A 7th Grader’s True Self-Portrait

7th Grade Language ArtsDesigned by Ruthann Rust

ENED 6414Fall 2010

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Semester Plan Title: 7th Grade Semester 1

SP Designer: Ruthann Rust

SP Overarching Essential Questions: Who am I? What is the truth about me? How can I decode the truth? How does the truth about me help me understand others? How does knowing who I am help me to write better? What strategies will make me a better reader? What techniques will enable me to write better?

Unit #1 Title: Getting to Know You 6 weeks

Stage 1 – Desired Results

Established Goals (NCTE/IRA and GPS):

ELA7R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. ELA7R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing. ELA7R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. ELA7RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. ELA7W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. ELA7W2 The student demonstrates competence in a variety of genres. ELA7W4 The student consistently uses the writing process to develop, revise, and evaluate writing. ELA7C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. ELA7LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. ELA7LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using

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rubrics as assessment tools.

NCTE Standards1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Understandings:Students will understand that. . .

community helps create who individuals are and who they become

being the same as everyone else doesn’t always bring happiness

one person’s efforts can bring about change

that language choice creates tone and mood

there may be tradeoffs to get rid of the bad things

freedom may involve giving up certain things in order to have a safe, clean, peaceful society in which everyone is happy and cared for.

Essential Questions: What habits do good readers, writers, speakers and listeners exhibit? How do narrative texts differ from other genres? What strategies do authors use to create tone and mood? How can writing about myself bring me freedom?How can I express my individuality?How do good writers engage their readers? Why are conventions necessary in writing? How can sharing our work in response groups provide opportunity for improvement? What are some strategies to promote active listening? How does reading aloud our writing help to improve the text? How can we speak so that we address the needs of our audience?How does figurative language add meaning to texts?

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How do you incorporate the standard rules of grammar into written and spoken formats?How does understanding the literary elements affect your ability to understandvarious genres of literature?How do you use context clues todetermine the meaning of unknown words?What techniques do successful authors use to write an effective story?How does the conflict in a selection move the plot to the climax and resolution?What are the benefits ofediting and proofreading yourwork?How does an author manipulatelanguage in order to impact thereader?

Students will know. . . to bring their own life experiences into

their writing about utopias and dystopias how to incorporate figurative language

into their writing. to use the habits of good readers,

writers, and speakers/listeners for different purposes and goals

vocabulary related to the texts reading strategies to increase their

fluency pre-writing is the first step in writing journaling is a technique to improve

their own writing re-vising is more than correcting

mechanics that knowing your audience is

important in the editing process

Students will be able to. . . relate personal experiences in

narration incorporate figurative language into

their writing. identify figurative language in texts. identify the speaker of a passage. recall basics facts about a text. discuss important parts of a text and

the real life issues it brings up. identify narrative components – plot,

conflict, setting, theme and characters. apply knowledge of story elements to

text selections recognize flashback as a device

authors use to provide background information

identify components of plot – rising action, climax, falling action, resolution,

recognize that writing is a recursive process

interpret a character’s traits, emotions, or motivations and gives supporting

evidence from a text. Analyze recurring and similar themes

across a variety of selections,

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distinguishing theme from topic. Select a focus, an organizational

structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.

Revise manuscripts to improve the organization and consistency of ideas

within and between paragraphs Write texts of a length appropriate to

address the topic or tell the story. Support statements and claims with

anecdotes, descriptions, facts and statistics, and specific examples.

Exclude extraneous details and inconsistencies.

Plan and draft independently and resourcefully.

Use strategies of note taking, outlining, and summarizing to impose structure

on composition drafts. Produce final drafts/presentations that

demonstrate accurate spelling and the correct use of punctuation and

capitalization Display appropriate turn-taking

behaviors. Actively solicits another person’s

comments or opinions. Offer own opinion forcefully without

domineering. Respond appropriately to comments and

questions. Give oral presentations or dramatic

interpretations for various purposes. Respond to oral communications with

questions, challenges, or affirmations Reads with a rhythm, flow, and meter

that sounds like everyday speech (prosody).

Stage 2 – Assessment Evidence

Performance Tasks:Memoir Piece

Other Evidence:JournalsWriting PromptsDraft VersionsRe-vised Pieces

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Thank You NotesWriting WorkshopsVideo ReflectionsVocabulary ActivitiesLogo Writing PieceWhere I’m From PieceMetaphor/Simile PieceI Remember PieceThe Giver quizzesThe Giver Test

Stage 3—Learning Plan

Learning Activities:Work-shopping 101 Figurative LanguagePowerPoint IntroductionFree-WritingMemory MapKids Books – plot diagramMedia LiteracyTransparenciesAudio Books Notes and QuotesRead RecursivelyStorytellingWhat IfFishBowlWrite Your Own TestImprovNewspaper Connections

Major Texts (print and non-print):The Giver by Lois LowryIsaac Asimov, “The Fun They Had.”Virginia Driving Hawk Sneve, “The Medicine Bag.”Newspaper articlesOther Feather Circle pieces as examplesPoetry 180 selected piecesParadise Café – Martha BrooksAn Island Like You – Judith Ortez CoferThe Dandelion Garden – Budge Wilson

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Unit #2 Title: Looks can be deceiving 6 weeks

Stage 1 – Desired Results

Established Goals (NCTE/IRA and GPS):

ELA7R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. ELA7R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing. ELA7R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. ELA7RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. ELA7RC2 The student participates in discussions related to curricular learning in all subject areas.ELA7RC3 The student acquires new vocabulary in each content area and uses it correctly.ELA7RC4 The student establishes a context for information acquired by reading across subject areas.ELA7W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. ELA7W2 The student demonstrates competence in a variety of genres. The student produces writing (multi-paragraph expository composition such as description, explanation, comparison and contrast, or problem and solution) The student produces technical writing (business correspondence: memoranda, emails, letters of inquiry, letters of complaint, instructions and procedures, lab reports, slide presentations).The student produces a response to literature. The student produces a multi-paragraph persuasive essay.ELA7W3 The student uses research and technology to support writing. The student a. Identifies topics, asks and evaluates questions, and develops ideas leading to inquiry, investigation, and research. ELA7W4 The student consistently uses the writing process to develop, revise, and evaluate writing. ELA7C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. ELA7LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. ELA7LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using

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rubrics as assessment tools. The student will respond to visual and oral texts and media (e.g., television, radio, film productions, and electronic media).

NCTE Standards1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.8. Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Understandings:Students will understand that. . .

relationships can go through difficult times.

Essential Questions:Why is knowing the whole story essential to knowing the truth?What role does fear play in telling the truth?

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enduring friendships are built on truth. fear comes with secrets. appearances are not always what they

seem. behavior is motivated by many factors,

some of them unconscious. authors use persuasive techniques to

appeal to their audiences being physically active can be fun

How can a relationship survive difficult times?What are characteristics of a true friend?Why do we enjoy reading some authors more than others? How do we “connect” to what we read? Where do authors get ideas for their books? How does knowing an author’s background help in understanding his/her books? How does a writer effectively design an essay to persuade an audience?

Students will know. . . that fear comes with secretsthat appearances are not always what they seemthe elements of a novel: setting, characters, plot, theme, that there are real life applications for writing/reading skills that authors’ lives are often reflected in their works that writing is a means of communicating our thoughts, reactions, and reflections figurative language: simile, metaphor, personification, hyperbole, symbolism, and imagery.persuasive Appeals: logical, ethical and emotionalpersuasive Techniques: bandwagon, glittering generalities, snob appealvocabulary related to the textsthat persuasive techniques are found in a variety of genresthat working as a team requires planningthe effects on the viewer of image, text, and sound in electronic journalismdouble-dutch is a type of jump roping

Students will be able to. . .…identify the speaker of a passage.…recall basics facts about a text.…draw conclusions based on textual evidence.…discuss important parts of a text and the real life issues it brings up.…paraphrase important passages and themes of a text.…analyze characters and the actions that define them.…compare and contrast characters, events, or perspectives within a text.…relate themselves to characters, events, or perspectives within a text.…work with others in pairs and groups.…share ideas in an effective means to broaden knowledge and understanding of literature… identify persuasive techniques in a variety of texts…create an organizing structure appropriate to a specific purpose, audience, and context…revise manuscripts to improve the organization and consistency of ideas within and between paragraphs. … produce final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation and capitalization… use multimedia in presentations… organize information to achieve particular purposes and to appeal to the background and interests of the audience

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… employ a group decision-making technique such as brainstorming or a problem- solving sequence… Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).

Stage 2 – Assessment Evidence

Performance Tasks:Advertisement for Novel(see attached write-up)

Other Evidence:Reading QuizzesNovel TestLiterature CirclesJournalsAlternative Book Report Movie reflectionPreliminary Research (Dyslexia, jump-roping, tornadoes, talk shows, divorce, genealogy/ancestry/heritage)Wikipedia ProjectVocabulary Assignments (Frayer Model)

Stage 3—Learning Plan

Learning Activities:What persuades me? (persuasive writing appeal techniques)Vocabulary InvestigationMaking PredictionsQuaker ReadingAudio BookTransparenciesNewspaper ConnectionsJournalingResearch NotebookFree WritingReading Strategies (KWL for Research Assignment)Media LiteracyWikipedia Update Cyber GuidesInterrupted ConversationsWhat IfFishbowlVenn Diagram

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Write Your Own Test

Major Texts (print and non-print):Double-Dutch by Sharon DraperNewspaper ArticlesPoetry 180 excerptTelevision AdsMagazine AdsInfomercials

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Unit #3 Title: Nothing but the Truth 6 weeks

Stage 1 – Desired Results

Established Goals (NCTE/IRA and GPS):ELA7R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. ELA7R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student ELA7RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. ELA7RC2 The student participates in discussions related to curricular learning in all subject areas. The student ELA7RC3 The student acquires new vocabulary in each content area and uses it correctly. ELA7RC4 The student establishes a context for information acquired by reading across subject areas. ELA7W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. ELA7W3 The student uses research and technology to support writing. ELA7W4 The student consistently uses the writing process to develop, revise, and evaluate writing. ELA7C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. ELA7LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. ELA7LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools.

NCTE Standards1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure,

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context, graphics).4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.8. Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Understandings:Students will understand that. . .truth not perception will set them freethe truth is often too complicated to write in a single statementpeople often ignore truth and fair play when their own well-being is threatenedresearch comes in different stylesresearch needs to be validated for credibilitythe complex nature of truthexploitations take place in politics and media

Essential Questions:What is plagiarism? What information is included in a summary of a book? Why are catchy slogans important? How do voice, word choice, and sound devices affect oral reading? What makes poetry reading effective? How do authors use visual effects (color, animation, sound, etc.) to engage viewers? How does an author manipulate language in order to impact the reader?How can you identify authentic research materials?

Students will know. . . that research is an effective method for

obtaining information that writers must give credit to authors

of sources used

Students will be able to. . .Research a topic.Draw a picture using words.Synthesize research into a written piece.Engage in peer review workshops and accept

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how to use text features to provide more information

vocabulary related to the texts a wide range of strategies to

communicate with different audiences for a variety of purposes

language structure and language conventions (e.g., spelling and punctuation)

how to participate as knowledgeable, reflective, creative, and critical members in literature circles

how to adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary)

to communicate effectively with a variety of audiences and for different purposes.

the “Living Newspaper” style of writing

how to cite research

constructive criticism and suggestions.Identifies and analyzes how an author’s use of words creates tone and mood, giving supporting evidence from text. Analyzes common textual features to obtain information (e.g., paragraphs, topic sentences, concluding sentences, introduction, conclusion, footnotes, index, bibliography).Identifies and uses knowledge of common graphic features to draw conclu- sions and make judgments (e.g., graphic organizers, diagrams, captions, illustrations). Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examplesIdentifies topics, asks and evaluates questions, and develops ideas leading to inquiry, investigation, and research. Gives credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations. Includes researched information in different types of products (e.g., compositions, multimedia presentations, graphic organizers, projects, etc.). Documents sources. Uses electronic media to locate relevant information.Identifies and writes simple, compound, complex, and compound-complex sentences correctly, punctuating properly, avoiding fragments and run-ons, adding or deleting modifiers, combining or revising sentences. Develops an outline that highlights the important issues discussed.Uses language for dramatic effect. Uses rubrics as assessment tools.

Stage 2 – Assessment Evidence

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Performance Tasks:Create researched based informational brochure for alternative research project

Other Evidence:Reading QuizzesLiterature CirclesJournalsAlternative Research Report (mgp) Research (Dyslexia, jump-roping, tornadoes, talk shows, divorce, genealogy/ancestry/heritage)Vocabulary Assignments (Frayer Model)

Stage 3—Learning Plan

Learning Activities:Literature CirclesWriting WorkshopsNewspaper ConnectionsFree WritingResearchVocabulary InvestigationsResearch PresentationMedia LiteracyTimeLineTransparenciesVenn DiagramInterrupted Conversations

Major Texts (print and non-print):Nothing but the Truth by AviSandra Cisneros – “Eleven” short-storyLangston Hughes – “Madam and the Rent Man”“Miss Awful” – short story by Arthur CavanaughLet Me Hear You Whisper – play by Paul ZindelPoetry 180 – selectionsNewspaper articles; Television Ads; Magazine Ads; Selected Artwork

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