7.4.1LA

= =
 * Grade: 7 Unit: 4 Week: 1 Content: ELA Dates: 1/22-1/25 **


 * 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 **
 * R.L.7.3 Key Ideas and Details: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
 * R.L.7.5 Craft and Structure: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
 * 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.7.1 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.7.2 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.
 * R.I.7.3 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).


 * 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 **
 * 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

Resources: Best Practices Toolkit: @http://my.hrw.com/la_2010/na_lit/teacher/ebook_gr7/osp/data/ms_bptoolkit_A.pdf
 * Assessment **
 * Product** (Week 1 and 2)
 * Work in pairs to create a cause and effect diagram to show understanding of why/how events happen in a story
 * Work in pairs to diagram the plot to indicate specific events that relate to setting, rising action, climax, falling action and resolution.


 * Key Questions** (match Standard)
 * Does the diagram represent key events that show relevant cause and effect?
 * Are specific events listed correctly on the plot diagram?

**Observable Student Behaviors** (Performance)
 * Students are correctly identifying specific events that align with cause and effect.
 * Students recognize events that align with the plot diagram.
 * Student discussion focuses on specific events or characteristics that relate to survival.


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

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. **Word Study**
 * Suggested Activities ** (see Legend to highlight MCO and [HYS])
 * Class Discussion S ** ocialization
 * 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.
 * Graphic Organizer [ **** S ** imilarities/**D**ifferences, **C**ues, **Q**uestions, **O**rganizers]
 * 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.
 * Research **
 * 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.
 * Continue word study from previous units
 * Narrative Writing **
 * 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.


 * 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 **
 * Professional Texts **
 * http://my.hrw.com
 * Graphic Organizers-Cause and Effect Diagram: @http://my.hrw.com/la3/la09/student/minisites/igo/index.htm
 * Best Practices Toolkit: @http://my.hrw.com/la_2010/na_lit/teacher/ebook_gr7/osp/data/ms_bptoolkit_A.pdf


 * 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://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

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


 * Games **

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


 * Sight Words **

This is an introductory lesson about the parts of a plot of a story. A visual tour through Number the Stars Students will be able to define elements of plot and then will be able to identify these elements in the fairy tale "Little Red Riding Hood" Unit covering plot, tone, setting, foreshadowing, figurative language, symbolism and theme. This lesson presents terms used to analyze poetry. It also demonstrates poetry analysis and has students practice poetry analysis. This lesson is aimed at students in upper middle school or high school. Two Shakespearean plays representing the English Literary Heritage To read and appreciate the scope and richness of complete novels, plays and poems. Use a variety of dramatic techniques to explore ideas, issues, texts, and meanings. Identify the perspectives offered on individuals, community, and society. Plays, novels, short stories and poetry from the English literary heritage, including: two plays by Shakespeare, one of which should be studied in key stage 3; drama by major playwrights; works of fiction by two major writers published before 1914 selected from the list in the right hand frame; two works of fiction by major writers published after 1914; poetry by four major poets published before 1914 selected from the list in the right hand frame; and poetry by four major poets published after 1914. Students will read about a famous sport's hoax and will be assessed by a multiple choice activity and by writing haikus. Title: How to Summarize; Content Area: Reading; Objective: Use summarizing as a tool to become a better reader.
 * SMART Board Lessons, Promethean Lessons **
 * R.L. 7.3 Plot- Story Structure
 * R.L. 7.3 Number the Stars
 * R.L. 7.3 Elements of Plot
 * R.L. 7.3 The Red Pony
 * R.L. 7.5 Poetry Analysis
 * R.L. 7.5 Language in Shakespeare’s plays
 * R.L. 7.5 Appreciate the richness of literature
 * R.L. 7.6 Dramatic techniques to explore ideas, issues, texts, and meanings
 * R.L. 7.6 Identify the perspectives offered on individuals, community, and society
 * R.L. 7.6 Satire and wit in The Importance of Being Earnest by Oscar Wilde
 * R.I. 7.1 April Fools: A Sport’s Hoax
 * R.I. 7.2 Summarizing


 * Other Activities, etc. **
 * Action is Character: Exploring Character Traits with Adjectives
 * readwritethink.org

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"]]