2015-16 Maury County 7th Grade TN Ready ELA Pacing · PDF file2015-16 Maury County 7th Grade...

2015-16 Maury County 7th Grade TN Ready ELA Pacing Guide June 2015

Office of Instruction of 28

Quarter 1

EMBEDDED: These are ongoing standards that should be taught to mastery by the end of the year.

For Reading, Language and Speaking/Listening in each Unit Cite Evidence Analyze Content Study & Apply Grammar Study & Apply Vocabulary Conduct Discussions

RI.7.1

W.7.1

RL.7.2

RL.7.3

RL.7.6

RL.7.9

RI.7.2

RI.7.3

RI.7.5

RI.7.6

RI.7.8

RI.7.9

L.7.1.a

L.7.1.b

L.7.2

L.7.3

RL.7.4

L.7.4

SL.7.1

SL.7.2

SL.7.3

SL.7.4

RL.7.2 to RL.7.9 = 28% of Test L.7.1 to L.7.3 = 11% of Test RL.7.4 = 13% of Test RI.7.2 to RI.7.9 = 28% of Test W.7.1 = 25% of Test

Part 1 Essential Question:

EXTENDED TEXT:

SHORT TEXTS: (literary and informational)

1. “Thank You, M’am”

2. “Seventh Grade”

3. “Rikki-Tikki-Tavi”

4. “The Last Dog”

5. “Clara Barton: Battlefield Nurse”

SUPPLEMENTAL MATERIALS:

1. Brainpop.com



2. Video Clips of Stories above – Youtube – “Thank You, M’am” & “Rikki-Tikki-Tavi”

History Channel video – “Women at War” – (coincides with “Clara Barton: Battlefield Nurse) available at my.hrw.com (teacher

resources, media & technology)

3. Additional nonfiction supplements on my.hrw.com (Teacher Resources, Common Core Resources)

4. Writing rubrics

5. MICA materials (micatime.com)

6. Study Island (studyisland.com)

WRITING FOCUS: Narrative

WRITING TASKS:

1. Autobiographical Writing

2. Write a biography about a classmate

3. Narratives about real or imagined experiences (http://www.writingprompts.net/7th-grade/)

4. Summary of texts

ROUTINE WRITING:

1. Extend the story

2. Quick writes in Literature book

3. Skills reflections (write about what they learned about

the skill, and how they might use the skill in the future and

in real-world scenarios)

RESEARCH CONNECTIONS:

1. Life in India

2. Civil War (role of women, Battle of the Wilderness)

3. Additional resources on my.hrw.com under “Ideas for Extension”

4. Interview a classmate

Final Product/Assessment: Narrative Essay

W e e k 1 - 5

Standards Student Learning Target: Instruction/Strategies



RL.7.2

RL.7.3

RL.7.6

RL.7.9

L.7.1.a

L.7.1.b

L.7.2

L.7.3

RL.7.4

L.7.4

W.7.2

W.7.3

W.7.5

SL.7.1

SL.7.2

SL.7.3

SL.7.4

I can… Determine a theme or central idea of

a text.

Provide an objective summary of a text.

Analyze how the setting of a story or

drama shapes the characters or plot. Analyze how an author develops and

contrasts the points of view of different characters in a story or text.

Understand how authors of fiction

use or alter history in his or her story.

Video discussing teaching theme (https://www.teachingchannel.org/videos/teaching-themes) Theme materials - http://www.ereadingworksheets.com/free-reading-worksheets/theme-worksheets/ •Model CLOSE read (http://www.ascd.org/publications/educational-leadership/dec12/vol70/num04/Closing-in-on-Close-Reading.aspx) Comprehension Practice (Story Question Stems & Story Question Support wkshts. – available at my.hrw.com under teacher resources)

Model summary writing – G.I.S.T. Summaries

(Generating Instruction between Schemata and Text)

G.I.S.T. Graphic Organizer -

http://www.readwritethink.org/files/resources/

lesson_images/lesson290/Template.pdf

Skills Reflections summaries for skills learned, and

future applications.

Level Up Setting Notes at my.hrw.com “The Last Dog” Graphic Organizer – Venn Diagram •Story retellings – students read the story and then retell it to their partner or group with emphasis on sequence, plot elements, or whichever skill the teacher wants to focus on – great with struggling readers

Brainpop.com video – “Point of View” & quiz Read Point-of-View examples and highlight evidence of how you determined with point-of-view it is. Graphic Organizer - Compare and Contrast with “Clara Barton: Battlefield Nurse”

Graphic Organizer – “Clara Barton: Battlefield Nurse” and “The War Diary of Clara Barton”

Venn Diagram – “Thank You, M’am” with the Harlem

https://www.teachingchannel.org/videos/teaching-themes

https://www.teachingchannel.org/videos/teaching-themes

http://www.ereadingworksheets.com/free-reading-worksheets/theme-worksheets/

http://www.ereadingworksheets.com/free-reading-worksheets/theme-worksheets/

http://www.ascd.org/publications/educational-leadership/dec12/vol70/num04/Closing-in-on-Close-Reading.aspx






Compare and contrast a fictional portrayal of a time, place, or character with a historical account of the same period.

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

Use knowledge and its conventions when writing, speaking, reading, or listening.

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.

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Renaissance, or “Rikki-Tikki-Tavi” to life in Colonial India

Study Island – www.studyisland.com Daily Grams workbook for Language

Study Island – www.studyisland.com Daily Grams workbook for Language

• Vocabulary Practice (Quiz game where students must give examples of how to use their vocabulary words – additional resources at my.hrw.com – Teacher Resources, Vocabulary)

Tips for writing narratives examples.yourdictrionary.com/narrative-essay-examples.html Interactive Writing Templates on my.hrw.com (Writing and Grammar) Teaching Method: Do it fast (go through the skill in the time it might take in the real world), Do it slow (break down the skill into parts and explain each part and how it works together), Do it with them (partner, small group, student-led, teacher-led examples), Let them go (observe and monitor student progress). More information at students.fortresslearning.com.au/del301/knowledge-and-skills-based-learning/

Assessment: Common Assessments, Study Island Resources, Mica Materials (micatime.com),

PART 2 Essential Question:

http://www.studyisland.com/




EXTENDED TEXT:


1. “A Wall of Remembrance,” “A Mother’s Words,” “U.S. Involvement in Vietnam”

2. “Eleanor Roosevelt” & “A First Lady Speaks Out”

3. “Like Black Smoke: The Black Death’s Journey,” “A World Turned Upside Down: How the Black Death Affected Europe”

4. “The Noble Experiment,” “Montreal Signs Negro Shortstop,” and Robinson Steals Home in the Fifth”


1. Brainpop.com

2. History Channel videos available at my.hrw.com (Teacher Resources, Media & Technology) – “The Legacy of the Vietnam War”

(under Zebra), “Great White Sharks,” and “The Noble Experiment”



WRITING FOCUS: Informative/Explanatory

WRITING TASKS:

1. Compare/Contrast the readings listed in the short texts section (“Like Black Smoke” & “A World Turned Upside Down”

2. Informative writing from a drawn conclusion/inference (“Eleanor Roosevelt” & “A First Lady Speaks Out”)

3. Summarize a text

ROUTINE WRITING:

1. Graphic Organizer/note-taking on reading selections

2. Quick writes from literature book

3. Organization of writing using POW + TIDDELL (TNCore


1. Research on Middle Ages or a historical pandemic

2. First Ladies

3. Great Depression & World War 2



website, teacher resources


the skill, and how they might use the skill in the future

and in real-world scenarios)

4. Research Paper or Prompt (if time allows)

Final Product/Assessment: Explanatory/Informative Essay

The Nonfiction Unit that begins on Week 6 will continue through Week 12 of the 2nd Quarter

Wee

k 6

-9


RI.7.1

RI.7.2

RI.7.3

RI.7.5

RI.7.6

RI.7.8

RI.7.9

L.7.1.a

L.7.1.b

L.7.2

L.7.3

L.7.4

RI.7.4

W.7.2

W.7.4

W.7.5

SL.7.1

SL.7.2

I can… Cite several pieces of textual evidence to support

analysis of what the text says explicitly as well as inferences drawn from the text.

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.

Model Citing & “Crime Scene Investigators” activity – provide multiple accounts of a crime scene (this can be historical, story-based, or self-made), and have groups of 4 to read through the accounts and underline the important evidence, students share with teacher their results. Students then create a news account of the crime, adding the evidence from the multiple accounts. Students then need to learn how to cite the evidence in their report. Think-Pair-Share – provided examples of making inferences and examples from “Eleanor Roosevelt”

Level Up notes – “The Legacy of the Vietnam War” Graphic Organizer – “The Legacy of the Vietnam War” Close Readings of text (see Quarter 1, weeks 1-5 for more information) https://www.youtube.com/watch?v=c69v4h2xPJo

Level Up notes – “The Legacy of the Vietnam War” &

“The Noble Experiment”

Graphic organizer – “The Legacy of the Vietnam War”

Graphic organizer – “The Noble Experiment”



SL.7.3

SL.7.4

Analyze the interactions between individuals, events, and ideas in a text.

Analyze the structure an author uses to organize a text, including how the major sections contribute to the development of ideas.

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.



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.

Model summary writing – G.I.S.T. Summaries

(Generating Instruction between Schemata and Text)

G.I.S.T. Graphic Organizer -


lesson_images/lesson290/Template.pdf

The writing assignment on page 941 also requires students to summarize as they compare and contrast the texts.

Graphic Organizer with “Like Black Smoke” and “The World Turned Upside Down” at my.hrw.com Writing assignment on page 941

Graphic organizers for “Like Black Smoke” and “The World Turned Upside Down.” Level Up notes & graphic organizer for “What Do You Know About Sharks”

Writing assignment for “Like Black Smoke” and “The World Turned Upside Down” – page 941 Graphic Organizer – T-Chart

Study Island – www.studyisland.com Daily Grams workbook for Language Brainpop.com Grammarnotes (found und)er the writing and grammar tab at my.hrw.com

Vocabulary Practice (Quiz game where students must give examples of how to use their vocabulary words – additional resources at my.hrw.com – Teacher Resources, Vocabulary – this includes practice with dictionary and thesaurus resources)

Model editing and revision of papers (TN Core writing





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

strategies on TNCore website) Interactive Revision lessons, Interactive Student models, and Graphic Organizers on my.hrw.com (Writing and Grammar) Teaching Method: Tell, Show Do, Check (like the teaching method above, meant for more skill-based learning); tell the students what you want, show them how to do it, do an example with them or let them try it in groups, singly, check their progress and redirect as necessary)

Asssessments: Common Assessments, Study Island Resources, Mica Materials (micatime.com)

The Informational Texts from Weeks 6 to 9 continue into Weeks 10 to 12. Quarter 2


For Reading, Language and Speaking/Listening in each Unit Cite Evidence Analyze Content Study & Apply Grammar Study & Apply Vocabulary Conduct Discussions

RI.7.1

RL.7.1

W.7.1

RI.7.2

RI.7.3

RI.7.5

RI.7.6

RI.7.8

RI.7.9

RL.7.2

RL.7.3

RL.7.5

RL.7.6

RL.7.7

RL.7.9

L.7.1.a

L.7.1.b

L.7.2

L.7.3

RI.7.4

L.7.4

RL.7.4





EXTENDED TEXT:


1. “Monsters are Due on Maple Street”

2. “The Three Century Woman”

3. “Charles”

4. “Amigo Brothers”

5. “A Christmas Carol”


1. Youtube.com – “The Monsters are Due on Maple Street” (https://www.youtube.com/watch?v=ZzdRz_TK2oo)

2. “A Christmas Carol” (https://www.youtube.com/watch?v=JvdMjXhPGd0 – though there are several versions available here).

History videos connections with “The Monsters are Due on Maple Street” & “A Christmas Carol” at my.hrw.com



WRITING FOCUS: Informative Writing = 36&

WRITING TASKS:

1. Cause-and-Effect essay about the effect of communication technology on your life (cause-and-effect prompt #3 on Write Smart at

my.hrw.com)

https://www.youtube.com/watch?v=ZzdRz_TK2oo

https://www.youtube.com/watch?v=JvdMjXhPGd0



2. Problem and Solution writing about littering and recycling (How can we encourage people at home or school to recycle? –

problem and solution prompt #1 on Write Smart at my.hrw.com)

3. TNCore writing assessment prompt about Driving Age (tncore.gov – assessment resources)

ROUTINE WRITING:

1. Quick writes in literature book

2. Extend the story writing

3. Reader responses to evaluate the selection or compare

the reading to its film/television version


the skill, and how they might use the skill in the future and

in real-world scenarios)


1. American life and culture in the 1950’s

2. San Francisco earthquake of 1906

3. Victorian Era history and culture

4. Hispanic Culture

Final Product/Assessment: Informative/Explanatory Essay (with Nonfiction Unit)

Wee

k 1

0-1

2


RL.7.1

W.7.1

RL.7.2

RL.7.3

RL.7.5

RL.7.6

RL.7.7

RL.7.9

L.7.1.a

L.7.1.b

L.7.2

I can… Cite several pieces of textual evidence to

support of what the text says explicitly as well as inferences drawn from the text.

Determine a theme or central idea of a text.

Level Up notes – Making Inferences (found in “The Scholarship Jacket”) Crime Scene Investigation lesson Class/Group discussion – share “The Far Side” Cartoons (Google search images) or read “The Happy Hocky Family” and have students Think-Pair-Share and write out inferences for each page or mini-chapter.

Level Up notes – Theme (“Amigo Brothers”) Graphic Organizer – “Amigo Brothers” Graphic Organizer – “A Christmas Carol” 3



L.7.3

L.7.1.a

L.7.1.b

L.7.2

L.7.3

W.7.2

W.7.3

W.7.5

Provide an objective summary of a text.

Analyze how a drama’s form or structure

contributes to its meaning.

Analyze how the setting of a story or drama

shapes the characters or plot. Analyze how an author develops and contrasts

the points of view of different characters in a story or text.

Understand how authors of fiction use or alter

history in his or her story.

Compare and contrast a fictional portrayal of a

time, place, or character with a historical account of the same period.



Column Chart

G.I.S.T Summary writing for any of the above stories

Level Up notes – Elements of Drama (“A Christmas Carol”)

Level Up notes – Setting (Amigo Brothers) Graphic Organizer – Amigo Brothers (same as graphic organizer above)

Graphic Organizer – “Amigo Brothers” Venn Diagram

Graphic Organizer – “The Three Century Woman” and “Charles” T-Chart Grammarnotes from my.hrw.com (writing and grammar tab) Dailygrams Studyisland.com Brainpop.com

T-Chart comparing – the earthquake account from “The Three Century Woman” with a newspaper report of the earthquake from http://clickamericana.com/media/newspapers/san-francisco-the-day-after-the-earthquake-1906

Vocabulary Practice and Strategy sheets (my.hrw.com) Vocabulary Practice (Quiz game where students must give examples of how to use their vocabulary words – additional resources at my.hrw.com – Teacher Resources,



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.

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

Vocabulary – this includes practice with dictionary and thesaurus resources)

Model Informative/Explanatory with TN Write (TNCore website, teacher resources) Brainpop videos and quizzes – Types of Writing, Main Idea, Writing Process, Prewriting, Writing in Sequence. Interactive Writing Templates at my.hrw.com (Writing and Grammar – Rubric generator is also available for creation under that tab)

Quarter 3


For Reading, Language and Speaking/Listening in each Unit



Cite Evidence Analyze Content Study & Apply Grammar Study & Apply Vocabulary Conduct Discussions

RL.7.1

W.7.1

RI.7.1

RL.7.2

RL.7.3

RL.7.6

RI.7.2

RI.7.3

RI.7.5

RI.7.6

RI.7.8

RI.7.9

L.7.1(a-c)

L.7.2

L.7.3

RL.7.4

L.7.4



EXTENDED TEXT:


1. “The Scholarship Jacket”

2. “A Retrieved Reformation”

3. “Exploring the Titanic”

4. “Dirk the Protector”

5. “A Crush”


1. History and nonfiction readings connected to “Exploring the Titanic” at my.hrw.com (media and technology [video] and common

core resources [nonfiction connections])





WRITING FOCUS: Argumentative Writing = 36%

WRITING TASKS:

1. TNCore writing assessment prompt about Driving Age (tncore.gov – assessment resources)

2. Write a persuasive essay about your stance on a current event (opinion prompt #1 on WriteSmart [writing and grammar tab on

my.hrw.com])

3. Write an editorial about whether or not a protest is an effective method to fight social injustice. (editorial prompt #3 on

WriteSmart [writing and grammar tab on my.hrw.com])

ROUTINE WRITING:


2. Write summaries of the selections

3. Paragraph evaluations of the selections (examples –

do you agree with how O. Henry finished the story “A

Retrieved Reformation,” and support your answer

with evidence; do you support the grandfather’s

decision to not pay for the jacket in “The Scholarship

Jacket,” support your answer.


1. Education and school life from 1950 to 1970

2. Early 1900’s American culture (1900 to 1930)

3. Maritime disasters

Final Product/Assessment: Argumentative Essay

Wee

k 1

9-

23


RL.7.1

RL.7.2



Level Up notes – Making Inferences (found with “The Scholarship Jacket”)



RL.7.3

RL.7.6

L.7.1 (a-c)

L.7.2

L.7.3

L.7.4

RL.7.4

W.7.1

W.7.4

W.7.7

L.7.1(a-c)

L.7.2

L.7.3

RL.7.4

L.7.4

W.7.2

W.7.3

W.7.5

Determine a theme or central idea of a text.

Analyze how particular elements of a story or drama interact.

Analyze how an author develops and

contrasts the points of view different characters or narrators in a text.

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


Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Graphic Organizer – “The Scholarship Jacket”

Level Up Notes: Theme (found in “A Crush”) Graphic Organizer – “A Crush”

Model Close Reads – (http://www.ascd.org/publications/educational-leadership/dec12/vol70/num04/Closing-in-on-Close-Reading.aspx - can be used with shorter texts (and it is recommended you use shorter texts for these

Level Up notes – Setting (review – found in “The Last Dog”) “A Crush” – Character and Theme

Level Up notes – 1st Person Point-of-View (“The Scholarship Jacket”), 3rd Person Point-of-View (“A Retrieved Reformation) Brainpop.com – Point-of-view video & quiz Think-Pair-Share of examples for students to determine POV and explain why Graphic Organizer – “The Scholarship Jacket” & “A Retrieved Reformation”

Grammarnotes from my.hrw.com (writing and grammar tab) Dailygrams Studyisland.com Brainpop.com






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.

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

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

Develop and strengthen writing as needed

by planning, revising, editing, rewriting, or trying a new approach with some guidance and support from peers and adults.


Model writing arguments with TN Writing guide (TN Core writing strategies on TNCore website) Brainpop.com videos and quizzes – Critical Reasoning, Writing Process, Research, Online Resources, Online Search, Paraphrasing, Fact & Opinion Guide for teaching kids how to find reliable websites for research - https://www.teachingchannel.org/videos/analyzing-websites-with-students

Model writing TNCore writing guide (TNCore website, teacher resources) Brainpop.com videos and quizzes – Sentences Strengthening, Show Not Tell, Conferencing – student/student & student/teacher

Interactive Revision lessons, Interactive Student models, and Graphic Organizers on my.hrw.com (Writing and Grammar)


EXTENDED TEXT:




1. “What Do You Know About Sharks?”

2. “Great White Shark”

3. “Encounter With Martin Luther King, Jr.” and “From the Papers of Martin Luther King, Jr.”


1. History videos on my.hrw.com (media and technology) – “Great White Shark” and “Encounter with Martin Luther King, Jr.”

2. www.discovery.com/tv-shows/shark-week – information and videos about various sharks to coincide with “What Do You Know

About Sharks?” and “Great White Shark”

WRITING FOCUS:

WRITING TASKS:

1. Same research ideas as above.

2. 200 potential argumentative writing prompts available at this site -

http://graphics8.nytimes.com/images/blogs/learning/pdf/2014/200PromptsArgumentativeWriting.pdf

ROUTINE WRITING:




5. Write summaries of the selections

6. Paragraph evaluations of the selections (example –

what do you think is the best argument to support

the author’s main theme in “Great White Sharks”)


1. Sharks

2. Oceans and their ecosystems

3. Civil Rights Movement (compare the movements from then to now as

an added twist)

http://www.discovery.com/tv-shows/shark-week



Final Product/Assessment:

Wee

k 5

-9


W.7.1

RI.7.1

RI.7.2

RI.7.3

RI.7.5

RI.7.6

RI.7.8

RI.7.9

I can… Cite several pices of textual evidence to

support analysis of what the text says as well as inferences drawn from the text.

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.

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).

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.

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.

Analyze how two or more authors writing about the same topic shape their

Level Up notes – “Great White Sharks” Graphic Organizer – “Great White Sharks” Brainpop video – “Citing Sources” & Quiz Level Up Notes – Evidence – in “Great White Sharks Graphic Organizer – “Great White Sharks”

Graphic Organizer – Venn Diagram between the central theme and details of “What Do You Know About Sharks?” and “Great White Sharks”

Graphic Organizer – 3 Column Chart with “Encounter with Martin Luther King, Jr.” to show how people viewed Martin Luther King, Jr. Write a summary about King’s influence on Maya Angelou. Venn Diagram comparing “Encounter with Martin Luther King, Jr.” and “From the Papers of Martin Luther King, Jr.” and write a summary about how King the people around him.

Level Up Notes – Informational Documents Graphic Organizer – Text Features with “What Do You Know About Sharks?” Graphic Organizer – 2 Column Chart describing how the author’s of “What Do You Know About Sharks?” and “Great White Sharks” presented their information, and students evaluate both presentations. This can also be done with the short articles “Pro Athletes' Salaries Aren't Overly Exorbitant” and “Do Professional Athletes Get Paid Too Much?”

Brainpop.com video – “Critical Reasoning” & quiz Brainpop.com video – “Fact and Opinion” & quiz



presentations of key information by emphasizing different evidence or advancing different interpretation of facts.







Graphic Organizer – “Great White Sharks” Reader Response – Did the author change the students’ opinions about great white sharks. Students should cite parts of the selection as support for their arguments. (take from the Ideas for Extension on my.hrw.com)



Model writing arguments with TN Writing guide (TN Core writing strategies on TNCore website) Brainpop.com videos and quizzes – Critical Reasoning, Writing Process, Research, Online Resources, Online Search, Paraphrasing, Fact & Opinion Guide for teaching kids how to find reliable websites





for research - https://www.teachingchannel.org/videos/analyzing-websites-with-students



Assessments: Common Assessments, Study Island Resources, Mica Materials (micatime.com) Standards

Quarter 4


For Reading, Language and Speaking/Listening in each Unit Cite Evidence Analyze Content Study & Apply

Grammar Study & Apply Vocabulary Conduct Discussions

RL.7.1

W.7.1

R.L.7.2

RL.7.3

RL.7.5

L.7.1

L.7.2

L.7.3

L.7.4

RL.7.4

SL.7.1

SL.7.2

SL.7.3



RL.7.6

RL.7.9

SL.7.4


EXTENDED TEXT:


1. “Brer Possum’s Dilemma”

2. “Waters of Gold”

3. “Sally Ann Thunder Ann Whirlwind”

4. “Orpheus and Eurydice”

5. “Icarus and Daedalus”

6. “Phaethon, Son of Apollo”

7. “Prometheus”

8. “Sir Gawain and the Green Knight”

9. “The Race Between Toad and Donkey”


1. Youtube materials on the myths are available



WRITING FOCUS:

WRITING TASKS:

1. Have a letter to the editor that supports or criticizes Apollo’s choice to let Phaethon try driving the chariot. (Phaethon, Son of



Apollo)

2. Ask student to imagine that they saw the flight of Icarus. Write an eyewitness account with sensory details and figurative

language. (Icarus and Daedulus)

ROUTINE WRITING:

1. Quick writes from literature

2. Summaries of the selections

3. Paragraph evaluations of the selections

4. Skills reflections (write about what they learned

about the skill, and how they might use the skill in the

future and in real-world scenarios)


1. History of Flight

2. Ancient Greece

3. Origin of Tall Tales

4. Medieval World’s Culture

Final Product/Assessment: Research Paper

Wee

k 1

- 4


RL.7.1

W.7.1

R.L.7.2

RL.7.3

RL.7.5

RL.7.6

RL.7.9

L.7.1

L.7.2

L.7.3



Determine a theme or central idea of a text

Level Up Notes – Drawing Conclusion, with “Icarus and Daedulus”; Level Up Notes – Characteristics of Folk Tales, with Brer Possum Graphic Organizer – Brer Possum/Waters of Gold Students answer comprehension questions and write down where he or she found the evidence

Write an objective summary and of each of the



L.7.4

RL.7.4

and analyze its development over the course of the text; provide an objective summary of the text.




Compare and contrast a fictional portrayal

of 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.

fables and state the theme (G.I.S.T.) Graphic Organizer – “Icarus and Daedulus” – Drawing Conclusions with Multiple Themes

Level Up Notes – Characteristics of Myths, Characteristics of Fables, and Characteristics of Tall Tales Graphic Organizer to compare “Icarus and Daedulus” and “Phaeton: Son of Apollo” myths to cultural values – follow up summary about how the setting and characters interact with cultural values

Graphic Organizer – Venn Diagram to compare and contrast the main characters from “Brer Possum” and Waters of Gold,” could also be done with the characters of “Sally Ann Thunder Ann Whirlwind,” “Icarus and Daedulus,” or “ Orpheus and Eurydice”

Level Up Notes – Characteristics of Myths, Fables,

and Tall Tales.

Discussion – “Sir Gawain and the Green Knight” to

“Who Was King Arthur?” Follow up with Venn

Diagram to compare and contrast the setting,

characters, and historicity. The same could also be

done with “Sally Ann Thunder Ann Whirlwind” and a

portrayal of the Old West.










Vocabulary Practice and Strategy from the story selections Vocabulary Practice (Quiz game where students must give examples of how to use their vocabulary words – additional resources at my.hrw.com – Teacher Resources, Vocabulary – this includes practice with dictionary and thesaurus resources) Brainpop.com video – context clues (for review) Ereadingworksheets.com – figurative language

worksheets to supplement

Model writing arguments with TN Writing guide (TN Core writing strategies on TNCore website) Brainpop.com videos and quizzes – Critical Reasoning, Writing Process, Research, Online Resources, Online Search, Paraphrasing, Fact & Opinion Guide for teaching kids how to find reliable websites for research - https://www.teachingchannel.org/videos/analyzing-





websites-with-students



Assessments: TN Ready Results, Common Assesssments, Study Island Resources,


EXTENDED TEXT:


1. “Casey at the Bat”

2. “The Names”

3. “Annabel Lee”

4. “The Charge of the Light Brigade”

5. “The Highwayman”

6. “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out”

7. “The World is Not a Pleasant Place to Be”

8. “Jabberwocky”

9. “It Was a Long Time Before”



10. “Maggie and Milly and Molly and May”


1. “Alice in Wonderland”

2. History video on Edgar Allen Poe available at my.hrw.com

3. Youtube video for “Casey at the Bat,” and trailer/battle interpretation for “The Charge of the Light Brigade”

4. “How to Read Poetry” video available at https://www.youtube.com/watch?v=aQ8baj8O8Bo

WRITING FOCUS: Narrative Writing/Research Paper

WRITING TASKS:

1. Graphic Narrative

2. More narrative essay ideas at

http://graphics8.nytimes.com/images/blogs/learning/pdf/2014/500PromptsNarrativeAndPersonalWriting.pdf

ROUTINE WRITING:

1. Quick writes from literature

2. Summaries of the selections

3. Paragraph evaluations of the selections

4. Skills reflections (write about what they learned about the

skill, and how they might use the skill in the future and in

real-world scenarios)


1. The Crimean War

2. Georgian Britain

3. Lewis Carroll

4. Edgar Allen Poe or America in the mid-1800’s

5. Sea Life

Final Product/Assessment:

Wee

k

5-9


RL.7.1

I can… Cite several pieces of textual evidence

Class Discussions about poems – students to supply

https://www.youtube.com/watch?v=aQ8baj8O8Bo

http://graphics8.nytimes.com/images/blogs/learning/pdf/2014/500PromptsNarrativeAndPersonalWriting.pdf



W.7.1

R.L.7.2

RL.7.3

RL.7.5

RL.7.6

RL.7.9

L.7.1

L.7.2

L.7.3

L.7.4

RL.7.4

W.7.3

W.7.5

W.7.7

to support of what the text says explicitly as well as inferences drawn from the text.

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.


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



Compare and contrast a fictional

portrayal of time, place, or character

evidence of answers from poems Writings – evaluate poems or write summaries – students supply

Class Discussions CLOSE Reads Evaluative and Summary writing – (G.I.S.T.) summaries of the poems

Level Up Notes – Elements of Poetry and Narrative Poety – “Casey at the Bat” Graphic Organizer – Narrative Poetry for “Casey at the Bat” – students should add a summary about how the setting (the ball park) drives the actions of Casey

Level Up Notes – Elements of Poetry (found with “maggie and milly and molly and may”); Class Discussion on elements of poety. Think-Pair-Share – discuss meter, rhyme, rhythm, alliteration Brainpop.com videos – “poetry” and “simile and metaphor” Graphic Organizer – 3-Column Chart to write examples of rhyme, repetition, and rhythm for each poem (teacher should model how to do this first), Sound Devices graphic organizer with “Jabberwocky” and “Sarah Cynthia Sylvia Stout”

Level Up Notes – Rhyme and Narrator and Speaker – found with “Annabel Lee”

Graphic Organizer – T-Chart or Venn Diagram to compare “The Charge of the Light Brigade” with an eyewitness account of the charge, available at



and a historical account of the same

period as a means of understanding

how authors of fiction use or alter

history.






http://www.eyewitnesstohistory.com/lightbrigade.htm. This could also be done with “The Highwayman” and the following website http://www.bl.uk/georgian-britain/articles/crime-and-punishment-in-georgian-britain. Finally, there is “Casey at the Bat” and several supplemental readings in the Media and Technology tab of my.hrw.com


Vocabulary Practice and Strategy from the story selections Vocabulary Practice (Quiz game where students must give examples of how to use their vocabulary words – additional resources at my.hrw.com – Teacher Resources, Vocabulary – this includes practice with dictionary and thesaurus resources) Brainpop.com video – context clues (for review) Ereadingworksheets.com – figurative language

worksheets to supplement

http://www.eyewitnesstohistory.com/lightbrigade.htm

http://www.eyewitnesstohistory.com/lightbrigade.htm

http://www.bl.uk/georgian-britain/articles/crime-and-punishment-in-georgian-britain

http://www.bl.uk/georgian-britain/articles/crime-and-punishment-in-georgian-britain

2015-16 Maury County 7th Grade TN Ready ELA Pacing · PDF file2015-16 Maury County 7th Grade...

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