Post on 11-Jun-2018
Imagine the Possibilities - Guiding Question: What makes an idea powerful?
Imagine the Possibilities - Guiding Question: How Should People use their talents?
Qu
arte
r 1
Suggested Unit Length
Big Idea Content Standards
Qu
arte
r 2
Suggested Unit Length
Big Idea Content Standards
Unit 1 Selection 1 2-3 Weeks
Hitching a Ride: Scientists ask questions that lead to good ideas.
LAFS.7.RI.1.1,LAFS.7.RI.2.4, LAFS.7.RI.4.10 LAFS.7.L.1.1, LAFS.7.L.3.4b, LAFS.7.L.3.6 LAFS.7.SL.1.1c, LAFS.7.W.1.1
Unit 2 Selection 1 2-3 Weeks
The Challenge: Find out why sometimes it is smarter to just be
yourself.
LAFS.7.RL.1.1, LAFS.7.RL.1.3, LAFS.7.RL.2.4, LAFS.7.RL.4.10, LAFS.7.W.1.3, LAFS.7.W.1.3 LAFS.7.L.1.1, LAFS.7.L.3.5, LAFS.7.L.3.5.a, LAFS.7.L.3.5.b, LAFS.7.L.3.5.c, LAFS.7.L.3.6 LAFS.7.SL.1.1, LAFS.7.SL.1.1.b
Unit 1 Selection 2 2-3 Weeks
LAFFF: Discover how an invention can be used for the wrong reasons.
LAFS.7.RL.1.1, LAFS.7.RL.2.4 LAFS.7.RL.4.10, LAFS.7.RI.2.4, LAFS.7.L.1.1 ,LAFS.7.L.1.2 , LAFS.7.L.3.4b , LAFS.7.L.3.6 , LAFS.7.SL.1.1c
Unit 2 Selection 2 2-3 Weeks
Rachel the Clever: Discover what happens when being clever woks against you.
LAFS.7.RL.1.1, LAFS.7.RL.1.3, LAFS.7.RL.2.4, LAFS.7.RL.2.5, LAFS.7.RL.2.6, LAFS.7.RL.4.10, LAFS.7.L.1.1, LAFS.7.SL.1.1.c, LAFS.7.L.1.2, LAFS.7.L.1.2.b, LAFS.7.L.3.6
Unit 1 Selection 3 2-3 Weeks
Kids are Inventors, Too: Learn about some ingenious inventions kids have made to solve life’s daily problems.
LAFS.7.L.1.1, LAFS.7.RL.4.10, LAFS.7.RI.2.4, LAFS.7.RL.1.1 , LAFS.7.L.1.2 , LAFS.7.SL.1.2 , LAFS.7.L.3.6 , LAFS.7.L.3.4b
Unit 2 Selection 3 2-3 Weeks
A Contest of Riddles: Sometimes being smart isn’t always enough.
LAFS.7.RL.1.1, LAFS.7.RL.1.3, LAFS.7.RL.2.4, LAFS.7.RL.2.5, LAFS.7.RL.4.10, LAFS.7.W.1.3 LAFS.7.SL.1.1.c, LAFS.7.L.1.1, LAFS.7.L.1.2.b
Unit 1 Close Reading 1 Week
The Evolution of a Great Idea: Consider how a risky idea can result in a great invention.
LAFS.7.RI.1.1 , LAFS.7.L.3.6
Unit 2 Close Reading 1 Week
The Hobbit: Riddle sin the dark: Consider how the solution to a puzzle could come from a person’s talent or simply luck.
LAFS.7.RL.1.1,LAFS.7.RL.1.2, LAFS.7.RL.1.3, LAFS.7.L.3.6, LAFS.7.W.4.10, LAFS.7.SL.1.1
THE SCHOOL DISTRICT OF LEE COUNTY
Inside Reading Quarterly Content Guide 2017-2018 1008010B; 1008040B; 1008070B
Adopted Instructional Materials: National Geographic Cengage Learning: Inside Level B Volume 1
A New Chapter - Guiding Question: How does our past impact our future?
Every Body is a Winner - Guiding Question: Why is the human body so amazing?
Qu
arte
r 3
Suggested Unit Length
Big Idea Content Standards
Qu
arte
r 4
Suggested Unit Length
Big Idea Content Standards
Unit 3 Selection 1 2-3 Weeks
The Lotus Seed: Find out why it’s important to value the past.
LAFS.7.RL.1.1, LAFS.7.RL.1.2, LAFS.7.RL.1.3, LAFS.7.RL.2.4, LAFS.7.RL.4.10 , LAFS.7.W.1.3, LAFS.7.W.1.3d, LAFS.7.W.2.5, LAFS.7.W.3.9, LAFS.7.W.4.10, LAFS.7.SL.1.1, LAFS.7.L.1.1, LAFS.7.L.1.2, LAFS.7.L.1.2a, LAFS.7.L.1.2b, LAFS.7.L.2.3, LAFS.7.L.3.4b, LAFS.7.L.3.6
Unit 4 Selection 1 2-3 Weeks
The Human Machine: Explore how the human
body works.
LAFS.7.RL.1.1, LAFS.7.RI.1.1, LAFS.7.RI.1.2, LAFS.7.RI.1.3, LAFS.7.RI.2.4, LAFS.7.RI.2.5, LAFS.7.RI.4.10, LAFS.7.W.4.10, LAFS.7.W.2.4, LAFS.7.W.2.5, LAFS.7.W.2.6, LAFS.7.W.3.7, LAFS.7.W.3.8, LAFS.7.W.3.9, LAFS.7.SL.1.1, LAFS.7.SL.1.1b, LAFS.7.SL.2.4, LAFS.7.SL.2.5, LAFS.7.L.1.1, LAFS.7.L.1.2, LAFS.7.L.3.6
Unit 3 Selection 2 2-3 Weeks
Immigrants Today: Discover why people leave their homes to begin again in a new country.
LAFS.7.RL.1.1,LAFS.7.RL.1.2, LAFS.7.RI.1.1, LAFS.7.RI.1.3, LAFS.7.RI.2.4, LAFS.7.RI.4.10, LAFS.7.W.1.2, LAFS.7.W.1.3, LAFS.7.W.1.3d, LAFS.7.W.2.4, LAFS.7.W.2.5, LAFS.7.W.3.9 LAFS.7.W.4.10, LAFS.7.SL.1.1, LAFS.7.SL.2.5, LAFS.7.L.1.1, LAFS.7.L.1.2, LAFS.7.L.1.2b, LAFS.7.L.3.4b, LAFS.7.L.3.4.c, LAFS.7.L.3.6
Unit 4 Selection 2 2-3 Weeks
The Beat Goes On: Find out what happens when the body doesn’t work like it should.
LAFS.7.RL.1.1, LAFS.7.RL.2.4, LAFS.7.RI.1.1, LAFS.7.RI.1.2, LAFS.7.RI.2.4, LAFS.7.RI.2.5, LAFS.7.RI.4.10, LAFS.7.W.1.2a LAFS.7.W.1.3d, LAFS.7.W.2.4, LAFS.7.W.2.5, LAFS.7.W.3.7, LAFS.7.W.3.8, LAFS.7.W.3.9 LAFS.7.W.4.10, LAFS.7.SL.1.1, LAFS.7.SL.1.1b, LAFS.7.SL.1.3, LAFS.7.SL.2.4, LAFS.7.SL.2.5, LAFS.7.L.1.1, LAFS.7.L.1.2, LAFS.7.L. 3.4a-b, LAFS.7.L.3.5b LAFS.7.L.3.6
Unit 3 Selection 3 2-3 Weeks
Brothers in Hope: Learn about what it means to be truly lost and without a home.
LAFS.7.RL.1.1, LAFS.7.RL.1.2, LAFS.7.RL.2.4, LAFS.7.RL.2.6, LAFS.7.RL.3.9, LAFS.7.RL.4.10 LAFS.7.W.1.2, LAFS.7.W.1.3d, LAFS.7.W.2.4, LAFS.7.W.2.5, LAFS.7.W.2.6, LAFS.7.W.3.9 LAFS.7.W.4.10, LAFS.7.SL.1.1, LAFS.7.SL.1.1b, LAFS.7.L.1.1 LAFS.7.L.1.2 , LAFS.7.L.2.3, LAFS.7.L.3.4b, LAFS.7.L.3.6
Unit 4 Selection 3 2-3 Weeks
Two Left Feet, Two Left Hands: How do our bodies drive our interests?
LAFS.7.RL.1.1, LAFS.7.RL.1.2, LAFS.7.RL.2.4, LAFS.7.RL.2.5, LAFS.7.RI.2.4, LAFS.7.RI.1.1, LAFS.7.RI.2.5, LAFS.7.RI.2.6, LAFS.7.RI.4.10, LAFS.7.W.1.2, LAFS.7.W.1.3d, LAFS.7.W.2.4, LAFS.7.W.2.5, LAFS.7.W.2.6, LAFS.7.W.3.7, LAFS.7.W.3.8, LAFS.7.W.3.9, LAFS.7.W.4.10, LAFS.7.SL.1.1a-d, LAFS.7.SL.1.2, LAFS.7.SL.2.5, LAFS.7.L.1.1, LAFS.7.L.1.2, LAFS.7.L.1.2b, LAFS.7.L.2.3, LAFS.7.L.3.4 LAFS.7.L.3.6
Unit 3 Close Reading 1 Week
The New Colossus: Compare an ancient and modern statue and consider what a statue represents to immigrants.
LAFS.7.RL.1.2, LAFS.7.RL.2.4, LAFS.7.RL.2.6, LAFS.7.RL.3.9, LAFS.7.W.4.10
Unit 4 Close Reading 1 Week
Bionics: Consider what new technologies can do to make the human body even more amazing.
LAFS.7.RL.1.2, LAFS.7.RI.1.2, LAFS.7.RI.2.5, LAFS.7.RI.3.9, LAFS.7.W.4.10, LAFS.7.SL.1.1
Literacy Strategy Handbook
ELA Standards for Excellence
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter 1, Unit 1 Selection 1 Inside Reading Quarterly Content Guide 2017-2018
Suggested Range: 3-4 weeks
Adopted Instructional Materials: National Geographic Cengage Learning: Inside Level B Volume 1
Unit Guiding Question: “What makes an idea powerful?” Selection Big Idea: Scientists ask questions that lead to good ideas.
Standards
Content Standards Cross-Curricular Connections Genre Focus: Science article Florida Standards for Career & College Readiness: LAFS.7.RI.1.1 – Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.7.RI.2.4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the specific word choice on meaning and tone. LAFS.7.RI.4.10 – 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. LAFS.7.L.1.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LAFS.7.L.3.4b – Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word. LAFS.7.L.3.6 – Acquire and use accurately grade-appropriate general academics and domain-specific words and phrases; father vocabulary knowledge when considering a word or phrase important to comprehension or expression. LAFS.7.SL.1.1c – 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. LAFS.7.W.1.1 – Write arguments to support claims with clear reasons and relevant evidence.
Vocabulary Study:
Use compound words Research/Speaking:
Study and endangered species Language and Grammar:
Ask and answer questions Writing and Grammar:
Write about new ideas
Essential Outcome Question How can I use text evidence to support my understanding of the science article?
Aligned Learning Goals (Content Statements)
District-Adopted Materials Additional Resources Strategies for Differentiation
Unit Launch Focus on Reading
Reading Strategies Focus on Vocabulary
Compound Words, Prefixes, Suffixes
Selection 1
Plan, Monitor, Visualize
Use text Evidence
Use Context Clues
Use Key Vocabulary
Use Academic vocabulary
Build Fluency
Grammar: Statements Vocabulary Key Vocabulary: attach, captive, challenge, experiment, invention, record, scientist, test Academic Vocabulary: compound, research
Textbook Resources Unit Launch TE pp. 0-1 Unit 1 Launch and Essential Question TE pp. 2-7 Focus On Reading: Reading Strategies; Plan, Monitor, Visualize, Determine Importance TE pp. 8-9 Focus On Vocabulary: Use Academic Vocabulary, Use Word Parts Selection 1 TE pp. 10-13 Selection overview: Build background knowledge Language and grammar: ask and answer questions, use different kinds of sentences TE pp. 14-15 Prepare To Read: Key Vocabulary; Focus on Reading Strategies: plan, monitor, ask questions TE pp. 16-31 Hitching a Ride: Reading Strategy Activate Prior Knowledge Plan, Monitor, Ask Questions Literary Analysis Recognize Genre Use Text Evidence Use Text Features Viewing Respond to and Interpret Visuals Vocabulary Use Key Vocabulary Use Word Parts Reading Fluency Read with Intonation
Until Launch Inside Interactive Practice Book pp. 1-5
Selection 1 Inside Interactive Practice Book pp. 6-11
Rotation Model to support Differentiated Instruction
Literacy Strategy Handbook Small Group Instruction Based on Selection /Performance Test data
Drill Down Lessons Re-teaching Lessons MyNGConnect.com
Inside Fundamentals (As required by data support)
Decoding
Grammar
Word recognition
Anchor Centers Grammar Practice - Inside Complex Text Library Interactive Practice Book Inside Writing Book pp. T1Wa-T65W
Language Function Ask and Answer Questions Cultural Perspectives Compare Across Cultures – Mythology and Legends Research Skills Gather information Listening and Speaking Engage in Discussion
Monitoring Options:
TE p. 29 Connect Reading and Writing TE p. 30-31 Connect Across the Curriculum Selection 1 Assessment (Performance Matters)
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter 1 - Unit 1 Selection 2 Inside Reading Quarterly Content Guide 2017-2018
Suggested Range: 3-4
Weeks
Adopted Instructional Materials: National Geographic Cengage Learning: Inside Level B Volume 1
Unit Guiding Question: "What makes an idea powerful?” Selection Big Idea: Discover how an invention can be used for the wrong reasons.
Standards
Content Standards Cross-Curricular Connections
Genre Focus: Short Story Florida Standards for Career & College Readiness: LAFS.7.RL.1.1 – Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.7.RL.2.4 – Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem of section of a story or drama. LAFS.7.RL.4.10 – By the end of the year, read and comprehend literature, including stories, dramas and poems, in the 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. LAFS.7.RI.2.4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the specific word choice on meaning and tone. LAFS.7.L.1.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LAFS.7.L.1.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. LAFS.7.L.3.4b – Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word. LAFS.7.L.3.6 – Acquire and use accurately grade-appropriate general academics and domain-specific words and phrases; father vocabulary knowledge when considering a word or phrase important to comprehension or expression. LAFS.7.SL.1.1c – 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.
Social Studies: Cultural
perspectives
Careers: Analyze Interests Make a Career Chart Travel Health: Healthy Eating Habits – Food Pyramid
Essential Outcome Question
How do readers make connections, inferences, and visualize when comprehending short stories?
Aligned Learning Goals
District-Adopted Materials Additional Resources
Strategies for Differentiation
Selection 2
Make Connections
Make Inferences
Visualize
Use Text Evidence
Determine Main Idea
Use Key Vocabulary
Use Academic Vocabulary
Use Nouns
Use Word Parts
Vocabulary
Key Vocabulary:
backward, concentrate,
convince, destination,
forward, future, genius,
machine
Selection 2 TE p. 32 Build Background TE pp. 33-35 Language and Grammar TE pp. 36-37 Prepare to Read: Key Vocabulary, Make Connections, Make Inferences, and Visualize TE pp. 38- “LAFFF” Reading Strategies: Make Connections Make Inferences Visualize Literary Analysis Use Text Evidence Use Context Clues Make Inferences Analyze Characters’ Motives Viewing Interpret and Analyze Visuals Reading Fluency Read with Expression Vocabulary Use Key Vocabulary Use Word Parts (Compound Words)
Selection 2 Inside Interactive Practice Book pp. 13-17
Rotation Model to support Differentiated
Instruction
Literacy Strategy Handbook
Small Group Instruction Based on Selection /Performance Test data
Drill Down Lessons
Re-teaching Lessons MyNGConnect.com
Inside Fundamentals (As required by data support)
Decoding
Grammar
Word recognition
Anchor Centers Grammar Practice - Inside Interactive Practice Book Complex Text Library Inside Writing Book pp. T1Wa-T65W
Monitoring Options: TE p. 57 Connect Reading and Writing TE p. 58-59 Connect Across the Curriculum Selection 2 Assessment Performance Matters
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter 1, Unit 1 Selection 3
Inside Reading Quarterly Content Guide 2017-2018
Suggested Range: 3-4 Weeks
Adopted Instructional Materials: National Geographic Cengage Learning: Inside Level B Volume 1
Unit Guiding Question: "What makes an idea powerful?” Selection Big Idea: Learn about some ingenious inventions kids have made to solve life’s daily problems.
Standards
Content Standards Cross-Curricular Connections
Genre Focus: Magazine Article Florida Standards for Career & College Readiness: LAFS.7.L.1.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking LAFS.7.RL.4.10 – By the end of the year, read and comprehend literature, including stories, dramas and poems, in the 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. LAFS.7.RI.2.4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the specific word choice on meaning and tone. LAFS.7.RL.1.1 – Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.7.L.1.2 -Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. LAFS.7.SL.1.2 - 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. LAFS.7.L.3.6 – Acquire and use accurately grade-appropriate general academics and domain-specific words and phrases; further vocabulary knowledge when considering a word or phrase important to comprehension or expression. LAFS.7.L.3.4b- 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. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
Technology: Research
Video Demonstration
Social Studies: History of Bicycles
Essential Outcome Question
How can you comprehend and connect the Essay to the other selections through reading, writing, and discussion?
Aligned Learning Goals (Content Statements)
District-Adopted Materials Additional Resources
Strategies for Differentiation
Selection 3
Key Vocabulary
Determine Main Idea
Make Inferences
Use Complete Sentences
Academic Vocabulary
Use Word Parts
Use Complete Sentences
Edit and Proofread
Evaluate and Revise Key Vocabulary: ability, design, device, exist, model, problem, solve, suggestion Academic Vocabulary: analyze, research
Selection 3
TE pp. 60 Build background
TE pp. 61-63 Language and Grammar TE pp. 64-65 Prepare to Read: Determine Importance and Synthesize Introduce the Genre TE pp. 66- 78 Kids Are Inventors, Too Reading Strategies Activate Prior Knowledge Determine Importance Synthesize Viewing Respond to and Interpret Visuals Listening and Speaking Deliver Ideas Effectively Language Function Give Information Grammar Use Complete Sentences Vocabulary Use Key Vocabulary Use Word Parts Use Academic Vocabulary Literary Analysis Recognize Genre Use Text Evidence Determine Main Idea Use Text Features Reading Fluency Read with Phrasing Cultural Perspectives
Selection 3
Inside Interactive Practice Book pp. 24-25 pp. 46-47 Unit 1 Vocabulary review
Rotation Model to support Differentiated
Instruction Literacy Strategy Handbook
Small Group Instruction Based on Selection /Performance Test data
Drill Down Lessons
Re-teaching Lessons MyNGConnect.com
Inside Fundamentals (As required by data support)
Decoding
Grammar
Word recognition
Anchor Centers: Grammar Practice - Inside Interactive Practice Book Complex Text Library Inside Writing Book pp. T1Wa-T65W
Appreciate and Share Aspects of World Cultures Research and Speaking Gather Information Deliver Ideas Effectively
Monitoring Options: TE p. 79 Connect Reading and Writing TE p. 80-81 Connect Across the Curriculum Selection 3 Assessment (Performance Matters)
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter 1, Unit 1 Close Reading
Inside Reading Quarterly Content Guide 2017-2018
Suggested Range: 3-4 Weeks
Adopted Instructional Materials: National Geographic Cengage Learning: Inside Level B Volume 1
Unit Guiding Question: "What makes an idea powerful?” Selection Big Idea: Consider how a risky idea can result in a great invention.
Standards
Content Standards Cross-Curricular Connections Genre Focus: Fiction: Essay Florida Standards for Career & College Readiness: LAFS.7.RI.1.1 – Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.7.L.3.6 – Acquire and use accurately grade-appropriate general academics and domain-specific words and phrases; further vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Essential Outcome Question
How can I reread for deeper understanding of the essay?
Aligned Learning Goals (Content Statements)
District-Adopted Materials Additional Resources
Strategies for Differentiation
Close Reading
Ask Questions
Determine Importance
Use Academic Vocabulary - Analyze
Key Vocabulary: challenge
Textbook Resources
Close Reading
TE pp. 82-87 The Evolution of a Great Idea Reading Strategies Ask Questions Determine Importance Literary Analysis Use Text Evidence Determine Main Idea Writing Write About Using Reading Strategies Vocabulary Use Academic Vocabulary – Analyze Comprehension and Critical Thinking Compare Writing: Similar Topics
Unit 1 Inside Interactive Practice Book Vocabulary Review pp. 28-35 Unit 1 Wrap-Up TE p. 87
Rotation Model to support Differentiated Instruction
Literacy Strategy Handbook
Small Group Instruction
Based on Cluster/Performance Test data
Drill Down Lessons Inside Fundamentals (As required by data support)
Decoding
Grammar
Word recognition
Anchor Centers: Grammar Practice - Inside Interactive Practice Book Complex Text Library Inside Writing Book pp. T1Wa-T65W
Monitoring Options:
Unit 1 Assessment (Performance Matters)
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter 2, Unit 2 Selection 1 Inside Reading Quarterly Content Guide 2017-2018
Suggested Range: 3-4 weeks
Adopted Instructional Materials: National Geographic Cengage Learning: Inside Level B Volume 1
Unit Guiding Question: “How Should People use their talents?” Selection Big Idea: Find out why sometimes it is smarter to just be yourself.
Standards
Content Standards Cross-Curricular Connections Genre Focus: Fiction: Short Story Florida Standards for Career & College Readiness: LAFS.7.RL.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.7.RL.1.3 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). LAFS.7.RL.2.4 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. LAFS.7.RL.4.10 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. LAFS.7.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences LAFS.7.SL.1.1 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. LAFS.7.SL.1.1.b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. LAFS.7.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LAFS.7.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. LAFS.7.L.3.5.a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. LAFS.7.L.3.5.b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. LAFS.7.L.3.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) LAFS.7.L.3.6 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.
Vocabulary Study:
Use compound words Research/Speaking:
Study and endangered species Language and Grammar:
Ask and answer questions Writing and Grammar:
Write about new ideas Social Studies:
Compare Across Cultures – Mythology and Legends
Essential Outcome Question How can I use text evidence to support my understanding character analysis in the short story?
Aligned Learning Goals (Content Statements)
District-Adopted Materials Additional Resources Strategies for Differentiation
Unit Launch Focus on Reading
Reading Strategies
Elements of Literature Focus on Vocabulary
Relate words
Selection 1
Plan, Monitor, Visualize
Use text Evidence
Use Context Clues
Relate words
Use Key Vocabulary
Use Academic vocabulary
Build Fluency
Grammar: Pronouns as subjects
Textbook Resources Unit Launch TE pp. 88-89 Unit 1 Launch and Essential Question TE pp. 90-93 Focus On Reading: Reading Strategies; Plan, Monitor, Visualize, Determine Importance; Elements of Literature, Character plot Setting. TE pp. 94-5-95 Focus On Vocabulary: Use Academic Vocabulary, Relate Words Selection 1 TE pp. 96-99 Selection overview: Build background knowledge Language and grammar: Engage in conversation; use pronouns as subjects TE pp. 100-101 Prepare To Read: Key Vocabulary; Focus on Reading Strategies: plan, monitor, ask questions; Analyze Plot TE pp. 102-120 Challenge Reading Strategy Activate Prior Knowledge Plan, Monitor, Ask Questions Literary Analysis Recognize Genre Analyze plot, character, setting Viewing Respond to and Interpret Visuals Vocabulary Use Key Vocabulary Relate Words Reading Fluency Read with intonations
Until Launch Inside Interactive Practice Book pp. 39-41
Selection 1 Inside Interactive Practice Book pp. 42-48
Rotation Model to support Differentiated Instruction
Literacy Strategy Handbook Small Group Instruction Based on Selection /Performance Test data
Drill Down Lessons Re-teaching Lessons MyNGConnect.com
Inside Fundamentals (As required by data support)
Decoding
Grammar
Word recognition
Anchor Centers Grammar Practice - Inside Complex Text Library Interactive Practice Book Inside Writing Book pp. T65Wa-T107W
Language Function Ask and Answer Questions Cultural Perspectives Compare Across Cultures – Mythology and Legends Research Skills Gather information Listening and Speaking Engage in Discussion
Monitoring Options:
TE p. 121 Connect Reading and Writing TE p. 122-123 Connect Across the Curriculum Selection 1 Assessment (Performance Matters)
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter 2 - Unit 2 Selection 2 Inside Reading Quarterly Content Guide 2017-2018
Suggested Range: 3-4
Weeks
Adopted Instructional Materials: National Geographic Cengage Learning: Inside Level B Volume 1
Unit Guiding Question: “How Should People use their talents?” Selection Big Idea: Discover what happens when being clever woks against you.
Standards
Content Standards Cross-Curricular Connections
Genre Focus: Fiction: Folk Tale Florida Standards for Career & College Readiness: LAFS.7.RL.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.7.RL.1.3 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). LAFS.7.RL.2.4 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. LAFS.7.RL.2.5 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. LAFS.7.RL.2.6 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. LAFS.7.RL.4.10 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. LAFS.7.SL.1.1.c 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. LAFS.7.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LAFS.7.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. LAFS.7.L.1.2.b Spell correctly. LAFS.7.L.3.6 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.
Social Studies: Cultural
perspectives
Essential Outcome Question
How do readers make connections, inferences, and visualize when comprehending folk tales?
Aligned Learning Goals (Content Statements)
District-Adopted Materials Additional Resources
Strategies for Differentiation
Selection 2
Make Connections
Make Inferences
Visualize
Use Text Evidence
Determine Main Idea
Analyze Character
Use Key Vocabulary
Use Academic Vocabulary
Deliver Ideas Effectively
Textbook Resources Selection 2 TE p. 124-127 Build Background / Language and Grammar; Deliver ideas effectively, forms of the verb Be TE pp. 128-129 Prepare to Read: Key Vocabulary, Make Connections, clarify ideas, Analyze Character TE pp. 130-138 Rachel the Clever; Reading Strategies: Make Connections Make Inferences Set a purpose Clarify ideas Visualize Literary Analysis Use Text Evidence Use Context Clues Recognize genre, folk tale Make Inferences Analyze Characters Viewing Interpret and Analyze Visuals Reading Fluency Read with phrasing Vocabulary Use Key Vocabulary Relate words, synonyms
Selection 2 Inside Interactive Practice Book pp. 49-55
Rotation Model to support Differentiated Instruction
Literacy Strategy Handbook
Small Group Instruction Based on Selection /Performance Test data
Drill Down Lessons Re-teaching Lessons
MyNGConnect.com Inside Fundamentals (As required by data support)
Decoding
Grammar
Word recognition Anchor Centers
Grammar Practice - Inside Interactive Practice Book Complex Text Library Inside Writing Book pp. T65Wa-T107W
Monitoring Options TE p. 139 Connect Reading and Writing TE p. 140-141 Connect Across the Curriculum Selection 2 Assessment Performance Matters
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter 2, Unit 2 Selection 3
Inside Reading Quarterly Content Guide 2017-2018
Suggested Range: 3-4 Weeks
Adopted Instructional Materials: National Geographic Cengage Learning: Inside Level B Volume 1
Unit Guiding Question: "How Should People use their talents?” Selection Big Idea: Sometimes being smart isn’t always enough.
Standards
Content Standards Cross-Curricular Connections
Genre Focus: Fiction: Play, Myth Florida Standards for Career & College Readiness: LAFS.7.RL.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.7.RL.1.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). LAFS.7.RL.2.4 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. LAFS.7.RL.2.5 Analyze how dramas or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. LAFS.7.RL.4.10 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. LAFS.7.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. LAFS.7.L.1.1 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. LAFS.7.SL.1.1.c 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. LAFS.7.L.1.2.b Acknowledge new information expressed by others and, when warranted, modify their own views.
Technology: Research
Video Demonstration
Social Studies: History of Bicycles Cultural Perspectives Appreciate and Share Aspects of World Cultures
Folk Tales
Essential Outcome Question
How can you compare and connect the play and the myth to the other selections through reading, writing, and discussion?
Aligned Learning Goals (Content Statements)
District-Adopted Materials Additional Resources
Aligned Learning Goals
(Content Statements)
District-Adopted Materials
Selection 3
Key Vocabulary
Determine Main Idea
Make Inferences
Listen to and role play questions
Elements of drama
Academic Vocabulary
Use Word Parts
Use Complete Sentences
Edit and Proofread
Evaluate and Revise
Textbook Resources
Selection 3
TE pp. 142-145 Build background / Language and Grammar, Ask for rand give information, Use of subjects and verbs TE pp. 64-65 Prepare to Read: Key vocabulary, Analyze elements of Drama TE pp. 148-162 A Contest of Riddles/Atalanta’s Race Reading Strategies Activate Prior Knowledge Determine Importance Synthesize Viewing Respond to and Interpret Visuals Listening and Speaking Participate in chant Role play questions Language Function Ask and Give Information Grammar Subjects and Verbs Vocabulary Use Key Vocabulary Relate Words, synonyms Use Academic Vocabulary Literary Analysis Recognize Genre: Play, Myth Analyze elements of drama Determine Main Idea
Selection 3
Inside Interactive Practice Book pp. 56-62
Selection 3
Key Vocabulary
Determine Main Idea
Make Inferences
Listen to and role play questions
Elements of drama
Academic Vocabulary
Use Word Parts
Use Complete Sentences
Edit and Proofread
Evaluate and Revise
Textbook Resources
Selection 3
TE pp. 142-145 Build
background / Language and Grammar, Ask for rand give information, Use of subjects and verbs TE pp. 64-65 Prepare to Read: Key vocabulary, Analyze elements of Drama TE pp. 148-162 A Contest of Riddles/Atalanta’s Race Reading Strategies Activate Prior Knowledge Determine Importance Synthesize Viewing Respond to and Interpret Visuals Listening and Speaking Participate in chant Role play questions Language Function
Use Text Features Reading Fluency Read with Expression Research and Speaking Gather Information Deliver Ideas Effectively
Ask and Give Information Grammar Subjects and Verbs Vocabulary Use Key Vocabulary Relate Words, synonyms Use Academic Vocabulary Literary Analysis Recognize Genre: Play, Myth Analyze elements of drama Determine Main Idea Use Text Features Reading Fluency Read with Expression Research and Speaking Gather Information Deliver Ideas Effectively
Monitoring Options TE p. 163 Connect Reading and Writing TE p. 164-165 Connect Across the Curriculum Selection 3 Assessment (Performance Matters)
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter 2, Unit 2 Close Reading
Inside Reading Quarterly Content Guide 2017-2018
Suggested Range: 3-4 Weeks
Adopted Instructional Materials: National Geographic Cengage Learning: Inside Level B Volume 1
Unit Guiding Question: "How should people use their talents?” Selection Big Idea: Consider how the solution to a puzzle could come from a person’s talent or simply luck.
Standards
Content Standards Cross-Curricular Connections Genre Focus: Fiction: Fantasy Florida Standards for Career & College Readiness: LAFS.7.RL.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.7.RL.1.2 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. LAFS.7.RL.1.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). LAFS.7.W.4.10 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. LAFS.7.SL.1.1 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. LAFS.7.L.3.6 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.
Essential Outcome Question
How can I reread for deeper understanding and compare unit themes across texts?
Aligned Learning Goals (Content Statements)
District-Adopted Materials Additional Resources Strategies for Differentiation
Close Reading
Ask Questions
Determine Importance
Use Academic Vocabulary - Analyze
Textbook Resources
Close Reading
TE pp. 166-171 From the Hobbit; Riddles in the Dark
Unit 2 Inside Interactive Practice Book pp. 64-71
Rotation Model to support Differentiated Instruction
Literacy Strategy Handbook
Small Group Instruction
Based on Cluster/Performance Test data
Analyze character and setting
Write about Character and setting
Reading Strategies Ask Questions Determine Importance Literary Analysis Analyze character and setting
Writing Write About Using Character and setting Vocabulary Use Academic Vocabulary – Analyze Comprehension and Critical Thinking Compare across texts, themes in literature
Unit 2 Wrap-Up Vocabulary Review pp. 72-74
Drill Down Lessons Inside Fundamentals (As required by data support)
Decoding
Grammar
Word recognition
Anchor Centers: Grammar Practice - Inside Interactive Practice Book Complex Text Library Inside Writing Book pp. T65Wa-T107W
Monitoring Options:
Unit 2 Assessment (Performance Matters)
Quarter 3, Unit 3, Selection 1 Inside Reading Quarterly Content Guide 2017-2018
Suggested Range: 3-4 Weeks
Adopted Instructional Materials: National Geographic Cengage Learning: Inside Level B Volume 1
Unit Guiding Question: "How does our past impact our future?” Selection Big Idea: Find out why it’s important to value the past.
Standards
Content Standards Cross-Curricular Connections
Genre Focus: Realistic Fiction Florida Standards for Career & College Readiness: LAFS.7.RL.1.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.7.RL.1.2- 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. LAFS.7.RL.1.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). LAFS.7.RL.2.4- 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. LAFS.7.RL.4.10 By the end of the year, read and comprehends 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. LAFS.7.W.1.3- Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. LAFS.7.W.1.3d- Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. LAFS.7.W.2.5- 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. LAFS.7.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research. a. 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”). b. 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”). LAFS.7.W.4.10- 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. LAFS.7.SL.1.1- 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. LAFS.7.L.1.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in general and their function in specific sentences.
Video/Social Studies: Learn about Vietnam’s past Perspectives World Cultures: Ancestor Album
b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. LAFS.7.L.1.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. LAFS.7.L.1.2a- Use a comma to separate coordinate adjectives LAFS.7.L.1.2b- Spell correctly. LAFS.7.L.2.3- Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. LAFS.7.L.3.4b- Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). LAFS.7.L.3.6- 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.
Essential Outcome Question
How can reading, writing and discussion of realistic nonfiction help you gain knowledge and experience?
Aligned Learning Goals (Content Statements)
District-Adopted Materials Additional Resources Strategies for Differentiation
Selection 1
Key Vocabulary
Analyze Plot
Use Word Parts
Use Adjectives that Describe
Academic Vocabulary
Evaluate the Work and Revise
Edit and Proofread Vocabulary Key Vocabulary: Arrive, Bloom, Chapter, Emperor, Forget, Remember, Special, Throne Academic Vocabulary: Identify, Analyze
Textbook Resources
Selection 1
TE pp. 178- Build background / Language and Grammar, Ask for and give information, Use Adjectives that Describe TE pp. 182-183 Prepare to Read: Key vocabulary, Analyze Plot TE pp. 184-185 The Lotus Seed Reading Strategies Activate Prior Knowledge Visualize: Use Sensory Images Plan: Preview Plan: Set a Purpose Plan: Predict Comprehension and Critical Thinking Viewing Respond to and Interpret Visuals
Selection 1
Inside Interactive Practice Book
Rotation Model to support Differentiated Instruction
Literacy Strategy Handbook
Small Group Instruction Based on Selection /Performance Test data
Drill Down Lessons
Re-teaching Lessons MyNGConnect.com
Inside Fundamentals (As required by data support)
Decoding
Grammar
Word recognition
Anchor Centers: Grammar Practice - Inside Interactive Practice Book
Listening and Speaking Deliver Ideas Effectively Describe a Photograph Role play questions Language Function Describe People, Places, and Things Grammar Use Adjectives that Describe Vocabulary Use Key Vocabulary Use Academic Vocabulary Literary Analysis Analyze Plot Recognize Genre: Realistic Fiction Analyze Character Analyze Literary Elements: Poem Structure Compare Viewpoints Reading Fluency Read with Intonation Writing Literary Analysis and Writing- Write in Response to Literature Use Describing Words
Complex Text Library Inside Writing Book
Monitoring Options: TE p. 195 Connect Reading and Writing TE p. 196-197 Connect Across the Curriculum Selection 1 Assessment (Performance Matters)
Quarter 3, Unit 3 Selection 2 Inside Reading Quarterly Content Guide 2017-2018
Pacing Range: 3-4 Weeks
Adopted Instructional Materials: National Geographic Cengage Learning: Inside Level B Volume 1
Unit Guiding Question: "How does our past impact our future?” Selection Big Idea: Discover why people leave their homes to begin again in a new country.
Standards
Content Standards Cross-Curricular Connections
Genre Focus: Nonfiction Social Science Textbook Florida Standards for Career & College Readiness: LAFS.7.RL.1.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.7.RL.1.2- 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. LAFS.7.RI.1.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.7.RI.1.3- 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). LAFS.7.RI.2.4- 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. LAFS.7.RI.4.10- 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. LAFS.7.W.1.2- Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. 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 to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style.
Cultural Perspectives Appreciate and Share Aspects of World Cultures: Language Social Science-Time Lines TE p. 208 Out-Of-School Literacy TE p. 212 Ethnic Recipes Community Connection-Cultural Resources TE p. 215
f. Provide a concluding statement or section that follows from and supports the information or explanation presented. LAFS.7.W.1.3- Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. LAFS.7.W.1.3d- Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. LAFS.7.W.2.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.7.W.2.5- 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. LAFS.7.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research. a. 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”). b. 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”). LAFS.7.W.4.10- 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. LAFS.7.SL.1.1- 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. LAFS.7.SL.2.5- Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. LAFS.7.L.1.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in general and their function in specific sentences. b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. LAFS.7.L.1.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. LAFS.7.L.1.2b- Spell correctly. LAFS.7.L.3.4b- Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). LAFS.7.L.3.4.c- 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. LAFS.7.L.3.6- 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.
Essential Outcome Question
How can reading, writing and discussion enable you to analyze interactions of people and events in society?
Aligned Learning Goals (Content Statements)
District-Adopted Materials Additional Resources
Strategies for Differentiation
Selection 2
Key Vocabulary
Make Comparisons
Focus on Vocabulary: Use Word Parts
Use Adjectives that Compare
Focus on Reading: Analyze Interactions Among Ideas
Focus Strategy: Visualize
Academic Vocabulary
Writing Trait: Focus and Unity-Compare and Evaluate Writing Samples
Key Vocabulary: Adjust, Community, Foreign, Immigrant, Local, Museum, Poverty, Preserve Academic Vocabulary: Identify, Data
Textbook Resources
Selection 2
TE pp. 198- Build background / Language and Grammar, Make Comparisons TE pp. 202-203 Prepare to Read: Key vocabulary, Analyze Interactions Among Ideas TE pp. 204-205 Immigrants Today Reading Strategies Activate Prior Knowledge Visualize: Form Mental Images Plan: Set a Purpose Plan: Predict Review: Select a Strategy Viewing Respond to and Interpret Visuals Listening and Speaking Deliver Ideas Effectively Compare Photographs Language Function Make Comparisons Grammar Use Adjectives that Compare Vocabulary Use Key Vocabulary Use Academic Vocabulary: Identify Data Use Word Parts (Prefixes and Suffixes) Relate Words Literary Analysis Analyze Interactions Among Ideas Recognize Genre: Social Science Textbook Recognize Genre: Personal Narrative
Selection 2
Inside Interactive Practice Book
Rotation Model to support Differentiated Instruction
Literacy Strategy Handbook
Small Group Instruction Based on Selection /Performance Test data
Drill Down Lessons
Re-teaching Lessons MyNGConnect.com
Inside Fundamentals (As required by data support)
Decoding
Grammar
Word recognition
Anchor Centers: Grammar Practice - Inside Interactive Practice Book Complex Text Library Inside Writing Book
Recognize Literary Elements: First Person POV Reading Fluency Read with Phrasing Writing Literary Analysis and Writing- Write in Response to Literature Use Comparative Adjectives Research and Speaking Use Technology to Learn Interpret and Analyze Graphics
Monitoring Options: TE p. 217 Connect Reading and Writing TE p. 219 Connect Across the Curriculum Selection 2 Assessment (Performance Matters)
Quarter 3 - Unit 3 Selection 3
Inside Reading Quarterly Content Guide 2017-2018
Suggested Range: 3-4 Weeks
Adopted Instructional Materials: National Geographic Cengage Learning: Inside Level B Volume 1
Unit Guiding Question: How does our past impact our future? Selection Big Idea: Learn about what it means to be truly lost and without a home.
Standards
Content Standards Cross-Curricular Connections
Genre Focus: Nonfiction: News Article Florida Standards for Career & College Readiness: LAFS.7.RL.1.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.7.RL.1.2- 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. LAFS.7.RL.2.4 – Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem of section of a story or drama. LAFS.7.RL.2.6- Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. LAFS.7.RL.3.9- 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. LAFS.7.RL.4.10 – By the end of the year, read and comprehend literature, including stories, dramas and poems, in the 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. LAFS.7.W.1.2- Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. 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 to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. LAFS.7.W.1.3d- Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
Social Studies: Cultural perspectives- History: Sudan Appreciate and Share Aspects of World Cultures
Geography: Plan a Route TE p. 230 Out of School Literacy: News Sources
LAFS.7.W.2.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.7.W.2.5- 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. LAFS.7.W.2.6- 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. LAFS.7.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research. a. 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”). b. 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”). LAFS.7.W.4.10- 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. LAFS.7.SL.1.1- 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. LAFS.7.SL.1.1b- Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. LAFS.7.L.1.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in general and their function in specific sentences. b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. LAFS.7.L.1.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. LAFS.7.L.2.3- Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. LAFS.7.L.3.4b- Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). LAFS.7.L.3.6- 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.
Essential Outcome Question
How do fiction and nonfiction compare in telling the stories of immigrants?
Aligned Learning Goals (Content Statements)
District-Adopted Materials Additional Resources
Strategies for Differentiation
Selection 3
Use Adverbs
Key Vocabulary
Compare Fiction and Nonfiction
Analyze Author’s Purpose
Visualize
Use Academic Vocabulary
Use Word Parts: Root Words
Vocabulary
Key Vocabulary:
Cross, Dangerous, Education, Effort,
Emerge, Improve, Journey, Tend
Academic Vocabulary:
Connect, Role
Textbook Resources Selection 3 TE p. 220 Build Background TE pp. 221 Language and Grammar TE pp. 224 Prepare to Read: Key Vocabulary, Compare Fiction and Nonfiction TE pp. 227- Brothers in Hope Reading Strategies: Visualize: Identify Emotional Responses Plan: Preview Activate Prior Knowledge Plan: Set a Purpose Visualize Plan: Predict Literary Analysis Use Text Features Analyze Author’s Purpose Compare Texts Recognize Genre: Biographical Fiction Analyze Text Structure: Chronological Order Listening and Speaking
Selection 3 Inside Interactive Practice Book
Rotation Model to support Differentiated Instruction Literacy Strategy Handbook
Small Group Instruction Based on Selection /Performance Test data
Drill Down Lessons Re-teaching Lessons MyNGConnect.com Inside Fundamentals (As required by data support)
Decoding
Grammar
Word recognition
Anchor Centers Grammar Practice - Inside Interactive Practice Book Complex Text Library Inside Writing Book pp. T1Wa-T65W
Deliver Ideas Effectively Participate in a Song Discuss a Photograph and Song Role Play Viewing Respond to and Interpret Visuals Language Function Describe an Event or Experience Grammar Use Adverbs Reading Fluency Read with Expression Vocabulary Use Key Vocabulary Use Academic Vocabulary Use Word Parts (Root Words, Suffixes) Strategy: Relate Words (Use Synonyms)
Monitoring Options: TE p. 247 Connect Reading and Writing TE p. 248 Connect Across the Curriculum Selection 3 Assessment Performance Matters
Quarter 3 - Unit 3 Close Reading
Inside Reading Quarterly Content Guide 2017-2018
Suggested Range: 3-4 Weeks
Adopted Instructional Materials: National Geographic Cengage Learning: Inside Level B Volume 1
Unit Guiding Question: How does our past impact our future? Selection Big Idea: Compare an ancient and modern statue and consider what a statue represents to immigrants.
Standards
Content Standards Cross-Curricular Connections
Genre Focus: Poem Florida Standards for Career & College Readiness: LAFS.7.RL.1.2- 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. LAFS.7.RL.2.4 – Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem of section of a story or drama. LAFS.7.RL.2.6- Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. LAFS.7.RL.3.9- 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. LAFS.7.W.4.10- 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.
Essential Outcome Question
How do authors use elements of poetry to convey meaning?
Aligned Learning Goals (Content Statements)
District-Adopted Materials Additional Resources
Strategies for Differentiation
Close Read
Analyze Elements of Poetry
Use Academic Vocabulary
Academic Vocabulary:
Textbook Resources Close Read TE pp. 250- The New Colossus Reading Strategies: Visualize
Close Read- Inside Interactive Practice Book
Unit 3 Wrap-Up Vocabulary Review pp. 249b
Rotation Model to support Differentiated Instruction
Literacy Strategy Handbook
Small Group Instruction Based on Selection /Performance Test data
Drill Down Lessons
Analyze
Comprehension and Critical Thinking Compare Across Texts: Writing on the Same Topic Literary Analysis Analyze Interactions Listening and Speaking Participate in a Discussion Vocabulary Use Academic Vocabulary
Re-teaching Lessons MyNGConnect.com Inside Fundamentals (As required by data support)
Decoding
Grammar
Word recognition
Anchor Centers Grammar Practice - Inside Interactive Practice Book Complex Text Library Inside Writing Book pp. T1Wa-T65W
Monitoring Options:
Unit Assessment Performance Matters
Quarter 4, Unit 4 Selection 1
Inside Reading Quarterly Content Guide 2017-2018
Suggested Range: 3-4 Weeks
Adopted Instructional Materials: National Geographic Cengage Learning: Inside Level B Volume 1
Unit Guiding Question: "Why is the human body so amazing?” Selection Big Idea: Explore how the human body works.
Standards
Content Standards Cross-Curricular Connections
Genre Focus: Science Article Florida Standards for Career & College Readiness: LAFS.7.RL.1.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.7.RI.1.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.7.RI.1.2- 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. LAFS.7.RI.1.3- 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). LAFS.7.RI.2.4- 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. LAFS.7.RI.2.5- 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. LAFS.7.RI.4.10- 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. LAFS.7.W.4.10- 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. LAFS.7.W.2.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.7.W.2.5- 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. LAFS.7.W.2.6- 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. LAFS.7.W.3.7- Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. LAFS.7.W.3.8- 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. LAFS.7.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
Out of School Literacy: News Sources Science: Understanding the Diaphragm
a. 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”). b. 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”). LAFS.7.SL.1.1- 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. LAFS.7.SL.1.1b- Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. LAFS.7.SL.2.4- 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. LAFS.7.SL.2.5- Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. LAFS.7.L.1.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in general and their function in specific sentences. b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. LAFS.7.L.1.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. LAFS.7.L.3.6- 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.
Essential Outcome Question
How does the structure of a text impact the message?
Aligned Learning Goals (Content Statements)
District-Adopted Materials Additional Resources
Strategies for Differentiation
Unit Launch: Every Body is a Winner Focus on Reading: Text Structure: Main Idea and Chronological Order Focus on Vocabulary: Use Context Clues Genre: Science Article Selection 1
Key Vocabulary
Use Possessive Nouns
Textbook Resources
Unit Launch TE, p. 254 Focus on Reading, p. 256 Focus on Vocabulary, p. 258 Selection 1
TE pp. 260- Build background / Language and Grammar, Use Possessive Nouns TE pp. 264-265 Prepare to Read: Key vocabulary, Text Structure: Main Idea and Details
Selection 1
Inside Interactive Practice Book
Rotation Model to support Differentiated Instruction
Literacy Strategy Handbook
Small Group Instruction Based on Selection /Performance Test data
Drill Down Lessons
Re-teaching Lessons MyNGConnect.com
Text Structure: Main Idea and Details
Focus Strategy: Determine Importance
Focus on Vocabulary: Use Context Clues
Academic Vocabulary Vocabulary Key Vocabulary:
Cell, Circulate, Examine, Involve, Organ, Oxygen, System, Vessel Academic Vocabulary:
Context, Topic
TE pp. 266 The Human Machine Reading Strategies Activate Prior Knowledge Determine Importance: Identify Main Idea and Details Plan: Preview Plan: Set a Purpose Viewing Respond to and Interpret Visuals Interpret a Visual Image Interpret and Analyze Visuals Listening and Speaking Deliver Ideas Effectively Participate in a Chant Deliver an Informational Presentation Language Function Define and Explain Grammar Use Possessive Nouns Vocabulary Use Key Vocabulary Use Academic Vocabulary Strategy: Use Context Clues Strategy: Use Word Parts Literary Analysis Text Structure: Main Idea and Details Recognize Genre: Poem Analyze Figurative Language: Metaphor Comprehension and Critical Thinking Analyze and Interpret Text: Make Judgments, Make Inferences, Make Comparisons, Summarize Reading Fluency Read with Phrasing Writing Literary Analysis and Writing- Write in Response to Literature Write with Clear Meaning
Inside Fundamentals (As required by data support)
Decoding
Grammar
Word recognition
Anchor Centers: Grammar Practice - Inside Interactive Practice Book Complex Text Library Inside Writing Book
Monitoring Options: TE p. 277 Connect Reading and Writing TE p. 278-279 Connect Across the Curriculum Selection 1 Assessment (Performance Matters)
Quarter 4, Unit 4 Selection 2
Inside Reading Quarterly Content Guide 2017-2018
Suggested Range: 3-4 Weeks
Adopted Instructional Materials: National Geographic Cengage Learning: Inside Level B Volume 1
Unit Guiding Question: "Why is the human body so amazing?” Selection Big Idea: Find out what happens when the body doesn’t work like it should.
Standards
Content Standards Cross-Curricular Connections
Genre Focus: Science Article Florida Standards for Career & College Readiness: LAFS.7.RL.1.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.7.RL.2.4- 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.
LAFS.7.RI.1.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.7.RI.1.2- 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.
LAFS.7.RI.2.4- 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. LAFS.7.RI.2.5- 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.
LAFS.7.RI.4.10- 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. LAFS.7.W.1.2a- Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. 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 to aiding comprehension. LAFS.7.W.1.3d- Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. LAFS.7.W.2.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.7.W.2.5- 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. LAFS.7.W.3.7- Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
Cultural Perspectives: Recognize and Appreciate Aspects of World Cultures: Medicine Research and Technology: Make a PSA p. 298
LAFS.7.W.3.8- 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. LAFS.7.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research. a. 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”). b. 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”). LAFS.7.W.4.10- 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. LAFS.7.SL.1.1- 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. LAFS.7.SL.1.1b- Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. LAFS.7.SL.1.3- Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. LAFS.7.SL.2.4- 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. LAFS.7.SL.2.5- Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. LAFS.7.L.1.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LAFS.7.L.1.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. LAFS.7.L. 3.4a-b- 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. a. 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 a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). LAFS.7.L.3.5b- Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. LAFS.7.L.3.6- 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.
Essential Outcome Question
How do authors use text structure and text features to emphasize the central idea?
Aligned Learning Goals (Content Statements)
District-Adopted Materials Additional Resources
Strategies for Differentiation
Selection 2
Key Vocabulary
Text Structure: Main Idea and Details
Focus Strategy: Determine Importance
Focus on Vocabulary: Use Context Clues
Use Possessive Adjectives
Academic Vocabulary Vocabulary Key Vocabulary:
Artery, Healthy, Muscle, Pump, Section, Transplant, Vein, Ventricle Academic Vocabulary:
Context, Topic
Textbook Resources
Selection 2
TE pp. 280- 283 Build background / Language and Grammar: Give and Follow Directions, Use Possessive Adjectives TE pp. 284-285 Prepare to Read: Key vocabulary, Text Structure: Main Idea and Details TE pp. 286 The Beat Goes On Reading Strategies Activate Prior Knowledge Determine Importance: Summarize Plan: Preview Plan: Set a Purpose Viewing Respond to and Interpret Visuals Interpret and Analyze Visuals Listening and Speaking Deliver Ideas Effectively Participate in a Song Listen to and Follow Directions Language Function Give and Follow Directions Grammar Use Possessive Adjectives Vocabulary Use Key Vocabulary Use Academic Vocabulary Strategy: Use Context Clues (Synonyms and Antonyms)
Selection 2
Inside Interactive Practice Book
Rotation Model to support Differentiated Instruction
Literacy Strategy Handbook
Small Group Instruction Based on Selection /Performance Test data
Drill Down Lessons
Re-teaching Lessons MyNGConnect.com
Inside Fundamentals (As required by data support)
Decoding
Grammar
Word recognition
Anchor Centers: Grammar Practice - Inside Interactive Practice Book Complex Text Library Inside Writing Book
Strategy: Use Word Parts Literary Analysis Text Structure: Main Idea and Details Recognize Genre: Science Article Recognize Genre: Experiment Reading Fluency Read with Intonation Writing Literary Analysis and Writing- Write in Response to Literature Comprehension and Critical Thinking Analyze and Interpret Text: Summarize Research and Technology Choose and Narrow Topic Use Technology to Create Products Create Media Products
Monitoring Options: TE p. 297 Connect Reading and Writing TE p. 298 Connect Across the Curriculum Selection 2 Assessment (Performance Matters)
Quarter 4, Unit 4 Selection 2
Inside Reading Quarterly Content Guide 2017-2018
Suggested Range: 3-4 Weeks Adopted Instructional Materials: National Geographic Cengage Learning: Inside Level B Volume 1
Unit Guiding Question: "Why is the human body so amazing?” Selection Big Idea: Find out what happens when the body doesn’t work like it should.
Standards
Content Standards Cross-Curricular Connections
Genre Focus: Science Article Florida Standards for Career & College Readiness: LAFS.7.RL.1.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.7.RL.2.4- 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.
LAFS.7.RI.1.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.7.RI.1.2- 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.
LAFS.7.RI.2.4- 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. LAFS.7.RI.2.5- 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.
LAFS.7.RI.4.10- 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. LAFS.7.W.1.2a- Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. 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 to aiding comprehension. LAFS.7.W.1.3d- Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. LAFS.7.W.2.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.7.W.2.5- 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. LAFS.7.W.3.7- Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
Cultural Perspectives: Recognize and Appreciate Aspects of World Cultures: Medicine Research and Technology: Make a PSA p. 298
LAFS.7.W.3.8- 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. LAFS.7.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research. a. 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”). b. 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”). LAFS.7.W.4.10- 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. LAFS.7.SL.1.1- 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. LAFS.7.SL.1.1b- Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. LAFS.7.SL.1.3- Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. LAFS.7.SL.2.4- 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. LAFS.7.SL.2.5- Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. LAFS.7.L.1.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LAFS.7.L.1.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. LAFS.7.L. 3.4a-b- 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. a. 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 a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). LAFS.7.L.3.5b- Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. LAFS.7.L.3.6- 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.
Essential Outcome Question
How do authors use text structure and text features to emphasize the central idea?
Aligned Learning Goals (Content Statements)
District-Adopted Materials Additional Resources
Strategies for Differentiation
Selection 2
Key Vocabulary
Text Structure: Main Idea and Details
Focus Strategy: Determine Importance
Focus on Vocabulary: Use Context Clues
Use Possessive Adjectives
Academic Vocabulary Vocabulary Key Vocabulary:
Artery, Healthy, Muscle, Pump, Section, Transplant, Vein, Ventricle Academic Vocabulary:
Context, Topic
Textbook Resources
Selection 2
TE pp. 280- 283 Build background / Language and Grammar: Give and Follow Directions, Use Possessive Adjectives TE pp. 284-285 Prepare to Read: Key vocabulary, Text Structure: Main Idea and Details TE pp. 286 The Beat Goes On Reading Strategies Activate Prior Knowledge Determine Importance: Summarize Plan: Preview Plan: Set a Purpose Viewing Respond to and Interpret Visuals Interpret and Analyze Visuals Listening and Speaking Deliver Ideas Effectively Participate in a Song Listen to and Follow Directions Language Function Give and Follow Directions Grammar Use Possessive Adjectives Vocabulary Use Key Vocabulary Use Academic Vocabulary Strategy: Use Context Clues (Synonyms and Antonyms)
Selection 2
Inside Interactive Practice Book
Rotation Model to support Differentiated Instruction
Literacy Strategy Handbook
Small Group Instruction Based on Selection /Performance Test data
Drill Down Lessons
Re-teaching Lessons MyNGConnect.com
Inside Fundamentals (As required by data support)
Decoding
Grammar
Word recognition
Anchor Centers: Grammar Practice - Inside Interactive Practice Book Complex Text Library Inside Writing Book
Strategy: Use Word Parts Literary Analysis Text Structure: Main Idea and Details Recognize Genre: Science Article Recognize Genre: Experiment Reading Fluency Read with Intonation Writing Literary Analysis and Writing- Write in Response to Literature Comprehension and Critical Thinking Analyze and Interpret Text: Summarize Research and Technology Choose and Narrow Topic Use Technology to Create Products Create Media Products
Monitoring Options: TE p. 297 Connect Reading and Writing TE p. 298 Connect Across the Curriculum Selection 2 Assessment (Performance Matters)
Quarter 4, Unit 4, Selection 3
Inside Reading Quarterly Content Guide 2017-2018
Suggested Range: 3-4 Weeks
Adopted Instructional Materials: National Geographic Cengage Learning: Inside Level B Volume 1
Unit Guiding Question: "How does our past impact our future?” Selection Big Idea: How do our bodies drive our interests?
Standards
Content Standards Cross-Curricular Connections
Genre Focus: Autobiography Florida Standards for Career & College Readiness: LAFS.7.RL.1.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.7.RL.1.2- 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. LAFS.7.RL.2.4- 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. LAFS.7.RL.2.5- Analyze how a dramas or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. LAFS.7.RI.2.4- 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. LAFS.7.RI.1.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.7.RI.2.5- 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. LAFS.7.RI.2.6- 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. LAFS.7.RI.4.10- 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. LAFS.7.W.1.2- Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. 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 to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
Cultural Perspective: Share Aspects of United States Culture The History of Karate TE p. 315
LAFS.7.W.1.3d- Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. LAFS.7.W.2.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.7.W.2.5- 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. LAFS.7.W.2.6- 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. LAFS.7.W.3.7- Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. LAFS.7.W.3.8- 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. LAFS.7.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research. a. 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”). b. 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”). LAFS.7.W.4.10- 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. LAFS.7.SL.1.1a-d- 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. a. 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. b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. c. 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. d. Acknowledge new information expressed by others and, when warranted, modify their own views. LAFS.7.SL.1.2- 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. LAFS.7.SL.2.5- Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. LAFS.7.L.1.1 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. LAFS.7.L.1.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. LAFS.7.L.1.2b- Spell correctly. LAFS.7.L.2.3- Use knowledge of language and its conventions when writing, speaking, reading, or listening.
LAFS.7.L.3.4- 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. a. 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 a word or phrase. LAFS.7.L.3.6- 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.
Essential Outcome Question
How does the text structure of an autobiography or poem compare to the other selections in Unit 4? Does the text structure change the message?
Aligned Learning Goals (Content Statements)
District-Adopted Materials Additional Resources
Strategies for Differentiation
Selection 3
Key Vocabulary
Use Indefinite Pronouns
Focus on Vocabulary: Use Context Clues
Focus on Reading: Text Structure: Chronological Order
Focus Strategy: Determine Importance
Academic Vocabulary
Reading Fluency: Expression , Accuracy and Rate
Key Vocabulary: Accept, Assignment, Clueless, Determined, Disaster, Glory, Realize, Survive Academic Vocabulary:
Textbook Resources
Selection 3
TE pp. 300-303 Build background / Language and Grammar: Engage in Discussion, Use Indefinite Pronouns TE pp. 304-305 Prepare to Read: Key vocabulary, Text Structure: Chronological Order TE pp. 204-205 Two Left Feet, Two Left Hands, and Too Left on the Bench Reading Strategies Activate Prior Knowledge Determine Importance: Personal Relevance Plan: Preview Plan: Set a Purpose Plan: Predict Viewing Respond to and Interpret Visuals Interpret a Visual Image Interpret and Analyze Visuals Listening and Speaking Deliver Ideas Effectively
Selection 3
Inside Interactive Practice Book
Rotation Model to support Differentiated Instruction
Literacy Strategy Handbook
Small Group Instruction Based on Selection /Performance Test data
Drill Down Lessons
Re-teaching Lessons MyNGConnect.com
Inside Fundamentals (As required by data support)
Decoding
Grammar
Word recognition
Anchor Centers: Grammar Practice - Inside Interactive Practice Book Complex Text Library Inside Writing Book
Affect, Context Participate in Discussion Language Function Engage in Discussion Grammar Use Indefinite Pronouns Vocabulary Use Key Vocabulary Use Academic Vocabulary: Sequence, Context, Affect Use Word Parts Strategy: Use Context Clues Literary Analysis Analyze Text Structure-Chronological Order Recognize Genre: Autobiography Recognize Literary Elements: POV Analyze Structure: Poetry Analyze Figurative Language: Sensory Images Reading Fluency Read with Expression Comprehension and Critical Thinking Analyze and Interpret Text: Paraphrase; Make Comparisons; Summarize Writing Literary Analysis and Writing- Write in Response to Literature Writing with Clear Meaning Write a Letter to the Character
Monitoring Options: TE p. 319 Connect Reading and Writing TE p. 320 Connect Across the Curriculum Selection 3 Assessment (Performance Matters)
Quarter 4 - Unit 4 Close Reading
Inside Reading Quarterly Content Guide 2017-2018
Suggested Range: 3-4 Weeks
Adopted Instructional Materials: National Geographic Cengage Learning: Inside Level B Volume 1
Unit Guiding Question: Why is the human body so amazing? Selection Big Idea: Consider what new technologies can do to make the human body even more amazing.
Standards
Content Standards Cross-Curricular Connections
Genre Focus: Magazine Article Florida Standards for Career & College Readiness: LAFS.7.RL.1.2- 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. LAFS.7.RI.1.2- 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. LAFS.7.RI.2.5- 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. LAFS.7.RI.3.9- 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. LAFS.7.W.4.10- 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. LAFS.7.SL.1.1- 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.
Essential Outcome Question
How do the text features in the article contribute to the understanding of the central idea?
Aligned Learning Goals (Content Statements)
District-Adopted Materials Additional Resources
Strategies for Differentiation
Close Read
Text Structure: Main Idea
Use Academic Vocabulary
Reread and Analyze
Discuss and Write about the Main Idea
Textbook Resources Close Read TE pp. 322-325 from Bionics by Josh Fischman
Close Read- Inside Interactive Practice Book
Rotation Model to support Differentiated Instruction
Literacy Strategy Handbook
Small Group Instruction Based on Selection /Performance Test data
Drill Down Lessons
Key Vocabulary:
System, Muscle
Compare Across Texts: Vocabulary: Use Academic Vocabulary-Topic Comprehension and Critical Thinking: Compare Across Texts Literary Analysis Text Structure and Main Idea Writing Write about Main Idea and Details
Unit 4 Wrap-Up Vocabulary Review pp. 327
Re-teaching Lessons MyNGConnect.com Inside Fundamentals (As required by data support)
Decoding
Grammar
Word recognition
Anchor Centers Grammar Practice - Inside Interactive Practice Book Complex Text Library Inside Writing Book
Monitoring Options:
Unit Assessment Performance Matters