1

7th

Grade Literacy Curriculum Guide Module 4

2013-2014

Unit Name

Freedom Walkers The Story of the Montgomery Bus Boycott

Module 4 (Number of Days=) TLI Reading Focus Narrative Nonfiction

TLI Writing Focus Narrative

Unit Overview Freedom Walkers The Story of the Montgomery Bus Boycott is a nonfiction narrative that focuses on a pivotal event in the struggle of African Americans to overcome racial segregation The book provides background information about the segregation in the South during the time of ldquoJim Crowrdquo laws and explains events that led to the Montgomery bus boycott Key players include Rosa Parks ED Nixon and Martin Luther King but the book also provides information about others such as Jo Ann Robinson and Claudette Colvin who preceded Parks and attempted to challenge Montgomeryrsquos segregation law on public buses Although the boycott began as a one-day event to coincide with the trial of Rosa Parks through combined efforts in the black community and under the leadership of Martin Luther King Montgomery residents managed to stay off the buses for over a year until the US Supreme Court outlawed segregation on buses in 1956 Kingrsquos strategy of implementing nonviolent protest to challenge bus segregation laws in Montgomery ultimately succeeded Though King and others were arrested and Kingrsquos house was bombed during the boycott was able to stay focused on the power of nonviolent protest to overcome segregation The success of the Montgomery bus boycott made possible by the sacrifices of thousands of ordinary black people some of whom were harassed and fired from their jobs for participating in the boycott spurred change and marked the beginning of the modern civil rights movement

Performance Task Narrative Write a letter responding to John Dolanrsquos father as if you were either John himself or a fellow Freedom Rider on the bus with John driving through the South Explain why you or John has decided to be a Freedom Rider and what the journey has been like You can include historical details imagined thoughts and feelings of fellow riders and other details from the Related Reading selections or from your own research What would you like Johnrsquos father to know about a Freedom Riderrsquos beliefs goals and experiences (p 117)

Essential Questions

How can nonviolent protest be used to challenge injustice

Building Background Knowledge Prior to Teaching

Please refer to North Carolina Department of Education curriculum documents for

unpacking of standards

Please refer to 7th Grade ELA Curriculum Guide for all Standards - Compiled from NC OH DE and AZ The Explanations and examples in this document reference the Arizona Delaware

North Carolina and Ohio Departments of Education

2

PBSD- Grade 7- Common Core- Module 2

Reading Complex Texts RLRI410

Writing About Texts W41-2 4-6 9-10

Research Project W47-9

RLRI41-10

Narrative Writing W43-610

5-9 Short Texts 1 Extended Text Routine Writing 3-4 Analyses 1 Research Project 2-3 Narratives

Literature ldquoI Too Sing Americardquo Poem by Langston Hughes

Freedom Walkers The Story of the

Montgomery Bus Boycott

Develop and Convey Understanding

Ask students to think about a time when they observed

someone being treated unfairly Describe the

situation How might the person who was treated unfairly have felt at the

time Did anyone challenge the injustice If so how If

not why not Looking back was there something that might have been done to

challenge the unfair treatment Have students

write a few sentences about the experience in their

reading journals

Focus on Inform amp Explain

What steps did Mayor Gayle and Police Commissioner Sellers take to crack down

on the boycotters How did some of their steps

backfire Write several paragraphs in which you

cite details from the text to support your answer

2 Russell Freedman uses facts personal accounts quotations and photographs and captions to tell the story of the Montgomery bus boycott Freedman also uses chronological order to present the information Analyze how the combination of these elements and features allows the author to tell the complete story behind the Montgomery bus boycott For example consider how the story might have been different had Freedman begun the book with Rosa Parks and not included information about Jo Ann Robinson and Claudette Colvin

Integrate knowledge from sources when

composing

Research one of the Freedom Walkers

Convey Experiences

Write a letter responding to John Dolanrsquos father as if you were either John himself or a fellow Freedom Rider on the

bus with John driving through the South Explain

why you or John has decided to be a Freedom Rider and what the journey has been

like You can include historical details imagined

thoughts and feelings of fellow riders and other details from the Related

Reading selections or from your own research What

would you like Johnrsquos father to know about a Freedom Riderrsquos beliefs goals and

experiences

Literature While the World Watched (p 90 of RRIG)

Literature

UNICEF Video ldquoFor Every Childrdquo

Social Studies

United Nations

Universal

Declaration of

Human Rights Plain

Language Version

Art Artworkpictures from Freedom Walkers publication and in the book

3

For Reading and Writing in Each Module

Cite Evidence RLRI41

Analyze Content RLRI42-9 SL42-3

Study and Apply Grammar

L41-3 SL46

Study and Apply Vocabulary

L44-6

Conduct Discussions SL41

Report Findings SL44-6

Context for Instruction

Reading Workshop Block Schedule Writing Workshop Block Schedule

Familiar or Independent Reading---15 minutes daily

Word StudymdashWhole Group---15-20 minutes daily

Book Talkmdash5 Minutes

Read AloudmdashWhole Group---15 minutes

Vocabulary Instruction ndash5-10 minutes (Tied to Read Aloud)

Strategy based reading mini-lessonmdash15 minutes

Reading Period

Language Standards (conventions)---Whole Group 10-15 minutes daily

Write AloudModeling ---Whole Group---20 Minutes

Strategy based writing mini-lesson using anchor text or passages

Writing Period

Teachers should follow this guide to plan daily literacy instruction Students must participate in daily reading and writing

Guided Reading

bull Small group meet with teacher

bull Comprehension focus

Literature Discussion

bull Student-led literature discussion

bull Teacher set purpose for learning and facilitate discussion

Independent Reading

bull Students Reading Independently

bull Students respond to text in reading response lognotebook

Guided Writing

bull Small Group meets with teacher

bull Writing focus

Independent Writing

bull Teacher sets purpose for writing

bull Students write independently for a minimum of 30 minutes

Conferencing

bull Teacher holds individual writing conferences for at least 3 students daily

4

7th

Grade ELA Checklist for Module 1

Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date Re-

Assessed

7RL1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

7RL2 Determine a theme or central idea of a text and analyze its development over the course of the text provide an objective summary of the text

7RL3 Analyze how particular elements of a story or drama interact (eg how setting shapes the characters or plot)

7RL4 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 (eg alliteration) on a specific verse or stanza of a poem or section of a story or drama

7RL5 Analyze how a dramarsquos or poemrsquos form or structure (eg soliloquy sonnet) contributes to its meaning

7RL6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text

5

7RL7 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 (eg lighting sound color or camera focus and angles in a film)

7RL9 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

For language standards

6

7th Grade ELA Standards ndash Embedded into ALL Modules Please refer to 7th Grade ELA Curriculum Guide for all Standards - Compiled from NC OH DE and AZ

W71 Write arguments to support claims with clear reasons and relevant evidence W71A Introduce claim(s) acknowledge alternate or opposing claims and organize the reasons and evidence logically W71B Support claim(s) with logical reasoning and relevant evidence using accurate credible sources and demonstrating an understanding of the topic or text W71C Use words phrases and clauses to create cohesion and clarify the relationships among claim(s) reasons and evidence W71D Establish and maintain a formal style W71E Provide a concluding statement or section that follows from and supports the argument presented W72 Write informativeexplanatory texts to examine a topic and convey ideas concepts and information through the selection organization analysis of relevant content W72A Introduce a topic clearly previewing what is to follow organize ideas concepts and information using strategies such as definition classification comparisoncontrast and causeeffect include formatting (eg headings) graphics (eg charts tables) and multimedia when useful to aiding comprehension W72B Develop the topic with relevant facts definitions concrete details quotations or other information and examples W72C Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts W72D Use precise language and domain-specific vocabulary to inform about or explain the topic W72E Establish and maintain a formal style W72F Provide a concluding statement or section that follows from and supports the information or explanation presented W73 Write narratives to develop real or imagined experiences or events using effective technique relevant descriptive details and well-structured event sequences W73A Engage and orient the reader by establishing a context and point of view and introducing a narrator andor characters organize an event sequence that unfolds naturally and logically W73B Use narrative techniques such as dialogue pacing and description to develop experiences events andor characters W73C Use a variety of transition words phrases and clauses to convey sequence and signal shifts from one time frame or setting to another W73D Use precise words and phrases relevant descriptive details and sensory language to capture the action and convey experiences and events W73E Provide a conclusion that follows from and reflects on the narrated experiences or events W74 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience (Grade-specific expectations for writing types are defined in standards 1-3 above) W75 With some guidance and support from peers and adults develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on how well purpose and audience have been addressed (Editing for conventions should demonstrate command of Language standards 1-3 up to grade 7 W76 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 W77 Conduct short research projects to answer a question drawing on several sources and generating additional related focused questions for further research W78 Gather relevant information from multiple print and digital sources using search terms effectively assess the credibility and accuracy of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation W79 Draw evidence from literary or informational texts to support analysis reflection and research W79A Apply grade 7 Reading standards to literature (eg 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) W79B Apply grade 7 Reading standards to literary nonfiction (eg 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) W710 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

4

7th

Grade ELA Checklist for Module 1

Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date Re-

Assessed

7RL1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

7RL2 Determine a theme or central idea of a text and analyze its development over the course of the text provide an objective summary of the text

7RL3 Analyze how particular elements of a story or drama interact (eg how setting shapes the characters or plot)

7RL4 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 (eg alliteration) on a specific verse or stanza of a poem or section of a story or drama

7RL5 Analyze how a dramarsquos or poemrsquos form or structure (eg soliloquy sonnet) contributes to its meaning

7RL6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text

5

7RL7 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 (eg lighting sound color or camera focus and angles in a film)

7RL9 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

For language standards

6

7th Grade ELA Standards ndash Embedded into ALL Modules Please refer to 7th Grade ELA Curriculum Guide for all Standards - Compiled from NC OH DE and AZ

W71 Write arguments to support claims with clear reasons and relevant evidence W71A Introduce claim(s) acknowledge alternate or opposing claims and organize the reasons and evidence logically W71B Support claim(s) with logical reasoning and relevant evidence using accurate credible sources and demonstrating an understanding of the topic or text W71C Use words phrases and clauses to create cohesion and clarify the relationships among claim(s) reasons and evidence W71D Establish and maintain a formal style W71E Provide a concluding statement or section that follows from and supports the argument presented W72 Write informativeexplanatory texts to examine a topic and convey ideas concepts and information through the selection organization analysis of relevant content W72A Introduce a topic clearly previewing what is to follow organize ideas concepts and information using strategies such as definition classification comparisoncontrast and causeeffect include formatting (eg headings) graphics (eg charts tables) and multimedia when useful to aiding comprehension W72B Develop the topic with relevant facts definitions concrete details quotations or other information and examples W72C Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts W72D Use precise language and domain-specific vocabulary to inform about or explain the topic W72E Establish and maintain a formal style W72F Provide a concluding statement or section that follows from and supports the information or explanation presented W73 Write narratives to develop real or imagined experiences or events using effective technique relevant descriptive details and well-structured event sequences W73A Engage and orient the reader by establishing a context and point of view and introducing a narrator andor characters organize an event sequence that unfolds naturally and logically W73B Use narrative techniques such as dialogue pacing and description to develop experiences events andor characters W73C Use a variety of transition words phrases and clauses to convey sequence and signal shifts from one time frame or setting to another W73D Use precise words and phrases relevant descriptive details and sensory language to capture the action and convey experiences and events W73E Provide a conclusion that follows from and reflects on the narrated experiences or events W74 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience (Grade-specific expectations for writing types are defined in standards 1-3 above) W75 With some guidance and support from peers and adults develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on how well purpose and audience have been addressed (Editing for conventions should demonstrate command of Language standards 1-3 up to grade 7 W76 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 W77 Conduct short research projects to answer a question drawing on several sources and generating additional related focused questions for further research W78 Gather relevant information from multiple print and digital sources using search terms effectively assess the credibility and accuracy of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation W79 Draw evidence from literary or informational texts to support analysis reflection and research W79A Apply grade 7 Reading standards to literature (eg 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) W79B Apply grade 7 Reading standards to literary nonfiction (eg 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) W710 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

5

7RL7 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 (eg lighting sound color or camera focus and angles in a film)

7RL9 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

For language standards

6

7th Grade ELA Standards ndash Embedded into ALL Modules Please refer to 7th Grade ELA Curriculum Guide for all Standards - Compiled from NC OH DE and AZ

W71 Write arguments to support claims with clear reasons and relevant evidence W71A Introduce claim(s) acknowledge alternate or opposing claims and organize the reasons and evidence logically W71B Support claim(s) with logical reasoning and relevant evidence using accurate credible sources and demonstrating an understanding of the topic or text W71C Use words phrases and clauses to create cohesion and clarify the relationships among claim(s) reasons and evidence W71D Establish and maintain a formal style W71E Provide a concluding statement or section that follows from and supports the argument presented W72 Write informativeexplanatory texts to examine a topic and convey ideas concepts and information through the selection organization analysis of relevant content W72A Introduce a topic clearly previewing what is to follow organize ideas concepts and information using strategies such as definition classification comparisoncontrast and causeeffect include formatting (eg headings) graphics (eg charts tables) and multimedia when useful to aiding comprehension W72B Develop the topic with relevant facts definitions concrete details quotations or other information and examples W72C Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts W72D Use precise language and domain-specific vocabulary to inform about or explain the topic W72E Establish and maintain a formal style W72F Provide a concluding statement or section that follows from and supports the information or explanation presented W73 Write narratives to develop real or imagined experiences or events using effective technique relevant descriptive details and well-structured event sequences W73A Engage and orient the reader by establishing a context and point of view and introducing a narrator andor characters organize an event sequence that unfolds naturally and logically W73B Use narrative techniques such as dialogue pacing and description to develop experiences events andor characters W73C Use a variety of transition words phrases and clauses to convey sequence and signal shifts from one time frame or setting to another W73D Use precise words and phrases relevant descriptive details and sensory language to capture the action and convey experiences and events W73E Provide a conclusion that follows from and reflects on the narrated experiences or events W74 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience (Grade-specific expectations for writing types are defined in standards 1-3 above) W75 With some guidance and support from peers and adults develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on how well purpose and audience have been addressed (Editing for conventions should demonstrate command of Language standards 1-3 up to grade 7 W76 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 W77 Conduct short research projects to answer a question drawing on several sources and generating additional related focused questions for further research W78 Gather relevant information from multiple print and digital sources using search terms effectively assess the credibility and accuracy of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation W79 Draw evidence from literary or informational texts to support analysis reflection and research W79A Apply grade 7 Reading standards to literature (eg 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) W79B Apply grade 7 Reading standards to literary nonfiction (eg 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) W710 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

6

7th Grade ELA Standards ndash Embedded into ALL Modules Please refer to 7th Grade ELA Curriculum Guide for all Standards - Compiled from NC OH DE and AZ

W71 Write arguments to support claims with clear reasons and relevant evidence W71A Introduce claim(s) acknowledge alternate or opposing claims and organize the reasons and evidence logically W71B Support claim(s) with logical reasoning and relevant evidence using accurate credible sources and demonstrating an understanding of the topic or text W71C Use words phrases and clauses to create cohesion and clarify the relationships among claim(s) reasons and evidence W71D Establish and maintain a formal style W71E Provide a concluding statement or section that follows from and supports the argument presented W72 Write informativeexplanatory texts to examine a topic and convey ideas concepts and information through the selection organization analysis of relevant content W72A Introduce a topic clearly previewing what is to follow organize ideas concepts and information using strategies such as definition classification comparisoncontrast and causeeffect include formatting (eg headings) graphics (eg charts tables) and multimedia when useful to aiding comprehension W72B Develop the topic with relevant facts definitions concrete details quotations or other information and examples W72C Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts W72D Use precise language and domain-specific vocabulary to inform about or explain the topic W72E Establish and maintain a formal style W72F Provide a concluding statement or section that follows from and supports the information or explanation presented W73 Write narratives to develop real or imagined experiences or events using effective technique relevant descriptive details and well-structured event sequences W73A Engage and orient the reader by establishing a context and point of view and introducing a narrator andor characters organize an event sequence that unfolds naturally and logically W73B Use narrative techniques such as dialogue pacing and description to develop experiences events andor characters W73C Use a variety of transition words phrases and clauses to convey sequence and signal shifts from one time frame or setting to another W73D Use precise words and phrases relevant descriptive details and sensory language to capture the action and convey experiences and events W73E Provide a conclusion that follows from and reflects on the narrated experiences or events W74 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience (Grade-specific expectations for writing types are defined in standards 1-3 above) W75 With some guidance and support from peers and adults develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on how well purpose and audience have been addressed (Editing for conventions should demonstrate command of Language standards 1-3 up to grade 7 W76 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 W77 Conduct short research projects to answer a question drawing on several sources and generating additional related focused questions for further research W78 Gather relevant information from multiple print and digital sources using search terms effectively assess the credibility and accuracy of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation W79 Draw evidence from literary or informational texts to support analysis reflection and research W79A Apply grade 7 Reading standards to literature (eg 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) W79B Apply grade 7 Reading standards to literary nonfiction (eg 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) W710 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

7

CCSS Focus Standards

Explanation of Standard Instructional Examples

7RI1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Seventh grade students develop the ability to gather more than one piece of evidence to support their thinking about the informational texts they read They need to be able to find pieces of relevant evidence that not only support their thinking but are linked together to a common idea or conclusion In order to do so students at this level need practice locating evaluating and categorizing evidence and linking this evidence to conclusions or claims they have made about the text

At this level seventh grade students must be able to locate and describe the central ideas presented in a text They understand how the central ideas are related to the details and examples that support them Students pay attention to how the central ideas are developed throughout the text and they observe how the details and examples work together to uphold the central idea Students in seventh grade should be able to summarize what they have read free from their own opinions and bias

Students in seventh grade need to be able to read closely to analyze relationships between individuals events and ideas in a text For example in an informational history book they may reflect on how historical figures influenced ideas or events of the time period and vice versa In order to do so students will need wide and deep exposure to informational texts They may also need tools for recording the relationships they observe such as a graphic organizer or structured note-taking

See Appendices A and B for Text Complexity

Student identifies several specific instances in the text to support an explicit or inferential analysis of the text Citations may be written or orally presented In a formal or informal written or oral response students paraphrase or quote directly from the text to support their analysis or inference Students read and analyze the Thirteenth Fourteenth or Fifteenth Amendment and cite textual evidence to support their analysis of what the text says

Source commoncoreorg Informational Text Response Grade 7 Unit 2 While reading Dare to Dream 25 Extraordinary Lives by Sandra McLeod Humphrey think about how each person has a different limit to which heshe can be pushed while overcoming the challenges and obstacles heshe faces Write a response to this question in your journal ldquoHow do expectations affect what one can accomplishrdquo Justify your answer with specific information from the text (RI71)

bull Based on the information in __ which car is best for a large family How do you know What is the textual evidence that supports your answer bull Why are spiders more beneficial than harmful Give specific Examples from the article that support your answer bull Which step is most important in _____ How do you know What is the textual evidence that supports your answer bull Why is it important that birds fly south for the winter How do you know What is the textual evidence that supports your answer bull As a result of their work what will most likely happen to the snow geese population How do you know What is the textual evidence that supports your answer bull How are insects and mammals alike and different Give specific

examples from the article that support your answer

8

CCSS Focus Standards

Explanation of Standard Instructional Examples

7RI1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Teachers please feel free to add notes in this

section

Citing Evidence Strategy

Got Evidence Prove it - Citing Evidence Anchor Chart Citing Evidence Key Terms and Phrases

Because hellip

Based on what I read hellip

For instance hellip

The author stated hellip

For example hellip

According to the texthellip

On page _____ it said that hellip

In paragraph ____ it said that hellip

From the reading I knew that hellip

Two different sources told me that hellip

8

CCSS Focus Standards

Explanation of Standard Instructional Examples

7RI1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Teachers please feel free to add notes in this

section

Citing Evidence Strategy

Got Evidence Prove it - Citing Evidence Anchor Chart Citing Evidence Key Terms and Phrases

Because hellip

Based on what I read hellip

For instance hellip

The author stated hellip

For example hellip

According to the texthellip

On page _____ it said that hellip

In paragraph ____ it said that hellip

From the reading I knew that hellip

Two different sources told me that hellip

9

CCSS Focus Standards

Explanation of Standard Instructional Examples

7RI2 Determine two or more central ideas in a text and analyze their development over the course of the text provide an objective summary of the text

At this level seventh grade students must be able to locate and describe the central ideas presented in a text They understand how the central ideas are related to the details and examples that support them Students pay attention to how the central ideas are developed throughout the text and they observe how the details and examples work together to uphold the central idea Students in seventh grade should be able to summarize what they have read free from their own opinions and bias

Main Topic

Supporting Facts

Supporting Facts

Supporting Facts

Conclusion

See Appendices A and B for Text Complexity

Students understand that a central idea is an underlying message an author conveys in a piece of writing Students identify two or more central ideas in a text and are able to follow both through an entire selection Students summarize texts to identify relevant and important information and central ideas Students read an essay describing the factors leading to the Civil War and writepresent a summary in which they identify and explain the development throughout the essay of at least two central ideas Students examine Abraham Lincolnrsquos Emancipation Proclamation to determine two or more central ideas Students then analyze the development of the central ideas over the course of the text

Source commoncoreorg Class Discussion Grade 7 Unit 2 Based on Inventing the Future A Photo Biography of Thomas Alva Edison by Marfe Ferguson Delano Edison appears to see failures as successes How can a failure be construed as a success Write your ideas in your journal prior to class discussion Then discuss as a class citing information from texts read (RI71 RI72)

bull What are the central ideas of ______ (title of a text) How does the author develop these central ideas over the course of the text bull Summarize objectively the information in the article

Lesson Plans and Activities Main Idea and Details Lessons

10

CCSS Focus Standards

Explanation of Standard Instructional Examples

7RI2 Determine two or more central ideas in a text and analyze their development over the course of the text provide an objective summary of the text

Teachers please feel free to add notes in this

section

Types of Main Idea Questions Anchor Chart

Boxes and Bullets Graphic Organizer May also be used for brainstorming paragraphs and citing evidence to support a claim

11

CCSS Focus Standards

Explanation of Standard Instructional Examples

7RI3 Analyze the interactions between individuals events and ideas in a text (eg how ideas influence individuals or events or how individuals influence ideas or events)

Students in seventh grade need to be able to read closely to analyze relationships between individuals events and ideas in a text For example in an informational history book they may reflect on how historical figures influenced ideas or events of the time period and vice versa In order to do so students will need wide and deep exposure to informational texts They may also need tools for recording the relationships they observe such as a graphic organizer or structured note-taking

See Appendices A and B for Text Complexity Students explain the interactions and influences between individuals events and ideas in a text Students read a text connecting the invention of the automobile Henry Ford and the Industrial Revolution and subsequently analyze the influence of the Industrial Revolution on the automobile and vice versa Students analyze the relationships between the invention of the automobile Henry Ford and the Industrial Revolution

Source commoncoreorg

Class Discussion Grade 7 Unit 3 After reading about Anne Frank and her life within the confines of an attic during World War II think about these questions How does knowing the historical context of the diary add to your appreciation of Annes writing Why Write your ideas in your journal and share with a classmate prior to class discussion After the class discussion write a speech where you explain your position and present it to the class (RI73 RL72 RL76 W44 SL66)

bull In what way(s) was Thomas Jefferson a product of his times Use evidence from the article to support your analysis bull In what way(s) did Dr Martin Luther King influence his times Use evidence from the articles to support your analysis bull What role did the Boston Tea Party play toward moving the colonies to the Revolutionary War Use evidence from the articles to support your analysis bull What influence did Mahatma Gandhi have on the Civil Rights Movement in the United States Use evidence from the articles to support your analysis

12

CCSS Focus Standards

Explanation of Standard Instructional Examples

7RI3 Analyze the interactions between individuals events and ideas in a text (eg how ideas influence individuals or events or how individuals influence ideas or events)

Teachers please feel free to add notes in this

section

Sequencing Anchor Charts

Cause and Effect Anchor Charts

12

CCSS Focus Standards

Explanation of Standard Instructional Examples

7RI3 Analyze the interactions between individuals events and ideas in a text (eg how ideas influence individuals or events or how individuals influence ideas or events)

Teachers please feel free to add notes in this

section

Sequencing Anchor Charts

Cause and Effect Anchor Charts

13

Pinterest Board for story-elements-character-traits-summary

14

CCSS Focus Standards

Explanation of Standard Instructional Examples

7RI4 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze the impact of a specific word choice on meaning and tone

Students in seventh grade strengthen their ability to understand the meaning of words Because words have multiple meanings students must work to understand how the multiple and varied meanings influence the text Instruction in this area can address how students may use their knowledge of word parts to determine the meaning of an unknown word or provide strategies for using context clues Furthermore students notice that some words and phrases have deeper meanings requiring further investigation To do this work students may keep a running list of figurative language found in a text along with inferences regarding outlining their meaning They may also list what comes to mind when they hear a particular word to investigate its varying connotations Students will observe how word choice affects meaning and tone within a text This may require repeated teacher modeling through think-alouds and guided practice

Pinterest Board with Anchor Charts and Ideas for Figurative

Language Vocabulary and Context Clues

Students interpret the meaning of words and phrases within a given text Students will recognize and comprehend figurative language connotative meanings and technical meanings Students will determine the meaning and tone by critiquing specific word choice Students will be able to read a primary source document (eg the Gettysburg Address the Declaration of Independence the Arizona Constitution etc) and determine the meaning and tone expressed in the text by interpreting the impact of specific word choice including figurative connotative and technical meanings of words After reading the Emancipation Proclamation students determine the meaning and tone expressed in the text by interpreting the impact of specific word choice including figurative connotative and technical meanings of words Informational Text Responses Grade 7 Unit 1 After reading Cathedral the Story of Its Construction by David Macaulay Outline the major steps involved in constructing a cathedral by

creating a comic strip of key events Be sure to note the page numbers that each box refers to so you can go back and cite the text during class discussion

Make a list of new vocabulary words that you learned from this book and that you encounter in other (fiction and non-fiction) texts

Your teacher may ask you to take notes in your journal of key events and share them with a partner before creating your comic strip Be sure to note page numbers with relevant information or mark your text with sticky notes so you can go back and cite the text if needed (RI71 RI72 RI74 RI76)

15

bull What does the word _____mean in paragraph 2 bull Which words help the reader understand the meaning of _____in paragraph 5 bull Which definition of ____ is used in paragraph 6 bull What is the impact of the word ____ in paragraph 5 bull What is the most likely reason the author used the word ____ in paragraph 3 bull What is the tone of the article How does the author create that tone Use examples from the article in your answer bull What does the authorrsquos use of the word _____ reveal about hisher attitude toward the topic Use examples from the text to support your answer bull What does the phrase _____ (figurative language) mean in paragraph 4 How does the use of that phrase enhance the readerrsquos understanding of the text Use examples from the text to support your answer bull What is the connotation of ____ as it is used in the text How does the use of that word enhance the readerrsquos understanding of the text Use examples from the text to support your answer

16

CCSS Focus Standards

Explanation of Standard Instructional Examples

7RI4 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze the impact of a specific word choice on meaning and tone

Teachers please feel free to add notes in this

section

Lesson Plans and Activities Lesson Plans for RL 2-4 - Great Resource

Target Fundamental Lesson LD004 Lessons and videos for Teaching Context Clues

Context Clues Teaching Tips Lesson Graphic Organizers and Assessment

Context Clues Graphic Organizers and Lesson Write vocabulary on the board As students read and come a vocabulary word they use context clues and the graphic organizer to determine the wordrsquos meaning Follow up with

discussion

Pinterest Board with Anchor Charts and Ideas for Context Clues

16

CCSS Focus Standards

Explanation of Standard Instructional Examples

7RI4 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze the impact of a specific word choice on meaning and tone

Teachers please feel free to add notes in this

section

Lesson Plans and Activities Lesson Plans for RL 2-4 - Great Resource

Target Fundamental Lesson LD004 Lessons and videos for Teaching Context Clues

Context Clues Teaching Tips Lesson Graphic Organizers and Assessment

Context Clues Graphic Organizers and Lesson Write vocabulary on the board As students read and come a vocabulary word they use context clues and the graphic organizer to determine the wordrsquos meaning Follow up with

discussion

Pinterest Board with Anchor Charts and Ideas for Context Clues

17

CCSS Focus Standards

Explanation of Standard Instructional Examples

7RI5 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

Students in seventh grade pay attention to writing structures They observe how a composition is built of many sections that must cohesively link together to deliver a writerrsquos broader point To further this understanding students need exposure to a wide range of informational texts with a variety of organizational structures They might work with a partner or a group with one particular text to explain the relationship between the sections and how the sections connect to cover a whole topic

See Appendices A and B for Text Complexity

Understanding the organization and structure of a text helps a readerrsquos comprehension of the ideas and content within the text Students explain how the major sections contribute to the whole as well as to the development of the ideas Students evaluate the structural elements of a text such as the US Constitution Students analyze the major sections (eg the Bill of Rights) and determine how they contribute to the whole text of the document After reading Treaty of Versailles students analyze how the major sections contribute to the development of ideas as they seek to understand the controversy surrounding it Class Discussion Source commoncoreorg Grade 7 Unit 5 While conducting research on an astronaut or science fiction author of choice discuss with classmates the specific claims made by the writers of the texts you are consulting Is the reasoning ldquosoundrdquo and the evidence ldquorelevant and sufficientrdquo to support the claims Why or why not If not how could the writer have improved his argument Record your thoughts in your journal so you can debate with your classmates (RI78 RI75 SL71 L71)

bull How does the causeeffect structure contribute to the development of the authorrsquos central idea Use examples from the text in your analysis bull What is the most likely reason the author decided to organize the article the way he did Use information from the text in your analysis bull Is the structure of the paragraph effective Why or why

18

not Use examples from the article to support your analysis bull Analyze how the major sections of the text contribute to the whole and to the development of ideas Use examples from the article in your analysis

19

CCSS Focus Standards

Explanation of Standard Instructional Examples

7RI5 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

Teachers please feel free to add notes in this

section

Pinterest Board with Text Features Anchor Charts and

Activities

18

not Use examples from the article to support your analysis bull Analyze how the major sections of the text contribute to the whole and to the development of ideas Use examples from the article in your analysis

19

CCSS Focus Standards

Explanation of Standard Instructional Examples

7RI5 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

Teachers please feel free to add notes in this

section

Pinterest Board with Text Features Anchor Charts and

Activities

19

CCSS Focus Standards

Explanation of Standard Instructional Examples

7RI5 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

Teachers please feel free to add notes in this

section

Pinterest Board with Text Features Anchor Charts and

Activities

20

CCSS Focus

Standards

Explanation of Standard Instructional Examples

7RI6

Determine an authorrsquos point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others

Seventh grade students continue to investigate the authorrsquos point of view and purpose for writing They notice how the author makes their point of view unique from the opinions of others This work might require students to read several pieces of text around a particular topic noting how authors each approach the topic differently

Point of View Organizer

Subject

Authorrsquos Point of View My Point of View

Evidence Evidence

See Appendices A and B for Text Complexity

Source commoncoreorg Research Essay

While conducting research on an astronaut or science fiction author of choice (see activity 6) discuss with classmates the specific claims made by the writers of the texts you are consulting Is the reasoning ldquosoundrdquo and the evidence ldquorelevant and sufficientrdquo to support the claims Why or why not If not how could the writer have improved his argument (RI78 RI75 SL71 L71)

bull Information regarding text complexity can be found in Appendix A of the Common Core State Standards bull Text exemplars can be found in Appendix B of the Common Core State Standands

21

CCSS Focus

Standards

Explanation of Standard Instructional Examples

7RI6

Determine an authorrsquos point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others

Teachers please feel free to add notes in this section Pinterest Board with Point of View Anchor Charts

21

CCSS Focus

Standards

Explanation of Standard Instructional Examples

7RI6

Determine an authorrsquos point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others

Teachers please feel free to add notes in this section Pinterest Board with Point of View Anchor Charts

22

CCSS Focus

Standards

Explanation of Standard Instructional Examples

7RI7 Compare and contrast a text to an audio video or multimedia version of the text analyzing each mediumrsquos portrayal of the subject (eg how the delivery of a speech affects the impact of the words)

Students in seventh grade build an understanding of how content differs depending on the medium in which it is presented In order to do this work students need to be able to interact with a particular segment of text and analyze how it is expressed in more than one format or medium Students will observe how content shiftstransformsre-shapes when presented in written audio video or multimedia formats Students will develop the ability to identify techniques present in each format or comparecontrast two or more formats For example students may compare and contrast how a segment from a presidential speech comes across one way in written format than in another way via a live viewing Seventh graders will then reflect upon how the techniques within all mediums utilized affect andor shapecolor the particular segment of text

See Appendices A and B for Text Complexity

Students analyze how different mediums portray the same text by comparing and contrasting a piece of writing to an audio video or multimedia version of that text After reading Martin Luther King Jrrsquos speech ldquoI Have a Dreamrdquo then watching the historical video footage from the actual speech students explain the similarities and differences between reading the speech silently or aloud in class and observing Dr King deliver the speech on the steps of the Lincoln Memorial After reading the US Constitution in honor of Constitution Day the students will then watch the video ldquoFounding Fathersrdquo from the History Channel Students compare and contrast the portrayal of the text as compared with the video to understand how a multimedia presentation affects the impact of the words Connection SS07S3C4 bull Compare and contrast the written text of Dr Kingrsquos ldquoI Have a Dreamrdquo speech and a video version How does Dr Kingrsquos delivery of the speech affect the impact of the words Use examples from the written text and audio version in your analysis bull After reading the speech and listening to an audio version how does John Kennedyrsquos delivery affect the impact of his words Use examples from the written text and audio version in your analysis

23

CCSS Focus

Standards

Explanation of Standard Instructional Examples

7RI7 Compare and contrast a text to an audio video or multimedia version of the text analyzing each mediumrsquos portrayal of the subject (eg how the delivery of a speech affects the impact of the words)

Teachers please feel free to add notes in this section

24

cause effect

effect

effect

effect effect

CCSS Focus

Standards

Explanation of Standard Instructional Examples

7RI8 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

Seventh grade students understand that arguments need to be supported with evidence They read the text closely in order to determine which textual segments most strongly support to the authors argument Students need practice to evaluate this evidence accurately and decide whether or not this evidence supports the authors claim Students also need instruction on how to sort the evidence They may wonder Is the evidence relevant and strong or pointless and weak Has the author provided enough evidence to support their claim

Cause amp Effect Problem Solution

See Appendices A and B for Text Complexity

Students identify and specify the line of reasoning and specific points in a text (ie persuasive opinion speech mediaadvertising etc) and then determine whether or not the reasoning is valid and sufficient to support the case After reading a text (eg position paper news article letters to the editor political essays commentaries editorials opinionated historical and nonhistorical papers etc) the students critique the reasoning to determine if it is valid and sufficient to support the argument Students read journal articles about overgrazing to determine whether or not the authorrsquos claims are sufficiently supported An example of an article would be ldquoSoil Degradation Related To Overgrazing in the Semi-Arid Southern Caldenal Area of Argentinardquo by Villamil Mariacutea Bonita Amiotti Nilda Mabel Peinemann Norman in the journal Soil Science (July 2001) Connection SC07S4C304

Source commoncoreorg o Research Essay

Grade 7 Unit 4 Write a research essay about Jack London Gary Paulsen Will Hobbs or another author of your choice who writes about survival in the wilderness Present your findings to the class in a coherent presentation Feel free to add multimedia elements to your presentation

(W77 RI75 RI78 SL74 L71 L72)

MAIN IDEA

or

TOPIC

SUPPORTING FACTS SUPPORTING FACTS SUPPORTING FACTS

25

bull How does the author develop hisher argument in _____ (text title) Is the reasoning sound Is the supporting evidence sufficient and relevant Why or why not Use examples from the text in your answer bull Is the argument the author presents effective Using examples from the text explain why or why not bull Is the reasoning behind the authorrsquos specific claims sound Does the author provide relevant and sufficient evidence to support the claim Use examples from the text to support your answer

26

CCSS Focus

Standards

Explanation of Standard Instructional Examples

7RI8 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

Teachers please feel free to add notes in this section

Lesson Plans and Activities

Use the Graphic Organizer to Decide How the Text is Structured

Graphic Organizers to Identify Text Structure

Exploring Compare and Contrast Test Structure Lesson Plan

wwwstudyzoneorg - Cause and Effect Text Structure

Pinterest Board for Text Structure and Features - Anchor

Charts and Foldables for Reading Journals

23

CCSS Focus

Standards

Explanation of Standard Instructional Examples

7RI7 Compare and contrast a text to an audio video or multimedia version of the text analyzing each mediumrsquos portrayal of the subject (eg how the delivery of a speech affects the impact of the words)

Teachers please feel free to add notes in this section

24

cause effect

effect

effect

effect effect

CCSS Focus

Standards

Explanation of Standard Instructional Examples

7RI8 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

Seventh grade students understand that arguments need to be supported with evidence They read the text closely in order to determine which textual segments most strongly support to the authors argument Students need practice to evaluate this evidence accurately and decide whether or not this evidence supports the authors claim Students also need instruction on how to sort the evidence They may wonder Is the evidence relevant and strong or pointless and weak Has the author provided enough evidence to support their claim

Cause amp Effect Problem Solution

See Appendices A and B for Text Complexity

Students identify and specify the line of reasoning and specific points in a text (ie persuasive opinion speech mediaadvertising etc) and then determine whether or not the reasoning is valid and sufficient to support the case After reading a text (eg position paper news article letters to the editor political essays commentaries editorials opinionated historical and nonhistorical papers etc) the students critique the reasoning to determine if it is valid and sufficient to support the argument Students read journal articles about overgrazing to determine whether or not the authorrsquos claims are sufficiently supported An example of an article would be ldquoSoil Degradation Related To Overgrazing in the Semi-Arid Southern Caldenal Area of Argentinardquo by Villamil Mariacutea Bonita Amiotti Nilda Mabel Peinemann Norman in the journal Soil Science (July 2001) Connection SC07S4C304

Source commoncoreorg o Research Essay

Grade 7 Unit 4 Write a research essay about Jack London Gary Paulsen Will Hobbs or another author of your choice who writes about survival in the wilderness Present your findings to the class in a coherent presentation Feel free to add multimedia elements to your presentation

(W77 RI75 RI78 SL74 L71 L72)

MAIN IDEA

or

TOPIC

SUPPORTING FACTS SUPPORTING FACTS SUPPORTING FACTS

25

bull How does the author develop hisher argument in _____ (text title) Is the reasoning sound Is the supporting evidence sufficient and relevant Why or why not Use examples from the text in your answer bull Is the argument the author presents effective Using examples from the text explain why or why not bull Is the reasoning behind the authorrsquos specific claims sound Does the author provide relevant and sufficient evidence to support the claim Use examples from the text to support your answer

26

CCSS Focus

Standards

Explanation of Standard Instructional Examples

7RI8 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

Teachers please feel free to add notes in this section

Lesson Plans and Activities

Use the Graphic Organizer to Decide How the Text is Structured

Graphic Organizers to Identify Text Structure

Exploring Compare and Contrast Test Structure Lesson Plan

wwwstudyzoneorg - Cause and Effect Text Structure

Pinterest Board for Text Structure and Features - Anchor

Charts and Foldables for Reading Journals

24

cause effect

effect

effect

effect effect

CCSS Focus

Standards

Explanation of Standard Instructional Examples

7RI8 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

Seventh grade students understand that arguments need to be supported with evidence They read the text closely in order to determine which textual segments most strongly support to the authors argument Students need practice to evaluate this evidence accurately and decide whether or not this evidence supports the authors claim Students also need instruction on how to sort the evidence They may wonder Is the evidence relevant and strong or pointless and weak Has the author provided enough evidence to support their claim

Cause amp Effect Problem Solution

See Appendices A and B for Text Complexity

Students identify and specify the line of reasoning and specific points in a text (ie persuasive opinion speech mediaadvertising etc) and then determine whether or not the reasoning is valid and sufficient to support the case After reading a text (eg position paper news article letters to the editor political essays commentaries editorials opinionated historical and nonhistorical papers etc) the students critique the reasoning to determine if it is valid and sufficient to support the argument Students read journal articles about overgrazing to determine whether or not the authorrsquos claims are sufficiently supported An example of an article would be ldquoSoil Degradation Related To Overgrazing in the Semi-Arid Southern Caldenal Area of Argentinardquo by Villamil Mariacutea Bonita Amiotti Nilda Mabel Peinemann Norman in the journal Soil Science (July 2001) Connection SC07S4C304

Source commoncoreorg o Research Essay

Grade 7 Unit 4 Write a research essay about Jack London Gary Paulsen Will Hobbs or another author of your choice who writes about survival in the wilderness Present your findings to the class in a coherent presentation Feel free to add multimedia elements to your presentation

(W77 RI75 RI78 SL74 L71 L72)

MAIN IDEA

or

TOPIC

SUPPORTING FACTS SUPPORTING FACTS SUPPORTING FACTS

25

bull How does the author develop hisher argument in _____ (text title) Is the reasoning sound Is the supporting evidence sufficient and relevant Why or why not Use examples from the text in your answer bull Is the argument the author presents effective Using examples from the text explain why or why not bull Is the reasoning behind the authorrsquos specific claims sound Does the author provide relevant and sufficient evidence to support the claim Use examples from the text to support your answer

26

CCSS Focus

Standards

Explanation of Standard Instructional Examples

7RI8 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

Teachers please feel free to add notes in this section

Lesson Plans and Activities

Use the Graphic Organizer to Decide How the Text is Structured

Graphic Organizers to Identify Text Structure

Exploring Compare and Contrast Test Structure Lesson Plan

wwwstudyzoneorg - Cause and Effect Text Structure

Pinterest Board for Text Structure and Features - Anchor

Charts and Foldables for Reading Journals

25

bull How does the author develop hisher argument in _____ (text title) Is the reasoning sound Is the supporting evidence sufficient and relevant Why or why not Use examples from the text in your answer bull Is the argument the author presents effective Using examples from the text explain why or why not bull Is the reasoning behind the authorrsquos specific claims sound Does the author provide relevant and sufficient evidence to support the claim Use examples from the text to support your answer

26

CCSS Focus

Standards

Explanation of Standard Instructional Examples

7RI8 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

Teachers please feel free to add notes in this section

Lesson Plans and Activities

Use the Graphic Organizer to Decide How the Text is Structured

Graphic Organizers to Identify Text Structure

Exploring Compare and Contrast Test Structure Lesson Plan

wwwstudyzoneorg - Cause and Effect Text Structure

Pinterest Board for Text Structure and Features - Anchor

Charts and Foldables for Reading Journals

26

CCSS Focus

Standards

Explanation of Standard Instructional Examples

7RI8 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

Teachers please feel free to add notes in this section

Lesson Plans and Activities

Use the Graphic Organizer to Decide How the Text is Structured

Graphic Organizers to Identify Text Structure

Exploring Compare and Contrast Test Structure Lesson Plan

wwwstudyzoneorg - Cause and Effect Text Structure

Pinterest Board for Text Structure and Features - Anchor

Charts and Foldables for Reading Journals

27

CCSS Focus

Standards

Explanation of Standard Instructional Examples

7RI9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts

Students in seventh grade become more familiar with how information can take several shapes They investigate how one topic may be presented in different ways While reading two or more texts on the same topic students pay particular attention to how the authors use the same information but produce different texts because they interpret the information differently To begin thinking this way themselves students may need teacher modeling through think-aloud to point out how the authorsrsquo use of the same information differs

Pinterest Board with Collections of Books and Rewards

28

CCSS Focus Standards

Explanation of Standard Instructional Examples

7RI9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts

Teachers please feel free to add notes in this section

29

CCSS Focus Standards Explanation of Standard Instructional Examples

7RI10 By the end of the year read and comprehend literary nonfiction in the grades 6ndash8 text complexity band proficiently with scaffolding as needed at the high end of the range

Literary nonfiction includes the subgenres of exposition argument and functional text in the form of personal essays speeches opinion pieces essays about art or literature biographies memoirs journalism and historical scientific technical or economic accounts (including digital sources) written for a broad audience Students will be able to determine when they are not comprehending and making meaning and they will be able to apply appropriate strategies in order to increase comprehension when encountering difficult text Students should encounter appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge needed for success in school and life Effective scaffolding should allow the reader to encounter the text with minimal clarifications It should not replace the text by translating its contents for students

ldquoStandard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to the college and career readiness level Whatever they are reading students must also show a steadily growing ability to discern more from and make fuller use of text including making an increasing number of connections among ideas and between texts considering a wider range of textual evidence and becoming more sensitive to inconsistencies ambiguities and poor reasoning in textsrdquo ldquoStudents also acquire the habit of reading independently and closely which are essential to their future successrdquo

See Appendices A and B for Text Complexity

Source commoncoreorg

Research Essay

While conducting research on an astronaut or science fiction author of choice (see activity 6) discuss with classmates the specific claims made by the writers of the texts you are consulting Is the reasoning ldquosoundrdquo and the evidence ldquorelevant and sufficientrdquo to support the claims Why or why not If not how could the writer have improved his argument (RI78 RI75 SL71 L71)

bull Information regarding text complexity can be found in Appendix A of the Common Core State Standards bull Text exemplars can be found in Appendix B of the Common Core State Standards

30

CCSS Focus Standards

Explanation of Standard Instructional Examples

7RI10 By the end of the year read and comprehend literary nonfiction in the grades 6ndash8 text complexity band proficiently with scaffolding as needed at the high end of the range

Teachers please feel free to add notes in this

section

31

(CCSS FOCUS STANDARDS) EXTENDED TEXT

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RI71 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RI72 Determine two or more central ideas in a text and analyze their development over the course of the text provide an objective summary of the text RI73 Analyze the interactions between individuals events and ideas in a text (eg how ideas influence individuals or events or how individual influence ideas or events) RI74 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze the impact of a specific word choice on meaning and tone RI75 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 RI76 Determine an authorrsquos point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others RI77 Compare and contrast a text to an audio video or multimedia version of the text analyzing each mediumrsquos

Reading Mini Lessons Chapters 1-3 Set a purpose for reading Read to discover what circumstances and events led to the Montgomery bus boycott Comprehension and Analysis Students answer questions on p 36-37 Textual Analysis What personal qualities made Rosa Parks an ideal choice for ED Nixonrsquos test case to challenge the laws of segregation on the buses in Montgomery What earlier experiences had Parks had that made her uniquely qualified for her role How had Parksrsquos connection to Virginia and Clifford Durr proved valuable in challenging segregation laws Write several paragraphs in which you cite examples from the text to support your answer (p 38)

Language 1 L71 Demonstrate command

of the conventions of standard English grammar and usage when writing or speaking

2 L72 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

3 L73 Use knowledge of language and its conventions when writing speaking reading or listening

4 L76 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

Writing

1 Quick Write Ask students to think about a time when they observed someone being treated unfairly Describe the situation How might the person who was treated unfairly have felt at the time Did anyone challenge the injustice If so how If not why not Looking back was there something that might have been done to challenge

Vocabulary 1 Academic Significant 2 Key Vocabulary (p 34 student

version p 8 w definitions) a Boycott b Discriminated c Reproach d Segregation e Supremacy

Related Resources 1 Text Feature Photographs and Captions (RI75 RI77) p 9 p 35 (student copy)

29

CCSS Focus Standards Explanation of Standard Instructional Examples

7RI10 By the end of the year read and comprehend literary nonfiction in the grades 6ndash8 text complexity band proficiently with scaffolding as needed at the high end of the range

Literary nonfiction includes the subgenres of exposition argument and functional text in the form of personal essays speeches opinion pieces essays about art or literature biographies memoirs journalism and historical scientific technical or economic accounts (including digital sources) written for a broad audience Students will be able to determine when they are not comprehending and making meaning and they will be able to apply appropriate strategies in order to increase comprehension when encountering difficult text Students should encounter appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge needed for success in school and life Effective scaffolding should allow the reader to encounter the text with minimal clarifications It should not replace the text by translating its contents for students

ldquoStandard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to the college and career readiness level Whatever they are reading students must also show a steadily growing ability to discern more from and make fuller use of text including making an increasing number of connections among ideas and between texts considering a wider range of textual evidence and becoming more sensitive to inconsistencies ambiguities and poor reasoning in textsrdquo ldquoStudents also acquire the habit of reading independently and closely which are essential to their future successrdquo

See Appendices A and B for Text Complexity

Source commoncoreorg

Research Essay

While conducting research on an astronaut or science fiction author of choice (see activity 6) discuss with classmates the specific claims made by the writers of the texts you are consulting Is the reasoning ldquosoundrdquo and the evidence ldquorelevant and sufficientrdquo to support the claims Why or why not If not how could the writer have improved his argument (RI78 RI75 SL71 L71)

bull Information regarding text complexity can be found in Appendix A of the Common Core State Standards bull Text exemplars can be found in Appendix B of the Common Core State Standards

30

CCSS Focus Standards

Explanation of Standard Instructional Examples

7RI10 By the end of the year read and comprehend literary nonfiction in the grades 6ndash8 text complexity band proficiently with scaffolding as needed at the high end of the range

Teachers please feel free to add notes in this

section

31

(CCSS FOCUS STANDARDS) EXTENDED TEXT

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RI71 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RI72 Determine two or more central ideas in a text and analyze their development over the course of the text provide an objective summary of the text RI73 Analyze the interactions between individuals events and ideas in a text (eg how ideas influence individuals or events or how individual influence ideas or events) RI74 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze the impact of a specific word choice on meaning and tone RI75 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 RI76 Determine an authorrsquos point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others RI77 Compare and contrast a text to an audio video or multimedia version of the text analyzing each mediumrsquos

Reading Mini Lessons Chapters 1-3 Set a purpose for reading Read to discover what circumstances and events led to the Montgomery bus boycott Comprehension and Analysis Students answer questions on p 36-37 Textual Analysis What personal qualities made Rosa Parks an ideal choice for ED Nixonrsquos test case to challenge the laws of segregation on the buses in Montgomery What earlier experiences had Parks had that made her uniquely qualified for her role How had Parksrsquos connection to Virginia and Clifford Durr proved valuable in challenging segregation laws Write several paragraphs in which you cite examples from the text to support your answer (p 38)

Language 1 L71 Demonstrate command

of the conventions of standard English grammar and usage when writing or speaking

2 L72 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

3 L73 Use knowledge of language and its conventions when writing speaking reading or listening

4 L76 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

Writing

1 Quick Write Ask students to think about a time when they observed someone being treated unfairly Describe the situation How might the person who was treated unfairly have felt at the time Did anyone challenge the injustice If so how If not why not Looking back was there something that might have been done to challenge

Vocabulary 1 Academic Significant 2 Key Vocabulary (p 34 student

version p 8 w definitions) a Boycott b Discriminated c Reproach d Segregation e Supremacy

Related Resources 1 Text Feature Photographs and Captions (RI75 RI77) p 9 p 35 (student copy)

30

CCSS Focus Standards

Explanation of Standard Instructional Examples

7RI10 By the end of the year read and comprehend literary nonfiction in the grades 6ndash8 text complexity band proficiently with scaffolding as needed at the high end of the range

Teachers please feel free to add notes in this

section

31

(CCSS FOCUS STANDARDS) EXTENDED TEXT

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RI71 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RI72 Determine two or more central ideas in a text and analyze their development over the course of the text provide an objective summary of the text RI73 Analyze the interactions between individuals events and ideas in a text (eg how ideas influence individuals or events or how individual influence ideas or events) RI74 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze the impact of a specific word choice on meaning and tone RI75 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 RI76 Determine an authorrsquos point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others RI77 Compare and contrast a text to an audio video or multimedia version of the text analyzing each mediumrsquos

Reading Mini Lessons Chapters 1-3 Set a purpose for reading Read to discover what circumstances and events led to the Montgomery bus boycott Comprehension and Analysis Students answer questions on p 36-37 Textual Analysis What personal qualities made Rosa Parks an ideal choice for ED Nixonrsquos test case to challenge the laws of segregation on the buses in Montgomery What earlier experiences had Parks had that made her uniquely qualified for her role How had Parksrsquos connection to Virginia and Clifford Durr proved valuable in challenging segregation laws Write several paragraphs in which you cite examples from the text to support your answer (p 38)

Language 1 L71 Demonstrate command

of the conventions of standard English grammar and usage when writing or speaking

2 L72 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

3 L73 Use knowledge of language and its conventions when writing speaking reading or listening

4 L76 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

Writing

1 Quick Write Ask students to think about a time when they observed someone being treated unfairly Describe the situation How might the person who was treated unfairly have felt at the time Did anyone challenge the injustice If so how If not why not Looking back was there something that might have been done to challenge

Vocabulary 1 Academic Significant 2 Key Vocabulary (p 34 student

version p 8 w definitions) a Boycott b Discriminated c Reproach d Segregation e Supremacy

Related Resources 1 Text Feature Photographs and Captions (RI75 RI77) p 9 p 35 (student copy)

31

(CCSS FOCUS STANDARDS) EXTENDED TEXT

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RI71 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RI72 Determine two or more central ideas in a text and analyze their development over the course of the text provide an objective summary of the text RI73 Analyze the interactions between individuals events and ideas in a text (eg how ideas influence individuals or events or how individual influence ideas or events) RI74 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze the impact of a specific word choice on meaning and tone RI75 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 RI76 Determine an authorrsquos point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others RI77 Compare and contrast a text to an audio video or multimedia version of the text analyzing each mediumrsquos

Reading Mini Lessons Chapters 1-3 Set a purpose for reading Read to discover what circumstances and events led to the Montgomery bus boycott Comprehension and Analysis Students answer questions on p 36-37 Textual Analysis What personal qualities made Rosa Parks an ideal choice for ED Nixonrsquos test case to challenge the laws of segregation on the buses in Montgomery What earlier experiences had Parks had that made her uniquely qualified for her role How had Parksrsquos connection to Virginia and Clifford Durr proved valuable in challenging segregation laws Write several paragraphs in which you cite examples from the text to support your answer (p 38)

Language 1 L71 Demonstrate command

of the conventions of standard English grammar and usage when writing or speaking

2 L72 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

3 L73 Use knowledge of language and its conventions when writing speaking reading or listening

4 L76 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

Writing

1 Quick Write Ask students to think about a time when they observed someone being treated unfairly Describe the situation How might the person who was treated unfairly have felt at the time Did anyone challenge the injustice If so how If not why not Looking back was there something that might have been done to challenge

Vocabulary 1 Academic Significant 2 Key Vocabulary (p 34 student

version p 8 w definitions) a Boycott b Discriminated c Reproach d Segregation e Supremacy

Related Resources 1 Text Feature Photographs and Captions (RI75 RI77) p 9 p 35 (student copy)

32

portrayal of the subject (eg how the delivery of a speech affects the impact of the words) RI78 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 RI79 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts

W79 W710 W72 W74

the unfair treatment Have students write a few sentences about the experience in their reading journals

33

(CCSS FOCUS STANDARDS) EXTENDED TEXT

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RI71 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RI72 Determine two or more central ideas in a text and analyze their development over the course of the text provide an objective summary of the text RI73 Analyze the interactions between individuals events and ideas in a text (eg how ideas influence individuals or events or how individual influence ideas or events) RI74 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze the impact of a specific word choice on meaning and tone RI75 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 RI76 Determine an authorrsquos point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others RI77 Compare and contrast a text to

Reading Mini Lessons Chapters 4-6 Set a purpose for reading Read to discover how the black community in Montgomery banded together to protest racial injustice Comprehension and Analysis Questions to guide student thinking p 41-42

Language 1 L71 Demonstrate command of

the conventions of standard English grammar and usage when writing or speaking

2 L76 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

Writing 1 Extended Response What steps did Mayor Gayle and Police Commissioner Sellers take to crack down on the boycotters How did some of their steps backfire Write several paragraphs in which you cite details from the text to support your answer (p 43)

Vocabulary 1 Academic Strategy 2 Key vocab (p 13 w definitions

p 39 student copy) a Balked b Eminent c Intimidate d Prominent e Retaliation

Related Resources

1 Text Feature Map (RI75 RI77 SL71) p 14 p 40 student copy

33

(CCSS FOCUS STANDARDS) EXTENDED TEXT

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RI71 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RI72 Determine two or more central ideas in a text and analyze their development over the course of the text provide an objective summary of the text RI73 Analyze the interactions between individuals events and ideas in a text (eg how ideas influence individuals or events or how individual influence ideas or events) RI74 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze the impact of a specific word choice on meaning and tone RI75 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 RI76 Determine an authorrsquos point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others RI77 Compare and contrast a text to

Reading Mini Lessons Chapters 4-6 Set a purpose for reading Read to discover how the black community in Montgomery banded together to protest racial injustice Comprehension and Analysis Questions to guide student thinking p 41-42

Language 1 L71 Demonstrate command of

the conventions of standard English grammar and usage when writing or speaking

2 L76 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

Writing 1 Extended Response What steps did Mayor Gayle and Police Commissioner Sellers take to crack down on the boycotters How did some of their steps backfire Write several paragraphs in which you cite details from the text to support your answer (p 43)

Vocabulary 1 Academic Strategy 2 Key vocab (p 13 w definitions

p 39 student copy) a Balked b Eminent c Intimidate d Prominent e Retaliation

Related Resources

1 Text Feature Map (RI75 RI77 SL71) p 14 p 40 student copy

34

an audio video or multimedia version of the text analyzing each mediumrsquos portrayal of the subject (eg how the delivery of a speech affects the impact of the words) RI78 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 RI79 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts

W79 W710 W72 W74 W75 SL71

35

(CCSS FOCUS STANDARDS) EXTENDED TEXT

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RI71 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RI72 Determine two or more central ideas in a text and analyze their development over the course of the text provide an objective summary of the text RI73 Analyze the interactions between individuals events and ideas in a text (eg how ideas influence individuals or events or how individual influence ideas or events) RI74 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze the impact of a specific word choice on meaning and tone RI75 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 RI76 Determine an authorrsquos point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others RI77 Compare and contrast a text to an audio video or multimedia version of the text analyzing each mediumrsquos

Reading Mini-lessons Chapters 7 and 8 Set a purpose for reading Read to discover the outcome of the Montgomery bus boycott and the way it helped propel the civil rights movement forward Comprehension and Analysis p 46-47 Writing Activity Textual Analysis What did King say about Judge Carter after the judge convicted him of running an illegal boycott What do you learn about Kingrsquos character from his statements about Carter Are Kingrsquos words consistent with other things he had said and done during the boycott Cite examples to support your answer (p 48)

Assessment Student assessment with multiple choice short answer and 2 essay questions (pp 49-54)

Performance Assessment ldquoStrange Fruitrdquo (poem) by Abel Meeropol ldquoStrange Fruitrdquo (song) by Billie Holiday We Are the Freedom Riders by Kate Marks ldquoLetter from a Freedom Riderrsquos Father 1961rdquo by father of John Dolan ldquoFreedom Riders Israeli Stylerdquo by

Language 5 L71 Demonstrate command of

the conventions of standard English grammar and usage when writing or speaking

6 L72 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

7 L73 Use knowledge of language and its conventions when writing speaking reading or listening

8 L76 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

Writing

1 Essential Question Prompt How did Martin Luther King use the strategy of nonviolent protest to challenge the laws of segregation on the buses of Montgomery What price did King and others pay to challenge bus segregation laws in the South during the 1950s What did people gain by continuing to use Kingrsquos strategy of nonviolence despite the consequences Explain your

Vocabulary 1 Academic Motive 2 Key Vocab p 19 w definitions

p 40 student copy a Acquit b Agitator c Conspiracy d Landmark e Obscurity

Related Resources

1 Text Feature Timeline (RI71 ndash 73 RI75 W74 W79) p 20 p 45 student copy

2 Cross-curricular Connection The Montgomery bus boycott spurred the civil rights movement of the 20

th century

Have students research another significant event in the civil rights movement The Selma to Montgomery voting Rights March on March 7 1065 often referred to as Bloody Sunday (p 31)

3 Media Connection Eyes on the Prize documentary about the civil rights movement (p 31)

35

(CCSS FOCUS STANDARDS) EXTENDED TEXT

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RI71 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RI72 Determine two or more central ideas in a text and analyze their development over the course of the text provide an objective summary of the text RI73 Analyze the interactions between individuals events and ideas in a text (eg how ideas influence individuals or events or how individual influence ideas or events) RI74 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze the impact of a specific word choice on meaning and tone RI75 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 RI76 Determine an authorrsquos point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others RI77 Compare and contrast a text to an audio video or multimedia version of the text analyzing each mediumrsquos

Reading Mini-lessons Chapters 7 and 8 Set a purpose for reading Read to discover the outcome of the Montgomery bus boycott and the way it helped propel the civil rights movement forward Comprehension and Analysis p 46-47 Writing Activity Textual Analysis What did King say about Judge Carter after the judge convicted him of running an illegal boycott What do you learn about Kingrsquos character from his statements about Carter Are Kingrsquos words consistent with other things he had said and done during the boycott Cite examples to support your answer (p 48)

Assessment Student assessment with multiple choice short answer and 2 essay questions (pp 49-54)

Performance Assessment ldquoStrange Fruitrdquo (poem) by Abel Meeropol ldquoStrange Fruitrdquo (song) by Billie Holiday We Are the Freedom Riders by Kate Marks ldquoLetter from a Freedom Riderrsquos Father 1961rdquo by father of John Dolan ldquoFreedom Riders Israeli Stylerdquo by

Language 5 L71 Demonstrate command of

the conventions of standard English grammar and usage when writing or speaking

6 L72 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

7 L73 Use knowledge of language and its conventions when writing speaking reading or listening

8 L76 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

Writing

1 Essential Question Prompt How did Martin Luther King use the strategy of nonviolent protest to challenge the laws of segregation on the buses of Montgomery What price did King and others pay to challenge bus segregation laws in the South during the 1950s What did people gain by continuing to use Kingrsquos strategy of nonviolence despite the consequences Explain your

Vocabulary 1 Academic Motive 2 Key Vocab p 19 w definitions

p 40 student copy a Acquit b Agitator c Conspiracy d Landmark e Obscurity

Related Resources

1 Text Feature Timeline (RI71 ndash 73 RI75 W74 W79) p 20 p 45 student copy

2 Cross-curricular Connection The Montgomery bus boycott spurred the civil rights movement of the 20

th century

Have students research another significant event in the civil rights movement The Selma to Montgomery voting Rights March on March 7 1065 often referred to as Bloody Sunday (p 31)

3 Media Connection Eyes on the Prize documentary about the civil rights movement (p 31)

36

portrayal of the subject (eg how the delivery of a speech affects the impact of the words) RI78 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 RI79 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts

W710 SL71 W72 W79

Michelle Chabin Write a letter responding to John Dolanrsquos father as if you were either John himself or a fellow Freedom Rider on the bus with John driving through the South Explain why you or John has decided to be a Freedom Rider and what the journey has been like You can include historical details imagined thoughts and feelings of fellow riders and other details from the Related Reading selections or from your own research What would you like Johnrsquos father to know about a Freedom Riderrsquos beliefs goals and experiences (p 117)

answer using specific details and examples from the book

2 Text analysis prompt Russell Freedman uses facts personal accounts quotations and photographs and captions to tell the story of the Montgomery bus boycott Freedman also uses chronological order to present the information Analyze how the combination of these elements and features allows the author to tell the complete story behind the Montgomery bus boycott For example consider how the story might have been different had Freedman begun the book with Rosa Parks and not included information about Jo Ann Robinson and Claudette Colvin Use details from the text to support your answer

37

CCSS SHORT TEXT

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RI71 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RI72 Determine two or more central ideas in a text and analyze their development over the course of the text provide an objective summary of the text RI73 Analyze the interactions between individuals events and ideas in a text (eg how ideas influence individuals or events or how individual influence ideas or events) RI74 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze the impact of a specific word choice on meaning and tone RI75 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 RI76 Determine an authorrsquos point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others RI77 Compare and contrast a text to an audio video or multimedia version of the text analyzing each mediumrsquos

Reading Mini-Lessons 1 ldquoI Too Sing Americardquo Poem by

Langston Hughes a Set a purpose for

reading Read to understand how a poet can use another poetrsquos work to comment on a social issue (p 21 in RRIG guide)

Language 1 L75 Demonstrate

understanding of figurative language word relationships and nuances in word meanings

Writing

1 Writing Resources found on pp 25-27 in RRIG

2 Extended Response What is Langston Hughesrsquos purpose in writing ldquoI Too Sing Americardquo Which images help convey Hughesrsquos purpose

3 Extended Response In stanza two of ldquoI Too Sing Americardquo to whom does the pronoun ldquotheyrdquo refer Why might Hughes have chosen to use the word ldquobrotherrdquo rather than ldquomanrdquo

4 Quick Write Compare the words in the first and last lines of ldquoI Too Sing Americardquo Which word does the poet change in the last line of the poem What effect does this change have on the poemrsquos meaning

5 Extended response What might Bill Mauldin have wanted people to feel when they looked at his cartoon ldquoInch by Inchrdquo Why did he draw children instead of adults trying to push open the door IN Freedom Walkers The Story of the Montgomery Bus Boycott ED Nixon a Civil rights lawyer did

Vocabulary Related Resources

1 ldquoThe Death of Emmett Tillrdquo poem (p 9 RRIG guide)

2 ldquoInch by Inchrdquo (p 22 RRIG guide)

37

CCSS SHORT TEXT

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RI71 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RI72 Determine two or more central ideas in a text and analyze their development over the course of the text provide an objective summary of the text RI73 Analyze the interactions between individuals events and ideas in a text (eg how ideas influence individuals or events or how individual influence ideas or events) RI74 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze the impact of a specific word choice on meaning and tone RI75 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 RI76 Determine an authorrsquos point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others RI77 Compare and contrast a text to an audio video or multimedia version of the text analyzing each mediumrsquos

Reading Mini-Lessons 1 ldquoI Too Sing Americardquo Poem by

Langston Hughes a Set a purpose for

reading Read to understand how a poet can use another poetrsquos work to comment on a social issue (p 21 in RRIG guide)

Language 1 L75 Demonstrate

understanding of figurative language word relationships and nuances in word meanings

Writing

1 Writing Resources found on pp 25-27 in RRIG

2 Extended Response What is Langston Hughesrsquos purpose in writing ldquoI Too Sing Americardquo Which images help convey Hughesrsquos purpose

3 Extended Response In stanza two of ldquoI Too Sing Americardquo to whom does the pronoun ldquotheyrdquo refer Why might Hughes have chosen to use the word ldquobrotherrdquo rather than ldquomanrdquo

4 Quick Write Compare the words in the first and last lines of ldquoI Too Sing Americardquo Which word does the poet change in the last line of the poem What effect does this change have on the poemrsquos meaning

5 Extended response What might Bill Mauldin have wanted people to feel when they looked at his cartoon ldquoInch by Inchrdquo Why did he draw children instead of adults trying to push open the door IN Freedom Walkers The Story of the Montgomery Bus Boycott ED Nixon a Civil rights lawyer did

Vocabulary Related Resources

1 ldquoThe Death of Emmett Tillrdquo poem (p 9 RRIG guide)

2 ldquoInch by Inchrdquo (p 22 RRIG guide)

38

portrayal of the subject (eg how the delivery of a speech affects the impact of the words) RI78 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 RI79 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts

W79 W710

not want to use Claudette Colvin a teenager for their test case against the bus companies Why do you think young people were used in the cartoon but not in the civil rights case referenced in our book

39

CCSS SHORT TEXT

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RI71 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RI72 Determine two or more central ideas in a text and analyze their development over the course of the text provide an objective summary of the text RI73 Analyze the interactions between individuals events and ideas in a text (eg how ideas influence individuals or events or how individual influence ideas or events) RI74 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze the impact of a specific word choice on meaning and tone RI75 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 RI76 Determine an authorrsquos point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others RI77 Compare and contrast a text to an audio video or multimedia version of the text analyzing each mediumrsquos

Reading Mini-lessons 1 While the World Watched (p 90

of RRIG) a Set a purpose for

reading Read to understand the impact that the 1963 bombing of the Sixteenth Street Baptist Church had on the black community in Birmingham Alabama and the world

Language 1 Memoir 2 L72 Demonstrate command of

the conventions of standard English capitalization punctuation and spelling when writing

3 L71 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking choose among simple compound complex and compound-complex sentences to signal differing relationships among ideas

Writing

1 Writing resources found on p 35-37 of RRIG

2 Extended Response In chapter 1 of the excerpt from While the World Watched why does the author describe her family friends and church in Birmingham in so much detail How is her point of view different from that of her brothers What can the reader infer about how the author felt about her life before the bombing Use examples from the text as support

3 Extended Response Irony is a literary term meaning that the effects of a personrsquos words or actions can be the opposite of

Vocabulary 1 Nonnegotiable 2 Aggravation 3 Designated 4 Diversified 5 Gravitate 6 Unfathomable

Related Resources

39

CCSS SHORT TEXT

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RI71 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RI72 Determine two or more central ideas in a text and analyze their development over the course of the text provide an objective summary of the text RI73 Analyze the interactions between individuals events and ideas in a text (eg how ideas influence individuals or events or how individual influence ideas or events) RI74 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze the impact of a specific word choice on meaning and tone RI75 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 RI76 Determine an authorrsquos point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others RI77 Compare and contrast a text to an audio video or multimedia version of the text analyzing each mediumrsquos

Reading Mini-lessons 1 While the World Watched (p 90

of RRIG) a Set a purpose for

reading Read to understand the impact that the 1963 bombing of the Sixteenth Street Baptist Church had on the black community in Birmingham Alabama and the world

Language 1 Memoir 2 L72 Demonstrate command of

the conventions of standard English capitalization punctuation and spelling when writing

3 L71 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking choose among simple compound complex and compound-complex sentences to signal differing relationships among ideas

Writing

1 Writing resources found on p 35-37 of RRIG

2 Extended Response In chapter 1 of the excerpt from While the World Watched why does the author describe her family friends and church in Birmingham in so much detail How is her point of view different from that of her brothers What can the reader infer about how the author felt about her life before the bombing Use examples from the text as support

3 Extended Response Irony is a literary term meaning that the effects of a personrsquos words or actions can be the opposite of

Vocabulary 1 Nonnegotiable 2 Aggravation 3 Designated 4 Diversified 5 Gravitate 6 Unfathomable

Related Resources

40

portrayal of the subject (eg how the delivery of a speech affects the impact of the words) RI78 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 RI79 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts

what the person intends them to be In the excerpt from While the World Watched in what ways did Carolynrsquos father try to protect his children Explain the irony of the fatherrsquos strict rules and discipline in the face of the church bombing How do you think Carolyn feels about her world after the bombing

4 Extended Response In chapter 1 paragraph 5 of While the World Watched Dr King calls the Birmingham campaign ldquoProject Crdquo with the ldquoCrdquo meaning ldquoconfrontationrdquo What do you think King meant by ldquoconfrontationrdquo How does the author show different types of confrontation in the excerpt Cite evidence from the text to support your answers

5 Extended Response In Chapter 1 of While the World Watched the author talks about the stained glass window of a kind-faced Jesus whose hand is raised to knock again and again on a door that ldquorepresented a lost personrsquos heartrdquo In Chapter 4 the author discovers that the bomb blast has destroyed the face of Jesus What idea is the author trying to convey by describing the window before and after the blast Who might be the ldquolost personrdquo represented by the closed door in the picture

41

CCSS SHORT TEXT

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RI71 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RI72 Determine two or more central ideas in a text and analyze their development over the course of the text provide an objective summary of the text RI73 Analyze the interactions between individuals events and ideas in a text (eg how ideas influence individuals or events or how individual influence ideas or events) RI74 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze the impact of a specific word choice on meaning and tone RI75 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 RI76 Determine an authorrsquos point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others RI77 Compare and contrast a text to an audio video or multimedia version of the text analyzing each mediumrsquos

Reading Mini-lessons 1 ldquoStrange Fruitrdquo p 44 RRIG

a Set a purpose for reading Read to discover how a poet uses an actual event as inspiration for a poem

Language 1 L75 Demonstrate

understanding of figurative language word relationships and nuances in word meanings

2 L74 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

Writing

1 Reader Resources found on pp 48- 52 in RRIG

2 Extended Response Analyze the metaphor of fruit that Meeropol uses in ldquoStrange Fruitrdquo How does he use the qualities of fruit to describe something completely different What new meaning does he add to the word At the end of the poem why does the author change the metaphor from ldquostrange fruitrdquo to ldquostrange and bitter croprdquo

3 Extended Response Meeropolrsquos poem consists of three rhyming stanzas How does the repetition of sounds in the first stanza help convey the meaning of the poem IN the second stanza how does the author

Vocabulary 1 Pastoral 2 Gallant 3 Magnolia

Related Resources

1 Strange Fruit Billie Holiday (Youtube link httpswwwyoutubecomwatchv=HIycD9Y_IPMampfeature=related)

2 ldquoLetter from a Freedom Riderrsquos Father 1961rdquo (p 46 RRIG)

41

CCSS SHORT TEXT

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RI71 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RI72 Determine two or more central ideas in a text and analyze their development over the course of the text provide an objective summary of the text RI73 Analyze the interactions between individuals events and ideas in a text (eg how ideas influence individuals or events or how individual influence ideas or events) RI74 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze the impact of a specific word choice on meaning and tone RI75 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 RI76 Determine an authorrsquos point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others RI77 Compare and contrast a text to an audio video or multimedia version of the text analyzing each mediumrsquos

Reading Mini-lessons 1 ldquoStrange Fruitrdquo p 44 RRIG

a Set a purpose for reading Read to discover how a poet uses an actual event as inspiration for a poem

Language 1 L75 Demonstrate

understanding of figurative language word relationships and nuances in word meanings

2 L74 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

Writing

1 Reader Resources found on pp 48- 52 in RRIG

2 Extended Response Analyze the metaphor of fruit that Meeropol uses in ldquoStrange Fruitrdquo How does he use the qualities of fruit to describe something completely different What new meaning does he add to the word At the end of the poem why does the author change the metaphor from ldquostrange fruitrdquo to ldquostrange and bitter croprdquo

3 Extended Response Meeropolrsquos poem consists of three rhyming stanzas How does the repetition of sounds in the first stanza help convey the meaning of the poem IN the second stanza how does the author

Vocabulary 1 Pastoral 2 Gallant 3 Magnolia

Related Resources

1 Strange Fruit Billie Holiday (Youtube link httpswwwyoutubecomwatchv=HIycD9Y_IPMampfeature=related)

2 ldquoLetter from a Freedom Riderrsquos Father 1961rdquo (p 46 RRIG)

42

portrayal of the subject (eg how the delivery of a speech affects the impact of the words) RI78 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 RI79 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts

W710

show the contrast between popular images and the ldquostrange fruitrdquo of the South In the third stanza the author uses four phrases all beginning with ldquoforhelliprdquo How does this repetition of rhythm and sound emphasize the meaning of the poem

4 Extended Response Think about Billie Holiday singing ldquoStrange Fruitrdquo How do Holidayrsquos tone and phrasing change or enhance the meaning of the poem Which words or phrases does she emphasize In your opinion how does the recorded version compare to the written version in affecting the motions of the listener

5 Extended Response In Freedom Walkers The Story of the Montgomery Bus Boycott and the excerpt from While the World Watched people are told over and over that nonviolent resistance is the way to freedom What types of ldquofreedomrdquo do you think Dr king and the other civil rights leaders meant Suppose African Americans and their allies had fought back whenever they were attacked How might that reaction have affected the Civil Rights Movement and its goals

43

43