Web viewPractice the Task Source Materials: “Red Planet Realty”, “Elon Musk: Private Spaceflight Pioneer”, “Everybody’s Going to Be a Space Pioneer”,

Grade 7 ELA – Curriculum Planning Guide – 2014-2015First Nine Weeks

Introduction to Reading and Writing Workshops/Bold Actions

Standards ResourcesReading:Literature

andInformationa

l Text

RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text.

RL.2 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.

RL.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.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 (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

RL.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

RL.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

RL.10 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.

RI.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.3 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).

RI.4 Determine the meaning of words

Unit: Introduction to Reading Workshop

Textbook Unit: Bold Actions: Collection 1 (pages 3-60)Anchor Text – Rogue Wave page 3Anchor Text – The Flight of Icarus page 31

Suggested Reading SelectionsFiction:● “Icarus’s Flight” page 31● “Big Things Come in Small Packages”

(Close Reader pages 3-16; Teacher’s Edition page 18c)

● “Arachne” (Close Reader pages 17-22; Teacher’s Edition page 38c)

Non-Fiction:● “Ship of Fools” page 24● “Women in Aviation” page 43

Art, Music, Media:● Online News Article: “Parents of

Rescued Teenage Sailor Abby Sunderland Accused of Risking Her Life” page 19

● “Was Abby Too Young to Sail?” page 28

Anderson School District Five Page 1 July 1, 2014



Standards Resourcesand 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.

Reading:Literature

andInformationa

l Text

RI.5 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.

RI.6 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.

RI.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and evidence is relevant and sufficient to support the claims.

RI.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

RI.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.




Standards Resources

Writing W.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

W.1d Establish and maintain a formal style.

W.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful in aiding comprehension.

W.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

W.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.2e Establish and maintain a formal style.

W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant

Writing Workshop Introduction—Grammar, Mechanics, Usage, Content and Development, Organization, Voice, and Spelling● Use samples of student writing found

in Appendix C from the following link http://www.corestandards.org/assets/Appendix_C.pdf

● National Writing Project: A menu of writing topics for teaching writing (audience, grammar, responding to writing, style & rhetoric, specific genres, writing processes, etc.): http://www.nwp.org/cs/public/print/resource_topic/teaching_writing

● Teaching that Makes Sense: A website (http://www.ttms.org ) with a plethora of downloads consisting of: “Welcome to Writer’s Workshop” “The Writing Teacher’s Strategy

Guide” “What is Good Writing?” “Assessing Writers; Assessing

Writing” “An Introduction to the Writing

Process” “K-12 Student Writing Samples:

Authentic Work Compiled by CCSSI”


http://www.ttms.org/

http://www.nwp.org/cs/public/print/resource_topic/teaching_writing

http://www.nwp.org/cs/public/print/resource_topic/teaching_writing

http://www.corestandards.org/assets/Appendix_C.pdf

http://www.corestandards.org/assets/Appendix_C.pdf



Standards Resourcesdescriptive details, and well-structured event sequences.

W.3a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

W.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

W.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

W.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

W.3e Provide a conclusion that follows from and reflects on the narrated experiences or events.

W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

and much more! Also posters and handouts for the writing classroom!

Writing Fix: Excellent resources are provided by northern Nevada’s Writing Project. Here you can find: Mentor Text Lessons, Writing Genre Lessons, Writing Process Lessons, etc. Also contains a link to Corbett Harrison’s “Always Write” website. www.writingfix.com

● Trail of Breadcrumbs: website with teacher writing resources (under “Teaching”): http://www.trailofbreadcrumbs.net

● Ms. McClure’s Class: This webpage encompasses many lessons which fall into 4 distinct categories, including lessons about: topics, principles of writing, genre, conventions. http://msmcclure.com/?page_id=3937 (for more lesson ideas from this teacher, click the words “Language Arts” at the top of the page)

● BrainPop (your school may have a subscription to this online resource): when you log in to the website (brainpop.com), choose English. From the next menu, choose Writing to view the list of topics that are available. For each topic you can find a video and several activities.

Writing W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.10 Write routinely over extended time frames (time 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.

● Thinking Through Genre (This book may be in your professional library): Contains actual unit plans for a variety of reading and writing genres. For a more detailed description and additional writing process resources, see this website: http://www.ohiorc.org/record/6028.aspx

Personal Narrative (Collection 1 Performance Task)● Using the Bold Actions unit from the

Reading Textbook, students will write a memoir/personal narrative about a moment in their life where they used bold actions.

● Text Exemplars from CCSS Appendix B, pp. 77-81 can be found at the link below. http://www.corestandards.org/assets/Appendix_B.pdf


http://www.corestandards.org/assets/Appendix_B.pdf

http://www.corestandards.org/assets/Appendix_B.pdf

http://www.ohiorc.org/record/6028.aspx

http://www.ohiorc.org/record/6028.aspx

http://msmcclure.com/?page_id=3937

http://www.trailofbreadcrumbs.net/

http://www.writingfix.com/



Standards Resources

Unit Resources● Teaching Students to Read and Write a

Memoir● Teaching Students to Read and Write a

Short Story● Figurative Language Rap Song● Figurative Language Review● Figurative Language Song and Notes● Figurative Language Song Notes

(PowerPoint)● Narrative Unit of Study – Memoir● Narrative Unit of Study – Short Story

Language L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.1a Explain the function of phrases and clauses in general and their function in specific sentences.

L.1b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

L.1c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.2a Use a comma to separate

● The Collections textbook has a teacher website https://my.hrw.com/dashboard/home# where you can view additional lesson ideas. Under “Interactive Writing Lessons” you can find several resources for Narrative Writing by clicking the purple buttons

● Narrative Writing Resources on Writing Fix: http://writingfix.com/genres/narrative.htm

● A Pearson unit on Personal Narrative Writing: http://ptgmedia.pearsoncmg.com/imprint_downloads/merrill_professional/images/PersoonalNarrativeTeachingStrategies.pdf

● The Noyce Foundation Personal


http://ptgmedia.pearsoncmg.com/imprint_downloads/merrill_professional/images/PersoonalNarrativeTeachingStrategies.pdf



http://writingfix.com/genres/narrative.htm

http://writingfix.com/genres/narrative.htm

https://my.hrw.com/dashboard/home



Standards Resourcescoordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt).

L.2b Spell correctly.L.3 Use knowledge of language and its

conventions when writing, speaking, reading, or listening.

L.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibility from a range of strategies.

L.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of the word or phrase.

L.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

L.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

L.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Narrative Unit: http://www.insidewritingworkshop.org/profdev/materials/bw_reading.pdf

● LearnZillion Videos: http://learnzillion.com/lessons?utf8=%E2%9C%93&filters%5Bsubject%5D=ela&query=Personal+narrative&filters%5Bgrade%5D%5B%5D=6&filters%5Bstrand%5D=&filters%5Bstandard%5D

● ReadWriteThink Grammar Lessons: A menu of general grammar lessons that would be useful during the writing workshop as well as throughout the year: http://www.readwritethink.org/search/?sort_order=relevance&q=Grammar&srchgo.x=-201&srchgo.y=-223&old_q=&srchwhere=full-site

● Four Level Analysis (Michael Clay Thompson): These .pdf files provide a short explanation and examples of this grammar strategy that can be introduced at the beginning of the year and continued throughout the year (bellringers, daily practice, etc.): http://www.scgifted.org/4LevelPlus.pdf

● The Magic Lens by Michael Clay Thompson (most A5 Schools should have a copy of this in their professional library): This is Thompson’s book that introduces parts of speech and basic grammar concepts using four-level analysis (above). This is a comprehensive method of teaching grammar that could be used throughout the year, but must be introduced in the first few weeks.

Language L.5a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

L.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

L.6 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 or expression.

● Mechanically Inclined by Jeff Anderson (book – may be available in your school’s library) This book helps teachers find ways of making the mechanics of English meaningful to middle school students. Also has a website: http://www.writeguy.net with downloads for teachers.

● BrainPop (your school may have a subscription to this online resource): when you log in to the website www.brainpop.com, choose English. From the next menu, choose Grammar to view the list of topics that are available. For each topic you can find a


http://www.brainpop.com/

http://www.writeguy.net/

http://www.scgifted.org/4LevelPlus.pdf

http://www.readwritethink.org/search/?sort_order=relevance&q=Grammar&srchgo.x=-201&srchgo.y=-223&old_q=&srchwhere=full-site



http://learnzillion.com/lessons?utf8=%E2%9C%93&filters%5Bsubject%5D=ela&query=Personal+narrative&filters%5Bgrade%5D%5B%5D=6&filters%5Bstrand%5D=&filters%5Bstandard%5D



http://www.insidewritingworkshop.org/profdev/materials/bw_reading.pdf

http://www.insidewritingworkshop.org/profdev/materials/bw_reading.pdf



Standards Resourcesvideo and several activities.

Speaking and

Listening

SL.1 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.1a 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.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

SL.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Additional Resources: Toastmasters: Tips & Techniques for

Public Speaking: www.toastmasters.org

Video, “How to Give an Awesome Presentation” - https://www.youtube.com/watch?v=i68a6M5FFBc#t=13

Video, “5 Basic Public Speaking Tips” - https://www.youtube.com/watch?v=AykYRO5d_lI&list=PL51B13391A176E8F5


https://www.youtube.com/watch?v=AykYRO5d_lI&list=PL51B13391A176E8F5



https://www.youtube.com/watch?v=i68a6M5FFBc#t=13


http://www.toastmasters.org/

Grade 7 ELA – Curriculum Planning Guide – 2014-2015Second Nine Weeks

Perception and Reality/Required Novels


andInformationa

l Text






RL.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

RL.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

RL.10 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



Required NovelGrade Level: The Man Who Loved Clowns OR So Far from the Bamboo Grove

The Man Who Loved Clowns - A5 Novel Unit – The Man Who Loved

Clowns http://poster.4teachers.org/

worksheet/view.php?id=120050

So Far From the Bamboo Grove - A5 Novel Unit – So Far From the

Bamboo Grove http://www.glencoe.com/sec/

writerschoice/litlibrary/pdf/so_far_from_bamboo_grove.pdf

Accelerated: Ender’s Game OR Among the Hidden

Ender’s Game http://123readandwrite.com/reading-

comprehension-quizz/enders-game-unit--123-readw.html

https://www.stf.sk.ca/portal.jsp? Sy3uQUnbK9L2RmSZs02CjV/LfyjbyjsxsiVLkwcq/aNM=F

Among the Hidden A5 Novel Unit – Among the Hidden http://

lwinliteracy92011.wikispaces.com/file/view/Among+the+Hidden+Lit.+Focus+Unit.pdf

http:// www.4elementarysolutions.com/v/vspfiles/assets/images/amongthehiddensamplepages.pdf

Textbook Unit: Perception and Reality (pages 63-131)Anchor Text – “The People Could Fly” page 63Anchor Text – “Sorry, Wrong Number” page 111

Suggested Reading SelectionsFiction:● “Heartbeat” (Close Reader page 25-30

and Teacher’s Edition 70c)


http://www.4elementarysolutions.com/v/vspfiles/assets/images/amongthehiddensamplepages.pdf



http://lwinliteracy92011.wikispaces.com/file/view/Among+the+Hidden+Lit.+Focus+Unit.pdf



https://www.stf.sk.ca/portal.jsp?Sy3uQUnbK9L2RmSZs02CjV/LfyjbyjsxsiVLkwcq/aNM=F



http://123readandwrite.com/reading-comprehension-quizz/enders-game-unit--123-readw.html



http://www.glencoe.com/sec/writerschoice/litlibrary/pdf/so_far_from_bamboo_grove.pdf



http://poster.4teachers.org/worksheet/view.php?id=120050

http://poster.4teachers.org/worksheet/view.php?id=120050



Standards ResourcesRI.3 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).

● “The Song of Wandering Aengus” page 71

● “Sonnet” 43 page 74● “Another Place, Another Time” page 93● from “A Christmas Carol” (Close Reader

page 35-36; Teachers Edition 126c)

Reading:Literature

andInformationa

l Text

RI.4 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.



RI.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).



● from “A Christmas Carol: Scrooge and Marley” (Close Reader page 37-39; Teacher’s Edition 126d)

Non-Fiction:● “Magic and the Brain” page 77● “Saving the Lost” (Close Reader page

31-34 and Teacher’s Edition 88c)

Art, Music, Media:● “Pavement Chalk Art” page 89● from “Sorry, Wrong Number” page 126● from “A Christmas Carol” (Close Reader

page 40-42; Teachers Edition 126f)




Standards Resources

Writing W.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

W.1d Establish and maintain a formal style.

W.1e Provide a concluding statement or section that follows from and supports the argument presented.

W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.


W.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.


W.2d Use precise language and domain-

Common Core Assessment Book Unit 2- Informative Essay: Things Change● Analyzing the Model Source Materials:

“Starting Strong”, “A Universe of Knowledge”, “Planet X or Dwarf Planet”

● Practice the Task Source Materials: “Burmese Python: Not the Ideal Pet”, “Florida’s Python Hunt”, “Python Challenge”, “Burmese Python: the Ecosystem Challenge”

● Perform the Task Source Materials: ”The Half-Life of Facts”, “The Food Pyramid and Why it Changed”, “The Explosion in What we Know about Life Forms”

Novel Units The Man Who Loved Clowns (Grade

Level) So Far From the Bamboo Grove (Grade

Level) Among the Hidden (Accelerated)

Use skills learned during the informative essay unit to create a research assignment for the novels done in Reading classes. Examples of performance tasks could be student essay, brochure, Prezi, PowerPoint, etc.

Unit Resources Persuasion Unit of Study – Editorial or




Standards Resourcesspecific vocabulary to inform about or explain the topic.


W.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.




W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Feature Article Teaching Students Editorial Writing

and Persuasive Reading

Writing W.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

W.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, refocused questions for further research and inquiry.

W.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.9a Apply grade 7 Reading standards to literature (e.g., “Compare and




Standards Resourcescontrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).






L.2a Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt).



ReadWriteThink Grammar Lessons: A menu of general grammar lessons that would be useful during the writing workshop as well as throughout the year: http://www.readwritethink.org/search/?sort_order=relevance&q=Grammar&srchgo.x=-201&srchgo.y=-223&old_q=&srchwhere=full-site

Four Level Analysis (Michael Clay Thompson): These .pdf files provide a short explanation and examples of this grammar strategy that can be introduced at the beginning of the year and continued throughout the year (bellringers, daily practice, etc.): http://www.scgifted.org/4LevelPlus.pdf

http://www.sinclair.edu/centers/tlc/pu The Magic Lens by Michael Clay

Thompson (most A5 Schools should have a copy of this in their professional library): This is Thompson’s book that introduces parts of speech and basic


http://www.sinclair.edu/centers/tlc/pu







Standards ResourcesL.3a Choose language that expresses

ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*






L.5a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

grammar concepts using four-level analysis (above). This is a comprehensive method of teaching grammar that could be used throughout the year, but must be introduced in the first few weeks.

Mechanically Inclined by Jeff Anderson (book – may be available in your school’s library): This book helps teachers find ways of making the mechanics of English meaningful to middle school students. Also has a website: http://www.writeguy.net with downloads for teachers.

BrainPop (your school may have a subscription to this online resource): when you log in to the website (brainpop.com), choose English. From the next menu, choose Grammar to view the list of topics that are available. For each topic you can find a video and several activities.

Language

L.5b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.







Standards Resources

Speaking and

Listening



SL.1b Follow rules for collegial discussions, track progress toward specific goals


Public Speaking: www.toastmasters.org

“Video”: How to Give an Awesome Presentation: https://www.youtube.com/watch?v=i68a6M5FFBc#t=13

Video: 5 Basic Public Speaking Tips: https://www.youtube.com/watch?v=AykYRO5d_lI&list=PL51B13391A176E8F5







http://www.toastmasters.org/



Standards Resourcesand deadlines, and define individual roles as needed.

SL.1c 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.1d Acknowledge new information expressed by others and, when warranted, modify their own views.



SL.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.





Grade 7 ELA – Curriculum Planning Guide – 2014-2015Third Nine Weeks

Guided by a Cause/Required Novel/Nature at Work

Standards ResourcesReading

Literatureand

Informational Text







RL.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).



RI.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as

Required NovelGrade Level: The Giver OR The Watsons Go To Birmingham

The Giver: A5 Novel Unit The Giver http://www.walden.com/blog/the-giver-

7-creative-classroom-activities http://www.washingtonprep.org/apps/

download/NlP2NgVBJ5uE1g6SsqbH21uJBp6SZhPtcQ9Obu8G7aGyDU5m.pdf/las2gr9.pdf

http://harringtonlc.org/mann/teacher- links/the-giver/

The Watsons Go To Birmingham: A5 Novel Unit The Watsons Go To

Birmingham http://www.walden.com/wp-content/

uploads/2013/07/watsons_ed_resource_v9_sec2_WebRes_Units1-7.pdf

http://iqlearnonline.org/pluginfile.php/ 9431/mod_resource/content/2/The%20Watsons%20Go%20to%20Birmingham%20-%20Lit%20Unit.pdf

Accelerated: The Devil’s Arithmetic A5 Novel Unit The Devil’s Arithmetic http://

7thgradecrossla.wikispaces.com/file/view/Devil's+Arithmetic.pdf

http://novelinks.org/pmwiki.php? n=Novels.TheDevilsArithmetic

Textbook Unit: Guided by a Cause (pages 265-377)Anchor Text – Compare Anchor Texts: from “Flesh & Blood So Cheap: The Triangle Fire and Its Legacy” page 265 and from “The Story of the Triangle Factory Fire” page 275Anchor Text – “Craig Kielburger Reflects on Working Toward Peace” page 307

Suggested Reading Selections:Fiction:● from “Uprising” page 283● “A Poem for My Librarian, Mrs. Long”


http://novelinks.org/pmwiki.php?n=Novels.TheDevilsArithmetic

http://novelinks.org/pmwiki.php?n=Novels.TheDevilsArithmetic

http://7thgradecrossla.wikispaces.com/file/view/Devil's+Arithmetic.pdf



http://iqlearnonline.org/pluginfile.php/9431/mod_resource/content/2/The%20Watsons%20Go%20to%20Birmingham%20-%20Lit%20Unit.pdf



http://www.walden.com/wp-content/uploads/2013/07/watsons_ed_resource_v9_sec2_WebRes_Units1-7.pdf



http://harringtonlc.org/mann/teacher-links/the-giver/

http://harringtonlc.org/mann/teacher-links/the-giver/

http://www.washingtonprep.org/apps/download/NlP2NgVBJ5uE1g6SsqbH21uJBp6SZhPtcQ9Obu8G7aGyDU5m.pdf/las2gr9.pdf



http://www.walden.com/blog/the-giver-7-creative-classroom-activities

http://www.walden.com/blog/the-giver-7-creative-classroom-activities



Standards Resourcesinferences drawn from the text.


page 321● “Train Time” page 327

RI.3 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).






RI.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.


Non-Fiction:● from “The Most Daring of Our Leaders”

(Close Reader pages 95-100; Teachers Edition 282d)

● Speech to the Democratic National Convention (Close Reader pages 101-102; Teachers Edition 282f)

● “Difference Maker: John Bergmann and Popcorn Park” (Close Reader pages 107-112; Teachers Edition 320c)

Art, Music, Media● from “It Takes a Child” page 317

Textbook Unit for Smarter Balanced Review: Nature at Work (pages 137-174)Anchor Text - from “Mississippi Solo” page 137Anchor Text – Comparing Ode to Enchanted Light” to “Sleeping in the Forest” pages 169-172

Fiction: from “The Tempest” page 145 “Allied the Green” page 149 “Ode to Enchanted Light” page 169 “Sleeping in the Forest” page 172 “Problems with Hurricanes”; “Prayer to

the Pacific”; “Tornado at Talladega” (Close Reader pages 55-60; Teachers Edition 174d-f)

Non-Fiction:● from “Polar Dream” page 144c● “Big Rocks’ Balancing Acts” page 157● “The Hidden Southwest: The Arch

Hunters” (Close Reader page 51; Teachers Edition 168c)




Standards Resources

Writing W.1 Write arguments to support claims with clear reasons and relevant evidence.

W.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

W.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.


W.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.






W.4 Produce clear and coherent writing

Common Core Assessment Book Units 1 and 4 Investigating the Unknown (Argument) & Mixed Practice on Your Own● Analyzing the Model source materials:

“The Columbus Day Dilemma: To Celbrate or Not to Celebrate?”, “Let’s Celebrate Indigenous Peoples Day”, “The Start of Something New”

● Practice the Task Source Materials: “Red Planet Realty”, “Elon Musk: Private Spaceflight Pioneer”, “Everybody’s Going to Be a Space Pioneer”, “Can You Own Land in Outer Space?”

● Perform the Task Source Materials: “Helicopter Rescues Increasing on Everest”, “Why Everest?”, “Ranger Killed During Rescue of Climbers on Mount Rainer”

Common Core Assessment Book Collection 3 Nature at Work Performance Task Write a Poetry Analysis Using Unit 3: Literary Analysis● “Robert Frost: The Poet and His Craft”● “Stopping by Woods on a Snowy

Evening”● “Interpreting Sound and Symbol in

Frost’s “Stopping by Woods on a Snowy Evening””

● What is a….Universal Theme”● “The Old Grandfather and His Little

Grandson”● “Abuelito Who”● “Characters: The Human Experience”● “The Open Window”

● Teaching Argument by George Hillocks (this book can be found in your school’s professional library): This book teaches not only what an argument is, but how we should teach




Standards Resourcesin which the development, organization, and style are appropriate to task, purpose, and audience.


W.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, refocused questions for further research and inquiry.

it and why we should. The first chapter is available online for free here: http://www.heinemann.com/shared/onlineresources/e01396/introandchapter1.pdf

● PowerPoint on Argument Writing: http://www.graniteschools.org/depart/teachinglearning/curriculuminstruction/literacyenglishlanguagearts/ELAResources/Documents/argument%20and%20persuasion%20PP%20by%20Debbie%20Dean.pptx

● ReadWriteThink Article on “Developing Evidence-based Arguments from Texts”: http://www.readwritethink.org/professional-development/strategy-guides/developing-evidence-based-arguments-31034.html

Writing

W.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.9b Apply grade 7 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).


● LearnZillion Videos on Argument Writing: http://learnzillion.com/lessons?filters%5Bsubject%5D=ela&query=Argument+writing

Unit ResourcesInformational Text Unit of Study – Research Process


http://learnzillion.com/lessons?filters%5Bsubject%5D=ela&query=Argument+writing



http://www.readwritethink.org/professional-development/strategy-guides/developing-evidence-based-arguments-31034.html



http://www.graniteschools.org/depart/teachinglearning/curriculuminstruction/literacyenglishlanguagearts/ELAResources/Documents/argument%20and%20persuasion%20PP%20by%20Debbie%20Dean.pptx



http://www.heinemann.com/shared/onlineresources/e01396/introandchapter1.pdf





Standards Resources







L.2b Spell correctly.

● ReadWriteThink Grammar Lessons: A menu of general grammar lessons that would be useful during the writing workshop as well as throughout the year: http://www.readwritethink.org/search/?sort_order=relevance&q=Grammar&srchgo.x=-201&srchgo.y=-223&old_q=&srchwhere=full-site

● Four Level Analysis (Michael Clay Thompson): These .pdf files provide a short explanation and examples of this grammar strategy that can be introduced at the beginning of the year and continued throughout the year (bellringers, daily practice, etc.): http://www.scgifted.org/4LevelPlus.pdf

● The Magic Lens by Michael Clay Thompson (most A5 Schools should have a copy of this in their professional library): This is Thompson’s book that introduces parts of speech and basic grammar concepts using four-level analysis (above). This is a








Standards ResourcesL.3 Use knowledge of language and its








comprehensive method of teaching grammar that could be used throughout the year, but must be introduced in the first few weeks.

● Mechanically Inclined by Jeff Anderson (book – may be available in your school’s library) This book helps teachers find ways of making the mechanics of English meaningful to middle school students. Also has a website: http://www.writeguy.net with downloads for teachers.

● BrainPop (your school may have a subscription to this online resource): when you log in to the website (brainpop.com), choose English. From the next menu, choose Grammar to view the list of topics that are available. For each topic you can find a video and several activities.

Language









Standards Resources

Speaking and

Listening



SL.1b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

SL.1c Pose questions that elicit elaboration and respond to others’


Public Speaking: toastmasters.org Video “How to Give an Awesome

Presentation” - https://www.youtube.com/watch?v=i68a6M5FFBc#t=13

Video “5 Basic Public Speaking Tips” - https://www.youtube.com/watch?v=AykYRO5d_lI&list=PL51B13391A176E8F5









Standards Resourcesquestions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

SL.1d Acknowledge new information expressed by others and, when warranted, modify their own views.


SL.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.








Grade 7 ELA – Curriculum Planning Guide – 2014-2015Fourth Nine Weeks

Risk and Exploration/Required Novel


andInformationa

l Texts










RI.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how

Collection 4: Risk and ExplorationAnchor Text “Remarks at the Dedication of the Aerospace Medical Health Center” p. 185Audio Version “President John F. Kennedy’s Remarks in San Antonio, Texas, November 21, 1963” p. 190

Suggested Reading Selections:Poems:● “Your World” by Georgia Douglas

Johnson (Textbook) p.213

Non-Fiction:● “Is Space Exploration Worth the Cost?”

by Joan Vernikos (Close Reader) p. 192 c

● “Why Exploring the Ocean is Mankind’s Next Giant Leap” by Philippe Cousteau (Textbook) p. 193

● “Living in the Dark” by Cheryl Bardoe (Textbook) p. 201

● “Stinging Tentacles Offer Hint of Oceans’ Decline” by Elisabeth Rosenthal (Close Reader) p. 212 c

Art, Music, Media● Additional Media found in Digital

Collection

Novels from Optional List● Among the Hidden● Shipwreck at the Bottom of the World● The Glory Field● Percy Jackson and the Lightning Thief

Among the Hidden A5 Novel Unit Among the Hidden http://

lwinliteracy92011.wikispaces.com/file/view/Among+the+Hidden+Lit.+Focus+Unit.pdf

http:// www.4elementarysolutions.com/v/vspfiles/assets/images/amongthehiddensamplepages.pdf

Shipwreck at the Bottom of the World A5 Novel Unit Shipwreck at the Bottom

of the World http://novelinks.org/pmwiki.php?

n=Novels.ShipwreckAtTheBottomOfTh


http://novelinks.org/pmwiki.php?n=Novels.ShipwreckAtTheBottomOfTheWorld










Standards Resourcesindividuals influence ideas or events).

eWorld

Reading:Literature

andInformationa

l Texts







The Glory Field www.classzone.com/novelguides/

litcons/glory/guide.cfm http://www.bookrags.com/lessonplan/

the-glory-field

Percy Jackson and the Lightening Thief A5 Novel Unit Percy Jackson and the

Lightening Thief http://www.rickriordan.com/my-books/

percy-jackson/resources/teachers-guide/lightning-thief-unit.aspx

http://www.rickriordan.com/my-books/ percy-jackson/resources/teachers-guide.aspx

http://www.pinterest.com/ bmoore0409/the-lightning-thief


http://www.pinterest.com/bmoore0409/the-lightning-thief

http://www.pinterest.com/bmoore0409/the-lightning-thief

http://www.rickriordan.com/my-books/percy-jackson/resources/teachers-guide.aspx



http://www.rickriordan.com/my-books/percy-jackson/resources/teachers-guide/lightning-thief-unit.aspx



http://www.bookrags.com/lessonplan/the-glory-field

http://www.bookrags.com/lessonplan/the-glory-field

http://www.classzone.com/novelguides/litcons/glory/guide.cfm

http://www.classzone.com/novelguides/litcons/glory/guide.cfm




Standards Resources

Writing W.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful in aiding comprehension.




W.3a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.



Create a Multimedia Presentation:● PowerPoint● Prezi http://prezi.com● Animoto http://animoto.com● PowToons http://www.powtoon.com● Blabberize http://blabberize.com

Multigenre Writing Activities: Use optional novel (Among The

Hidden, Shipwreck at the Bottom of the World, The Glory Field, Percy Jackson and the Lightning Thief) or other read text to create writing responses.

Business letter. Friendly letter of advice. Compare and contrast essay or Venn

diagram Book reviews Movie reviews Blogging Writing reflections Exploring new poems

Two-voice poem Poetry in motion poem Extended metaphor poem Cinquain poem Free verse poem Imagery poem Senseless poem Poetry ebook (collection of poems)


http://blabberize.com/

http://www.powtoon.com/

http://animoto.com/

http://prezi.com/



Standards ResourcesW.3e Provide a conclusion that follows

from and reflects on the narrated experiences or events.



W.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Writing

W.9a Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

W.9b Apply grade 7 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).




Standards Resources





L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and

ReadWriteThink Grammar Lessons: A menu of general grammar lessons that would be useful during the writing workshop as well as throughout the year: http://www.readwritethink.org/search/?sort_order=relevance&q=Grammar&srchgo.x=-201&srchgo.y=-223&old_q=&srchwhere=full-site

Four Level Analysis (Michael Clay Thompson): These .pdf files provide a short explanation and examples of this grammar strategy that can be introduced at the beginning of the year and continued throughout the year (bellringers, daily practice, etc.): http://www.scgifted.org/4LevelPlus.pdf

The Magic Lens by Michael Clay








Standards Resourcesspelling when writing.










Thompson (most A5 Schools should have a copy of this in their professional library): This is Thompson’s book that introduces parts of speech and basic grammar concepts using four-level analysis (above). This is a comprehensive method of teaching grammar that could be used throughout the year, but must be introduced in the first few weeks.

Mechanically Inclined by Jeff Anderson (book – may be available in your school’s library) This book helps teachers find ways of making the mechanics of English meaningful to middle school students. Also has a website: http://www.writeguy.net with downloads for teachers.

BrainPop (your school may have a subscription to this online resource): when you log in to the website (brainpop.com), choose English. From the next menu, choose Grammar to view the list of topics that are available. For each topic you can find a video and several activities.

L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.



L.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.,





Standards Resourcesrefined, respectful, polite, diplomatic, condescending).


Speaking and

Listening




Public Speaking: toastmasters.org Video “How to Give an Awesome

Presentation” - https://www.youtube.com/watch?v=i68a6M5FFBc#t=13

Video “5 Basic Public Speaking Tips” - https://www.youtube.com/watch?v=AykYRO5d_lI&list=PL51B13391A176E8F5









Standards ResourcesSL.1b Follow rules for collegial discussions,

track progress toward specific goals and deadlines, and define individual roles as needed.

SL.1c 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.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.



