7_1_4LA

** Theme Essential Question: ** What makes characters in historical fiction believable? ** Essential Questions: ** ** Standards: ** ** Ongoing Standards: ** ** Objectives: T ** he **L**earner **W**ill ** Assessment ** ** Product ** ** Key Questions ** ** Observable Student Behaviors ** ** Vocabulary: ** Comma Capitalization Punctuation Spelling Phrases Clauses Compare Contrast Point of view Narrator Sequence || ** Suggested Activities: ** (see Legend to highlight MCO and [HYS]) ** Homework **
 * Grade: 7 Unit: 1 Week: 4 Content: ELA Dates: 9/10-9/14 **
 * What is historical fiction?
 * What determines a character?
 * What characteristics makes a character believable?
 * R.I.7.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
 * R.L.7.9 Integration of Knowledge and Ideas: 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.
 * 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.7.10 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.7.1Conventions of Standard English: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
 * L.7.2 Conventions of Standard English: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
 * 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.
 * TLW review the rules of capitalization, punctuation, spelling, phrases and clauses.
 * TLW discuss how authors of fiction accurately portray or alter history.
 * TLW 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.
 * TLW cite textual evidence, especially as it relates to character development.
 * TLW explain the historical context of a story, and how authors make historical fiction believable.
 * TLW write a variety of responses to literature and informational text.
 * Using the Venn diagram, Inspiration, or Y chart students will compare and contrast the setting of the story to medieval history.
 * Begin planning for final product due week 6-Create a story board or digital story telling presentation with Movie Maker or another digital storytelling tool.
 * What are the similarities and differences between a nonfiction character and a fictional character?
 * How do authors of fiction use or alter history?
 * Students will be able to show evidence of comparison and contrasts.
 * Students will apply the rules of capitalization, punctuation, spelling, phrases and clauses.
 * Students will show understanding of how authors of fiction use or alter history.
 * ** ELA ** ||
 * Setting
 * As a class, chart specific characters, personality traits, events/conflicts, dialogue and important decisions
 * Character Analysis Map **E**thnicity/**C**ulture
 * Foldable for characteristics of genres
 * Character and point of view **@http://my.hrw.com/tabnav/controller.jsp?isbn=9780547616155**
 * Character map, graphic organizers, eyewitness report:
 * @http://my.hrw.com/la_2010/na_lit/nsmedia/ebook_gr7/write_smart/WriteSmart.html?moduleIndex=1
 * Graphic Organizers can be used to record key events, characteristics and/or elements of sample text. [**O**rganizers, **S**ummarizing/**N**otetaking, **S**imilarities/**D**ifferences], **I**ntercultural **C**ompetence
 * Semantic Mapping/Story Map-[**N**on-**L**inguistic representation]
 * Frayer Model [**N**on-**L**inguistic representation]
 * @http://player.discoveryeducation.com/index.cfm?guidAssetId=4B4EA0EC-04EC-4600-8315-D8AB80A094A3&blnFromSearch=1&productcode=US
 * @http://my.hrw.com/la_2010/na_lit/nsmedia/ebook_gr7/write_smart/WriteSmart.html?moduleIndex=1&subSection=1
 * Medieval for kids @http://www.historyforkids.org/learn/medieval/
 * Story Board @http://my.hrw.com/la_2010/na_lit/nsmedia/ebook_gr7/write_smart/assets/data/launch_files/IGO/Storyboard_pdf.pdf
 * Graphic organizers such as: [ **C**ues, **Q**uestions, **O**rganizers, **S**ummarizing/**N**otetaking, **S**imilarities/**D**ifferences]
 * Venn diagram to compare and contrast characters
 * Frayer model [**N**on-**L**inguistic representation]
 * Y chart

** 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)
 * Frayer Model
 * @http://player.discoveryeducation.com/index.cfm?guidAssetId=4B4EA0EC-04EC-4600-8315-D8AB80A094A3&blnFromSearch=1&productcode=US
 * Historical Fiction
 * MovieMaker tutorial: @http://windows.microsoft.com/en-US/windows7/products/features/movie-maker
 * || ** Multicultural Concepts **

** Resources **


 * Professional Texts **
 * Graphic organizers @http://my.hrw.com/la_2010/na_lit/nsmedia/ebook_gr7/write_smart/WriteSmart.html?moduleIndex=1

Holt Textbook: Holt McDougal (Excerpts)
 * Literary Texts **
 * Novel: Percy Jackson and the Olympians: The Lightening Thief (Rick Riordan)
 * Novel: Midwife’s Apprentice (Karen Cushman)
 * Novel: Crispin: The Cross of Lead (Avi)
 * Novel: Crispin:The Cross of Lead (Avi) HMU6 p706
 * “Sir Gawain and the Green Knight” – HMU6 p692
 * “Beowulf” HMU6 p674
 * “Young Arthur” HMU6 p680
 * Greek Mythology HMU6 p644-673


 * Informational Texts **

Non Fiction comparison Joan of Arc (Diane Stanley)
 * Medieval resources @http://www.historyforkids.org/learn/medieval/history/earlymiddle/arthur.htm
 * Movie Maker tutorial: @http://windows.microsoft.com/en-US/windows7/products/features/movie-maker
 * Picture Book(s)

How would you survive in the Middle Ages? (Fiona MacDonald and David Salariya)

@http://questgarden.com/02/42/9/050922105351/ This WebQuest is taking the book "Cross of Lead" and finding new ideas to expand the way of learning this particualr book. New ideas and ways of breaking down other books you may use in your classroom as a part of Language Arts. @http://questgarden.com/112/66/9/101031104012/ Take what you have learned from from reading "The Lightning Thief" and extend your knowledge of the characters to predict where the story will go in book two "The Sea of Monsters. @http://questgarden.com/97/43/5/100228180300/  Acting as researchers who are helping author Rick Riordan prepare to write another book in the Percy Jackson series, students will research a story from Greek mythology and will learn about Greek pottery art. They will then write a modern-day version of the myth they choose and create a drawing in the style of a Greek vase that portrays the most important idea of the myth.  @http://questgarden.com/126/07/5/110505152904/  During this webquest, you will retrace Percy's quest and visit the various stops along the way  @http://questgarden.com/119/77/0/110222071822/  This is a webquest in which students will explore the concept of the Hero's Journey in an attempt to create their own. @http://questgarden.com/123/14/7/110402084040/ Designed to expand students' knowledge of Greek Mythology beyond the characters in The Lightning Thief, students will create a new Half-Blood and write a new chapter in the story.
 * WebQuests **
 * Crispin: The Cross of Lead
 * Percy Jackson Extended
 * Percy Jackson, Greek Mythology, and Researching for Rick
 * The Lightning Thief-Traveling with Percy
 * Percy Jackson's Hero Journey
 * Pushing Past Percy: Exploring Greek Gods

@http://player.discoveryeducation.com/index.cfm?guidAssetId=28E34E7F-74CA-4D98-83B9-BB693118B570&blnFromSearch=1&productcode=US
 * Art, Music, and Media **
 * @http://player.discoveryeducation.com/?blnPreviewOnly=1&guidAssetId=92e9b633-337d-443d-bcd6-755624946051
 * Music of Middle Ages @http://player.discoveryeducation.com/index.cfm?guidAssetId=1CC82CF4-EAA5-43C2-81B1-C73BC56E166E&blnFromSearch=1&productcode=US
 * Art of Middle Ages


 * Manipulatives **
 * Venn diagram
 * Foldable


 * Games **


 * Videos **
 * Percy Jackson and the Olympians: The Lightening Thief (2010)
 * Middle Ages overview: @http://player.discoveryeducation.com/index.cfm?guidAssetId=1FDEEB30-A5F0-410F-9140-34CA7E6C484F&blnFromSearch=1&productcode=US
 * Myths: @http://player.discoveryeducation.com/index.cfm?guidAssetId=92E9B633-337D-443D-BCD6-755624946051&blnFromSearch=1&productcode=US
 * Legends: @http://player.discoveryeducation.com/index.cfm?guidAssetId=D1016E2D-16EB-4DCF-982C-2586B966B9DE&blnFromSearch=1&productcode=US
 * Epic: @http://player.discoveryeducation.com/index.cfm?guidAssetId=12E32C21-8615-4F7A-9B22-365B629A9BA5&blnFromSearch=1&productcode=US
 * Tall Tale: @http://player.discoveryeducation.com/index.cfm?guidAssetId=A58706C3-A247-4BB1-91A2-9E6E0565DD0D&blnFromSearch=1&productcode=US


 * Sight Words **
 * Vocabulary from Story


 * SMART Board Lessons, Promethean Lessons **

**Other Activities, etc.** [Non-Linguistic representation]
 * Student may draw the character based on the characteristics described in the story.
 * Partners/Teams may draw (or make a small creation) of the setting as described in the story.
 * Students may create character trading cards: Want to Trade? Think of a character you would like to make a trading card about. Write information about the character and draw a picture that represents the character.
 * Modify for a “Back to School” activity whereas students select a character that they identify with and create their own “character” card with the following information: name, age, place of birth, favorite …, most memorable adventure, quote, two pieces of information and a sketch of themselves or something that represents them.

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:commoncorepcssd6/PCSSDlogo.JPG link="commoncorepcssd/PCSSD"]]