7.5.4LA


 * Grade: 7 Unit: 5Week: 4 Content: ELA Dates: 4/1-4/5 **


 * Theme Essential Question **** : ** How do authors make science fiction believable?


 * Essential Question(s): **
 * What defines science fiction?
 * What writing techniques do authors use to make science fiction believable?


 * Standards **
 * W.7.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
 * W.7.3.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.
 * W.7.3.b Text Types and Purposes: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
 * W.7.3.c Text Types and Purposes: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
 * W.7.3.d Text Types and Purposes: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
 * W.7.3.e Text Types and Purposes: Provide a conclusion that follows from and reflects on the narrated experiences or events.
 * W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.
 * L. 7.2.a Conventions of Standard English: Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).


 * 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**(Week 3 and Week 4)
 * TLW will continue to read and discuss science fiction stories and nonfiction texts about space, robots, and planets.
 * TLW write a variety of responses to literature.
 * TLW participate in group discussions.
 * TLW create short science fiction story

**Product** (Week 3 and Week 4) **Key Questions** (match Standard)
 * Assessment **
 * Quick-write: Write a short essay response to the essential question: “How do authors make science fiction believable? Research previously read texts or multi-media and cite specific details to support your response.
 * Science Fiction narrative piece: Students will begin planning and writing first draft of science-fiction piece with emphasis placed on the following:
 * Writers will select a setting and decide on characters
 * What’s unusual about the circumstances
 * Determine science-fiction characteristics
 * Fantasy vs Science Fiction
 * Common Settings for science fiction: in the future, alternate timeline, in outerspace
 * Common Themes for science fiction: time travel, alternate histories/societies/universes, body and mind alterations
 * How will the student organize information for science-fiction piece?
 * Does the piece display characteristics of a science fiction story?

**Observable Student Behaviors** (Performance)
 * Students will be able to organize relevant information.
 * Writing piece will reflect science-fiction characteristics


 * Vocabulary **
 * ** ELA ** ||  ||   ||
 * science-fiction ||  ||   ||
 * genre ||  ||   ||
 * theme ||  ||   ||
 * timeline ||  ||   ||

Textbook: http://my.hrw.com
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * ** Class Discussion Discussion Intercultural Competence, Socialization **
 * Compare and contrast settings and experiences from various science fiction stories read, or viewed. How can you generalize about the genre of science fiction ?
 * ** Jigsaw Reading: Discussion Intercultural Competence, Socialization **
 * Give students an introduction to and a summary of the excerpt. Then have students meet in small groups for Jigsaw reading. Each person should read part of the excerpt and explain the content to the others. HMU3p387 Resource: Best Practices Toolkit p.A1 @http://my.hrw.com/la_2010/na_lit/teacher/ebook_gr7/osp/data/ms_bptoolkit_A.pdf


 * Homework **

Fantasy vs Science Fiction Common Settings for science fiction: in the future, alternate timeline, in outerspace Common Themes for science fiction: time travel, alternate histories/societies/universes, body and mind alterations. ** 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)
 * Terminology for Teachers **
 * ** Multicultural Concepts **

**Professional Texts**
 * Resources **
 * Online textbook: [|http://my.hrw.com]
 * // The Giver // (Lois Lowry) Study Guide: @http://my.hrw.com/la_2010/na_lit/teacher/novel_guides/ms/giver.pdf

Marzano Thinking Activity [Objectives/Feedback] **R**acism/**D**iscrimination @http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/power_thinking/7_monsters.pdf ** Manipulatives ** ** Videos **
 * Literary Texts **
 * // The Giver // (Lois Lowry) **HMU3p386**
 * // A Wrinkle in Time // (Madeleine L’Engle)
 * // House of the Scorpion // (Nancy Farmer)
 * // Among the Hidden // (Margaret Peterson Haddix)
 * ** PLAY- **// The Monsters are Due on Maple Street // (Rod Serling) **HMU1p138**
 * Informational Texts **
 * “Why W Shouldn’t Go to Mars” by Gregg Easterbrook (Magazine Article) **HMU8 p970**
 * “Remarks at the Dedication of the Aerospace Medical Health Center” by President Kennedy **HMU8p970**
 * “Stars with Wings” (Science Article) **HMU5p600**
 * Art, Music, and Media **
 * Music: Gustav, //The Planets//
 * Music: //Starry Starry Night// by Don Mclean
 * After listening to the original 1938 radio broadcast of //War of the Worlds, discuss the following://
 * // Did the radio hold your attention? Why or why not? //
 * // Which techniques were effective in making the audio “come alive”? //
 * // Were you invested in what happened to any of the characters? Why or why not? //
 * Games **
 * Monsters are Due on Maple Street (Video clip) @http://www.teachertube.com/viewVideo.php?video_id=232706&title=Monsters_Are_Due__1
 * Meet the author Lois Lowry: @http://my.hrw.com/tabnav/controller.jsp?isbn=9780547616155
 * Science Fiction Genre Overview @http://player.discoveryeducation.com/index.cfm?guidAssetId=400959F5-465A-4B86-9D99-03E8A8C04540&blnFromSearch=1&productcode=US
 * Science -fiction video clips @http://player.discoveryeducation.com/index.cfm?guidAssetId=3C1B2DEA-4FEF-48DE-9CCF-EA3A98CE576F&blnFromSearch=1&productcode=US
 * George Lucas Clip @http://player.discoveryeducation.com/index.cfm?guidAssetId=DDA23C96-12DA-4D03-9E1F-D0806FDB6EE1&blnFromSearch=1&productcode=US
 * Sight Words **

** SMART Board Lessons, Promethean Lessons** 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. Use a range of techniques and different ways of organizing and structuring material to convey ideas, themes and characters. This lesson teaches the traits of memoir. Lesson is used in conjunction with Sandra Cisneros' memoir book, House on Mango Street. Take account of how well the reader knows the topic Multi-day unit covering the five steps, with added review games as well as links to short videos. This lesson is to be used in a Writers' Workshop. This lesson helps students plan for writing a short story. Planning pages are included.
 * W.7.3 Sensory Description
 * W.7.3bWriting for Impact
 * W.7.3d Writing
 * W.7.3e Audience Analysis
 * W.7.4 The Writing Process
 * W.7.5 Planning a Short Story


 * Other Activities, etc. **

Language Arts ||=  ||=   ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 || 7 Matrix ||= Accelerated 7 Matrix ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 || Home K-2 ||= Home 3-6 ||= Home 6-8 ||= Unit 1 ||= Unit 2 ||= Unit 3 ||= Unit 4 ||
 * = English
 * = Math ||= [[image:commoncorepcssd6/Actions-insert-table-icon.png link="@http://inst.pcssd.org/math/CCSS/7/Math7TeachingMatrix.xls"]]
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