7th Grade ELA Plan (Prentice Hall Literature)1st Nine Weeks

Theme: Finding the Truth: What is the best way to find the truth?

Reading Portion: Primary Focus- Literary Secondary Focus - Informational

Extended Texts: The Tale of the Mandarin Ducks

Short Texts: (thematically integrated)

“In the Grip of Graffiti” – Reality Central text – pgs. 12-15 –article about graffiti“Three Century Woman” pgs. 9-18 – short story“The Fall of the Hindenburg” pgs. 19-21 and p. 15 – expository pieceReader’s Handbook – p. 287-288 – Propaganda Techniques“Papa’s Parrot” pgs. 24-31 – short story“mk” pgs. 32-45 - autobiography“Discovering a Paper Son” pgs. 75-76 - public document“Learning the Truth in China” Reality Central text - Pages 8-11 - article about freedom of speech- censorship“Return to Humanity “ – Reality Central text – pgs. 28-31 - article about Ishmeal Beah

Additional Resources:

Key Ideas and Details

7RL1ELACC7RL1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferencesdrawn from the text.

● Practice careful and attentive reading of both assigned texts and independent text choices

● Read a wide variety of texts, including a variety of styles, genres, literary periods, authors, perspectives, and subjects

● Distinguish important facts and details from extraneous information

● Distinguish facts that support your specific claim from facts that are irrelevant

● Make a practice of taking notes from texts (both formally and informally) as you read in order to gather text evidence for claims

● Practice reading texts within the prescribed time limit for your grade-level expectations, for example completing a 300 page book within the number ofdays delineated by your assignment

Students cite explicit textual evidence as well as draw inferences about the drake and the duck from Katherine Paterson's The Tale of the Mandarin Ducks to support their analysis for the perils of vanity.

7RI1ELACC7RI1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Practice careful and attentive reading of both assigned texts and independent text choicesRead a wide variety of texts, including a variety of styles, genres, historical periods, authors, perspectives, and subjectExhibit knowledge of what “analysis” means as compared to summary, paraphrase, or argument from opinion (analysis is the positing of a thesis about a text basedsolely on an unbiased evaluation of the rhetorical elements, e.g., appeals to logic, emotion, or authority, parallelism, logical fallacies, diction)Produce evidence from the text for all claims and inferences, both in formal academic work and collaborative discussionAnnotate texts as you read, both formally for analytical reference, and informally to cement comprehensionDistinguish between evidence that strongly supports a claim or position, and details that may be irrelevant or extraneous

The Tale of the Mandarin Ducks Resources

http://www.heartwoodethics.org/resources/culturekey.php?num=36&pg=4http://www.ehow.com/about_6614217_mandarin-duck-diet.html

Paterson, Katherine. The Tale of the Mandarin Ducks. Illustrated by Leo and Diane Dillon. New York: Lodestar Books,1990. (1990)

Long ago and far away in the Land of the Rising Sun, there lived together a pair of mandarin ducks. Now, the drakewas a magnificent bird with plumage of colors so rich that the emperor himself would have envied it. But his mate,the duck, wore the quiet tones of the wood, blending exactly with the hole in the tree where the two had made theirnest.

One day while the duck was sitting on her eggs, the drake flew down to a nearby pond to search for food. While hewas there, a hunting party entered the woods. The hunters were led by the lord of the district, a proud and cruel manwho believed that everything in the district belonged to him to do with as he chose. The lord was always looking forbeautiful things to adorn his manor house and garden. And when he saw the drake swimming gracefully on the surfaceof the pond, he determined to capture him.

The lord’s chief steward, a man named Shozo, tried to discourage his master. “The drake is a wild spirit, my lord,” hesaid. “Surely he will die in captivity.” But the lord pretended not to hear Shozo. Secretly he despised Shozo, becausealthough Shozo had once been his mightiest samurai, the warrior had lost an eye in battle and was no longer handsometo look upon.

The lord ordered his servants to clear a narrow way through the undergrowth and place acorns along the path. Whenthe drake came out of the water he saw the acorns. How pleased he was! He forgot to be cautious, thinking only ofwhat a feast they would be to take home to his mate.

Just as he was bending to pick up an acorn in his scarlet beak, a net fell over him, and the frightened bird was carriedback to the lord’s manor and placed in a small bamboo cage.

From THE TALE OF THE MANDARIN DUCKS by Katherine Paterson, illustrated by Diane and Leo Dillon. Text © 1990by Katherine Paterson. Illustrations © 1990 by Diane and Leo Dillon. Used by permission of Dutton Children’s Books, ADivision of Penguin Young Readers Group, A Member of Penguin Group (USA) Inc, All rights reserved.

Integration of Knowledge and Ideas

7RL9

ELACC7RL9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means or understanding how authors of fiction use or alter history.

** Work to construct background knowledge of historical and literary eras

** Apply knowledge of rhetorical strategies and bias in evaluating fictional and historical documents from the same period

● Understand and apply the concepts of allusion and allegory

** Generalize concepts of setting, plot, characterization, and other narrative elements and relate these elements to their real-world counterparts

● Purposefully choose texts from a variety of authors, geographical and cultural contexts, genres, and literary periods

7RI6ELACC7RI6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that ofothers.Recognize and trace the development of an author’s argument, point of view, or perspective in textDistinguish between Point of View as in narrative voice (first person, omniscient, etc.) and Point of View as in opinion or perspectiveBe alert for author bias both when it is overt and when it subtle; subtle bias is often expressed through diction (“she left the party” compared to "she fled the party")Understand and apply knowledge of exploration of counter-claims within an argument or opinion piecePractice summarizing works without editorial bias and be alert for unintended bias in your own work

“Three Century Woman” pgs 9-18 – short story“The Fall of the Hindenburg” p.19 – expository piece

GPS – ELA7RC2 – Author’s PurposeCCGPS – ELACC7R16 – Author’s Purpose

Meet the Author - Richard Peck Pgs. 4-5 and SEE IT! CD

Critical Viewing - “Three Century Woman” – Pages 12-13, and 15

Background – Airships

Critical Viewing - “The Fall of the Hindenburg” – Page 20

Graphic Organizer for Compare and ContrastNonfiction – Historical Account“The Fall of the Hindenburg” p.19

Fiction“Three Century Woman” p. 9 – short story

Compare and Contrast

May 1937 May 1937 (Background Knowledge)

Same (Setting or time period is the same)

Traveling from Europe Traveling from Europe (Background Knowledge)

Same (Plot or information about the flight is the same)

Landed at Lakehurst, New Jersey Landed at Lakehurst, New Jersey(Background Knowledge)

Same (Plot or information about the landing is very similar.)

She was on the Hindenburg Different (P. 14 “She’s never been west of Denver.”)

She walked away Different (Viewing the historical documentary reveals this is highly unlikely.)

Her dress was burned Different (Viewing the historical documentary reveals this is highly unlikely.)

Hindenburg Resources (Historical) are available below.

Great-grandma refers (allusion) to real disasters such as the San Francisco earthquake and the explosion of the Hindenburg.

Contrast – She was not telling the truth, but she wants the reporter to think that she is. So she takes a minute to ponder, or think deeply, to make it appear as if she’s trying to remember what happened.

ESSAY #2 is the writing assessment to this CCGPS.

Hindenburg Resources

http://www.history.com/topics/hindenburg/videos#blimps-dirigibles-and-airshipshttp://www.airships.net/hindenburg/disasterhttp://score.rims.k12.ca.us/score_lessons/samurai_resume/index.htmlhttp://video.pbs.org/video/115057849

Reading Informational – Key Ideas and Details

7RI5ELACC7RI5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.Analyze and evaluate common textual features (e.g., paragraphs, topic sentences, introduction, conclusion, footnotes, index, bibliography)Analyze and evaluate common organizational structures (e.g. graphic organizers, logical order, cause and effect relationships, comparison and contrast)Review and apply knowledge of varying sentence structures, noting those that are most effective in a given text (beginning with a subordinate clause for example,

or the effective placement of phrases and modifiers)Recognize the effective placement of topic sentences in informational documentsNote the differences in structure for paragraphs that present evidence, provide a quote, share an anecdote, or include other types of support

Reader’s Handbook – p. 287-288 – Propaganda Techniques

7RI8ELACC7RI8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound andthe evidence is relevant and sufficient to support the claims.

Use information from a variety of consumer, workplace, and public documents (e.g., job applications, contracts, instructions) to explain a situation or decision or to solve a problemApply knowledge of common organizational structures for arguments (cause and effect for example)Acquire or review knowledge of the types of logical fallacies commonly used in argument (see Teacher Guidance Document)Acquire or review knowledge of syllogisms, inductive reasoning and deductive reasoningMake it a practice to provide valid and logical evidence and support for all claims, formal or informal, and require the same from discourse with others

Informational TextsMaps of Asia – p. 73-74

Reader’s Notebook Pgs. 42-44“Discovering a Paper Son” pgs. 75-76 - public document

Writing a friendly letter (Eng. - pages 43 and 791 –PH Writing and Grammar)

7W3ELACC7W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details,and well-structured event sequences.a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an eventsequence that unfolds naturally and logicallyb. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

7SL6 ELACC7SL6: Adapt speech to a variety of contexts and tasks,

demonstrating command of formal English when indicated or appropriate.

“Papa’s Parrot” pgs. 24-31 – short storyDramatic reading – Papa’s Parrot – p. 47 “Listening and Speaking” A rubric for grading is on page 183.

7RL10ELACC7RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexityband proficiently, with scaffolding as needed at the high end of the range.Practice careful and attentive reading of both assigned texts and independent text choicesRead a wide variety of texts, including a variety of styles, genres, literary periods, authors, perspectives, and subjectsUse annotation, note-takingRead within appropriate time frame for extended textChoose works from multiple genres, cultures, and literary periodsConsider keeping a notebook of texts read with notes, annotations, and any relevant student work producedUse self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correctingRead with a rhythm, flow, and meter that sounds like everyday speech (prosody)

“mk” pgs. 32-45 - autobiography

Writing Portion: Primary Focus-Informative/Explanatory

4-6 Informative Analysis Essays (include 1 Argumentative Essay)

1. Narrative - detailing a real or imaginative experience – Different people have different ideas about what is true. Their ideas depend on how they perceive, or see, the world or what they believe. Write a story from an experience in your childhood about what you thought was true. (the tooth fairy, the boogey man)

2. Narrative – After reading The Tale of the Mandarin Ducks, think about the contrasting (opposite) values of greed and caring. Think about how the lord’s greed failed, in the end, to get him what he wanted, and how Yasuko and Shozo’s caring and selflessness resulted in a happy ending for the two of them. Write a brief one page narrative about a time in your life when greed or kindness ruled your decision-making. How did it feel to be greedy? To be kind?

3. Informative/Explanatory - Using the two texts, “Three Century Woman” and “The Fall of the Hindenburg”, complete the graphic organizer on page 21. Compare and contrast the actual historical event and the stories told by great grandmother Breckinridge. Refer to and cite great grandma’s comments to the reporters to reflect insight into her character.

4. Informative/Explanatory - Using the story, “Papa’s Parrot” and explain why Harry and his friends visit Mr. Tillian after school, then infer why Harry and his friends stopped visiting him as they grew older. Analyze why Mr. Tillian bought Rocky (the cause) and how that affects their relationship. Why Does harry react the way he does when Rocky says, “Where’s Harry?” and “Miss him!”

5. Argumentative – You have read “Papa’s Parrot.” The Big Question is “What is the best way to find the truth?” In “Papa’s Parrot,” Rocky, the parrot, reveals the truth about Mr. Tillian missing his son. Using your knowledge of the text, consider if it would have been better for Harry to have learned the truth from his father instead of the parrot. Decide which way to learn the truth is better and cite evidence from the text to support your claim.

6. Informative/Explanatory – In “Byron Yee: Discovering a Paper Son,” Byron Yee describes the plight of Chinese immigrants arriving in America. Write a letter from the perspective of a “paper son,” like Byron Yee’s father, arriving in America for the first time. Write to your family and describe your experiences. Use the public document you have read to add details to your letter.

7. Informative/Explanatory – This big question for this 9 week period is: What is the best way to find the truth? Using the knowledge you have gained from reading passages in this unit, what can passages about events in history and from our past teach us about ourselves?

2-3 Short Research Connections:

a. Hindenburg – have students do research on zeppelins: their design, origin, history, amenities, and reasons for its disaster.

b. Samurai – research the life of samurai and how their lifestyle was- is there a place for those types of behaviors in today’s society? Art project on samurai soldiers, lifestyle, culture

c. Dramatic reading – Papa’s Parrot – p. 47 “Listening and Speaking” A rubric for grading is on page 183.

d. Research the Author – Richard Peck – (Eng.)

Routine Writing Examples

Cornell Notes Letter Writing Predictions and Inferences Themes After reading The Tale of the Mandarin Ducks – write what you think life was like for Yasuko and Shozo

after they were rescued. Infer what you think their life will be like based on what you have learned about them from the story.

character analysis compare and contrast characters p. 2 – Make a list of things you know to be true. p. 2 – Write a story from childhood pp. 6-7 – Elements and types of fiction and nonfiction p. 76 – Paper Son – How did Byron Yee begin to find the truth about his father’s immigration to the

United States? practice writing summaries practice summarizing without bias Reality Central – p. 31 – After reading the article “Return to Humanity,” do you think events in our lives

shape the truth of who we are? If so, how much?

Vocabulary

The Tale of the Mandarin Ducks Unit 1- Literature Book Vocabulary

drake awarenessdrake vs. duck believablefolktale concludeexecuted convincebanish debateservant evaluateplumage evidenceinseparable explainmessenger factualgarment fictionmock insight

nonfictionperceiverealityrevealtruth

Papa’s Parrot Three Century Woman

merely intersectionclusters ponderedignored venerableshipments millenniumresumed bickeredperch attributetruthreveal

The Fall of the Hindenburg Discovering a Paper Son

vessel immigrantzeppelin invasionmajestic deciphersabotage detachedhover interrogationinferno prohibitingflammable legitimate

scrutiny

mkinternationalrelationboarderoverwhelmedadequate

deceivetransformationignorantquestcrevicewarlordwallflowerdormitory

7th Grade ELA Plan (Prentice Hall Literature)2nd Nine Weeks

Theme: Life Lessons: What Should We Learn?

Reading Portion: Primary Focus-Informational Secondary Focus-Literary

Extended Text: “Freedom Walkers” Short Texts: (thematically integrated)

“The Bear Boy” p. 220 – short story“Rikki Tikki Tavi” p. 228 – short story“Melting Pot” p. 296 – short story“The Third Wish” p. 311 – short story “The People Could Fly” p.1010 – folk tale“Mother to Son” – p. 612 – figurative language“The Titans Remember” (in Reality Central textbook) p. 93“A Christmas Carol” p. 740 - drama

Additional Resources:

Freedom Walkers Resources –

http://www.lesliepreddy.com/yhba/08-09/Intermediate/FreedomWalkers-Mauch.pdfhttp://moreallicms.wikispaces.com/file/view/Microsoft+Word+-+civil+rights-IT.pdfhttp://www.history.com/topics/selma-montgomery-march/videos#civil-rights-act-of-1964http://www.history.com/topics/fannie-lou-hamer/videos#civil-rights-act-of-1964http://www.bcri.org/resources/docs/curriculum.pdfhttp://www.civilrightsmuseum.org/wp-content/uploads/NCRMCurriculum-Guide2011.pdfhttp://www.civilrightsmuseum.org/wp-content/uploads/NCRMScavengerHunt_Grades6-12.pdf

Videos (multimedia) – “Rikki Tikki Tavi”, “Remember the Titans”

A Christmas Carol resources -

http://www.learnoutloud.com/Podcast-Directory/Literature/European-Classics/A-Christmas-Carol-by-Charles-Dickens-Audio-Book-Podcast/23094http://www.bbc.co.uk/learning/schoolradio/subjects/english/a_christmas_carol

Writing Portion: Primary Focus-Argumentative

1. Informative/Explanatory - After reading “The Titans Remember” you know more about the lessons people can learn from those who are different. For example, sports teams are made up of people who are not alike. However, good sports teams are alike in one way. They put aside differences to achieve success. Write a paragraph to explain this lesson learned from the “Titans.” Use and cite evidence from the text using the terms: analyze, background, facts, interview and understand, as noted in the text.

2. Narrative – After reading “Seventh Grade,” decide what advice would you give Victor about the way he tries to impress Teresa. What does Victor probably learn from his experiences in seventh grade? Write a short narrative essay detailing your advice and lessons learned. Be sure to cite evidence from the text.

3. Narrative – After reading “Freedom Walkers” and learning more background information about segregation and the state of our country during that period of time, think about what it means to be someone who wanted peace and preached that love was more important than skin color. We have studied the work of Dr. Martin Luther King, Jr. He strongly believed that, “we must meet hate with love.” Write a poem that extends the meaning of this quote to our daily lives and to how we treat others.

4. Argumentative – Think about bear boy’s relationship with his father in “The Bear Boy.” Also, consider how the story ends. Decide if the bear boy’s time with the bear cubs and mother bear influenced his current relationship with his father. In this Native American folktale the lesson is taught that parents have a responsibility to love their children and teach them all the things they will need to know. Do you think the lesson applies to people of all cultures? Defend your claim with evidence from the story and personal experience.

5. Argumentative - After reading “The Third Wish” decide whether you believe Mr. Peters used his wishes wisely. What evidence from the story makes you feel that way? What evidence from the story makes you feel that way? In an essay, support your claim with evidence from the text.

6. Argumentative – After reading “Melting Pot” make a judgment. Do you believe it is possible to belong to both groups: new arrivals and long-time residents? Quindlen would suggest that being tolerant and interested in people from all backgrounds will help people get along. How is Quindlen both “one of them” and “one of us?” Cite evidence from the text to support your judgment.

2-3 Short Research Connections:

a. Before reading “Rikki Tikki Tavi” – research either the mongoose or the cobra. Be sure to include information about their physical appearance and prowess, their diet, and their habitat. You may choose to include illustrations, maps or other drawings.

b. After reading “The Titans Remember,” students will view the movie “Remember the Titans.” Using the text and notes from the movie, show how the lessons learned can be applied to your life.

Routine Writing:

Cornell Notes What stories have I read that I enjoyed? What stories had characters that sparked a strong reaction in me? Elements of short stories p. 202-203 Literary devices p. 203 P. 288 – Comparing idioms graphic organizer. Graphic organizer on p. 225 – prediction guide P. 245 – identify 2 or 3 events that move the plot toward the climax when Rikki and Nagaina battle Predictions Themes Compare tone and theme Discuss conflict and resolution p. 319. Discuss conflicts from previous stories. practice writing summaries practice summarizing without bias character analysis compare and contrast characters p. 247 – Choose to defend either the mongoose or the cobra. Explain why your animal is the more

interesting of the two. P. 771 – write a letter to Scrooge: tell him what he is missing in life by being cranky and negative with

people around him.

Vocabulary

Unit 2- Prentice Hall Unit Vocabulary Rikki Tikki Tavi

attitude revivedchallenge immenselycommunication verandacompetition providencecompromise sluiceconflict purchasedanger mourningdesire cunninglydisagreement consolationmisunderstanding struggleobstacle understandingoppositionoutcomeresolutionThe Bear Boy The Titans Rememberkivatimid teamwork

initiation analyzecanyon backgroundapprovingly factsneglected interviewmesas understandlance exaggerateturquoise fallen (adj)guidancepueblo

Melting Pot Third Wish

bigots extricateplaster composurelath welsh rarebitwarehouse rashcondominium remotefluent vergestorefront dabblingtabloid presumptuousgoiters maliciousbodega rheumatisminterloperaproposglazier

A Christmas Carol

dialogue parliamentimplored bedlammorose liberalitydestitute treadmillspecter poor lawvoid misanthropegruel apparitionconveyed scrimpanicked ferret eyesconsciousness raptodor humbugapprenticed dowrygratitude regretaspirationdonned

The People Could Fly

shed

scornedhoedcroon

trembledglintyoverseermysterydrivershuffleancientseer

7th Grade ELA Plan (Prentice Hall Literature)3rd Nine Weeks

Theme: Views of Us: Do Others See Us More Clearly Than We See Ourselves?

Reading Portion: Primary Focus- Literary Secondary Focus- Informational

Extended Text: The Giver by Lois Lowry

Short Texts: (thematically integrated)

“The Monsters are Due on Maple Street” p. 834 – teleplay (MA)*“Veteran Returns, Becomes Symbol” p. 863 – editorial (English – Argument Structure)*“The Wrong Orbit: Senator Has No Legitimate Business Blasting into Space” p. 864 - editorial*“How Attitude Helps” – Reality Central text – p. 148 - “The World of Bullies” – Reality Central text p. 21 (MA)*“Bailando” – p. 580 (Poem)*“The Courage That My Mother Had” – P. 608 (Poem)*“One” – P.652 (Poem)*“I’m Nobody” – P. 672More Challenging will be chosen and added for acceleration.(Independent Reading Assignment) Students will select one novel concerning perceptions of self and others including but not limited to:The Catcher in the RyeThe Perks of Being a WallflowerThe Invisible Man“Harrison Bergeron” by Kirk Vonnegut MCUtopian WebQuest

The Village – Video clips (2004)

MA – More AccessibleMC – More Challenging

Additional Resources:

The Giver resources –

http://www.mce.k12tn.net/reading17/giver.htmhttp://teachers.oregon.k12.wi.us/rci_imc/Zimmerman/Giver_Assignments.htmhttp://www.facinghistory.org/sites/facinghistory.org/files/giver.pdfhttp://mrsscherrman.weebly.com/uploads/3/2/4/2/3242513/the_giver_lap.pdf

http://www.scholastic.com/kids/homework/pdfs/The_Giver.pdf

Writing Portion: Primary Focus—Argumentative

2 - Argumentative analysis essays

1. Argumentative – After reading the novel, “The Giver” think about the topic of utopia. Is this community in The Giver a utopian society? Which would be a community in which you would choose to live? Write an essay about which society you would choose. Cite evidence from the text to support your claims.

2. Argumentative – After reading “How Attitude Helps” in the Reality Central book, examine your own personality and how you act and interact with others in your life. Do you consider yourself a positive or negative person? What actions or feeling or specific examples from your life can you provide to give evidence to your claim? Write a brief essay explaining if your personality is more positive or negative. Cite evidence from the text to support your claims. (optional)

Routine Writing:

1. Informative/Explanatory - After reading The Giver, reflect on the behaviors, actions, language and the way of life that is described by Lois Lowry. Write a brief analysis explaining the reasons that ultimately destroy a utopian society and create a dystopia. All evidence to support this explanation must come directly from the text. (Journal quick write)

2. Narrative – Consider a time in your life when you or someone you care about was bullied. Describe in detail what happened and be sure to include your thoughts, feelings, fears and hopes. After reading “Pushing Buttons” you will have more insight into bullying. Write a brief essay telling about your personal experience with bullying it. How did it affect you? How did it change you? What advice can you give to younger people will help them survive bullying in their own lives?

3. Narrative – Consider a time in your life when you or someone you care about was bullied. Describe in detail what happened and be sure to include your thoughts, feelings, fears and hopes. After reading “Pushing Buttons” you will have more insight into bullying. Write a brief essay telling about your personal experience with bullying it. How did it affect you? How did it change you? What advice can you give to younger people will help them survive bullying in their own lives?

2-3 Research Connections:

a. What is a Utopia? – multimedia project Use the following websites to research the concept of “Utopia.” The second website has lots of detailed information on Utopia. Decide which parts are more important than others. After you have looked through both websites that define Utopia, write a paragraph including your own definition of utopia. How is your life like a utopia and how is it not?

http://en.wikipedia.org/wiki/Utopiahttp://users.erols.com/jonwill/

b. Create a website about utopias or research a utopia from American history.

Routine Writing:Embed in the unit.

Cornell Notes What stories have I read that I enjoyed? What stories had characters that sparked a strong reaction in me? Predictions Themes Compare tone and theme Discuss conflict and resolution p. 319. Discuss conflicts from previous stories. practice writing summaries practice summarizing without bias character analysis after reading “The Monsters are Due on Maple Street,” use this sentence starter:

Fear can influence our perception of others by_____________________________. compare and contrast point of view in the two short passages on pages 863 and 864 p. 873 Do you think Sheean and Monaghan are good friends? Why or why not? p. 877 – graphic organizer comparing “Grandpa and the Statue” and “My Head is Full of Starshine” Define Perfect Activity Visit the four sites of Utopias that exist today. Use a Venn Diagram on to

compare and contrast two of your choice.

The Acorn Community of Virginia http://www.ic.org/acorn/

The Farm in Tennessee http://www.thefarm.org/index.html

Twin Oaks Community in Virginia http://www.twinoaks.org/

Victory City – A City Under One Roof http://www.victorycities.com/

Vocabulary

The Giver vocabulary

Rasping InfringedPalpable AptitudeRumpled Piecemeal

Distraught CrescendoTransgression KinshipAwed PainstakingBeckon IndolenceChastise IntegrityPetulantly MercyRemorse ExemptionNondescript UnnervingSolemn ProhibitionSerene HastilyIndulgently RequisitionReprieve SteeledRelinquish ReeledConspicuous ExcruciatingTorrent SpasmTentatively DistendedObsolete LuminousUnwieldy RefuelAdmonition IndifferentSinuous AssuageForsaken imploring

Unit 3 vocabulary Prentice Hall book The Monsters are Due on Maple Street

Appearance TransfixedAppreciate FlusteredAssumption SluggishlyBias PersistentlyCharacteristic DefiantlyDefine MetamorphosisFocus fifth columnistsIdentify kangaroo courtIgnore ScapegoatImagePerceptionperspective Reactionreflect Reveal

Grandpa and the Statue My Head is Full of Starshine

Brogue RummagingState of Liberty EssaySubscribed Practicalroman numbers PotentialRegister Blissful

DisgraceFundImmigrantsVisualizerooming housePeevedValiseHow Attitude Helps Pushing Buttons

Characteristics AppreciateFocus AssumptionPerception BiasReflect IdentitySetting Reaction

Victimscyber bullying

Week Literary Selection/(Skills)PBA 1Performance Based Assessment

1. Argumentative – After reading the novel, The Giver think about the topic of utopia. Is this community in The Giver a utopian society? Which would be a community in which you would choose to live? Write an essay about which society you would choose. Cite evidence from the text to support your claims. (Required)

Week 1 – Jan. 8-11

ELACC7RL1-4, 6ELACC7W10

“The Giver” by Lois Lowery: Chapters 1-5Read – Cornell Note Taking (Ceremonies and Timeline)Build Background Knowledge

Quick Write: If you could create your own society or community and make all you own rules, what would your society or community be like? - (List five rules that you would include and tell why.) Quick Write: What is a utopia society?Utopian – The Giver - WebQuest, Handout on characteristics of

Utopia/Dystopia Analyze the Prompt

Week 2 - Jan. 14 -18

ELACC7RL1-4, 6ELACC7W10ELACC7W1a-e

“The Giver” by Lois Lowery: Chapters 6-12Read – Cornell Note Taking (Ceremonies and Timeline)Euphemisms, Symbolism, Setting, Irony, Character Analysis of Jonas(E) “Veteran Returns, Becomes Symbol” p. 863 – editorial (English – Argument Structure)

Week 3 – Jan. 21-25 (21 MLK)

ELACC7RL1-4, 6ELACC7W10ELACC7L2a

“The Giver” by Lois Lowery: Chapters 13-19Read – Cornell Note Taking (Ceremonies and Timeline)(E) Coordinate Adjectives from Chapters 8, 9, and 10 (E) “Harrison Bergeron” by Kirk Vonnegut MCTheme, Short Research Project

Week 4 – Jan. 28-Feb. 1ELACC7RL1-4, 6ELACC7W10

“The Giver” by Lois Lowery: Chapters 20-23Read – Cornell Note Taking (Ceremonies and Timeline)Assessment of The Giver – Unit Test

Week 5 - Feb. 4-8ELACC7RL1-4,7ELACC7RL5ELACC7W7

MC – Utopia Project“The Monsters are Due on Maple Street” p. 834 – teleplay (MA)(E) PBA 1 – Deadline

PBA 2Performance Based Assessment

2. Argumentative – After reading “How Attitude Helps” in the Reality Central book, examine your own personality and how you act and interact with others in your life. Do you consider yourself a positive or negative person? What actions or feeling or specific examples from your life can you provide to give evidence to your claim? Write a brief essay explaining if your personality is more positive or negative. Cite evidence from the text to support your claims. (Optional)

Week 6- Feb. 11-15ELACC7RI1-6ELACC7W10ELACC7RL5

Analysis of Prompt“How Attitude Helps” – Reality Central text – p. 148Required Poems

Week 7 – Feb. 18-22

ELACC7RL 7, 9ELACC7W7-9ELACC7L1c

(R) – Short, focused research –Create a WebQuest for a Utopian Society (MC) orResearch a utopian community in American history(E) – Misplaced modifiers

Create a WebQuest for a Utopian Society (MC)

PBA 3 Argumentative – In several of the texts read in this unit, the authors have tried to portray a utopian society. After having read and learned about Utopian societies, do you believe Utopia is possible? Which is a better place to live, a utopian community or

the world we live in today? Explain your reasons by using textual evidence from several works.

Week 8 – Feb. 25-Mar. 1Week 9 – Mar. 4 – Mar 14

7th Grade ELA Plan (Elements of Literature)4th Nine Weeks

Theme: Community or Individual: Which is more important?

Reading Portion: Primary Focus- Informational Secondary Focus-Literary

Extended Text: The Great Fire – Jim Murphy

Short Texts: (thematically integrated)

“The Fox Outwits the Crow” – p. 1036 - poem“The Fox and the Crow” – p. 1038 - fable“The Highwayman” – p. 630 – narrative poem“The Great Dress Debate” – Reality Central text – p. 169 “The Ripple Effect” – Reality Central text – p. 193“Loo-Wit” – p.606 poem

Additional Resources:

The Great Fire resources –http://academics.uww.edu/cni/degrees/secnded/ss/plan/10/docs/Inquiry%20Lesson%20Plan-%20Great%20Chicago%20Fire%20tragedy%20to%20occur.pdfhttp://e2ela.wikispaces.com/file/view/Elementary-School-Exemplar-The-Great-Fire.pdfhttp://www.tli.net/public/userfiles/Literacy_Model_Units/TLI_CRG_GREATFIRE_2012_PORTAL.pdfhttp://www.chicagohistory.org/mychicago/pdf/lesson3.pdfhttp://greatchicagofire.org/oleary-legendhttp://www.mamalisa.com/?t=es&p=2353&c=23http://condor.depaul.edu/tps/Photos_tell_the_story_of_the-Great_Chicago_Fire.htmhttp://www.educationworld.com/a_lesson/lesson080.shtmlhttp://web.mnstate.edu/tah/lesson-plans/lesson-plans-for-2009-2010/the-great-chicago-fire-wade.htmlhttp://greatchicagofire.org/great-chicago-fire

The Fox and the Crow resources –

http://www.didax.com/newsletter/pdfs/writing_2-5185-246.pdfhttp://pbskids.org/lions/cornerstones/fox/story/http://www.bbc.co.uk/schoolradio/subjects/english/aesops_fables/1-8/fox_crow

Pay it Forward – resources http://www.thepayitforwardchronicles.com/uncategorized/chapter-6-excerpt-paying-it-forward-how-can-i-be-of-service-to-you/http://payitforwardday.com/media/videos/http://payitforwardday.com/inspire-me/inspiringvideos/http://payitforwardday.com/inspire-me/inspiring-movie-list/

Writing Portion: Primary Focus-Informative/Explanatory

4-6 Informative/Explanatory (include 1 Argumentative Essay)

1. Informative/Explanatory – After reading “The Ripple Effect,” think about how one person can make a difference in the world. Many times, one person making a positive change can create an even larger positive impact on a greater scale. Use page 192 in Reality Central. Look at the graphic organizer and think about how one person could make a difference by doing the volunteer projects listed. Consider the following prompt: Your school has just started a community-service program. What would you do to pitch in? In a chart like the one on page 192, write down how one person could make a difference by volunteering for each activity. Write a brief essay that explains how the ripple effect in one or more of the activities can make a big difference in the world.

2. Informative/Explanatory – Following the reading of “The Highwayman,” compare and contrast Tim (the oster/stable hand) and the highwayman. Identify details from the text that make the highwayman appear as a romantic figure and emphasize the nonromantic figure of the stable-hand. Be sure to include details from the text.

3. Informative/Explanatory – Use the following website: http://academics.uww.edu/cni/degrees/secnded/ss/plan/10/docs/Inquiry%20Lesson%20Plan-%20Great%20Chicago%20Fire%20tragedy%20to%20occur.pdf

Choose one of the documents, articles or photos from the end of that document. Use the internet, the novel and other resources to explain, in your words, what happened in Chicago. You may include how you think it started or you may merely want to write an explanation of what the photo or article means to you. Be sure to cite sources and do NOT plagiarize.

4. Narrative –

5. Argumentative – After reading “The Great Dress Debate,” use p. 168 in the Reality Central text and complete the graphic organizer on School Uniforms/Dress Code. The graphic organizer will include your thoughts, ideas and citations from the text that support both sides of the argument. Think about the

following question: Which is better…school uniforms or a strict dress code? Choose your side and defend your choice with evidence from the text, from your graphic organizer and from your personal experiences. Make sure to comment on what the counter argument would be.

2-3 Research Connections:

a. After viewing the video “Pay it Forward,” use the internet or choose someone you may know personally. Write an essay about paying it forward. You may choose a celebrity, a philanthropist or any other famous person who has paid it forward in their lives and made significant contributions to help others. Cite your sources.

b. Choose a god, goddess, hero, heroine, or a character from a tall tale, folk tale or legend. You will research this character and write a description of the character. Be sure to give the history of the character and give information about the story in which he/she appears. You will write a one page descriptive essay. In addition, you must choose a visual project to complete. This may be a drawing of your chosen character, an illustration from their story or legend, a poster, painting or any other creative activity to help show display your information in the class. You will give a two minute presentation on your character in class.

Routine Writing:

Cornell Notes What stories have I read that I enjoyed? What stories had characters that sparked a strong reaction in me? Predictions Themes Summarize Summarize without bias P. 1015 – literary analysis – folktales – use graphic organizer P. 1015 – Reading Skill – compare and contrast “How is Toby’s position at the end of the story different

from his position at the beginning of the story? Compare tone and theme Discuss conflict and discuss conflicts from previous stories. practice writing summaries practice summarizing without bias character analysis compare and contrast characters p. 1036 – definition of fable and brainstorm other fables frequently told p. 1039 – compare tone and theme of the two “Fox and crow” fables – graphic organizer

You are a newspaper reporter in Chicago who is writing about the effects of the Great Chicago Fire on October 11, 1871. List five questions that you would ask a person whose home was destroyed in the fire.

P. 905 Take notes on Oral Traditions in Print in your notebook.

Vocabulary

The Highwayman

torrentgalleonrapierostlerbonnycasementbrandboundsniggering jestprimingbrandished

The Fox Outwits the Crow The Great Dress Debate

whiff culture hors d’oeuvres diversitymalice environmentlibretto individualfalsetto dress codeMaria CallasglossysurpassflatterersMaster Reynard

The Ripple Effect

completely povertydiversity ripple effectenvironmentethnicityindividualviolencediscriminationThe Great Fire – writing ideas

You are a newspaper reporter in Chicago who is writing about the effects of the Great Chicago Fire on October 11, 1871. List five questions that you would ask a person whose home was destroyed in the fire.

Work with a classmate. One of you is a person whose home was destroyed in the Great Chicago Fire; the other is a reporter who will ask five questions about the fire. The person whose home was destroyed must answer the questions. Then the reporter will write a news story based on the answers to the questions, and the person whose home was destroyed will write a diary entry about his or her feelings.

Did the Great Chicago Fire start because a cow kicked over a lantern in the O'Leary barn? Write an essay explaining whether you think the legend was true. Use evidence to "prove" your point of view. Refer to "The O'Leary Legend."

You and a friend witnessed the start of the Great Chicago Fire, and you're going to tell your classmates about the experience. Work with a classmate to write a dialogue (two-person speech) describing how the fire started. The dialogue should last about two minutes. Perform the dialogue for your classmates

ELA Terminology

context cluesfocusanalyzeevaluatesummarizebiasobjectivetextualciteevidencedistinguishinferencesummarypredict

predictionsnarratorrecognizedefendclaimimpactdepictacquiregeneralizerelevantinterpretreflectreflectiondelineaterhetoricclarify

The Wincoff Fire – The Untold Story

http://www.winecoffhotelfire.com/

 

http://www.winecoff.org/

TBS STORYline Video Documentary included with the above link

 

Lecture Notes

http://www.winecoff.org/2006/03/large-crowd-attends-winecoff-program.html

 

Winecoff Hotel Postcards

http://www.winecoff.org/2005/03/some-pictures.html

 

Summary and Information about the book

 

http://www.winecoff.org/2003/06/book.html

 

Rebuilding The Wincoff Hotel - With new safety features - New Name: The Ellis

 

http://www.investatlanta.com/media/PulseofProgressApril06.pdf

 

Information about the Wincoff Fire:

http://www.rootsweb.ancestry.com/~gafulton/winecoffhotel.html

 

Our GEorgia History:

http://ourgeorgiahistory.com/ogh/Atlanta's_Winecoff_Hotel