7_1_2LA


 * Grade: 7 Unit: 1 Week: 2 Content: ELA Dates: 8/27-8/31 **


 * Theme Essential Question: ** What makes characters in historical fiction believable?


 * Essential Questions: **
 * What is historical fiction?
 * What determines a character?
 * What characteristics make a historical character believeable?
 * What are the specific elements of a plot?


 * Standards: **
 * R.I.7.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
 * R.I.7.6 Craft and Structure: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
 * 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


 * 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.7.2 Conventions of Standard English: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
 * 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 read and discuss fiction and non-fiction texts about the Middle Ages.
 * TLW plot story elements of specific texts related to Middle Ages with emphasis placed on character traits.
 * TLW compare and contrast characters and settings across stories about the Middle Ages.


 * Assessment **
 * Product **
 * Students will work in pairs to recreate a scene that highlights a character trait. The scene can be reenacted from the story or extend a scene from the story. For example, reenact the ending or enact a new ending/scene.
 * In small groups, create plot diagrams for comparing and contrasting characters and settings across stories about the Middle Ages.


 * Key Questions **
 * How does the author use specific details to implicitly develop a character?
 * How does the author structure the text to develop a plot?


 * Observable Student Behaviors **
 * Students will recreate scenes to exhibit elements that contribute to character development.
 * Students should be able to diagram specific details that support character traits/plot/story elements.


 * Vocabulary **
 * ** ELA ** ||
 * Exposition ||
 * Rising Action ||
 * Climax ||
 * Falling Action ||
 * Conflict ||
 * Resolution ||
 * Setting and Timeframe ||


 * Suggested Activities: ** (see Legend to highlight MCO and [HYS])
 * As a class, chart specific characters, personality traits, events/conflicts, dialogue and important decisions
 * Character Analysis Map **E**thnicity/**C**ulture
 * Foldable for characteristics of genres
 * Character and point of view **@http://my.hrw.com/tabnav/controller.jsp?isbn=9780547616155**
 * Character map, graphic organizers, eyewitness report:
 * @http://my.hrw.com/la_2010/na_lit/nsmedia/ebook_gr7/write_smart/WriteSmart.html?moduleIndex=1
 * Graphic Organizers can be used to record key events, characteristics and/or elements of sample text. [**O**rganizers, **S**ummarizing/**N**otetaking, **S**imilarities/**D**ifferences], **I**ntercultural **C**ompetence
 * Semantic Mapping
 * Story Map-[**N**on-**L**inguistic representation]
 * Frayer Model [**N**on-**L**inguistic representation]
 * @http://player.discoveryeducation.com/index.cfm?guidAssetId=4B4EA0EC-04EC-4600-8315-D8AB80A094A3&blnFromSearch=1&productcode=US
 * @http://my.hrw.com/la_2010/na_lit/nsmedia/ebook_gr7/write_smart/WriteSmart.html?moduleIndex=1&subSection=1
 * Medieval for kids @http://www.historyforkids.org/learn/medieval/
 * Story Board @http://my.hrw.com/la_2010/na_lit/nsmedia/ebook_gr7/write_smart/assets/data/launch_files/IGO/Storyboard_pdf.pdf


 * Homework **

** 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 **
 * Frayer Model
 * @http://player.discoveryeducation.com/index.cfm?guidAssetId=4B4EA0EC-04EC-4600-8315-D8AB80A094A3&blnFromSearch=1&productcode=US
 * Historical Fiction
 * || ** Multicultural Concepts **


 * Resources **


 * Professional Texts **
 * Online link to textbook**: my.hrw.com**
 * Literary Texts **
 * Novel: //Percy Jackson and the Olympians: The Lightening Thief// (Rick Riordan)
 * Novel: //Midwife’s Apprentice// (Karen Cushman)
 * Novel: Crispin: The Cross of Lead (Avi)
 * Novel: Crispin: The Cross of Lead (Avi)

Holt McDougal Textbook: (Excerpts)
 * Crispin: The Cross of Lead (Avi) HMU6 p706
 * “Sir Gawain and the Green Knight” HMU6 p690
 * “Beowulf” HMU6 p674
 * “Young Arthur” HMU6 p680
 * Greek Mythology HMU6 p644-673


 * Informational Texts **
 * Picture Book(s)
 * // Joan of Arc // (Diane Stanley)
 * // How would you survive in the Middle Ages? // (Fiona MacDonald and David Salariya)

Take what you have learned from from reading "The Lightning Thief" and extend your knowledge of the characters to predict where the story will go in book two "The Sea of Monsters. Acting as researchers who are helping author Rick Riordan prepare to write another book in the Percy Jackson series, students will research a story from Greek mythology and will learn about Greek pottery art. They will then write a modern-day version of the myth they choose and create a drawing in the style of a Greek vase that portrays the most important idea of the myth.  During this webquest, you will retrace Percy's quest and visit the various stops along the way  This is a webquest in which students will explore the concept of the Hero's Journey in an attempt to create their own.  Designed to expand students' knowledge of Greek Mythology beyond the characters in The Lightning Thief, students will create a new Half-Blood and write a new chapter in the story.
 * WebQuests **
 * **// Percy Jackson Extended //**
 * @http://questgarden.com/112/66/9/101031104012/ **
 * ** Percy Jackson, Greek Mythology, and Researching for Rick **
 * @http://questgarden.com/97/43/5/100228180300/ **
 * ** The Lightning Thief-Traveling with Percy **
 * @http://questgarden.com/126/07/5/110505152904/ **
 * ** Percy Jackson's Hero Journey **
 * @http://questgarden.com/119/77/0/110222071822/ **
 * ** Pushing Past Percy: Exploring Greek Gods **
 * @http://questgarden.com/123/14/7/110402084040/ **

@http://player.discoveryeducation.com/index.cfm?guidAssetId=28E34E7F-74CA-4D98-83B9-BB693118B570&blnFromSearch=1&productcode=US
 * Art, Music, and Media **
 * @http://player.discoveryeducation.com/?blnPreviewOnly=1&guidAssetId=92e9b633-337d-443d-bcd6-755624946051
 * Music of Middle Ages @http://player.discoveryeducation.com/index.cfm?guidAssetId=1CC82CF4-EAA5-43C2-81B1-C73BC56E166E&blnFromSearch=1&productcode=US
 * Art of Middle Ages


 * Manipulatives **


 * Games **
 * Vocabulary game (textbook website) @http://my.hrw.com/la_2010/na_lit/nsmedia/ebook_gr7/vocab_games/index.html


 * Videos **
 * // Percy Jackson and the Olympians: The Lightening Thief // (2010)
 * // Middle Ages overview: // //@http://player.discoveryeducation.com/index.cfm?guidAssetId=1FDEEB30-A5F0-410F-9140-34CA7E6C484F&blnFromSearch=1&productcode=US//
 * Myths: @http://player.discoveryeducation.com/index.cfm?guidAssetId=92E9B633-337D-443D-BCD6-755624946051&blnFromSearch=1&productcode=US
 * Legends: @http://player.discoveryeducation.com/index.cfm?guidAssetId=D1016E2D-16EB-4DCF-982C-2586B966B9DE&blnFromSearch=1&productcode=US
 * Epic: @http://player.discoveryeducation.com/index.cfm?guidAssetId=12E32C21-8615-4F7A-9B22-365B629A9BA5&blnFromSearch=1&productcode=US
 * Tall Tale: @http://player.discoveryeducation.com/index.cfm?guidAssetId=A58706C3-A247-4BB1-91A2-9E6E0565DD0D&blnFromSearch=1&productcode=US


 * Sight Words **
 * Words associated to the story


 * SMART Board Lessons, Promethean Lessons **


 * Other Activities, etc. [N ** on-**L**inguistic representation]
 * Student may draw the character based on the characteristics described in the story.
 * Partners/Teams may draw (or make a small creation) of the setting as described in the story.
 * Students may create character trading cards: Want to Trade? Think of a character you would like to make a trading card about. Write information about the character and draw a picture that represents the character.
 * Modify for a “Back to School” activity whereas students select a character that they identify with and create their own “character” card with the following information: name, age, place of birth, favorite …, most memorable adventure, quote, two pieces of information and a sketch of themselves or something that represents them.

Language Arts ||  ||   ||  Week 1 ||  Week 2 ||  Week 3 ||  Week 4 ||  Week 5 ||  Week 6 ||
 * English
 * Math || [[image:commoncorepcssd6/Actions-insert-table-icon.png link="@http://inst.pcssd.org/math/CCSS/7/Math7TeachingMatrix.xls"]]

7 Matrix || Accelerated 7 Matrix || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 1 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 3 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 4 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 5 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 6 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home K-2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home 3-6 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home 6-8 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 1 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 3 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 4 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 5 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 6 ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">[[image:commoncorepcssd6/PCSSDlogo.JPG link="commoncorepcssd/PCSSD"]]