7.3.2LA


 * Grade: 7 Unit: 3 Week: 2 Content: ELA Dates: 11/19-11/20 **


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


 * Essential Questions: **
 * How can people show determination in the face of tragedy?
 * What characteristics depict courage?


 * Standards **
 * RL.7.4 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 on a specific verse or stanza of a poem.
 * RL.7.5 Analyze how a poem’s form or structure 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.7.3 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 informational texts for background knowledge.
 * TLW analyze poetry for detail and figurative language.
 * TLW create poetry to memorialize a tragic event.


 * Assessment **
 * Product **
 * Students will write a memorial poem about a tragedy that has happened in their lifetime, using “The Names” as an example.

**Key Questions** (match Standard)
 * What defines an event as “tragic?”
 * How can our determination help us survive or succeed after a tragic event?

**Observable Student Behaviors** (Performance)
 * Students will write a poem in a format of their choosing.
 * Students will use figurative language in their memorial poem.
 * Students will discuss how their poetry, and others like it, may help survivors find the determination to move past a tragic event.

Figurative language Memorial ||
 * Vocabulary **
 * ** ELA ** ||
 * Tragedy

Class Discussion: **S**ocialization, **E**thnicity/**C**ulture [**N**on-**L**inguistic representation, **S**ummarizing/**N**otetaking]
 * 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.
 * Quick-write: Consider your experience with loss, or one that you’ve observed. Why do think remembering a sad event might help the healing process?
 * Mind-streaming: To build background on historical context, have pairs use Mind-streaming to tell each other what they know about how people responded to the September 11 attack. HMU5 p564


 * 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 ||   ||
 * || ** Multicultural Concepts **
 * Lesson Plan in Word Format** (Click Cancel if asked to Log In)

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


 * Literary Texts **
 * “The Names” by Billy Collins HMU5 p563
 * // Milkweed // by Jerry Spinellli
 * // Out of the Dust // (excerpt) by Karen Hesse HMU4 p504


 * Informational Texts **
 * “Enemies Attack: A Nation Mourns” HMU5 p565
 * About the author: Billy Collins @http://my.hrw.com/la_2010/na_lit/nsmedia/ebook_gr7/author_bios/collins_b.html


 * Art, Music, and Media **
 * Video trailer for “The Names” @http://my.hrw.com/la_2010/na_lit/nsmedia/powernotes_portal/Grade_7/L070501ppt_Names/L070501ppt_Names.html


 * Manipulatives **


 * Games **


 * Videos **
 * Video on “The Names” @http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/history_vid/index.html


 * Sight Words **


 * SMART Board Lessons, Promethean Lessons **


 * Other Activities, etc. **

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