Unit Map 2013-2014
Wednesday, September 18, 2013, 9:43AM
Unit:Short Stories(Week 1, 9 Weeks)
Big Idea
Students will explore how change affects their lives today in relation to short stories. / Focus of Study
The study of short stories will focus on the elements of short stories and how changeis related to each of those elements.
- Plot
- Characterization
- Setting
- Theme
- Summarizing
- Predicting
- Sequencing
- Questioning
- Inferring
- Visualizing
Curriculum Goals & Objectives Addressed
2012-2013: English Language Arts 6-12, 2012-2013: Grade 7, Reading: Literature
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- RL.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.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.
- RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
- RL.7.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
- RL.7.9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
- W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
- W.7.3a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- W.7.3b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
- W.7.3c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- W.7.3d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
- W.7.3e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
- 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.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
- L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
- 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.7.4d. 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).
Glencoe 7th Grade Literature Book
Prentice Hall 7th Grade Literature Book
Non-Fiction Newspaper Articles
(See Attachments)
Reading Strategies
Charles Plot Diagram Quiz
Charles Project Think Tac Toe
RikkiTikkiTaviWebquest
RikkiTikkiTavi Test
RikkiTikkiTavi Introduction PowerPoint
Reading Strategies Prezi
RikkiTikkiTavi RAFT Paper
Enduring Understandings
Students will be able to recognize and accept change and how the possible outcomes could affect them.
Students should be able to understand and apply reading strategies to a work of literature.
Students will understandthe components of a short story andwill be able to identify and applythe plot diagram to a narrative work.
Students will be able to see thehowcharacterschange throughout the story and will be ableto see how settingaffectsthechange of the characters and theplot of the story. / Essential Concepts and Process Skills
Elements of Short Stories:
- Characterization
Static/Flat
Protagonist
Antagonist
- Elements of Plot
Climax
Resolution
Rising/Falling Action
Suspense
- Elements of Setting
- Literary Terms
Foreshadowing
Irony
Figurative Language - simile, metaphor,personification
Theme
Reading Strategies:
- Summarizing
- Predicting
- Sequencing
- Questioning
- Inferring
- Visualizing
Essential Questions
- What makes a short story, a short story?
- What is change?
- What is the difference between protagonist/antagonist?
- What makes a character dynamic/static?
- What parts of the story are included in the exposition?
- How does the author use suspense?
- How do you know what the climax is of a story?
- What are the different types of conflict?
- What would you look at in terms of setting, other than the place/location?
- How do authors useirony to grab the attention of its readers?
- What is irony?
- How does figurative language make stories affect the readers 5 senses while reading?
Integration Opportunities
P21: 21st Century Student Outcomes, P21: K-12, Learning & Innovation Skills
Creativity and Innovation Think Creatively
- Use a wide range of idea creation techniques (such as brainstorming)
- Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts
- Develop, implement and communicate new ideas to others effectively
- Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work
- Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas
- View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes
- Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur
- Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation
- Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems
- Analyze and evaluate major alternative points of view
- Synthesize and make connections between information and arguments
- Interpret information and draw conclusions based on the best analysis
- Reflect critically on learning experiences and processes
- Identify and ask significant questions that clarify various points of view and lead to better solutions
- Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts
- Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions
- Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)
- Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impact
- Communicate effectively in diverse environments (including multi-lingual)
- Demonstrate ability to work effectively and respectfully with diverse teams
- Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal
- Assume shared responsibility for collaborative work, and value the individual contributions made by each team member
Flexibility and Adaptability Adapt to Change
- Adapt to varied roles, jobs responsibilities, schedules and context
- Incorporate feedback effectively
- Deal positively with praise, setbacks and criticism
- Set goals with tangible and intangible success criteria
- Reflect critically on past experiences in order to inform future progress
- Know when it is appropriate to listen and when to speak
- Conduct themselves in a respectable, professional manner
- Prioritize, plan and manage work to achieve the intended result
- Demonstrate additional attributes associated with producing high quality products including the abilities to: - Work positively and ethically - Manage time and projects effectively - Multi-task - Participate actively, as well as be reliable and punctual - Present oneself professionally and with proper etiquette - Collaborate and cooperate effectively with teams - Respect and appreciate team diversity - Be accountable for results
- Use interpersonal and problem-solving skills to influence and guide others toward a goal
- Inspire others to reach their very best via example and selflessnes
- Act responsibly with the interests of the larger community in mind
Character Qualities
- Respect
- Self-discipline
- Responsibility
/ Differentiation/Intervention Focus Areas
Cooperative groups
Tier Assignments
Learning Styles
RAFT Papers
Think Tac Toe Assignments
Formative/Benchmark/Summative Assessment Plan
Charles Test
Summative:Test:Teacher Created
Charles Writing Activity
Written: Narrative
RikiTikiTavi
Test:Teacher Created
RikiTikiTavi
Written: Narrative
Charles Project Think Tac Toe
Rubric:Project: Product Based
Students will choose three projects of their choice to prove their understanding of the storyCharles.
RikkiTikkiTavi RAFT Paper
Rubric:Written: Product
Students choose varius roles and formats to write on through a RAFT paper.
RikkiTikkiTavi Intro.pptx
Exposition RikkiTikkiTavi.flipchart
RAFT Paper Topics.doc
Venn Diagram Nag and Nagaina.doc
Pages 202-211 Questions and Venn Diagram.docx
Comic Strip Project.doc
Professional Teaching Standards
NC Professional Teaching Standards, All Levels, Professional Teaching Standards
STANDARD I: TEACHERS DEMONSTRATE
LEADERSHIP
- Teachers lead in their classrooms.
- Teachers advocate for schools and students.
A DIVERSE POPULATION OF STUDENTS
- Teachers provide an environment in which each child has a positive,
nurturing relationship with caring adults. - Teachers treat students as individuals.
- Teachers adapt their teaching for the benefit of students with
special needs.
- Teachers align their instruction with the North Carolina Standard Course of Study.
- Teachers know the content appropriate to their teaching specialty.
- Teachers know the ways in which learning takes place, and they know
the appropriate levels of intellectual, physical, social, and emotional
development of their students. - Teachers plan instruction appropriate for their students.
- Teachers use a variety of instructional methods.
- Teachers integrate and utilize technology in their instruction.
- Teachers help students develop critical thinking and problemsolving skills.
- Teachers help students work in teams and develop leadership qualities.
- Teachers communicate effectively.
- Teachers use a variety of methods to assess what each student has learned.
- Teachers analyze student learning.
- Teachers link professional growth to their professional goals.
- Teachers function effectively in a complex, dynamic environment.
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