7_2_6LA


 * Grade: 7th Unit: 2 Week: 6 Content: ELA Dates: 11/5-11/7 (3 days) **


 * Theme Essential Question: ** How do characters, real and fictional, use words and actions to demonstrate perseverance?


 * Essential Questions: **
 * How does establishing and maintaining a formal style help a reading navigate text?
 * How does providing a concluding statement help a reader make sense of a piece of writing?
 * How does providing a relevant conclusion support the body of a piece of writing?
 * How does a writer select purposeful language to convey a specific idea?


 * Standards: **
 * W.7.1.a Text Types and Purposes: Introduce claim(s), acknowledge alternate or 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.
 * W.7.7 Research to Build 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.
 * W.7.9.a Research to Build and Present Knowledge: Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).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.9.b Research to Build and Present Knowledge: Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”)
 * SL.7.2 Comprehension and Collaboration: Analyze the main ideas and supportingdetails presented in diverse media and formats (e.g. visually quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
 * SL.7.5 Presentation of Knowledge and Ideas: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.


 * 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.7.2 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: T ** he **L**earner **W**ill
 * TLW establish and maintain a formal writing style for a persuasive/argumentative piece of writing/presentation.
 * TLW provide a concluding statement that supports the argument presented.
 * TLW revise and finalize a piece of writing/presentation for publication.


 * Assessment **
 * Product (Research started in Week 4; Publication Week 6): **
 * Student will produce a polished final draft of their writing/presentation for publication.


 * Key Questions (match Standard) **
 * Why must a writer establish and maintain a formal style?
 * Why must a writer provide a relevant concluding statement?
 * Why must the writer write the conclusion to support the body of a piece of writing/ presentation?
 * Why does a writer select purposeful language to convey a specific idea?


 * Observable Student Behaviors (Performance): **
 * Students will establish and maintain a formal style throughout their writing.
 * Students will provide a relevant concluding statement.
 * Students will write a conclusion that supports statements written throughout the body of the paper/presentation.
 * Students will select purposeful vocabulary/phrases that convey a specific idea.

Maintain Conclusion Support Purposeful vocabulary Convey Relevant Formal style Writing styles ||
 * Vocabulary **
 * ** ELA ** ||
 * Establish


 * Suggested Activities ** (see Legend to highlight MCO and [HYS])
 * Peer editing **S**ocialization, [**C**ues, **Q**uestions, **O**rganizers, **O**bjectives/**F**eedback]
 * Revisions check list/rubric [**O**bjectives/**F**eedback, **R**einforcing/**R**ecognition]
 * Persuasive/argumentative writing frame/checklist [**O**bjectives/**F**eedback, **R**einforcing/**R**ecognition]


 * Homework: **

MLA writing format APA writing format
 * 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: **
 * APA Manual
 * MLA Manual
 * Thesaurus
 * Dictionary
 * Persuasive Techniques @http://my.hrw.com/tabnav/controller.jsp?isbn=9780547616155
 * Persuasive Writing @http://my.hrw.com/tabnav/controller.jsp?isbn=9780547616155


 * Literary Texts **
 * Novel: //A Miracle Worker// (William Gibson)
 * “The Noble Experiment” by Jackie Robinson as told by Alfred Duckett HMU7 p832


 * Informational Texts ** :
 * APA Manual
 * MLA Manual
 * Thesaurus
 * Dictionary
 * Purdue’s website (APA/MLA style):
 * @http://owl.english.purdue.edu/owl/section/2/10/
 * @http://owl.english.purdue.edu/owl/section/2/11/
 * McDougal Literature: www.myhrw.com


 * Art, Music, and Media **
 * @http://discoveryeducation.com


 * Manipulatives **


 * Games **

@http://player.discoveryeducation.com/index.cfm?guidAssetId=1D3C5570-05F9-4F2B-8B39-F7CC6E469437&blnFromSearch=1&productcode=US @http://player.discoveryeducation.com/?blnPreviewOnly=1&guidAssetId=0597503a-0bf8-423f-9c89-ef340274469a @http://player.discoveryeducation.com/index.cfm?guidAssetId=8658EE7A-16DB-4A10-B79D-22464FEFA3E0
 * Videos **
 * www.DiscoveryEducation.com
 * @http://my.hrw.com/tabnav/controller.jsp?isbn=9780547616155
 * Jackson’s Plan:
 * Holocaust: Teenage Experience
 * "Life Worth Living: One Man's Story"
 * Choices: @http://player.discoveryeducation.com/index.cfm?guidAssetId=3A66B5C9-517C-46C9-B829-B2CBD8E22DAC&blnFromSearch=1&productcode=US
 * Perseverence: Life is Worth Living: @http://player.discoveryeducation.com/index.cfm?guidAssetId=8658EE7A-16DB-4A10-B79D-22464FEFA3E0&blnFromSearch=1&productcode=US


 * Sight Words **


 * SMART Board Lessons, Promethean Lessons **


 * 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 ||
 * = English
 * = Math ||= [[image:commoncorepcssd6/Actions-insert-table-icon.png link="@http://inst.pcssd.org/math/CCSS/7/Math7TeachingMatrix.xls"]]
 * = [[image:PCSSDlogo.JPG link="commoncorepcssd/PCSSD"]]