Essential Elements of LA

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V E R T

T H I N K C A L L Y

Essential Elements of Language Arts Curriculum Committee

Katie Chesler Titusville High School Jason DiPeppe Satellite High School Tamara Doehring Melbourne High School Rob Kirkpatrick McNair Magnet School Mary Nelson Palm Bay High School Sommer McDonald Johnson Middle School Cynthia Mitchell DeLaura Middle School Stefanie Pedicini Johnson Middle School Bill Ringer Viera High School Karla Ritchie Suntree Elementary School Cheryl Troutman Viera High School Cheryl York Cocoa High School Jennifer Cockrell Elementary Programs Lisa Rehm Secondary Programs

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Table of Contents Quality Language Arts Teachers …………………………………………………………………………3 The Importance of Vertical Alignment………………………………………………….………..4 How to Use These Materials………………………………………………………………………………6 Foundational Focus………………………………………………………………………………………..7 Reading Process……………………………………………………………………….…….………7 Literary Analysis………………………………………………………………………………..…...8 Information and Media Literacy…………………………………………………………………….9 Communication…………………………………………………………………………………….10 Writing Process…………………………………………………………………………………….10 Writing Applications…………………………………………………………………………….…11 Blank Template: Unit Planning Overview ………………………..………………………………….13 Grade 7

Sample Unit Planning Overview ………………………………………………………………………...14

Sample Unit Planning with Standards……………………………………………………………………15 Sample Lesson Plan ……………………………………………………………………………………...19 Grade 8 Sample Unit Planning Overview ………………………………………………………………………...20 Sample Unit Planning with Standards……………………………………………………………………21 Sample Lesson Plan……………………………………………………………………………………....25

Grade 9 Sample Unit Planning Overview ………………………………………………………………………...26 Sample Unit Planning with Standards……………………………………………………………………28

Sample Lesson Plan ……………………………………………………………………………………..32 Grade 10 Sample Unit Planning Overview ………………………………………………………………………..33 Sample Unit Planning with Standards…………………………………………………………………...34 Sample Lesson Plan ……………………………………………………………………………………..38 Grade 11 Sample Unit Planning Overview ………………………………………………………………………..39 Sample Unit Planning with Standards…………………………………………………………………...40 Sample Lesson Plan ……………………………………………………………………………………..44

Grade 12 Sample Unit Planning Overview ………………………………………………………………………..46 Sample Unit Planning with Standards…………………………………………………………………...47 Sample Lesson Plan ……………………………………………………………………………………..51 Secondary Language Arts Helpful Website Links ……..……………………………………………….52 References and Resources………………………..……………………………………………………...53

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Quality Language Arts teachers . . .

• use knowledge of students to advance students’ achievement as readers, writers, speakers, listeners, and viewers and to design curricula instruction;

• use a range of formal and informal assessments to plan for instruction, monitor and evaluate

student progress, and involve students in the assessment process;

• establish and manage inclusive learning environments in which they engage, challenge, and support students;

• create, select, adapt and use a wide range of instructional resources to support their students’

learning and strengthen their own learning;

• know and evaluate the research supporting reading, writing, listening, speaking, viewing, and producing media texts;

• develop students’ reading and writing skills and their ability to comprehend, interpret, and

analyze a wide variety of texts;

• continually observe, analyze, and seek to improve the effectiveness of their teaching and articulate reasons for instructional decisions;

• provide a print-rich environment;

• establish classroom procedures, cultures of trust, and cooperation; • are good listeners who respect each student’s contribution and encourage them to take risks;

• keep students engaged to minimize discipline issues; • make valid instructional grouping instructions (whole group, partners, etc.);

• place high value on diversity of language experience, cultural background, and ethnic heritage;

and • provide the opportunity to apply learning beyond the classroom

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Adapted from www.nbct.org

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The Importance of Vertical Alignment Through Essential Elements of Language Arts Curriculum, teachers gathered input through workshops,

meetings, and professional development days to find common threads throughout Secondary Language

Arts classrooms. In the summer of 2007, a committee met to vertically align the curriculum with the new

Sunshine State Standards. One purpose is to avoid overlap or gaps in the skills students acquire by

graduation. Another purpose is to make sure the concept of Rigor, Relevance, and Relationships

(Daggett) is apparent in these shared lessons. This document is an initial step toward the goal of vertical

alignment in Brevard Public Schools.

This continuing process of vertical alignment within the district will serve as an umbrella to include

current best practices from a variety of trainings and district publications. During the September 2006

department chair meeting, language arts department chairs shared benefits of vertical alignment within our

district. Vertical alignment will:

• promote consistency throughout the district; • target strong academic focus; • add opportunities for communication; • support program integrity; • provide unity when issues arise; • enhance learning by limiting gaps and repetition for all students, with special note for those

transferring schools; • and serve as a guide for beginning teachers.

Feeder system communication is vital to ensure students receive instruction relevant to their

needs. It is important to note that vertical alignment of instruction extends to all grades K-12. While this

committee’s focus was grades 7-12, the foundation of knowledge established in elementary school,

particularly 6th grade, was taken into consideration. While concepts and skills should recur from year to

year based on grade-level appropriateness, a student should not study the same text for multiple years.

The Essential Elements of Language Arts Curriculum committee included representatives from 6th grade

to facilitate this communication between elementary and secondary levels.

This chart shows the target skills specifically tested on the FCAT which must be heavily imbedded when planning the curriculum. The skills of Content Focus for Reading and Writing are the Sunshine State Standards and appear on the Department of Education’s Web site.

Content Focus for Reading (Students in grades 8 and 10 will be asked to write an extended response using various skills.)

Content Focus for Writing Plus (This applies to both essay and multiple choice section of test.)

Words and Phrases in Context

• Analyze words/text • Conclusions/inferences • Context

Focus

• Planning for a purpose • Topic awareness • Writer’s purpose • Central idea

Main Idea, Plot and Purpose

• Details/facts • Main idea/essential message • Patterns of organization • Methods of development • Author’s point of view • Author’s purpose • Character development • Character point of view • Conflict/conflict resolution • Descriptive/figurative language

Organization (Depends on type of essay received; expository and/or persuasive)

• Organizational plan • Logical order • Transitional devices *** Examples of essay structure: chronological, cause/effect, compare/contrast, argument/support ***

Comparisons and Cause and Effect

• Comparison • Contrast • Cause/effect

Support

• Development of support • Word choice

Reference and Research

• Locates, organizes and interprets information • Synthesizes information within text • Synthesizes information (multiple sources) • Strong vs. weak argument • Validity and accuracy of information • Validity and reliability of information • Analyze and evaluate information

Conventions • Spelling

(Weighs more in Writing Plus than essay) • Punctuation

(Use of all punctuation devices; i.e. quotation marks, commas, semicolon)

• Capitalization (Proper Nouns, Proper Adjectives)

• Usage • Sentence structure

(Grammar, Parts of Speech)

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How to Use These Materials

Foundational Focus: Most skills/standards apply to grades 7-12 and should correlate with grade-level

texts and instruction. Standards expand in upper grades to encompass more specific skills. Some skills

are introduced at later grades and are labeled as such. While similar skills are taught at all levels, the

honors/advanced classes may process information differently. When drafting lesson plans, a teacher

must keep in mind strategies to differentiate and scaffold instruction based on the needs of a population

of students.

***This guide is intended as a planning tool to be used in conjunction with the Sunshine State

Standards. Highlighted sections indicate areas of FCAT focus.

Unit planner with standards: This document serves as a guide to correlate the state standards with

overall teacher-created unit plans. This resource also serves as a documentation guide for state

standards.

Blank unit plan template: When developing a unit of study, it is important to see where/how all

resources fit together. This document is a web, linking various teaching strategies and resources to a

centralized focus.

Standards checklist: This document serves as a self-check or reflection opportunity, ensuring inclusion

of all state-mandated standards while teaching throughout the year.

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Foundational Focus This guide is intended as a planning tool to be used in conjunction with the Sunshine State Standards. Highlighted sections indicate areas of FCAT focus.

Reading Process 7-12 Fluency • Adjust reading rate based on purpose, text difficulty, form, and style such as

Readers’ Theater or poetry recitation. Vocabulary Development • Use context clues • Categorize and relate new vocabulary to familiar words • Understand use of synonyms, antonyms, and homonyms • Distinguish between denotation and connotation • Understand the use of and apply prefixes, suffixes, and root words • Understand word meanings derived from Anglo-Saxon, Greek, and Latin Reading Comprehension • Apply pre-reading, during, and post-reading strategies • Analyze author’s purpose • Determine main idea and relevant details • Identify cause/effect • Analyze text structure/methods of development such as compare/contrast, cause/effect,

organization/support • Compare and contrast elements (setting, characters, problems) in multiple texts • Make and confirm inferences from reading a text 9-12 Vocabulary Development • Identify meanings of words and phrases from different languages 11-12 Vocabulary Development • Identify unfamiliar political science/medical terms from Latin and Greek

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Literary Analysis 7-12 Fiction • Understand characteristics of various genres • Understand literary elements and devices in all genres including characterization,

setting, plot, rising action, conflict, resolution, theme, sound, meter, point of view, climax, narration • Recognize recurring themes in multiple works • Recognize universal themes and symbols across genres and history • Recognize textual evidence or support • Recognize allusions • Recognize and use descriptive and idiomatic language • Recognize and use figurative language such as simile, metaphor, alliteration,

onomatopoeia, rhyme and rhythm, personification, and imagery • Understand appropriate word choice • Understand historical context • Understand changes in language over time Non-Fiction • Recognize organizational text features • Understand main idea and relevant details • Understand relationships among facts, ideas and events • Compare different types of non-fiction texts 9-12 Fiction • Understand relationships among genres • Complete multi-genre responses to a comparison of two or more works • Understand literary elements and devices in all genres including time and sequence (i.e. foreshadowing

and flashback), repetition, consonance, assonance, hyperbole, symbolism, tone, irony, mood, pun, oxymoron, parallel, and hubris

• Understand features, graphics, sounds, structure, and theme in poetry • Recognize social commentary in writing 11-12 Fiction • Understand characteristics of subgenres such as satire, parody, and allegory

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Information and Media Literacy 7-12 Informational Text • Use charts, graphs, and illustrations • Create consumer and workplace documents and presentations • Create technical manuals or solve technical problems Research Process • Select, develop, and evaluate resources • Check validity of text or information and make distinctions between facts and ideas • Draft reports, integrating information and making distinctions between facts and ideas with works

cited page • Maintain ethics regarding plagiarism, slander, etc. Media Literacy • Understand production elements-- graphics, color, motion, sound, digital technology—

and their effects/purposes • Select what is ethically appropriate, citing sources • Compare propaganda with ethical reasoning in various media Technology • Select and use various digital media to create a product 9-12 Research Process • Draft reports, integrating information and making distinctions between facts and ideas with

citations in text

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Communication 7-12 Listening and Speaking • Use active listening strategies for information • Analyze persuasive techniques • Research, organize, and deliver speeches • Choose verbal and non-verbal elements for speech delivery • Engage an audience with an oral presentation with introduction and conclusion 9-12 Listening and Speaking • Engage an audience with figurative language

Writing Process

7-12 Prewriting • Brainstorm writing topics • Plan writing purpose, audience, main idea, logical sequence, time frame of completion • Use organizational tools/graphic organizers Drafting • Develop a topic sentence considering purpose and audience when establishing main idea • Provide substantial, specific, and relevant details • Analyze samples of authors to develop personal style • Recognize and use transitional devices Revising • Read and evaluate effectiveness of a draft (organization, voice, word choice,

sentence variety) • Create a unified main idea • Add creative language, complex sentences, and possible research • Use peer review/rubrics and self-evaluation

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Editing for Language Conventions • Spelling and correct word usage/editing • Use correct capitalization in proper nouns, sentence structure, and proper adjectives • Use correct punctuation including comma, apostrophe, dash, colon with list, semi-colons, participial,

participial phrases, letter formatting, quotation marks • Understand and use correctly the eight parts of speech: noun, pronoun, adverb, verb,

adjective, conjunction, preposition, interjection • Understand regular and irregular verbs, verb tense, subject/verb agreement,

noun/pronoun agreement • Understand possessives and punctuate appropriately Publishing • Determine technology format of writing piece • Add graphic elements • Share own writing piece 9-12 Drafting • Use organizational patterns (cause/effect, foreshadowing) Revising • Revise and add details (facts, anecdotes, expert opinions) Editing for Language Conventions • Spelling/word choice of foreign words commonly used in English • Use correct punctuation including underlining and italics • Comparative/superlative adjectives and adverbs • Absolutes and absolute phrases, infinitives, infinitive phrases, and intentional fragments 11-12 Revising • Create a unified main idea and develop logical relationships in text Editing for Language Conventions • Use correct punctuation including parentheses, ellipses, and brackets • Recognize pronoun/antecedent, parallel structure, modifier placement, and

unintended shift in person or tense • Understand run-on sentences, dangling modifiers, and unintended fragments

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Writing Applications

7-12 Creative • Write narrative responses • Use narrative techniques including plot, dialogue, characterization, figurative language,

style, tone, physical description, background description, compare/contrast, and sensory description • Write in expressive forms in various genres Informative • Use informative forms of summaries, procedures, instructions, experiments, rubrics,

how-to manuals, assembly instructions • Record information for note-taking, lists, charts, legends, observations • Write expository essays using process, description, explanation, comparison/contrast, problem/solution,

and cause/effect • Write informally in forms such as friendly letters, thank you notes, messages • Write directions such as detailed travel directions Persuasive • Write various forms of persuasion such as advertisements, essay, speech, public service announcement • Use persuasive techniques such as word choice, repetition, emotional appeal, hyperbole, appeal to

authority, celebrity endorsement, rhetorical question, irony, symbols, glittering generalities, card stacking

9-12 Creative • Use narrative techniques including internal monologue, points of view, literary devices (irony, conceit,

imagery, flashback, foreshadowing, symbolism, allusion) Informative • Record information for note-taking with documentation of source, validity and reliability of sources • Write formal communications such as conventional business letters, memos, invitations • Write work-related documents such as applications, resumes, cover letters • Use persuasive techniques such as testimonials, bandwagon, image association, transfer Persuasive • Write various forms of persuasion such as editorial, letter to the editor • State a position or claim using arguments, emotional appeals, refutes to opposing arguments 11-12 Informative • Use informative forms of directions, scientific and technical vocabulary Persuasive • Use persuasive techniques such as attributing sources of information

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BLANK TEMPLATE UNIT PLANNI NG OVERVIEW Unit Guiding Question Grade

Reading Process (fluency, vocab, strategies) Pre-Reading During Reading Post Reading Vocabulary

Writing Opportunities (Writing Process and Applications/Conventions)

Reading Selections

Fiction Non-fiction

Communication (Listening and Speaking)

Literary Analysis

Information and Media Literacy Research and Technology

Reflection

Assessment

SAMPLE UNIT P LANNING OVERVIEW

Unit Discovering self through childhood experiences. Guiding Question How does our past guide our future? Grade 7 Reading Process (fluency, vocab, strategies)

Pre-Reading Quickwrites (activating prior knowledge) • “Oranges” & “Seventh Grade” Describe

someone you liked before. • “Burning Out at Nine” What activities

are you involved in? • An American Childhood Describe a

time you got in trouble. During Reading • An American Childhood & “Seventh

Grade” Prediction of what will happen.• “Burning Out at Nine”

Compare/contrast with Venn diagram (then/now children)

Post Reading • An American Childhood & “Seventh

Grade” How did you like the story? Would you have acted the same way? Compare/contrast characters in both stories.

Vocabulary Prefixes • An American Childhood com

(compelled), trans (translucent) • “Seventh Grade” con (conviction) • idioms in “Seventh Grade”

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ReadingFiction • “Seventh Grade” by Gary So

Literature • “Oranges” by Gary Soto, p.8

Literature Non-fiction • “Burning Out at Nine” by Nad

Grade Literature • from An American Childhood

Hall, 7th Grade Literature

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Literary Analysis

• “Seventh Grade” idioms, word choice • An American Childhood descriptive language, detail,

characteristics of memoirs (relate to writing activity)

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Students ask peers to tell them a childhood memory while they take notes. They then write their peer’s story in great detail using 3rd person point of view. Same activity with parents Share presentations created about own childhood (see Research and Technology)


Have students collect images and create a digital presentation (slide show, collage, powerpoint, etc.) about 3-5 significant moments from their childhood and how those moments shaped who they are today. View and discuss clips from The Sandlot and My Dog Skip.

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Students ask peers to tell them a childhood memory while theytake notes. They then write their peer’s story in great detail. Same activity with parents Work through process Punctuation including: comma, apostrophes, sentence punctuation, quotation marks, colon and semi-colons

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Assessment

Which details help the reader to experience the events of the stories? Indicate significant details in the stories.

Selections

to, p.116, Prentice Hall, 7th Grade

5, Prentice Hall, 7th Grade

ya Labi, p.33, Prentice Hall, 7th

by Annie Dillard, p.562, Prentice

Reflection

Student reflection • What have you learned

about yourself? Your family?

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SAMPLE UNIT P LANNING WITH STANDARDS Unit Title: Discovering self through childhood experiences. Guiding Question: How does our past guide our future? Grade 7 Texts Fiction

• “Seventh Grade” by Gary Soto, p.116, Prentice Hall, 7th Grade Literature Poetry

• “Oranges” by Gary Soto, p.85, Prentice Hall, 7th Grade Literature Non-fiction

• “Burning Out at Nine” by Nadya Labi, p.33, Prentice Hall, 7th Grade Literature

• from An American Childhood by Annie Dillard, p.562, Prentice Hall, 7th Grade Literature Skills Focus Making predictions, comparison/ contrast, prefixes RR ee aa dd ii nn gg PP rr oo cc ee ss ss LA.7.1 __X__ whole group _____ small group _X__ individual Pre Reading Quickwrites (prior knowledge) • “Oranges” +“Seventh Grade”:

Describe someone you liked in “that” way before.

• “Burning Out at Nine”: What activities are you involved in? Describe them.

• An American Childhood: Describe a time you got in trouble.

During Reading • An American Childhood +“Seventh

Grade”: Making predictions • “Burning Out at Nine”:

Compare/contrast with T-chart between children then and now

Post Reading • An American Childhood +“Seventh

Grade”: Class discussion – How did you like the story? Would you have acted the same way?

• An American Childhood +“Seventh Grade”: Compare/contrast characters in both stories with a Venn diagram

Vocabulary Prefixes • An American Childhood: com-

(compelled), trans- (translucent) • “Seventh Grade”: con- (conviction) • “Seventh Grade”: Idioms

Fluency: × LA.7.1.5.1 adjust reading rate based on purpose, text difficulty, form and style

Vocabulary Development: × LA.7.1.6.1 use new vocabulary that is introduced and taught directly LA.7.1.6.2 listen to, read, and discuss familiar and conceptually challenging text LA.7.1.6.3 use context clues to determine meanings of unfamiliar words LA.7.1.6.4 categorize key vocabulary and identify salient features LA.7.1.6.5 relate new vocabulary to familiar words LA.7.1.6.6 distinguish denotative and connotative meanings of words

× LA.7.1.6.7 identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words

LA.7.1.6.8 identify advanced word/phrase relationships and their meanings LA.7.1.6.9 determine the correct meanings of words with multiple meanings in context LA.7.1.6.10 determine the meanings of words, pronunciation, parts of speech, etymologies,

and alternate word choices by using a dictionary, thesaurus, and digital tools LA.7.1.6.11 identify the meaning of words and phrases derived from Anglo-Saxon, Greek,

and Latin Mythology Reading Comprehension: × LA.7.1.7.1 use background knowledge of subject and related content areas, prereading

strategies, graphic representations, and knowledge of text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection LA.7.1.7.2 analyze the author’s purpose (to persuade, inform, entertain, explain) and

perspective in a variety of text and understand how they effect meaning LA.7.1.7.3 determine the main idea or essential message in grade-level or higher texts

through inferring, paraphrasing, summarizing, and identifying relevant details LA.7.1.7.4 identify cause-and-effect relationships in text

× LA.7.1.7.5 analyze a variety of text structures (comparison/contrast, cause/effect, chronological order, argument/support, lists)

and text features (main heading with subheadings) and explain their impact on meaning in text. LA.7.1.7.6 analyze and evaluate similar themes or topics by different authors across a variety

of fiction and non-fiction choices × LA.7.1.7.7 compare and contrast elements in multiple texts (setting, characters, problems) LA.7.1.7.8 use strategies to repair comprehension of grade-appropriate text when self-

monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, note-making, summarizing, using graphic and semantic organizers, questioning, and clarifying by checking other sources.

LL ii tt ee rr aa rr yy AA nn aa ll yy ss ii ss LL AA .. 77 .. 22 __X__ whole group _____ small group ___ individual

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• “Seventh Grade”: Idioms, word choice

• An American Childhood: Descriptive language, details, characteristics of memoirs

Fiction: LA.7.2.1 × LA.7.2.1.1 identify and analyze the characteristics of various genres (poetry, fiction, short

story, dramatic literature) as forms with distinct characteristics and purposes LA.7.2.1.2 locate and analyze elements of characterization, setting and plot, including rising

action, conflict, resolution, theme, and other literary elements as appropriate in a variety of fiction

× LA.7.2.1.3 locate and analyze various literary devices (sound, meter, figurative, and descriptive language), graphics, and structure contribute to the mood and meaning in poetry

× LA.7.2.1.4 identify and analyze recurring themes across a variety of works (bravery, friendship, loyalty, good vs. evil)

LA.7.2.1.5 develop an interpretation of a selection around several clear ideas, premises, or images, developing and justifying the interpretation through sustained use of examples and contextual evidence

× LA.7.2.1.6 compare the illustration of the same theme in two different literary genres, using their structural features as the basis for the comparison (novel and play, poem and short story)

× LA.7.2.1.7 locate and analyze an author’s use of allusions and descriptive, idiomatic, and figurative language in a variety of literary texts, identifying how word choice is used to appeal to the reader’s senses and emotions, providing evidence from text to support the analysis

LA.7.2.1.8 explain how ideas, values, and themes of a literary work often reflect the historical period in which it was written

LA.7.2.1.9 describe changes in the English language over time, and support these descriptions with examples from literary texts s

LA.7.2.1.10 use interest and recommendation of others to select a balance of age and ability appropriate fiction materials to read to expand the core foundation of knowledge necessary to function as a fully literate member of a shared culture

Non-Fiction: LA.7.2.2 LA.7.2.2.1 locate, use, and analyze specific information from organizational text features

(table of contents, headings, captions, bold print, italics, glossaries, indices, key/guide words) × LA.7.2.2.2 use information from the text to state the main idea and/or to provide relevant

details × LA.7.2.2.3 organize information to show understanding (representing main ideas within text

through charting, mapping, paraphrasing, summarizing, comparing, contrasting) × LA.7.2.2.4 identify the characteristics of a variety of types of text and how they are alike and

different (reference works, reports, technical manuals, newspapers, magazines, biographies, periodicals, procedures, instructions)

LA.7.2.2.5 use interest and recommendation of others to select a variety of age-and-ability appropriate non-fiction materials (biographies and topical areas, such as science, music, art, history, sports, current events) to expand the core knowledge necessary to connect topics and function as a fully literate member of a shared culture.

WW rr ii tt ii nn gg PP rr oo cc ee ss ss LL AA .. 77 .. 33 __X__ whole group ___X__ small group _X__ individual • With written stories, have students

find five general ideas and replace them with specific details.

•• Choose one of the two stories to tell to the class.

Pre-Writing : LA.7.3.1 × LA.7.3.1.1 generate ideas from multiple sources (prior knowledge, brainstorming, writer’s

notebook, discussion, research materials) based upon teacher-directed topics and personal interests

LA.7.3.1.2 make a plan for writing that addresses purpose, audience, main idea, logical sequence

LA.7.3.1.3 use organizational strategies and tools ( technology, spreadsheet, outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to develop a personal organizational style

Drafting : LA.7.3.2 × LA.7.3.2.1 develop ideas from the pre-writing plan using primary and secondary sources

appropriate to the purpose and audience, elaborating on organized information using descriptive language, supporting details, and word choices appropriate to the selected tone and mood

LA.7.3.2.2 organize information into a logical sequence and combining or deleting sentences to enhance clarity

× LA.7.3.2.3 analyze language techniques of professional authors (including abstract and concrete word choices) and infusing a variety of language techniques to reinforce voice

Revising : LA.7.3.3 × LA.7.3.3.1 evaluate the draft for development of ideas and content, logical organization, voice,

point of view, word choice, and sentence variation LA.7.3.3.2 create clarity and logic by rearranging words, sentences, and paragraphs and

developing relationships among ideas × LA.7.3.3.3 create precision and interest by using a variety of sentences structures (including

the use of participles and participial phrases at the beginning and end of sentences), creative

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language devices, and modifying word choices using resources and reference materials (dictionary, thesaurus)

LA.7.3.3.4 apply appropriate tools or strategies to evaluate and refine the draft (peer review, checklists, rubrics)

Editing : LA.7.3.4 LA.7.3.4.1 spelling, using spelling rules, orthographic patterns, generalizations, knowledge

of root words, prefixes, suffixes, knowledge of Greek, Latin, and Anglo-Saxon root words, and using a dictionary, thesaurus, or other resources as necessary

LA.7.3.4.2 capitalization, including regional names (East Coast), historical events and documents

× LA.7.3.4.3 punctuation of sentence structures, including participles and participial phrases, colon in introductory lists and to punctuate business

letter salutations, semicolon in compound sentences, dash for additional emphasis or information, and apostrophes for plural possessives LA.7.3.4.4 the eight parts of speech (noun, pronoun, verb, adverb, adjective, conjunction,

preposition, interjection) regular and irregular verbs, and pronoun agreement LA.7.3.4.5 consistency in verb tense in simple, compound, and complex sentences

Publishing: LA.7.3.5 LA.7.3.5.1 prepare writing using technology in a format appropriate to audience and purpose

(display, multimedia) LA.7.3.5.2 use elements of spacing and design for graphics (drawings, charts, graphs) when

applicable to enhance the appearance of the document × LA.7.3.5.3 share with the intended audience

WW rr ii tt ii nn gg AA pp pp ll ii cc aa tt ii oo nn ss LL AA .. 77 .. 44 __X__ whole group __X___ small group _X__ individual • Students ask peers to tell them a

childhood memory while they take notes. They then write their peer’s story in great detail.

• Students ask an adult at home about one of their childhood experiences and what it means to them now. They then write this story in great detail.

Creative : LA.7.4.1 × LA.7.4.1.1 write narrative accounts with an engaging plot (including rising action, conflict,

suspense, climax, falling action and resolution) and that use a range of appropriate strategies and specific narrative action (dialogue, movement, gestures, expressions) and include effectively developed and complex characters, a clearly described setting, figurative language, and descriptive words or phrases to enhance style and tone

× LA.7.4.1.2 write a variety of expressive forms (realistic fiction, one-act play, suspense story, poetry) that according to the type of writing employed, incorporate figurative language, rhythm, dialogue, characterization, plot, and appropriate format

Informative : LA.7.4.2 LA.7.4.2.1 write in a variety of informational/expository forms (summaries, procedures,

instructions, experiments, rubrics, how-to-manuals, assembly instructions) × LA.7.4.2.2 record information (observations, notes, lists, charts, legends) related to a topic,

including visual aids to organize and record information, as appropriate, and attribute sources of information

LA.7.4.2.3 write specialized informational/expository essays (process, description, explanation, comparison/contrast, problem/solution) that include a thesis statement, supporting details, and organizational structure particular to its type, and introductory, body, and concluding paragraphs

LA.7.4.2.4 write a variety of informal communications (friendly letters, thank-you notes, messages) and formal communications (conventional business letters, invitations) that follow a format and that have a clearly stated purpose and that include the date, proper salutation, body, closing and signature

LA.7.4.2.5 write detailed directions to unfamiliar locations using cardinal and ordinal directions, landmarks, streets, and distances and create an accompanying map

Persuasive : LA.7.4.3 LA.7.4.3.1 establish and develop a controlling idea and support arguments for the validity of

the proposed idea with detailed evidence LA.7.4.3.2 include persuasive techniques (word choice, repetition, emotional appeal, hyperbole, appeal to authority, celebrity endorsement, rhetorical question, irony)

CC oo mm mm uu nn ii cc aa tt ii oo nn LL AA .. 77 .. 55 __X__ whole group __X___ small group ___ individual (same as above Writing Process and Applications) • Students listen and write notes. • Class discussion

Penmanship : LA.7.5.1 × LA.7.5.1.1 the student will use fluent and legible handwriting skills Listening and Speaking : LA.7.5.2 × LA.7.5.2.1 use effective listening strategies for informal and formal discussions, connecting

to and building on the ideas of a previous speaker and respecting the viewpoints of others when identifying bias or faulty logic

LA.7.5.2.2 analyze persuasive techniques in both formal and informal speech LA.7.5.2.3 organize and effectively deliver speeches to entertain, inform and persuade,

demonstrating appropriate language choices, body language, eye contact, gestures, and the use of supporting graphics and technology

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II nn ff oo rr mm aa tt ii oo nn aa nn dd MM ee dd ii aa LL ii tt ee rr aa cc yy LL AA .. 77 .. 66 __X__ whole group _____ small group __X_ individual

• An American Childhood: Use computer to research elements of stories – Students will find pictures of northern, snowy scenes for Gallery Walk. Class will then discuss the power of the graphic image.

• Review and have student write the MLA citation for an interview.

Informational Text : LA.7.6.1 LA.7.6.1.1 explain how text features (charts, maps, diagrams, sub-headings, captions,

graphs) aid the reader’s understanding LA.7.6.1.2 use information from a variety of consumer (warranties, instructional manuals)

workplace (application, contract) and other documents to explain a situation and justify a decision

LA.7.6.1.3 create a technical manual or solve a problem Research Process : LA.7.6.2 LA.7.6.2.1 select a topic, develop a search plan, and apply evaluative criteria (relevance,

objectivity, scope of content in print and online sources) to select appropriate resources for research

LA.7.6.2.2 assess, organize, and check the validity and reliability of information in text, using a variety of techniques by examining several sources of information, including both primary and secondary sources

LA.7.6.2.3 write an informational report that includes a focused topic, appropriate facts and relevant details, a logical sequence, a concluding statement, and a list o f sources used

LA.7.6.2.4 understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and plagiarism in the use of mass media and digital sources, know the associated consequences, and comply with the law.

Media Literacy : LA.7.6.3 × LA.7.6.3.1 analyze ways that production elements (graphics, color, motion, sound, digital

technology) affect communication across the media LA.7.6.3.2 demonstrate the ability to select and ethically use media appropriate for the

purpose, occasion, and audience LA.7.6.3.3 distinguish between propaganda and ethical reasoning strategies in print and nonprint

media Technology : LA.7.6.4 × LA.7.6.4.1 select and use appropriate available technologies (computer, digital camera) to

enhance communication and achieve a purpose (video, presentations) LA.7.6.4.2 evaluate and apply digital tools (word processing, multimedia authoring, web

tools, graphic organizers) to publications and presentations Modifications / strategies • Activating prior knowledge • Graphic Organizers • Prediction • Comparison/ Contrast • Cooperative learning (sharing in pairs) • Verbal storytelling (as an alternative to written) • Graphic images

Teacher Reflection (use back, if needed)

17

SAMPLE LESSON PLAN Unit Title: How does our past guide our future? Grade 7th Lesson Title: from An American Childhood Focus Sunshine State Standards LA.7.1.6.7 Reading Process, LA.7.1.7.1 Reading Process, LA.7.2.2.2 Literary Analysis, LA.7.3.1.1 Writing Process, LA.7.3.2.1 Writing Process, LA.7.5.2.1 Communication, LA.7.6.4.1 Information and Media Literacy

Objectives Students will compose sentences using words with the prefixes trans- and com-. Students will choose a passage that enhances the mood of the story. Overview Centered on Annie Dillard’s An American Childhood, the lesson combines pre-reading, vocabulary, research, listening, and writing strategies to reinforce and lead students to comprehension of the memoir genre. Materials Prentice Hall Literature Book (Bronze Level), computers, color printer, rubric for performance task Procedures

• Quickwrite (activation of prior knowledge): Describe a time when you or a character from a novel or movie did something wrong and feared getting caught.

• Have students do a think-pair-share and discuss what they wrote. • Introduce the words translucent and compelled. Break them into parts and discuss their prefixes (trans-, com-). Have students

brainstorm other words and their meanings. Ask students to write two sentences using a word with the trans- prefix and the com- prefix.

• Have students use the computer to find and print pictures of northern, urban/suburban, snowy scenes. • Gallery walk: Post pictures. Have students walk around and write a few words about each picture. Ask students to choose

one word to share. Write them on the board. • Read-aloud from An American Childhood, Prentice Hall Literature book p.562 • Discuss the mood of the piece as a class. Ask students to choose one sentence from the story that enhances the mood (e.g.,

excitement or fear) and write a Short-Response Read, Think, and Explain paragraph about it. • Tell students what they read today is called a memoir. Discuss the definition of memoir. Ask students how this piece fulfills

those characteristics.

Assessment

• Students use the new vocabulary appropriately. • Students choose a detail that enhances the mood of the piece and then write a Short Response about it.

(FCAT Short Response 2-point rubric used) Teacher Reflection


Unit Overcoming Adversity Guiding Question Are we defined by our differences? Grade 8

“Flowers for Algernon” by D“Forgotten Language” Poe“If I can stop one Heart fro“She Dwelt Among the Un850 All these texts can be foun

Multiple Intelligences Quiz(See Web site: http://www.Employment Contract, p. 1

All texts support first persoThe Joey Pigza Series by

•

•

•

•
Reading Process (fluency, vocab, strategies) PreReading: • Discuss vocabulary. (naiveté,
opportunist) and affixes: (psyche, medic, ment, script, sens, ab, ex, extra, il, un)

• Introduce first person point-of-view. • Introduce narrative/journal genre of

writing. • Discuss chronological order of

writing/reading. • Access prior knowledge of intelligence

and disabilities using CRISS strategy Think-Pair-Share.

During: • Compare/Contrast, Cause/Effect,

Predicting Outcomes/Inferencing with themes among the several texts.

• Use think-alouds and keep a running summary (CRISS strategy: two-column note form) of the texts to use as a reference at the end of the unit.

Post: • Compare themes among several texts.• Synthesize texts in order to reach a

common thread. --------------------------------------------------------- Vocabulary:

SKT

Communication (Listening and Speaking) • Clips of the film Charly as they

correspond to the story. • Presentation of Research Project. • Guest Speaker from Harmony Farms

in Rockledge. (horseback riding for the handicapped)

•

• Dispagp. 6

• Stuandove

• ReBaSobe HoTra

Cthbthsu

Writing Opportunities (Writing Process and Applications/Conventions) Experience a disability: For example, have students wear glasses with Vaseline, wear ear plugs, or write with their opposite hand. Write about their experience. Rorschach Inkblot: Have students create their own inkblot and then write about what they see. Have students also compare what other students see in their inkblot. Focus on ideas and details. FCAT writing prompt ideas: What does it mean to be smart? Would you sacrifice yourself for the greater good of science or society like Charlie in “Flowers for Algernon"? Convince Charlie to either participate in the experiment or not. Grammar/Conventions: (Grammar will be taught in conjunction with text/journal entries, since Charlie is writing incorrectly) Commonly Confused Words found in the Language Network on p. 658-659 Punctuation including: comma, apostrophes, sentence punctuation, quotation marks, colon and semi-colons. Revising Symbols: Language Network textbook p. 323

18

o B. It. by Sarah Weeks (issing Doorknobs by Heshe Uglies Trilogy by Scot

• CCbevsop

• CCinon

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Reflection Maze Race: Students complete a timed maze and discuss how it felt to complete under pressure.

Assessment reate a rubric for students so at they can create a unit exam ased on the skills taught within e unit. Take questions from

tudent-made tests and create a nit test for the students to take.

Literary Analysis ompare/Contrast harlie from the ginning of the story . Charlie after the eration.

ause and effect with harlie gaining telligence and its effect his life. amine the technique

first person point-of-ew in all unit texts cluding pplementary texts).

haracterization of harlie, doctors, gernon, Miss Kinnan, ctory workers. enre-short story, etry (i.e. elegy).


cuss MLA citations in a Works Citied e in the Language Network textbook on 62. dents will research various disabilities how to successfully live with and/or rcome them.

search products can be taken from rry Lane’s Wacky We-Search Reports. me examples from Lane’s book that can used with this unit would be: A Recipe, w to be … , A Day in the Life of …, or ding Cards.

Reading Selections Fiction

aniel Keys, p.182 m by Shel Silverstein, p. 869 m breaking” Poem by Emily Dickenson, p. 872 trodden Ways” Elegy by William Wordsworth, p.

d in the textbook Prentice Hall Literature

Nonfiction with descriptors ldrc.ca/projects/miinventory/mitest.html) 12 in Prentice Hall Literature

Novel Connections

n point of view. Jack Gantos (theme, POV) theme) ser/Allen (theme) t Westerfield (theme)

http://www.ldrc.ca/projects/miinventory/mitest.html

19

SAMPLE UNIT P LANNI NG WITH STANDARDS

Unit Title: Overcoming Adversity Guiding Question: Are we defined by our differences? Grade 8 Texts: Fiction: All these texts can be found in the textbook Prentice Hall Literature: Timeless Voices, Timeless Themes Silver Level “Flowers for Algernon” by Daniel Keys, p. 182 “Forgotten Language” Poem by Shel Silverstein, p. 869 “If I can stop one Heart from breaking” Poem by Emily Dickenson, p. 872 “She Dwelt Among the Untrodden Ways” Elegy by William Wordsworth, p. 850

Non-Fiction: Multiple Intelligences Quiz with descriptors (Please see: http://www.ldrc.ca/projects/miinventory/mitest.html) Employment Contract, p. 112 in Prentice Hall Literature: Timeless Voices, Timeless Themes Silver Level

Skills Focus: Reading: Compare/Contrast; Cause/Effect Writing: Relevant Details; Punctuation RR ee aa dd ii nn gg PP rr oo cc ee ss ss LA.8.1 _X___ whole group __X___ small group ___ individual PreReading • Discuss vocabulary (naiveté, opportunist) and

Affixes: (psyche, medic, ment, script, sens, ab, ex, extra, il, un)

• Introduce first-person point-of-view • Introduce narrative/journal genre of writing • Discuss chronological order of writing/reading • Access prior knowledge of intelligence and

disabilities using CRISS strategy Think-Pair-Share

During Reading • Compare/Contrast; Cause/Effect; Predicting

Outcomes/Inferencing with themes among the several texts

• Use think-alouds and keep a running summary (CRISS strategy: two-column note form) of the texts to use as a reference at the end of the unit

Post Reading • Compare themes among several texts • Synthesize texts in order to reach a common

thread Vocabulary

Fluency: × LA.8.1.5.1 adjust reading rate based on purpose, text difficulty, form and style Vocabulary Development: × LA.8.1.6.1 use new vocabulary that is introduced and taught directly LA.8.1.6.2 listen to, read, and discuss familiar and conceptually challenging text

× LA.8.1.6.3 use context clues to determine meanings of unfamiliar words LA.8.1.6.4 categorize key vocabulary and identify salient features

× LA.8.1.6.5 relate new vocabulary to familiar words LA.8.1.6.6 distinguish denotative and connotative meanings of words

× LA.8.1.6.7 identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words.

× LA.8.1.6.8 identify the meaning of words and phrases derived from Anglo-Saxon, Greek, and Latin Mythology

LA.8.1.6.9 identify advanced word/phrase relationships and their meanings LA.8.1.6.10 determine the correct meanings of words with multiples meanings in

context × LA.8.1.6.11 determine the meanings of words, pronunciation, parts of speech,

etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools

Reading Comprehension: × LA.8.1.7.1 use background knowledge of subject and related content areas,

prereading strategies, graphic representations, and knowledge of text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection

LA.8.1.7.2 analyze the author’s purpose and/or perspective in a variety of text and understand how they effect meaning

× LA.8.1.7.3 determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details

× LA.8.1.7.4 identify cause-and-effect relationships in text × LA.8.1.7.5 analyze a variety of text structures (comparison/contrast, cause/effect,

chronological order, argument/support, lists) and text features (main heading with subheadings) and explain their impact on meaning in text.

× LA.8.1.7.6 analyze and evaluate similar themes or topics by different authors across a variety of fiction and non-fiction selections

× LA.8.1.7.7 compare and contrast elements in multiple texts (setting, characters, problems)

× LA.8.1.7.8 use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, note-making, summarizing, using a graphic and semantic organizers, questioning, and clarifying by checking other sources

http://www.ldrc.ca/projects/miinventory/mitest.html

20

LL ii tt ee rr aa rr yy AA nn aa ll yy ss ii ss LL AA .. 88 .. 22 __X__ whole group __X___ small group ___ individual • Compare and contrast Charlie from the

beginning of the story to after the operation. • Cause and effect with Charlie gaining

intelligence and its effect on his life. • Examine the technique of first person point of

view in all unit texts. (including supplementary)

• Characterization of Charlie, doctors, Algernon, Miss Kinnan, factory workers.

• Genre-short story, poetry (i.e. elegy) • Create a rubric for students so that they can

create a unit exam based on the skills taught within the unit. Take questions from student-made tests and create a unit test for the students to take.

Fiction: LA.8.2.1 × LA.8.2.1.1 identify, analyze, and compare the characteristics of various genres (poetry,

fiction, short story, dramatic literature) as forms chosen by an author to accomplish a purpose

× LA.8.2.1.2 locate and analyze elements of characterization, setting and plot, including rising action, conflict, resolution, theme, and other literary elements as appropriate in a variety of fiction

LA.8.2.1.3 locate and analyze universal themes and symbols across genres and historical periods, and explain their significance

LA.8.2.1.5 develop an interpretation of a selection around several clear ideas, premises, or images, developing and justifying the interpretation through sustained use of examples and contextual evidence

× LA.8.2.1.6 compare literary texts that express a universal theme, providing textual evidence as support for the identified theme

LA.8.2.1.7 locate and analyze an author’s use of allusions and descriptive, idiomatic, and figurative language in a variety of literary texts, identifying how word choice is used to appeal to the reader’s senses and emotions, providing evidence from text to support the analysis

LA.8.2.1.8 explain how ideas, values, and themes of a literary work often reflect the historical period in which it was written

LA.8.2.1.9 identify, analyze, and compare the differences in English language patters and vocabulary choices of contemporary and historical texts

× LA.8.2.1.10 use interest and recommendation of others to select a balance of age and ability appropriate fiction materials to read to expand the core foundation of knowledge necessary to function as a fully literate member of a shared culture

Non-Fiction: LA.8.2.2 LA.8.2.2.1 locate, use, and analyze specific information from organizational text

features (table of contents, headings, captions, bold print, italics, glossaries, indices, key/guide words)

× LA.8.2.2.2 synthesize and use information from the text to state the main idea or to provide relevant details

× LA.8.2.2.3 organize information to show understanding or relationships among facts, ideas, and events (representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining)

LA.8.2.2.4 identify and analyze the characteristics of a variety of types of text (reference works, reports, technical manuals, newspapers, magazines, biographies, periodicals, procedures, instructions, practical/functional texts)

× LA.8.2.2.5 use interest and recommendation of others to select age-and-ability appropriate non-fiction materials (biographies and topical areas, such as science, music, art, history, sports, current events) to expand the core knowledge necessary to connect topics and function as a fully literate member of a shared culture.

WW rr ii tt ii nn gg PP rr oo cc ee ss ss LL AA .. 88 .. 33 ____ whole group __X___ small group __X_ individual • Students identify ideas of writing with web. • Students will construct quick-writes in journal. • Grammar will be taught in conjunction with

text/journal entries, since Charlie is writing incorrectly.

--Commonly Confused Words found in the Language Network textbook on pgs. 658-659 --Punctuation including: comma, apostrophes, sentence punctuation, quotation marks, colon and semi-colons --Revising Symbols: Language Network textbook p. 323

• Students take Revising Symbols and apply

them to the story and use when editing their own writing.

Pre-Writing : LA.8.3.1 × LA.8.3.1.1 generate ideas from multiple sources (prior knowledge, brainstorming,

writer’s notebook, discussion, research materials) based upon teacher-directed topics and personal interests

× LA.8.3.1.2 make a plan for writing that addresses purpose, audience, main idea, logical sequence, and time frame for completion

LA.8.3.1.3 using organizational strategies and tools ( technology, spreadsheet, outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to develop a personal organizational style

Drafting : LA.8.3.2 LA.8.3.2.1 develop ideas from the pre-writing plan using primary and secondary

sources appropriate to the purpose and audience × LA.8.3.2.2 establish a logical organizational pattern with supporting details that

are substantial, specific, and relevant LA.8.3.2.3 analyze language techniques of professional authors (rhythm, varied

sentence structure) to develop a personal style, demonstrating a command of language with freshness of expression

Revising : LA.8.3.3 LA.8.3.3.1 evaluate the draft for development of ideas and content, logical

organization, voice, point of view, word choice, and sentence variation × LA.8.3.3.2 create clarity and logic by maintaining central theme, idea, or unifying

point and developing meaningful relationships among ideas

21

× LA.8.3.3.3 create precision and interest by elaborating ideas through supporting details (facts, statistics, expert opinions, anecdotes) a variety of sentences structures, creative language devices, and modifying word choices using resources and reference materials (dictionary, thesaurus)

× LA.8.3.3.4 apply appropriate tools or strategies to evaluate and refine the draft (peer review, checklists, rubrics)

Editing : LA.8.3.4 × LA.8.3.4.1 spelling, using spelling rules, orthographic patterns, generalizations,

knowledge of root words, prefixes, suffixes, knowledge of Greek, Latin, and Anglo-Saxon root words, and using a dictionary, thesaurus, or other resources as necessary

LA.8.3.4.2 capitalization, including names of academic courses and proper adjectives

× LA.8.3.4.3 punctuation, including commas, colons, semicolons, quotation marks, and apostrophes

LA.8.3.4.4 the eight parts of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection) regular and irregular verbs, and pronoun agreement

LA.8.3.4.5 subject/verb agreement, noun/pronoun agreement Publishing: LA.8.3.5 LA.8.3.5.1 prepare writing using technology in a format appropriate to the

purpose (display, multimedia) LA.8.3.5.2 use elements of spacing and design for graphics (drawings, charts,

graphs) when applicable to enhance the appearance of the document × LA.8.3.5.3 share with the intended audience

WW rr ii tt ii nn gg AA pp pp ll ii cc aa tt ii oo nn ss LL AA .. 88 .. 44 ____ whole group __X___ small group _X__ individual • Experience a disability: For example, have

students wear glasses with Vaseline, wear ear plugs, or write with their opposite hand. Then write about their experience during that activity.

• Rorschach Inkblot: Have students create their own inkblot and then write about what they see. Have students also compare what other students see in their inkblot. Focus on ideas and details.

• FCAT writing prompt ideas: What does it mean to be smart? Would you sacrifice yourself for the greater good of science or society like Charlie in “Flowers for Algernon”? Convince Charlie to either participate in the experiment or not.

Creative : LA.8.4.1 LA.8.4.1.1 write narrative accounts with an engaging plot (including rising action,

conflict, suspense, climax, falling action and resolution) and that use a range of appropriate strategies and specific narrative action (dialogue, movement, gestures, expressions) and include well-chosen details using both narrative and descriptive strategies (relevant dialogue, specific action, physical description, background description, comparison/contrast of characters)

× LA.8.4.1.2 write a variety of expressive forms (realistic fiction, one-act play, suspense story, poetry) that according to the type of writing employed, incorporate figurative language, rhythm, dialogue, characterization, plot, and appropriate format

Informative : LA.8.4.2 LA.8.4.2.1 write in a variety of informational/expository forms (summaries,

procedures, instructions, experiments, rubrics, how-to-manuals, assembly instructions)

× LA.8.4.2.2 record information (observations, notes, lists, charts, legends) related to a topic, including visual aids to organize and record information, as appropriate, and attribute sources of information

× LA.8.4.2.3 write specialized informational/expository essays (process, description, explanation, comparison/contrast, problem/solution) that include a thesis statement, supporting details, and organizational structure particular to its type, and introductory, body, and concluding paragraphs

LA.8.4.2.4 write a variety of informal communications (friendly letters, thank-you notes, messages business letter and/or memo) and formal communications (conventional business letters, invitations) that follow a format and that have a clearly stated purpose and that include the date, proper salutation, body, closing and signature

LA.8.4.2.5 write detailed directions to unfamiliar locations using cardinal and ordinal directions, landmarks, streets, and distances and create an accompanying map

Persuasive : LA.8.4.3 × LA.8.4.3.1 establish and develop a controlling idea and support arguments for the

validity of the proposed idea with detailed evidence LA.8.4.3.2 include persuasive techniques (word choice, repetition, emotional

appeal, hyperbole, appeal to authority, celebrity endorsement, rhetorical question, irony, symbols, glittering generalities, card stacking)

22

CC oo mm mm uu nn ii cc aa tt ii oo nn LL AA .. 88 .. 55 __X__ whole group __X___ small group ___ individual • Clips of the film Charly as they correspond to

the story. • Presentation of Research Project. • Guest Speaker from Harmony Farms in

Rockledge. (horseback riding for the handicapped)

Penmanship : LA.8.5.1 × LA.8.5.1.1 the student will use fluent and legible handwriting skills Listening and Speaking : LA.8.5.2 × LA.8.5.2.1 demonstrate effective listening skills and behaviors for a variety of

purposes, and demonstrate understanding by paraphrasing and/or summarizing × LA.8.5.2.2 use effective listening and speaking strategies for informal and formal

discussions, connecting to and building on the ideas of a previous speaker and respecting the viewpoints of others when identifying bias or faulty logic

LA.8.5.2.3 select and use a variety of creative oral language techniques for clarity and effect (connotation, denotation, hyperbole, understatement)

× LA.8.5.2.4 research, organize, and effectively deliver speeches to entertain, inform, and persuade

LA.8.5.2.5 demonstrate language choices, body language, eye contact, gestures, appropriate use of graphics and available technology

II nn ff oo rr mm aa tt ii oo nn aa nn dd MM ee dd ii aa LL ii tt ee rr aa cc yy LL AA .. 88 .. 66 __X__ whole group ___X__ small group ___ individual • Discuss MLA citations in a Works Citied page

in Language Network on p. 662. • Students will research various disabilities and

how to successfully live with and/or overcome them.

• Research products can be taken from Barry Lane’s Wacky We-Search Reports. Some examples from Lane’s book that can be used with this unit would be: A Recipe, How to be … , A Day in the Life of …, or Trading cards.

Informational Text : LA.8.6.1 LA.8.6.1.1 explain how text features (charts, maps, diagrams, sub-headings,

captions, graphs) aid the reader’s understanding × LA.8.6.1.2 use information from a variety of consumer (warranties, instructional

manuals) workplace (application, contract) and other documents to explain a situation and justify a decision

LA.8.6.1.3 create a technical manual or solve a problem Research Process : LA.8.6.2 × LA.8.6.2.1 select a topic and develop a search plan with multiple research

strategies, and apply evaluative criteria (scope and depth of content, authority, reputation of author/publisher) to assess appropriateness of resources

LA.8.6.2.2 assess, organize, synthesize and evaluate the validity and reliability of information in text, using a variety of techniques by examining several sources of information, including both primary and secondary sources

LA.8.6.2.3 write an informational report that includes a focused topic, appropriate facts and relevant details, a logical sequence, a concluding statement, and a list o f sources used

× LA.8.6.2.4 understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and plagiarism in the use of mass media and digital sources, know the associated consequences, and comply with the law.

Media Literacy : LA.8.6.3 × LA.8.6.3.1 analyze the ways that production elements (graphics, color, motion,

sound, digital technology) affect communication across the media LA.8.6.3.2 demonstrate the ability to select and ethically use print and nonprint

media appropriate for the purpose, occasion, and audience to develop into a formal presentation

LA.8.6.3.3 distinguish between propaganda and ethical reasoning strategies in print and nonprint media

Technology : LA.8.6.4 × LA.8.6.4.1 use appropriate available technologies to enhance communication and

achieve a purpose (video, digital technology,) × LA.8.6.4.2 evaluate and apply digital tools (word processing, multimedia

authoring, webtools, graphic organizers) to publications and presentations Modifications / strategies • Graphic Organizers • Partner Reading • Think-Pair-Share • Pre-Writing Strategies • Cooperative Learning

Reflection • Maze Race: Students complete a timed maze and discuss how it felt to complete under pressure.

23

SAMPLE LESSON PLAN

Unit Title: Overcoming Adversity Grade: 8 Lesson Title: “The Two Sides of Charlie Gordon”

Focus Sunshine State Standards LA.8.1.7.7 Reading Process, LA.8.2.1.2 Literary Analysis, LA.8.3.2.2 Writing Process

Objectives The student will compare the character traits of Charlie Gordon and explore how he as a character changes throughout the story. The student will use textual evidence to prove character changes.

Overview Overcoming Adversity is a unit focused on the short story “Flowers for Algernon,” by Daniel Keys. The unit targets the following skills: Compare and Contrast, Cause and Effect, Affixes, First Person Point-of-View, and Chronological Order. “The Two Sides of Charlie Gordon” is a lesson in this unit that would occur after reading all or at least 80% of “Flowers for Algernon.” It is assumed that the students are familiar with the concept of Compare and Contrast prior to implementing this lesson.

Materials Butcher paper, Scissors, Post-it notes, Prentice Hall Literature textbook (Silver Level), Rubric

Procedures (Students have read “Flowers for Algernon”)

• Divide students into pairs. • Each pair will create a life-sized outline of Charlie Gordon on butcher paper and cut it out. (One student will lie on the paper

and the other will trace the outline) • Divide Charlie down the middle. One half is pre-surgery and the other is post-surgery (as Charlie’s intelligence increases). • Review the text and compare Charlie’s ideas pre and post surgery. • Using Post-its, pull quotes from the text that show the pre and post surgery changes and place them on the correct side of

Charlie. (ex. Pre-surgery, Charlie believes his co-workers are laughing WITH him; post surgery, he realizes that they are making fun of him.)

Assessment Each pair will present its cut-out and discuss its findings in terms of the changes in Charlie. Each student will reflect independently, answering the prompt- “Is Charlie better off pre or post surgery?”

Teacher Reflection

24

THE TWO SIDES OF CHARLIE GORDON RUBRIC Names:____________________________________________________________________________ Task

Total Points Possibly Earned

Your Evaluation of Points Earned

Teacher Evaluation of Points Earned

Identify the differences in Charlie pre/post surgery

40

Illustrate changes through text with details

40

Presentation (Be able to explain how the differences relate. Ex: Before surgery loves Miss Kinian like a mother; After the surgery loves Miss Kinian like a girlfriend)

20

Quality/Creativity of Product (includes cut out of body, adding color/details, legible Post It Notes)

25

Total

125

Your Comments ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Teacher Comments ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________


Unit Your place in the world Guiding Question What is your place in the home, community, and world? Grade 9

I••

•

•

C•

P

Elements of Literature:Mango Street by Sand“Daily” p. 495 “Fire and Ice” p. 541 “All Watched Over by M

Active Reader’s Practic Elements of Literature:Rylant p. 394

To Kill a Mockingbird, H

Reading Process (fluency, vocab, strategies) PreReading • Teacher introduces reading strategy

for comparison/contrast: Semantic Differential scale in Reading Skills and Strategies Binder p. 105

• Background Knowledge: Eisenhower, Allied Forces, World War II

• Title Prediction • Vocabulary • Reading Poetry p. 489 During • Pick out sensory detail (Sensory Detail Chart: Workshop Resource p. 29) • T-chart • Poetry - Dialogue with the Text p. 490 • Vocabulary – context clues Post • Summarize • Main Idea • Semantic Differential Scales: “A Place Called Home” and “The Best Gift of My Life” (Active Reader’s Practice Book p. 55-57) --------------------------------------------------------- Vocabulary


•

•

•

• httgre

•

•

Reflection How did the graphic organizers help you think about the material? What would you do to add more description to your essay the next time? What assignments helped you learn the best? What could the teacher have left out? What confused you? What would you like to know more about?

• •

• • • •

Oral Interpretation: Read aloud “Salvador” – speed, pauses, pitch, emphasis Present point of view on global warning Leonardo DiCaprio’s video on Global Warming http://www.earthsky.org/article/leonardo-dicaprios-global-warming-video or selections from an Inconvenient Truth The Great Global Warning Swindle

p://www.channel4.com/science/microsites/G/at_global_warming_swind le/trailer.html

BaAll Glo cau

••••

Writing Opportunities (Writing Process and Applications/Conventions) nformative Quickwrite: p. 394 “If I Could Live Anywhere . . .” Paragraph: Compare and Contrast Cynthia’s home to

Christy’s home (t-chart), (rubric) Descriptive Paragraph – Write a description of your bedroom

(use 5 senses, sensory sheet, “Show not Tell” (use rubric) Quickwrite: What has been the best gift of your life so far? p.

398 onventions

6 Trait focus: detail using adjectives, participles, and action verbs

Workshop Resources: Combining Sentences, Participial hrases p. 71

Language Network: Chapter 22 Comparison-Contrast Essay

25

•

Florid Graph Parag Prese

Literary Analysis

Autobiography Imagery: p. 492 apply to short story and poetry Implied metaphor Tone Inference Character Setting


ckground Knowledge: Eisenhower, ied Forces, World War II – Phase 4Ibal Warning – manmade or naturalses?

Assessment

a Practice Test p.31ic Organizers raphs ntation

Reading Selections

Fiction “Salvador, Late or Early” from House on ra Cisneros p. 183

achines of Loving Grace” p. 543

Nonfiction e Book: “A Place Called Home” p. 55-57 “The Best Gift of My Life” by Cynthia

Novel Connections arper Lee

http://www.channel4.com/science/microsites/G/great_global_warming_swind le/trailer.html

http://www.channel4.com/science/microsites/G/great_global_warming_swind le/trailer.html

26

SAMPLE UNIT P LANNI NG WITH STANDARDS Unit Title: Your place in the world Guiding Question: What is your place in your home, community and the world? Grade 9 Texts: Non-fiction • Active Reader’s Practice Book: “A Place Called Home” p. 55-57 • Elements of Literature: “The Best Gift of My Life” by Cynthia Rylant p. 394 Fiction • Elements of Literature: “Salvador, Late or Early” from House on Mango Street by Sandra Cisneros p. 183 Poetry • “Daily” p. 495 • “Fire and Ice” p. 541 • “All Watched Over by Machines of Loving Grace” p. 543 Skills Focus: Reading: Comparison/Contrast Writing: Comparison/contrast and details RR ee aa dd ii nn gg PP rr oo cc ee ss ss LA.910.1 ___x_ whole group __x___ small group __x_ individual Oral Interpretation Pre-reading • Vocabulary • Background Knowledge: Eisenhower, Allied

Forces, World War II • Title Prediction • Reading Poetry p. 489 During • Pick out sensory detail (Sensory Detail

Chart: Workshop Resource p. 29) • T-chart • Poetry - Dialogue with the Text p. 490 • Vocabulary – context clues Post • Summarize • Main Idea • Semantic Differential Scales: “A Place

Called Home” and “The Best Gift of My Life” (Active Reader’s Practice Book p. 55-57)

Fluency: X LA.910.1.5.1 adjust reading rate based on purpose, text difficulty, form and style Vocabulary Development: X LA.910.1.6.1 use new vocabulary that is introduced and taught directly LA.910.1.6.2 listen to, read, and discuss familiar and conceptually challenging

text X LA.910.1.6.3 use context clues to determine meanings of unfamiliar words LA.910.1.6.4 categorize key vocabulary and identify salient features LA.910.1.6.5 relate new vocabulary to familiar words LA.910.1.6.6 distinguish denotative and connotative meanings of words LA.910.1.6.7 identify and understand the meaning of conceptually advanced

prefixes, suffixes, and root words. LA.910.1.6.8 identify advanced word/phrase relationships and their meanings LA.910.1.6.9 determine the correct meanings of words with multiples meanings

in context LA.910.1.6.10 determine the meanings of words, pronunciation, parts of speech,

etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools

LA.910.1.6.11 identify the meaning of words and phrases from other languages commonly used by writers of English

Reading Comprehension: X LA.910.1.7.1 use background knowledge of subject and related content areas, prereading strategies (previewing, discussing, generating questions) text features, and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection X LA.910.1.7.2 analyze the author’s purpose and/or perspective in a variety of text and understand how they effect meaning X LA.910.1.7.3 determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details LA.910.1.7.4 identify cause-and-effect relationships in text

X LA.910.1.7.5 analyze a variety of text structures (comparison/contrast, cause/effect, chronological order, argument/support, lists) and text features (main heading with subheadings) and explain their impact on meaning in text. LA.910.1.7.6 analyze and evaluate similar themes or topics by different authors across

a variety of fiction and non-fiction selections X LA.910.1.7.7 compare and contrast elements in multiple texts (setting, characters, problems) X LA.910.1.7.8 use strategies to repair comprehension of grade-appropriate text when self- monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, note-making, summarizing, using a graphic and semantic organizers, questioning, and clarifying by checking other sources.

27

LL ii tt ee rr aa rr yy AA nn aa ll yy ss ii ss LL AA .. 99 11 00 .. 22 __X_ whole group _____ small group __x_ individual • Autobiography • Imagery: p. 492 apply to short story and

poetry • Implied metaphor • Tone • Inference • Character • Setting

Fiction: LA.910.2.1 X LA.910.2.1.1 read, analyze, and compare historically and culturally significant works of literature, identifying the relationships among the major genres and the literary devices unique to each, and analyze how they support and enhance the theme and main ideas of the text X LA.910.2.1.2 read, analyze, and compare a variety of traditional, classical, and contemporary literary works, and identify the literary elements of each X LA.910.2.1.3 explain how meaning is enhanced through various features of poetry, including sound (rhythm, repetition, alliteration, consonance, assonance) structure (meter, rhyme scheme) and graphic elements (line length, punctuation, word position) X LA.910.2.1.4 identify and analyze universal themes and symbols across genres and historical periods and explain their significance X LA.910.2.1.5 describe, discuss, and analyze an author’s use of literary elements (theme, point of view, characterization, setting, plot) and explain and analyze different elements of figurative language in multiple literary selections. LA.910.2.1.6 create a complex, multi-genre response to the reading of two or more

literary works, describing and analyzing an author’s use of literary elements, figurative language, and analyzing an author’s development of time and sequence through the use of complex literary devices such as foreshadowing and flashback.

X LA.910.2.1.7 analyze, interpret, and evaluate and author’s use of descriptive language (tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts. X LA.910.2.1.8 explain how ideas, values, and themes of a literary work often reflect the historical period in which it was written LA.910.2.1.9 describe changes in the English language over time, and support these

descriptions with examples from literary texts X LA.910.2.1.10 select a variety of age-and-ability appropriate fiction materials to read based on knowledge of author’s styles, themes, and genres to expand the core foundation of knowledge necessary to connect topics and function as a fully literate member of a shared culture Non-Fiction: LA.910.2.2 LA.910.2.2.1 analyze and evaluate information from text features (transitional

devices, table of contents, glossary, index, bold or italicized text, headings, charts and graphs, illustrations, subheadings)

X LA.910.2.2.2 use information from the text to answer questions or to state the main idea or to provide relevant details X LA.910.2.2.3 organize the information to show understanding or relationships among facts, ideas, and events (representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining) LA.910.2.2.4 identify and analyze the characteristics of a variety of types of text

(references, reports, technical manuals, articles, editorials, primary source historical documents, periodicals, job-related materials, practical/functional text)

X LA.910.2.2.5 select a variety of age-and-ability appropriate non-fiction materials (biographies and topical areas, such as science, music, art, history, current events)

to expand the core knowledge necessary to connect topics and function as a fully literate member of a shared culture.

28

WW rr ii tt ii nn gg PP rr oo cc ee ss ss LL AA .. 99 11 00 .. 33 __x__ whole group ___x__ small group _x__ individual Informative • Quickwrite: p. 394 “If I Could Live Anywhere .

. .” • Paragraph: Compare and Contrast Cynthia’s

home to Christy’s home (t-chart), (rubric) • Descriptive Paragraph – Write a description

of your bedroom (use 5 senses, sensory sheet, “Show not Tell” (use rubric)

• Quickwrite: What has been the best gift of

your life so far? p. 398 Conventions: • 6 Trait focus: detail using adjectives,

participles, and action verbs • Workshop Resources: Combining Sentences,

Participial Phrases p. 71 • Language Network: Chapter 22 Comparison-

Contrast Essay p. 428

Pre-Writing : LA.910.3.1 X LA.910.3.1.1 generate ideas from multiple sources (brainstorming, journals, discussion, research materials) based upon teacher-directed topics and personal interests LA.910.3.1.2 make a plan for writing that addresses purpose, audience, a

controlling idea, logical sequence, and time frame for completion X LA.910.3.1.3 using organizational strategies and tools ( technology, spreadsheet, outline, chart, table, graphs, Venn Diagram, web, story map, plot pyramid) to

develop a personal organizational style Drafting : LA.910.3.2 X LA.910.3.2.1 develop ideas from the pre-writing plan using primary and secondary sources appropriate to the purpose and audience X LA.910.3.2.2 establish a logical organizational pattern with supporting details

that are substantial, specific, and relevant X LA.910.3.2.3 analyzing language techniques of professional authors (figurative language, denotation, connotation) to establish a personal style, demonstrating a command of language with confidence of expression Revising : LA.910.3.3 X LA.910.3.3.1 evaluate the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation LA.910.3.3.2 create clarity and logic by maintaining central theme, idea, or

unifying point and developing meaningful relationships among ideas X LA.910.3.3.3 create precision and interest by elaborating ideas through supporting details (facts, statistics, expert opinions, anecdotes) a variety of sentences structures, creative language devices, and modifying word choices using resources and reference materials (dictionary, thesaurus) to select more effective and precise language X LA.910.3.3.4 apply appropriate tools or strategies to evaluate and refine the draft (peer review, checklists, rubrics) Editing : LA.910.3.4 LA.910.3.4.1 spelling, using spelling rules, orthographic patterns,

generalizations, knowledge of root words, prefixes, suffixes, knowledge of Greek, Latin, and Anglo-Saxon root words, and knowledge of foreign words commonly used in English

LA.910.3.4.2 punctuation, including commas, semicolons, colons, apostrophes, dashes, quotation marks, and underlining or italics

X LA.910.3.4.3 possessives, subject/verb agreement, comparative and superlative adjectives and adverbs, and noun/pronoun agreement X LA.910.3.4.4 sentence formation, including absolutes and absolute phrases, Infinitives and infinitive phrases, and use of fragments for effect. Publishing: LA.910.3.5 LA.910.3.5.1 prepare writing using technology in a format appropriate to the

purpose (display, multimedia) LA.910.3.5.2 include such techniques as principle of design (margins, tabs,

spacing, columns) and graphics (drawings, charts, graphs) X LA.910.3.5.3 sharing with others, or submitting for publication

WW rr ii tt ii nn gg AA pp pp ll ii cc aa tt ii oo nn ss LL AA .. 99 11 00 .. 44 ____ whole group _____ small group ___ individual Informative • Quickwrite: p. 394 “If I Could Live Anywhere . .

.” • Paragraph: Compare and Contrast Cynthia’s

home to Christy’s home (t-chart), (rubric) • Descriptive Paragraph – Write a description

of your bedroom (use 5 senses, sensory sheet, “Show not Tell” (use rubric)

• Quickwrite: What has been the best gift of your life so far? p. 398

Conventions: • 6 Trait focus: detail using adjectives,

participles, and action verbs • Workshop Resources: Combining Sentences,

Participial Phrases p. 71 • Language Network: Chapter 22 Comparison-

Contrast Essay p. 428

Creative : LA.910.4.1 LA.910.4.1.1 an engaging plot that use a range of appropriate strategies and

specific narrative techniques (dialogue, internal monologue, point of view) employ literary devices (irony, conceit, imagery, flashback, foreshadowing, symbolism, allusion) and sensory description

LA.910.4.1.2 incorporate figurative language, emotions, gestures, rhythm, dialogue, characterization, plot and appropriate format

Informative : LA.910.4.2 LA.910.4.2.1 write in a variety of informational/expository forms, including a

variety of technical documents (how-to-manuals, procedures) LA.910.4.2.2 record information and ideas from primary and/or secondary

sources accurately and coherently; noting the validity and reliability of these sources and attributing sources of information

X LA.910.4.2.3 write informational/expository essays that speculate on the causes and effects of a situation, establish the connections between the postulated causes or effects; offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs

LA.910.4.2.4 write a business letter and/or memo that presents information purposefully and succinctly to meet the needs of the intended audience following

29

a conventional format (block, modified block, memo, email) LA.910.4.2.5 write detailed travel directions and design an accompanying

graphic using the cardinal and ordinal directions, landmarks, streets and highways, and distances.

LA.910.4.2.6 write a work-related document (application, resume, meeting minutes, memo, cover letter, letter of application, speaker introduction, letter of recommendation)

Persuasive : LA.910.4.3 LA.910.4.3.1 state a position or claim, presents detailed evidence, examples, and

reasoning to support effective arguments and emotional appeals, and acknowledge and refutes opposing arguments

LA.910.4.3.2 include persuasive techniques (word choice, repetition, emotional appeal, hyperbole, appeal to authority, celebrity endorsement, rhetorical question, irony, symbols, glittering generalities, card stacking, testimonials, bandwagon, image associations, transfer)

CC oo mm mm uu nn ii cc aa tt ii oo nn LL AA .. 99 11 00 .. 55 ____ whole group ___x__ small group ___ individual • Oral Interpretation: Read aloud “Salvador” –

speed, pauses, pitch, emphasis • Present point of view on global warning,

using power point presentation • Leonardo DiCaprio’s video on Global

Warming http://www.earthsky.org/article/leonardo-dicaprios-global-warming-video or selections from an Inconvenient Truth

• The Great Global Warning Swindle

Penmanship : LA.910.5.1 LA.910.5.1.1 the student will use fluent and legible handwriting skills

Listening and Speaking : LA.910.5.2 LA.910.5.2.1 select and use appropriate listening strategies according to the

intended purpose (solving problems, interpreting and evaluating the techniques and intent of a presentation)

X LA.910.5.2.2 research and organize information for oral communication appropriate for the occasion, audience, and purpose (digital presentations, charts, photos, primary sources, webcasts)

X LA.910.5.2.3 use appropriate eye contact, body movements, voice register and oral language choices for audience engagement in formal and informal speaking situations.

X LA.910.5.2.4 use an engaging introduction and conclusion and the use of figurative language to reinforce the intended message

X LA.910.5.2.5 research and organize information that integrates appropriate media in to presentations for oral communication (class discussion, entertaining, informative, persuasive, or technical presentations)

30

II nn ff oo rr mm aa tt ii oo nn aa nn dd MM ee dd ii aa LL ii tt ee rr aa cc yy LL AA .. 99 11 00 .. 66 ____ whole group _____ small group __ individual • Background Knowledge: Eisenhower, Allied

Forces, World War II – Phase 4I • Global Warning – manmade or natural

causes?

Informational Text : LA.910.6.1 LA.910.6.1.1 use the knowledge to create workplace, consumer, or technical

document LA.910.6.1.2 explain how text features (charts, maps, diagrams, captions,

illustrations, graphs) aid the reader’s understanding LA.910.6.1.3 analyze the structure and format (diagrams, graphics, fonts) of

functional workplace, consumer, or technical documents Research Process : LA.910.6.2 LA.910.6.2.1 select a topic and develop a comprehensive but flexible search plan,

and analyze and apply evaluative criteria (objectivity, freedom from bias, topic format) to assess appropriateness of resources

X LA.910.6.2.2 organize, synthesize, analyze, and evaluate the validity and reliability of

information from multiple sources (including primary and secondary sources) to draw

conclusions using a variety of techniques, and correctly use standardized citations.

X LA.910.6.2.3 write an informational report that integrates information and makes distinctions

between the relative value and significance of specific data, facts, and ideas LA.910.6.2.4 understand the importance of legal and ethical practices, including

laws regarding libel, slander, copyright, and plagiarism in the use of mass media and digital sources, know the associated consequences, and comply with the law.

Media Literacy : LA.910.6.3 X LA.910.6.3.1 distinguish between propaganda and ethical reasoning strategies in print and nonprint media LA.910.6.3.2 ethically use mass media and digital technology in assignments and

presentations, citing sources according to standardized citation styles LA.910.6.3.3 demonstrate the ability to select print and nonprint media appropriate for

the purpose, occasion, and audience to develop into a formal presentation Technology : LA.910.6.4 X LA.910.6.4.1 use appropriate available technologies to enhance communication

and achieve a purpose (video, digital technology,) X LA.910.6.4.2 routinely use digital tools for publication, communication and

productivity Modifications / strategies

Reflection

31

SAMPLE LESSON PLAN

Unit Title: Your Place in the World Grade Level: 9 Lesson Title: Your Surroundings: Home, Community, and World

Focus Sunshine State Standards LA.910. 1.7.7 Reading Process; LA. 910. 2.1.7 Literary Analysis; LA. 910 4.2.3 Writing Process and Application; LA.910.1.7.1 Reading Process; LA.910.3.1.1 Writing Process; LA.910.3.2.1 Writing Process; LA.910.3.2.2 Writing Process; LA.910.3.2.3 Writing Process; LA.910.3.3.1Writing Process; LA.910. 3.5.3 Writing Process; LA.910.4.2.3 Writing Application; LA.910.5.1.1 Communication

Objectives/Overview Students will be reading autobiographical pieces describing different types of living places and why one is preferable over another. Students will compare/contrast the different places, focusing on the author’s use of descriptive detail to note the physical differences and tone to note the author’s feelings associated with each place. Students will write their own comparison/contrast essay, focusing on descriptive detail (5 senses) and tone to develop the author’s attitude toward the place. Students will reflect on their learning at the end.

Materials Reading Skills and Strategies Teacher binder (Holt), Active Reader’s Practice Book (Holt), Florida Practice Test booklet (Holt), Elements of Literature (3rd edition) Holt, Language Network: Chapter 22

Procedures • Anticipatory Question: Quickwrite: p. 394 “If I Could Live Anywhere. . .” • Teacher will introduce the background knowledge on Eisenhower, Allied Forces, and World War II • Teacher will model the reading strategy for comparison/contrast, the semantic differential scale in the Reading Skills and Strategies Binder p.

105. • Students will read “A Place Called Home” in the Active Reader’s Practice Book p. 55-57 and apply the semantic differential scale to the

passage. Also focus on 5 senses used in the passage • Students will share findings in whole class discussion • Teacher will introduce the term autobiography. • Students will read the story “The Best Gift of My Life” by Cynthia Rylant p. 395

o Answer questions based on the story from Florida Practice Test (Holt) p. 31. (Review as a class students can correct each other’s.) o Students will complete a T-chart comparing Cynthia and Christy’s home o Students will apply the semantic differential scale to the passage. o Students will write a comparison/contrast paragraph of Cynthia and Christy’s home. Focus on 5 senses used in the passage. o Students will share paragraphs in their groups and choose the best paragraph in the group based on inclusion of best details from the passage. o Using a prewriting worksheet depicting the 5 senses, (Sensory Detail Chart: Workshop Resources p. 29) (Holt) students will write a descriptive paragraph of their room. (Read “My Room” on p. 397 as student sample for modeling purposes.) Also, students need to tie the description into a definition of how their room (their environment) reflects their personality or their personal situation. o Using Workshop Resources: Combining Sentences, Participial Phrases p. 71, students will practice combining sentences using participial phrases.

Assessment Students will write a comparison/contrast essay of two places, using descriptive detail and developing a point of view associated with each place as to why one place is preferable over the other. Rubric will focus on sensory detail and point of view. Students will peer critique essay, using teacher-created rubric and rewrite for final submission to teacher. Use Language Network: Chapter 22 Comparison-Contrast Essay p. 428 for reference.

Teacher Reflection

SAMPLE UNIT P LANNING OVERVIEW Unit Understanding Global Issues Guiding Question How do you connect to world issues? Grade 10

Reading Process (fluency, vocab, strategies) PreReading: • Journal activity – Is War necessary? • K-W-L on Iraq War and War on Terror During: • Think/Pair/Share • Think Alouds • 2 Column Notes • Questions/What is unclear? Post: • Class discussion-teacher guided • Exit Journals --------------------------------------------------------- Vocabulary: • Literary Terms • Novel/poetry- vocab in context • Connotation in analysis

ReadingFi

All Quiet on the Western Front (eRemarque “The Parable of the old Man andOwen

Non“Daddy, What Did You Do in the Saville Lumley Time magazine Iraq War pro/conFlorida Today Iraq War pro/con a

• Study of hubris, iron • Compare/contrast au• Multi-genre analysis

• •

•

•

•


Political cartoon by Saville Lumley Debate based upon pro/con research assignment Explore the media’s role and use of persuasive techniques in covering Iraq War (Fox News vs. FL Today)

Stu WaTeon


• Compare/contrast response to FCAT extended responseprompt- timed (20 minutes)

• Extended response rubric (1-4 pts) • Writing + persuasive prompt –timed (45 minutes) • Writing + rubric (1-6 pts)

45 minutes Pre-Write/Plan Write Revise

32

Assessment

FCAT extended responparagraphs FL Writing + essay

Literary Analysis

y, allusion, symbolism, propagandathor’s purpose

with common theme

At end of*Exit Jouyour stanand whetWhat hasthis unit o

se
Information and Media Literacy
Research and Technology

dents bring in articles either pro/conr on Terror and Iraq war

acher supplies 2 pro/2con articles Iraq War for debate

Selections ction xcerpt ch 9) by Enrich Maria

the Young” poem by Wilfred

fiction Great War?” political cartoon by

articles rticles

*George Sa“repeating

Reflection Unit rnal- Re-evaluate ce on the Iraq War her it is necessary. come to light after f study?

ntayana’s quote history” discussion

33

SAMPLE UNIT P LANNI NG WITH STANDARDS Unit Title: Hubris in WWI and the War on Terror Guiding Question: How do you connect to World Issues? Grade 10 Texts: All Quiet on the Western Front Ch9 Enrich Maria Remarque “The Parable of the Old Man and the Young” by Wilfred Owen Content Focus: Analysis of words in text, inference, author’s purpose, figurative language, compare, contrast, synthesis RR ee aa dd ii nn gg PP rr oo cc ee ss ss LA.910.1 __X__ whole group __X___ small group _X__ individual Pre Reading • Journal activity – Is War necessary? • K-W-L on Iraq War and War on Terror During • Think/Pair/Share • Think Alouds • 2 Column Notes • Questions/What is unclear? Post • Class discussion-teacher guided • Exit Journals Vocabulary • Literary Terms • Novel/poetry- vocab in context • Connotation in analysis

Fluency: × LA.910.1.5.1 adjust reading rate based on purpose, text difficulty, form and style Vocabulary Development: × LA.910.1.6.1 use new vocabulary that is introduced and taught directly × LA.910.1.6.2 listen to, read, and discuss familiar and conceptually challenging text × LA.910.1.6.3 use context clues to determine meanings of unfamiliar words LA.910.1.6.4 categorize key vocabulary and identify salient features LA.910.1.6.5 relate new vocabulary to familiar words

× LA.910.1.6.6 distinguish denotative and connotative meanings of words LA.910.1.6.7 identify and understand the meaning of conceptually advanced prefixes,

suffixes, and root words. × LA.910.1.6.8 identify advanced word/phrase relationships and their meanings × LA.910.1.6.9 determine the correct meanings of words with multiples meanings in

context × LA.910.1.6.10 determine the meanings of words, pronunciation, parts of speech, etymologies,

and alternate word choices by using a dictionary, thesaurus, and digital tools LA.910.1.6.11 identify the meaning of words and phrases from other languages

commonly used by writers of English Reading Comprehension: × LA.910.1.7.1 use background knowledge of subject and related content areas, prereading

strategies (previewing, discussing, generating questions) text features, and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection

× LA.910.1.7.2 analyze the author’s purpose and/or perspective in a variety of text and understand how they effect meaning

LA.910.1.7.3 determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details

LA.910.1.7.4 identify cause-and-effect relationships in text × LA.910.1.7.5 analyze a variety of text structures (comparison/contrast, cause/effect,

chronological order, argument/support, lists) and text features (main heading with subheadings) and explain their impact on meaning in text.



× LA.910.1.7.8 use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, note-making, summarizing, using a graphic and semantic organizers, questioning, and clarifying by checking other sources

LL ii tt ee rr aa rr yy AA nn aa ll yy ss ii ss LL AA .. 99 11 00 .. 22 __X__ whole group __X___ small group _X__ individual • Study of hubris, irony, allusion,

symbolism, propaganda • Compare/contrast author’s purpose • Multi-genre analysis with common

theme

Fiction: LA.910.2.1 × LA.910.2.1.1 read, analyze, and compare historically and culturally significant works of

literature, identifying the relationships among the major genres and the literary devices unique to each, and analyze how they support and enhance the theme and main ideas of the text

× LA.910.2.1.2 read, analyze, and compare a variety of traditional, classical, and contemporary literary works, and identify the literary elements of each

× LA.910.2.1.3 explain how meaning is enhanced through various features of poetry, including sound (rhythm, repetition, alliteration, consonance, assonance) structure (meter, rhyme scheme) and graphic elements (line length, punctuation, word position)

× LA.910.2.1.4 identify and analyze universal themes and symbols across genres and historical periods and explain their significance

× LA.910.2.1.5 describe, discuss, and analyze an author’s use of literary elements (theme, point of view, characterization, setting, plot) and explain and analyze different elements of figurative language in multiple literary selections.

× LA.910.2.1.6 create a complex, multi-genre response to the reading of two or more literary

34

works, describing and analyzing an author’s use of literary elements, figurative language, and analyzing an author’s development of time and sequence through the use of complex literary devices such as foreshadowing and flashback.

× LA.910.2.1.7 analyze, interpret, and evaluate and author’s use of descriptive language (tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts.

× LA.910.2.1.8 explain how ideas, values, and themes of a literary work often reflect the historical period in which it was written

LA.910.2.1.9 describe changes in the English language over time, and support these descriptions with examples from literary texts

× LA.910.2.1.10 select a variety of age-and-ability appropriate fiction materials to read based on knowledge of author’s styles, themes, and genres to expand the core foundation of knowledge necessary to connect topics and function as a fully literate member of a shared culture

Non-Fiction: LA.910.2.2 LA.910.2.2.1 analyze and evaluate information from text features (transitional devices,

table of contents, glossary, index, bold or italicized text, headings, charts and graphs, illustrations, subheadings)

× LA.910.2.2.2 use information from the text to answer questions or to state the main idea or to provide relevant details

× LA.910.2.2.3 organize the information to show understanding or relationships among facts, ideas, and events (representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining)

× LA.910.2.2.4 identify and analyze the characteristics of a variety of types of text (references, reports, technical manuals, articles, editorials, primary source historical documents, periodicals, job-related materials, practical/functional text)

× LA.910.2.2.5 select a variety of age-and-ability appropriate non-fiction materials (biographies and topical areas, such as science, music, art, history, current events) to expand the core knowledge necessary to connect topics and function as a fully literate member of a shared culture.

WW rr ii tt ii nn gg PP rr oo cc ee ss ss LL AA .. 99 11 00 .. 33 ____ whole group _____ small group _X__ individual • Compare/contrast response to FCAT

extended response prompt- timed (20 minutes)

• Extended response rubric (1-4 pts) • Writing + persuasive prompt –timed

(45 minutes) • Writing + rubric (1-6 pts)

45 minutes: Pre-Write/Plan, Write, Revise

Pre-Writing : LA.910.3.1 × LA.910.3.1.1 generate ideas from multiple sources (brainstorming, journals, discussion, research

materials) based upon teacher-directed topics and personal interests × LA.910.3.1.2 make a plan for writing that addresses purpose, audience, a controlling idea,

logical sequence, and time frame for completion × LA.910.3.1.3 using organizational strategies and tools ( technology, spreadsheet, outline,

chart, table, graphs, Venn Diagram, web, story map, plot pyramid) to develop a personal organizational style

Drafting : LA.910.3.2 × LA.910.3.2.1 develop ideas from the pre-writing plan using primary and secondary

sources appropriate to the purpose and audience × LA.910.3.2.2 establish a logical organizational pattern with supporting details that are

substantial, specific, and relevant × LA.910.3.2.3 analyzing language techniques of professional authors (figurative

language, denotation, connotation) to establish a personal style, demonstrating a command of language with confidence of expression

Revising : LA.910.3.3 × LA.910.3.3.1 evaluate the draft for development of ideas and content, logical

organization, voice, point of view, word choice, and sentence variation LA.910.3.3.2 create clarity and logic by maintaining central theme, idea, or unifying

point and developing meaningful relationships among ideas LA.910.3.3.3 create precision and interest by elaborating ideas through supporting details (facts,

statistics, expert opinions, anecdotes) a variety of sentences structures, creative language devices, and modifying word choices using resources and reference materials (dictionary, thesaurus) to select more effective and precise language


Editing : LA.910.3.4 × LA.910.3.4.1 spelling, using spelling rules, orthographic patterns, generalizations,

knowledge of root words, prefixes, suffixes, knowledge of Greek, Latin, and Anglo-Saxon root words, and knowledge of foreign words commonly used in English

× LA.910.3.4.2 punctuation, including commas, semicolons, colons, apostrophes, dashes, quotation marks, and underlining or italics

35

× LA.910.3.4.3 possessives, subject/verb agreement, comparative and superlative adjectives and adverbs, and noun/pronoun agreement

LA.910.3.4.4 sentence formation, including absolutes and absolute phrases, infinitives and infinitive phrases, and sue of fragments for effect.

Publishing: LA.910.3.5 LA.910.3.5.1 prepare writing using technology in a format appropriate to the purpose

(display, multimedia) LA.910.3.5.2 include such techniques as principle of design (margins, tabs, spacing,

columns) and graphics (drawings, charts, graphs) LA.910.3.5.3 sharing with others, or submitting for publication

WW rr ii tt ii nn gg AA pp pp ll ii cc aa tt ii oo nn ss LL AA .. 99 11 00 .. 44 ____ whole group _____ small group __X_ individual • Informative / Expository -FCAT extended Response • Persuasive Essay -Practice FL Writes

Creative : LA.910.4.1 LA.910.4.1.1 an engaging plot that use a range of appropriate strategies and specific narrative

techniques (dialogue, internal monologue, point of view) employ literary devices (irony, conceit, imagery, flashback, foreshadowing, symbolism, allusion) and sensory description

LA.910.4.1.2 incorporate figurative language, emotions, gestures, rhythm, dialogue, characterization, plot and appropriate format

Informative : LA.910.4.2 LA.910.4.2.1 write in a variety of informational/expository forms, including a variety of

technical documents (how-to-manuals, procedures) × LA.910.4.2.2 record information and ideas from primary and/or secondary sources

accurately and coherently; noting the validity and reliability of these sources and attributing sources of information

× LA.910.4.2.3 write informational/expository essays that speculate on the causes and effects of a situation, establish the connections between the postulated causes or effects; offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs

LA.910.4.2.4 write a business letter and/or memo that presents information purposefully and succinctly to meet the needs of the intended audience following a conventional format (block, modified block, memo, email)

LA.910.4.2.5 write detailed travel directions and design an accompanying graphic using the cardinal and ordinal directions, landmarks, streets and highways, and distances.


Persuasive : LA.910.4.3 × LA.910.4.3.1 state a position or claim, presents detailed evidence, examples, and

reasoning to support effective arguments and emotional appeals, and acknowledge and refutes opposing arguments

× LA.910.4.3.2 include persuasive techniques (word choice, repetition, emotional appeal, hyperbole, appeal to authority, celebrity endorsement, rhetorical question, irony, symbols, glittering generalities, card stacking, testimonials, bandwagon, image associations, transfer)

CC oo mm mm uu nn ii cc aa tt ii oo nn LL AA .. 99 11 00 .. 55 ____ whole group _____ small group __X_ individual • Homework research assignment

articles pro / con Iraq War Penmanship : LA.910.5.1 × LA.910.5.1.1 the student will use fluent and legible handwriting skills Listening and Speaking : LA.910.5.2 LA.910.5.2.1 select and use appropriate listening strategies according to the intended

purpose (solving problems, interpreting and evaluating the techniques and intent of a presentation)

LA.910.5.2.2 research and organize information for oral communication appropriate for the occasion, audience, and purpose (digital presentations, charts, photos, primary sources, webcasts)

LA.910.5.2.3 use appropriate eye contact, body movements, voice register and oral language choices for audience engagement in formal and informal speaking situations.

LA.910.5.2.4 use an engaging introduction and conclusion and the use of figurative language to reinforce the intended message

× LA.910.5.2.5 research and organize information that integrates appropriate media in to presentations for oral communication (class discussion, entertaining, informative, persuasive, or technical presentations)

36

II nn ff oo rr mm aa tt ii oo nn aa nn dd MM ee dd ii aa LL ii tt ee rr aa cc yy LL AA .. 99 11 00 .. 66 __X__ whole group ___X__ small group __X_ individual • Analysis of Political Cartoon • Homework research articles • Debate: pro/con Iraq War - media persuasion - propaganda - party bashing • Study of New Media Styles - liberal bias - conservative bias - techniques of persuasion

Informational Text : LA.910.6.1 LA.910.6.1.1 use the knowledge to create workplace, consumer, or technical document

× LA.910.6.1.2 explain how text features (charts, maps, diagrams, captions, illustrations, graphs) aid the reader’s understanding

LA.910.6.1.3 analyze the structure and format (diagrams, graphics, fonts) of functional workplace, consumer, or technical documents

Research Process : LA.910.6.2 × LA.910.6.2.1 select a topic and develop a comprehensive but flexible search plan, and

analyze and apply evaluative criteria (objectivity, freedom from bias, topic format) to assess appropriateness of resources

× LA.910.6.2.2 organize, synthesize, analyze, and evaluate the validity and reliability of information from multiple sources (including primary and secondary sources) to draw conclusions using a variety of techniques, and correctly use standardized citations.

LA.910.6.2.3 write an informational report that integrates information and makes distinctions between the relative value and significance of specific data, facts, and ideas

× LA.910.6.2.4 understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and plagiarism in the use of mass media and digital sources, know the associated consequences, and comply with the law.

Media Literacy : LA.910.6.3 × LA.910.6.3.1 distinguish between propaganda and ethical reasoning strategies in print

and nonprint media × LA.910.6.3.2 ethically use mass media and digital technology in assignments and

presentations, citing sources according to standardized citation styles × LA.910.6.3.3 demonstrate the ability to select print and nonprint media appropriate for

the purpose, occasion, and audience to develop into a formal presentation Technology : LA.910.6.4 × LA.910.6.4.1 use appropriate available technologies to enhance communication and

achieve a purpose (video, digital technology,) LA.910.6.4.2 routinely use digital tools for publication, communication and

productivity

Modifications / strategies Reflection

37

SAMPLE LESSON Unit Title: Hubris in WWI and The War on Terror Grade 10 Lesson Title: WWI British poetry and recruitment – Day 2 of unit Focus on Sunshine State Standards Vocabulary: LA.910.1.6.1, LA.910.1.6.2, LA.910.1.6.3, LA.910.1.6.6, LA.910.1.6.9. Reading Comprehension: LA.910.1.7.2, LA.910.1.7.5, LA.910.1.7.7, LA.910. Literary Analysis: LA.910.2.1.1, LA.910.2.1.3, LA.910.2.1.5, LA.910.2.1.7, LA.910.2.1.8. Non-Fiction: LA.910.2.2.3, LA.910.2.2.5. Media Literacy: LA.910.6.3.1. Objectives The student will develop an understanding of hubris, the sin of pride, and will be able to apply this understanding to both past and the present examples.

Unit Overview This unit focuses on history, war, and how hubris is a common flaw of man. WWI and the present day War on Terror will be used as the historical context for this unit. Students will read German and British authors as well as analyze a WWI political cartoon to compare/contrast the presence of hubris in WWI. Assessments will be formatted to align with the FCAT Reading and Florida Writes tests. Research will be conducted on the present day War on Terror where both pro and con articles from valid and copyrighted sources will be used to hold a class debate. Understanding how today’s media impacts public opinion will also be explored through viewing various teacher-gathered resources supporting and denouncing the war. At the end of the unit, students will demonstrate their understanding by taking a stance on whether or not they feel the present war is justified by writing a timed Florida Writes-style persuasive essay. They must use both present and past details to support their arguments. As a final thought the following questions will be posed for class discussion: Do you agree with the 19th century poet and philosopher George Santayana’s statement: "Those who cannot remember the past are condemned to repeat it." How does hubris or the sin of pride relate to his quote? Materials (entire unit) Reading Selections: All Quiet on the Western Front -E.M. Remarque “Parable of the Old Man and the Young” –Wilfred Owen Teacher-selected nonfiction articles – pro/con War on Terror Viewing Selections: “Daddy, What Did You Do in the Great War?” political cartoon, Savile Lumley Teacher-selected news (conservative and liberal) samples – War on Terror Teacher-selected media coverage samples – liberal/conservative Writing Prompts/Rubrics: FCAT Extended Response Prompt (compare/contrast) in which they explain similarities and differences in content, style, format, purpose, etc. from day 1/day 2 texts; FL Writes Persuasive Prompt – convince the government why your plan for the War on Terror is the right one; FCAT Extended Response 4-point Rubric; FL Writes 6-point Rubric Procedures • Reflect on hubris in AQWF passage • On www.firstworldwar.com display Savile Lumley’s WWI British recruitment poster titled “Daddy, What Did You Do in the Great War?” • Ask students to look at all the details in the cartoon and, in pairs, share what they observe • Ask students to see if there are any connections to AQWF • As a class, analyze cartoon and explain hubris connection • Next display British poet Wilfred Owen’s poem “Parable of the Old Man and the Young” which can be found at www.poemtree.com and ask

students to look for similarities to the cartoon and AQWF. • As a class explicate poem for irony, symbolism, allusion, and hubris • Reflect on the fact that both British and German authors of WWI used hubris to show a similar purpose.

Assessment On day 3 of unit, a compare/contrast-style FCAT Extended Response writing activity will be assigned to assess learning from the first 2 days of instruction. Students will have 30 minutes to re-read any previously read materials and write a response. The 4-point rubric for extended response writing will be the tool used for assigning a grade to responses. Writing strategies and grammatical mini-lessons will then be prescribed as needed for follow-up mini-lessons based upon student weaknesses diagnosed.

Teacher Reflection

http://www.firstworldwar.com/

SAMPLE UNIT P LANNING OVERVIEW Unit: The Puritan Experience Guiding Question: The American Dream – Does it exist? Grade 11

TWWc

WAT

Reading

FiThe Crucible (p. 825) Sinners in the Hands of an AngHere Follow Some Verses upon 10, 1666 (p. 68)

NonGaleNet articles for research- student

Reading Process (fluency, vocab, strategies) PreReading: • Define “crucible” Post the various definitions. • Quick-Write /discuss “Honor vs. Survival –

Which would you choose?” • Research McCarthyism (see Research &

Technology). • Present information on the Colonial

Period/Puritanism/Salem Witchcraft Trials. During: The Crucible (pg. 825) • Keep a chart of main characters on how they

change • Predict what will happen during the next Ch.

(use textual evidence to support the students’predictions)

• Discuss the author’s purpose • Refer to the Quick-Write and discuss which

characters chose Honor or Survival. Sinners in the Hands… Here Follow Some Verses …) • Examine works for inversion, allusions,

author’s purpose, figures of speech, text structure, repetition, symbolism, connotation, denotation, mood, theme,

• Connect works to historical context and The Crucible.

Post: • Compare/contrast McCarthyism with Witch

Trials Vocabulary • Have students keep a vocabulary journal • Select words that may be unfamiliar to

students. Have the students define and present the vocabulary words to the class (using a poster or other visual).

• Greek root word theo (p. T832), and the Greek ancient words psallein (p. T839) and diabolos (p. T843)
Sinners…and Here Follow Examine works for inversionspeech, text structure, repemood, theme, Connect to historical contexDiscuss the two authors’ AmThe Crucible Examine literary elements (dramatic irony, conflict, climAnalyze Miller’s social commCompare and contrast the c
Pr UsVidExyoTepro

ReGAHainfCoSaSaPlyGrCoPuPu

Communication (Listening and Speaking) esent vocabulary words to the class

e the textbook’s Visual Connections: eocassette Program and share The Puritan perience (Videocassette A, segment 3) with ur students. Refer to pages 19 – 25 in the acher’s Manual for the Visual Connections gram.

AInformation and Media Literacy

Research and Technology search “McCarthyism” in the school library. LENET ve students research, cite, and present ormation about one of the following lonial/Puritan topics: lem Witch Trials lem Village vs. Salem Town mouth, Massachusetts eat Awakening tton Mather and Increase Mather ritans (relationship with Church of England) ritans (opinion/treatment of children)

Writing Opportunities (Writing Process and Applications/Conventions) he Crucible rite a diary entry from a character’s point of view. rite an essay detailing how various characters changed throughout the

ourse of the play (see Reading Process). • Focus on one or more of the following: pronoun/antecedent

agreement, parallel structure, and unintended shift in person or tense, main idea and the development of logical relationships within the text. Proofread for run-on sentences, dangling modifiers, and unintended fragments. During revision, make sure students understand the need for a unified main idea and the development of logical relationships within the text. Proofread for run-on sentences, dangling modifiers, and unintended fragments.

rite an essay which examines the inaccuracies present in the play. fter researching Salem Village and Salem Town (see Research and echnology), write directions from Salem Town to Salem Village. Include

38

merican Dream. Did the d

Assessment

Character analysis chart Essay rubric Informal assessment of grodiscussion recording sheet

Literary Analysis Some Verses … , allusions, author’s purpose, figures of

tition, symbolism, connotation, denotation,

t The Crucible. erican Dreams.

symbolism, allusion, theme, tone, mood, ax, characterization, figures of speech, etc.). entary

haracters’ American Dream with Miller’s reams change? Did they exist for both groups?

up

Selections

ction

ry God (p. 77) the Burning of Our House, July

fiction generated

Reflection QuickWrite: How does persecution show itself in the world today?

39

SAMPLE UNIT P LANNI NG WITH STANDARDS Unit Title: The Puritan Experience Guiding Question: The American Dream: Does it exist? Grade 11 Texts: HRW 5th Course textbook - The Crucible (pg. 825), Upon the Burning of our House (pg. 68), Sinners in the Hands of an Angry God (pg. 77) Content Focus: Reading Words & phrases in context; Main idea, plot, & purpose; Comparisons and Cause/effect; Reference and Research. Writing Focus, Organization, Support, and Conventions RR ee aa dd ii nn gg PP rr oo cc ee ss ss LA.1112.1 __x__ whole group ___x__ small group _x__ individual Pre Reading Define “crucible” –post the various definitions • Quick-Write and discuss “Honor vs. Survival –

Which would you choose?” • Research McCarthyism (see Research and

Technology) • Present information on the Colonial

Period/Puritanism/Salem Witchcraft Trials. (See the textbook, visit the library, or use the Visual Connections videocassette – see Communication section below.)

Read the selected texts: The Crucible (pg. 825) • Keep a chart of main characters and take notes on

how they change (Mary Warren, John Proctor, Elizabeth Proctor, Abigail Williams, Rev. Hale)

• At end of each act, predict what will happen during the next one (use textual evidence to support the students’ predictions – use foreshadowing, mood, etc.)

• Discuss the author’s purpose (esp. his focus on social commentary) and tone

• Refer to the Quick-Write and discuss which characters chose Honor or Survival.

Sinners in the Hands of an Angry God (pg. 77) Here Follow Some Verses upon the Burning of Our House, July 10, 1666 (pg. 68) • Examine works for inversion, allusions, author’s

purpose, figures of speech, text structure, repetition, symbolism, connotation, denotation, mood, theme, etc.

• Connect works to historical context and to The Crucible.

Post • Compare/contrast McCarthyism with Witch Trials Vocabulary • Have students keep a vocabulary journal (individually or in their cooperative groups) • Select words that may be unfamiliar to students.

Have the students define and present the vocabulary words to the class (using a poster or other visual).

• Using the Teacher Edition of the English 3 textbook, teach students the Greek root word theo (pg. T832), and the Greek ancient words psallein (pg. T839) and diabolos (pg. T843). Have them keep a record of how many related words (and synonyms) they can find in the play and in their every day lives.

Fluency: × LA.1112.1.5.1 adjust reading rate based on purpose, text difficulty, form

and style Vocabulary Development: × LA.1112.1.6.1 use new vocabulary that is introduced and taught directly × LA.1112.1.6.2 listen to, read, and discuss familiar and conceptually

challenging text LA.1112.1.6.3 use context clues to determine meanings of unfamiliar words

× LA.1112.1.6.4 categorize key vocabulary and identify salient features × LA.1112.1.6.5 relate new vocabulary to familiar words × LA.1112.1.6.6 distinguish denotative and connotative meanings of words × LA.1112.1.6.7 identify and understand the meaning of conceptually

advanced prefixes, suffixes, and root words. LA.1112.1.6.8 identify the meaning of unfamiliar terms in political science

and medicine derived from Greek and Latin words LA.1112.1.6.9 identify advanced word/phrase relationships and their

meanings LA.1112.1.6.10 determine the correct meanings of words with multiples

meanings in context LA.1112.1.6.11 determine the meanings of words, pronunciation, parts of speech,

etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tool

Reading Comprehension × LA.1112.1.7.1 use background knowledge of subject and related content

areas, prereading strategies (previewing, discussing, generating questions) text features, and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection


× LA.1112.1.7.3 determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details and facts

LA.1112.1.7.4 identify cause-and-effect relationships in text LA.1112.1.7.5 analyze a variety of text structures (comparison/contrast,

cause/effect, chronological order, argument/support, lists) and text features (main heading with subheadings) and explain their impact on meaning in text.


LA.1112.1.7.7 compare and contrast elements in multiple texts (setting, characters, problems)

LA.1112.1.7.8 use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, note-making, summarizing, using a graphic and semantic organizers, questioning, and clarifying by checking other sources

40

LL ii tt ee rr aa rr yy AA nn aa ll yy ss ii ss LL AA .. 11 11 11 22 .. 22 __x__ whole group __x___ small group _x__ individual Sinners in the Hands of an Angry God Here Follow Some Verses upon the Burning of Our House, July 10, 1666 • Examine works for inversion, allusions, author’s

purpose, figures of speech, text structure, repetition, symbolism, connotation, denotation, mood, theme, etc.

• Connect works to historical context and to The Crucible.

• Discuss the two authors’ American Dreams. The Crucible • Examine literary elements (symbolism, allusion,

theme, tone, mood, dramatic irony, conflict, climax, characterization, figures of speech, etc.)

• Analyze Miller’s social commentary evident in the play.

• Compare and contrast the characters’ American Dream with Miller’s American Dream. Did the dreams change? Did they exist for both groups?

Fiction: LA.1112.2.1 × LA.1112.2.1.1 read, analyze, and compare historically and culturally significant

works of literature, identifying the relationships among the major genres and the literary devices unique to each, and analyze how they support and enhance the theme and main ideas of the text


× LA.1112.2.1.3 analyze, compare, evaluate, and interpret poetry for the effects of various literary devices, graphics, structure, and theme to convey mood, meaning, and aesthetic qualities

× LA.1112.2.1.4 analyze the way in which the theme or meaning of a selection represents a view or comment on life, providing textual evidence for the identified theme

LA.1112.2.1.5 analyze and discuss characteristics of subgenres that overlap or cut across the lines of genre classifications such as poetry, novel, drama, short story, essay or editorial

LA.1112.2.1.6 create a complex, multi-genre response to the reading of two or more literary works, using multiple critical perspectives, describing and analyzing an author’s use of literary elements, figurative language, and analyzing an author’s development of time and sequence

× LA.1112.2.1.7 analyze, interpret, and evaluate and author’s use of descriptive language (tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts with an emphasis on how they evoke reader’s emotions


LA.1112.2.1.9 describe changes in the English language over time, and support these descriptions with examples from literary texts


Non-Fiction: LA.1112.2.2 LA.1112.2.2.1 analyze and evaluate information from text features (transitional



LA.1112.2.2.3 organize the information to show understanding or relationships among facts, ideas, and events (representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining)

LA.1112.2.2.4 identify and analyze the characteristics of a variety of types of text (references, reports, technical manuals, articles, editorials, primary source historical documents, periodicals, job-related materials, practical/functional text)

× LA.1112.2.2.5 select a variety of age-and-ability appropriate non-fiction materials (biographies and topical areas, such as science, music, art, history, current events) to expand the core knowledge necessary to connect topics and function as a fully literate member of a shared culture.

WW rr ii tt ii nn gg PP rr oo cc ee ss ss LL AA .. 11 11 11 22 .. 33 __x__ whole group _____ small group __x_ individual The Crucible • Write an essay detailing how various characters

changed throughout the course of the play (see Reading Process).

• Write an essay which examines the inaccuracies present in the play. Explain what these inaccuracies are and give Miller’s possible reasons for including them (see Research and Technology).

• After researching Salem Village and Salem Town (see Research and Technology), write

Pre-Writing : LA.1112.3.1 × LA.1112.3.1.1 generate ideas from multiple sources (brainstorming, journals,

discussion, research materials) based upon teacher-directed topics and personal interests

LA.1112.3.1.2 make a plan for writing that addresses purpose, audience, a controlling idea, logical sequence, and time frame for completion

LA.1112.3.1.3 using organizational strategies and tools ( technology, spreadsheet, outline, chart, table, graphs, Venn Diagram, web, story map, plot pyramid) to develop a personal organizational style


41

directions from Salem Town to Salem Village. Include a graphic and cardinal and ordinal directions.

Focus on one or more of the following: • Teach and require students to focus on

pronoun/antecedent agreement, parallel structure, and unintended shift in person or tense.

• During revision, make sure students understand the need for a unified main idea and the development of logical relationships within the text.

• Have students proofread for run-on sentences, dangling modifiers, and unintended fragments.

sources appropriate to the purpose and audience × LA.1112.3.2.2 establish a logical organizational pattern with supporting details

that are substantial, specific, and relevant LA.1112.3.2.3 analyze language techniques of professional authors (figurative

language, denotation, connotation) to establish a personal style, and demonstrate a command of language with confidence of expression

Revising : LA.1112.3.3 × LA.1112.3.3.1 evaluate the draft for development of ideas and content, logical

organization, voice, point of view, word choice, and sentence variation × LA.1112.3.3.2 create clarity and logic by maintaining central theme, idea, or

unifying point and developing meaningful relationships among ideas × LA.1112.3.3.3 create precision and interest by elaborating ideas through supporting

details (facts, statistics, expert opinions, anecdotes) a variety of sentences structures, creative language devices, and modifying word choices using resources and reference materials (dictionary, thesaurus) to select more effective and precise language

LA.1112.3.3.4 apply appropriate tools or strategies to evaluate and refine the draft (peer review, checklists, rubrics)

Editing : LA.1112.3.4 LA.1112.3.4.1 spelling, using spelling rules, orthographic patterns,


LA.1112.3.4.2 punctuation, including commas, semicolons, colons, apostrophes, dashes, quotation marks, parentheses, ellipses, brackets, and underlining or italics

× LA.1112.3.4.3 grammar and usage, including but not limited to parts of speech, verb tense, possessives, pronoun/antecedent agreement, parallel structure, modifier placement, subject/verb agreement, comparative and superlative adjectives and adverbs, noun/pronoun agreement, and unintended shift in person or tense

× LA.1112.3.4.4 varied sentence structure, including the elimination of dangling or misplaced modifiers, run-on or fused sentences, and unintended sentence fragments

Publishing: LA.1112.3.5 LA.1112.3.5.1 prepare writing using technology in a format appropriate to the


columns) and graphics (drawings, charts, graphs) LA.1112.3.5.3 sharing with others, or submitting for publication

WW rr ii tt ii nn gg AA pp pp ll ii cc aa tt ii oo nn ss LL AA .. 11 11 11 22 .. 44 __x__ whole group _____ small group _x__ individual The Crucible • Write a diary entry from a character’s point of

view • Write an essay detailing how various characters

changed throughout the course of the play (see Reading Process).

• Write an essay analyzing which characters chose survival and which chose honor. Examine their motivation as well.

• Write an essay which examines the inaccuracies present in the play. Explain what these inaccuracies are and give Miller’s possible reasons for including them (see Research and Technology).

• After researching Salem Village and Salem Town (see Research and Technology), write directions from Salem Town to Salem Village. Include a graphic and cardinal and ordinal directions.

Sinners in the Hands…Here Follow Some… • Analyze the similarities between one of these

works and the Colonial/Puritan period. • Ask students to pretend they were present during

the Sinners sermon. Now have them write a letter to a family member living in another town explaining the sermon and their reaction to it.

Creative : LA.1112.4.1 LA.1112.4.1.1 an engaging plot that uses a range of appropriate strategies and


× LA.1112.4.1.2 incorporate figurative language, emotions, gestures, rhythm, dialogue, characterization, plot and appropriate format

Informative : LA.1112.4.2 LA.1112.4.2.1 write in a variety of informational/expository forms, including

documents using precise technical and scientific vocabulary (manuals, procedures)

× LA.1112.4.2.2 record information and ideas from primary and/or secondary sources accurately and coherently; noting the validity and reliability of these sources and attributing sources of information



× LA.1112.4.2.5 write detailed travel directions and design an accompanying graphic using the cardinal and ordinal directions, landmarks, streets and highways, and distances.

42


Persuasive : LA.1112.4.3 × LA.1112.4.3.1 state a position or claim, presents detailed evidence, examples, and

reasoning to support effective arguments and emotional appeals, and acknowledges and refutes opposing arguments


× LA.1112.4.3.2 attribute sources of information when appropriate CCoommmmuunniiccaattiioonn LLAA..11111122..55 _x___ whole group _____ small group ___ individual • Present vocabulary words to the class • Small group sharing of research topic • Use the textbook’s Visual Connections:

Videocassette Program and share The Puritan Experience (Videocassette A, segment 3) with your students. Refer to pages 19 – 25 in the Teacher’s Manual for the Visual Connections program.

• See Reading Process and Writing Applications for corresponding activities.

Penmanship : LA.1112.5.1 × LA.1112.5.1.1 the student will use fluent and legible handwriting skills Listening and Speaking : LA.1112.5.2 × LA.1112.5.2.1 demonstrate effective listening skills and behaviors for a variety of

purposes, and demonstrate understanding by critically evaluating and analyzing oral presentations

× LA.1112.5.2.2 apply oral communication skills in interviews, formal presentations, and impromptu situations according to designed rubric criteria

× LA.1112.5.2.3 use research and visual aids to deliver oral presentations that inform, persuade, or entertain, and evaluates one’s own and others’ oral presentations according to designed rubric criteria

LA.1112.5.2.4 use appropriate eye contact, body movements, and voice register for audience engagement in formal and informal speaking situations.

× LA.1112.5.2.5 research and organize information and demonstrate effective speaking skills and behaviors for a variety of formal and informal purposes

IInnffoorrmmaattiioonn && MMeeddiiaa LLiitteerraaccyy ((RReesseeaarrcchh && TTeecchhnnoollooggyy)) LLAA..11111122..66 _x_ whole group _x_ small group _x_individual • Have students research “McCarthyism” in the

school library. See Streamlining the Curriculum. • Have students research, cite, and present

information about one of the following Colonial/Puritan topics:

o Salem Witch Trials o Salem Village vs. Salem Town o Plymouth, Massachusetts o Great Awakening o Cotton Mather and Increase Mather o Puritans (relationship with Church of

England) o Puritans (opinion/treatment of

children)

Informational Text : LA.1112.6.1 LA.1112.6.1.1 analyze the structure and format (diagrams, graphics, fonts) of

functional workplace, consumer, or technical documents LA.1112.6.1.2 explain how text features (charts, maps, diagrams, captions,

illustrations, graphs) aid the reader’s understanding LA.1112.6.1.3 use the knowledge to create workplace, consumer, or technical

documents Research Process : LA.1112.6.2 LA.1112.6.2.1 select a topic and develop a comprehensive but flexible search

plan, and analyze and apply evaluative criteria (objectivity, freedom from bias, topic format) to assess appropriateness of resources

× LA.1112.6.2.2 organize, synthesize, analyze, and evaluate the validity and reliability of information from multiple sources (including primary and secondary sources) to draw conclusions using a variety of techniques, and correctly use standardized citations.

× LA.1112.6.2.3 write an informational report that integrates information and makes distinctions between the relative value and significance of specific data, facts, and ideas


Media Literacy : LA.1112.6.3 LA.1112.6.3.1 distinguish between propaganda and ethical reasoning strategies

in print and nonprint media × LA.1112.6.3.2 ethically use mass media and digital technology in assignments

and presentations, citing sources according to standardized citation styles × LA.1112.6.3.3 demonstrate the ability to select print and nonprint media appropriate

for the purpose, occasion, and audience to develop into a formal presentation Technology : LA.1112.6.4 × LA.1112.6.4.1 select and use appropriate available technologies to enhance

communication and achieve a purpose (video, digital technology,) × LA.1112.6.4.2 routinely use digital tools for publication, communication and

productivity

Modifications / strategies Reflection

43

SAMPLE LESSON PLAN Unit Title: The Puritan Experience Grade 11 Lesson Title: Honor vs. Survival

Focus Sunshine State Standards Reading Comprehension - LA.1112.1.7.1 , LA.1112.2.1.8, Writing Process - LA.1112.3.1.1 , LA.1112.3.2.2, LA.1112.3.3.1, LA.1112.3.3.2, LA.1112.3.4.3, Writing Applications - LA.1112.4.2.3 , LA.1112.4.3.1, LA1112.4.3.2 Communication - LA.1112.5.1.1 , LA.1112.5.2.5

Objectives Students will discuss Honor vs. Survival prior to reading The Crucible. During and after reading the play, students will discuss which characters chose Honor and which chose Survival. Students will write an essay analyzing the characters’ choices and motivation.

Overview Students will determine which characters chose Honor, which ones chose Survival, and the reasons behind their choices.

Materials HRW 5th Course textbook

Procedures • Quickwrite (activation of prior knowledge): “Honor vs. Survival – Which would you choose?” Have students record and discuss their

thoughts and then instruct them keep track of the characters’ choices as they read The Crucible. During reading, have students refer back to this paper and record notes.

• Introduce parallel structure. • After reading, have students discuss (in cooperative groups) their notes and create a whole class chart on the board which lists the

characters, their choices, and motivations (focus on the Puritan culture, historical context, etc.). • Assign essay topic on which characters chose Honor or Survival. (See sample essay topic sheet.) • Peer review the essays for parallel structure and development of main idea and logical relationships within the text.

Assessment • Check Quickwrite for completion and collect notes along with the completed essay. • Peer review participation for essay review. • Use a 6 Traits rubric or the attached rubric for assessment of the Honor vs. Survival essay.

Teacher Reflection

44

The Crucible: Honor vs. Survival

Select 2-4 characters from The Crucible who were faced with the choice of Honor vs. Survival. Think about why they made the choices they did and locate evidence to support your points. As you write your essay, make sure you use and underline examples of parallel structure. Name Title Organization /30pts -Detailed thesis stated at end of introduction -Follow thesis in paper -Restate thesis at beginning of conclusion Development /30pts -Include topic sentences, specific quotes (with pg. numbers), and analysis

in each support paragraph -Refer to thesis (point of paper) in each paragraph Language Conventions /25pts -Underline examples of parallel structure in your essay

-No “I, you, we, my, our” -No informal language or abbreviations -Few errors Paper Format /5pts -Double space or skip lines if handwritten -Write on front of paper only Quickwrite and Notes /10pts -Include your Honor vs. Survival Quickwrite and class notes Total /100pts Comments: ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________


Unit Anglo-Saxons–Songs of Ancient Heroes Essential Question: Where are you going; where have you been? Grade 12

PreQu1. 2.

3.

4.

IntalliIntDu

Po

Vo

Reading

Fi“Beowulf”(main selection) Elem“Seafarer” (poem) Elements ofReadings from Grendel (John Anglo-Saxon Riddles from text presentation

Non “Life in 999” (text p. 47 – articl“Scars” poem in Atlantic Mont

•

••

•

•

•

•

••

•

•

•

Reading Process (fluency, vocab, strategies) Reading ick write choices: Pre-writing Quick Write choices: What is a Hero? (draw interpretation or write description) Do you think society worships celebrities today, not heroes? Name your favorite real-life or fictional hero and discuss the nature of heroism by citing examples about the hero you have named. Consider these questions: a. What are your hero’s best-known achievements? b. What are your hero’s chief personality traits? c. What are your hero’s values? What are the three most important characteristics you think a hero should possess?

roduce literary elements: epic, epic hero, kenning, teration, foil, personification, elegy roduce background information on Anglo-Saxon era ring • Think aloud • Reading comprehension questions • Summarizing & paraphrasing text • Discuss main idea throughout • Making predictions st • Drawing conclusions • Projects – riddles, Beowulf projects • Shared inquiry discussion cabulary • Introduce literary elements and selection

vocabulary

• Writer’s Workshop – ALiterature p. 67

• Poetry analysis using v

Communication (Listening and Speaking) Present & share original Anglo-Saxon style original riddles Present & share Beowulf musical project Listen to downloaded excerpts of Beowulf narrated in Old English “Lament for Beowulf” by Howard Hanson, performed by Eastman-Rochester Symphony Orchestra; and the Morman Youth Symphony Orchestra and Chorus Student musical score projects shared with the entire class Student original riddles

ResSaxReRechaVie(seViefrommaVie

• • •

Writing Opportunities (Writing Process and Applications/Conventions) • Pre-writing Quick Write choices: • Responding to Art: “Beowulf Battling Grendel” • Responding to Music: Hanson’s “Lament for Beowulf” • Write Beowulf’s Epitaph • Write original kennings • Write & share original Anglo-Saxon style riddles • Create a musical score with sound effects for a scene from Beowulf• Writer’s Workshop –Analyzing Literary Work – Elements of Literature p. 67

45

Assessment

Rubrics for oral presenMultiple choice unit tesFormal essay choices

at the end of the unit

Literary Analysis

nalyzing Literary Work - Elements of

arious strategies

tationst give

Reflection How did the activities help you understand the characters of Beowulf and Grendel? Which activity was the most helpful and why?


earch background knowledge of Anglo on era search Anglo-Saxon riddles search how the English language has nged w various clips from *Power Media Plus arch “epic hero”; “Beowulf” w “English: A Living Language, Part I” Visual Connections (textbook ancillary

terials) w and discuss clips from “Last Action

Selections

ction ents of Literature

LiteratureGardner) & teacher made PowerPoint

fiction e from Time Magazine hly, May 1992

46

SAMPLE UNIT P LANNING WITH STANDARDS Unit Title: Anglo Saxon - Songs of Ancient Heroes Guiding Question: Where are you going; where have you been? Grade 12 Texts Fiction “Beowulf”(main selection) Elements of Literature“Seafarer” (poem) Elements of LiteratureReadings from Grendel (John Gardner) Anglo-Saxon Riddles from text & teacher made PowerPoint presentation Non-Fiction “Life in 999” Elements of Literature text p. 47 – article from Time Magazine “Scars” poem in Atlantic Monthly, May 1992 Content Focus Reading: Words & phrases in context; Main idea, plot, & purpose; Comparisons & Cause/effect; Reference & Research Writing: Focus, Organization, Support, & Conventions RR ee aa dd ii nn gg PP rr oo cc ee ss ss LA.1112.1 _x___ whole group ___x__ small group _x__ individual Pre-Reading Quick write choices: Pre-writing Quick Write choices: 1. What is a Hero? (draw interpretation or write description) 2. Do you think society worships celebrities today, not heroes? 3. Name your favorite real-life or fictional hero and discuss the nature of heroism by citing examples about the hero you have named. Consider these questions: a. What are your hero’s best-known achievements? b. What are your hero’s chief personality traits? c. What are your hero’s values? 4. What are the three most important characteristics you think a hero should possess? Introduce literary elements: epic, epic hero, kenning, alliteration, foil, personification, elegy Introduce background information on Anglo-Saxon era During Reading • Think aloud • Reading comprehension questions • Summarizing & paraphrasing text • Discuss main idea throughout • Making predictions Post Reading Drawing conclusions Projects – riddles, Beowulf projects Shared inquiry discussion Vocabulary Introduce literary elements and selection vocabulary

Fluency: × LA.1112.1.5.1 adjust reading rate based on purpose, text difficulty, form and

style Vocabulary Development: × LA.1112.1.6.1 use new vocabulary that is introduced and taught directly × LA.1112.1.6.2 listen to, read, and discuss familiar and conceptually challenging

text × LA.1112.1.6.3 use context clues to determine meanings of unfamiliar words LA.1112.1.6.4 categorize key vocabulary and identify salient features

× LA.1112.1.6.5 relate new vocabulary to familiar words LA.1112.1.6.6 distinguish denotative and connotative meanings of words LA.1112.1.6.7 identify and understand the meaning of conceptually advanced

prefixes, suffixes, and root words. LA.1112.1.6.8 identify the meaning of unfamiliar terms in political science and

medicine derived from Greek and Latin words LA.1112.1.6.9 identify advanced word/phrase relationships and their meanings

× LA.1112.1.6.10 determine the correct meanings of words with multiples meanings in context

LA.1112.1.6.11 determine the meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tool

Reading Comprehension × LA.1112.1.7.1 use background knowledge of subject and related content areas,

prereading strategies (previewing, discussing, generating questions) text features, and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection


LA.1112.1.7.3 determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details and facts

LA.1112.1.7.4 identify cause-and-effect relationships in text × LA.1112.1.7.5 analyze a variety of text structures (comparison/contrast,

cause/effect, chronological order, argument/support, lists) and text features (main heading with subheadings) and explain their impact on meaning in text.

LA.1112.1.7.6 analyze and evaluate similar themes or topics by different authors across a variety of fiction and non-fiction selections


LA.1112.1.7.8 use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, note-making, summarizing, using a graphic and semantic organizers, questioning, and clarifying by checking other sources

47

LL ii tt ee rr aa rr yy AA nn aa ll yy ss ii ss LL AA .. 11 11 11 22 .. 22 _x__ whole group _____ small group _x__ individual Literary Analysis • Review of Six Traits rubric • Writer’s Workshop – Analyzing Literary

Work - Elements of Literature text page 67 • Poetry analysis using various strategies

Fiction: LA.1112.2.1 × LA.1112.2.1.1 read, analyze, and compare historically and culturally significant

works of literature, identifying the relationships among the major genres and the literary devices unique to each, and analyze how they support and enhance the theme and main ideas of the text


LA.1112.2.1.3 analyze, compare, evaluate, and interpret poetry for the effects of various literary devices, graphics, structure, and theme to convey mood, meaning, and aesthetic qualities

LA.1112.2.1.4 analyze the way in which the theme or meaning of a selection represents a view or comment on life, providing textual evidence for the identified theme

LA.1112.2.1.5 analyze and discuss characteristics of subgenres that overlap or cut across the lines of genre classifications such as poetry, novel, drama, short story, essay or editorial

× LA.1112.2.1.6 create a complex, multi-genre response to the reading of two or more literary works, using multiple critical perspectives, describing and analyzing an author’s use of literary elements, figurative language, and analyzing an author’s development of time and sequence

LA.1112.2.1.7 analyze, interpret, and evaluate and author’s use of descriptive language (tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts with an emphasis on how they evoke reader’s emotions


× LA.1112.2.1.9 describe changes in the English language over time, and support these descriptions with examples from literary texts


Non-Fiction: LA.1112.2.2 LA.1112.2.2.1 analyze and evaluate information from text features (transitional



LA.1112.2.2.3 organize the information to show understanding or relationships among facts, ideas, and events (representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining)

LA.1112.2.2.4 identify and analyze the characteristics of a variety of types of text (references, reports, technical manuals, articles, editorials, primary source historical documents, periodicals, job-related materials, practical/functional text)

LA.1112.2.2.5 select a variety of age-and-ability appropriate non-fiction materials (biographies and topical areas, such as science, music, art, history, current events) to expand the core knowledge necessary to connect topics and function as a fully literate member of a shared culture.

WW rr ii tt ii nn gg PP rr oo cc ee ss ss LL AA .. 11 11 11 22 .. 33 ____ whole group _____ small group __x_ individual Pre-writing Quick Write choices: Quick write choices: Pre-writing Quick Write choices: 1. What is a Hero? (draw interpretation or write description) 2. Do you think society worships celebrities today, not heroes? 3. Name your favorite real-life or fictional hero and discuss the nature of heroism by citing examples about the hero you have named. Consider these questions: a. What are your hero’s best-known achievements?

Pre-Writing : LA.1112.3.1 × LA.1112.3.1.1 generate ideas from multiple sources (brainstorming, journals,

discussion, research materials) based upon teacher-directed topics and personal interests

× LA.1112.3.1.2 make a plan for writing that addresses purpose, audience, a controlling idea, logical sequence, and time frame for completion

LA.1112.3.1.3 using organizational strategies and tools ( technology, spreadsheet, outline, chart, table, graphs, Venn Diagram, web, story map, plot pyramid) to develop a personal organizational style


sources appropriate to the purpose and audience

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b. What are your hero’s chief personality traits? c. What are your hero’s values? 4. What are the three most important characteristics you think a hero should possess?

• Responding to Art: “Beowulf Battling Grendel” • Responding to Music: Hanson’s “Lament for

Beowulf” • Write Beowulf’s Epitaph – share with class • Write original kennings • Write & share original Anglo-Saxon style

riddles – share with class • Create a musical score with sound effects for a

scene from Beowulf • Writer’s Workshop – Analyzing Literary Work -

Elements of Literature text p 67

LA.1112.3.2.2 establish a logical organizational pattern with supporting details that are substantial, specific, and relevant

× LA.1112.3.2.3 analyze language techniques of professional authors (figurative language, denotation, connotation) to establish a personal style, and demonstrate a command of language with confidence of expression

Revising : LA.1112.3.3 LA.1112.3.3.1 evaluate the draft for development of ideas and content, logical

organization, voice, point of view, word choice, and sentence variation LA.1112.3.3.2 create clarity and logic by maintaining central theme, idea, or

unifying point and developing meaningful relationships among ideas × LA.1112.3.3.3 create precision and interest by elaborating ideas through supporting

details (facts, statistics, expert opinions, anecdotes) a variety of sentences structures, creative language devices, and modifying word choices using resources and reference materials (dictionary, thesaurus) to select more effective and precise language


Editing : LA.1112.3.4 LA.1112.3.4.1 spelling, using spelling rules, orthographic patterns,


LA.1112.3.4.2 punctuation, including commas, semicolons, colons, apostrophes, dashes, quotation marks, parentheses, ellipses, brackets, and underlining or italics

× LA.1112.3.4.3 grammar and usage, including but not limited to parts of speech, verb tense, possessives, pronoun/antecedent agreement, parallel structure, modifier placement, subject/verb agreement, comparative and superlative adjectives and adverbs, noun/pronoun agreement, and unintended shift in person or tense

LA.1112.3.4.4 varied sentence structure, including the elimination of dangling or misplaced modifiers, run-on or fused sentences, and unintended sentence fragments

Publishing: LA.1112.3.5 × LA.1112.3.5.1 prepare writing using technology in a format appropriate to the


columns) and graphics (drawings, charts, graphs) × LA.1112.3.5.3 sharing with others, or submitting for publication

WW rr ii tt ii nn gg AA pp pp ll ii cc aa tt ii oo nn ss LL AA .. 11 11 11 22 .. 44 ____ whole group _____ small group _x__ individual

• Responding to Art: “Beowulf Battling Grendel” • Responding to Music: Hanson’s “Lament for

Beowulf” • Write Beowulf’s Epitaph • Write original kennings • Write & share original Anglo-Saxon style

riddles • Create a musical score with sound effects for a

scene from Beowulf – either as an individual or with a group

Creative : LA.1112.4.1 × LA.1112.4.1.1 an engaging plot that uses a range of appropriate strategies and


× LA.1112.4.1.2 incorporate figurative language, emotions, gestures, rhythm, dialogue, characterization, plot and appropriate format

Informative : LA.1112.4.2 LA.1112.4.2.1 write in a variety of informational/expository forms, including

documents using precise technical and scientific vocabulary (manuals, procedures)

LA.1112.4.2.2 record information and ideas from primary and/or secondary sources accurately and coherently; noting the validity and reliability of these sources and attributing sources of information



LA.1112.4.2.5 write detailed travel directions and design an accompanying graphic using the cardinal and ordinal directions, landmarks, streets and highways, and distances.


49

Persuasive : LA.1112.4.3 LA.1112.4.3.1 state a position or claim, presents detailed evidence, examples,

and reasoning to support effective arguments and emotional appeals, and acknowledges and refutes opposing arguments


LA.1112.4.3.2 attribute sources of information when appropriate CCoommmmuunniiccaattiioonn LLAA..11111122..55 __x__ whole group _____ small group ___ individual Communication (Listening/ Speaking/Viewing:

• Present & share original Anglo-Saxon style original riddles

• Present & share Beowulf musical project • Listen to downloaded excerpts of Beowulf

narrated in Old English • “Lament for Beowulf” by Howard Hanson,

performed by Eastman-Rochester Symphony Orchestra; and the Mormon Youth Symphony Orchestra and Chorus

• Student musical score projects shared with the entire class

• Student original riddles

Penmanship : LA.1112.5.1 × LA.1112.5.1.1 the student will use fluent and legible handwriting skills Listening and Speaking : LA.1112.5.2 × LA.1112.5.2.1 demonstrate effective listening skills and behaviors for a variety

of purposes, and demonstrate understanding by critically evaluating and analyzing oral presentations

LA.1112.5.2.2 apply oral communication skills in interviews, formal presentations, and impromptu situations according to designed rubric criteria

× LA.1112.5.2.3 use research and visual aids to deliver oral presentations that inform, persuade, or entertain, and evaluates one’s own and others’ oral presentations according to designed rubric criteria

× LA.1112.5.2.4 use appropriate eye contact, body movements, and voice register for audience engagement in formal and informal speaking situations.

× LA.1112.5.2.5 research and organize information and demonstrate effective speaking skills and behaviors for a variety of formal and informal purposes

II nn ff oo rr mm aa tt ii oo nn aa nn dd MM ee dd ii aa LL ii tt ee rr aa cc yy LL AA .. 11 11 11 22 .. 66 ___ whole group ___ small group ___ individual Research and Technology:

• Research background knowledge of Anglo Saxon era

• Research Anglo-Saxon riddles • Research how the English language has changed • View various clips from *Power Media Plus

(search “epic hero”; “Beowulf” • View “English: A Living Language, Part I”

from Visual Connections (textbook ancillary materials)

• Previously viewed clips from “Last Action Hero”, “Superman”, “Labyrinth”

• Beowulf cartoon version if available

Informational Text : LA.1112.6.1 LA.1112.6.1.1 analyze the structure and format (diagrams, graphics, fonts) of

functional workplace, consumer, or technical documents LA.1112.6.1.2 explain how text features (charts, maps, diagrams, captions,

illustrations, graphs) aid the reader’s understanding LA.1112.6.1.3 use the knowledge to create workplace, consumer, or technical

documents Research Process : LA.1112.6.2 LA.1112.6.2.1 select a topic and develop a comprehensive but flexible search

plan, and analyze and apply evaluative criteria (objectivity, freedom from bias, topic format) to assess appropriateness of resources

LA.1112.6.2.2 organize, synthesize, analyze, and evaluate the validity and reliability of information from multiple sources (including primary and secondary sources) to draw conclusions using a variety of techniques, and correctly use standardized citations.

× LA.1112.6.2.3 write an informational report that integrates information and makes distinctions between the relative value and significance of specific data, facts, and ideas


Media Literacy : LA.1112.6.3 LA.1112.6.3.1 distinguish between propaganda and ethical reasoning strategies

in print and nonprint media LA.1112.6.3.2 ethically use mass media and digital technology in assignments

and presentations, citing sources according to standardized citation styles × LA.1112.6.3.3 demonstrate the ability to select print and nonprint media appropriate

for the purpose, occasion, and audience to develop into a formal presentation Technology : LA.1112.6.4 × LA.1112.6.4.1 select and use appropriate available technologies to enhance

communication and achieve a purpose (video, digital technology,) × LA.1112.6.4.2 routinely use digital tools for publication, communication and

productivity

Modifications

Reflection

50

SAMPLE LESSON

Unit Title: Anglo-Saxon Songs of Ancient Heroes Grade Level: 12 Lesson Title: The Epic Hero vs. Modern Day Hero

Focus Sunshine State Standards: Reading Process- LA.1112.1.5.1, LA.1112.1.6.1, LA.1112.1.6.2, LA.1112.1.6.3, LA.1112.1.7.1, Writing Process - LA.1112.3.1.1, LA.1112.3.1.2, LA.1112.3.2.1, LA.1112.3.2.2, Writing Application LA.1112.4.1.1, LA.1112.4.1.2, LA.1112.4.2.3

Objectives Students will discuss the epic hero vs. the modern day hero prior to the quick write activity to activate prior knowledge. Class will review characteristics of a well-developed essay and brainstorm ideas for their compositions.

Overview Class will discuss characteristics of the epic hero and compare those qualities to the modern day hero to activate prior knowledge before beginning their quick write. Six Traits review to establish the characteristics of a well-written essay.

Materials PowerPoint presentation of characteristics of the epic hero 6-Traits rubric for students Quickwrite handouts for student

Procedures • Class discussion of epic hero vs. modern day hero • Review of a good 6-Traits essay • Students will brainstorm pre-write activity for Quickwrite and choose a topic of their choice: 1. What is a Hero? (draw interpretation or write description) 2. Do you think society worships celebrities today, not heroes?

3. Name your favorite real-life or fictional hero and discuss the nature of heroism by citing examples about the hero you have named. Consider these questions: a. What are your hero’s best-known achievements? b. What are your hero’s chief personality traits? c. What are your hero’s values? 4. What are the three most important characteristics you think a hero should possess?

Assessment Proof read & self-evaluate Quickwrite prior to submitting Use 6 Traits rubric for essay evaluation

Teacher Reflection

51

Secondary Language Arts ~ Helpful Website Links

Resource Name Web Link International Reading

Association http://www.ira.org

National Council

Teachers of English http://www.ncte.org

Florida Council

Teachers of English http://www.fcte.org

Brevard Council

Teachers of English http://www.bcte.org

Read-Write-Think http://www.readwritethink.org

The Alan Review http://scholar.lib.vt.edu/ejournals/ALAN/alan-review.html

Poets http://www.poets.org

Poetry 180 http://www.loc.gov/poetry/180

Poetry Alive http://www.poetryalive.com

Sonnet Central http://www.sonnets.org

Poetry Slam http://www.poetryslam.com

Favorite Poem Project http://www.favoritepoem.org

English Companion http://www.englishcompanion.com

Web English Teacher http://www.webenglishteacher.com

DOE FCAT Publications

http://www.firn.edu/doe/sas/fcat/fcatpub2.htm

Graphic Organizers http://www.educationoasis.com/curriculum/graphic_organizers.htm

Writing possibilities for students

http://www.teenink.comhttp://www.merlynspen.org

http://www.scholastic.com/artandwritingawards/index.htmhttp://www.vsarts.org/x1548.xml

Brevard County Language Arts Resource

Page

http://secondarypgms.brevard.k12.fl.us/areas.html#Lisa%20Rehm

http://www.ira.org/

http://www.ncte.org/

http://www.fcte.org/

http://www.bcte.org/

http://www.readwritethink.org/

http://scholar.lib.vt.edu/ejournals/ALAN/alan-review.html

http://www.poets.org/

http://www.loc.gov/poetry/180

http://www.poetryalive.com/

http://www.sonnets.org/

http://www.poetryslam.com/

http://www.favoritepoem.org/

http://www.englishcompanion.com/

http://www.webenglishteacher.com/

http://www.firn.edu/doe/sas/fcat/fcatpub2.htm

http://www.educationoasis.com/curriculum/graphic_organizers.htm

http://www.teenink.com/

http://www.merlynspen.org/

http://www.scholastic.com/artandwritingawards/index.htm

http://www.vsarts.org/x1548.xml

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References and Resources

Source Title Features

PowerMediaPlus • images (photos, maps, charts • online streaming video/audio files • printable resources and Podcasts • See your tech. specialist for assistance

Piece by Piece • A Year-At-A-Glance overview for grades 7-12 • Brevard County’s scope and sequence writing plan • Six Traits and FCAT Writing definitions and rubrics

Streamlining the Literature Curriculum

• Presents reading lists • Provides quality lesson plan and resource samples • Includes Sunshine State Standards, sample activities • Brevard County’s program to address 9-12 curriculum gaps

Mastering Ideas • Includes helpful SAT/ACT strategies • Includes essay forms, literature, mixed media, etc. • Brevard County’s Writing Cadre’s suggested strategies

Mastering Writing + Skills

• Helpful charts for targeting key skill areas • Reviews format, grammar, usage, and reference guides • Brevard County’s Secondary approach for FCAT Writing +

Project CRISS (Creating

Independence through Student-owned

Strategies)

• Visit www.projectcriss.com • Training offered periodically throughout Brevard County • Helps students better organize, understand, retain information • Strategies show, tell, model, demonstrate, and explain

content Thinking Maps • Visit www.thinkingmaps.com

• A common visual language for students K-12 • Eight maps assist students to organize thoughts

Six Traits • Teaches the parts of good writing • Visit http://www.nwrel.org/assessment • Each trait is assessed using a scoring rubric

Bridging the Curriculum

• Leads to student success on FCAT Reading • Brevard County’s approach to helping struggling readers • Integrated approach for English I, II, and Intensive Reading • Organized around four clusters of Sunshine State Standards

We Inspire Student Excellence (WISE)

• Induction Program training manual • Available on-line at Brevard Schools Homepage • Each area presents strategies, resources, and ideas • Subjects include assessment, diversity, knowledge of subject

http://www.projectcriss.com/

http://www.thinkingmaps.com/

http://www.nwrel.org/assessment

Essential Elements of LA

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