7.3.7LA


 * Grade: 7 Unit: 3 Week: 7 Content: ELA Dates: 1/7-1/11 **


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


 * Essential Questions: **
 * What characteristics depict courage?
 * When is there dignity in silence?
 * When is it necessary to speak out?


 * Standards **
 * R.L.7.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
 * R.L.7.3 Analyze how particular elements of a story interact.
 * R.L.7.6 Craft and Structure: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
 * R.I.7.3 Key Ideas and Details: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
 * L.7.4.c Consult reference materials to determine or clarify [a word’s] precise meaning.
 * L.7.5.b Use the relationship between particular words to better understand each of the words.


 * 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 define determination.
 * TLW read and discuss fiction and nonfiction text about people, real and fictional, that face conflict.
 * TLW discuss how author’s use of language, diction, or style of presentation affects the meaning of their stories and makes their style unique.
 * TLW compare and contrast characters from the various texts read.
 * TLW demonstrate command of conventions of standard English grammar and usage when writing or speaking.

**Product**
 * Assessment **
 * // Begin writing process for reflective essay that will be due in Week 8. // Create an open-ended reflective essay response to the essential theme question: How does real-world determination inform the depiction of determined literary characters?
 * Write a written response to the essential question, based on the novels read and discussed in class: ―How does real-world determination inform the depiction of characters in literature? Cite specific details from texts read, not only from English class, but also from history class. After your teacher reviews your first draft, work with a partner to edit and strengthen your writing. Option 2: Be prepared to summarize your thoughts on two Power Point slides that include visuals and text.

**Key Questions** (match Standard)
 * How have I seen determination in the texts that we’ve read?
 * How do author’s use real world events to influence their writing?

**Observable Student Behaviors** (Performance)
 * Demonstrate a command of standard English grammar and usage in discussion and writing
 * Define characteristics of determination and various ways that demonstrate courage.
 * Cite textual evidence, especially as it relates to fictional characters actions in specific scenes.
 * Use multi-media to convey a message relating to specific issues within a specific timeline in history

Determination Point of view in narration Autobiography Biography ||
 * Vocabulary **
 * ** ELA ** ||
 * Depict

•Where did the character live? •What was that character’s context? What was happening in the world? •What was a typical day like for this person? •How is the character’s experience similar to Frederick Douglas? •How is the character’s experience different from Frederick Douglas?
 * Suggested Activities ** (see Legend to highlight MCO and [HYS])
 * Class Discussion: **S**ocialization, **E**thnicity/**C**ulture [**N**on-**L**inguistic representation, **S**ummarizing/**N**otetaking]
 * 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.
 * Graphic Organizer: As you read one of the fictional stories take notes in your journal about how the characters have experiences similar to and different from Frederick Douglas. 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. [**C**ues, **Q**uestions, **O**rganizers]
 * Your teacher may give you the opportunity to share your notes with a partner who read the same text, prior to class discussion. (RL.7.2, RL.7.6) **S**ocialization, [**C**ooperative **L**earning]
 * Graphic Organizer :[**S**imilarities/**D**ifferences], **R**acism/**D**iscrimination
 * Use of Venn Diagram or Y-Chart to compare/contrast two non-fictional characters
 * Share your notes with a partner


 * 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 **
 * Novel: //Narrative of the Life of Frederick Douglas-An American Slave//
 * // The People Could Fly // by Virginia Hamilton


 * Poetry **
 * “Mother to Son” by Langston Hughes
 * @http://www.poetryfoundation.org/poem/177021
 * “The Courage that my Mother Had” by Edna St. Vincent Millay HMU5p 559
 * “In-Courage” by Dorsy Baker
 * @http://www.poemhunter.com/poem/in-courage/


 * Autobiographies/Biographies/Memoirs **
 * // Malcolm X:By Any Means Necessary // by Walter Dean Myers HMU7 p826
 * // The Noble Experiment // by Jackie Robinson //as told// //to// Alfred Duckett HMU7 p832


 * Informational Texts **


 * Art, Music, and Media **
 * Malcolm X Best Speeches p.1
 * @http://www.youtube.com/watch?v=avHPVjrhI7Y&safety_mode=true&persist_safety_mode=1&safe=active
 * The Jackie Robinson Story
 * @http://www.youtube.com/movie?v=hCBoskYx3Is&feature=mv_sr


 * Manipulatives **


 * Games **


 * Videos **


 * Struggle Over Slavery : @http://player.discoveryeducation.com/index.cfm?guidAssetId=C3831DB0-5D91-4EF1-A504-2EAAA4E1E8B1&blnFromSearch=1&productcode=US


 * Fighting for Freedom: @http://player.discoveryeducation.com/index.cfm?guidAssetId=90B5CEEF-C2A6-40D6-892F-BBD4E1B16920&blnFromSearch=1&productcode=US


 * Causes of the Civil War @http://player.discoveryeducation.com/index.cfm?guidAssetId=82155FFA-1425-4595-BEA8-10662FDF80CF&blnFromSearch=1&productcode=US


 * Sight Words **


 * SMART Board Lessons, Promethean Lessons **


 * Other Activities, etc. **

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