Monroe Township Schools · PDF fileMonroe Township Schools Administration and Board of...

Monroe Township Schools

Curriculum Management System

Language Arts Literacy

Grade 7 July 2008

* For adoption by all regular education programs Board Approved: August 2008

as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

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Table of Contents

Monroe Township Schools Administration and Board of Education Members Page 3 Acknowledgments Page 4 District Mission Statement and Goals Page 5 Introduction/Philosophy/Educational Goals Page 6 National and State Standards Page 7 Scope Page 8 Language Arts Benchmarks Page 9 Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages 10-39

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MONROE TOWNSHIP SCHOOL DISTRICT

Mr. Joseph King, Interim Superintendent

Dr. Christopher H. Tienken, Assistant Superintendent Dr. Veronica Geyer, Assistant Superintendent

ADMINISTRATION

Ms. Amy Antelis, President

Mr. Lew Kaufman, Vice President Mr. Marvin Braverman

Mr. Ken Chiarella Ms. Kathy Kolupanowich

Mr. John Leary Ms. Kathy Leonard Mrs. Rita Ostrager

Mr. Ira Tessler

BOARD OF EDUCATION

Ms. Patrice Faraone

JAMESBURG REPRESENTATIVE

Ms. Melissa Bonamici

Ms. Nidhi Bhatt

Student Board Members

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Acknowledgments

The following individuals are acknowledged for their assistance in the preparation of this Curriculum Management System: Writers’ Names: Jennifer Campbell and Irene Curran Supervisor’s Name: Elizabeth Aaron Supervisor of Language Arts, World Language and Media Technology Staff: Al Pulsinelli Reggie Washington Bill Wetherill Secretarial Staff: Debby Gialanella Geri Manfre Gail Nemeth

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MMoonnrrooee TToowwnnsshhiipp SScchhoooollss Mission and Goals

The mission of the Monroe Township School District, a unique multi-generational community, is to collaboratively develop and facilitate programs that pursue educational excellence and foster character, responsibility, and life-long learning in a safe, stimulating, and challenging environment to empower all individuals to become productive citizens of a dynamic, global society.

Mission

Goals

To have an environment that is conducive to learning for all individuals. To have learning opportunities that are challenging and comprehensive in order to stimulate the intellectual, physical, social and emotional development of the learner. To procure and manage a variety of resources to meet the needs of all learners. To have inviting up-to-date, multifunctional facilities that both accommodate the community and are utilized to maximum potential. To have a system of communication that will effectively connect all facets of the community with the Monroe Township School District. To have a staff that is highly qualified, motivated, and stable and that is held accountable to deliver a safe, outstanding, and superior education to all individuals.

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INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS

Philosophy

The philosophy of the Monroe Township School District’s Language Arts Literacy Program is to provide students with a multitude of educational opportunities necessary for life long learning. The educational program takes into account the physical, social, mental, and emotional needs of every student. We recognize that students come to school with prior knowledge and learn best when they can communicate views effectively through reading, writing, speaking, listening, and viewing in the world in which they live. Emphasis on language is placed on realistic, problem-based situations that provide opportunities for students to interact with new understandings. The problem-based learning activities are meaningful and construct higher level thinking that addresses social and common issues. Through open-ended activities, students engage in interdisciplinary studies based on where they are and take their learning as far as possible. Because of the global and ever changing nature of our society, the Language Arts Literacy Program will engage students with experiences necessary to develop a threshold of skills needed for critical thinking, strategizing, communicating, and actively contributing in the world in which they live.

Educational Goals

Students will be able to:

• Communicate in clear, concise, fluent and organized language that varies in content, format, and form for different audiences and purposes.

• Comprehend, understand, analyze, evaluate, critique and respond to messages from various formats. • Investigate, research, and synthesize various information from a variety of media sources.

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New Jersey State Department of Education Core Curriculum Content Standards

A note about Language Arts Standards and Cumulative Progress Indicators. The New Jersey Core Curriculum Content Standards for Language Arts were revised in 2004. The Cumulative Progress Indicators (CPI's) referenced in this curriculum guide refer to these new standards and may be found in the Curriculum folder on the district servers. A complete copy of the new Core Curriculum Content Standards for Language Arts may also be found at: http://www.nj.gov/education/aps/cccs/lal/standards.htm

http://www.nj.gov/education/aps/cccs/lal/standards.htm�

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Language Arts Scope – 7th Grade

LITERARY DEVICES: Foreshadowing

Irony Symbolism

Imagery Metaphor

Simile Personification

Alliteration Idioms

Hyperbole

ELEMENTS OF COMPOSITION:

Introduction/conclusion Thesis

Supporting details Elaboration/insight

Organization Form / structure

Transitions / sequence Use of language

LANGUAGE ARTS SCOPE

7th GRADE

SPEAKING VIEWING

MEDIA LISTENING

MODES OF WRITING: Narrative

Speculative Persuasive Expository Descriptive

Personal Essay Journal

Research report Letter/Editorial

Portfolio Poetry

LITERARY GENRES: Fiction

Nonfiction Biography

Drama Poetry

Mythology

LITERARY ELEMENTS AND TERMS:

Setting Plot (exposition, rising action, climax,

falling action, resolution) Conflict

Characterization Point of View

Theme Mood

Author’s Purpose

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Seventh Grade Benchmarks Reading Benchmarks Writing Benchmarks

Recognize central idea or theme Develop introductory paragraph that includes an interesting hook

Recognize supporting detail Establish purpose and show awareness of audience

Connect with prior knowledge Write a clear thesis statement

Determine author or reader’s purpose Organize events in logical sequence with transitions

Using appropriate reading strategies Show evidence of pre-writing

Identify and analyze: Text type, Literary forms, Elements, Devices,

Patterns of organization Elaborate and develop topic with appropriate

supporting details

Form opinions and conclusions

Maintain a single focus and sense of unity; stays on

topic

Self-assess one’s own reading strategies and responses to text Develop a closing paragraph that restates thesis and

summarizes

Make inferences and predict

Leave reader with a sense of resolution on issue or topic

Understand new vocabulary Apply literary elements, figurative language, sensory imagery, and poetic devices (where appropriate)

Recognize persuasion Use correct verb tense, consistent point of view, descriptive and varied word choice

Use context clues to enhance comprehension Vary sentence beginnings, structure, length, and type

Extrapolate information Expand use of compound complex sentences

Ask relevant questions to enhance comprehension Use dialogue appropriately

Distinguish information as relevant/irrelevant/fact/opinion

Format paragraphs correctly

Interpret literary devices Incorporate conventions of standard English

Collect, organize, and discuss favorite writing samples and save into a portfolio

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n Curriculum Management System Grade Level/Subject

Big Idea: Achieving Literacy through Connections, Choices and Responsibilities, Contributions, and Legacy Year Long :

Grade 7/Language Arts Literacy

Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to:

Goals: (1) Communicate in clear concise, organized language that varies in content, format and form for different

audience and purposes. (2) Comprehend, understand, analyze, evaluate, critique, and respond to messages from various formats. (3) Investigate, research, and synthesize information from various media sources.

Essential Questions Enduring Understanding

Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model

Year long 180 days

Identify and use common textual features (e.g., paragraphs, topic sentence, index, glossary, table of contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information. (3.1 A.1) Develop an understanding of the organizational structure of printed material (e.g. chronological, sequential, procedural text). (3.1 A. 2) Distinguish among the spellings of homophones. (3.1 C.1) Apply spelling rules and syllabication that aid and correct spelling. (3.1 C.2) Continue to use structural analysis and context analysis to decode new words. (3.1 C.3) Read aloud in selected texts reflecting undertanding of the text and engaging the listener. (3.1

• How do readers construct meaning from text? Essential Questions

• How do I figure out a word I do not know? • How does fluency affect comprehension? • What do readers do when they do not understand

everything in the text? • Why do readers need to pay attention to a writer’s

choice of words?

• Understanding a text’s features, language structures, content clues, and characteristics facilitate the reader’s ability to make meaning of the text.

Enduring Understandings

• Good readers fluently compare, infer, synthesize, and

make relevant connections. • Researchers gather and critique information from

different sources for specific purposes.

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Additional Resources: Prentice Hall Literature: Timeless Voices, Timeless Themes 7th Edition: textbook and supplements. Year long assessments and activities

• Reading response journal – minimum 4 per theme to be assessed by peers and self

: Knowledge, Application, Comprehension, Analysis,

Evaluation, Synthesis

• Reading log • Guided reading • Student directed vocabulary word wall

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Curriculum Management System Grade Level/Subject








D.1) Apply self-correcting startegies automatically to decode and gain meaning from print both orally and silently. (3.1 D.3) Monitor reading for understanding by setting a purpose for reading, making and adjusting predictions, asking essential questions, and relating new learning to background experiences. (3.1 E.1) Apply increasingly complex text guides to understand different text structure and organizational patterns (e.g. chronological, sequence, or comparison and contrast). (3.1 E. 2) Develop an extended vocabulary through both listening and independent reading. (3.1 F.1) Clarify word meanings though the use of a word’s definition, example, restatement, or contrast. (3.1 F.2)

This document was written to be utilized throughout the year for all Big Idea areas of study within the Language Arts Literacy Program. The objectives and essential questions may be integrated

• Rubrics

into the program as an ongoing process that builds the concepts year long.

• Literature Circles • Games • Character and Concept Maps • Role Playing • Sustained Silent Reading Teacher Resources Subjects Matter-Every Teacher’s Guide to Content-Area Reading by Harvey Daniels, Steven Zemelman Mini-lessons for Literature Circles by Harvey Daniels, Nancy Steineke Around the Reading Workshop in 180 Days by Frank Serafini, Suzette Serafini-Youngs Shades of Meaning-Comprehension and Interpretation in Middle School by Donna Santman Reading Process & Practice by Constance Weaver

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Speculate about text by generating literal and inferential questions. (3.1 G.1) Distinguish between essential and non-essential information. (3.1 G.2) Articulate the purpose and characteristics of different genres. (3.1 G.4) Analyze ideas and recurring themes found in text such as bravery, loyalty, friendship, and loneliness. (3.1 G.5) Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and literary elements of fiction and providing support from the text as evidence of understanding. (3.1 G.9) Respond critically to text ideas and the authors’ craft by using textual

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evidence to support interpretations. (3.1 G.10) Identify and analyze recurring themes across literary works. (3.1 G.12) Compare and contrast the perspectives of authors in a variety of interdiscplinary works. (3.1 G.14)

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Year long 180 days

Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure. (3.2 A.2) Generate and narrow topics by considering purpose, audience, and form with a variety of strategies (e.g. graphic organizers, brainstorming, or technology-assisted processes). (3.2 A.3) Revise and edit drafts by rereading for content and organization, usage, sentence construction, mechanics, and word choice. (3.2 A.4) Demonstrate understanding of a scoring rubric to improve and evaluate writing. (3.2 A.5) Reflect on own writing, noting strengths and setting goals for improvement. (3.2 A.7)

• How do good writers express themselves? Essential Questions

• How do writers develop a well-written product? • How do rules of language affect communication? • Why does a writer choose a particular form of writing?

• Good writers use a repertoire of strategies as they develop and refine their ideas for thinking, learning, communicating, and aesthetic expression for a specific audience and purpose.


• Rules, conventions of language help readers

understand what is being communicated. This document was written to be utilized throughout the year for all Big Idea areas of study within the Language Arts Literacy Program. The objectives and essential questions may be integrated into the program as an ongoing process that builds the concepts year long.

Additional Resources: Prentice Hall Writing and Grammar: Communcation in Action 7th Edition: textbook and supplements. Year long assessments and activities• Journal/Response Log

:

• Portfolio – minimum 2 per theme which students will have the opportunity to self assess

• RAFT • Cubing • Venn Diagram • Paragraph and Essay Writing • Continual Reflection/Self-evaluation • Conferences for Writing Process • Games • Independent Writing • K-W-L Charts • NJ Holistic Rubric for Writing Teacher Resources Writing Workshop Survival Kit, by Gary R.

Muschla

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Extend knowledge of specific characteristics, structures, and appropriate voice and tone of selected genres and use this knowledge in creating written work considering the purpose, audience, and context of the writing. (3.2 B.1) Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, and spelling. (3.2 C.1) Understand and use parallelism, including similar grammatical forms, to present items in a series or to organize ideas for emphasis. (3.2 C.3) Use transition words to reinforce a logical progression of ideas. (3.2 C.5) Edit writing for correct grammar, usage, capitalization, punctuation, and spelling. (3.2 C.6)

Assessing Writers , by Carl Anderson The Portfolio Standard, by Bonnie S. Sunstein and Jonathan H. Lovell The Grammar Plan Book, by Constance Weaver Content-Area Writing, by Steven Zemelman, Harvey Daniels, and Nancy Steineke Novel Perspectives, by Shelley Harwayne Lessons that Change Writers, by Nancie Atwell

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Write legibly in manuscript or cursive to meet district standards. (3.2 C.8) Apply knowledge and strategies for composing pieces in a variety of genres (e.g. narrative, expository, persuasive, poetic, and everyday/ workplace or technical writing). (3.2 D.2) Write responses to literature and develop insights into interpretations by connecting to personal experiences and referring to textual information. (3.2 D.3) Demonstrate writing clarity and supportive evidence when answering open-ended and essay questions across the curriculum. (3.2 D.9) Choose an appropriate organizing strategy, such as cause/effect, pro and con, or parody to effectively present a topic, point of view, or argument. (3.2 D.12)

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Maintain a collection of writing (e.g. a literacy folder, or a literacy portfolio). (3.2 D.14) Review scoring criteria of relevant rubrics. (3.2 D.15)

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Year long

180 days

Define group roles using consensus to ensure task is understood and completed. (3.3 A.4) Respond orally to literature. (3.3 A.6) Participate in class discussions appropriately. (3.3 A.7) Paraphrase others comments to clarify viewpoints. (3.3 B.1) Question to clarify other’s opinions. (3.3 B.2) Solve a problem or understand a task through group cooperation. (3.3 B.4) Paraphrase, illustrate, clarify, and/or expand on a topic or idea. (3.3 C.1) Develop and use advanced

• How do good speakers express themselves? Essential Questions

• How do speakers gain knowledge? • What makes a good speaker?

• Good speakers communicate in a clear and cohesive manner to convey and impact a specific audience.


This document was written to be utilized throughout the year for all Big Idea areas of study within the Language Arts Literacy Program. The objectives and essential questions may be integrated into the program as an ongoing process that builds the concepts year long.

• Oral Presentations – minimum 1 per theme to be assessed with rubric by teacher, peers, and self

Year long assessments and activities:

• Class discussions • Cooperative learning activities • Sharing • Debates • Conferences • Think-Pair-Share • Storytelling • NJ Holistic Rubric for Speaking

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vocabulary related to a topic. (3.3 C.2) Incorporate varied sentence structure and correct grammar. (3.3 C.4) Use visual aids, media, and/or technology to support oral communication. (3.3 D.2) Acknowledge the audience with eye contact and use appropriate verbal responses to clarify questions and inquiries. (3.3 D.4) Incorporate peer feed back and teacher suggestions for revisions in content, organization, and delivery. (3.3 D.5) Read aloud with fluency. (3.3 D.8)

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Year long

180 days

Demonstrate active listening behaviors in a varity of situations (e.g., one-on-one or small group). (3.4 A.1) Demonstrate active listening by analyzing information, ideas, and opinions to determine relevancy. (3.4 A.2) Acknowledge the speaker through eye contact and use appropriate feedback and questions to clarify the speaker’s message. (3.4 A.3) Listen to determine a speaker’s purpose, attitude, and perspective. (3.4 A.5) Interpret a speaker’s verbal and non-verbal messages, purposes, and perspectives. (3.4 B.1) Exhibit proficiency in integrating oral reading with listening, writing, and viewing. (3.4 B.2)

• How can I be a good listener? Essential Questions

• What do good listeners need to understand? • How can I interpret what I’ve heard to gain meaning?

• Good listeners focus on and interpret what is being communicated verbally and non-verbally to gain meaning.


This document was written to be utilized throughout the year for all Big Idea areas of study within the Language Arts Literacy Program. The objectives and essential questions may be integrated into the program

Additional Resources: Prentice Hall Literature: Timeless Voices, Timeless Themes 7th Edition: Listening to Literature Audio CD’s

• Oral Presentations

Year long assessments and activities: Knowledge, Application, Comprehension, Analysis,


• Class discussions • Cooperative learning activities • Sharing • Debates • Conferences • Think-Pair-Share • Analyze sounds and music

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Critique information heard or viewed. (3.4 B.3)

as an ongoing process that builds the concepts year long.

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Essential Questions Sample Conceptual Understandings


Year long

180 days

Develop criteria/rubric to judge the effectiveness of visual and verbal presentations. (3.5 B.3) Make inferences based upon the content of still images. (3.5 B.4) Evaluate media forms, such as television, video, games, music, and film for content appropriateness (e.g. rating systems, rubric). (3.5 C.1) Create media presentations and written reports, using muti-media resources such as an overhead projector, computer, and/or a tape recorder to communicate information. (3.5 C.3)

• What can I learn by viewing? Essential Questions

• What message can I get from a picture? • How can I interpret what I’ve viewed to gain meaning?

• Good viewers focus on and interpret meaning from what is being communicated to gain knowledge and understanding.


This document was written to be utilized throughout the year for all Big Idea areas of study within the Language Arts Literacy Program. The objectives and essential questions may be integrated into the program as an ongoing process that builds the concepts year long.

Additional Resources: Prentice Hall Literature: Timeless Voices, Timeless Themes 7th Edition: Got it! Assessment Video tapes Prentice Hall Literature: Timeless Voices, Timeless Themes 7th Edition: Interest Grabber Video Tapes

• View films, videos, slides, and visual presentations – 1 per theme to enhance learning and assess through various activities

Year long assessments and activities: Knowledge, Application, Comprehension, Analysis,


• PowerPoint Presentations • Performances • Visualization

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Big Idea: The Journey of True Identity: Connections :







45-90 days

Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using the dictionary, thesaurus, glossary, and technology resources. (3.1 F.3) Self-select materials appropriately related to a research project. (3.1 H.4) Read and compare at least two works, including books, related to the same genre, topic, or subject and produce evidence of reading (e.g. compare central ideas, characters, themes, plots, settings). (3.1 H.5) Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or issue-based. (3.2 B.4) Gather, select, and organize information appropriate to a topic, task, and audience. (3.2 D.1)

• How do I find out who I am? Essential Questions

• Where do I fit in? • How do our identities surface in our writing?

• Individuals gain perspective and an understanding of the human condition through the writings of others and by making text to self-connections.


NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher.

• The Outsiders by S.E. Hinton Core Literature:

• Tangerine by Edward Bloor • “Nothing Gold Can Stay” by Robert Frost

• “Seventh Grade” by Gary Soto (Prentice Hall page 116)

Suggested Literature:

• “Ribbons” by Laurence Yep (PH page 466) • “My Furthest Back Person” by Alex Haley (PH

page 46) • “False Dawn” by Edith Wharton (PH page 828) • “Thumbprint” by Eve Merriam (PH page 134)

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Write personal narrative, short stories, memoirs, poetry, persuasive and expository text that relate clear, coherent events or situations through the use of specific details. (3.2 D.4) Use writing to prompt discussions and enhance planning of formal and informal presentations. (3.3 D.1) Give oral presentations to different audiences for various purposes, such as summaries of books and articles, narratives, and persuasive topics. (3.3 D.3) Use a scoring rubric to prepare, evaluate, and improve the oral presentations of self and others. (3.3 D.7) Use, when appropriate, criteria/rubric to evaluate oral presentation, such as purpose, delivery techniques, content, visual

• “Fable” by Ralph Waldo Emerson (PH page 131)

• Internet Page Character Sketch Suggested Learning Activities:

• Paragraph Learning Centers • Compare/Contrast with Film: • Perspective Survey

The Outsiders

• Movie Review • Tangerine • Reader’s Theater

Webquest

• Develop Personal Symbol • Symbolism Chart • Character Web • Films: Lightning and Sinkholes (United

Stre• Metaphor Essay

aming Video)

Assessment Model #1:

Knowledge, Application, Synthesis Goal: To work as a curator to create an exhibition highlighting 1960s culture Role: You are an expert on a specific 1960s cultural topic.

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aids, body language, and facial expressions. (3.4 A.6) Critique oral presentations using agreed-upon criteria for evaluation (e.g. rubric). (3.4 B.4) Make inferences based on an oral report or presentation. (3.4 B.6) Analyze aspects of print and electronic texts that support the author’s point of view, opinion, or attitude. (3.5 A.1) Analyze the use of elements (e.g., setting, plot, theme, characters) to understand media presentations, such as film, video, television, and theatrical productions. (3.5 A.2) Compare and contrast media sources, such as film and book versions of a story. (3.5 B.5) Analyze media content for emotional effect on audience. (3.5 C.2)

Audience: Museum Director, Museum visitors, Museum Board of Directors Situation: You have been commissioned by the Museum of Cultural History to create an exhibit describing the culture of the 1960s. Because this is such a large, complex task, you have been assigned to groups of 4 or 5 to research one aspect of this decade (student choice- Government, Fashion, Music, or Society). Product/Performance: Oral presentation with visual aid and five paragraph expository essay Standards: Use correct research methods, presentation techniques, and expository writing skills Assessment Model #2: Knowledge, Comprehension, Analysis, Evaluation,

Synthesis Goal: To work as a historian uncovering your family heritage (background, traditions, values) Role: You are an expert on a specific ancestor from your family. Audience: Teacher and Family members Situation: You have been asked by your parents to create a narrative which reflects your family’s history and honors one particular ancestor. This will be shared at an upcoming reunion. Product/Performance: 5 paragraph narrative essay

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Standards: Use correct research methods, interview techniques, and narrative writing skills

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Big Idea: The Journey of True Identity: Choices and Responsibilities :



Goals (1) Communicate in clear concise, organized language that varies in content, format and form for different




45 days

Expand reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings in their speaking and writing experiences. (3.1 F.4) Develop an awareness of a variety of perspectives on a single event, setting, character, personality, or topic as expressed by different authors. (3.1 G.6) Locate and analyze the elements of setting, characterization, and plot to construct understanding of how characters influence the progression and resolution of the plot. (3.1G.7) Interpret text ideas through journal writing, discussion, and enactment. (3.1 G.15) Intrepret idiomatic expressions. (3.1 G.17) Write stories or scripts with well-

• What do I believe? Essential Questions

• How can you incorporate your values into your writing? • How do your choices impact you and society?

• The choices made by an individual communicate his or her personal philosophy which is shaped by the understanding of others.



• “Rikki-Tikki-Tavi” by Rudyard Kipling (PH page 408)

Core Literature:

• “Monsters Are Due On Maple Street” by Rod Sterling (PH page 666)

• Tree Girl by Ben Mikaelsen Suggested Literature:

• “If-“ by Rudyard Kipling (PH page 132) • “Suzy and Leah” by Jane Yolen (PH page 448) • “Papa’s Parrot” by Cynthia Rylant (PH page

438) • “The Third Wish” by Joan Aiken (PH page 168) • “All Summer in a Day” by Ray Bradbury (PH

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developed characters, setting, dialogue, clear conflict and resolution, and sufficient descriptive detail. (3.2 A.1) Compose, revise, edit, and publish writing using appropriate word processing software. (3.2 A.6) Write various types of prose, such as short stories, biographies, autobiographies, or memoirs that contain narrative elements. (3.2 B.2) Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or issue-based. (3.2 B.4) Write personal narratives, short stories, memoirs, poetry and persuasive and expository texts that relate clear, coherent events or situations through the use of specific details. (3.2 D.4) Use narrative and descriptive

page 264) Suggested Learning Activities• Elements of Short Story Identification Exercises

(PH)

:

• Short Story Stations- Using ASCD: Reading Strategies for the Content Areas materials, students will use different modalities to explore various short stories (e.g. Complete a vocabulary map for any or all word(s) using the vocabulary from “Rikki-tikki-tavi).

• Short Story Games: Jeopardy! and Kaboom! • Radio Play Assessment Model #1:

Application, Synthesis Goal: To work as a writer for the literary section of The New York Times Role: You are a professional freelance writer of fiction. Audience: Editor and readers Situation: You have been hired by The New York Times to write a short story for their Arts and Leisure Section of the Sunday paper. Product/Performance: (Narrative) Article with Graphic

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writing techniques that show compositional risks (e.g., dialogue, literary devices, sensory words and phrases, background information, thoughts and feelings of characters, and compare/contrast characters). (3.2 D.5) Develop the use of a personal style and voice effectively to support the purpose and engage the audience with a piece of writing. (3.2 D.13) Use language that stimulates audience interest. (3.3 C.3) Develop speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact for effective presentations. (3.3 D.6) Use a scoring rubric to prepare, evaluate, and improve the oral presentations of self and others. (3.3 D.7)

Standards: Use correct descriptive and narrative techniques. Assessment Model #2:

Knowledge, Application, Synthesis Goal: To work as a playwright and earn a Tony Award for Best New Drama. Role: You are a professional playwright. Audience: Neil Simon, theater critics, and audience Situation: You have been hired by Neil Simon to write a play which will be shown at the Shubert Theater in New York City. Because of a short deadline, you will work with a group of at least 3 other playwrights to complete this task. Product/Performance: Script and Play Performance Standards: Use correct script-writing techniques, performance and viewing skills

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Use, when appropriate, criteria/rubric to evaluate oral presentation, such as purpose, delivery techniques, content, visual aids, body language, and facial expressions. (3.4 A.6) Critique oral presentations using agreed-upon criteria for evaluation (e.g. rubric). (3.4 B.4) Make inferences based on an oral report or presentation. (3.4 B.6) Analyze the use of elements (e.g., setting, plot, theme, characters) to understand media presentations, such as film, video, television, and theatrical productions. (3.5 A.2)

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Big Idea: The Journey of True Identity: Contribution :







45 days

Reread informational text for clarity. (3.1 D.4) Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and elements of non-fiction and providing support from the text as evidence of understanding. (3.1 G.8) Identify and analyze literary techniques and elements such as figurative language, meter, rhetorical, and stylistic features of text. (3.1 G.11) Identify and understand the author’s use of idioms, analogies, metaphors, similies, prose and poetry. (3.1G.13) Demonstrate the use of everyday texts (e.g. train schedules, directions, brochures) and make judgements about the importance of such documents. (3.1 G.16)

• How are the works of past authors relevant to our lives today?

Essential Questions

• How can our writing make a contribution to the world? • How can various genres of writing appeal to people’s

emotions and desires and influence them?

• Through an understanding of literature that is universal, timeless, and relevant to our lives, we can form opinions and contribute our ideas.



• “I’m Nobody” by Emily Dickinson (PH page 39) Core Literature:

• “Stopping by Woods on a Snowy Evening” by Robert Frost (PH page 226)

• “Song of Myself” by Walt Whitman (PH page 38)

• “Mother to Son” by Langston Hughes (PH page 144)

• “Annabel Lee” by Edgar Allen Poe (PH page 728)

Suggested Literature• “Life and Times of Shakespeare” by Anna

:

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Produce writtten and oral work that demonstrates comprehension of informational materials. (3.1 H.1) Self-select materials appropriately related to a research project. (3.1 H.4) Write reports and subject-appropriate non-fiction pieces across the curriculum based on research and including citations, qoutations, and a works consulted page. (3.2 B.3) Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or issue-based. (3.2 B.4) Use a variety of reference materials, such as a dictionary, thesaurus, grammar reference, and/or internet/software resources to edit written work. (3.2 C.2) Write personal narrative, short

Claybourne (PH page 208) • “Full Fathom Five” by William Shakespeare (PH

page 736) • “The Pasture” by Robert Frost (PH page 721) • “Miracles” by Walt Whitman (PH page 228) • “Midsummer Night’s Dream” by William

Shakespeare • Lost and Never Found Part 1 and 2

by Anita Larsen (out of print)

Suggested Learning Activities• Poetry Portfolio of original poems- minimum of

10 poems to be showcased and assessed with rubric

:

• Poetry box based on the writing and life of a famous poet

• Poet’s Cafe • Hot list of Poetry Internet Resources • Sonnet PowerPoint • Figurative Language Poster • Figurative Language Webquest • Lyric Stations • Mock Trial • Life or Death Panel • Interpretation of the Bill of Rights for Specific

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stories, memoirs, poetry and persuasive and expository text that relate clear, coherent events or situations through the use of specific details. (3.2 D.4) Use primary and secondary sources to understand the value of each when writing a research report. (3.2 D.6) Write reports and subject appropriate non-fiction pieces across the curriculum based on research and including citations, quotations, and works consulted page. (3.2 D.7) Explore the central idea or theme of an informational reading and support analysis with details from the article and personal experiences. (3.2 D.8) State a position clearly in a persuasive essay by stating the issue, giving facts, examples, and details to support the position, and citing sources when appropriate.

Cases • Lions Writing Activity: Power Over the World or

Power Over the Future? • Create an original advertisement • Compile and classify various advertisements • Found Poems

Website:

Additional Resources: Film: Famous Speeches by MLK, Jr, Robert Kennedy, JFK, Malcolm X

emuse.com

Standards: Demonstrate knowledge of poetic

Assessment Model #1: Application, Comprehension, Synthesis

Goal: To understand and create various types of poems based on what has been taught in class. Role: Poet Audience: Publishing House Editor Situation: Inspired by the recitations of famous poems in class, you will write numerous poems and design a creative electronic compilation of your work. Product/Performance: Poetry PowerPoint

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(3.2 D.10) Present evidence when writing persuasive essays, examples, and justification to suppport arguments. (3.2 D.11) Develop the use of a personal style and voice effectively to support the purpose and engage the audience with a piece of writing. (3.2 D.13) Maintain a collection of writing (e.g. a literacy folder or a literacy portfolio). (3.2 D.14) Support a position, acknowledging opposing views. (3.3 A.1) Present ideas and opinions spontaneously in response to a topic or other speakers. (3.3 A.2) Apply rules for cooperative or whole class debate on a controversial issue. (3.3 A.3)

forms, figurative language, sensory details, and sound devices. Assessment Model #2:

Application, Evaluation Goal: To persuade an audience through an effective debate and essay Role: You are a member of a debate team. Audience: Opposing team, teacher, peers Situation: You have been selected to be on a debate team arguing a current controversial issue (student choice). Product/Performance: Debate and Persuasive essay Standards: Use correct speaking and debating skills, research techniques, and persuasive essay format.

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Participate in an informal debate (e.g., small group discussion). (3.3 A.5) Talk with others to identify and explore issues and problems. (3.3 B.3) Use language that stimulates audience interest. (3.3 C.3) Use writing to prompt discussions and enhance planning of formal and informal presentations. (3.3 D.1) Give oral presentations to different audiences for various purposes, such as summaries of books and articles, narratives, and persuasive topics. (3.3 D.3) Develop speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact for effective presentations. (3.3 D.6)

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Use a scoring rubric to prepare, evaluate, and improve the oral presentations of self and others. (3.3 D.7) Recognize persuasive techniques and credibility in oral communication. (3.4 A.4) Use, when appropriate, criteria/rubric to evaluate oral presentation, such as purpose, delivery techniques, content, visual aids, body language, and facial expressions. (3.4 A.6) Critique oral presentations using agreed-upon criteria for evaluation (e.g. rubric). (3.4 B.4) Ask probing questions to elicit information, including evidence to support the speaker’s claims and conclusions. (3.4 B.5) Make inferences based on an oral report or presentation. (3.4 B.6)

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Analyze aspects of print and electronic texts that support the author’s point of view, opinion, or attitude. (3.5 A.1) Analyze and respond to visual and print messages (e.g., humor, irony, metaphor) and recognize how words, sounds, and still or moving images are used in each medium to convey the intended messages. (3.5 A.3) Compare and contrast how the various forms of media (e.g. newspapers, radio, televsion, internet news outlets) cover the same topic. (3.5 A.4) Analyze and compare the pros and cons of visual and verbal advertising. (3.5 B.1) Evaluate various media messages for credibility. (3.5 B.2) Analyze media content for emotional effect on audience. (3.5

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Big Idea: The Journey of True Identity: Legacy :







45 days

Read increasing difficult text silently with comprehension and fluency. (3.1 D.2) Analyze a work of literature showing how it reflects the heritage, traditions, attitudes, and beliefs of its authors. (3.1 H.2) Collect materials for a portfolio that reflect possible career choices. (3.1 H.3) Use a varity of sentence types correctly, including combinations of independent and dependent clauses, prepositional and adverbial phrases, and varied sentence openings to develop a lively and effective personal style. (3.2 C.2) Experiment in using subordination, coordination, aposition, and other devices to indicate relationships between ideas. (3.2 C.4)

• How do lessons of the past help to deal with problems of the present?

Essential Questions

• How does oral tradition promote a sense of

community? • What do you want your legacy to be?

• What we learn from the past helps determine our place in the world and our individual legacy.



• The Adventures of Ulysses by Bernard Evslin Core Literature:

• “The Palace of Olympus” by Robert Graves

• The Lightning Thief by Rick Riordan

Suggested Literature: Myth:

• “Phaethon, Son of Apollo” by Olivia E. Coolidge (PH page 814)

• “Demeter and Persephone” by Anne Terry White (PH page 818)

• “Icarus and Daedalus” by Josephine Peabody (PH page 822)

Legend:

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Use language that stimulates an audience’s interest. (3.3 C.3) Use writing to prompt discussions and enhance planning of formal and informal presentations. (3.3 D.1) Give oral presentations to different audiences for various purposes, such as summaries of books and articles, narratives, and persuasive topics. (3.3 D.3) Develop speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact for effective presentations. (3.3 D.6) Analyze the use of elements (e.g., setting, plot, theme, characters) to understand media presentations, such as film, video, television, and theatrical productions. (3.5 A.2) Compare and contrast media sources, such as film and book

• “Popcatepetl and Ixlaccihuatl” by Julie Piggott (PH page 778)

• Folk Tale: • “The People Could Fly” by Virginia Hamilton

(PH page 798) • “All Stories Are Anansi’s” by Harold Courlander

(PH page 804) Fable: • “The Lion and the Statue” by Aesop (page 802) • “The Fox and the Crow” by Aesop (page 803) Poetry: • “Me” by Walter de la Mare Suggested Learning Activities• Mythology Skit

:

• Pictograph/Chart of “Adventures of Ulysses” • Comprehension Chart for “Palace of Olympus” • Picture Dictionary • Moral Discussion • View film: “Disney’s Robin Hood” • Audio: “Camelot” • United Streaming Video • Amusement Park Design Project

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versions of a story. (3.5 B.5) Analyze media content for emotional effect on audience. (3.5 C.2)

Assessment Model #1: Application, Comprehension, Synthesis

Goal: To illustrate the structure of myths, fables, and legends. Role: You are a tribal storyteller and an expert on folklore. Audience: Tribe members Situation: Your original writing must include a character who is faced with a conflict which must be resolved and reflect growth. Product/Performance: Performance of an original myth, fable, or legend set to music Standards: Use correct format and purpose for: Myth- explains or entertains OR Fable- teaches a lesson (moral) OR Legend- teaches good behavior

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