7.4.4LA


 * Grade: 7 Unit: 4Week: 4 Content: ELA Dates: 2/11-2/15 **


 * Theme Essential Question **** : What similarities and differences exist among characters that survive in the wilderness? **


 * Essential Questions: **
 * What is theme?
 * How can a reader make inferences to determine theme?


 * Standards (Week 1 and 2) **
 * 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.
 * 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 a topic clearly, previewing what is to follow, organize ideas, concepts, and information, using strategies such as definition, concrete details, quotations, or other information and examples.
 * W.7.1.b Text Types and Purposes: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
 * 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. 7.W.2.d Text Types and Purposes: Use precise language and domain-specific vocabulary to inform about or explain the topic
 * W.7.7 Research to Build and 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.
 * L. 7.5 Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 * L. 7.5.a Vocabulary Acquisition and Use: Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
 * L. 7.5.b Vocabulary Acquisition and Use: Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
 * L.7.5.c Vocabulary Acquisition and Use: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).


 * 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.7.2 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 (Week 3 and Week 4) **
 * TLW read and discuss novels, articles and/or biographies about characters, real and fictional that survived in the wilderness determine how setting shapes a plot
 * TLW cite several pieces of textual evidence to support analysis
 * TLW read poetry and make inferences to determine a theme.


 * Assessment ** (Week 3 and 4)
 * Product **
 * Based on reading several selections of poetry, for example, “Sleeping in the Forest” and “Gold” or excerpts of a novel, students can work in groups to make inferences to determine a common theme. As a small group/paired or independent, create a two-three column chart, or similar graphic organizer. Students will cite specific text from two -three different pieces that support a claim, notes figurative language, and records specific words/phrases that are used for effect.
 * As a class or small group have a discussion based on the following question: “What similarities and differences exist among characters that survive in the wilderness?” As a group or independently, complete a chart or a quick-write reflective piece based on the novels/texts/poems read and discussed in class: Cite specific details from texts read that support the argument and claim.

**Key Questions** (match Standard)
 * Is the theme relevant to the selected texts and supported by specific details?
 * How does figurative language add meaning to the text?
 * What strategies can a reader use to distinguish among the connotations (associations) of words with similar denotations?

**Observable Student Behaviors** (Performance)
 * Students will be able to infer and cite relevant text that supports theme.
 * Students are able to present information in an organized manner.
 * Students are able to cite support for an argument.
 * Students use specific strategies to define a word and/or recognize its purpose within a context.


 * Vocabulary **
 * ** ELA ** ||  ||   ||
 * nuance ||  ||   ||
 * theme ||||  ||
 * memoir ||||  ||
 * first-person point of view ||||  ||
 * flashback ||||  ||
 * foreshadowing ||||  ||
 * develop ||||  ||
 * analyze ||||  ||
 * infer ||||  ||


 * Suggested Activities ** (see Legend to highlight MCO and [HYS])
 * See http://my.hrw.com
 * Reading Skill: Making Inferences-[Similarities/Differences, Summarizing/Notetaking]
 * After reading several poems, students may use a response frame and reflect on the following question: What is the speaker saying about the elements of nature and the relationship that exists?
 * Participate in group discussions **I**ntercultural **C**ompetence, [Similarities/Differences]
 * Discuss the speaker’s viewpoint of nature and note whether or not the speaker is comfortable in this natural world.
 * Compare and contrast characters/viewpoints. Use a triple Venn Diagram to compare and examine similarities and differences among three poems that center on nature. Discuss how their views may be different from novels and/or articles previously read.


 * 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 **
 * http://my.hrw.com


 * Literary Texts **


 * Poetry **
 * “Sleeping in the Forest” by Mary Oliver **HMU5p570**
 * “The World is Not a Pleasant Place to Be” by Nikki Giovanni **HMU5p578**
 * “Gold” by Pat Mora HMU5p570-573
 * // Dirk the Protector // (Short Story) by Gary Paulsen **HMU2p278**
 * // Holes // (excerpt) by Louis Sachar **HMU1p96**
 * // Out of the Dust // (excerpt) by Karen Hess **HMUp4**
 * // Far North // by Will Hobbs
 * // Call of the Wild // by Jack London
 * // Touching Spirit Bear // by Ben Mikaelsen
 * // Hatchet // by Gary Paulsen

@http://my.hrw.com/tabnav/controller.jsp?isbn=9780547616155List @http://camping.lovetoknow.com/Real_Survival_Stories_in_the_Wilderness
 * Informational Texts **
 * What do you need to survive?
 * Wilderness Survival Stories


 * Art, Music, and Media **


 * Manipulatives **


 * Games **

Author video-Paulsen @http://my.hrw.com/la_2010/na_lit/nsmedia/ebook_gr7/author_bios/Paulsen/Author_Pages/G_Paulsen.htmlManipulatives
 * Videos **


 * Sight Words **

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. This is an activity that can be adapted to whatever words you are using to introduce new vocabulary. I use it as a two day lesson. Day one looks at context and possible meanings. Day 2 reviews the actual definition. The words in this particular lesson come from Tuesdays with Morrie by Mitch Albom. Parts of a dictionary entry for words with multiple meanings. Using context clues to determine meaning, Using magnifying glass to find the correct definitions. A lesson helping students understand how to use the text to gain insight on the meaning of new words. Use Senteo interactive response system to test the ability to choose the right homophones. Games and Activities to teach types of figures of speech. This lesson uses popular music lyrics adn a short United Streaming video to help students understand the literary devices metaphors, similies, and hyperboles. Learning, practicing, and using vocabulary independently 50 minute lesson on idioms. Use a variety of images to craft sentences using figurative language. Four different vocabulary activities including definition, antonym, sentence, and multiple choice review. 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.
 * SMART Board Lessons, Promethean Lessons **
 * W.7.1 Introductory and Concluding Paragraphs
 * L.7.4a New Vocabulary
 * L.7.4a Words with Multiple Meanings
 * L.7.4a Word Analysis
 * L.7.4a Homophones (Question Set)
 * L.7.5 Figures of Speech Field Day
 * L.7.5 Metaphors, Similes, and Hyperbole in lyrics
 * L.7.5 Vocabulary
 * L.7.5 Idioms
 * L.7.5a Figuratively Speaking
 * L.7.5b Vocabulary Lesson
 * R.L. 7.2 Summarizing
 * R.L. 7.2 Recurring Theme
 * R.L. 7.2 Identify the perspectives offered on individuals, community, and society


 * 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 ||
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