7.3.1LA


 * Grade: 7 Unit: 3 Week: 1 Content: ELA Dates: 11/12-11/16 **


 * Theme Essential Question: How does real world determination inform the depiction of determined literary characters? **


 * Essential Questions: **
 * What characteristics depict courage?
 * How do authors use language to depict specific characteristics of courage and determination?


 * Standards **
 * R.L.7.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
 * 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.L.7.10 Read and comprehend literature.
 * 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.7.1 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 define determination.
 * TLW read and discuss fiction and nonfiction texts about people that face conflict.
 * TLW discuss how author’s use of language, diction, or style of presentation affects the meaning of their stories and makes their style unique.
 * TLW compare and contrast characters from the various texts read.
 * TLW demonstrate command of conventions of standard English grammar and usage when writing or speaking.


 * Assessment **
 * Product **
 * Select two different time periods and write a letter from one time period to another.
 * Work in pairs or small group to create a blog from two different time periods
 * Create a short reflective essay on the similarities between multiple historical events
 * Examples **
 * em and Vietnam Letter
 * and Sadako
 * Atomic Bomb (Sadoko) and 911

**Key Questions** (match Standard)
 * How does knowing the historical content impact the understanding of a story?
 * What are the similarities between multiple historical events?

**Observable Student Behaviors** (Performance)
 * Demonstrate a command of standard English grammar and usage in discussion and writing
 * Define characteristics of determination and various ways that demonstrate courage.
 * Cite textual evidence, especially as it relates to fictional characters actions in specific scenes.
 * Use multi-media to convey a message relating to specific issues within a specific timeline in history

Determination Point of view in narration Autobiography Biography ||
 * Vocabulary **
 * ** ELA ** ||
 * Depict

Class Discussion: **S**ocialization, **E**thnicity/**C**ulture [**N**on-**L**inguistic representation, **S**ummarizing/**N**otetaking] Literature Response:[**S**ummarizing/**N**otetaking], **S**ocialization Graphic Organizer :[**S**imilarities/**D**ifferences], **R**acism/**D**iscrimination
 * Suggested Activities ** (see Legend to highlight MCO and [HYS])
 * What is the meaning of the word “determination?”
 * Define the word and create a class word map with examples of determination in texts read during this unit, write them on post-it notes and add them to the word map.
 * In response to an autobiography/biography excerpt or other media artifacts (speech, news article, video clip) that vividly details determination, write a quick response to this question in a journal: “ What makes -- a person to whom I can relate?” Justify your answer with specific information from the text.
 * Use of Venn Diagram or Y-Chart to compare/contrast two non-fictional characters
 * Share your notes with a partner
 * Media Appreciation
 * Watch the HBO documentary //Paper Clips//, which is about a project started by middle school students to remember the people affected by the Holocaust. How does the format contribute to the meaning/impact? As a class, discuss why it is important to learn from history and pass that learning from generation to generation. **I**ntercultural **C**ompetence, **R**acism/**D**iscrimination


 * Homework **


 * Terminology for Teachers **


 * || ** Multicultural Concepts **

** 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)

http://my.hrw.com
 * Resources **
 * Professional Texts **


 * Literary Texts **
 * // Milkweed // by Jerry Spinellli
 * // Out of the Dust // (excerpt) by Karen Hesse HMU4 p504


 * Poetry **
 * “The Courage that my Mother Had” by Edna St. Vincent Millay HMU5p 559
 * “In-Courage” by Dorsy Baker
 * @http://www.poemhunter.com/poem/in-courage/


 * Autobiographies/Biographies/Memoirs **
 * // The War Diary of Clara Barton // : Clara Barton HMU7 p870
 * // I Have Lived a Thousand Years // : //Growing up in the Holocaust// (Livia Bitton-Jackson)
 * // The Journal of Scott Pendleton Collins // : //A World Word II Soldier//, Normandy, France (Walter Dean Myers)
 * // Zlata’s Diary // : //A Child’s Life in Wartime Sarajevo// (Zlata Fillpovic)


 * Informational Texts **
 * World War II
 * // Six Million Paper Clips: The Making of A Children’s Holocaust Memorial // (Peter W. Schroeder and Dagmar Schroeder-Hildebrand
 * // Never to Forget: The Jews of the Holocaust // (Milton Meltxer)
 * Speeches
 * “Declaration of War on Japan” (Franklin D. Roosevelt)


 * Art, Music, and Media **
 * Official Anne Frank Channel
 * @http://www.youtube.com/user/annefrank?ob=4&feature=results_main
 * // Milkweed // : Write What You Care About
 * @http://www.youtube.com/watch?v=65i8z9UWj-g&safety_mode=true&persist_safety_mode=1&safe=active
 * // Sadako (Atomic Bomb) //
 * @http://www.youtube.com/watch?v=J3KksvUD24Y&safety_mode=true&persist_safety_mode=1&safe=active
 * Franklin Delano Roosevelt – Declaration of War on Japan Pearl Harbor Address
 * @http://www.youtube.com/watch?v=3VqQAf74fsE&safety_mode=true&persist_safety_mode=1&safe=active


 * Manipulatives **
 * Versa Tiles


 * Games **


 * Videos **
 * @http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/history_vid/index.html
 * // Sadako, a Thousand Paper Cranes //


 * Sight Words **


 * SMART Board Lessons, Promethean Lessons **


 * Other Activities, etc. **

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