7.6.3LA


 * Grade: 7 Unit: 6Week: 3 Content: ELA Dates: 4/22-4/26 **


 * 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?


 * Standards **
 * R.L.7.10 Read and comprehend literary and nonfiction text
 * 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.
 * W.7.1 Text Types and Purposes: Write arguments to support claims with clear reasons and relevant evidence.
 * W.7.1.a Text Types and Purposes: Introduce claim(s), acknowledge alternate of 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.
 * SL.7.2 Comprehension and Collaboration: Analyze the main ideas and supporting details presented in diverse media and formats )e.g., visually, and orally) and explain how the ideas clarify a topic, text, or issue under study.


 * 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**(Week 3 -6)
 * TLW read and discuss fiction, poetry and non-fiction stories
 * TLW analyze how elements of a story interact to support theme.
 * TLW write a variety of responses to literature.
 * TLW write arguments to support a claim with clear reasons and relevant evidence.
 * TLW participate in group discussions.

Text Example(s): //The Outsiders (novel// ) by Robert Frost or similar text/poem about choices, students will complete a quick-write or Blog to support their argument for the following prompts: 1) What do you think Robert Frost is trying to say? (Try to sum it up in a phrase or two.) 2) How does this poem apply to the events/characters of the novel so far? (What "gold" did Pony have that didn't last?) 3) Is this supposed to be a sad poem? What makes you think so/not?
 * Assessment **
 * Product **
 * After reading “Nothing Gold Can Stay” @http://mrcoward.com/slcusd/gold.html
 * Students will continue journal entries for, “Tuff Time”, based on prompts that relate to the novel. (See unit links for prompts and additional activities) Students can use journals for their quick-writes.
 * Journal entries will continue throughout the next 3 weeks
 * Students can pick the best three journal entries to be read in detail by the teacher. The journal will either be personal reflective or reflective towards the theme and characterization.
 * You vs. Who? Product (Week 3-6 and due week 6)
 * Students will discover their own identity and relate themselves to a character/conflict from the novel. They will have the freedom to express their own identity in a media of their choice. Students will need to take a stance on the Essential Question: **Is literature always a reflection of life?** Students are encouraged to analyze a character and themselves and compare and contrast their identities. Product must present an argument and have relevant evidence to support their claim.
 * For example: Final product can be presented in one of the following media: Argumentative/Persuasive Essay, Memoir, Digital Format, Story-box, or Brochure, etc.

**Key Questions** (match Standard)
 * In relation to the theme question, how does this poem connect to the story, //The Outsiders//?
 * Based on specific literary elements, what are the relevant connections?
 * How is the argument supported by a claim with clear reasons and relevant evidence?

**Observable Student Behaviors** (Performance)
 * Students are able to recognize that poetry and novels can portray the same theme, but in different contexts.
 * Students are able to make connections between a poem and novel to support their claim.


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

Students can pick the best three journal entries to be read in detail by the teacher. The journal will either be personal reflective or reflective towards the theme and characterization.
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Read the poem, “Nothing Gold Can Stay” by Robert Frost. Have students discuss the connection to the Theme Essential Question: Is literature always a reflection of life?. Encourage students to reflect on the connection between the poem and the novel, //The Outsiders//. **I**ntercultural **C**ompetence
 * Reader’s Notebook/Journal [**S**ummarizing/**N**ote taking, **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)/
 * Literary elements: Somebody-Wanted-But-So (SWBS) class chart or student journal entries to record key characters and events. For example, the “somebody” (character), and the “wanted-but-so “relates to a specific event or conflict and how it was resolved.
 * Link: @http://wvde.state.wv.us/strategybank/Somebody-Wanted-But-So.html
 * 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 [**S**ummarizing/**N**otetaking, **C**ues, **Q**uestions, **O**rganizers ], **S**ocialization
 * Essay (Quick-write)
 * 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


 * Literary Texts **
 * // The Outsiders // by S. E. Hinton (7th grade Novel List)
 * // Unit Plan-@http://mrcoward.com/slcusd/outsiders.html //
 * // Unit Plan- @http://www.library.ubc.ca/edlib/lessonplans/sec/lled314/2003/englishunitplans/pdffiles/Other-studies/08Sabrina-Block-Outsiders.pdf //
 * // Seventh Grade // (Short Story) by Gary Soto HMU1p36
 * // The Two Brothers // by Leo Tolstoy HMU3p319
 * // Two brothers respond to a challenge by making very different choices. //
 * 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. This interactive lesson walks students through the process of writing effective introductory and concluding paragraphs. Two-column notes, group practice, and individual practice (I do, we do, you do) are included. How meaning is conveyed in texts that include print, images and sometimes sounds.
 * 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
 * W.7.1 Introductory and Concluding Paragraphs
 * S.L. 7.2 Impact of print and images on meaning

Time”, based on prompts that relate to the novel. They will pick the best three journal entries to be read in detail by the teacher. The journal will either be personal reflective or reflective towards the novels themes and characterization. Each journal entry will be: - a creative experience - 5-10 minutes of writing - not evaluated on grammar, but on thoughtful completion - written from a prompt provided by the teacher
 * Other Activities, etc. **
 * ** Journal: ** Over the course of the unit, students will write journal entries, “Tuff
 * ** Journal: ** Over the course of the unit, students will write journal entries, “Tuff

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