7.3.8LA

** Grade: 7 Unit: 3 Week: 8 Content: ELA Dates: 1/14-1/18 ** 
 * Theme Essential Question: How does real world determination inform the depiction of determined literary characters? **

** Essential Questions: **
 * What characteristics depict courage?
 * When is there dignity in silence?
 * When is it necessary to speak out?

** Standards **   ** Ongoing Standards **   ** Objectives: T ** he **L**earner **W**ill   ** Assessment **
 * <span style="font-family: arial,helvetica,sans-serif;">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.
 * <span style="font-family: arial,helvetica,sans-serif;">R.L.7.3 Analyze how particular elements of a story interact.
 * <span style="font-family: arial,helvetica,sans-serif;">R.L.7.6 Craft and Structure: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
 * <span style="font-family: arial,helvetica,sans-serif;">R.I.7.3 Key Ideas and Details: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
 * <span style="font-family: arial,helvetica,sans-serif;">L.7.4.c Consult reference materials to determine or clarify [a word’s] precise meaning.
 * <span style="font-family: arial,helvetica,sans-serif;">L.7.5.b Use the relationship between particular words to better understand each of the words.
 * <span style="font-family: arial,helvetica,sans-serif;">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.
 * <span style="font-family: arial,helvetica,sans-serif;">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.
 * <span style="font-family: arial,helvetica,sans-serif;">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.
 * <span style="font-family: arial,helvetica,sans-serif;">W.7.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.
 * <span style="font-family: arial,helvetica,sans-serif;">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.
 * <span style="font-family: arial,helvetica,sans-serif;">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.
 * <span style="font-family: arial,helvetica,sans-serif;">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.
 * <span style="font-family: arial,helvetica,sans-serif;">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.
 * <span style="font-family: arial,helvetica,sans-serif;">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.
 * <span style="font-family: arial,helvetica,sans-serif;">SL.7.1d Comprehension and Collaboration: Acknowledge new information expressed by others and, when warranted, modify your own views.
 * <span style="font-family: arial,helvetica,sans-serif;">L.7.1 Conventions of Standard English: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
 * <span style="font-family: arial,helvetica,sans-serif;">L.7.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
 * <span style="font-family: arial,helvetica,sans-serif;">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.
 * <span style="font-family: arial,helvetica,sans-serif;">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.
 * <span style="font-family: arial,helvetica,sans-serif;">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.
 * <span style="font-family: arial,helvetica,sans-serif;">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.
 * <span style="font-family: arial,helvetica,sans-serif;">TLW define determination.
 * <span style="font-family: arial,helvetica,sans-serif;">TLW read and discuss fiction and nonfiction text about people, real and fictional, that face conflict.
 * <span style="font-family: arial,helvetica,sans-serif;">TLW discuss how author’s use of language, diction, or style of presentation affects the meaning of their stories and makes their style unique.
 * <span style="font-family: arial,helvetica,sans-serif;">TLW compare and contrast characters from the various texts read.
 * <span style="font-family: arial,helvetica,sans-serif;">TLW demonstrate command of conventions of standard English grammar and usage when writing or speaking.
 * Product **
 * <span style="font-family: arial,helvetica,sans-serif;">Create an open-ended reflective essay response to the essential theme question: How does real-world determination inform the depiction of determined literary characters?
 * <span style="font-family: arial,helvetica,sans-serif;">Write a written response to the essential question, based on the novels read and discussed in class: ―How does real-world determination inform the depiction of characters in literature? Cite specific details from texts read, not only from English class, but also from history class. After your teacher reviews your first draft, work with a partner to edit and strengthen your writing. Option 2: Be prepared to summarize your thoughts on two Power Point slides that include visuals. All slides will be combined into a single presentation

<span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">**Key Questions** (match Standard)
 * <span style="font-family: arial,helvetica,sans-serif;">How have I seen determination in the texts that we’ve read?
 * <span style="font-family: arial,helvetica,sans-serif;">How do author’s use real world events to influence their writing?

<span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">**Observable Student Behaviors** (Performance) <span style="font-family: arial,helvetica,sans-serif;"> <span style="font-family: arial,helvetica,sans-serif;"> <span style="font-family: arial,helvetica,sans-serif;">** Vocabulary ** Determination Point of view in narration Autobiography Biography || <span style="font-family: arial,helvetica,sans-serif;">** Suggested Activities ** (see Legend to highlight MCO and [HYS])
 * <span style="font-family: arial,helvetica,sans-serif;">Demonstrate a command of standard English grammar and usage in discussion and writing
 * <span style="font-family: arial,helvetica,sans-serif;">Define characteristics of determination and various ways that demonstrate courage.
 * <span style="font-family: arial,helvetica,sans-serif;">Cite textual evidence, especially as it relates to fictional characters actions in specific scenes.
 * <span style="font-family: arial,helvetica,sans-serif;">Use multi-media to convey a message relating to specific issues within a specific timeline in history
 * ** ELA ** ||
 * Depict
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Class Discussion: **S**ocialization, **E**thnicity/**C**ulture [**N**on-**L**inguistic representation, **S**ummarizing/**N**otetaking]
 * What is the meaning of the word “determination?”
 * Define the word and create a class word map with examples of determination in texts read during this unit, write them on post-it notes and add them to the word map.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Graphic Organizer: As you read one of the fictional stories take notes in your journal about how the characters have experiences similar to and different from Frederick Douglas. Be sure to note page numbers with relevant information, or mark your text with Post-It notes, so you can go back and cite the text during class discussion. [**C**ues, **Q**uestions, **O**rganizers]
 * Where did the character live?
 * What was that character’s context? What was happening in the world?
 * What was a typical day like for this person?
 * How is the character’s experience similar to Frederick Douglas?
 * How is the character’s experience different from Frederick Douglas?
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Graphic Organizer :[**S**imilarities/**D**ifferences], **R**acism/**D**iscrimination
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Use of Venn Diagram or Y-Chart to compare/contrast two non-fictional characters
 * Share your notes with a partner

<span style="font-family: arial,helvetica,sans-serif;">** Homework **

<span style="font-family: arial,helvetica,sans-serif;">** Terminology for Teachers ** ||  || <span style="font-family: arial,helvetica,sans-serif;">**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

<span style="font-family: arial,helvetica,sans-serif;">** Resources ** <span style="font-family: arial,helvetica,sans-serif;">** Professional Texts ** <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">http://my.hrw.com <span style="font-family: arial,helvetica,sans-serif;"> <span style="font-family: arial,helvetica,sans-serif;">** Literary Texts ** <span style="font-family: arial,helvetica,sans-serif;">** Poetry ** <span style="font-family: arial,helvetica,sans-serif;"> <span style="font-family: arial,helvetica,sans-serif;">** Autobiographies/Biographies/Memoirs **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Novel: //Narrative of the Life of Frederick Douglas-An American Slave//
 * <span style="font-family: arial,helvetica,sans-serif;">// The People Could Fly // by Virginia Hamilton
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">“Mother to Son” by Langston Hughes
 * @http://www.poetryfoundation.org/poem/177021
 * <span style="font-family: arial,helvetica,sans-serif;">“The Courage that my Mother Had” by Edna St. Vincent Millay HMU5p 559
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">“In-Courage” by Dorsy Baker
 * <span style="font-family: arial,helvetica,sans-serif;">@http://www.poemhunter.com/poem/in-courage/
 * <span style="font-family: arial,helvetica,sans-serif;">// Malcolm X:By Any Means Necessary // by Walter Dean Myers HMU7 p826
 * <span style="font-family: arial,helvetica,sans-serif;">// The Noble Experiment // by Jackie Robinson //as told// //to// Alfred Duckett HMU7 p832

<span style="font-family: arial,helvetica,sans-serif;">** Informational Texts ** <span style="font-family: arial,helvetica,sans-serif;"> <span style="font-family: arial,helvetica,sans-serif;"> <span style="font-family: arial,helvetica,sans-serif;">** Art, Music, and Media **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Malcolm X Best Speeches p.1
 * @http://www.youtube.com/watch?v=avHPVjrhI7Y&safety_mode=true&persist_safety_mode=1&safe=active
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">The Jackie Robinson Story
 * @http://www.youtube.com/movie?v=hCBoskYx3Is&feature=mv_sr

<span style="font-family: arial,helvetica,sans-serif;">** Manipulatives **

<span style="font-family: arial,helvetica,sans-serif;">** Games ** <span style="font-family: arial,helvetica,sans-serif;"> <span style="font-family: arial,helvetica,sans-serif;"> <span style="font-family: arial,helvetica,sans-serif;">** Videos ** <span style="font-family: arial,helvetica,sans-serif;"> <span style="font-family: arial,helvetica,sans-serif;"> <span style="font-family: arial,helvetica,sans-serif;">** Sight Words ** <span style="font-family: arial,helvetica,sans-serif;"> <span style="font-family: arial,helvetica,sans-serif;"> <span style="font-family: arial,helvetica,sans-serif;">** SMART Board Lessons, Promethean Lessons ** <span style="font-family: arial,helvetica,sans-serif;"> <span style="font-family: arial,helvetica,sans-serif;"> <span style="font-family: arial,helvetica,sans-serif;">** Other Activities, etc. **

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