7_2_2LA


 * Grade: 7th Unit: 2 Week: 2 Content: ELA Dates: 10/8-10/12 **


 * Theme Essential Question: ** How do characters, real and fictional, use words and actions to demonstrate perseverance?


 * Essential Questions: **
 * How does an author use standards of literature to alter text?
 * How does collaboration help a student comprehend information found within a given piece of text?
 * How does presenting knowledge and ideas demonstrate command of formal English when indicated or appropriate?
 * How does learning Greek or Latin affixes or roots help a student decode meaning of multiple words?


 * Standards: **
 * L.7.4.b Vocabulary Acquisition and Use: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel)
 * L.7.5.b Vocabulary Acquisition and Use: Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
 * 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.
 * 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.7.1 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: T ** he **L**earner **W**ill
 * TLW participate in student discussion appropriately.
 * TLW use common, grade-appropriate Greek or Latin affixes to determine meaning of multiple words.
 * TLW compare and contrast a fictional and historically accurate portrayal of a character in a setting.


 * Assessment **
 * Product: **
 * Student will produce a Venn Diagram or Y-chart (or other meaningful graphic organizer) for comparison and contrasting of fictional and non-fictional characters and setting found in fiction and nonfiction text for a specific time period. For example: Students can compare //The Miracle Worker// to //Miss Awful// by Arthur Cavanaugh (located in back of //The Miracle Worker// page 161), or //It’s Not About the Bike// by Lance Armstrong to the poem “Mother to Son” by Langston Hughes. Additional comparisons can be made from //The Miracle Worker// to the poem, “The Game” by Judith Ortiz Cofer (located in back of //The Miracle Worker// page 159)
 * Students will provide Exit Slips (possibly daily) for participation quality in collaborative groups or to ask/answer questions the group may have discussed regarding fictional verses non-fictional characters and setting.
 * Using large charts or word frames, students will create several word webs in a given text using Greek and Latin root words and word parts. (Ongoing: can add to class word web throughout the year)


 * Key Questions **
 * Why is it important to learn root words?
 * How does discussing the use of literary techniques in text help to understand the use of diction and imagery?
 * How do graphic organizers help a learner organize information for discussion and/or presentation?
 * Where do words come from?


 * Observable Student Behaviors (Performance): **
 * Students will choose a Greek or Latin root to form word webs.
 * Students will identify differences and similarities of characterization and setting in a given piece of text and place information on a graphic organizer.
 * Students will present information information discovered in text to their group or class—(depicting the comparison and contrast of the same period of time).

Fictional character Non-fictional person Collegial discussion Elaboration Relationship Relevant Command Diction Analogy Affixes Venn Diagram or Chart ||
 * Vocabulary **
 * ** ELA ** ||
 * Greek or Latin Roots

Class discussion: Word Study: Graphic Organizer [**S**imilarities/**D**ifferences] @http://my.hrw.com/la_2010/na_lit/teacher/ebook_gr7/write_smart/assets/data/launch_files/IGO/Y_Chart_pdf.pdf @http://my.hrw.com/la3/la09/student/minisites/igo/index.htm Cooperative Learning **S**ocialization Graphic Organizer [**C**ues, **Q**uestions, **O**rganizers] @http://player.discoveryeducation.com/index.cfm?guidAssetId=FBFE1559-76B9-4F22-B7C2-1A24D5DCD1B9&blnFromSearch=1&productcode=US
 * Suggested Activities ** (see Legend to highlight MCO and [HYS])
 * Compare and contrast characters from the various novels, poems and biographies read. What similarities exist between fictional characters, and real people? Can you generalize about the types of experiences that build perseverance? What destroys perseverance? **S**ocialization, **E**thnicity/**C**ulture, **I**ntercultural **C**ompetence
 * Where do words come from? How does knowing their origin help us not only to spell the words, but also understand their meaning? Add words found, learned and used throughout this unit to your personal dictionary, including synonyms for perseverance (e.g., determination, constancy, relentlessness, tenacity, drive, willpower, etc.) This dictionary will be used all year long to explore the semantics (meanings) of words and their origins, especially those with Greek and Latin roots.
 * Y notes
 * Use a Venn Diagram or Y-chart to have the students compare and contrast researched material to central theme found in the teacher selected text.
 * Student discussion in groups of information found—and students provide an exit slip.
 * Vocabulary Frame-Discuss where words came from, what and why Greek or Latin roots are important to figuring out other word meanings—students choose 3 roots to form word webs to present and display in the classroom.


 * Homework: **


 * Terminology for Teachers: **
 * collegial discussions
 * command

** 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 ** :
 * Holt McDougal online text: @http://my.hrw.com
 * Marzano’s Graphic Organizers for Summarization and Organization


 * Literary Texts **
 * Novel: //The Miracle Worker// (William Gibson)
 * Autobiography/Memoirs
 * // An American Childhood ( // Annie Dillard)HMU1 p122
 * “It’s Not About the Bike” (Lance Armstrong) HMU7 p814
 * “Encounter with Martin Luther King Jr.” (Maya Angelou) HMU2 p266

**Poems**: @http://edhelper.com/poetry/Oranges_by_Gary_Soto.htm @http://www.poetryfoundation.org/poem/177021
 * “It was a Long Time Before”(Lesie Marmon Silko) HMU2 p288
 * “Abuelito Who” (Sandra Cisneros) HMU2 p292
 * “Oranges” (Gary Soto)
 * “Mother to Son” by Langston Hughes


 * Informational Texts **


 * Art, Music, and Media **
 * @http://player.discoveryeducation.com/index.cfm?guidAssetId=FBFE1559-76B9-4F22-B7C2-1A24D5DCD1B9&blnFromSearch=1&productcode=US


 * Manipulatives **

@http://www.vocabulary.co.il/root-words/middle-school/root-word-meaning-match/
 * Games **
 * Vocabulary Games

@http://player.discoveryeducation.com/index.cfm?guidAssetId=FBFE1559-76B9-4F22-B7C2-1A24D5DCD1B9&blnFromSearch=1&productcode=US __@http://player.discoveryeducation.com/index.cfm?guidAssetId=7C8644DF-DD46-4C1A-9256-1A3835608367__ __@http://gtm-media.discoveryeducation.com/videos/19492/29EB1B02-F8C5-904A-5C6C03B3DCC3A830.pdf__ __ @http://gtm-media.discoveryeducation.com/videos/19492/29EBB9A0-E8C8-5F47-29407B7357BE96A6.pdf __
 * Videos **
 * Greek and Latin prefixes and suffixes video (History of Words)
 * Root Words video
 * Blackline masters:
 * Teacher's guide:

Quiz: __@http://tools.discoveryeducation.com/quiz/viewQuiz.cfm?guidAssetId=DA21B2DD-786A-43CC-8277-4C6CA72BEBD1&strEditCopy=Copy__


 * Sight Words **


 * SMART Board Lessons, Promethean Lessons **


 * Other Activities, etc **.
 * __ Imagery Activity __ : Place a different item (yarn, rocks, a gooey toy) in four or five brown paper bags. Divide your class into your four or five groups. (Hint: Give instructions before you pass out the paper bags.) Each group should assign a writer and a presenter. Have each student in each group feel the item, but not look at the item, that is in their group’s paper bag. Then all students tell their writer adjectives to describe what they feel. The writer should be writing these down. After about a minute, allow the students to look at the item and have the groups write down words describing what they see (not the name of the actual item). Each group should then report out at least one feeling word and one seeing word that they used. Take a minute to let the students discuss what they did, and then ask them to create a definition of imagery.
 * __ Imagery Activity __ : Put students in four or five groups. Give the whole class the same nursery rhyme to read. Assign each group a sense: taste, touch, hear, see, smell (if you have four groups, you can do one together). Each group then identifies words in the nursery rhyme (or child-friendly poem) that is of their sense (I smell muffins, for example). Each group should report out. As a class, discuss how all of these words and senses are necessary to imagery, and a text.
 * __ Analogy Activity __ : Provide a few examples, and then have the students create their own analogies.
 * __ Diction Activity __ : As a class, brainstorm a list of accents students have heard, or know, to be different. Then, with a partner, students choose one of the accents and write a short dialogue between two people spelling the words as they should be spoken. Have students exchange (or not exchange) their scripts with another team and then act out the dialogue they are reading. Discuss how diction adds to the characterization of a story.

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