Grade 7 Q2alsn.doc · Web viewIntroduction In 2014, the Shelby County Schools Board of Education...

7th GradeEnglish Language Arts2nd Quarter

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

· 80% of our students will graduate from high school college or career ready

· 90% of students will graduate on time

· 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRA) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The TNCore Literacy Standards

The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards):

http://www.tncore.org/english_language_arts.aspx

Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:

http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Work Finder: http://achievethecore.org/page/1027/academic-word-finder

Links to Support Vocabulary Instruction & Development

http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/

https://wvde.state.wv.us/strategybank/VocabularyStrategies.html

https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html

http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:

http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:

http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Using the Curriculum Maps, Grades 6-8

· Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.”

· Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column.

· Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.

· Plan your weekly and daily objectives, using the evidence statements to help.

· Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives.

· Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.

· Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills.

· Using your Pearson TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for teacher-led small group instruction and literacy stations.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Second Quarter

TN State Standards

SPI EviEd Evidence Statements

Content

Weeks 1-3

Reading Selections

· Literary Analysis Workshop - The Tale of the Mandarin Ducks (Lexile AD 930; fiction) and The Three-Century Woman (fiction)

· The Luckiest Time of All (Lexile 1000; short story)

· Angela’s Ashes (Lexile 1270; Autobiography)

Big Question: What is the best way to find the truth? (Unit 1)

Reading Complex Texts

Literature and Informational

RL/RI.7.1

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

RL/RI.7.2

Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

RI7.3

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

RL.7.6

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

These standards are constant and should be taught throughout each quarter.

· Cite Evidence: RL1, RI1

· Analyze Content: RL/RI.7.2-9

Literature and Informational

Evidence Statements

· Provides citation of several pieces of textual

evidence to support analysis of what the text

says explicitly.(RL.7.1)

· Provides citation of several pieces of textual

evidence to support analysis of inferences drawn from the text.(RL/RI.7.1)

· Provides a statement of a theme or central idea of a text.(RL./RI.7.2)

· Provides an analysis of the development of the theme or central idea over the course of the text(RI.7.2)

· Provides an objective summary of the text.(RI.7.2)

· Provides an analysis of the interactions between

individuals, events, and/or ideas in a text (e.g., how ideas influence individuals or events or how individuals influence ideas or events).(RI.7.3)

· Provides an analysis of how an author develops and contrasts the points of view of different characters or narrators in the text.(RL.7.6)

Prentice Hall Literature – Reading Selections

Unit 1- Fiction

Literary Analysis Workshop – Elements of Fiction, Determining Theme in Fiction RL7.1, RL7.2

· Skill Focus: theme, context clues, narrative text, point of view, plot

· List of Tier 3 Domain Specific Words


· See pages 26-71 for ELA Tier 3

· Next Generation Glossary of Informational and Literary terms

· See www.scsliteracy.weebly.com

(found on the middle school page)

· Close Read: Theme in Fiction

1. Model Exemplar Text: The Tale of the Mandarin Ducks (fiction)

2. Independent Practice: The Three-Century Woman (fiction)

a. Three Century Woman unit

http://achievethecore.org/search?q=three+century+woman

· After You Read: Text Dependent Questions

1. (Key Ideas and Details) – In “The Three Century Woman,” find two statements show details about Megan’s character. (Speculate/Inferences) Why do you think the author chose to tell the story in Megan’s voice?

2. Why do you think the reporter believes Great-grandma’s version of the truth? (Infer) – What are clues that Great Grandma is not telling the truth?

The Luckiest Time of All (Lexile 1000; short story) RL7.6, RL7.1, RL7.2

· Skill Focus: theme, context clues, narrative text, point of view, plot

· Before You Read pg. 49

1. Reading Skill: Context Clues

2. Literary Analysis: Point of View

· Critical Thinking: Text Dependent Questions

1. (Key Ideas and Details) – Why do Ovella and Elzie go to the Silas Green Show? (Infer) What does this tell you about Elzie as a young woman? (Connect) In what ways is Elzie similar or different as an older woman?

2. (Craft and Structure) What does the great-grandmother believe about her lucky stone? How can what we believe help us discover the truth? (Connect to the Big Question: What is the best way to find the truth?)

· After You Read

1. Reading Skill: Context Clues

2. Literary Analysis: Point of View

Unit 1: Non-fiction

Literary Analysis Workshop – Elements of Nonfiction and Determining Central Ideas in Nonfiction RI7.1, RI7.2

· Skill Focus: central idea, context clues, narrative text, point of view, main idea and supporting details, author’s purpose, historical context

· Close Read: Central Idea in Nonfiction

1. Model Exemplar Text: from The Great Fire (nonfiction)

a. from the Great Fire close reading unit/ assessment/text dependent questions

http://achievethecore.org/content/upload/The%20Great%20Fire%20-%20Student%20Assessment%20-%20v11%20-%20current.pdf

2. Independent Practice: The Fall of the Hindenburg (nonfiction)

3. After You Read: Text Dependent Questions

· (Key Ideas and Details) – Analyze: What is Michael Morrison’s main purpose of writing “The Fall of the Hindenburg”? Explain

· (Key Ideas and Details) – Compare: How does the fictional account of the Hindenburg disaster differ from the historical account? Connect: How does the purpose of each text help determine what key information is presented? Support your answers with details from the text?

Angela’s Ashes (Lexile 1270; Autobiography) RI7.1, RI7.3, RI7.2

· Skill Focus: central idea, context clues, narrative text, point of view, main idea and supporting details, author’s purpose, historical context.

· Before You Read pg. 129

1. Reading Skill: Author’s Purpose

2. Literary Analysis: Historical Context


1. (Key Ideas and Details) – Why is Francis in the hospital? (Infer) Do you think the experience is frightening for him? Why or why not?

2. (Craft and Structure) How does the author use both truth and humor to express his view? Explain. (Connect to the Big Question: What is the best way to find the truth?)

· After You Read

1. Reading Skill: Author’s Purpose

2. Literary Analysis: Historical Context

Resources

· Teaching Author’s Purpose- Going Beyond Persuade, Inform, and Entertain

· http://www.weareteachers.com/blogs/post/2015/01/09/going-beyond-pie-5-ways-to-teach-students-how-to-find-the-author's-purpose

· http://www.massbay.edu/uploadedFiles/Admissions_and_Financial_Aid/Enrollment/QUESTIONTYPE.pdf

· https://discovery.app.box.com/s/miufueuq20za41255nyb

· (strategies) http://www.tennessee.gov/education/standards/english/ENG_3081.pdf

· https://www.engageny.org/resource/grades-6-8-ela-curriculum-appendix-2-graphic-organizers (11 graphic organizers)

· Reading strategies

http://www.readingrockets.org/article/seven-strategies-teach-students-text-comprehension


http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdf

· Teaching Text Structure

· http://thisreadingmama.com/teaching-text-structure-to-readers/

· http://www.teachtci.com/teaching-strategy-and-classroom-technology-webinars/common-core-helping-students-master-text-structure.html

· http://www.pdesas.org/module/content/resources/13035/view.ashx

· Informational Text Structures

· http://www.nsbsd.org/Page/3561

· http://msjordanreads.com/2012/04/19/non-fiction-text-structures/

Pearson Online Resources

www.pearsonsuccessnet.com

· Benchmark and Unit Assessments

· Unit Resources

· Common Core Companion

3. Common Core Companion Workbook (pgs. 2-3, 9, 96-97, 103)

4. RL/RI 7.1 (pgs. 15-16, 22, 109-110, 116)

5. RL/RI 7.2 (pgs. 122-123) RI 7.3 (pgs. 67-68) RL 7.6

WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Model Performance Indicator for RL7.2 - Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Level 1 (Entering)

Associate words, statements or chunks of language that represent a theme or one central idea and analyze its development using an illustrated adapted text; provide an objective summary using labeled pictures that represent the author’s message and/or significant events in the text

Level 2 (Emerging)

Identify simple sentences and phrases that represent the theme or one central idea and analyze its development using an adapted text; provide an objective summary from a simple sentence illustrated text, pictures, timelines, story maps and non-linguistic representations.

Level 3 (Developing)

Recognize a series of extended sentences that determine the theme or central idea of a text and analyze its development supported by guiding questions; provide an objective summary supported by illustrated timelines or story maps

Level 4 (Expanding)

Interpret discourse with a variety of complex sentences to determine the theme or central idea and analyze its development using a familiar text; provide an objective summary using a teacher adapted/created guided reading outline.

Level 5 (Bridging)

Distinguish descriptive discourse with complex sentences that determines the theme or central idea of a text and analyze its development; provide an objective summary with a partner.

Language – Vocabulary

L.7.4

Determine or clarify the meaning of unknown and multiple-meaning words.

L.7.4a

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

L.7.5

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

L.7.5b

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

L.7.6

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.


· Study and apply vocabulary - L.7.4-6


Evidence Statements

· Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (L.7.4)

· Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).(L.7.4)

· Demonstrates ability to interpret figures of speech in context.(L.7.5)

· Demonstrates the ability to determine the relationship between particular words.(L.7.5)

· Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.(L.7.6)

Reviewed throughout the quarter:

Synonyms/antonyms

Affixes- Latin roots, Latin prefix

Context clues

Analogy and word relationships

Word parts and families

Vocabulary

Unit 1: Fiction

Tier 2 Academic Vocabulary – determine, associate, clarify, acquire, pose

· List of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic Terms by Marzano)


· See pages 1-25 for Tier 2

Literary Analysis Workshop L7.6

· Introducing the Big Question: Learning Big Question Vocabulary pg. 3

· www.superkids.com (Vocabulary builders)

The Luckiest Time of All L7.4, L7.4a, L7.5

· Skill: Latin prefix ac-

· Making Connections: Vocabulary pg. 60

· Vocabulary Development pgs. 60, 64

· After You Read: Vocabulary pg. 67

Unit 1: Nonfiction

Angela’s Ashes L7.6

· Skill: Latin root –sper- or –specs-

· Making Connections: Vocabulary pg.138, 140, 144, 146


Resources

· www.pearsonsuccessnet.com

· Vocabulary Central

· Reader’s Notebooks and Teaching Guide(On-level Reader’s Notebook pgs. 3-78 and Adapted Reader’s Notebook pgs. 3-83)

· Reading Kit (Reading and Literacy Intervention) pgs. 2-3, 12-13, 80-81, 176-177, 270-271.

Other Resources www.scsliteracy.weebly.com

· Most Common Suffixes and Prefixes

· http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/prefixes_suffixes.pdf

· http://bensalemsd.org/cms/lib7/PA01000472/Centricity/Domain/1019/Most%20Common%20Suffixes.pdf

· http://grammar.about.com/od/words/a/comprefix07.htm

· Greek and Latin roots

https://en.wikipedia.org/wiki/List_of_Greek_and_Latin_roots_in_English

· Word Benches pg. 57-61 (Greek and Latin affixes)

affixes) http://www.tn.gov/assets/entities/education/attachments/std_eng_3081.pdf

· Which words do I teach? http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf

· Vocabulary and the Common Core - Which words do I teach 6-8?

http://achievethecore.org/page/974/vocabulary-and-the-common-core-detail-pg

· 11 Tips on Teaching Common Core Vocabulary

http://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marilee-sprenger

· 55 critical words students should know and understand http://www.marileesprenger.com/the-critical-words.html

Writing to Texts

Writing

W.7.2

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

W.7.2a

Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/ contrast, and cause/effect; include formatting

(e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

W.7.2.b

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

W.7.2c

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

W.7.2d

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

W.7.2e

Establish and maintain a formal style.

W.7.5

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

Writing

Evidence Statements

Development of Ideas

· The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.

Organization

· The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.

Clarity of Language

· The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone2, and/or domain-specific vocabulary.

Knowledge of Language and Conventions

· The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.


Writing Sentences, Essay organization and structure

Thesis statement, Writing paragraphs, Performance

Writing



Thesis statement, Topic sentences and supporting details, Writing paragraphs, Performance tasks

Prentice Hall Literature- Pearson Publishing

Routine Writing (text-dependent)

· Making Connection: Writing About the Question pg. 60 and 138

· Critical Thinking pg. 66 and 148, Journal entries, Summaries, Daily Language Practice, Graphic Organizers

Analysis (Informational)

· Writing Workshop “Informative Text” Descriptive Essay pg. 92

· In the excerpt “The Luckiest Time of All, the author uses hyperbole, an exaggeration for effect, when Elzie Pickens describes Mr. Pickens as “the finest fast running hero in the bottoms of Virginia.” Write a description that contains hyperbole.

· Performance Task #4 – Write an essay to compare and contrast the themes or central ideas of two selections in this unit.

Resources

· The Informational/Explanatory Rubric

http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-Gr6-8.pdf

· Teaching the Informational/Explanatory Rubric’s Traits

· The Scoring Guides and Sample Student Responses

http://tncore.org/english_language_arts/assessment/scoring_resources/2013-14scoringresources/2013-14p1scoringmaterials.aspx

· Explanation of terms per trait

· (Reading Kit-Writing Descriptive Essay-pgs. 24-25)


· www.webenglishteacher.com (writing prompts, tips, and strategies)

· www.grammar.ccc.commnet.edu (guide to grammar and writing)

· www.leo.stcloudstate.edu

· Writing the Informative Essay

· http://word-crafter.net/CompI/InformativeEssay.html

· http://study.com/academy/lesson/informative-essay-definition-examples-structure.html

· Writing the Explanatory Essay

· http://word-mart.com/html/explanatory____expository_essa.html

· https://www.sbcc.edu/clrc/files/wl/downloads/StructureofaGeneralExpositoryEssay.pdf

· Writing Graphic Organizers

· https://www.eduplace.com/graphicorganizer/

· https://wvde.state.wv.us/strategybank/GraphicOrganizersforWriting.html

· http://www.dailyteachingtools.com/free-graphic-organizers-w.html

· https://www.superteacherworksheets.com/graphic-organizers.html

· http://edhelper.com/teachers/graphic_organizers.htm

Language

L.7.2

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


· Study and apply grammar - L.7.1-3

Language

Evidence Statements

· Identify the correct use of nouns (i.e., common/proper, possessive) and pronouns (i.e., personal and possessive) within context. L.7.2

Conventions


Literary Analysis Workshop

· Skills: Common and Proper Nouns Review

The Luckiest Time of All

· Skill: Possessive Nouns

· Integrated Language Arts: Possessive Nouns pg. 68

· Reading Application

· Writing Application

· Prentice Hall Writing Coach

Angela’s Ashes

· Skill: Possessive Pronouns

· Integrated Language Arts: Possessive Pronouns pg.150




Elements of Language- Holt Publishing

· Skills: common and proper nouns, possessive nouns, and possessive pronouns

Resources

· Grammar and Common Core (article)

· http://www.teacherwritingcenter.org/common_core_essay_111611.pdf

· http://tandfbis.s3.amazonaws.com/rt-media/eoe/whitepapers/ruday_wp_v4_final.pdf

· http://www.northbergen.k12.nj.us/Page/2824

· http://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1898&context=lajm

Speaking and Listening

SL.7.1c

Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.


· Analyze Content: SL.7.2-3

· Study and apply grammar: SL.7.6

· Conduct Discussions: SL.7.1

· Report Findings: SL.7.4-6


Evidence Statements

· Select the most appropriate behaviors for participating productively in a team (e.g., ask primarily relevant questions that move the team toward its goal and contribute to the topic of discussion, articulate the goals that have been provided for the team work and ask clarifying questions, come to agreement by seeking consensus or following the majority) SL.7.1c

Possible Suggestions throughout the quarter:

Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic Readings



Activities

· Introducing the Big Question: Exploring the Big Question pg. 2

· Comprehension and Collaboration pg. 151 – Conduct an interview with a friend, relative, or classmate to learn more about a serious event that impacted his or her life. Consider talking to someone who moved to a new country or neighborhood, attended a new school, had a threatening illness, or overcame a difficult situation.

Weeks 4-6

Reading Selections

· from Freedom Walkers: The Story of the Montgomery Bus Boycott (Lexile 1110; Historical Account) and What Makes a Rembrandt a Rembrandt? (Narrative Essay)

· Conversational Ballgames (Lexile 940; Expository Essay)

· The Eternal Frontier (Lexile 1090; persuasive essay)

Big Question: What Should We Learn? (Unit 3)


Informational

RI7.2


RI7.3

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

RI7.5

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

RI7.6

Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

RI.7.8

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


· Cite Evidence: RL1, RI1

· Analyze Content: RL/RI.7.2-9

Informational

· Provides a statement of central idea(s) of a text.(RI7.2)

· Provides an analysis of the development of central idea(s) over the course of the text.(RI7.2)

· Provides an objective summary of a text.(RI7.2)

· Provides an analysis of the interactions between individuals, events, and/or ideas in a text (e.g., how ideas influence individuals or events or how individuals influence ideas or events).(RI7.3)

· Provides an analysis of the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.(RI7.5)

· Provides a statement of an author’s point of view in a text. (RI7.6)

· Provides a statement of an author’s purpose in a text.(RI7.6)

· Provides an analysis of how the author distinguishes his or her position from that of others.(RI7.6)

· Demonstrates ability to trace an argument and specific claims in a text. (RI7.8)

· Provides an evaluation of whether the reasoning is sound in an argument. (RI7.8)

· Provides an evaluation of whether the evidence is relevant and sufficient to support the claims.(RI7.8)

Prentice Hall Literature – Reading Selections

Unit 3 – Types of Nonfiction

Literary Analysis Workshop – Elements of Nonfiction, Analyzing Structure in Literary Nonfiction, Analyzing Relationships in Literary Nonfiction RI7.3, RI7.4, RI7.5, RI7.6

· Skill Focus: elements of nonfiction, forms of non-fiction, text structure - text feature, point of view, author’s purpose, word choice, figurative language, relationships, central idea, main idea and supporting details







· Close Read: Determining Author’s Purpose

· Model Exemplar Text: Freedom Walkers (Historical Account)

· Independent Practice: What Makes a Rembrandt a Rembrandt? ( Narrative Essay)

· After You Read: Text Dependent Questions

· (Key Ideas and Details) Why was Rembrandt hired to paint Captain Banning Cocq’s militia company? (Analyze) How did Rembrandt change the way military group portraits were painted?

· (Craft and Structure) How is the essay organized? (Infer9 Why do you think the author chose to organize it this way?

Conversational Ballgames (lexile 940; Expository Essay) RI7.2, RI7.5

· Skill Focus: main idea and details, expository essay, text structure - text feature, point of view, author’s purpose, word choice, figurative language, relationships, theme/central idea

· Before You Read pg.421

· Reading Skill: Main Ideas

· Literary Analysis: Expository Essay


· (Key Ideas and Details) To what sports or games does the author compare Japanese-style and western-style conversations? (Apply) What do the author and her family and friend need to understand about each other?

· How do Japanese feel about conversing during dinner? (Compare and Contrast) How does their behavior compare with westerners’ behavior during a meal?

· After You Read

· Reading Skill: Main Ideas

· Literary Analysis: Expository Essay

The Eternal Frontier (lexile 1090; persuasive essay) RI7.8, RI7.5

· Skill Focus: fact and opinion, persuasive essay, main idea and details, text structure - text feature, point of view, author’s purpose, word choice, figurative language, relationships, central idea

· Before You Read

· Reading Skill: Classifying Fact and Opinion

· Literary Analysis: Persuasive Essay


· (Key Ideas and Details) – What does L’Amour refer to as “the eternal frontier”? (Compare and Contrast) How might the “eternal” frontier be similar to and different from the western frontier that L’Amour writes about in his novel?

· Draw Conclusions – What message about space does the essay convey? Which reasons best support L’Amour’s claim? (Evaluate) Is the message positive? Explain.

· After You Read

· Reading Skill: Classifying Fact and Opinion

· Literary Analysis: Persuasive Essay

Resources

· (strategies) http://www.tennessee.gov/education/standards/english/ENG_3081.pdf

· https://www.engageny.org/resource/grades-6-8-ela-curriculum-appendix-2-graphic-organizers (11 graphic organizers)


http://www.readingrockets.org/article/seven-strategies-teach-students-text-comprehension


http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdf



· Interactive Digital Path


· Unit Resources



Model Performance Indicator for RI7.2 - Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Level 1 (Entering)

Determine a central idea from a picture book read aloud and analyze its development; provide an objective summary of the text using labeled pictures.

Level 2 (Emerging)

Determine the central idea from a picture book read aloud and analyze its development; provide an objective simple sentence summary of the text supported by an illustrated graphic organizer.


Determine two or more central ideas from a read aloud illustrated text and analyze their development; provide an objective summary of the text supported by a partially completed graphic organizer.

Level 4 (Expanding)

Determine two or more central ideas from a video version of a text and analyze their development; provide an objective summary of the text supported by a graphic organizer.

Level 5 (Bridging)

Determine two or more central ideas from a class discussion about a text and analyze their development; provide an objective summary of the text.


L.7.4b

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

L.7.4d

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

L.7.6



· Study and apply vocabulary - L.7.4-6


Evidence Statements

· Demonstrates the ability to use context (e.g., the overallmeaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (L7.4)

· Provides a statement demonstrating accurate

meaning and use of grade‐appropriate general

academic words and phrases. (L7.4)


Synonyms/antonyms

Affixes- Latin roots

Context clues



Vocabulary


Tier 2 Academic Vocabulary – contribute, trace, evaluate, assess, verify





· Introducing the Big Question: Learning Big Question Vocabulary pg. 407

Conversational Ballgames

· Skill: Old English suffix ness- and Latin suffix able-




The Eternal Frontier

· Skill: Latin root –leg- and Latin root –peti-




Resources

· Vocabulary Central www.pearsonsuccessnet.com

· www.webenglishteacher.com (Vocabulary)

· www.superkids.com (Vocabulary builders)

· www.kidskonnect.com (figurative language)















Writing to Texts

Writing

W7.9

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

W7.9b

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

W7.2

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

Writing

Evidence Statements



Organization


Clarity of Language





writing sentences, essay organization and structure,

thesis statement, writing paragraphs, performance tasks

Writing

Note: Grammar instruction should be embedded in the teaching of writing.



Thesis statement, Topic sentences and supporting details, Writing paragraphs, and Performance tasks


Routine Writing (text dependent questions)

· Making Connections: Writing About the Big Question pg. 430 and 498

· Critical Thinking pg. 436 and 502

· Identify the thesis statement in Louis L’Armour’s “The Eternal Frontier.” What examples and evidence does L’Amour provide throughout the essay to support the thesis? Review the selection to find the supporting examples and evidence. Create an outline that shows the essay’s thesis statement and supporting examples and evidence.

· Journal entries, Summaries, Daily Language Practice, Graphic Organizers


Analysis (inform/explain)

· Explanatory Text pg. 439 (Conversational Ballgames) – An analogy makes a comparison between two or more things that are alike in some ways but otherwise different. Write an analogy using the sentence starters found on the page. Use several sentences to develop your analogy. Support your statements with details from the selection that you read. Also, use anecdotes (personal stories), examples from real life, and facts or statistics to explain your ideas.

· Performance Tasks pg. 564 #4 – Analyze Structure and Purpose – Write an essay in which you explain the characteristics of two different types of nonfiction essays in this unit.

Resources

· www.readwritethink.org (writing, classroom resources, professional developments)

· www.2actden.com/writingtips (writing tips/essay builders)

· www.grammar.ccc.commnet.edu/grammar/quizlist.htm (Guide to Grammar and Writing)

· www.webenglishteacher.com (writing prompts)

· www.writingfix.com (writing strategies, prompts, rubrics)

· www.achievethecore.org (writing resources)

· www.leo.stcloudstate.edu (literacy education online help with writing, research, and grammar)

· www.grammar.ccc.commnet.edu/ (grammar and writing guide)

· The Informational/Explanatory Rubric

http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-Gr6-8.pdf

· Teaching the Informational/Explanatory Rubric’s Traits

· The Scoring Guides and Sample Student Responses

http://tncore.org/english_language_arts/assessment/scoring_resources/2013-14scoringresources/2013-14p1scoringmaterials.aspx

· Writing the Informative Essay

· http://word-crafter.net/CompI/InformativeEssay.html

· http://study.com/academy/lesson/informative-essay-definition-examples-structure.html

· Writing the Explanatory Essay

· http://word-mart.com/html/explanatory____expository_essa.html

· https://www.sbcc.edu/clrc/files/wl/downloads/StructureofaGeneralExpositoryEssay.pdf

· Writing Graphic Organizers

· https://www.eduplace.com/graphicorganizer/

· https://wvde.state.wv.us/strategybank/GraphicOrganizersforWriting.html

· http://www.dailyteachingtools.com/free-graphic-organizers-w.html

· https://www.superteacherworksheets.com/graphic-organizers.html

· http://edhelper.com/teachers/graphic_organizers.htm

Language

L.7.1

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

L.7.2

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


· Study and apply grammar - L.7.1-3

Language

Evidence Statements

· Identify the correct use of conjunctions (i.e., coordinating, correlative, subordinating) and interjections within context.

Conventions



Conversational Ballgames

· Skill: Conjunctions

· Integrated Language Arts pg. 438




The Eternal Frontier

· Skill: Subjects and Predicates

· Integrated Language Arts pg. 504





· Conjunctions

· Subjects and Predicates

Resources

· www.chompchomp.com (grammar instruction with handouts and power point presentations)









SL.7.2

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

SL.7.4

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


· Analyze Content: SL.7.2-3

· Study and apply grammar: SL.7.6

· Conduct Discussions: SL.7.1

· Report Findings: SL.7.4-6


Evidence Statements

· Organize ideas in the most effective order for an oral presentation.

· Distinguish between a summary and a critique.

· Identify the main idea and supporting details in text.

· Determine the most effective methods for engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).





Activities

· Presentation of Ideas pg. 439 (Conversational Ballgames) After listening to the audio version of either Zimmerman’s or Sakamoto’s expository essay, in a small group, compare and contrast the audio and text versions of your chosen selection. Discuss the ways in which you find each version compelling. Then, prepare and deliver an oral summary of the essay.

Resources

· Group roles and responsibilities

https://www.google.com/webhp?sourceid=chrome-instant&rlz=1C1QJDB_enUS641US641&ion=1&espv=2&ie=UTF-8#q=group%20roles%20and%20responsibilities

· Classroom talk

http://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspx

· Accountable Talk

http://ifl.pitt.edu/index.php/educator_resources/accountable_talk

· Accountable Talk Toolkit

http://www.ces.rcs.k12.tn.us/web_uploads/203_accountable_talk_toolkit_10-09.pdf

· Accountable Talk Teacher moves

http://wg.serpmedia.org/accountable_talk.html

· Accountable Language Stems

http://www.dlenm.org/lacosecha2014/Handouts/Wiencek/AccountableTalkFeaturesandLanguageStems.pdf

Weeks 7-9

Reading Selections

· from Sorry, Wrong Number and from Dragonwings (lexile 870)

· A Christmas Carol Acts I and II

Big Question: Do others see us more clearly than we see ourselves? (Unit 5)


Literature

RL7.3

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

RL7.5

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

In review

RL7.2


RL7.6

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


Cite Evidence: RL1, RI1

Analyze Content: RL/RI.7.2-9

Literature

Evidence Statements

· Provides an analysis of how a drama’s or poem’s form or structure contributes to meaning. RL7.2

· Provides an analysis of how particular elements of a story or drama interact. RL7.3

· Provides an analysis of how a drama’s or poem’s

form or structure contributes to meaning RL7.5

· Provides an analysis of how an author develops

and contrasts the points of view of different characters or narrators in a text RL7.6

Extended Text-Literature

Unit 5: Elements of Drama/Analyzing Drama/Understanding Elements of Drama

Literary Analysis Workshop RL7.3, RL.5

· Elements of Drama

· Analyzing Drama

· Close Read: Understanding Elements of Drama

· from Sorry, Wrong Number and from Dragonwings

· Skill Focus: elements of drama – plot, dialogue, set/scenery, props, acts and scenes; forms of drama – comedy and tragedy; structure in drama; conflicts- external and internal; theme in drama







· After You Read – Text Dependent Questions

· (Key Ideas and Details) In the novel excerpt, how does Uncle plan to get the flying machine up the hill? (Compare) In the scene from the drama, what helps the audience grasp how Dragonwings will be moved?

· (Interpret) What does Moon Shadow mean at the end of the scene when he says, “dreams stay with you, and we never forgot”? (Analyze) What theme does this statement reveal?

A Christmas Carol Act I RL7.3, RL.5

· Skill Focus: purpose for reading, dialogue, stage directions, summarize, characters’ motives

· Before You Read

· Reading Skill: Purpose for Reading

· Literary Analysis: Dialogue

· Critical Thinking – Text Dependent Questions

· (Key Ideas and Details) What scenes from his past does Scrooge visit? (Draw Conclusions) How does each event contribute to his current attitude and personality?

· (Integration of Knowledge and Ideas – Deduce) What effects have Scrooge’s past experiences had on the person he has become? (Evaluate) Based on Scrooge’s past experiences, do you think he should be excused for his current attitude and behavior? Explain.

· After You Read


· Literary Analysis: Dialogue

A Christmas Carol Act II RL7.3, RL.5

· Skill Focus: purpose for reading, dialogue, stage directions, summarize, characters’ motives

· Before You Read


· Literary Analysis: Stage Directions

· Critical Thinking – Text Dependent Questions

· (Key Ideas and Details) In Scene 3, what does Scrooge learn about the Cratchit family? (Analyze) Why does Scrooge care about the fate of Tiny Tim? (Draw Conclusions) In what way is Scrooge changing?

· (Integration of Knowledge and Ideas) What does Scrooge learn from the opportunity to watch his own life? How does he change his behavior to reflect his new insight? (Connect to the Big Question: Do others see us more clearly than we see ourselves?)

· After You Read


· Literary Analysis: Stage Directions



· Interactive Digital Path


· Unit Resources


Resources

· A Christmas Carol Resources

· http://teacherweb.com/CA/SequoiaMiddleSchool/MrsMetzner/Play_ACC_Scrooge-and-Marley.pdf

· https://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/unit-plan-english-language-arts-grade-7-sample-a-christmas-carol.pdf?sfvrsn=

· http://teachbesideme.com/charles-dickens-a-christmas-carol-lesson/

· http://www.anoisewithin.org/wp-content/uploads/downloads/2014/10/ACC-Guide-10-13-14.pdf

· Teaching Dialogue

http://www.readwritethink.org/classroom-resources/lesson-plans/choosing-clear-varied-dialogue-291.html


Model Performance Indicator for RI7.3 - Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Level 1 (Entering)

Identify the central idea in an illustrated simple sentence text; and analyze its development; provide an objective summary of the text using labeled pictures.

Level 2 (Emerging)

Determine the central idea in an illustrated simple sentence text and analyze its development; provide an objective simple sentence summary of the text supported by an illustrated graphic organizer.


Determine two or more central ideas in an illustrated text and analyze their development; provide an objective summary of the text supported by a partially completed graphic organizer.

Level 4 (Expanding)

Identify two or more central ideas in a familiar text and analyze their development; provide an objective summary of the text supported by a graphic organizer.

Level 5 (Bridging)

Identify two or more central ideas in a text and analyze their development; provide an objective summary of the text supported by student-generated annotations.


L.7.4.b

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

L.7.6



Study and apply vocabulary - L.7.4-6


Evidence Statements

· Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L7.4.b

· Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases. L.7.6


Synonyms/antonyms

Affixes- Latin roots

Context clues



Vocabulary

Tier 2 Academic Vocabulary – analyze, interact, develop, contrasts, acknowledge




A Christmas Carol Act I

· Skills: Latin roots –grat-


· Vocabulary Development pgs. 738, 742, 744, 746, 748, 750, 754, 758, 760, 766


A Christmas Carol Act II

· Skills: Latin roots –sist-


· Vocabulary Development pgs. 774, 778, 780, 782, 784, 788, 790, 794, 796, 800, 802, 804


Other Resources

· Vocabulary Central www.pearsonsuccessnet.com















Writing to Texts

Writing

W.7.1

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

W.7.1a

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

W.7.1b

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

W.7.1c

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

Writing

Evidence Statements



Organization


Clarity of Language






Thesis statement, Writing paragraphs, Performance tasks, and Topic sentences and supporting details

Writing

Routine Writing (text-dependent):

· Writing About the Big Question

· After You Read

· Journal entries

· Summaries

· Daily Language Practice

· Graphic Organizers

· Other Resources

Analysis (Focus on Argument)

· (A Christmas Carol Act I pg. 771)- Write a letter to Scrooge, telling him what he is missing in life by being cranky and negative with the people around him. Start your letter with a salutation, or greeting. Then, support the main points of your argument with clear reasons and evidence. Conclude with a closing and your signature.

· (A Christmas Carol Act II pg. 809) – Respond to the play by writing a tribute, or expression of admiration, to the changed Scrooge. Your tribute may share brief stories from the drama that show how Scrooge has transformed his life. It may also reflect on the events or experiences that caused Scrooge worthy of a tribute, and include evidence from the play to support your analysis. Conclude by giving your opinion of the play and providing your own insights about whether there is a lesson that everyone can learn from Scrooge’s story.

Resources

· The Argumentative Rubric

http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr6-8.pdf

· Teaching the Argumentative Rubric’s Traits

The Scoring Guides and Sample Student Responses http://tncore.org/english_language_arts/assessment/scoring_resources/2013-14scoringresources/2013-14p3scoringmaterials.aspx#G68

· Explanation of terms per trait

Argumentative Writing Resources

· (How to write an argumentative essay) http://www.bellevuecollege.edu/asc/writing/essays-guides/documents/argumentativeessay.pdf

· (How to write an argumentative essay) http://www.roanestate.edu/owl/argument.html

· (How to write an argumentative essay) http://depts.washington.edu/owrc/Handouts/Argumentative%20Paper%20Format.pdf

· (argumentative essay frame) http://www.baltimorecityschools.org/Page/16215

· Teaching Dialogue

· http://ideabackpack.blogspot.com/2013/06/common-core-writing-lesson-ideas-using.html

· http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/writing/6-8/57_6-8_writing_writing_effective_dialog.pdf

Language

L.7.1

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

L.7.2

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


Study and apply grammar - L.7.1-3

Language

Evidence Statements

· Use commas correctly (i.e., compound sentences, coordinating conjunctions, introductory words, appositives, interrupters) within context. L7.1

· Spell correctly (i.e., double negatives, troublesome words: {to/too/two, their/there/they’re, its/it’s, sit/set, lie/lay, affect/effect, may/can, leave/let, teach/learn, accept/except, capitol/capital, principle/principal, between/among, rise/raise, stationary/stationery}). L 7.2

· Correct run-on sentences with appropriate punctuation (i.e., conjunctions, semicolons, and periods to join or separate elements) within context. L 7.2

In Review:

· Sentence Functions and End Marks

· Adjectives – compound and coordinate

· Adverbs

· Verbs- action, linking, helping, verb phrases

· Sentence parts- subject and predicate

· Writing sentences


Conventions


· Skills: Sentence Functions and End Marks

· Integrated Language Arts: Sentence Functions and End Marks pg. 858




A Christmas Carol Act I

· Skills: Interjections

· Integrated Language Arts: Interjections pg. 770




A Christmas Carol Act II

· Skills: Double Negatives

· Integrated Language Arts: Double Negatives pg. 858





· Sentence Functions and End Marks

· Interjections

· Double Negatives

Resources

· www.chompchomp.com (grammar instruction with handouts and power point presentations)









SL.7.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.7.5

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


Analyze Content: SL.7.2-3

Study and apply grammar: SL.7.6

Conduct Discussions: SL.7.1

Report Findings: SL.7.4-6


Evidence Statements

· Identify the functions and responsibilities of individual roles within an organized group (i.e., reporter, recorder, information gatherer, leader, and timekeeper).





· Performance Task #6 pg. 401 – Analyze Conflict Development

Resources

· Group roles and responsibilities

https://www.google.com/webhp?sourceid=chrome-instant&rlz=1C1QJDB_enUS641US641&ion=1&espv=2&ie=UTF-8#q=group%20roles%20and%20responsibilities

· Classroom talk

http://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspx

· Accountable Talk

http://ifl.pitt.edu/index.php/educator_resources/accountable_talk

· Accountable Talk Toolkit

http://www.ces.rcs.k12.tn.us/web_uploads/203_accountable_talk_toolkit_10-09.pdf

· Accountable Talk Teacher moves

http://wg.serpmedia.org/accountable_talk.html

· Accountable Language Stems

http://www.dlenm.org/lacosecha2014/Handouts/Wiencek/AccountableTalkFeaturesandLanguageStems.pdf

Research Project

(Reading and Writing- Begins in 3rd Grade for PARCC accountability)

Research

W.7.7

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

W.7.6

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

SL.7.5

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

Research

Evidence Statements

· Select the most focused research topic.

· Identify levels of reliability among resources (e.g., eyewitness account, newspaper account, supermarket tabloid account, Internet source).

· Determine the most appropriate research source for a given research topic.

· Select the visual image that best reinforces a viewpoint or enhances a presentation.


· Discern irrelevant research material from written text.

Research


Activities

· (Zoo or Ribbons) Research and Technology – Build and Present Knowledge – Create a poster on the story you read. pg. 361. or

· (A Christmas Carol Act I, pg. 771) – Research and Technology – Build and Present Knowledge - Prepare costume plans for this play. With a small group, research the clothing worn during the Victorian period in England.

�Delete

�Are these terms used in the text? Is this the way middle school teachers have experienced TDQs in the CLIP PDs? It might also be helpful to connect these terms with a corresponding term from the Fisher & Frey Progression of TDQs, since this is what we reference in PD.

�Lexiles needed for these selections

�Be consistent in how standards are displayed…include 7.

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