacher will facilitate and offer guidance to students. The students will visit the following site for tips on story writing: http://www.midlandit.co.uk/education/index.htm This interactive site offers story-writing tips, an interactive writing demonstration, on-line text analysis, examples of student writing, and the opportunity to submit a finished story for publication on the website. Students will exchange stories and peer edit. The students will then have a teacher conference to receive feedback. Using the feedback, students will edit and revise drafts to produce a final copy. Students will publish their final copy using technology. The short stories will be assessed via a class-created rubric. (See Short Story Grading Guide BLM.) 2013-14 In 2013-14, Activity 14 will be extended to accommodate W.7.2. The teacher will review what good writing consists of and go over the 6 traits of writing. The following Internet sites offer definitions, lessons, and rubrics on the 6 traits of writing: http://www.literatelearner.com/6traits/page_template6t.php?f=main http://languagearts.pppst.com/6traits.html The students will write their original stories, focus on their topic, and convey concepts and ideas through the selection, organization, and analysis of relevant content. When introducing their topic, they will preview what is to follow using strategies such as definition, comparing and contrasting ideas, using headings, charts and tables if relevant, and/or using multimedia to aid in comprehension. In the body of the writing piece, students will provide relevant facts, definitions, quotations, or other information and examples. Varied transitions will be used to clarify the relationships among ideas and concepts, and a concluding statement will support the information presented. After writing their first draft, students will have their peers, teacher, or others read their story to offer ideas. This piece would be considered an extensive writing piece and to satisfy CCSS W 7.10 it should be noted in the students’ ongoing writing log.


http://www.midlandit.co.uk/education/index.htm

http://www.literatelearner.com/6traits/page_template6t.php?f=main

http://languagearts.pppst.com/6traits.html


Activity 15: Sharing the Short Stories (GLEs: 18e, 38b, 38c, CCSS: SL.7.1a, SL.7.1b, SL.7.1c, SL.7.1d) Materials List: paper, pen or pencil, student writing Teacher will put students in cooperative learning groups. The groups will establish rules of the group (e.g., Who will read the story? Who will respond first? etc.), and apply them. One at a time, each student will be given the opportunity to read his/her story to the others in their group. After the first person in the group reads the story, the other students will provide appropriate feedback to the author. After all stories have been read and responded to, the students will go back and rework their stories using the comments given from the other members of the group. The students will then publish their stories in a class anthology, on the class website, or in a class newspaper. 2013-14 For 2013-2014, Activity 15 will be extended to accommodate SL.7.1b. Students will engage in discussions effectively with diverse partners. Each student will be assigned a partner or two. They will give the partner a copy of their story. Each partner will have time to read the story and write some appropriate feedback to the author. Each will be able to give textual evidence to question and comment on their partner’s information. During the discussions, students will pose questions that elicit elaboration from their partners and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Teacher will circulate among the groups to facilitate and offer help when needed.

Sample Assessments General Guidelines Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that can be used for this unit: General Assessments

The teacher will provide students with a checklist for collecting and documenting new vocabulary words. Students will keep the vocabulary in a portfolio to be turned in at the end of the unit for assessment. Students will be assessed on the completion and correctness of the activity.

Students will use information learned to complete various charts. Charts will be kept in aunit portfolio and checked for accuracy and completeness.

Teacher observations and checklists will be used as informal assessments whenever students are answering questions orally in whole group format or in group settings.

Students will map the story elements on the various stories read. A summary will be done



in their journals. Assessment may include the following: Title of story Story map filled out completely and accurately Theme included Summary of passage or complete story Correct sequential order Characters identified


Activity #12: Students will be evaluated on their quilt patch that identifies and explains important themes in the novel using the following assessment: (See Quilt Patch Assessment Guide BLM)

Patch represents a theme from the novel. Patch provides details from the novel that support the theme. Details included are accurate. Patch is neat and well thought out with attention to detail. Patch is creative, interesting, and meaningful. Presentation is an accurate description of a theme from the novel. Presentation includes an explanation of the theme’s relevance to the novel. Presentation of information about the patch is loud and clear.

Activity #12: Students will write a multi-paragraph essay comparing and contrasting how the theme was developed in the short stories. The students will be assessed using a 4 point constructed response rubric. *See an example below at the end of this document.

Activity #13: Students will complete an outline that will be assessed on the following criteria: (See Story Outline Rubric BLM)

Point-of-view is clear. Tone or reason is clear. Settings are clear. Characters are well developed. Three or more main events are described. Climactic event is clear. Conflict is resolved. Ending is clearly explained.

Activity #14: After completing Activity 14, the students will be assessed on their short

stories from a teacher-made rubric which includes the following criteria:

Title: Captures the attention of the reader Plot: Appropriate for intended audience Beginning: Introduces the characters and setting Characters: Thoroughly described, including, physical aspects, personal

thoughts, feelings, attitudes, and personalities; interesting; appeals to the readers



Setting: Descriptive; appropriate for the plot, mood, and characters; realistic and accurate; changes when necessary

Middle: Builds suspense; holds reader’s attention; uses action and dialogue; sequential order

Climax: High point of suspense; demonstrates turning point of the story Ending: Demonstrates change in characters; resolves problems Organization: Organizes information logically in paragraphs Mechanics: Uses capitalization and punctuation correctly; spells words

correctly; uses complete sentences and correct subject/verb agreement

The following web sites are available for creating rubrics: http://rubistar.4teachers.org/index.php http://edweb.sdsu.edu/triton/july/rubrics/Rubric_Template.html; http://rubrics4teachers.com/



http://edweb.sdsu.edu/triton/july/rubrics/Rubric_Template.html

http://rubrics4teachers.com/



*Constructed Response Rubric for Assessment 12 Score Description of Score Level 4 The student’s response:

uses one or more examples from both of the short stories that show how the themes are alike

and explains how each author developed that theme

and includes one example from both of the short stories that shows the differences in how the theme was developed in each

3 The student’s response: uses one example from both of the short stories showing how the themes are alike and explains how the author developed the theme

OR uses one example from both of the short stories that shows the differences in how the theme was developed in each and explains how the author developed the theme

2 The student’s response: uses one example from one of the short stories showing how the themes are alike and uses one example from one of the short stories that shows the differences in how the theme was developed in each of the stories and explains how the author developed the theme OR uses one example from both of the short stories showing how the themes are alike and uses one example from both of the short stories that shows the differences in how the theme was developed in each

1 The student’s response: uses one example from one of the short stories showing how the themes are alike OR uses one example from one of the short stories that shows the differences in how the theme was developed in each of the stories OR explains how the author developed the theme

0 The student’s response is incorrect, irrelevant, too minimal to evaluate, or blank



Unit 5: Propaganda/Persuasion Time Frame: Approximately five weeks Unit Description This unit focuses on reading and responding to propaganda techniques and biased writing. Students will identify, classify, and evaluate various techniques (bandwagon, name-calling, testimonial, emotional words, glittering generalities, and so forth). The essential goal of this unit is to apply reasoning and problem-solving skills to determine the reliability of information from multiple sources. Opportunities will be provided to present arguments in a formal written and oral manner, using information to support strongly felt positions and to persuade others in the audience to support their positions. Vocabulary and grammar instruction occurs within the context of the literature. Student Understandings The word propaganda refers to any technique that attempts to influence the opinions, emotions, attitudes, or behavior of a group in order to benefit the sponsor. Students will learn to recognize propaganda techniques as methods that are designed to influence opinions and are used to make what is said or written convincing. The purpose is to persuade people to believe in something or do something that they would not normally believe or do. Propaganda and persuasion are a part of everyday life. A competent reader and/or writer learns to recognize these techniques. Guiding Questions

1. Can students note instances of unsupported, fallacious reasoning, persuasion, or propaganda in text and media?

2. Can students identify persuasive and propaganda techniques used in media and identify false and misleading information?

3. Can students access the adequacy, accuracy, and appropriateness of the author’s evidence to support claims and assertions, noting instances of bias and stereotyping?

4. Can students apply persuasive and propaganda techniques orally as well as in essays, letters, and other student-made compositions to influence others?

Unit 5 Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS)

Grade-Level Expectations GLE # GLE Text and Benchmarks 01a. Develop vocabulary using a variety of strategies, including, use of connotative and

denotative meanings. (ELA-1-M1) 01b. Develop vocabulary using a variety of strategies, including, use of Greek, Latin, and

Anglo-Saxon base words, roots, affixes, and word parts (ELA-1-M1)

Grade 7 ELA Unit 5 Propaganda/Persuasion 5-1



09b. Demonstrate understanding of information in grade-appropriate texts using a variety

of strategies, including summarizing and paraphrasing information (ELA-7-M1) 09e. Demonstrate understanding of information in grade-appropriate texts using a variety

of strategies, including making inferences and drawing conclusions (ELA-7-M1) 12. Explain the effects of an author’s stated purpose for writing (ELA-7-M3) 13. Identify an author’s bias (objectivity) for, against, or neutral toward an issue (ELA-7-

M3) 14b. Analyze grade-appropriate print and nonprint texts using various reasoning skills, for

example, raising questions (ELA-7-M4) 14c. Analyze grade-appropriate print and nonprint texts using various reasoning skills, for

example, reasoning inductively and deductively (ELA-7-M4) 14d. Analyze grade-appropriate print and nonprint texts using various reasoning skills, for

example, generating a theory or hypothesis (ELA-7-M4) 17a. Develop grade-appropriate compositions on student- or teacher-selected topics that

include word choices (diction) appropriate to the identified audience and/or purpose. (ELA-2-M2)



17d. Develop grade-appropriate compositions on student- or teacher-selected topics that include information/ideas selected to engage the interest of the reader with clear voice (individual personality) (ELA-2-M2)



18b. Develop grade-appropriate compositions by identifying and applying writing processes, such as prewriting (e.g., brainstorming, researching, raising questions, and generating graphic organizers) (ELA-2-M3)


18d. Develop grade-appropriate compositions by identifying and applying writing processes, such as: conferencing (e.g., peer and teacher) (ELA-2-M3)

18e. Develop grade-appropriate compositions by identifying and applying writing processes, such as: revising based on feedback and use of various tools (e.g., LEAP21 Writer’s Checklist, rubrics) (ELA-2-M3)




19. Develop grade-appropriate paragraphs and multi-paragraph compositions using

the various modes of writing (e.g., description, narration, exposition, persuasion), emphasizing narration and exposition (ELA-2-M4)

20a. Use the various modes to write compositions, including essays based on a stated opinion (ELA-2-M4)




25a. Apply knowledge of parts of speech in writing including infinitives and participles (ELA-3-M4)

25b. Apply knowledge of parts of speech in writing including superlative and comparative degrees of adjectives (ELA-3-M4)

25c. Apply knowledge of parts of speech in writing including adverbs (ELA-3-M4) 26. Spell high-frequency, commonly confused, frequently misspelled words and

derivatives (e.g., roots, affixes) correctly (ELA-3-M5) 28. Adjust diction and enunciation to suit the purpose for speaking (ELA-4-M1) 33. Organize oral presentations with a thesis, an introduction, a body developed

with relevant details, and a conclusion (ELA-4-M3) 34. Evaluate and determine bias and credibility of various media presentations

(e.g., TV and radio advertising) (ELA-4-M4) 37. Evaluate a variety of media for impressions/effect on listeners, faulty

reasoning, propaganda techniques, and delivery (ELA-4-M5) 38b. Participate in group and panel discussions, including applying agreed-upon

rules for formal and informal discussions (ELA-4-M6) ELA CCSS

CCSS# CCSS Text Reading Standards for Literature RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text. RL.7.4 Determine the meaning of words and phrases as they are used in a text,



Reading Standards for Informational Text RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text.



RI.7.3 Analyze 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).



Writing Standards W.7.1a,b,c,d,e Write arguments to support claims with clear reasons and relevant evidence.





the argument presented. W.7.9a,b Draw evidence from literary or informational texts to support analysis,

reflection, and research. a. Apply grade 7 Reading standards to literature. b. Apply grade 7 Reading standards to literary nonfiction.


Speaking and Listening SL.7.1a,c,d Engage effectively in a range of collaborative discussions (one-on-one, in



c. 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.

d, Acknowledge new information expressed by others and, when warranted, modify their own views.

SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Language Standards



L.7.4a,c,d Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a. Use context clues (e.g., the overall meaning of a sentence or paragraph, a




L.7.5b,c Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 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



Sample Activities Activity 1: Independent Reading (Ongoing): (GLEs: 08b, 14b, 14c; CCSS: RL.7.1, RL.7.10, RI.7.1, RI.7.10) Materials List: reading material (fiction and non-fiction) covering a wide range of topics and readability levels, books/materials stored in the classroom itself and a constant flow of new books and reading material, Reading Response Learning Log BLM, Reading Diary Prompts BLM (See Unit 1)

Each day, students and teachers should read silently for an uninterrupted period of time. Students will select their own books or reading materials, which require neither testing for comprehension nor book reports. Students will keep a reading response learning log (view literacy strategy descriptions) of materials read. An example of a reading log is as follows: (see Reading Response Learning Log BLM)





Reading Response Log Student Name___________________ Selection, Title, and Genre

Date Pages read

Comments About What I Have Read

Other examples of reading logs can be found at: http://www.readwritethink.org/lesson_images/lesson141/log.pdf

Students will respond in reading diaries after completing their books to prompts (e.g., This reminds me of_____, What surprised me was_____, I think this novel is_____. Some information I learned includes_____________. Had the author used a different setting the story may have changed because_______________.) See Reading Diary Prompts BLM for other prompts. Student response also may be through a variety of other strategies (e.g. writing prompts, response logs, book talks, or, if available, Reading Counts/Accelerated Reader). SSR guidelines for class use may be found at http://www.dowlingcentral.com/MrsD/area/literature/ssr.html or at http://www.education-world.com/a_curr/curr038.shtml . By the end of the year, students will 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.

Activity 2: Vocabulary—Denotation/Connotation (GLE: 01a, 01.b) Materials List: list of vocabulary words pertaining to the propaganda and persuasion unit, Vocabulary Self-Awareness Chart BLM Students will generate a list of denotative/connotative words found in propaganda or persuasion. Students will maintain a vocabulary self-awareness chart (view literacy strategy descriptions) in their vocabulary learning log (view literacy strategy descriptions). The teacher will begin by identifying target vocabulary. The teacher will provide this list of words to students at the beginning of the unit and have them complete a self-assessment of their knowledge of the words using a chart like the one below. Do not give students definitions or examples at this stage. Ask students to rate their understanding of each word with either a “+” (understand well), a “√” (limited understanding or unsure), a “-” (have seen or heard—don’t know the meaning), or a “?” (don’t know at all). Over the course of the readings and exposure to other information sources throughout the unit, students should be told to return often to the chart and add new information to it. The goal is to replace all the check marks, question marks, and minus signs with a plus sign. Because students continually revisit their vocabulary charts to revise their entries, they have multiple opportunities to practice and extend their growing understanding of key terms related to the topic of propaganda or persuasion.

Vocabulary Self-Awareness Chart Word + √ ? - Example Definition bandwagon testimonial








persuade propose hype doctrine advertise rhetoric enlightenment pitch 2013-14 Activity 3: Vocabulary—Denotation/Connotation (CCSS: RL.7.4, RI.7.4, L.7.4a, L.7.4c, L7.4d, L7.5b, L.7.5c) Materials List: list of vocabulary words pertaining to the propaganda and persuasion unit, Vocabulary Self-Awareness Chart BLM Students will generate a list of denotative/connotative words found in propaganda or persuasion. Students will maintain a vocabulary self-awareness chart (view literacy strategy descriptions) in their vocabulary learning log (view literacy strategy descriptions). Begin by identifying target vocabulary that aligns with this unit of study. Provide this list of words to students at the beginning of the unit and have them complete a self-assessment of their knowledge of the words using a chart like the one below.

Vocabulary Self-Awareness Chart Word + √ ? - Example Definition bandwagon testimonial persuade propose hype doctrine advertise rhetoric enlightenment pitch Do not give students definitions or examples at this stage, but have students attempt an example and definition themselves. Ask students to rate their understanding of each word with either a “+” (understand well), a “√” (limited understanding or unsure), a “-” (have seen or heard—don’t know the meaning), or a “?” (don’t know at all). Over the course of the readings and exposure to other information sources throughout the unit, students will return to the chart often to make changes and add new information to it. The goal is to replace all the check marks, question marks, and minus signs with a plus sign and have accurate examples and definitions. Because students continually revisit their vocabulary charts to revise their entries, they have multiple opportunities through using the words in context, looking them up to verify the meaning, to





distinguish the connotations, and to practice and extend their growing understanding of key terms related to the topic of propaganda or persuasion. In 2013-2014,to satisfy CCSS L7.4 and L.7.5 students will acquire 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, add specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, as the references for students to use for building vocabulary. Have students find the pronunciation of a word, determine or clarify its precise meaning by using content, list whether it is of Greek or Latin origin, and list its part of speech. Have students determine the meaning of words and phrases as they are used in a text, including figurative, connotative and technical meanings, and analyze the impact of specific word choice on meaning and tone. When students find words or phrases that they are unfamiliar with in a text, they are to extend their Vocabulary Self-Awareness Chart by giving examples directly from the text and/or definitions from the dictionary. They should also add other sentences in the text that may help determine the meaning with context clues, whether figurative language is used, and if the word choice has any impact on the tone of the text. Activity 4: Writing Craft (Ongoing) (GLEs: 17a, 17b, 17c, 17d, 17e; CCSS: RI.7.1, W.7.10) Materials List: a variety of picture books, overhead projector, transparencies, Promethean or other Smart Board, or chart paper, or computer with projector, student writing notebooks Teach or review the traits for effective writing to develop students into good writers. The following Internet sites have the traits and the definitions of effective writing: http://www.north-scott.k12.ia.us/writetraits/writetraits.html#top http://www.englishcompanion.com/pdfDocs/sixtraitssummary.pdf Read a variety of picture books, such as, Lois Ehlert’s Vegetable Soup. Margeery Cuyler’s That’s Good, That’s Bad, James Stevenson’s Could Be Worse, Jon Muth’s The Three Questions, or Barry Downard’s The Little Red Hen ,that focus on the writing craft. Students will participate in Inside-Outside Circles discussion (view literacy strategy descriptions) on how authors develop their ideas, organize their books, use voice, use effective words, create sentence fluency, and use the conventions of writing. Inside-Outside Circles offers a novel format and can bring about face-to-face dialoging between students who might never have the opportunity otherwise. Have the students stand and face each other in two concentric circles. The students in the inside circle will face out and the students in the outside circle will face in. After posing a readiness problem or question, as in this case, “How do authors develop their ideas?” have students discuss their ideas and answers with the person standing most directly in front of them. At any time you can ask the inner or outer circle to rotate until you say “stop.” Then the discussion can begin anew. After a few rotations, randomly ask individual students to share their own ideas or those of the person(s) with whom they have been discussing. Be sure to make enough space in the room for this discussion activity, and move about the circle to listen in on students’ brainstorming. You can do the same and pose another question such as how or why an






author creates sentence fluency. Next, show several sentences focusing on ideas, organization, word choice and the conventions of writing. Write those sentences on chart paper, the board, an overhead, or the computer that has a projected screen, and say each of sentences orally. Students can then practice by writing several sentences focusing on ideas, organization, word choice and the conventions of writing in a writing notebook. Students also will provide textual evidence to support analysis of the text, including specific details and inferences. Remind students that this is an ongoing activity and that they will be reviewing all work done throughout the year. 2013-2014 By 2013-2014, to satisfy CCSS W.7.10, (see Units 1-4) students will write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. The time frame and various writing tasks are important to meeting this standard. Have students post in their bound composition book whether the writing was done in a short time frame or over an extended time. For example, when looking at pictures in books, students will write sentences that focus on ideas, organization, word choice and the conventions of grammar and note in their writing log that this piece is a short writing assignment. Students are to document the time they spent writing. Writing time would be extended for compositions that require students to summarize, explain, describe, etc. what is happening in one of the pictures and/or books. Having students keep a record of their writing over the course of the year serves as evidence of meeting the expectations of CCSS W.7.10. Activity 5: Grammar/Usage Mini-Lessons (Ongoing) (GLEs: 23a, 24a, 24b, 25a, 25b, 25c, 26) Materials List: various writing samples Use the daily oral language strategy with target skills. Target skills should be identified (e.g., varied sentence structure and patterns, phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers, punctuation, infinitives, participles, superlative and comparative degrees of adjectives, adverbs, pronouns and antecedents, sentences without double negatives, using commas to separate coordinate adjectives, correct spelling). Through mini-lessons, choose one skill based on student needs. The lesson should reflect one of the target skills listed above. Thus, this could be a grammar, usage, conventions, or sentence formation focus. Next, provide a sentence or a group of sentences in need of editing to give students consistent practice correcting grammatical errors. Make sure the sentences match the mini-lesson provided that day. At this point, students will then correct their sentences, using proofreading symbols to mark errors they missed on their own. The students should use a colored pen to make the corrections. Always return to the sentences the students corrected, and have them explain their correction. After the lesson, encourage students to try whatever skill applies to their writing. The students may also discuss the common errors in student writing samples. Through a writing process, students should use peer editing to work with the mechanics. Grammar instruction should occur within the context of students’ reading and writing. Teachers



should use the district-adopted texts to find lessons. Other lessons for grammar instruction may be found at:

http://www.education-world.com/a_lesson/lesson/lesson334.shtml or http://www.webenglishteacher.com/grammar.html Activity 6: What Is Propaganda? (GLEs: 09b, 09e, 12, 14b, 14c, 14d, 34 CCSS: RL.7.1, RI.7.1, RI.7.3) Materials List: advertisements from magazines, chart paper, markers Review with students that an author’s purpose may be to entertain, to persuade, to give factual information, to describe, or to explain. Ads and commercials use propaganda techniques to persuade people. Students will brainstorm (view literacy strategy descriptions) and generate a list of advertisements or commercials recently seen. Teacher will then engage the students in Student Questions for Purposeful Learning (SQPL) (view literacy strategy descriptions). SQPL promotes purposeful reading and learning by prompting students to ask and answer their own questions about content. Generate a statement related to the material that will cause students to wonder, challenge, and question. The statement can be factual or untrue as long as it provokes interest and curiosity, as in the example below: Topic: Advertisements SQPL Statement: People always make good decisions based on what they hear.

Present the statement to students. The statement can be written on the board, though it can also be projected on the overhead or from a computer, put on a handout, and even stated orally for students to record in their notebooks. Pair up students and based on the statement, have them generate 2-3 questions they would like answered. The questions must be related to the statement and should not be purposely farfetched or parodied. A sample student question might be: How is this company trying to persuade consumers? (Possible answer: flattery) Is the company’s target audience thirty year old adults? Teenagers? Young children? When all student pairs have thought of their questions, ask someone from each team to share questions with the whole class. As students ask their questions aloud, write them on the board. Eventually, similar questions will be asked by more than one pair. These should be starred or highlighted in some way. When students finish asking questions, contribute your own questions to the list such as these: What does this company want you to do? Why do advertisers go about it this way? What are advertisers doing in the media? Is their technique effective? Would you buy, go to see, or otherwise do what the media is trying to persuade you to

do?







Tell students as they read and/or listen to a radio or TV ad, they are to pay attention to information that helps answer questions from the board. They should be especially focused on material related to the questions that are starred. As content is covered, stop periodically, and have students discuss with their partners which questions could be answered. Then ask for volunteers to share. Students might be required to record the questions from the board and the answers they find in their notebooks for later study. Show a variety of types of propaganda to the class, and discuss what the ad, commercial, poster, etc. is doing. The following web site includes numerous examples of propaganda available on the Web: http://www.classroomtools.com/proppage.htm. At this point, students may not have names for what the media does, but they recognize that they are being led by the media. The referenced site also provides links to some examples on the Internet, but one can find numerous examples in magazines, on television, on radio, or in books on propaganda. As the students view the media, stop after the section that supplies an answer to an SQPL question and ask students if they heard an answer to their question. Allow students to confer with a partner before responding. Mark questions that are answered. Continue this process until the ads are completed. Go back to the list of questions to check which ones may still need to be answered. Use the ads or personal knowledge from reading to supply answers. Remind students they should ask questions before they learn something new, then listen and look for answers to their questions. The class will then discuss the purpose of these ads. Conduct a mini-lesson on propaganda techniques (e.g., bandwagon-persuading people to do something by letting them know others are doing it; testimonial- using the words of a famous person to persuade you; transfer-using the names or pictures of famous people, but not direct quotations; repetition-the product name is repeated at least four times; emotional words-words that emote strong feelings about someone or something). A good web site for lessons on propaganda techniques can be found at http://www.readwritethink.org/lessons/lesson_view.asp?id=405. Activity 7: Recognizing Propaganda (GLEs: 09e, 12, 13, 14b, 14c, 14d, 34, 37; CCSS: RL.7.1, RI. 7.1, RI. 7.3, SL.7.5) Materials List: various examples of print and non print advertisements, list of Propaganda Techniques BLM, old magazines, poster board, or newsprint, glue, scissors, markers, colors or pencil color, smart phones(optional), flip cameras(optional) Using the Propaganda Techniques BLM, students will view print and nonprint ads to identify the five propaganda techniques used in advertisements. Students will justify their responses by listing five to ten reasons why certain propaganda techniques are used to sell products. Students can then be put into groups of 2 to 3. Each group will choose one technique, and create a propaganda technique collage. 2013-2014 To extend activity for CCSS: SL.7.5. have students include multimedia components and visual


http://www.classroomtools.com/proppage.htm



displays in presentations to clarify claims and findings and emphasize salient points. The group reporter will then share the group’s visual display which may have been captured on their smart phones or flip cameras and give an oral presentation to clarify their findings about the propaganda technique used. The audience of their peers will take notes and ask appropriate questions about the presentation. Students will keep a log of their radio-listening and television-viewing habits and analyze the messages they receive from the media. At the end of each class period, students will share propaganda techniques used in each of the messages from the media and will determine if the technique used was effective. Activity 8: Creating Ads (GLEs: 08b, 09e, 13, 37; CCSS: RL.7.1, RI.7.1) Materials List: Help Wanted BLM, plain paper, markers, colors, or pencil colors, video or flip camera(optional) To promote applied thinking and reasoning about propaganda techniques, the teacher will present the students with a process guide (view literacy strategy descriptions). Process guides scaffold students’ comprehension within unique formats. They are designed to stimulate students’ thinking during or after their reading, listening, or involvement in any content area instruction. Guides also help students focus on important information and ideas, making their reading or listening more efficient. Point out that various types of propaganda techniques are used. As a class, fill out part of the process guide. See example below. Next, ask the students to complete the Help Wanted BLM process guide. By filling out the guide, students can apply their knowledge of the propaganda techniques and process new information and ideas at higher levels. Some students may need to work with a partner to fill in the guide. 2. Product 2: Cold/Sinus Medicine Type of Propaganda Needed Ad Source Audience ________________________ _________ ___________ ________________________ _________ ___________ 2. Product 2: Cold/Sinus Medicine Type of Propaganda Needed Ad Source Audience Testimonial: Famous spokesperson Radio/TV Adults 18+ Example: Drew Brees, quarterback of the New Orleans Saints, appears in television or radio ads supporting the new cold/sinus medicine. Since Drew Brees is well known and respected nationally, he will likely convince others to purchase the cold/sinus medicine.




Once the students have completed the Help Wanted BLM, engage the class in a discussion asking them what they thought about the ad. Did they think the ad would be successful in selling the product? Why or why not? Students will then design their own products and advertisements using one or more technique(s). They will write their own advertisements, using a propaganda technique that will influence others to buy their products. They may include multimedia components and/or visual displays that support the techniques used. The students will present their commercials or magazine/newspaper advertisements to the class. Presentations may be videotaped. The students will then write a short paragraph, describing how learning to recognize propaganda techniques can help students when it comes to purchasing items. A web site that can support this activity can be found at: http://www.mcrel.org/compendium/activityDetail.asp?activityID=87 or http://www.scholastic.com/teachers/lesson-plan/pictures-and-slogans-persuade-audience Activity 9: Recognizing Bias (GLEs: 08b, 12, 13, 14b, 14c; CCSS: RI.7.3) Materials List: newspaper or magazine articles, Split-Page Notetaking Example BLM Conduct mini-lessons on newspaper or magazine articles. Select two articles, and discuss with the students whom the author is trying to reach (i.e., audience), the author’s point of view on the topic, and whether or not there is a potential conflict of interest within the article. Analyze the interactions between events or ideas in the text. Model split-page notetaking (view literacy strategy descriptions) by placing on board, overhead, or PowerPoint® slide sample split-page notes from the teacher-selected articles. The value of taking notes in this format organizes information and ideas, separates big ideas from supporting details, promotes active reading and listening, and allows inductive and deductive prompting for remembering information and analyzing individuals’ reactions to events, ideas, and other people in texts. Present a section of the material to be covered in the split-page format (see example). Show the students that they are to draw a straight line from top to bottom of a piece of paper approximately 2 to 3 inches from the left edge. In the left column, they will place big ideas, key dates, names, etc. In the right column, supporting information is to be written. Encourage students to abbreviate and paraphrase as much as possible. Discuss with the students the advantages of taking notes in this manner. Show how they can prompt recall by bending paper so that information in either the right or left side is covered. EXAMPLE: “Title of Article,” Newspaper or Magazine, Date; page Audience Author’s Point of View or Bias Subject


http://www.mcrel.org/compendium/activityDetail.asp?activityID=87

http://www.scholastic.com/teachers/lesson-plan/pictures-and-slogans-persuade-audience




Potential point of conflict

Heller, Laura, “Crocs: The Sweatpants of Footwear,” American Press, Sunday, September 30, 2007; Section E, pages 1 and 3. Audience Author’s Point of View or Bias Subject Potential point of conflict

Everyone who wears the footwear “Crocs” Wearing Crocs to bum around the house is okay, but one should not wear Crocs out in public where other shoes are more appropriate. Croc Shoes: when should one not wear them Author works in area that requires shoes that are not casual

Continue to guide students in the process of taking split-page notes. It will take time and practice for students to become comfortable with the format. Display an example (Split-page Notetaking Example BLM) in the classroom.

Provide several news articles to use as text. Students will be grouped in their cooperative learning groups. Give each group an article from a newspaper or magazine. Two groups should have the same article. For example, table group one and table group two will have the same article, and table group three and table group four will have the same article. Students will read and analyze newspaper or magazine articles for the following ideas:

audience author’s bias or point of view subject potential conflict of interest

Each group will record its findings using the literacy strategy split-page notetaking. It will then compare its notes with other groups that took notes on the same article. Each group will then present to the class its findings supported from its articles. Using split-page notetaking, students will continue individually to take notes on a variety of articles from newspapers or magazines. At a later time, students will be given an article and will fill out a split page note like the one above. They will be assessed on correctness.



Activity 10: Recognizing Persuasion/Editorials and Letters to the Editor (GLEs: 08b, 09e, 12, 13, 14c; CCSS: RL.7.1, RI.7.1, W.7.1a, W.7.1b, W.7.9a, b, W.7.10) Materials List: several examples of letters to the editor from newspapers or magazines Students will read grade-appropriate persuasion essays, various editorials, and letters to the editor from newspapers or grade-appropriate magazines. Students will respond by identifying the author’s purpose, viewpoint/perspective, and intended audience. In their learning log (view literacy strategy descriptions), students will record what the issue was, determine the type of support (e.g., logic, examples, personal experiences, direct observation, facts, statistics) used by the author, provide specific examples from text, and generate a connection between the text and real-life experiences. Students will then use the information from the essays, articles, editorials, and letters to the editor that they recorded in their learning logs for a SPAWN writing (view literacy strategy descriptions) strategy. SPAWN is an acronym that stands for five categories of writing options (Special Powers, Problem Solving, Alternative Viewpoints, What If? and Next). The teacher will extend the strategy beyond the model task to create numerous thought-provoking and meaningful prompts related to a hot topic in the community as written in some of the letters to the editor. These prompts should require thoughtful and critical written responses by students. These prompts should also be written in such a way that the student can complete his/her response within 10 minutes or less. Create SPAWN prompts as students prepare to learn new information or reflect on what has been learned. Students should receive one prompt on any given day. Write SPAWN prompts on the board for students to find as they enter the classroom and to which they respond in their learning logs before the day's lesson begins. Students should write arguments to support claims with clear reasons and relevant evidence. This kind of writing usually calls for students to anticipate what will be learned that day, as in the following prompts:

P – Problem Solving We have been reading and discussing how one can influence another’s thinking by using a propaganda technique. How do you think regular citizens can influence what others think? Do you think that an ordinary citizen can influence people who make decisions that affect our lives? How?

N – Next We have learned that advertisers use propaganda techniques to influence what we buy. What if sales of the product are not what the company anticipates? What do you think the advertisers will do next?

On other days, the teacher may want to conclude the lesson with a SPAWN prompt that asks students to reflect or think more critically about what they have just learned: Students will respond to these prompts in their learning logs or can turn them in as “Exit” tickets at the end of class.







S – Special Powers You have the power to change the appearance of the city park. Describe what it is you changed, why you changed it, and the response to the change. W – What If? What might happen to cereal companies if they were no longer able to advertise their products on TV during times when children are most likely watching? A – Alternative Viewpoints Imagine you’re the mayor of your city. Write an accurate description for the city council discussing why more money should be spent on beautifying the city’s main streets.

SPAWN writing should be viewed as a tool students can use to reflect on and increase their developing disciplinary knowledge and critical thinking. Another way to use SPAWN is to use a singular topic for the entire process. For example, the topic could be food companies pushing sugar on kids or having vending machines in schools. Put the topic on the board, and have the students fill out SPAWN. As an extension for 2013-14 to satisfy CCSS W.7.10, students will write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. This SPAWN activity can be shortened or lengthened as needed. Students are to note the time period for this writing assignment in their writing logs. (See Unit 1 activity 3) Activity 11: Writing a Letter to the Editor (GLEs: 09e, 12, 13, 14c, 17a, 17 b, 17c, 17d, 18a, 18b, 18c, 18d, 18e, 18f; CCSS: W.7.1a, W.7.1b, W.7.1c, W.7.1d, W.7.1e) Materials List: examples of letters to the editor, paper, pencil, computer (optional) A variety of letters to the editor from local and national newspapers as well as from magazines will be read by the students. A class-wide discussion will then take place. Next, a mini-lesson on letter writing, emphasizing letters to the editor, will be conducted. Lesson plans for writing a letter to the editor can be found at the following web sites: http://www.readwritethink.org/lessons/lesson_view.asp?id=929 http://www.readwritethink.org/lesson_images/lesson930/example-letter.pdf Students will then choose an editorial from one of the newspapers and write their own letter to the editor as a response to the editorial they have chosen. To support CCSS: W.7.1, students are to write and either agree or disagree with the editor. They are to introduce claims, acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Their responses are to support their claims with clear reasons and relevant evidence. The letters will have their claims organized logically. They are to use accurate, credible sources, and demonstrate an understanding of the topic or text from the editorial.



http://www.readwritethink.org/lesson_images/lesson930/example-letter.pdf


The letters will also include: appropriate headings with carefully chosen words, correct capitalization and punctuation, a beginning paragraph that includes the reason the letter is being written, the student’s opinion of the article, facts to persuade the audience to side with him/her, a conclusion that reiterates the student’s reason for writing and that wraps up loose ends.

Students will apply the writing process using peer or self-evaluation to edit, revise, and produce the final product. The students may hand write or type letters on the computer using the web site http://www.readwritethink.org/materials/letter_generator/ or other sites that offer a writing generator. Students may also be encouraged to mail their letters to the newspaper. Activity 12: Writing a Persuasive Essay (GLEs: 17a, 17b, 17c, 18a, 18b, 18c, 18d, 18e, 18f, 19, 20a; CCSS: W.7.1a, W.7.1b, W.7.1.c, W.7.1.d, W.7.1.e) Materials List: paper and pen or pencil, Editing Checklist BLM, Persuasive Essay Rubric BLM Students will brainstorm (view literacy strategy descriptions) a list of topics about which they feel strongly. Model writing a thesis statement. An example could be, “All fast food restaurants should be held accountable for making their menus healthy.” Or, “Pet owners are the most responsible people you will ever meet.” Then, have students practice writing a position statement or opinion thesis statement. The students will brainstorm ideas or themes about which they have a strong opinion. Students will choose one of these opinions as a topic. They will then write a thesis statement. Next, introduce and model the basic components of a persuasive essay. A web site that includes how to write persuasive essays can be found at: http://www.webenglishteacher.com/argument.html Using their topic sentences for planning, the students are to identify their purpose, targeted audience, tone they will use, and three reasons for their stated position. The students will then develop a multi-paragraph essay that convinces the target audience to think in a certain way or to take a certain kind of action. Students are to support their thesis with logical reasoning and relevant evidence from informative text and knowledge gained through experience. Students are to use words and clauses to clarify the relationships among claims, reasons and evidence, maintain a formal style, and provide a concluding sentence or statement that supports their thesis statement. Students will apply a writing process of peer- or self-evaluation to edit, revise, and produce a final draft. Students will use a checklist(see Editing Checklist BLM), which includes using commas, apostrophes, and quotation marks correctly; correct capitalization; varied sentence structure; transitional words and phrases that unify ideas and points; and appropriate word


http://www.readwritethink.org/materials/letter_generator/


http://www.webenglishteacher.com/argument.html


choices for their audience. The students will then revise, following feedback from the checklist. The students’ compositions will be scored with a Persuasive Essay Rubric BLM and then published. Activity 13: Debating the Issue (GLEs: 28, 33, 37, 38b; CCSS: SL.7.1a, c, d) Materials List: copy of a fairy tale such as Jack and the Beanstalk, a variety of resources such as newspaper articles, encyclopedias, magazines, and computers equipped with Internet, index cards with controversial topics written on them, Debate Rubric BLM Students will add to the vocabulary self-awareness chart (view literacy strategy descriptions) in their vocabulary learning log (view literacy strategy descriptions) the following terms: controversial, pro, con, rebuttal, affirmative position, and negative position to begin a discussion on debating. Introduce the students to The Lincoln-Douglas Debates of 1858. See http://www.nps.gov/liho/historyculture/debates.htm or http://en.wikipedia.org/wiki/Lincoln%E2%80%93Douglas_debates_of_1858 for copies of these debates. Share with the students that The Lincoln-Douglas Debate format is a one-to-one debate in which there are two sides of an issue that can be agreed upon or rebutted. Model how to debate an issue by placing on the board a controversial topic that can be argued. A simple topic may be used from a common fairy tale such as “Jack and the Beanstalk” (an older version may be found at http://www.pitt.edu/~dash/type0328jack.html#lang). Summarize “Jack and the Beanstalk” by saying: In "Jack and the Beanstalk," young Jack and his poor mother have nothing but the family cow. Jack’s mother sends him to market to trade the cow for as much money as he can. Jack, instead, trades the cow for a handful of beans, and, in despair, his mother throws the beans out the window. From those beans a giant stalk grows, Jack climbs up and narrowly escapes from the giant with two stolen treasures that will secure the future for himself and his mother. Draw a T-chart graphic organizer (view literacy strategy descriptions) on the overhead, board, or chart paper for the opposing views to the answer or the question.

Since the giant wanted to eat Jack, was it OK that Jack stole the giant's goose and harp?

Reasons:

NOYES




http://www.nps.gov/liho/historyculture/debates.htm

http://en.wikipedia.org/wiki/Lincoln%E2%80%93Douglas_debates_of_1858

http://www.pitt.edu/~dash/type0328jack.html#lang




Before filling out the chart, remind students that there will be no put downs. These are people’s opinions and all of these opinions, though not agreed with, will be respected. Students will give reasons for each side. Put these into the chart. Arrange the class into groups of 3-4, and give out an index card with controversial topics. Some topics could include these ideas: “Should athletes and movie stars be heroes?” “Is global warming the most important issue facing the world today?” “Cell phones should not be permitted at school.” “Peer pressure does more good than harm.” “Homework should/should not be given.” Two groups will be assigned the same topic. Group 1 will be the “For” team and Group 2 will be the “Against” team for topic number one, Group 3 will be the “For” team and Group 4 will be the “Against” team for topic number two, etc. The groups will work together to determine the pros and cons related to the topics and will place these on a T-Chart like the one previously modeled. Give the groups time to research their topics. The students are to understand that they should be able to argue both sides of the issue and will have to conjecture what the other team’s arguments and responses may be. The group will then write their opening in which they state their position and include evidence that supports their position. Students will also anticipate what their opponent might include in his/her argument and include rebuttal statements. Students will then present the debate before an audience of their peers and the teacher. Each member of the team is expected to participate in the debate. Students debates may be evaluated using a teacher-created rubric or the teacher may use Debate Rubric BLM. 2013-2014 To extend this activity to support CCSS:SL.7.1, students will be prepared to have a discussion (one-on-one, in a group, or teacher led) with a grade 7 appropriate topic. Topic may have been chosen by the student or have been given by the teacher. Each student will be prepared for discussion having read or researched material about the topic. Students will refer to evidence they have recorded on their respective topic to probe and reflect on ideas that will come from the discussion. Students will pose questions that elicit elaboration and will respond to others’ questions and comments. Students will also acknowledge new information by responding, “so what you are saying is…. That does change my position on this issue.” or “even though you said…my views on this issue remain the same.” Teacher Note: Teachers should make sure that groups formed include advanced, average, and lower level students and that each group has a fairly strong leader.

Sample Assessments

General Guidelines Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:



General Assessments

The teacher will check the students’ logs of their radio and television ads for completeness and correctness. The teacher and class will determine the number of ads.

The vocabulary log will be checked for completeness and accuracy. Students will use the following Editing Checklist BLM before completing a final draft of

their compositions: 1. Do I have complete sentences (no fragments)? 2. Do I have run-on sentences? 3. Do I begin all my sentences with a capital and end them with the correct end marks? 4. Are my sentences logically organized into paragraphs? 5. Are all my words spelled correctly? 6. Did I capitalize all the proper nouns? 7. Did I use commas, apostrophes, and quotation marks correctly? This checklist will be answered yes or no and turned in with the compositions.


Activity # 8: The students will be assessed on their commercials using the following criteria:

Title—relevant to the content and intriguing Content—appropriate to the audience; significant and accurate Voice—audible; natural inflection and tone Body language—professional; movement (i.e., hand gestures, expression) used

for emphasis; eye contact maintained with audience Visuals (optional)—clear, neat, visible, appropriate size, accurate, and enhancing

to the presentation. Activity #9: Students will be assessed for correctness and accuracy using the following:

Article—title included (e.g., Strays Make Great Pets) Audience—audience identified (e.g., general public) Author—author’s bias or voice identified (e.g., author likes cats) Subject/Motivation/Conflict—subject or conflict identified (e.g., urge people to

adopt stray cats instead of buying them from breeders)

Activity #12: Students will evaluate and edit their work using Editing Checklist BLM. Students will be evaluated on the persuasive essay for correctness and accuracy using the following guidelines (See Persuasive Essay BLM) or by using the rubric from http://www.readwritethink.org/lesson_images/lesson405/PersuasiveWritingScoringGuide.pdf

Audience—clearly defined Purpose—relevant, significant to targeted audience, thoroughly discussed


http://www.readwritethink.org/lesson_images/lesson405/PersuasiveWritingScoringGuide.pdf

http://www.readwritethink.org/lesson_images/lesson405/PersuasiveWritingScoringGuide.pdf



Examples—three reasons to support the position given Organization—a beginning, middle, and end; logical sequence of information Body—clear, concise, vivid words, and engaging to the reader Mechanics—complete sentences, correct spelling, and correct usage of

punctuation

Activity #13: Students may be assessed on the debate using the following guidelines: (See Debate Rubric BLM) or http://www.readwritethink.org/lesson_images/lesson819/rubric2.pdf

Proposition—controversial, appropriate to audience, interesting Opening—clearly stated, well-planned, emphasized main points Argument—orderly, relevant to proposition, well-supported Rebuttal—organized, clearly stated, thought-provoking, significant Closing Remarks—well-planned, summary of key thoughts

References http://www.classroomtools.com/proppage.htm Annotation: Numerous examples of propaganda available on the Web. http://www.readwritethink.org/lesson_images/lesson405/PropagandaTextList.pdf Annotation: Links to a site featuring Propaganda Themes and Techniques http://www.propagandacritic.com/ Annotation: Links to a definition of propaganda and the common techniques used. It gives examples of propaganda.

http://www.readwritethink.org/lesson_images/lesson819/rubric2.pdf

http://www.classroomtools.com/proppage.htm

http://www.readwritethink.org/lesson_images/lesson405/PropagandaTextList.pdf

http://www.propagandacritic.com/



Unit 6: Speech and Drama Time Frame: Approximately three weeks Unit Description The unit focuses on reading, comprehending, interpreting, and analyzing speeches and drama by applying a variety of strategies. Drama elements (character, setting, plot, point of view, and theme) and techniques (acts, scenes, dialogue, and stage directions) are identified and analyzed. Various types of speeches (extemporaneous speaking, dramatic interpretation, original oratory) as well as dramatic readings and scenes will be performed. Writing and presenting a Reader’s Theater script provide an opportunity for student application of a writing process. Vocabulary development and grammar instruction occur within the context of the literature and student writing. Student Understandings Students will examine drama and how it is produced. Students will recognize conflict and its impact on both major and minor characters. They will identify the structure of acts, scenes, stage directions, setting, and casting of characters. Students will understand the revelation of characters through the characters’ dialogue and actions, without the aid of narration. In addition, students will identify the art of interpretation through its elements: poise, quality, use of voice, inflection, pronunciation, enunciation and physical expression. Students will use the above components to assist them in planning and producing an extemporaneous speech within a given time limit. Guiding Questions

1. Can students identify the elements of drama? 2. Can students analyze techniques authors use to describe characters, including the

narrator? 3. Can students identify and explain the point of view of the narrator or other characters,

as expressed in the characters’ thoughts, words, or actions? 4. Can students identify a universal theme expressed in a play and relate it to personal

experience? 5. Can students interpret a story, prose, speech, or play with poise, quality and use of

voice, inflections, enunciations, pronunciations, and physical expression? 6. Can students create and write an organized plan for extemporaneous speaking?

Grade 7 ELAUnit 6Speech and Drama 6-1




GLE # GLE Text and Benchmarks 01a. Develop vocabulary using a variety of strategies, including use of connotative and

denotative meanings (ELA-1-M1) 08b. Use knowledge of the distinctive characteristics to classify and interpret elements of

various genres, including nonfiction (e.g., essays, letters) (ELA-6-M3) 08d. Use knowledge of the distinctive characteristics to classify and interpret elements of

various genres, drama (e.g., short plays)( ELA-6-M3) 09a. Demonstrate understanding of information in grade-appropriate texts using a variety

of strategies, including sequencing events and steps in a process (ELA-7-M1) 09b. Demonstrate understanding of information in grade-appropriate texts using a variety

of strategies, including summarizing and paraphrasing information (ELA-7-M1) 09e. Demonstrate understanding of information in grade-appropriate texts using a variety

of strategies, including making inferences and drawing conclusions (ELA-7-M1) 09g. Demonstrate understanding of information in grade-appropriate texts using a variety

of strategies, including identifying literary devices (ELA-7-M1) 14b. Analyze grade-appropriate print and non-print texts using various reasoning skills,

for example, raising questions (ELA-7-M4) 14c. Analyze grade-appropriate print and non-print texts using various reasoning skills,

for example, reasoning inductively and deductively (ELA-7-M4) 14e. Analyze grade-appropriate print and non-print texts using various reasoning skills,

for example, skimming/scanning(ELA-7-M4) 15a. Write multi-paragraph compositions on student- or teacher-selected topics organized

with established central idea (ELA-2-M1) 15b. Write multi-paragraph compositions on student- or teacher-selected topics organized

with the following, organizational patterns (e.g., comparison/contrast, order of importance, chronological order) appropriate to the topic. (ELA-2-M1)

15c. Write multi-paragraph compositions on student- or teacher-selected topics organized with elaboration (e.g., fact, examples, and/or specific details) (ELA-2-M1)

15d. Write multi-paragraph compositions on student- or teacher-selected topics organized with transitional words and phrases that unify ideas and points (ELA-2-M1)

15e. Write multi-paragraph compositions on student- or teacher-selected topics organized with overall structure including an introduction, a body/middle, and a concluding paragraph that summarizes important ideas and details (ELA-2-M1)




17d. Develop grade-appropriate compositions on student- or teacher-selected topics that include information/ideas selected to engage the interest of the reader with clear voice (individual personality) (ELA-2-M2)



17e. Develop grade-appropriate compositions on student- or teacher-selected topics that include

variety in sentence structure. (ELA-2-M2) 18b. Develop grade-appropriate compositions by identifying and applying writing processes,

such as prewriting (e.g., brainstorming, researching, raising questions, and generating graphic organizers). (ELA-2-M3)


18e. Develop grade-appropriate compositions by identifying and applying writing processes, such as: revising based on feedback and use of various tools (e.g., LEAP21 Writer’s Checklist, rubrics). (ELA-2-M3)

18f. Develop grade-appropriate compositions by identifying and applying writing processes, such as proofreading/editing. (ELA-2-M3)







derivatives (e.g., roots, affixes) correctly (ELA-3-M5) 28. Adjust diction and enunciation to suit the purpose for speaking (ELA-4-M1) 29. Use standard English grammar, diction, syntax, and pronunciation when speaking (ELA-4-

M1) 32. Adjust volume and inflection to suit the audience and purpose of presentations (ELA-4-M3) 33. Organize oral presentations with a thesis, an introduction, a body developed with relevant

details, and a conclusion (ELA-4-M3) 40a. Locate and integrate information from a variety of grade-appropriate resources,

including: multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias) (ELA-5-M2)

40c. Locate and integrate information from a variety of grade-appropriate resources, including: other media sources (e.g., audio and video tapes, films, documentaries, television, radio) (ELA-5-M2)

ELA CCSS CCSS# CCSS Text

Reading Standards for Literature RL.7.1 Cite several pieces of textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text.



RL.7.4 Determine the meaning of words and phrases as they are used in a text,




says explicitly as well as inferences drawn from the text. RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g.,




Writing Standards W.7.1a,b Write arguments to support claims with clear reasons and relevant evidence.





the argument presented. W.7.9a,b Draw evidence from literary or informational texts to support analysis,

reflection, and research. a. Apply grade 7 Reading standards to literature. b. Apply grade 7 Reading standards to literary nonfiction.


Speaking and Listening SL.7.1a,b,c,d, Engage effectively in a range of collaborative discussions (one-on-one, in


study; explicitly draw on that preparation by referring to evidence on the



topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, track progress toward specific goals

and deadlines, and define individual roles as needed. c. Pose questions that elicit elaboration and respond to others’ questions and

comments with relevant observations and ideas that bring the discussion back on topic as needed.

d. Acknowledge new information expressed by others and, when warranted, modify their own views.

Language Standards L.7.4a,c,d Determine or clarify the meaning of unknown and multiple-meaning words

and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a. Use context clues (e.g., the overall meaning of a sentence or paragraph, a




L.7.5a,b,c 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



Sample Activities Activity 1: Independent Reading (Ongoing): (GLEs: 14b, 14c, CCSS: RL.7.1, RI.7.1, RL.7.10) Materials List: reading material covering a wide range of topics and readability levels, books/materials stored in the classroom and a constant flow of new books and reading material, Reading Response Learning Log BLM (See Unit 1 BLMS), Reading Diary Prompts BLM (See Unit 1BLMs), variety of plays or reading theater scripts By the end of the year, students will 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. In order to meet this goal, each day, students and teachers should read for an uninterrupted period of time. Students will select their own books or reading materials, which require neither testing for comprehension nor book reports. Students will keep a reading response learning log (view literacy strategy descriptions) of materials read. An example of a reading log is as follows: Reading Response Log Student Name___________________ Title Date Pages

read Comments about what I’ve read: my reflections:

Example of a student’s reading response log Reading Response Log Student Name___________________ Selection Title and Genre

Date Pages read


Summer of the Monkeys (Realistic Fiction)

10/10/12 Chapter1 Pages1-16

On these pages, the author tells the setting which is in the Ozark Mountains. This story has a narrator. The characters are introduced. They include the narrator who is Jay Berry, his twin sister, Daisy, who has a crippled leg; his Mom and Dad who when the twins were born were sharecroppers that didn’t make enough money to get Daisy’s leg fixed, and Grandpa and Grandma. Grandpa traded with a Cherokee Indian for 60 acres of land which he gave to Jay Berry’s mom and dad. At the beginning of the story, the narrator mentioned something about monkeys. I predict from the title of the story and that the narrator mentions monkeys at the beginning of the chapter, that the rest of the book is going to be about the summertime when Jay Berry finds monkeys.

Other examples of reading learning logs can be found at http://www.readwritethink.org/lesson_images/lesson141/log.pdf Students may also respond in reading logs or diaries after completing their books to prompts (e.g., This reminds me of_____, What surprised me was_____, I think this novel is_____.) As an





extension to this activity, students will analyze how ideas and events influence individuals and also how individuals influence ideas and events. For example, have students reflect on the Red Badge of Courage by asking them if the Civil War had not happened in the United States would the story have been written, or if it had, how it would have changed. As students read and reflect on their readings, the goal is to go beyond summarizing or giving a personal feeling response. Students need to build knowledge through content-rich nonfiction and informational texts. Students should read and comprehend literature, including literary nonfiction, stories, dramas, and poems, at the high end of grade 7 text complexity band independently and proficiently. To accomplish this goal, create reflective prompts which require students over the course of the text to do the following:

cite textual evidence to support analysis of what the text says explicitly as well as inferences

determine a theme or central idea of a text and analyze in detail its development, or analyze how particular lines of dialogue or incidents in a story or drama, propel the

action, reveal aspects of the character, or provoke a decision See BLM Reading Response Log Extended Reading Response Log Student Name___________________ Title Summary Dialogue or incidents that reveal traits of a

character’s action Textual Evidence

See Reading Diary Prompts BLM (Unit 1-6) for other prompts. Student response also may be through a variety of other strategies (e.g. writing prompts, response logs, book talks, or, if available, Reading Counts/Accelerated Reader). SSR guidelines for class use may be found at http://www.dowlingcentral.com/MrsD/area/literature/ssr.html or at http://www.education-world.com/a_curr/curr038.shtml Activity 2: Vocabulary—Denotation/Connotation (GLE: 01a) Materials List: Drama Vocabulary Self-Awareness Chart BLM Students will generate a vocabulary self-awareness chart (view literacy strategy descriptions) to assess their prior knowledge of drama terms. The goal is to replace all the check marks and minus signs in the chart with a plus sign. Because students continually revisit their vocabulary charts to revise their entries, they have multiple opportunities to practice and extend their growing understanding of key terms in the drama unit. During this unit, teachers provide students with a list of words that are related to drama. The students will complete a self-assessment of their knowledge of the words using a chart like the one below and the Drama Vocabulary Self-Awareness BLM. Do not give students definitions or examples at this stage. Ask students to rate their understanding of each word with either a + (understand well), a √







(limited understanding or unsure) or a – (don’t know). Over the course of the unit readings and exposure to other information, students are to return to the chart and add new information to it.

Word + √ - Example Definition

Cue

Drama

Scenes

Dialogue

An expanded glossary of drama terms is available at: http://www.kyshakes.org/Resources/Vocab.htm or http://www.pkwy.k12.mo.us/CandD/CurriculumAreas/FineArts/dramavocabulary.htm 2013-14 Activity 3: Vocabulary—Denotation/Connotation (CCSS: RL.7.4, RI.7.4, L.7.4a, L.7.4c, L7.4d, L7.5b, L.7.5c, L.7.6 ) Materials List: list of vocabulary words pertaining to the drama unit, Drama Vocabulary Self-Awareness Chart BLM

Activity 3 is an extension which will replace activity 2 in 2013

Students will generate a list of denotative/connotative words found in propaganda or persuasion. Students will maintain a vocabulary self-awareness chart (view literacy strategy descriptions) in their vocabulary learning log (view literacy strategy descriptions). Begin by identifying target vocabulary. Provide this list of words to students at the beginning of the unit, and have them complete a self-assessment of their knowledge of the words using a chart like the one below.

Vocabulary Self-Awareness Chart Word + √ ? - Example Definition cold-read script curtain call Do not give students definitions or examples at this stage, but have students attempt an example and definition themselves. Ask students to rate their understanding of each word with either a “+” (understand well), a “√” (limited understanding or unsure), a “-” (have seen or heard—don’t know the meaning), or a “?” (don’t know at all). Over the course of the readings and exposure to other information sources throughout the unit, students will return to the chart often to make changes and add new information to it. The goal is to replace all the check marks, question marks, and minus signs with a plus sign and have accurate examples and definitions. Because students continually revisit their vocabulary charts to revise their entries, they have multiple opportunities through using the words in context and looking them up to verify the meaning, to


http://www.kyshakes.org/Resources/Vocab.htm

http://www.pkwy.k12.mo.us/CandD/CurriculumAreas/FineArts/dramavocabulary.htm




distinguish the connotations and to practice and extend their growing understanding of key terms related to the topic of propaganda or persuasion. To meet CCSS: L.7.4a,c,d, L.7.5 a,b,c, and L. 7.6, add specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, as the references students use for building vocabulary. Have students find the pronunciation of a word, determine or clarify its precise meaning by using content, list whether it is of Greek or Latin origin, and list its part of speech. Have students determine the meaning of words and phrases as they are used in a text, including figurative, connotative and technical meanings, and analyze the impact of specific word choice on meaning and tone. When students find words or phrases that they are unfamiliar with in a text, they are to extend their vocabulary self-awareness chart by giving examples directly from the text and/or definitions from the dictionary. They should also add other sentences in the text that may help determine the meaning with context clues, whether figurative language is used, and if the word choice has any impact on the tone of the text. Explain to students the difference between connotation and denotation. In denotation, the words may have the same basic meanings. Connotations are the feelings and associations that are associated with certain words. Ask students if they would rather be described as “matter-of-factly or curtly.” “Curtly” gives a negative connotation. It suggests to someone that you are correct, and no one else may be. Students may practice by putting a list in their notebooks giving the denotation and the connotation. Some examples are listed below:

Would you rather? nosy or curious

incredulous or doubtful Activity 4: Writing Craft (Ongoing) (GLEs: 17a, 17b, 17c, 17d, 17e, CCSS: W.7.10) Materials List: a variety of picture books, overhead projector, transparencies, or chart paper, or computer with projector, student-writing notebooks Teacher will begin preparing the students to be good writers by reviewing the traits for effective writing. The following Internet sites have the traits and the definitions of effective writing:http://www.north-scott.k12.ia.us/writetraits/writetraits.html#top http://www.englishcompanion.com/pdfDocs/sixtraitssummary.pdf To expose students to good writing, the teacher will read a variety of books orally to them. By reading aloud to the students, the teacher is providing the students with excellent models of how to incorporate the writing traits into their own writings. The following books are good examples that focus on the writing craft: Gary Paulsen’s Guts, which shows students one way authors get ideas from real life. Gordon Korman’s No More Dead Dogs is an example of a story with a great lead that isn’t on the first page. It is a story with smooth transitions and effective conclusions. Because of Winn Dixie by Kate DiCamillo demonstrates an outstanding use of voice. Donavan’s Word Jar by Monalisa DeGrosse is a book that shows students the power of words. This is an





excellent example of using word choice that can create pictures in the reader’s mind. Students will participate in a discussion on how authors develop their ideas, organize their books, use voice, use effective words, create sentence fluency, and use the conventions of writing. The teacher will then model several sentences that focus on ideas, organization, word choice and using the conventions of writing by writing them on chart paper, the board, an overhead, or the computer that has a projected screen and saying them orally. Students can then participate in groups by practicing several sentences. Students are to practice the skills in their independent writing and keep the writings in a bound composition notebook. Teacher will remind students that writings will be done all year and that they must keep a record or copies because they will be reviewing their writings throughout the year. For 2013-2014 CCSSW.7.10, routine writing over extended time frames and shorter time frames for a range of tasks, purposes, and audiences are emphasized. This variety in writing times allows students to practice and refine their writing skills. Allotted writing time should vary according to the topic assigned, type of writing, and elements being assessed. Quick responses, log entries, and short summaries usually require less writing time than multi-paragraph essays, original works, and research assignments. Having students keep a record of their writing over the course of the year documents the time frames and writing products produced. For example, when writing in their logs, students may note focused mini-lesson assignments as short periods of writings that apply the skills addressed in the mini-lesson (e.g., word choice).


Materials List: various writing samples Use the daily oral language strategy with target skills. Target skills should be identified (e.g., varied sentence structure and patterns, phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers, punctuation, infinitives, participles, superlative and comparative degrees of adjectives, adverbs, pronouns and antecedents, sentences without double negatives, using commas to separate coordinate adjectives, correct spelling). Through mini-lessons, choose one skill based on student needs. The lesson should reflect one of the target skills listed above. Thus, this could be a grammar, usage, conventions, or sentence formation focus. Next, provide a sentence or a group of sentences in need of editing to give students consistent practice correcting grammatical errors. Make sure the sentences match the mini-lesson provided that day. At this point, students will then correct their sentences, using proofreading symbols to mark errors they missed on their own. The students should use a colored pen to make the corrections. Always return to the sentences the students corrected, and have them explain their correction. After the lesson, encourage students to try whatever strategy applies to their writing. The students may also discuss the common errors in student writing samples. Through a writing process, students should use peer editing to work with the mechanics. Grammar instruction should occur within the context of students’ reading and writing. Teachers should use the district-adopted texts to find lessons. Other lessons for grammar instruction may be found at



http://www.education-world.com/a_lesson/lesson/lesson334.shtml or http://www.webenglishteacher.com/grammar.html Activity 6: Improvisation (GLE: 8d, 9a, 9e, 9g, 28, 32, 40a, 40c: CCSS: RI.7.3) Materials List: Interpretation/Situation BLM, index cards with scenarios or situations, overhead projector, transparency As an introduction to the genre, students will be asked to discuss plays or skits they may have seen or participated in on stage. The teacher should elicit conversations from the students on how that kind of acting is different from what they have seen on television programs. Drama provides a conclusion students will come to see. Drama is performed before a live audience, generally on stage or in front of the audience. The teacher will then lead a discussion on how various action words used in drama can be interpreted in more than one way just by tone of voice. . Using teacher-prepared scenario cards (see Interpretation/Situation BLM) or (index cards listing movements or situations characters act out), students will perform improvisational acts. Each student will say his or her line in three or four different tones of voice to convey different meanings. This process of using the voice to convey meaning involves students making inferences about the characters, plot, setting, and theme. After the improvisation, students will discuss the importance of dialogue, a crisis, and stage directions in a drama. Students may then switch cards and interpret the scenario in a different manner than that of their peer. The teacher will put students into cooperative groups to select a skit they are interested in reading. Students will use print and electronic sources from library, the Internet, or any classroom resources to select one play or skit. The following Internet sites give some samples of skits and plays to consider: http://www.fictionteachers.com/classroomtheater/theater.html. http://www.one-act-plays.com/royalty_free_plays.html Once the students selects the skit they would like to perform, they will make inferences from the mood, setting, characters, plot, and theme and will practice linking their inferences to specific passages in the play’s text. The students will also analyze the interactions between individuals, events and ideas in the text so they will be able to interpret the skit accurately. The group will then practice the scene, using their voices to convey meaning, and present it to the class. Each member of the group will have a speaking part.




http://www.fictionteachers.com/classroomtheater/theater.html

http://www.one-act-plays.com/royalty_free_plays.html


Activity 7: Drama Elements (GLE: 08d, 9b, 9g, 14e, CCSS: RI.7.3, W.7.9) Materials List: grade-appropriate drama selections, Split-page Note taking Sample BLM, teacher selected plays or skits The teacher will review and make sure students understand the importance of elements of a story. The teacher will then engage the students in a discussion about elements of drama. The teacher will convey to students that drama has to have characters, settings, plot and climax, characters, settings, etc. as do stories and novels. In addition, dramas must include stage directions, specific dialogue for the characters, and props. The teacher should have several plays selected for the students to use. Plays can be found in the reading texts, magazines such as READ or SCOPE, which can usually be read in one class period, and from Internet sites such as: http://www.one-act-plays.com/royalty_free_plays.html or http://www.fictionteachers.com/classroomtheater/theater.html. As a whole group, the teacher and students will read and analyze several skits and plays and look for commonalities in each. Through the analysis, the students will discover the elements of drama and how ideas affect or influence individuals or how individuals influence ideas or events in the text. The students will draw evidence from literary or informational texts to support their analysis, Next, the teacher will model split-page note taking (view literacy strategy descriptions) by placing on board, overhead, or PowerPoint® slide, sample split-page notes as a process for taking notes as they read and analyze skits and plays that have been read earlier. The value of taking notes in this format will be explained by saying it logically organizes information and ideas, separates big ideas from supporting details, promotes active reading and listening, and allows inductive and deductive prompting for remembering information. The students will record their findings using the literacy strategy split-page note taking. Students should draw a line from top to bottom approximately 2 to 3 inches from the left edge on a sheet of paper. (See example below) The teacher may put an example (Split-page Note taking Example BLM) on a transparency to show the class what the page will look like. They should try to split the page into one-third and two-thirds. In the left column, list the elements, and the supporting details (definitions, examples) should be written in the right column. Students should paraphrase and abbreviate as much as possible. The following is an example from an adaptation of The Red Badge of Courage: “The Red Badge of Courage,” Read Magazine, Vol. 55-No.11, January 20, 2006; page 4-17. Playwright/Author Acts or Scenes Cast of Characters

Stephen Crane, adapted by Jennifer Kroll 11 scenes Narrators 1, 2, and 3, Jim Conklin, Henry Fleming, Wilson,


http://www.one-act-plays.com/royalty_free_plays.html




Dialogue/Monologue Plot Crisis Climax Setting Stage Directions Props Theme

Henry’s mother, Privates 1, 2, and 3, Retreating Soldiers 1,2,3,and 4, General, Colonel, Captain, Major Jones, Wounded Soldiers 1 and 2, Corporal, Lieutenant MacChesnay, Soldiers 1 and 2 Henry: Did you ever think you might run yourself, Jim? Jim: (thoughtfully) Well, I’ve thought it might get too hot for Jim Conklin in some of them scrimmages, and if a whole lot of boys started to run, why, I suppose I’d run. And if I once started to run, I’d run like the devil. But if everybody was standin’ and fightin’ why---I’d stand and fight. By jiminy, I would. I’d bet on it. Fighting is about to begin, anxiety is running high within the troops. About to face his first battle, Henry wonders if he will have the courage to stand and fight or if he will run away. Henry lets fear overtake his courage then tries to cover it up by lying to Wilson about where he’s been all day. Henry views his running away and lying about it as a lesson learned. After seeing his fellow soldier and friend Jim die, Henry realizes that a soldier who runs does not support his fellow soldiers and friends. Henry is determined to fight and win his own red badge of courage. Henry behaves bravely in other battles that ensue and leads his regiment into battles. Henry also comes to the realization that many of the bravest and most cowardly actions mean nothing to officers, but these are the things that make him a man. Union Army camp of Regiment 304, battlefield Located in parenthesis after character’s names Knapsacks and other soldier gear Mistakes in life are useful. It keeps pride in check and helps make a person a responsible adult.

Students are then to take notes using split-page note taking to identify and define the elements of a drama from a variety of preselected plays or skits. Students will compare their notes with other groups that took notes on the same play. The group will then present to the class their findings supported from their dramas, plays, or skits. Using split-page note taking, students will continue individually to take notes on a variety of dramas from anthologies, magazines, and/or videos watched. The teacher will demonstrate for students how they can study and review their notes by covering one column and using



information in the other (e.g., playwright, acts and scenes, a cast of characters, dialogue/monologue, the plot, crisis, climax, the setting, the stage directions, props, the theme) to prompt their memory. Activity 8: Creating and Performing Skits and Plays (GLEs: 15a, 15b, 15c, 15d, 15e, 18b, 18c, 18e, 18f, 26, 28, 32) Materials List: a variety of items to be used to help students create skits, items may include a magnifying glass, hats, shoes, addressed envelopes, maps, etc., chart paper, Story Elements BLM, Story Elements Map Example BLM, Plot Diagram Flow Map BLM, iLEAP Writing Rubric BLM The teacher will pull out five items to be used as props in a skit. The teacher will review story elements as they relate to skits; see Story Elements BLM. The teacher will give the students about 2 minutes to think of ideas for a story plot. Students will then share ideas with whole class while the teacher lists these ideas on chart paper. The teacher will then choose one of these ideas to use as a model to complete Story Elements Map graphic organizers (view literacy strategy descriptions) (see Story Elements Map Example BLM). The students will choose 3 to 5 additional items from those that teacher provided or from items found in the classroom, to use as props for the creation of their skits. The students will then complete a Character, Setting, and Conflict Maps graphic organizer to determine the story elements of their skits. The students will next use a graphic organizer such as a Flow Map or a Plot Diagram to sequence the events in the skit. (See Plot Diagram Flow Map BLM). The students will use the graphic organizers to draft a one-scene skit that may be performed for the class. The students may enlist the help of their peers to fill the roles of their skit and perform for the class. The students will use a checklist such as the LEAP Writer’s Checklist (http://www.louisianaschools.net/lde/uploads/2071.pdf) to revise and edit the skits. Students will also proof for spelling, using a dictionary or other source. The students will be assessed using either the iLEAP Writing Rubric BLM, the LEAP 21 Writing Rubric http://www.louisianaschools.net/lde/uploads/9842.pdf or with teacher-made rubric; samples of rubrics can be accessed at: http://rubistar.4teachers.org/index.php. Activity 9: Speech: Humorous or Dramatic Interpretation, Extemporaneous Speaking (GLEs: 28, 29, 32, 33: CCSS: SL.7.1a,7.1b,7.1c,7.1d, W.7.1a,.1b,7.1c,7.1d,7.1e, W.7.10) Materials List: a variety of cuttings from a work of literature, Extemporaneous Speech Rubric BLM, Interpretation Rubric BLM, newspapers, magazines such as Time, Newsweek, Discover, Smithsonian, note cards, Extemporaneous Speaking Rubric BLM The teacher and students will participate in a discussion on various types of speeches to discover the purposes of speeches: to inform, to entertain, and to use for special occasions. The teacher will model a selection for interpretation with a cutting from a single literary work. The teacher may choose to model a monologue from a drama or play. The teacher should emphasize quality








and use of voice, inflections, pronunciation, enunciation, physical expression, and the ability to interpret characters correctly and consistently. Students will then choose from a variety of literature cuttings to present to the class. After the student has chosen, the teacher will give the student time to read the piece to determine how to interpret it. After about 10 minutes, the teacher will pair the students. In each pair, student A will read his or her piece of literature, focusing on the use of voice, enunciation, inflection, and physical expression, to student B. When student A has completed his or her interpretation, student B will then read to student A. Have pairs practice this activity until they have memorized their literature piece. The students will then present their interpretations to the class. The students will be assessed with an Interpretation Rubric BLM or a teacher-made rubric. http://rubistar.4teachers.org/index.php 2013-2014 To extend this activity to satisfy SL.7.1, students are to engage effectively in the discussion by having read the material. The students will choose a literature cutting and partner up with a peer who has chosen the same piece. The students will then discuss their interpretations of the cutting. The students will follow the rules of collegial discussions by waiting for each other to finish their side of the discussion. Roles will be decided on before the discussion begins. The first student will begin the discussion. After about 2 minutes (teacher should set time parameters and set a clock) the second student will comment, respond, or pose questions to the first student about his/her interpretation. Again, a time limit, about a minute, will be given. The first student should acknowledge any new information expressed and may, if warranted, modify his/her own views. This activity will begin again with student two giving his/ her interpretations.

The teacher will then define extemporaneous speech, one that is prepared and rehearsed ahead of time, and introduce the students to the steps of writing an extemporaneous speech: researching, writing, practicing, and delivering. The students will brainstorm (view literacy strategy descriptions) topics that would be interesting to both the speaker and audience. An example topic might be: “Should schools offer free lunch to all students?” or “Does global warming affect Louisiana citizens?”

The students will research the topic chosen by using a variety of sources such as magazines, newspapers, encyclopedias, the Internet, etc. Students will use split-page note taking (view literacy strategy descriptions) to help them translate their speeches into simple notes. Students’ note taking will include relevant evidence to support the topic and demonstrate that the student understands the text. Students will then write an intriguing introduction for their speech. Next, using their notes, students will write the body of the speeches using words, phrases, and clauses that clarify the relationships among the claim. Lastly, the students will write a conclusion that mirrors their introduction. Next, the teacher will give the students time to practice the speeches and then the students will present an extemporaneous speech. The students’ speeches will last between 5 and 10 minutes. The students will be assessed using an Extemporaneous Speaking Rubric (see Extemporaneous Speaking BLM) or a teacher-made rubric. Teachers may use the following web site for creating rubrics: http://rubistar.4teachers.org/index.php

For the 2013-2014, CCSS: W.7.10 calls for routine writing over extended time frames and shorter time frames for a range of tasks, purposes, and audiences. This variety allows students to practice and refine their writing skills. Allotted writing time should vary according to the topic









assigned, type of writing, and elements being assessed. Quick responses, log entries, and short summaries usually require less writing time than multi-paragraph essays, original works, and research assignments. Having students keep a record of their writing over the course of the year documents the time frames and writing products produced. For example, when writing in their logs, students may note focused mini-lesson assignments as short periods of writings that apply the skills addressed in the mini-lesson (e.g., word choice). This activity calls for relatively short writing time. In their writing logs, students would document…that they wrote the speech and list the time it took for them to write it. At various times, the writing may extend to allow for more in depth development of speeches.

Sample Assessments

General Guidelines

Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:

General Assessments

Students will be provided with a checklist of drama elements/vocabulary terms for the

unit. Students’ completion of vocabulary lists/products and vocabulary acquisition will be assessed via a teacher-created/selected constructed response format.

Students will collect all log entries/graphic organizers created or completed and turn them in for assessment via teacher-created checklist for completion and/or response to topic.

Students will complete graphic organizers to be turned in for assessment via teacher-created checklist for completion.

Students will give oral presentations, dramatizing a scene from a selected play. Students will be provided feedback via an oral presentation rubric, which can be found at the following web sites, or a teacher may create a rubric. Resources available at: http://www.readwritethink.org/lesson_images/lesson28/performrubric.pdf http://www.readwritethink.org/lesson_images/lesson416/OralRubric.pdf

Students’ writing products may be assessed using the LEAP 21 Writer’s Checklist (http://www.louisianaschools.net/lde/uploads/2071.pdf) or www.louisianaschools.net/lde/uploads/3743.pdf for self/peer evaluation.

Students’ writing products will be assessed using the LEAP 21 Writing Rubric for final drafts. http://www.louisianaschools.net/lde/uploads/9842.pdf

Students will be assessed via teacher observations, skills checklists, and anecdotal records to monitor individual progress in reading strategies and writing skills.


http://www.readwritethink.org/lesson_images/lesson28/performrubric.pdf

http://www.readwritethink.org/lesson_images/lesson416/OralRubric.pdf







Activity #8: Students’ writing products will be assessed using the LEAP 21 Writing Rubric for final drafts. http://www.louisianaschools.net/lde/uploads/9842.pdf

Activity #8: Students will write and perform a skit. Assessment will be based on the

following: Students used all items given. Students completed story element map and a flow map or plot diagram. Students followed the sequence of the story, were enthusiastic about

performing, and demonstrated group effort. Students were well prepared and delivered script in an understandable

manner. Students’ skit was clear, concise, and well articulated. Students used inflection in reading/acting. Students’ volume of voice was used appropriately.

Resources: http://www.gigglepoetry.com/poetrytheater.aspx This site is where you and your friends can perform poetry plays with these popular and funny poems. http://www.playsmagazine.com/ This site offers a subscription to PLAYS Magazine and offers some sample plays, skits, melodramas and dramatized classics http://www.fictionteachers.com/classroomtheater/theater.html By Classroom Theater we mean a special, scripted version of a story that is easy for a group of students to read dramatically. In creating these Classroom Theater scripts, our main objectives have been to pick entertaining stories and to convey those stories in a form that is enjoyable both for the readers-who need no costumes, props, or staging-and for the audience.


http://www.gigglepoetry.com/poetrytheater.aspx

http://www.playsmagazine.com/


grade 7 english language arts - richland parish … core standards/cc...2012-13 and 2013-14...

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