7_2_5LA


 * Grade: 7 Unit: 2 Week: 5 Content: ELA Dates: 10/29-11/2 **


 * Theme Essential Question: ** How do characters, real and fictional, use words and actions to demonstrate perseverance?


 * Essential Questions: **
 * What is a claim?
 * What are specific questions you (the student) may ask about your topic?
 * What evidence from texts will you use to support your claim?
 * How does a writer select purposeful language to clarify relationships between claims and evidence?
 * What will you use for a visual display?


 * Standards ** (Weeks 4-6)
 * W.7.1.a Text Types and Purposes: Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
 * W.7.1.b Text Types and Purposes: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
 * W.7.1.c Text Types and Purposes: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
 * W.7.1.d Text Types and Purposes: Establish and maintain a formal style.
 * W.7.1.e Text Types and Purposes: Provide a concluding statement or section that follows from and supports the argument presented.
 * W.7.7 Research to Build Present Knowledge: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
 * W.7.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.
 * 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.7.1.c Text Types and Purposes: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
 * W.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”)
 * SL.7.2 Comprehension and Collaboration: Analyze the main ideas and supporting details presented in diverse media and formats (e.g. visually quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
 * 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.7.1 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: T ** he **L**earner **W**ill
 * TLW research a famous person who they think persevered in spite of significant challenges.
 * TLW identify a claim based on a character’s perseverance in a text.
 * TLW will identify relevant evidence to support the claim.
 * TLW analyze film and/or audio for how the author uses technique for effect.
 * TLW draw evidence from literary, informational texts or media that support analysis, reflection, and research.
 * TLW will create an argumentative/persuasive essay/media presentation that demonstrates command of conventions of standard English and include an appropriate visual display.


 * Assessment **
 * Product (Research started in Week 4- Product and presentation completed in Week 5/6): **
 * Research Presentation: Work on Research Essay/Multimedia Presentation for final week. Research famous person who you think persevered in spite of significant challenges. See if you can find a video clip of him/her speaking, and a news article about his/her life/speech. Argumentative essay/presentation must reflect how he/she demonstrated perseverance through their words and/or actions.
 * Focus questions for research:
 * Where did the character live, and why?
 * What was that character’s historical context?
 * What role, if any, does the character’s family play in his/her outlook on life?
 * What obstacle(s) does the character overcome? How?


 * Key Questions (match Standard): **
 * What is your (the student’s) claim?
 * Why create questions for research, and why do people perform research?
 * What are the different types of techniques in a variety of media (such as film, text, etc.)?
 * What is your evidence and where is it from?
 * How would you cite various types of media such as film, video, audio, and/or text as evidence used to support a claim in an argumentative presentation/essay?
 * What writing style will the student use for the final product?


 * Observable Student Behaviors (Performance) **
 * Students will brainstorm and complete a writing plan.
 * Students will complete a Rough Draft.
 * Student’s presentations will highlight specific characteristics of perseverance.
 * Research must draw relevant evidence to support claim
 * Multiple forms of media must be used as evidence in presentation

writing Claim Evidence Support MLA/APA Visual display brainstorm ||
 * Vocabulary **
 * ** ELA ** ||
 * Argument/persuasive


 * Suggested Activities ** (see Legend to highlight MCO and [HYS])
 * Define claim and review supporting evidence of research. **I**ntercultural **C**ompetence, [**C**ues, **Q**uestions, **O**rganizers, **S**ummarizing/**N**otetaking]
 * Read an example of an argumentative essay to class. Have students identify the claim and the supporting evidence. [**S**ummarizing/**N**otetaking]
 * Brainstorm as a whole class a list of possible claims for this essay, then allow individual students to choose one of these or create a unique claim. [**S**ummarizing/**N**otetaking]
 * Brainstorm: State claim, list evidentiary support, and list source of support [**C**ues, **Q**uestions, **O**rganizers]
 * Outline for five paragraph argumentative essay [**C**ues, **Q**uestions, **O**rganizers]
 * Write rough draft.


 * Homework **

MLA or APA Style
 * Terminology for Teachers: **

||  || Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * ||  ** Multicultural Concepts **
 * 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

@http://my.hrw.com/tabnav/controller.jsp?isbn=9780547616155 @http://my.hrw.com/tabnav/controller.jsp?isbn=9780547616155
 * Resources **
 * Professional Texts **
 * Holt McDougal Literature 7 online text @http://my.hrw.com
 * Persuasive Techniques
 * Persuasive Writing


 * Literary Texts **
 * Novel: //A Miracle Worker// (William Gibson)
 * “The Noble Experiment” by Jackie Robinson as told by Alfred Duckett HMU7 p832


 * Informational Texts **
 * “Letter to the President General of the Daughters of the American Revolution (Letter)” HMU7 p800


 * Art, Music, and Media **
 * @http://discoveryeducation.com


 * Manipulatives **


 * Games **

@http://player.discoveryeducation.com/index.cfm?guidAssetId=1D3C5570-05F9-4F2B-8B39-F7CC6E469437&blnFromSearch=1&productcode=US @http://player.discoveryeducation.com/?blnPreviewOnly=1&guidAssetId=0597503a-0bf8-423f-9c89-ef340274469a @http://player.discoveryeducation.com/index.cfm?guidAssetId=8658EE7A-16DB-4A10-B79D-22464FEFA3E0 @http://player.discoveryeducation.com/index.cfm?guidAssetId=8658EE7A-16DB-4A10-B79D-22464FEFA3E0&blnFromSearch=1&productcode=US
 * Videos **
 * @http://my.hrw.com/tabnav/controller.jsp?isbn=9780547616155
 * @http://discoveryeducation.com
 * Jackson’s Plan:
 * Holocaust: Teenage Experience
 * "Life Worth Living: One Man's Story"
 * Choices: @http://player.discoveryeducation.com/index.cfm?guidAssetId=3A66B5C9-517C-46C9-B829-B2CBD8E22DAC&blnFromSearch=1&productcode=US
 * Perseverence: Life is Worth Living:


 * Sight Words **


 * SMART Board Lessons, Promethean Lessons **


 * 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 ||
 * = English
 * = Math ||= [[image:commoncorepcssd6/Actions-insert-table-icon.png link="@http://inst.pcssd.org/math/CCSS/7/Math7TeachingMatrix.xls"]]
 * = [[image:PCSSDlogo.JPG link="commoncorepcssd/PCSSD"]]