7.6.1LA


 * Grade: 7 Unit: 6 Week: 1 Content: ELA Dates: 4/8-4/12 **


 * Theme Essential Question **** : Is literature always a reflection of life? **


 * Essential Question(s): **
 * How does literature reflect life?
 * How do the choices people make in life make a difference in their lives?
 * What defines the human spirit?


 * Standards **
 * R.L.7.2 Key Ideas and Details: Determine a theme and analyze its development over the course of the text
 * R.L.7.3 Key Ideas and Details: Analyze how elements of a story or drama interact (e.g. how setting shapes the characters plot)
 * R.L.7.4 Craft and Structure: Analyze how a drama’s or poem’s form or structure (e.g. soliloquy, sonnet) contribute to its meaning.
 * R.L.7.6 Craft and Structure: Analyze how an author develops and contrasts points of view of different characters or narrators in a text.


 * Ongoing Standards **
 * R.L.7.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
 * R.L.7.1 Key Ideas and Details: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * R.I.7.1 Key Ideas and Details: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * R.I.7.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literary non-fiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
 * W.7.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.
 * W.7.10 Range of Writing: Write routinely over extended time frames (times 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.
 * SL.7.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
 * SL.7.1.a Comprehension and Collaboration: Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
 * SL.7.1.b Comprehension and Collaboration: Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
 * SL.7.1.c Comprehension and Collaboration: Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
 * SL.7.1d Comprehension and Collaboration: Acknowledge new information expressed by others and, when warranted, modify your own views.
 * L.7.1 Conventions of Standard English: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
 * L.7.2 Conventions of Standard English: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.L.7.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
 * L.7.4 Vocabulary Acquisition and Use: 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.
 * L.7.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence or paragraph; word’s position or function in a sentence) as a clue to the meaning of a word of phrase.
 * L.7.4.c Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital prints to find the pronunciation of a word or determine or clarify its precise meaning or its part growth.
 * L.7.6 Vocabulary Acquisition and Use: 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.


 * Objectives **
 * TLW read and discuss fiction and non-fiction stories
 * TLW analyze how elements of a story interact to support theme.
 * TLW write a variety of responses to literature.
 * TLW participate in group discussions.

Text Example(s): //The Two Brothers// (short story) HMU3p319 and //Seventh Grade// (Short story) HMU1p36
 * Assessment **
 * Product **
 * Create a character analysis Web -Diagram for main characters
 * Students can work in pairs and create a web diagram to analyze approaches to life that relate to the theme. HMU3p320
 * Quick-write
 * Students can think about how the ending of the story relates to its theme. Challenge them to quick-write a new ending for the story that presents a different theme. HMU3p321


 * Key Questions** (match Standard)
 * Does the diagram list specific text that analyzes theme?
 * Does the quick-write reflect a new ending that changes the theme?


 * Observable Student Behaviors** (Performance)
 * Student organizes web diagram with relevant text
 * Student quick-write reflects new theme


 * Vocabulary **
 * ** ELA ** ||  ||   ||
 * Point of view ||  ||   ||
 * Memoir ||  ||   ||
 * Theme ||  ||   ||
 * Irony ||  ||   ||
 * Exposition ||  ||   ||
 * Rising Action ||  ||   ||
 * Falling Action ||  ||   ||
 * Resolution ||  ||   ||
 * Conflict ||  ||   ||


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Graphic Organizer/Reader’s Notebook/Journal [**S**ummarizing/**N**otetaking, **C**ues, **Q**uestions, **O**rganizers ], **S**ocialization
 * As you read the novel, take notes about the story genre, setting and characters. Be sure to note page numbers with relevant information, or mark the test with post-it notes, so you can go back and cite the text during the class discussion.
 * What is the genre of the novel?
 * What is the setting?
 * Who are the major character(s)?
 * Who are the minor characters?
 * What is the problem faced by character(s)? How is the problem resolved?
 * What is the primary theme of the novel (i.e. good vs. evil)
 * Class Discussion [**S**ummarizing/**N**otetaking, **C**ues, **Q**uestions, **O**rganizers ], **S**ocialization


 * Compare and contrast settings, characters, plots and themes of the various novels read
 * As a class, discuss the following:
 * Different outlooks on life
 * How characters face physical challenges
 * How characters react to the setting challenges
 * Characters outlook on life
 * How characters resolve conflict
 * How each character feels about their choices
 * Literature Response-Essay (Quick-write) Racism/Discrimination
 * The human spirit can be defined as a combination of the traits that all human beings have in common. Select three of these traits as they appear in the novels or short stories from this unit and discuss the importance of each. Make the case for why you chose the traits you did. Justify your answer by citing specific information from texts read, not only in this unit, but all year long.


 * Homework **


 * Terminology for Teachers **

** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers  || Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * ** Multicultural Concepts **


 * Resources **


 * Professional Texts **
 * Online textbook: http://my.hrw.com

// *Two brothers respond to a challenge by making very different choices. //
 * Literary Texts **
 * // The Outsiders // by S. E. Hinton (7th grade Novel List) Racism/Discrimination
 * // Unit Plan-@http://mrcoward.com/slcusd/outsiders.html //
 * // Unit Plan- @http://www.k-state.edu/smartbooks/Lesson010.html //
 * // Seventh Grade // (Short Story) by Gary Soto HMU1p36
 * // The Two Brothers // by Leo Tolstoy HMU3p319
 * Poetry: “Nothing Gold Can Stay” by Robert Frost
 * @http://mrcoward.com/slcusd/gold.html


 * Informational Texts **
 * Author Link- S.E. Hinton
 * @http://aboutsehinton.com/


 * Art, Music, and Media **
 * How to speak hip
 * @http://audio.skeyelab.com/howtospeakhip/


 * Manipulatives **


 * Games **


 * Videos **
 * // The Outsiders //


 * Sight Words **

Title: How to Summarize; Content Area: Reading; Objective: Use summarizing as a tool to become a better reader. Identifying theme and recurring theme in "The Treasure of Lemon Brown" by Walter Dean Myers and "Ribbons" by Laurence Yep Identify the perspectives offered on individuals, community, and society. This is an introductory lesson about the parts of a plot of a story. A visual tour through Number the Stars Students will be able to define elements of plot and then will be able to identify these elements in the fairy tale "Little Red Riding Hood" Unit covering plot, tone, setting, foreshadowing, figurative language, symbolism and theme. Use a variety of dramatic techniques to explore ideas, issues, texts, and meanings. Identify the perspectives offered on individuals, community, and society. Plays, novels, short stories and poetry from the English literary heritage, including: two plays by Shakespeare, one of which should be studied in key stage 3; drama by major playwrights; works of fiction by two major writers published before 1914 selected from the list in the right hand frame; two works of fiction by major writers published after 1914; poetry by four major poets published before 1914 selected from the list in the right hand frame; and poetry by four major poets published after 1914.
 * SMART Board Lessons, Promethean Lessons **
 * R.L. 7.2 Summarizing
 * R.L. 7.2 Recurring Theme
 * R.L. 7.2 Identify the perspectives offered on individuals, community, and society
 * R.L. 7.3 Plot- Story Structure
 * R.L. 7.3 Number the Stars
 * R.L. 7.3 Elements of Plot
 * R.L. 7.3 The Red Pony
 * R.L. 7.6 Dramatic techniques to explore ideas, issues, texts, and meanings
 * R.L. 7.6 Identify the perspectives offered on individuals, community, and society
 * R.L. 7.6 Satire and wit in The Importance of Being Earnest by Oscar Wilde


 * Other Activities, etc. **

Language Arts ||=  ||=   ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || 7 Matrix ||= Accelerated 7 Matrix ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Home K-2 ||= Home 3-6 ||= Home 6-8 ||= Unit 1 ||= Unit 2 ||= Unit 3 ||= Unit 4 ||= Unit 5 ||= Unit 6 ||
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 * = Math ||= [[image:commoncorepcssd6/Actions-insert-table-icon.png link="@http://inst.pcssd.org/math/CCSS/7/Math7TeachingMatrix.xls"]]
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