WEEK:8/8/16 – 8/12/16Teacher: 7th GradeSubject: Language Arts

Unit Title: Individuality vs. Conformity: Realizing the Relationships and Responsibilities between Individuals, Societies, and Communities
Standards to Address in Unit:
Literary
ELAGSE6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE6RL2: Determine a theme and/or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
ELAGSE6RL3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution.
ELAGSE6RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
ELAGSE6RL5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
ELAGSE6RL6: Explain how an author develops the point of view of the narrator or speaker in a text.
ELAGSE6RL7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. ELAGSE6RL9: Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.
ELAGSE6RL10: 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.
Informational
ELAGSE6RI1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE6RI2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
ELAGSE6RI3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text
ELAGSE6RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
ELAGSE6RI5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
ELAGSE6RI6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in a text
ELAGSE6RI7: Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue.
ELAGSE6RI8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
ELAGSE6RI9: Compare and contrast one author’s presentation of events with that of another
ELAGSE6RI10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Writing
ELAGSE7W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. 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.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
ELAGSE7W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
ELAGSE7W5 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.
ELAGSE7W6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
ELAGSE7W7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
ELAGSE7W8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
ELAGSE7W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 7 Reading Standards to literature
b. Apply grade 7 Reading Standards to literary nonfiction
ELAGSE7W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames
Language
ELAGSE7L2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Use a comma to separate coordinate adjectives.
b. Spell correctly.
Speaking/Listening
ELAGSE7SL1: Engage effectively in a range of collaborative discussions 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.
ELAGSE7SL2: Analyze the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issue under study.
ELAGSE7SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
ASSESSMENTS
Diagnostic:
Unit 3 Pre-Assessment
Star Reading Assessment
Narrative: All About Me / Formative:
Midpoint Assessment
Writing Samples
Quiz
Ticket Out the Door
Learning Log
The Important Thing
3-2-1
Journaling
Think-Pair Share
What Stuck with me Today?
Class Blog
Questioning / Summative:
Unit 3 Post-Test
Argumentative: In The Giver, Jonas was not assigned a job; he was selected. He was selected to be the next Receiver of Memory. The characteristics for a Receiver of Memory are intelligence, integrity, courage, wisdom, and the capacity to see beyond. When compared to the other job assignments, Jonas realizes that he has lost many pleasures due to his selection as the Receiver of Memory. Decide whether Jonas’s assignment as the next Receiver of Memory is an honor or a punishment. Support your ideas with evidence from the text to show how the selection affects Jonas.
Major Unit Concepts / Unit Vocabulary
Engage effectively in the classroom by following rules and expectations.
Gather relevant information from multiple sources.
Acquire grade appropriate vocabulary
Write a personal narrative by using the steps of the writing process
Write a hook and a thesis statements in an introduction paragraph / Trace Predict Hook
Analyze Thesis Narrative
Infer Introduction
Evaluate Collaborative Discussion
Formulate Collegial Discussion
Describe Relevant
Support Transitions
Explain Narrative Techniques
Summarize Conclusion
Compare Literary Text
Contrast Research
MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAY
OPENING / LEARNING INTENTIONS
(What the students should KNOW
and be able to DO – STANDARDS/ELEMENTS) / Students will apply knowledge of:
  • Rules and Expectations
  • Routine Writing (Short Journal or Quick Write)
  • Collaborative discussions with diverse partners
/ Students will apply knowledge of:
  • Rules and Expectations
  • Determine the meaning of unknown words
/ Students will apply knowledge of:
• A personal narrative
• The writing process / Student will apply knowledge of:
  • The writing process
  • Writing a hook
  • Writing a thesis Statement
  • Introduction paragraph
/ Unit 3 Pretest
BULD COMMITMENT AND ENGAGEMENT
(HOOK) / Do Now:Fill out an information sheet
or
Quick Write: How you have changed since entering middle school.
Opening:Introduction of Teacher/ Ice Breaker / Do Now:Read: Studies show that a student will have to be exposed to a word 17x to comprehend it
Opening:Quick Write: When you hear the phrase 12 Powerful Words, will this phrase help in you with reading and writing?
If applicable, collect any homework. Review classroom rules and expectations. Answer any questions or concerns / Do Now:Students will work independently or with a partner on 12 Words matching Flash Cards (maybe difficult for struggling students)
Opening:Review 12 Powerful words and go over flash card
Write on the board: A true story about something that happened to you is called a personal ______. Any writing piece must go through the steps of the ______.
  • Answer : Narrative, Writing Process
/ Do Now: Complete the 12 Powerful word worksheet. (see 12 Words Crossword)
or
Opening: Teacher lead class discussion by asking students what strategies they use when choosing a book to read. Some examples might include looking at the cover, reading the back of the book, and reading the first few lines or the first few pages. / Unit 3 Pretest
TEACHER PRESENTATION
(Whole Group Instruction) / Discuss and model classroom rules and expectations (Order, supplies, heading on paper, notebook setup, etc.) followed by an activity
Explain Class DOJO, WEEBLY, and REMIND (101)
Review resources for varies activities on classroom rules and expectations:
/ Have a short discussion on the Warm-Up of 12 Powerful Words. Explain that these words are used in the standards, on tests, and will have to become part of our everyday vocabulary / Discuss the “All AboutMe” writing assignment and project (See All About Me Assignment). Optional: Instructor should share their own All About Me essay/project with the students
  • Writing Assignment: 3-5 paragraphs Project options: Poster Board, Power Point, 3-5 minute Video
Review the steps of the Writing Process (see Writing Process PPT) / Teacher will show the thesis statement power point, while students take notes and participate in whole group discussion.
Teacher discusses the importance of a Hook: 1st sentence in an essay that grabs the reader’s attention. It can be a Question, “Quote”, or Statement.
Pass out handout for students’ review (see Examples of Hooks) / Unit 3 Pretest
WORK PERIOD / GUIDED PRACTICE
(Small Group/Differentiated Instruction) / Acceleration
(Advanced Group)
Student will work independently / Acceleration
(Advanced Group)
Student will list the vocabulary words: write the definition, give a synonym and an antonym, create a sentence, and draw a picture (see Word Meaning) / Acceleration
(Advanced Group)
Students will brainstorm independently / Acceleration
(Advanced Group)
Activity: Students will either go to the library or teacher will have varies book in the classroom. Using the Examples of Hooks as a guide, students will look at books and identify which type of hook it is on the Hook Hunt worksheet. (see Hook Hunt Worksheet)
Students will have the option of working independently or with a partner on the hook hunt. / Acceleration
(Advanced Group)
Unit 3 Pretest
Progression – (On Group)
Student will engage in discussions with a partner / Progression – (On Group)
Student will list the vocabulary words: write the definition, create a sentence, and draw a picture (see Word Map) / Progression – (On Group)
Students create a web-map with a partner / Progression – (On Group)
Activity: Students will either go to the library or teacher will have varies book in the classroom. Using the Examples of Hooks as a guide, students will look at books and identify which type of hook it is on the Hook Hunt worksheet. (see Hook Hunt Worksheet)
Students will pair up and work on the hook hunt / Progression – (On Group)
Unit 3 Pretest
Remediation
(On w/Support Group)
Student will engage in discussions with group / Remediation
(On w/Support Group)
Student will write the definition and draw a picture (See 12 Most Powerful Words Visual for students who may be struggling)
 / Remediation
(On w/Support Group)
Students will create a jot list with their group / Remediation
(On w/Support Group)
Activity: Students will either go to the library or teacher will have varies book in the classroom. Using the Examples of Hooks as a guide, students will look at books and identify which type of hook it is on the Hook Hunt worksheet. (see Hook Hunt Worksheet)
Students will have 3-5 specific selected books and work with the teacher / Remediation
(On w/Support Group)
Unit 3 Pretest
CLOSING / INDEPENDENT PRACTICE
(What the students are doing while the teacher is working with small groups) / N/A / Student will:
  • watch 12 Powerful WordsSong or Power Point (see 12 Words PPT)
  • watch it again and take notes; writing down the definitions for each word
  • create Word Map or Word Meaning for each word (see graphic organizer: Word Map or Word Meaning)
/ Student will:
  • take notes
  • use Writing Process Choice sheet
  • start pre-writing
/ Students will:
  • create a thesis statement for their All About Me writing assignment using their pre-writing from the previous day.
/ Unit 3 Pretest
CLOSURE / Name one expectation you will have in this classroom?
How will you abide by the classroom expectations?
What action(s) or consequence(s) should happen if expectations are not meet? / How do I effectively compare and contrast my life to my peers?
Why are the 12 Powerful Words important?
When I increase my vocabulary, I…? / Why is the writing process important?
What is the purpose of pre-writing?
Which pre-writing strategy did you use? Explain? / What are some strategies for creating a thesis statement?
Explain the purpose of a hook.
What questions or concerns do you have so far? / Unit 3 Pretest
HOMEWORK / Bring required materials and have parents sign any documents given by the instructor / Study for spelling test and complete vocabulary maps / Complete pre-writing activity
Study for spelling test / Study for spelling test
Create a hook for your All About Me writing assignment / Study for spelling test