ELA Grade 7: 1st 9 Weeks

Research Project

Media Specialist/ Teacher Connection

Journeys Text and/or Exemplary Text

Correlation

Web Resources

W.7.7: Distinguish how research differs from other types of writing. (K) Focus my research around a central question that is provided or determine my own research worthy questions (S) Choose several sources and gather information to answer my research question. (R) Analyze the information found in my sources to determine if it provides enough support to answer my question. (R) Create additional focused questions that relate to my original topic to further investigate my research. (P)

Engage: Along with teacher select a research topic that lends itself to students investigating and/or solving a problem.

Explore: Have students self-select among topics given by teacher

Explain: Mini lesson on the four types of evidence (analogical, testimonial, anecdotal, and statistical) See definitions here http://bit.ly/1G9acto Evaluate: Using a graphic organizer separated into the four types of evidence; students will gather evidence about their topic

Teacher guide: (Better Lessons) http://bit.ly/1G9acto Limitless Libraries www.limitlesslibraries.org (Issues database)

W.7.8: Determine the credibility and accuracy of a source by reviewing who wrote it, when it was written, and why it was written. (R) Use search terms effectively to gather information needed to support my research. (S)

Engage: Students with essential question How do I evaluate the credibility of sources and determine which one to use for a specific task? Explore: Present students with a variety of articles, videos, etc. that tells about the Montgomery Bus Boycott Explain: Introduce students to the CAR check-list (creditability, accuracy, and reliability) Evaluate: Have students evaluate each source using the CARS method. http://bit.ly/1CjBRc2

Common Core: Appendix B The Story of the Montgomery Bus Boycott

Scholastic Teacher Guide: Identifying Sources http://bit.ly/1G9acto

W.7.9: Determine textual evidence that supports my analysis, reflection, and/or research. (R) Compose written responses and include textual evidence to strengthen my analysis, reflection, and/or research (P)

Engage: Show a video clip about the Great Fire Explore: Post the essential question; What lessons can we learn from disaster? Explain: Mini lesson on textual evidence sentence

Common Core: Appendix B The Great Fire

Teacher Modeling standard (Teaching Channel) http://bit.ly/1MDR099

starters (see anchor chart http://bit.ly/JfOBr7) Evaluate: Have students use each of the listed sentence stems (see anchor chart above) to provide textual evidence to answer the question What lessons or benefits came out of the Great Fire? Extension: Have students use their completed sentence steps to create a paragraph that answers the essential question.

RL/RI.7.1: Identify explicit textual evidence and inference (K) Explain how a reader uses textual evidence to reach a logical conclusion (R)

Engage: Have students read the poem and/or listen to poem Explore: Class discussion: Tell students that today they will using textual evidence to determine the theme of a poem. Explain: Using a grade appropriate poem model with students how to annotate text that justify s their position. Make sure to model how you determined the theme of the poem from the annotations Evaluate: Have students work in triads (each with copy of poem), have them annotate text and come to a consensus about the theme Extension: Have each triad present their theme and their justifications, other students decide if each group gave textual evidence to draw that conclusion

Common Core: Appendix B Road not taken (poem)

RL/RI9.7.2 Identify theme and central idea in a

Engage: Have words main idea and theme on

Common Core: Appendix B Roll of Thunder, Hear my

text and summarize. board. Explore: Give students 5-8 minutes to create a Venn-diagram that compares/contrasts the two. Tell them themes develop from main ideas throughout the text, but that themes are statements about life or human nature, while main ideas are just the ideas that recur throughout the work. **This particular lesson is using the text Roll of Thunder Hear My Cry Chapter 7***

Explain: Use this prezi http://bit.ly/1GZxju2 and student guide sheet (must print-off from teacher guide) Evaluate: Completion of student guide sheet (see teacher guide for example)

Cry

RL.7.3 Identify the elements of a story or a drama (K)

**work with teacher to select a text to complete this lesson, Engage: If possible have each student at computer to watch the Flocabulary video http://bit.ly/1BOedTp which identifies the five elements of a story **students need the five elements study guide found here**http://bit.ly/1BRZIza Explore: Review section one from document; have students pair up to complete section two (10minutes) Explain: Have each

student or pair of students choose a fairy tale or fractured fairy tale and identify the story elements in the story Evaluate: Completed graphic organizer

RI.7.3 Explain how the individuals, events, and/or ideas in a text affect one another. (R)

**work with teacher to select a text to complete this lesson; example given Engage: Read two short excerpts from a text Explore: Model with students using these texts. (see explain) Explain: Have words individuals, events, and ideas on three separate envelopes. Place examples from each text in each envelope. Have pairs pick a phrase from each envelope. Evaluate: Have students write down the connections that can be made from the items they pulled.

Common Core: Appendix B Letter on Thomas Jefferson Common Core: Appendix B Narrative of the life of Frederick Douglas

Teacher Guide: http://bit.ly/1F0Ns1A

RL/RI.7.4 Identify various forms of figurative language. (K) Distinguish between literal language and figurative language.

**work with teacher to select key vocabulary and text to complete this lesson; example given Engage: Define vocabulary figurative language, metaphor, simile, personification, Explore: Have students create a visual (consider Frayer Model) to provide an example of each term Explain: Using poem The Song of Wandering Aengus model annotating for each pre-demined

Common Core: Appendix B

The Song of Wandering Aengus

element. Evaluate: Have students annotate a text (individually) making sure to note each pre-determined term

RL/RI.7.5 Recognize the differences between the form/structure used in stories and the form/structure used in dramas and poems (K)

Engage: Place examples of poems and stories around the room. Along with vocabulary words (ballad, rhyme, lyric stanzas, dialogue) as determined with teacher. Explore: Have students take a gallery walk with post-it notes and simply identify if the examples are poems or stories. Explain: Have students meet in triads to discuss their findings; but justify using the correct terminology what makes each example either a poem or story. Evaluate: Triads responses

RL/RI.7.6 Identify the points of view of the characters and narrators in the text(K) Identify authors point of view and how the author feels about the situation/topic of a text(K) Cite details or examples where the author develops the point of view of various characters or narrators in a text (K)

Engage: Show a video clipping of the Three Little Pigs. Explore: After viewing have students discuss the point of view of the pig versus the wolf Explain: As a group go through slides 1-12. Then have students at their individual computers complete practice slides (13-18) http://bit.ly/1FdI8bx Evaluate: Student answers on practice slides.

Learn Zillion Lesson http://bit.ly/1APMleX

RL/RI.7.7 Identify various mediums (K) Explain how informational text is

***This lesson below is an example; you will need to work with teacher to

presented in various formats (K) determine the best topic to complete the lesson*** Go here for lesson guide http://bit.ly/1APMleX

RI.7.8 Identify the claims of an argument presented by an author. (K) Identify claims that are supported by fact(s) and those that are not (K)

Engage: Introduce term evidence based argument. Describe the components of an argument: the claim, the reasons, the evidence Explore: Have students review the handout on persuasive versus argumentative writing http://bit.ly/1BEPP2M Explain: Have students analyze a text (as determined by teacher) using the elements of an argument as introduced above Evaluate: Have students work in pairs to re-read formulate a claim about the essay and provide evidence to support it (Example: Gertrude from Hamlet is easily fooled)

RL/RI.7.9 Identify a time, place, or character in both a historical account and a fictional work (K) Recognize that authors present information differently based on their point of view (K) Analyze how authors interpret and emphasize different evidence when writing about the same topic. (R)

Engage: Divide students in two groups both reading the text The House found here. Tell one class they are burglars and the other half real estate agents http://bit.ly/1AQ4SaZ Explore: After reading have students list as many details about the text as they can remember. Allow them to guess which perspective each group was reading from. Explain: Pair students up having the select different versions of the same fairy tale http://bit.ly/1lKHxmd

Read Write Think Teacher Guide http://bit.ly/1BWWlFL

Have each pair complete a Venn Diagram comparing/contrasting their points of view. Evaluate: Accuracy and completion of Venn Diagram.

Additional Teaching Notes: Each lesson idea provided is designed to be used as a dialogue starter

between the media specialist and content area teacher. Examples are intended to be modified

as needed to meet the needs of the students and curricular mandates.