7.4.2LA

= = ** Grade: 7Unit: 4 Week: 2 ** ** Content: ELA Dates: 1/28-2/1 **


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


 * Essential Questions: **
 * What is wilderness?
 * What do you need to survive in the wilderness?


 * Standards **
 * 7.R.L.7 Integration of Knowledge and Ideas: Compare and contrast a story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
 * 7.R.I.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.
 * 7.R.I.3 Key Ideas and Details: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
 * 7.R.I.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
 * 7.R.I.5 Craft and Structure: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
 * 7.R.I.6 Craft and Structure: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
 * 7.R.I.9 Integration of Knowledge and Ideas: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
 * 7.W.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.
 * 7.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.
 * 7.L.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.


 * Ongoing Standards: **
 * 7.R.L.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.
 * 7.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
 * 7.W.3.a Text Types and Purposes: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
 * 7.SL.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.
 * 7.SL.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.
 * 7.SL.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.
 * 7.SL.1.b Comprehension and Collaboration: Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
 * 7.SL.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.
 * 7.SL.1.d Comprehension and Collaboration: Acknowledge new information expressed by others and, when warranted, modify their own views.
 * 7.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * 7.L.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.
 * 7.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * 7.L.5 Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

**Objectives** (Week 1 and Week 2)
 * TLW read and discuss novels, articles, and/or biographies about characters, real and fictional that survive in the wilderness.
 * TLW discuss how authors use literary technique such as flashback or point of view to engage the reader.
 * TLW discuss how setting shapes plot.
 * TLW cite several pieces of textual evidence to support analysis

**Product** (Weeks 1, and 2)
 * Assessment **
 * Continue to work in pairs to add to the cause and effect diagram to show understanding of why/how events happen in a story.
 * Work in pairs to Create a Sequence Chain of Events (See Holt McDougal Best Practices Toolkit, B.21) thinkcentral.com
 * In small group, create Reporter’s Questions (See Holt McDougal Best Practices Toolkit, p.C9) thinkcentral.com

**Key Questions** (match Standard)
 * Does the diagram, chain of events or reporter’s questions represent key events that show relevant cause and effect?
 * Are specific events listed correctly on the diagram/chain of events?

**Observable Student Behaviors** (Performance)
 * Students are correctly identifying specific events that align with cause and effect.
 * Students recognize events that align with the diagrams.
 * Student discussion focuses on specific events or characteristics that relate to survival.
 * Vocabulary **
 * ** ELA ** ||  ||   ||
 * memoir ||  ||   ||
 * First-person point of view ||  ||   ||
 * flashback ||  ||   ||
 * foreshadowing ||  ||   ||
 * develop ||  ||   ||
 * analyze ||  ||   ||

As you read one of the novels about survival, take notes about how the characters are affected by their environment. (Remember, characters that survive in the wild may be people or animals) Be sure to note page numbers with relevant information, or mark your text with post-it notes, so that you can go back and cite the text during class discussion.
 * Suggested Activities ** (see Legend to highlight MCO and [HYS])
 * Class Discussion ** Socialization

As you read one of the novels about survival in the wild, take notes about how the characters are affected by their environment. (Remember, characters that survive in the wild may be people or may be animals!) Be sure to note page numbers with relevant information, or mark your text with Post-It notes, so you can go back and cite the text during class discussion. (RL.7.2, RL.7.1, L.7.5a,b,c) Who is the character you are studying? What is a typical day like for this character? What challenges did this character face? How did this character overcome these challenges? How does it affect the character’s behavior throughout the novel? Your teacher may give you the opportunity to share your notes with a partner who read the same text, prior to class discussion.
 * Graphic Organizer ** [Similarities/Differences, Summarizing/Notetaking, Cues, Questions, Organizers]

Select an author such as Jack London, Gary Paulsen, Will Hobbs or another of your choice who writes about survival in the wilderness and draft a research paper. Note how their point of view, and literacy techniques engages the reader. Continue word study from previous units Write your own “survival in the wilderness” story, incorporating words, techniques, and styles from the novels read. Student may want to create a multimedia presentation
 * Research Intercultural Competence **
 * Word Study**
 * Narrative Writing Intercultural Competence **


 * 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 is asked to og In)
 * ** Multicultural Concepts **

**Professional Texts** http://my.hrw.com
 * Resources **
 * Online textbook resources

** Literary Texts **
 * @http://my.hrw.com/la3/la09/student/minisites/igo/index.htm
 * Literary Texts **
 * // Dirk the Protector // (Short Story) (Gary Paulsen) **HMU2p278**
 * // Holes // (excerpt) (Louis Sachar) **HMU1p96**
 * // Out of the Dust // (excerpt) (Karen Hess) **HMUp4**
 * // Far North // (Will Hobbs)
 * // Call of the Wild // (Jack London)
 * // Touching Spirit Bear // (Ben Mikaelsen)
 * // Hatchet // (Gary Paulsen)

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

Author video-Paulsen @http://my.hrw.com/la_2010/na_lit/nsmedia/ebook_gr7/author_bios/Paulsen/Author_Pages/G_Paulsen.htmlManipulatives
 * Art, Music, and Media **

>
 * Manipulatives **

>
 * Games **

@http://player.discoveryeducation.com/index.cfm?guidAssetId=F888A054-67BE-4A04-8FC3-D1812EDDAF62&blnFromSearch=1&productcode=US
 * Videos **
 * Survival in Alaska Wilderness

>
 * Sight Words **

** SMART Board Lessons, Promethean Lessons** This lesson activity introduces metaphor, simile, alliteration, personification, and onomatopoeia with practice exercises. Defines simile, metaphor, personification, alliteration, onomotopoeia, and rhyme scheme. Title: How to Summarize; Content Area: Reading; Objective: Use summarizing as a tool to become a better reader. 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. Multi-day unit covering the five steps, with added review games as well as links to short videos. This lesson breaks down the daunting task of organizing a comparison/contrast essay into 4 steps. The example used is comparing Ancient Greece and Ancient Rome, but could easily be substituted with any subject matter. This interactive lesson instructs students in the art of adding sensory details to their descriptive writing. Definitions and examples are provided, as well as an interactive example. 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.
 * R.L. 7 Figurative Language
 * R.L. 7 Sounds of Poetry
 * R.I. 7.2 Summarizing
 * W.7 Introductory and Concluding Paragraphs
 * W. 7 The Writing Process
 * W.7 Writing a Comparison Contrast Essay in 4 easy steps
 * W.7 Sensory Description
 * L.7.4a New Vocabulary
 * L.7.4a Words with Multiple Meanings
 * L.7.4a Word Analysis
 * L.7.4a Homophones (Question Set)

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