7.3.4LA


 * Grade: 7 Unit: 3 Week: 4 Content: ELA Dates: 12/3-12/7 **


 * Theme Essential Question: How does real world determination inform the depiction of determined literary characters? **


 * Essential Questions: **
 * How do characters show determination in a negative way through their actions and/or words?
 * What are the most important things in life? What brings true happiness?
 * How can one determined person have such great influence, negatively or positively, over those around them?


 * Standards **
 * R.L.7.2 Determine a theme of a text and analyze its development over the course of the text.
 * R.L.7.3 Analyze how particular elements of a drama interact.
 * R.L.7.5 Analyze how a drama’s form contributes to its meaning.
 * W.7.2 Write explanatory texts to examine a topic and convey ideas.
 * L.7.1.b Choose complex sentences to signal differing relationships among ideas.


 * 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.7.1 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 analyze the character and plot of //A Christmas Carol// as it relates to the theme of determination.
 * TLW compare Victorian Christmas traditions to current Christmas traditions.


 * Assessment **
 * Product **
 * Students will write a brief essay comparing and contrasting the holiday traditions they are familiar with to the traditions they have read about in Dickens’ //A Christmas Carol.//
 * How would Scrooge be treated during the holidays as a member of your family?

**Key Questions** (match Standard)
 * Why is Scrooge determined not to be cheerful during the holidays?
 * What does the chain symbolize?

**Observable Student Behaviors** (Performance)
 * Students will discuss Scrooge’s determination not to celebrate the holidays.
 * Students will write an essay comparing British Victorian Christmas to current American Christmas and address how Scrooge’s behavior would be dealt with today.

Dialogue Stage Directions Scenes/Acts ||
 * Vocabulary **
 * ** ELA ** ||
 * Drama


 * Suggested Activities ** (see Legend to highlight MCO and [HYS])
 * Explain the parts of a play and have students find examples of each.
 * Dialogue, Stage directions, scenes, acts, etc
 * Vocabulary: Some of the dialogue in the play/novel may be difficult because of the time period. Explain how to look for context clues in surrounding text to figure out the meanings of difficult terms or phrases. Students can work in pairs to determine the meanings of these phrases.
 * “Are in want of,” “is….in full vigor,” “the multitude,” “endeavoring,” “want is keenly felt,” “put you down for something,” “I don’t make merry myself”
 * 4 Corners Theme Activity: Students have to choose how much they agree with statements dealing with the themes of the story, such as “Money is the root of all evil” in order to build Text-to-Self connections with the story and its themes before beginning reading.
 * @http://novelinks.org/uploads/Novels/AChristmasCarol/4%20Corners.pdf
 * @http://novelinks.org/uploads/Novels/AChristmasCarol/Concept%20Analysis.pdf


 * 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 **


 * Literary Texts **
 * // A Christmas Carol // novel by Charles Dickens, dramatized by Fred Gaines HMU3 p398


 * Informational Texts **
 * “Dickens and Too Many Scrooges” online article HMU3 p425
 * @http://www.charlesdickenspage.com/
 * @http://my.hrw.com/la_2010/na_lit/nsmedia/ebook_gr7/author_bios/dickens_c.html


 * Art, Music, and Media **
 * @http://link.brightcove.com/services/player/bcpid711168620001?bckey=AQ,AAAApYJinmk~,-2yaQMCmIGHNPLdUv8PWJjTAMfFfw-ru&bctid=746939572001


 * Manipulatives **


 * Games **


 * Videos **
 * @http://link.brightcove.com/services/player/bcpid711168620001?bckey=AQ,AAAApYJinmk~,-2yaQMCmIGHNPLdUv8PWJjTAMfFfw-ru&bctid=746939572001


 * Sight Words **


 * SMART Board Lessons, Promethean Lessons **


 * Other Activities, etc. **

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