7_2_1LA


 * Grade: 7 Unit: 2 Week: 1 Content: ELA Dates: 10/1-10/5 **


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


 * Essential Questions: **
 * What is perseverance?
 * How does select vocabulary, phrases and/or clauses convey meaning?


 * 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.7.4 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.
 * 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.
 * L.7.4.d Vocabulary Acquisition and Use: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
 * L.7.5 Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 * L.7.5.a Vocabulary Acquisition and Use: Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
 * L.7.5.c Vocabulary Acquisition and Use: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).


 * 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 define perseverance.
 * TLW read and discuss fiction and nonfiction texts featuring characters that demonstrate perseverance.
 * TLW analyze how the setting (historicial context) of a story or biography shapes the character development and provide explicit and inferred supporting evidence from the text.
 * TLW analyze how meaning of a text is achieved using vocabulary, phrases and clauses, and figures of speech as explicit and inferred supporting evidence.


 * Assessment **
 * Product: **
 * Students will use a graphic organizer such as Frayer Model or Vocabulary frame to define a term, phrase and/or clause that extends meaning for the reader (e.g., figurative language, connotation, denotation, figures of speech, allusions…)
 * Students will create a cause and effect diagram and/or semantic map that analyzes how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot)
 * Students will create a list of explicit supporting evidence and inferred supporting evidence that examines characters’ demonstration of perseverance.


 * Key Questions **
 * Why does a writer select purposeful language to support and/or extend meaning for the reader?
 * How does a specific story element shape the overall story?


 * Observable Student Behaviors (Performance) **
 * Students will select a relevant phrase, term or clause from a fiction or non-fiction piece of text that extends meaning.
 * Students will choose a specific story element for diagraming cause and effect.


 * Vocabulary **
 * ** ELA ** ||
 * Perseverance ||
 * Connotation ||
 * Denotation ||
 * Figures of Speech ||
 * Alliteration ||
 * Cause and effect ||
 * Poetry Terms ||
 * Diction ||
 * Biography ||
 * Infer ||
 * Explicit ||
 * Phrases ||
 * Clauses ||

Class Discussion- **S**ocialization, [**S**ummarizing/**N**otetaking] Graphic Organizers-[**S**imilarities/**D**ifferences, **C**ues, **Q**uestions, **O**rganizers] **I**ntercultural **C**ompetence Journal Response/Quick Write-[**C**ues, **Q**uestions, **O**rganizers] **I**ntercultural **C**ompetence
 * Suggested Activities ** (see Legend to highlight MCO and [HYS])
 * Discuss meaning of perseverance. Have students write down their ideas on post-it notes.
 * Teacher will create a class word map of “perseverance” and as specific pieces of texts are read, students will add examples of perseverance to class map.
 * Discuss how select vocabulary and/or phrases add meaning to the text
 * Use a Frayer Model to define “perseverance” and add examples of perseverance and non-examples of perseverance
 * Complete a cause/effect diagram to note specific relationship between select story elements
 * Write a response to how a writer uses figurative language to extend meaning
 * Drama Map [**C**ues, **Q**uestions, **O**rganizers] **I**ntercultural **C**ompetence
 * Use a story/plot map to record specific elements of plot


 * Homework **

Frayer Model: @http://player.discoveryeducation.com/index.cfm?guidAssetId=4B4EA0EC-04EC-4600-8315-D8AB80A094A3&blnFromSearch=1&productcode=US
 * 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 | **C**ues, **Q**uestions, **O**rganizers | **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 | **S**ummarizing**/N**otetaking || || Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * ||  ** Multicultural Concepts **

@http://player.discoveryeducation.com/index.cfm?guidAssetId=4B4EA0EC-04EC-4600-8315-D8AB80A094A3&blnFromSearch=1&productcode=US @http://player.discoveryeducation.com/index.cfm?guidAssetId=553795DB-396A-4265-A89D-7560DEA88143&blnFromSearch=1&productcode=US
 * Resources **
 * Professional Texts **
 * // Holt McDougal // Literature @http://my.hrw.com
 * Frayer Model
 * Drama Map


 * Literary Texts **
 * Novel: //The Miracle Worker// (William Gibson//)//
 * Novel: //Ties that Bind, Ties that Break// (Lensey Namioka)
 * Poems **
 * // “It was a Long Time Before” // by Lesie Marmon Silko HMU2 p288
 * “Abuelito Who” by Sandra Cisneros HMU2p 292
 * “Oranges” by Gary Soto
 * “Mother to Son” by Langston Hughes
 * Informational Texts **


 * Biographies **
 * // Dare to Dream!:25 Extraordinary Lives // by Sandra McLeod Humphrey
 * // African-American Firsts:Famous Little-Known and Unsung Triumphs of Blacks in America // by Joan Potter
 * // The Struggle to be Strong:True Stories by Teens About Overcoming Tough Times // by Al Desetta
 * // Geronimo // by Joseph Bruchac

http://streaming.discoveryeducation.com/teacherCenter/calendar/index.cf?guidAssetId=E4129A70-E43C-4736-A485-D066F3319BC9&skipSSO=true&blnFromSearch=1
 * Art, Music, and Media **
 * Choices: @http://player.discoveryeducation.com/index.cfm?guidAssetId=3A66B5C9-517C-46C9-B829-B2CBD8E22DAC&blnFromSearch=1&productcode=US
 * Perseverence: Life is Worth Living: @http://player.discoveryeducation.com/index.cfm?guidAssetId=8658EE7A-16DB-4A10-B79D-22464FEFA3E0&blnFromSearch=1&productcode=US
 * // Ties That Bind, Ties That Break- // @http://www.asdk12.org/staff/berry_georgia/HOMEWORK/134344_Journal_Entries.pdf
 * “Oranges” by Gary Soto-@http://edhelper.com/poetry/Oranges_by_Gary_Soto.htm
 * “Mother to Son” by Langston Hughes-@http://www.poetryfoundation.org/poem/177021
 * // The Miracle Worker //
 * Manipulatives **


 * Games **

@http://streaming.discoveryeducation.com/teacherCenter/calendar/index.cfm?guidAssetId=E4129A70-E43C-4736-A485-D066F3319BC9&skipSSO=true&blnFromSearch=1
 * Videos **
 * Miracle Worker Video Clip
 * Sight Words **


 * SMART Board Lessons, Promethean Lessons **


 * Other Activities, etc. **
 * Class Discussion: What is meant by the word “perseverance”? Look up the word in a (in print or online) dictionary and write your ideas down on post-it notes. Your teacher will give you the opportunity to “give one, get one” in order to go beyond the dictionary definition. Let’s create a class word map of the the word “perseverance.” As you find examples of perseverance I texts read during this unit, write them on post-its and add them to our chart.
 * Graphic Organizer: As you read one of the novels or texts about characters with perseverance, take notes in your journal about how the characters are affected by the time period in which they lived. 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.
 * Dramatization/Fluency: Read the Miracle Worker: A Play by William Gibson in small groups or as a class. Practice speaking the lines prior to reading the play aloud. Discuss how the play contributes to its meaning in a different way than the photobiographies. In addition, discuss how the author develops point of view of different characters.
 * Exploring Author’s Voice Using Jane Adams Award –Winning Books [|www.readwritethink.org]
 * Before reading a text, select pertinent vocabulary (phrases, or clauses, or figurative language examples) from that text and place them in bags. Place students in groups and give each group a bag. Tell students to put the vocabulary words in order of importance, according to them. Try it first without the students necessarily knowing the definitions and time them (a minute or so). When time’s up, ask them to share the difficulty of doing this without knowing the definitions; then have them try again with a dictionary and two minutes or so on the timer. This time, have students share how they decided the level of importance for each word. Consider discussing how these words relate to being perserverant. And then, as you read the text with these words in it, when you come across them, ask the class to discuss its meaningfulness to the text, if the word would still be as important on their list knowing its relevance to the text, and have them explain why it’s important to the text’s meaning. (You might even have them glue down their word order on a colorful sheet of paper during the pre-reading activity and hang these in the room before reading so they may look at their word order during the discussion of vocabulary’s influence on meaning in the text.)
 * Suggested Extension Activity: Partner the students into teams of two. Each team should then create/draw/explain an alternative setting to the text read. Then ask the class to discuss the changes these alterations would cause to other elements in the plot and specifically, to the character(s).
 * Suggested Extension Activity: Create a large whole class cause and effect diagram for a text; a whole class semantic map of the interacting elements of a plot of a text; or, a whole class semantic map of the elements of a plot they create.

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