7_1_1LA


 * Grade: 7 Unit: 1 Week: 1 Content: ELA Dates: 8/20-8/24 **


 * 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 believable?


 * Standards: **
 * 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
 * R.L.7.3 Key Ideas and Details: Analyze how particular elements of a story or drama interact with plot
 * R.L.7.4 Craft and Structure: Determine the meaning of the words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of rhymes and other repetition of sounds (e.g., alliteration) on a specific verse or stanza of a poem, or section of a story or drama
 * 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.


 * 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.7.1 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 nonfiction texts about the Middle Ages using specific vocabulary and demonstrating command of standard English grammar and usage.
 * TLW determine characteristics of a sampling of tales related to the Medieval timeframe.
 * TLW cite textual evidence, especially as it relates to character and analysis of text.


 * Assessment: **
 * Product **
 * Using the daily graphic organizer, such as a foldable or story map, record evidence or characteristics of specific text on each genre. http://foldables.wikispaces.com/Foldables
 * Create a character map or eyewitness report using textual evidence to support explicit and inferred meaning of text with emphasis placed on character analysis and vocabulary.


 * Key Questions **
 * How do specific characteristics determine the genre of a medieval text?
 * How does the text portray the character(s) throughout the text?
 * What effect does vocabulary have on the explicit and/or inferred meaning within the text?


 * Observable Student Behaviors **
 * Students should be able to demonstrate a command of standard English grammar and usage.
 * Students will read and discuss fiction and nonfiction texts about the Middle Ages.
 * Students will determine characteristics of a sampling of tales related to the Medieval timeframe.
 * Students will cite textual evidence, especially as it relates to character and analysis of text.


 * Vocabulary **
 * ** ELA ** ||
 * Myth ||
 * Legend ||
 * Epic ||
 * Fable ||
 * Tall Tale ||
 * Character Development ||
 * Figurative Meaning ||
 * Connotative Meaning ||
 * Protagonist ||

Introductory Activity (for the year)
 * Suggested Activities: ** (see Legend to highlight MCO and [HYS])
 * Students will be reading a variety of literature and informational text this year and perhaps even some genres they haven’t encountered before. Give students a list of several genres such as: adventure, historical fiction, comedy, ancient history, science fiction, fantasy, informational, etc. Students will set a goal to read books from at least three genres that are new to them by the end of the year.
 * As a class, chart specific characters, personality traits, events/conflicts, dialogue and important decisions
 * As students read stories that take place in the Middle Ages, take note notes in a journal about how the characters are affected by the time period in which they lived. Be sure to have students make notes of page numbers with relevant information so that they can go back and cite the text during discussions or journaling.
 * 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]
 * Semantic Mapping-Middle Ages
 * 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
 * []
 * Medieval for kids @http://www.historyforkids.org/learn/medieval/
 * Picture Books with Medieval Theme: As a class discuss how reading picture books increases the capacity to understand more complex texts. Write or verbally share ideas.
 * Story Board @http://my.hrw.com/la_2010/na_lit/nsmedia/ebook_gr7/write_smart/assets/data/launch_files/IGO/Storyboard_pdf.pdf


 * Homework **


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

** 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 **
 * Online link to textbook**: my.hrw.com**
 * Video: //Percy Jackson and the Olympians: The Lightening Thief// (2010)


 * Literary Texts **
 * Novel: //Percy Jackson and the Olympians: The Lightening Thief// (Rick Riordan)
 * Novel: //Midwife’s Apprentice// (Karen Cushman)
 * 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

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

// Percy Jackson and the Olympians: The Lightening Thief // (2010) // @http://player.discoveryeducation.com/index.cfm?guidAssetId=1FDEEB30-A5F0-410F-9140-34CA7E6C484F&blnFromSearch=1&productcode=US // @http://player.discoveryeducation.com/index.cfm?guidAssetId=92E9B633-337D-443D-BCD6-755624946051&blnFromSearch=1&productcode=US @http://player.discoveryeducation.com/index.cfm?guidAssetId=D1016E2D-16EB-4DCF-982C-2586B966B9DE&blnFromSearch=1&productcode=US @http://player.discoveryeducation.com/index.cfm?guidAssetId=12E32C21-8615-4F7A-9B22-365B629A9BA5&blnFromSearch=1&productcode=US @http://player.discoveryeducation.com/index.cfm?guidAssetId=A58706C3-A247-4BB1-91A2-9E6E0565DD0D&blnFromSearch=1&productcode=US
 * Videos **
 * Young Author: @http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/history_vid/index.html
 * // Middle Ages overview: //
 * Myths:
 * Legends:
 * Epic:
 * Tall Tale:


 * Sight Words **


 * 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"]]