Unit 1: Bend I Table of Contents
7th Grade: Unit 1: Bend I
Unit 1: Bend I Table of Contents
Writing Realistic Fiction: Symbolism, Syntax, and Truth
Bend I: Creating and Developing Meaningful Stories and Characters
Section / Page Number· Standards / 2-3
· Unit Essential Questions / 4
· Unit Goals and Sub Goals (Task Analysis) / 4
· Learning Targets / 4
· Unit Language (Spanish, Russian, English) / 5
· Unit Assessment Checklist / 7-8
· 7th Grade Narrative Writing Checklist / 10
· Sample Unit Calendar / 12-13
· Anchor Charts / 14
7th Grade Language Arts
Unit 1: Bend 1 / Dates of Unit:
5 ½ Weeks (Including 2 weeks of routines at the beginning of the year)
August 31st, 2015-October 6th, 2015
Unit Title: / Unit 1: Writing Realistic Fiction: Symbolism, Syntax, and Truth
Bend I: Creating and Developing Meaningful Stories and Characters
Stage 1 / Identify Desired Results
Standards:
(Alpha-numeric listing of standards incorporated in the unit) / CCSS.ELA-LITERACY.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.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.)
CCSS.ELA-LITERACY.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7here.)
CCSS.ELA-LITERACY.W.7.9.A Applygrade 7 Reading standardsto literature (e.g., "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").
CCSS.ELA-LITERACY.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Range of Reading and Level of Text Complexity:
CCSS.ELA-LITERACY.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.SL.7.1.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.
CCSS.ELA-LITERACY.SL.7.1.B Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
CCSS.ELA-LITERACY.SL.7.1.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.
CCSS.ELA-LITERACY.SL.7.1.D Acknowledge new information expressed by others and, when warranted, modify their own views.
CCSS.ELA-LITERACY.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3herefor specific expectations.)
CCSS.ELA-LITERACY.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-LITERACY.L.7.3.A Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
How do writers create and develop meaningful stories and characters?
Essential Questions: / How do writers come up with ideas for meaningful stories? / How do writers develop believable characters? / How do writers use tools and resources to shape a story?
Goals: / Students will be able to use multiple strategies to generate narrative topics. / Students will be able to use multiple strategies to develop believable characters. / Students will be able to use multiple tools and strategies to shape a story.
Learning Targets / 1: I can review strategies for generating story ideas and add new entries to my writer’s notebook (Session 1). / 6: I can develop my character by writing about them in an everyday scene (Session 3). / 12: I can plot the story arc of familiar or shared stories (Session 5).
2: I can reread my notebook entries and imagine possible fiction stories based on my personal experiences (Session 1). / 7: I can use a variety of strategies to write more realistic scenes (Session 3). / 13: I can plan my story in a variety of ways using different story arcs (Session 5).
3: I can write an expanded entry in my writer’s notebook based on my original story idea (Session 1). / 8: I can vary the point-of-view of my story to determine which perspective I want to write from (Session 3). / 14: I can write a one-sentence summary of my story (Session 5).
4: I can generate ideas for stories by thinking about the stories I believe should exist (Session 2). / 9: I can consider my character’s motivations and choose one small desire to write about in my story (Session 3). / 15: I can use a checklist to self-assess my writing (Session 5).
5: I can narrow my idea for a story by listing a character’s traits, motivations, and obstacles (Session 2). / 10: I can determine realistic obstacles that might get in my character’s way to achieving his/her desire and write about them (Session 4).
11: I can consider the internal and the external struggles and obstacles that my character might face (Session 4).
Stage 2 / Determine Assessment Evidence
ENGLISH Academic Language (What language will students need to sound like experts?)
Academic Language Function(s):
Describe people and events (nouns and adjectives) / Academic Language Stems (to talk about their writing):
Easy for Beginners
The verb “to be”
· ______am/is/are ______.
· ______was/were ______.
Medium for Intermediate
The verb “to be”
· ______was (gerund).
· ______were (gerund).
· ______have been______.
· ______had been______.
Difficult for Advanced and Fluent
The verb “to be”
· ______might have been______.
· ______would have been______.
· ______could have been______.
· ______should have been______.
Academic Vocabulary:
Add irregular past tense verbs lists to unit
· Entry
· Writer’s notebook
· Generate
· Consider
· Vary
· Narrow
· Determine
· Strategy
· Craft technique
· Character
· Character traits
· Motivations
· Obstacles
· Scene
· Point-of-view
· Story arc
Assessment Tools: / · Goals Rubric
· Assessment Checklist
Stage 2 / Determine Assessment Evidence
SPANISH Academic Language (What language will students need to sound like experts?)
Academic Language Function(s): / Academic Language Stems (to talk about their writing):
Easy for Beginners
·
Medium for Intermediate
·
Difficult for Advanced and Fluent
·
Academic Vocabulary:
·
Assessment Tools: / · Goals Rubric
· Assessment Checklist
Assessment Checklist – Unit 1 Bend 1, Page 1 of 2
- = Not Yet √ = Starting To + = Yes!
Student Name / 8: I can vary the point-of-view of my story to determine which perspective I want to write from. / 9: I can consider my character’s motivations and choose one small desire to write about in my story. / 10: I can determine realistic obstacles that might get in my character’s way to achieving his/her desire and write about them. / 11: I can consider the internal and the external struggles and obstacles that my character might face. / 12: I can plot the story arc of familiar or shared stories. / 13: I can plan my story in a variety of ways using different story arcs. / 14: I can write a one-sentence summary of my story. / 15: I can use a checklist to self-assess my writing. / Notes
- = Not Yet √ = Starting To + = Yes!
Assessment Checklist – Unit 1 Bend 1, Page 1 of 2
Lista de control – Unit 1 Bend 1
Student Name / NotesB = Beginning D = Developing P = Proficient M=Mastery
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7th Grade: Unit 1: Bend I
7th Grade Narrative Writing Checklist: Structure
STRUCTUREOVERALL / LEAD / TRANSITIONS / ENDING / ORGANIZATION
Student Name / I created a narrative that has realistic characters, tension, and change, and that not only conveys, but also develops an idea, lesson, or theme. / II wrote a beginning that not only sets the story in motion, it also grounds it in a place or situation. It included details that will later be important to the story. These details might point to the central issue or conflict, show how story elements connect, or hint at key character traits. / I used transitional phrases and clauses to connect what happened to why it happened (If he hadn’t…he might not have, because of, although, little did she know that). / I gave the reader a sense of closure by showing clearly how the character or place has changed or the problem has been resolved. If there wasn’t resolution, I gave details to leave the reader thinking about a central idea or theme. / I used a traditional—or slightly modified—story structure (rising action, conflict, falling action) to best bring out the meaning of my story and reach my audience.
- = Not Yet √ = Starting To + = Yes!
7th Grade Narrative Writing Checklist: Development & Conventions
DEVELOPMENT / CONVENTIONSOVERALL / LEAD / SPELLING / PUNCTUATION AND SENTENCE STRUCTURE
Student Name / I created a narrative that has realistic characters, tension, and change, and that not only conveys, but also develops an idea, lesson, or theme. / II wrote a beginning that not only sets the story in motion, it also grounds it in a place or situation. It included details that will later be important to the story. These details might point to the central issue or conflict, show how story elements connect, or hint at key character traits. / I used the Internet and other sources at hand to check spelling of literary and high-frequency words. / I varied my sentence structure, sometimes using simple and sometimes using complex sentence structure. / I punctuated dialogue sections accurately.
= Not Yet √ = Starting To + = Yes!
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7th Grade: Unit 1: Bend I
Stage 3 / Plan Learning Experiences and InstructionSAMPLE UNIT CALENDAR
Monday / Tuesday / Wednesday / Thursday / FridayBeginning of Year Routines
Beginning of Year Routines /
1: I can review strategies for generating story ideas and add new entries to my writer’s notebook (Session 1). / 2: I can reread my notebook entries and imagine possible fiction stories based on my personal experiences (Session 1). / 3: I can write an expanded entry in my writer’s notebook based on my original story idea (Session 1). / 4: I can generate ideas for stories by thinking about the stories I believe should exist (Session 2). / 5: I can narrow my idea for a story by listing a character’s traits, motivations, and obstacles (Session 2).
6: I can develop my character by writing about them in an everyday scene (Session 3). / 7: I can use a variety of strategies to write more realistic scenes (Session 3). / / 8: I can vary the point-of-view of my story to determine which perspective I want to write from (Session 3). / 9: I can consider my character’s motivations and choose one small desire to write about in my story (Session 3).
10: I can determine realistic obstacles that might get in my character’s way to achieving his/her desire and write about them (Session 4). / 11: I can consider the internal and the external struggles and obstacles that my character might face (Session 4). / 12: I can plot the story arc of familiar or shared stories (Session 5). / 13: I can plan my story in a variety of ways using different story arcs (Session 5).
14: I can write a one-sentence summary of my story (Session 5). / 15: I can use a checklist to self-assess my writing (Session 5).
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7th Grade: Unit 1: Bend I
Anchor Chart:
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