Teacher(s):Sandra Scott, Aimee Platt, Linda Sue AmosGrade/Subject:Seventh Grade Language Arts
Unit Dates:8/24—10/2 / Unit : 1—Writing to Inform/Explain From Close Reading (Collection 2)
Florida Standard(s):
Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted / LAFS.7.SL.1.1 (DOK 3) 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.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
d. Acknowledge new information expressed by others and, when warranted, modify their own views.
Know:
Identify key ideas from reading material or research.
Describe components of a collegial discussion and planning.
Recognize key ideas and new information during discussions.
Identify key ideas from reading material.
Recognize multiple perspectives and opposing viewpoints.
Think:
Reflect on discussion topics using evidence.
Evaluate new information posed and form personal opinion.
Formulate comments, questions, and responses based on evidence
Track progress toward specific goals and deadlines, defining individual roles as needed.
Paraphrase and reflect on multiple perspectives posed in discussions
Do:
Demonstrate collegial rules during discussion.
Pose relevant questions that elicit elaboration.
Respond to questions and comments with relevant details, bringing discussion back on topic as needed.
7.RL.1.3 (DOK 3) Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Know:
Describe elements of a story or drama.
Identify interactions between elements.
Identify changes in elements of the story or drama.
Analyze how elements of a story or drama interact.
Think:
Analyze how a change in one element shapes another.
7.RL.1.2 (DOK 3) 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.
Know:
Recognize theme and central idea.
Identify supporting details.
Think:
Determine a theme or central idea.
Analyze theme or central idea development over the course of a text.
Do:
Write/provide an objective summary.
W.1.2 (DOK 4) Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
Know:
Identify a topic.
Identify and recognize definition, classification, comparison/contrast, cause/effect, and text features (graphics, charts, tables, multimedia).
Select appropriate facts, definitions, concrete details quotations and examples.
Recognize and select appropriate transitions to create cohesion and clarify relationships.
Identify domain specific vocabulary and precise vocabulary.
Recognize formal style.
Think:
Determine which strategy is most effective to further develop a topic including definitions, classifications, comparison/contrast, and cause/effect.
Determine when to include graphics or multimedia.
Determine how to organize ideas, concepts, and information.
Select transitions that clarify relationships.
Select appropriate transitions to create cohesion and clarify relationships.
Determine precise language and domain-specific vocabulary.
Establish and maintain a formal style.
Identify an effective, supportive conclusion for the topic that follows from and supports the information or explanation presented.
Determine a supportive concluding statement.
Do:
Write informative/explanatory texts to examine a topic, convey ideas, or explain concepts and information.
Write with organization.
Organize ideas, concepts, and information using definitions, classifications, comparison/ contrast, and cause/effect.
Use formatting, graphics, and multimedia to aid comprehension.
Write with analysis of relevant content.
Introduce, preview, and develop a topic with relevant facts, definitions, concrete details, quotations, and examples.
Use transitions to clarify the relationships between ideas and concepts.
Use precise language and domain specific vocabulary to inform or explain.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation presented.
7.L.1.1 (DOK 2) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of phrases and clauses in general and their function in specific sentences.
b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
Know:
• Recognize phrases and clauses.
• Identify compound-complex sentences.
• Identify misplaced and dangling modifiers.
Think:
• Explain the function of phrases and clauses in general and in specific sentences.
• Choose the best type of sentence for signaling relationships among ideas.
Do:
• Choose phrases and clauses correctly when speaking.
• Select and combine sentences to show relationships between/among ideas.
Unit Learning Goals: /
- Students will become familiar with classroom rules and expectations.
- Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
- Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Scale
- Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content
Unit Essential Questions: / What do I need to know in order to succeed in this class?
How do the story elements interact with one another in the text?
How can I determine and summarize the central idea of the text based on details provided by the author?
Unit Assessments: / Formative Assessments
- “The Green Ribbon”Paragraphs
- Learning About Drama and Literary Analysis: Stage Directions two-sided sheet
- Sorry, Wrong Number Guided Questions
- Fables
- The People Could Fly chart
- Collection 2 Performance Task B Write an Expository Essay page 131
Progress Monitoring / See WICR Strategies and Accommodations
Higher Order Question(s) / RL.1.3
*Explain how __ (individual) influenced __ (idea, event)
*Explain how __(idea) influenced __(event)
*Describe how the __ (individual, event, idea) impacted __
*What role does __ (individual, event, idea) play toward __?
*Describe the relationship between __ and __? / RL.1.2
*What central ideas are expressed in the text?
*How does the author expand on __ in paragraph/section __?
* Summarize the text objectively
*How are the multiple central ideas related?
*How does the author develop the theme over the course of the text?
*What specific instances/events/details in the text strengthen the author’s central idea/theme?
*How does the author connect to the theme(s) of ___?
Unit Key Vocabulary / Plot elements symbolism setting characterization folk tale metaphor
Theme irony mood dialect figurative language personification
Central/main idea conflict suspense fable simile
Unit : 1—Writing to Inform/Explain From Close Reading (Collection 2)
Learning Goals: Students will become familiar with classroom rules and expectations.
Analyze how and why individuals, events, or ideas develop and interact over the course of a text. / Essential Questions: What do I need to know in order to succeed in this class?
How do the story elements interact with one another in the text?
Week 1 / Monday, 8/24 / Rigor Level / Tuesday, 8/25 / Rigor Level / Wednesday 8/26 / Rigor Level
DOK 2 / Thursday 8/27 / Rigor Level
DOK 2 / Friday, 8/28 / Rigor Level
DOK 2
Daily Objective / Make students aware of school and classroom policies and procedures / Review school and classroom policy and procedures. / Students will determine the elements of a plot / Students will be able to complete a plot diagram on “The Green Ribbon” / Students will be able to give examples of suspense and foreshadowing.
BELL RINGER / Three Truths and One Lie / Note Cards with Name / Invitation to Write / Invitation to Write / Invitation to Write
I DO: / First Period:
- Live Body Count
- Transportation Form
- Owen’s Video
- Moxley’s video
- Code of Conduct
- Bus PPT
- Lockers
- Fire Drill
- Lockdown
- Mustang Creed, etc.
- Transportation Form
- Live Body Count
- Lockers
- Bullying Lesson 1
- Show students how to set up Cornell Notes
- Discuss suspense and foreshadowing from the level-up tutorial
WE DO: /
- Social contract
- Syllabus
- Rules
- Procedures
- Syllabus
- Rules
- Procedures
YOU DO: / Follow along and ask questions. / Follow along and ask questions / 1. Complete Cornell Notes on Plot
2. Read “The Green Ribbon” / Accurately label the parts of a plot diagram / Create questions from the suspense and foreshadowing notes on Cornell note sheet
Homework / Create your three truths and one lie on the lined-side of your index card. / Get forms signed. / Study your Cornell notes and be prepared to label plot diagram for “The Green Ribbon” / Think about what made “The Green Ribbon” suspenseful.
EXIT TICKET: / Be sure that you have your syllabus and index card. / Turn in signed code of conduct / Which part of plot do you feel the most confident about? Why? / What parts of a plot diagram are still confusing? / What is still confusing you?
Unit : 1—Writing to Inform/Explain From Close Reading (Collection 2)
Learning Goals: Analyze how and why individuals, events, or ideas develop and interact over the course of a text. / Essential Questions: How do the story elements interact with one another in the text?
Week 2 / Monday, 8/31 / Rigor Level
DOK 2 / Tuesday, 9/1 / Rigor Level
DOK 2 / Wednesday 9/2 / Rigor Level
DOK 3 / Thursday 9/3 / Rigor Level
DOK 4 / Friday, 9/4 / Rigor Level
DOK 4
Daily Objective / Students will be able to unpack a standard and understand the final outcome. / Students will be able to unpack a standard and understand the final outcome. / Students will be able to cite textual evidence to support their ideas / Students will be able to write an informative/explanatory essay / Students will be able to write an informative/explanatory essay
BELL RINGER / Define Noun and Verb / Caught Ya / Read unpacking directions
I DO: / (1)Review noun and verbs
(2)Sensory Imagery Review / Give definition of a symbol / Model how to unpack a standard
WE DO: / Take a picture. /
- 1st Period Only: Bullying lesson 6th grade lesson 3
- Discuss symbols that represent us.
- Tree Map- Components of informative/explanatory essay.
YOU DO: / Timed Think-Pair-Share Sensory Imagery / Draw 7 symbols that represent you.
Complete tree map / Finish unpacking standard. Rate before and after understanding / Baseline Assessment / Baseline Assessment
Work on Drama Assessment
Homework / Read an AR Book
Return Signed Syllabus / Read an AR Book
Return Signed Syllabus / Review how to cite textual evidence in preparation for the baseline assessment / Read an AR Book / Read an AR Book
EXIT TICKET: / What are you still confused about with unpacking standards? / What is something you find challenging when writing an informative/explanatory essay? / What did you find to be most helpful with unpacking the standard? / What area do you think you did well and what area do you think you need more help / What area do you think you did well and what area do you think you need more help
Unit : 1—Writing to Inform/Explain From Close Reading (Collection 2)
Learning Goals: Analyze how and why individuals, events, or ideas develop and interact over the course of a text. / Essential Questions: How do the story elements interact with one another in the text?
Week 3 / Monday, 9/7 / Rigor Level / Tuesday, 9/8 / Rigor Level
DOK 2 / Wednesday 9/9 / Rigor Level
DOK 3 / Thursday 9/10 / Rigor Level
DOK 4 / Friday, 9/11 / Rigor Level
DOK 4
Daily Objective / No School / Students will be able to respectfully engage in a classroom discussion. / Students will be able to analyze how particular elements of drama are used to create tension in the play. / Students will be able to analyze the theme of the story, using textual evidence for support / Students will be able to analyze the theme of the story, using textual evidence for support
BELL RINGER / No School / Caught Ya / Vocabulary / Caught ya / Invitation to Write – using sensory imagery
I DO: / No School / Review procedures for philosophical chairs.
Model correct responses allowed during philosophical chairs.
Preview Sorry, Wrong Number play / Review Sorry, Wrong Number graphic organizer. / 1st period only: Bullying Curriculum Lesson 7th grade Lesson 2.
2nd period only:
Attending Cyberbullying program.
WE DO: / No School / Practice correct responses for philosophical chairs with a partner
Assign parts for Sorry, Wrong Number / Review elements of a play.
Read Sorry, Wrong Number. / Review what we have read during so far in Sorry, Wrong Number.
Read Sorry, Wrong Number / Review what we have read so far in Sorry, Wrong Number.
Read Sorry, Wrong Number
YOU DO: / No School / Respectfully participate in philosophical chairs. / Follow along and complete graphic organizer for Sorry, Wrong Number / Follow along and complete graphic organizer for Sorry, Wrong Number / Follow along and finish graphic organizer for Sorry, Wrong Number
Homework / No School / Read an AR Book
Learning about Drama sheet / Read an AR Book / Read an AR Book / Read an AR Book
EXIT TICKET: / No School / Randomly select students to see what worked and what could be done differently during philosophical chairs. / Create a thesis statement:
Reread the stage directions in lines 16-27. What do Mrs. Stevenson’s actions reveal about her physical condition? / Locate textual evidence (including an attribution phrase) for yesterday’s exit ticket. Include analysis after the textual evidence. / On a sheet of paper, rate yourself according to the scale on how particular elements of a story interact.
Unit : 1—Writing to Inform/Explain From Close Reading (Collection 2)
Learning Goals: Analyze how and why individuals, events, or ideas develop and interact over the course of a text. / Essential Questions: How do the story elements interact with one another in the text?
Week 4 / Monday, 9/14 / Rigor Level
DOK 4 / Tuesday, 9/15 / Rigor Level
DOK 4 / Wednesday, 9/16 / Rigor Level
DOK 4 / Thursday, 9/17 / Rigor Level
DOK 4 / Friday,
9/18 / Rigor Level
DOK 4
Daily Objective / Students will be able to write a short response, locating textual evidence for support. / Students will be able to understand figurative language. / Students will understand folktales and be able to cite textual evidence to support questions. / Students will be able to complete a graphic organizer with textual evidence for Sorry, Wrong Number / Students will understand folktales and be able to cite textual evidence to support questions.
BELL RINGER / Caught Ya / Caught Ya / Read AR Books/take tests / Caught Ya / Read AR Books/take tests
I DO: / Review short response expectations / Discuss figurative language power point. / Discuss folktales and review citing evidence / Review Graphic Organizer for Mrs. Stevenson / Review expectations for graphic organizer for Sorry, Wrong Number.
WE DO: / Review short response expectations with group. / Practice figurative language sentences. / Read: “The People Could Fly” / Complete two questions together as a class.
YOU DO: / Write a short response including textual evidence and analysis using the SLAM method. / Take notes on figurative language. / 1st period only: Language Arts district assessment.
Follow along and complete chart for “The People Could Fly” / 1st period only: Civics district assessment.
Finish remainder of questions for a grade.
Create a bubble map for Mrs. Stevenson / 1st period only: Civics district assessment.
Complete questions for graphic organizer for Sorry, Wrong Number
Homework / Read an AR Book / Read an AR Book / Read an AR Book / Read an AR Book / Read an AR Book
EXIT TICKET: / What are struggling with the most with when it comes to short responses? / Create 3 sentences using 1 metaphor, 1 simile, and 1 personification. / Create a thesis statement for question to go along with “The People Could Fly” / Locate textual evidence for “The People Could Fly” question. / How did the views of the character change in “The People Could Fly”?
Unit : 1—Writing to Inform/Explain From Close Reading (Collection 2)
Learning Goals: Analyze how and why individuals, events, or ideas develop and interact over the course of a text. / Essential Questions: How do the story elements interact with one another in the text?
Week 5 / Monday, 9/21 / Rigor Level
DOK 2 / Tuesday,
9/22 / Rigor Level
DOK 3 / Wednesday, 9/23 / Rigor Level
DOK 3 / Thursday, 9/24 / Rigor Level
DOK 4 / Friday,
9/25 / Rigor Level
DOK 4
Daily Objective / Students will be able to locate textual evidence to support questions from “The People Could Fly” / Students will be able to understand how to write an informative/explanatory essay and the requirements needed. / Students will be able to explain the informative/explanatory essay rubric and understand scoring expectations. / Students will be able to understand how to read and annotate texts for understanding. / Students will be able to create an attention grabber and thesis statement and understand how to write an introduction paragraph.