7.4.6LA

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 * Grade: 7 Unit: 4 Week: 6 Content: ELA Dates: 2/25-3/1 **


 * 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 (Week 5 and Week 6) **
 * L.7.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * 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)
 * W.7.1 Text Types and Purposes: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
 * W.7.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
 * W.7.2.a Text Types and Purposes: Introduce a topic clearly, previewing what is to follow, organize ideas, concepts, and information, using strategies such as definition, concrete details, quotations, or other information and examples.
 * W.7.2.b Text Types and Purposes: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
 * W.7.2.c Text Types and Purposes: Use appropriate transitions to create cohesion an clarify the relationships among ideas and concepts
 * W.7.2.d Text Types and Purposes: Use precise language and domain-specific vocabulary to inform about or explain the topic
 * W.7.3 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.7. 4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
 * W.7.5 Production and Distribution of Writing: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 53.)
 * SL.7.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 on page 53 for specific expectations.)
 * W. 7.9.b Research to Build and Present Knowledge: Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”)
 * R.I. 7.8 Integration of Knowledge and Ideas: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.


 * 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 5 and Week 6) **
 * TLW research and reflect on what is needed to survive in the wilderness.
 * TLW demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * TLW follow rules for discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
 * TLW write a “survival in the wild” story.

Write your own “survival in the wilderness” story, incorporating words, techniques, and styles from the novels read and discussed in class. Work with peers to edit and strengthen writing in order to publish it. You may decide to upload it as a blog, a podcast, an iMovie, or another multimedia format of choice.
 * Assessment ** (Week 5 and Week 6)
 * Product **
 * Survival Plan/Bag: Students will develop a manual for surviving in the wilderness. Research a location, select a timeframe and determine the circumstances for the need “to survive”. List items needed for survival and explain how/why one would need these items.
 * “Survival in the Wild” narrative story- students will begin brainstorming for “survival” story or create a multi-media __presentation for their__ story.

**Key Questions** (match Standard)
 * Does the planning page exhibit characteristics of a survival story?
 * Does the setting represent “wilderness”?
 * Does the character have qualities that allow him/her to survive in the wilderness?
 * Does the list of survival needs match location, timeframe and circumstances?

**Observable Student Behaviors** (Performance)
 * Students are using planning pages and collaborating in groups.
 * Survival Plan lists items that are relevant and written information ensures survival.
 * Survival stories/plan enables a person or animal to survive in the wild.


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


 * Suggested Activities ** (see Legend to highlight MCO and HYS])
 * Research locations/settings for final product. Students will need to make note of timeframe and location for survival and/or narrative survival story. [**S**ummarizing/**N**otetaking]
 * Explore use of multi-media formats to present final product. [**N**on-**L**inguistic representation, **C**ooperative **L**earning]


 * 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 **

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


 * Literary Texts **
 * Poetry **
 * “Sleeping in the Forest” by Mary Oliver **HMU5p570**
 * “The World is Not a Pleasant Place to Be” by Nikki Giovanni **HMU5p578**
 * “Gold” by Pat Mora HMU5p570-573
 * // Dirk the Protector // (Short Story) by 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

The painting, The First Harvest in the Wilderness by Asher Brown Durand.
 * Art, Music, and Media **
 * @http://player.discoveryeducation.com/index.cfm?guidAssetId=59E68449-08AA-466F-BBDF-0DE1EF782F9B&blnFromSearch=1&productcode=US


 * Manipulatives **


 * Games **

Living in the wilderness Writing Strategies Video-Pre-writing, Think big, Be Descriptive… Author video-Paulsen
 * Videos **
 * @http://player.discoveryeducation.com/index.cfm?guidAssetId=EEE95446-B4B6-4727-9245-C5D26B089D7A&blnFromSearch=1&productcode=US
 * @http://player.discoveryeducation.com/index.cfm?guidAssetId=12a7f59c-1312-4390-ae55-70392b163150
 * @http://my.hrw.com/la_2010/na_lit/nsmedia/ebook_gr7/author_bios/Paulsen/Author_Pages/G_Paulsen.htmlManipulatives


 * Sight Words **

The intended learning outcome is to learn the two main rules for regular plural nouns. A Senteo quiz is found at the end of this lesson activity. This interactive lesson walks students through the process of writing effective introductory and concluding paragraphs. Two-column notes, group practice, and individual practice (I do, we do, you do) are included. This lesson breaks down the daunting task of organizing a comparison/contrast essay into 4 steps. The example used is comparing Ancient Greece and Ancient Rome, but could easily be substituted with any subject matter. 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
 * SMART Board Lessons, Promethean Lessons **
 * L.7.2 Plural Spelling Rules
 * W.7.1 Introductory and Concluding Paragraphs
 * W.7.2/W.7.2.a Writing a Comparison Contrast Essay
 * 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. **

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