7.5.1LA


 * Grade: 7 Unit: 5 Week: 1 Content: ELA Dates: 3/4-3/8 **


 * Theme Essential Question **** : ** How do authors make science fiction believable?


 * Essential Question(s): **
 * What defines science fiction?
 * What is a counterargument?
 * How does media such as video affect the viewer compared to reading an article on the same topic?


 * Standards (Week 1 and Week 2) **
 * W.7.2 Text Types and Purposes: Write informative/explanatory text to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
 * W. 7.2.a Text Types and Purposes: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
 * W. 7.2.b Text Types and Purposes: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
 * W. 7.2.c Text Types and Purposes: Use appropriate transitions to create cohesion an clarify the relationships among ideas and concepts
 * W.7.2.d Text Types and Purposes: Use precise language and domain-specific vocabulary to inform about or explain the topic
 * W. 7.2.e Text Types and Purposes: Establish and maintain a formal style.
 * W. 7.2.f Text Types and Purposes: Provide a concluding statement or section that follows from and supports the information or explanation presented.
 * W. 7.9.a Research to Build and Present Knowledge: Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
 * W.7.9.b Research to Build and Present Knowledge: Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”)
 * R. L.7.2 Key Ideas and Details: 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.
 * R.L.7.3 Key Ideas and Details: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
 * R.L.7.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
 * R.I.7.5 Craft and Structure: 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.
 * R.I.7.6 Craft and Structure: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
 * R.I.7.7 Integration of Knowledge and Ideas: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
 * R.I.7.8 Integration of Knowledge and Ideas: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and evidence is relevant and sufficient to support the claim.
 * R.L.7.9 Integration of Knowledge and Ideas: 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.
 * SL.7.5 Presentation of Knowledge and Ideas: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.


 * 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.7.10 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.7.2 Conventions of Standard English: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
 * 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(Week 1 and Week 2) **
 * TLW will read and discuss science fiction stories and nonfiction texts about space, robots, and planets.
 * TLW analyze how an author distinguishes his position from that of others.
 * TLW trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound.
 * TLW participate in group discussions.
 * TLW will write to persuade/inform a targeted audience.
 * TLW create a multimedia and visual display to present claims and findings.
 * TLW will use multiple forms of media to compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period.

**Product** (Week 1 - Week 2)
 * Assessment **
 * Argument Analysis: Students will critique a non-fiction article or speech and cite relevant examples of author’s appeal and to analyze an argument from non-fiction text/media (See Best Practices Toolkit p. A25) Students may use //Inspiration// to create an electronic version of a two-column chart for citing their evidence. Text example: “Why We Shouldn’t go to Mars?” **HMU8p968**
 * Compare/Contrast: Watch a speech or video clip on a specific “space” topic and read a similar piece of text from the same timeframe. Compare and contrast the text to the audio, video or multimedia version of the text. Analyze how each medium portrays the subject. For example, view President Kennedy’s speech space travel to the written speech document or similar article about space travel. Note how the delivery of a speech affects the impact of the words. Kennedy Speech on Space Travel: @http://player.discoveryeducation.com/index.cfm?guidAssetId=FF668E91-24A1-4A30-9791-5B5C43930142&blnFromSearch=1&productcode=US
 * As a small group, students can create a scenario based on the articles, novel excerpts, short stories, etc., for the following open-ended reflective question: What if…? For example, based on the 1938 radio broadcast “War of the Worlds”…what if…? @http://www.teachertube.com/viewVideo.php?video_id=211074&title=Aliens_Are_Coming_ (minimize video for full effect)

**Key Questions** (match Standard)
 * Can the students cite and/or paraphrase relevant text that supports an argument or counterargument?
 * How will the student organize information to support specific claim(s)?
 * How can specific words/phrases affect the reader/listener?

**Observable Student Behaviors** (Performance)
 * Students will cite relevant text.
 * Students will be able to organize relevant information that supports a claim.
 * Student can recognize effective words/phrases.


 * Vocabulary **
 * ** ELA ** ||  ||   ||
 * persuasive technique ||  ||   ||
 * false analogy ||  ||   ||
 * counterargument ||  ||   ||
 * Paraphrase ||  ||   ||
 * viewpoint ||  ||   ||
 * rationale ||  ||   ||
 * setting of priorities ||  ||   ||
 * former ||  ||   ||
 * latter ||  ||   ||
 * proponent ||  ||   ||

@http://www.teachertube.com/viewVideo.php?video_id=211074&title=Aliens_Are_Coming_ (minimize video for full effect)
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Textbook: http://my.hrw.com
 * After listening to the original 1938 War of the World, discuss the following questions:
 * Did the radio play hold your attention? Why or why not?
 * Which techniques were effective in making the audio “come alive”?
 * Were you invested in what happened to any of the characters? Why or why not?
 * Does this remind you of any similar stories/broadcasts you have heard?
 * Class Discussion: Compare and contrast settings and experiences from the various science fiction stories read. How can we generalize about the genre of science fiction?
 * Text Analysis: After reading “Why We Shouldn’t Go to Mars?” or a similar article, model the skill: Counterargument. Discuss the pros and cons of space travel.
 * As a group, students may want to discuss and define the following terms: former, rationality, latter, proponent, and priorities.
 * Vocabulary Strategy: thinkcentral.com Keyword: HML7-975
 * Use the understanding of root’s meaning, as well as context clues to figure out the meanings of words. Example: aut, auto


 * 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 **

@http://my.hrw.com/la_2010/na_lit/teacher/novel_guides/ms/giver.pdf
 * Resources **
 * Professional Texts **
 * Online textbook: http://my.hrw.com
 * // The Giver // (Lois Lowry) Study Guide

Marzano Power Thinking Activity @http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/power_thinking/7_monsters.pdf
 * Literary Texts **
 * // The Giver // (Lois Lowry) HMU3p386
 * // A Wrinkle in Time // (Madeleine L’Engle)
 * // House of the Scorpion // (Nancy Farmer)
 * // Among the Hidden // (Margaret Peterson Haddix)
 * // PLAY- The Monsters are Due on Maple Street // (Rod Sterling) HMU1p138


 * Informational Texts **
 * “Why We Shouldn’t Go to Mars” by Gregg Easterbrook (Magazine Article) **HMU8 p970**
 * “Remarks at the Dedication of the Aerospace Medical Health Center” by President Kennedy **HMU8p970 Video clip of speech:** @http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/history_vid/index.html
 * “Stars with Wings” (Science Article) **HMU5p600**


 * Art, Music, and Media **
 * Kennedy Speech on Space Travel: @http://player.discoveryeducation.com/index.cfm?guidAssetId=FF668E91-24A1-4A30-9791-5B5C43930142&blnFromSearch=1&productcode=US
 * Music: Gustav, //The Planets//
 * Music: //Starry Starry Night// by Don Mclean @http://www.youtube.com/watch?v=dipFMJckZOM&safety_mode=true&persist_safety_mode=1&safe=active
 * After listening to the original 1938 radio broadcast of //War of the Worlds, discuss the following://
 * // Did the radio hold your attention? Why or why not? //
 * // Which techniques were effective in making the audio “come alive”? //
 * // Were you invested in what happened to any of the characters? Why or why not? //


 * Manipulatives **


 * Games **

@http://player.discoveryeducation.com/index.cfm?guidAssetId=04B4ACE2-3CF5-439C-8C75-A900190CDCE5&blnFromSearch=1&productcode=US @http://player.discoveryeducation.com/index.cfm?guidAssetId=3C1B2DEA-4FEF-48DE-9CCF-EA3A98CE576F&blnFromSearch=1&productcode=US @http://player.discoveryeducation.com/index.cfm?guidAssetId=DDA23C96-12DA-4D03-9E1F-D0806FDB6EE1&blnFromSearch=1&productcode=US
 * Videos **
 * // Monsters are Due on Maple Street @http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/history_vid/index.html //
 * Space Travel to the Moon
 * Monsters are Due on Maple Street (Video clip) @http://www.teachertube.com/viewVideo.php?video_id=232706&title=Monsters_Are_Due__1
 * Meet the author Lois Lowry: @http://my.hrw.com/tabnav/controller.jsp?isbn=9780547616155
 * Science Fiction Genre Overview @http://player.discoveryeducation.com/index.cfm?guidAssetId=400959F5-465A-4B86-9D99-03E8A8C04540&blnFromSearch=1&productcode=US
 * Science -fiction video clips
 * George Lucas Clip


 * Sight Words **

This lesson breaks down the daunting task of organizing a comparison/contrast essay into 4 steps. The example used is comparing Ancient Greece and Ancient Rome, but could easily be substituted with any subject matter. 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.
 * SMART Board Lessons, Promethean Lessons **
 * W.7.2/W.7.2.aWriting a Comparison Contrast Essay
 * 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


 * Other Activities, etc. **

Language Arts ||=  ||=   ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 || 7 Matrix ||= Accelerated 7 Matrix ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 || Home K-2 ||= Home 3-6 ||= Home 6-8 ||= Unit 1 ||= Unit 2 ||= Unit 3 ||= Unit 4 ||
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