7_2_3LA


 * Grade: 7 Unit: 2 Week: 3 Content: ELA Dates: 10/15-10/18 (4 days) **


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


 * Essential Questions: **
 * How does a drama or poem’s form contribute to its meaning?
 * How does an author develop points of view in a text?
 * What is a central idea?
 * What is an objective summary?


 * Standards **
 * 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.
 * R.I.7.2 Key Ideas and Details: Determine two or more central ideas in a text and analyze their 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.7.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.
 * 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.
 * 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 examine how a writer uses text form and character points of view to contribute to a text’s meaning.
 * TLW identify central ideas in a text and summarize objectively.
 * TLW use purposeful words, point of view, and form to create a reflective text.


 * Assessment **
 * Product: (a Reflective Text) **
 * Bio/Persona poem: Write a bio-poem about a character, real or fictional, who you think demonstrates the epitome of perseverance. Present the poem as a dramatic reading.
 * Use a graphic organizer to compare two different poems with emphasis placed on central idea, point of view and form.
 * Reflective Essay: Wrtie a response to the essential question based on the poems, novels, plays, and biographies read in class: “How do characters, real and fictional, use words and actions to demonstrate perseverance?” Cite specific details from texts read. Possibly record your essay and upload it as a podcast.


 * Key Questions (match Standard) **
 * Why is it important to write objectively?
 * What is an objective summary of the topic researched previously?
 * What are the central ideas?
 * Why do authors use specific points of view in their texts?
 * How do authors choose specific synonyms and antonyms in their writing?
 * Why do authors use [insert poetic form] when writing a poem?
 * What is a persona poem?


 * Observable Student Behaviors (Performance): **
 * Student will be able to write objective summaries using a Graphic Organizer(s) or a form of Reflective Writing
 * Student will be able to write in a specific point of view, and use poetic forms and specific vocabulary in reflective writing.

Develop Point of view Central idea Objective (summary) Personal/Bio poem Personal narrative (reflection) Analyze Contrast Poetic forms ||
 * Vocabulary **
 * ** ELA ** ||
 * Contribute

Graphic Organizer [**S**imilarities/**D**ifferences] @http://my.hrw.com/la_2010/na_lit/teacher/ebook_gr7/write_smart/assets/data/launch_files/IGO/Y_Chart_pdf.pdf @http://my.hrw.com/la3/la09/student/minisites/igo/index.htm Cooperative Learning **S**ocialization
 * Suggested Activities ** (see Legend to highlight MCO and [HYS])
 * Students orally summarize previously read texts; identify objectivity of it. [**S**ummarizing/**N**otetaking]
 * Create a T-chart to contrast the points of views of characters in these texts and list beside each how it contributed to that text. [**S**imilarities/**D**ifferences, **C**ues, **Q**uestions, **O**rganizers, **N**on ** L ** inguistic representation], **I**ntercultural **C**ompetence
 * Partner students to chart identify the point of view in an assigned previously read text, identify its contribution to the text, and present to the class. **S**ocialization, [**S**imilarities/**D**ifferences, **C**ues, **Q**uestions, **O**rganizers, **N**on-**L**inguistic representation]
 * Write a short (informal) personal narrative of self-perseverance: using purposefully chosen words, point of view, and poetic form. **E**thnicity/**C**ulture, [**R**einforcing/**R**ecognition]
 * Y notes
 * Use a Venn Diagram or Y-chart to have the students compare and contrast
 * Student discussion in groups of information found—and students provide an exit slip.


 * Homework **

personal narrative, reflective essay
 * 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 **
 * Holt McDougal online text: @http://my.hrw.com
 * Marzano’s Graphic Organizers for Summarization and Organization
 * (for personal narrative examples) @http://thewritesource.com/studentmodels


 * Literary Texts **
 * Novel: //A Miracle Worker// (William Gibson)
 * Novel: //The Miracle Worker// (William Gibson)
 * Autobiography/Memoirs
 * // An American Childhood ( // Annie Dillard)HMU1 p122
 * “It’s Not About the Bike” (Lance Armstrong) HMU7 p814
 * “Encounter with Martin Luther King Jr.” (Maya Angelou) HMU2 p266

@http://www.poetryfoundation.org/poem/177021 @http://edhelper.com/poetry/Oranges_by_Gary_Soto.htm
 * Poems **
 * www.poets.org
 * “Mother to Son”by Langston Hughes
 * “It was a Long Time Before” by Lesie Marmon Silko HMU2 p288
 * “Abuelito Who” by Sandra Cisneros HMU2 p292
 * “Oranges” by Gary Soto


 * Informational Texts **


 * Art, Music, and Media **
 * Music Lyrics: www.allsonglyrics.us


 * Manipulatives **


 * Games **


 * Videos **


 * Sight Words **


 * SMART Board Lessons, Promethean Lessons **


 * Other Activities, etc. **
 * @http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=10523/86&
 * www.readwritethink.org/classroom-resources/printouts/persuasion-rubric-30217.html
 * Poetic Music: Pass out song lyrics to students and have them read silently along as you play the song. Then ask them to summarize the song; identify the central idea; and analyze the use of poetic devices and specific vocabulary to enhance the song’s meaning.
 * Poetic Music Extension Activity: The students then create a song of their own using these same devices.

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