7.3.6LA


 * Grade: 7 Unit: 3 Week: 6 Content: ELA Dates: 12/17-12/21 **


 * 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?
 * How do early experiences shape and influence a character’s development?
 * 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 **
 * TLW write creatively to compose two very different obituaries for Scrooge.
 * TLW read analytically to determine the reasons behind a character’s actions and the possible effects of those actions.


 * Assessment **
 * Product **
 * Scrooge’s obituary
 * Students will write 2 versions of Scrooge’s obituary. The first will be as it would have been written before Scrooge’s experience with the 3 Ghosts of Christmas. The second, after his transformation. Students will present their writing and explain the difference.

**Key Questions** (match Standard)
 * What specific ways has Scrooge changed because of his Christmas ghost experience?
 * What about his experience made Scrooge want to transform?

**Observable Student Behaviors** (Performance)
 * Students will write in obituary format.
 * Students will present and display obituaries and explain the differences between the two.
 * Students will discuss specific ways Scrooge has changed.

Transformation ||
 * Vocabulary **
 * ** ELA ** ||
 * Drama
 * obituary ||


 * Suggested Activities ** (see Legend to highlight MCO and [HYS])
 * Body Biography Character Map- Students will work in groups to choose an integral character in the story and discuss important qualities of that character. They will then turn this discussion into a visual representation and present.
 * @http://novelinks.org/uploads/Novels/AChristmasCarol/Body%20Biography.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 **
 * @http://www.charlesdickenspage.com/


 * Art, Music, and Media **


 * Manipulatives **


 * Games **


 * Videos **


 * Sight Words **


 * SMART Board Lessons, Promethean Lessons **


 * Other Activities, etc. **

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