Superintendent of Schools

Mount Vernon City School District

Seventh Grade

ELA Pacing Guide

2018-2019

Superintendent of Schools

Dr. Kenneth R. Hamilton

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Board of Education

Wanda White

President

Arlene Torres

Vice President

Board Trustees

Serigne Gningue

Rosemarie Jarosz

Micah J.B. McOwen

Darcy Miller

Stanley Russo

Adriane Saunders

Israel Williams

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It is with great pleasure that I welcome you to the 2018-2019 school year. A new school year presents opportunities for

various beginnings, new classes, new faces, sometimes new courses, and often new materials.

We can be proud of what we achieve in the Mount Vernon City Schools. This year, as in the past, we must concentrate

on the processes that spur continuing advancement: evaluating what we have, determining what we can do to improve,

and identifying what we need to make those improvements. The Curriculum and Instruction Department has taken a

close look at district-wide data, survey data, walk-through data, and teacher input to make amendments to our

curriculum. In order to ensure all stake-holders have clear expectations for the 2018-2019, please find an outline of the

expectations that include past practices and new initiatives.

Newness alone, however, cannot produce transformation. Starting a new year gives us the opportunity to make new

plans, design new strategies, and implement new ideas. There is a special kind of joy and satisfaction in planning lessons

and activities for a new class; for although the subject or grade level is the same, the students are new, and they appreciate

the planning that is done for them.

We are elated to announce the adoptions of “Collections”, a blended core ELA Curriculum Designed to prompt

thoughtfulness, inspire inquiry, and prepare students for 21st century literacies. The adoption will provide students in

engaging texts found in an anthology, coupled with a variety of trade books for indepth novel studies. Students and

teachers will interact with technology to increase engagement and support the acquisition of skills and strategies.

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Table of Contents:

IMPORTANT DATES 2018-2019 3 CURRICULUM 3-4 DATA AND ASSESSMENT 5 KEEPING PARENTS INFORMED 6 CLASSROOM ENVIRONMENT: 6 PORTFOLIOS 7 OPPORTUNITIES FOR SUPPORTING LEARNERS 8 OPPORTUNITIES FOR ENRICHMENT 9 BULLETIN BOARDS 10 CLOSE READING & AVID “Marking the Text” 11-13 WRITING: 15-18 RUBRICS 19-20 VOCABULARY: 21 USING THE CURRICULUM GUIDE & MAPS: 22-26 CURRICULUM MAPS 27+

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IMPORTANT DATES 2018-2019

MARKING

PERIOD MARKING

PERIOD

BEGINS

INTERIM

PROGRESS

REPORTS

MARKING

PERIOD

ENDS

MARKING PERIOD

MP 1 September 5,

2018 October 12, 2018 November 9,

2018 MP 1

MP 2 November 13,

2018 December 14,

2018 January 25,

2019 MP 2

MP 3 January 28,

2019 March 8, 2019 April 26, 2019 MP 3

MP 4 April 29, 2019 May 23, 2019 June 26, 2019 MP 4

The Parent Notification Policy states “Parent(s) / guardian(s) or adult students are to be notified, in writing, at any time during a

grading period when it is apparent - that the student may fail or is performing unsatisfactorily in any course or grade level.

Parent(s) / guardian(s) are also to be notified, in writing, at any time during the grading period when it becomes evident that the

student's conduct or effort grades are unsatisfactory.”

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CURRICULUM

Teachers of students in grades six through eight will use the Collections anthology series by Houghton

Mifflin Harcourt and novel studies in English Language Arts classes in the Mount Vernon City School

District. The Collections anthologies and ancillary materials (including Close Reader consumable,

Performance Assessment consumable & HMH digital resources such as MySmartPlanner) help support

students to meet the Common Core Learning Standards in five (5) strands: Reading Literature (RL),

Reading Informational Text (RI), Writing (W), Speaking & Listening (SL), and Language (L).

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Collections materials support the mastery of the New York State Next Generation English Language

Arts Standards through the use of anchor texts and supporting texts in a variety of genres; classical and

contemporary texts (including digital sources): informational and fictional texts; texts that are culturally

diverse; and texts that present a range of complexity to provide multiple access points to learners.

Additionally, students will be expected to demonstrate their standards mastery through Collections

Performance Tasks (genre writing tasks), Performance Assessments, Text Dependent Questions,

Formative Assessments (ie: Selection Tests), and Daily writing Tasks, as well as formative and summative

assessments given by the classroom teacher and within the department.

Teachers will have a variety of resources to support their work, including both print and digital resources.

Teachers and students will have the HMH eBook available online and through the HMH Player app.

Digital resources include audiobooks of selected texts, a digital notebook for assignments, interactive

lessons, Selection Tests, videos, myWriteSmart Performance Task, online writing assessments, and

Close Reading support. There are also supports targeted towards English Language Learners and

struggling readers.

Included in this guide are also guiding principles that should be used to help support student growth and

achievement as well as to make use of best practices aligned with the Danielson framework.

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84 Minute Literacy Block

Independent and Small Group

Whole Class Instruction

IntroductionWord Work

Building Background Knowledge

Anticipatory Set

Skills and Strategy Minilesson

Close Reading

Annotating

Marking the Text

Application of Strategy

Shared Reading

Interactive Read Aloud

Writing In Response to Text

Peformance Task

OR

End of Collections Task

DATA AND ASSESSMENT

Data and Assessment are vital to teaching and to learning. The Mount Vernon City School District

utilizes a number of assessment tools, both formative and summative to gauge student learning and

structure teaching. The table below illustrates some of the assessment tools and data that should be used

to determine strengths and gaps as well as to create pathways to support students’ growth.

Assessment Purpose Administered

iReady A single K–12 adaptive Diagnostic for reading and

mathematics that pinpoints student needs down to the

sub-skill level, and ongoing progress monitoring shows

whether students are on track to achieve end-of-year

targets.

Three times per year

September (BOY)

January (MOY)

May (EOY)

Progress Monitoring Every 6 Weeks

Collections Performance Assessment To inform students’ capacity to develop writing

arguments and informational essays, using multiple

sources.

Two times per year

Student Work To inform students’ progress on assigned tasks. Weekly

Graded work and pre/post assessment pieces may be

included in student portfolios. (See p.5)

Formative Assessments To inform students’ mastery of standards, skills and

concepts.

Daily

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Collections also provides assessment materials to help understand how well students were able to

understand the content and skills taught within each Collection. These assessments are outlined in the

maps that follow this preface.

Some formative assessments that teachers are expected to follow throughout the year include the use of

selection tests following each text, the use of entrance and exit slips, as well as text dependent questions.

Instruction, grouping and further assessments should be adjusted accordingly.

KEEPING PARENTS INFORMED

Teachers, administrators, and support staff discuss student data regularly to adjust the learning plan for

whole group, small group, and individual students. It is important that parents are informed in a timely

manner after benchmark assessments are administered.

CLASSROOM ENVIRONMENT:

Word Walls are up-to-date and are used for small group work.

Chart papers are posted with the skill and strategy for the text

Anchor Charts for Marking the Text, Short Response Strategy, and Vocabulary are posted

Protocols and procedures are put in place to ensure student accountability.

Differentiation and flexible grouping based on assessment/data.

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PORTFOLIOS

Each student must have a folder/binder designated as an ELA Portfolio.

The district coversheet must be adhered to the folder and completed by the teacher of record.

The portfolio is a live document, therefore, artifacts must be placed in the portfolio as soon as they are

completed.

Waiting until the end of the academic year does not give students and teachers the opportunity to

critically look at student work to inform instruction.

All student work must be graded using the prescribed rubrics.

All rubrics must be attached to student work

All writing pieces must have feedback to students in the following format:

o Areas of achievement

o Areas of Improvement

o Next Steps

If the teacher chooses to send student work home, a copy must be placed in the student's portfolio.

The portfolio and all contents must be transferred to the 2018-2019 teacher of record. Samples of

portfolios will be collected by the Curriculum and Instruction Department for review.

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OPPORTUNITIES FOR SUPPORTING LEARNERS

a. Utilize iReady Assessment Data, State Assessment Data (Data Warehouse), Common Assessments,

Classroom Assessments (formative & summative), Skills Unit Assessments, and anecdotes to diagnose

students' areas of need and improvement.

b. Provide students with strategies and focused instruction during the scheduled AIS/RTI Periods. This

can serve as both Tier 1 and Tier 2 support.

c. Utilize prescribed lessons from iReady Instruction to provide students with online support in phonics,

phonemic awareness, high frequency words, text comprehension and vocabulary development for

students needing Tier 2 supports. Additional support can be found in the iReady Teacher Toolbox,

which provides interactive lessons and lesson supports to help support a variety of learners.

d. Provide students with additional homework assignments to provide spiraling and extra practice.

Provide choice in assignments to provide multiple access points for a variety of learners, including the

use of translated materials and questions for English Language Learners (ELLs).

e. Guide students in the use of audio texts in the HMH Collections online platform, as well as the

supporting digital materials to help students build Close Reading strategies and develop vocabulary.

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OPPORTUNITIES FOR ENRICHMENT

Support for students above grade level must occur daily. Below you will find a variety of ways to support

these learners.

a) Utilize iReady Assessment Data, State Assessment Data (Data Warehouse), Common Assessments,

formative assessments, and anecdotes to gauge student proficiency.

b) Provide students with strategies and focused instruction during the scheduled Guided Reading time.

This may include independent reading and guided reading activities on students' instructional level.

During Guided Reading time students may engage in a variety of games, research projects, writing

assignments, and problem-solving activities to extend learning.

c) Integrate Project Based Learning to provide independent research while utilizing technology to

further provide student engagement and increase knowledge.

d). Utilize the writing process to create an understanding of peer revision, peer editing, sharing and

presenting their written student work.

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BULLETIN BOARDS

Standards-Based Bulletin Boards should be changed every month.

Bulletin Boards must reflect current up-to-date student work. Commercial instructional aides are not

authentic reflections of the curriculum. Instructional aides should be created with the students using

chart paper and other medium.

BULLETIN BOARDS MUST CONTAIN THE FOLLOWING:

Title - Each board has a title that describes the big picture. Teachers sometimes use catchy phrases or a

play on words to entice someone walking by the board to stop and read.

Standard - The standard is reproduced exactly like it is written in the Standards book or comes directly

from the New York State Next Generation English Language Arts learning Standards.

Task - The task is an explanation of what the class or student was asked to do.

Pieces of student work - Pieces of student work are posted that often show a range of work. Work

should reflect full potential of student.

Commentary/Feedback - Each piece of student work includes written feedback by the teacher or by the

student that explains why the particular piece meets the standard or does not. Sometimes the

commentary includes "next steps" to show where the student should go next. The commentary can take

many forms: written in paragraph form, bulleted or in writing, can be in the same form found in the

rubric book

Rubric- The bulletin board will display the rubric and criteria used to assess student work.

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CLOSE READING & AVID “Marking the Text”

Students must have a variety of opportunities to acquire strategies and skills to prepare them to become

college and career ready. One of the most powerful tools we can provide students is the ability to read

and comprehend more complex text. Helping students learn the skill of close reading will help support

our learners in breaking down difficult texts and interacting with them.

Some strategies for close reading the text include using text annotations/codes, completing pair

summarizations, chunking and finding the gist of the entire text as well as portions of the text. Helping

students develop strategies for breaking down and interacting with text helps build comprehension and

provides a way to make difficult text more accessible.

AVID (Advancement Via Individual Determination) is a secondary level program that helps prepare

students for college. While not all students will attend the AVID Elective courses, AVID strategies are

being used throughout the district to help support students in their learning. One AVID strategy that

teachers should use for close reading is called “Marking the Text”. Please see the following pages for

guidance in using this strategy to support our readers in closely reading text=

WRITING:

Students in grades 6-8 engage in a variety of activities to support the art and skill of writing. Student may

compose responses to texts read, sharpen foundational skills, or engage in the writing process for an

extended writing piece.

Teachers will be expected to teach and to support students in developing their writing skills through the

writing process for formal written assignments. Students are expected to write in a variety of contexts,

formally and informally, in order to meet the standards for writing outline in the New York State Next

Generation English Language Arts Standards.

Each Collection concludes with a summative writing piece that should include ongoing instruction

throughout the unit to build the skills necessary to complete the criteria for the final Performance Task

and Performance Assessment.

Students should have an understanding of how their writing is assessed, through the use of checklists

and rubrics. Student review of models as well as peer editing/support can help students gain a deeper

understanding of the expectations for responses.

Each building uses its own strategies for teaching writing, including writing organization for short and

extended responses.

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SAMPLE FORMATIVE WRITING:

Guided review of models

Writing claims

Choosing relevant evidence

Analysis models and writing

Text Dependent Questions

SUMMATIVE WRITING:

In Collections, Performance Tasks (Collections SE) and Performance Assessments (consumable)

should follow the writing process:

Prewriting

o Includes analyzing model, and reviewing task & rubric

Drafting

Revising

Peer Editing

Publishing

Teachers should use the formal writing process (or assessment of individual skills/parts of the process)

throughout the year, including during novel study.

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WRITING: RACES/RACER/RAPS

Please refer to your building-level administration for guidance regarding acronyms for use in supporting

writing organization for students in your building. Three acronyms being used throughout the district

include RACES, RACER and RAPS.

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RUBRICS

Teachers should ensure alignment of writing tasks with the New York State rubrics for short and

extended responses. See the 2-Point and Expository Writing Evaluation Rubrics that follow.

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VOCABULARY:

Academic & Content-Specific Vocabulary:

Students in grades 6-8 engage in vocabulary development activities based on differentiated word lists. In

Collections, teachers are provided lists of words relevant to the content as well as academic vocabulary,

as well as strategies to teach vocabulary. Your building leaders may provide specific strategies for

building vocabulary including the use of interactive word walls, word journals, and writing assignments

VSS (Vocabulary Self Selection)

In addition to vocabulary supports provided within the Collection, another option for teachers is the

VOCABULARY SELF-SELECTION strategy, being used in several schools throughout the district.

VSS is an interactive vocabulary strategy in which students select the words that they believe are most

important to their understanding of the content. Students provide a definition in their own words,

identify where the word occurred, cite why it was important in the text and reflect upon any connections

the word may have in other contexts. Categories may be changed to suit the text/objective.

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USING THE CURRICULUM GUIDE & MAPS:

The following document serves as an explanatory guide to the Collections elements most essential to

following the curriculum with fidelity and to create standardization of instructional practices in using

Collections.

There are many more resources available within the Teacher’s Edition, Digital Dashboard and other

ancillary materials not outlined here.

The following THREE (3) pages include an explanation of each section of the curriculum guide to assist

you as you become acclimated to the Collections curriculum.

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Collection / ANCHOR Time Frame: Weeks/Dates- Each Collection should last between 6-7 weeks)

Collection: (title) (Collection #)

Selection(s):

Titles & Authors

Grade Level: Essential Question(s):

(From the PLAN section of the TE)

Standards: Reading: Writing: Listening and Speaking:

CCLS for each Collection should be here.

The Teacher’s Edition also has a Correlation Table in the beginning of the book as well as a list of standards for each selection

in the PLAN section before each text/selection.

Learning Target:

(Reading Only)

This is where you will find the learning targets (Key Learning Objectives) within the unit.

Find these in the “KEY LEARNING OBJECTIVE” column before each Collection, in the INSTRUCTIONAL OVERVIEW

(Teacher’s Edition).

Additional learning targets for lessons may be adjusted depending on your daily objective for student learning/assessment.

Assessment(s):

Formative:

Summative:

Selection of possible formative assessments go in this section.

May include Selection-specific “Performance Task”/Writing Activities from SE & online in myWriteSmart.

Formative assessments should also include entrance & exit slips, cold calling protocols, text dependent questions/guided

questions, and selection tests (HMH Digital Dashboard).

End of selection tests (online). These may be printed for students as well.

This section identifies the SUMMATIVE PERFORMANCE TASK at the end of the Collection. (Explained further in

“GENRE WRITING” section of this guide & in TE at the end of each Collection.)

Reading Skill:

SKILLS are outlined for the ANCHOR TEXT & SUPPLEMENTAL TEXT.

Teachers will have a choice of CLOSE READER texts unless noted. Skills for Close Reader texts will also be listed as well as

TECHNOLOGY resources.

Reading Strategy:

This section provides further, more articulated support in meeting the target. You may choose to adjust your instruction of the

reading strategy to meet the needs of learners in your classroom.

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STRATEGIES include your mini-lessons for the Selections/Collection to support the learning targets/KEY LEARNING

OBJECTIVES stated at the beginning of the map for each Collection.

The Teachers Edition provides more information about each skill prior to each selection in the PLAN section, within the Text

Complexity Section (ZOOM IN ON). The TEACH section in the margins of each selection provides further guidance for

instruction in meeting the target for each mini-lesson.

Some resources (such as SCREENCASTS) require access to the Digital Dashboard/HMH Player app. See the PLAN section of

the TE for further guidance in the variety of digital & print resources when differentiating your strategy instruction.

Text (s):

Anchor:

Supplemental:

This section outlines the texts that will be used within the Collection, including Anchor Text(s), Paired Text(s), Close Reader

text(s) and digital resources. The Anchor text and Paired text should ALWAYS be a part of your Collection instruction. There

may be a choice in the Close Reader consumable. This should be indicated in the map for each Collection.

Anchor Text: (required)

Supplemental Text 1: (required)

Supplemental Text Skill: (outline of skills for the supplemental text)

Close Read: (choose 1)

HMH Technology Accompaniment/Resource: (Found through the HMH digital dashboard/HMH Player app)

Vocabulary

Strategy:

Collections provides vocabulary strategies to support language acquisition for all students.

COLLECTIONS puts vocabulary into three categories: Content-Critical, Academic, and Domain-Specific.

Content Critical - “Every day” words (Helps support struggling readers and/or ELL’s; common in conversation) used in the texts

(in context).

Academic- Vocabulary that can be applied to a variety of contexts.

Domain specific, Content Specific- Vocabulary found in a specific context for the content

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Vocabulary Words:

Materials:

Content Critical

(TIER 1)

(Anchor Text)

Content Critical

(TIER 1)

(Paired)

Academic

(TIER 2)

Domain

(TIER 3)

Writing to Text:

Essential Question(s): (Same question(s) from the beginning of Collection)

Daily Writing: (Page #s from TE/SE as well as Activities)

Students should be writing each day in response to text. Use Daily Writing Activities to keep students engaged as well as to

support your assessment of their levels of meeting the daily objective/standard.

Short Response Anchor Text CHOOSE 1

Each anchor text is followed by a short response prompt.

Short Response Paired Text

Performance Task/Summative Writing:

Writing Strategy: (School Wide/District Wide)

Use one of the following writing strategies consistently throughout this Collections unit:

RACES: Restate, Answer, Cite, Explain, Sum it Up

RACER: Restate, Answer, Cite, Explain, Recap

RAPS: Restate, Answer, Prove with Evidences, Sum it Up

(or another strategy used within your building)

Genre Writing:

This section articulates the process for writing for the SUMMATIVE PERFORMANCE TASKS which can be found at the end

of each Collection.

Students should be engaged in Pre-Writing, Drafting, Revising, Editing, and Publishing of End of Collections Performance

Tasks Assessment.

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Seventh Grade Pacing

Curriculum Guide 2018-2019

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Time Frame: Collection 1: Dates: September 12, 2018 ~ October 26, 2018

Collection: 1

Selection: Bold Actions

“Be bold, take courage…and be strong of soul.”

-Ovid

Grade Level: 7

Meet risk takers who have

faced and overcome

incredible challenges

Essential Question:

1. What does it mean to face challenges fearlessly, even if

it means failing in the attempt?

2. What character traits must one possess in order to

overcome challenges?

3. How can I develop traits to overcome my challenges?

Standards: Reading: Writing: Listening and Speaking:

RL, W, SL RL 1 Cite textual

evidence.

RL 2 Determine a theme

or central idea.

RL 3 Analyze how

elements of a story

interact.

RL 4 Determine meanings

of words and phrases as

they are used in a text

W3 Write narratives SL 4 Present claims and findings.

L4a Use context as a clue to the

meaning of a word or phrase.

L4b Use Greek and Latin affixes and

roots as clues to word meanings.

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Learning Target:

Reading Only-

Suggested

I can identify, analyze, and make inferences about the elements of plot in a short story.

I can analyze and compare news stories about the same event from various sources.

I can identify textual evidence to support inferences.

I can formulate claims as wells as textual inferences that support my inferences.

I can determine the meanings of unknown words and phrases by using context clues.

I can analyze the various forms of Greek and Latin roots.

I can determine the theme or central idea of a text.

Assessment(s):

Formative:

Summative:

Weekly Assessment

End of Selection Test (Program Assessments)

Choose One from below at the end of the unit.

Performance A: Fictional Narrative- Students will be writing imaginative text about characters who take bold actions.

(page 53) Plot Sequence and Text Structure

Performance B: Present an Argument- Students will support a claim about the risks and rewards of taking bold

actions. (page 57)

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First Anchor text:

Supplemental

Text:

Supplemental

Text Skill:

Short Story, by Theodore Taylor "Rogue Wave" p 3A Lexile 980L

Online New Article by Paul Harris “Parents of Rescued Teenage Sailor, Abbey Sunderland Accused of Risking

her Life” p19A Lexile 1110L

Supported Text: Close Reader (Choose One)

Short Story by Eleanora E. Tate “Big Things Come In Small Packages" Lexile 900

Essay by Robert Medina “Finding your Everest” Lexile 1160

Analyze Structure: Lines 1-4, 57-62

Analyze Language: Lines 30-35, 36-47

Note Taking and Annotation:

HMH Technology Accompaniment/Resource: The text has an audio component that pauses after each page so that

questions or note taking can be completed. Display the selection on the smartboard and click on the close read

section and it will model for the students how to respond to the question. The SR question can be printed or

completed on line so that it can be graded and returned with feedback.

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Reading Skill:

Reading Skill/Definition:

Inferences: Logical guesses comprised of details from the text + my own experience=my inference

Analyze Elements of plot in a short story: Plot is a series of related events in a story. Setting is the time

and place of these events. Conflict or problems that arise.

Exposition where the author introduces the setting or time or place of the action and the characters.

Citing Evidence: Locating relevant details from the text to support their responses and claims.

Graphic Organizer: Plot Diagram

HMH Technology Accompaniment/Resource: Stream to Start Video at the beginning of the collection.

It can be played from the link if displayed on the smartboard.

Reading Strategy:

Strategies: Use It! Level Up Tutorial: Making Inferences. This can be used to reteach how to make inferences.

Pair/Trio Shares-(pg.14) Collaborative Discussion,

How and when did this adventure tale “hook” you? As it unfolded, what events helped to keep you

anxious about what would happen? With a partner, review “Rogue Wave” to point out and discuss

the parts that helped to create excitement and anticipation.

Charting-organizing details or characters from the selection. Students can create a two-column chart

to organize plot events and the settings in which they occur.

Gallery Walks-show pictures that are related to the selection; a rogue wave and a cutter rig sailboat

similar to that describe in the selection. These images can be googled.

Whole Group Discussions-discuss key topics from the selections and the actions of the characters

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Skill:

HMH Technology Accompaniment/Resource: Text in Focus Screencast and Close Read that provide additional

support and modeling for students on pages 5, 7.

Use It! Level Up Tutorial: Making Inferences.

Use It! Level Up Tutorial: Setting: Effect on Plot

Interactive Whiteboard Lesson: Plot and Conflict

Vocabulary

Strategy:

Steps for Implementation and Guided Practice:

Context Clues: (DISPLAY ON CHART PAPER)

1. Highlight the word

2. Re-read the surrounding word, looking for clues to the word’s meaning.

3. Underline any clues you find, such as examples, synonyms, or antonyms

4. Review your annotations and try to infer the word’s meaning

5. Using evident and specific in student responses when creating discussions about a character.

Vocabulary Strategy: Latin Roots pg. 17

Word Latin Roots Root’s Meaning

mariners mar sea

navigation nav ship

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Vocabulary

Words:

Materials:

Students can be

taught to use the

VSS (vocabulary

self -collection

graphic organizer

to keep track of

vocabulary terms

and phrases.

(Content) TIER 1

Swell

Deck

Navigation

Submerge

Porthole

Galley

Debris

Alcove

Bilges

Fulcrum

(Academic) TIER 2

Aspect

Cultural

Evaluate

Resource

Text

(Domain) TIER 3

Annotate

Elaborate

Analyze

Determine

Writing to Text:

Essential Question: What character traits must one possess in order to overcome challenges?

Daily Writing: (pgs. And activities)

Analyzing the text on page 16 #1-7 Use these as daily writing assignments

Use these activities for deeper analysis of the text.

Analyze Story Elements: Plot and Setting Lines 1-10, 11-16, 17-36, 94-107, 119-137, 200-211, 239-258, 245-249,314-319, 339-354, 363-372

Make Inferences Lines: 63-67, 124-129, 175-185, 272-281, 303-312, 383-387

Determine Meanings Lines: 94-101

Use Guided Questions to Create Anchor Text Short Response Questions

Guiding Questions Responses Teacher Choices. Located in Teacher's Resources under the collection

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Short Response:

This SR can be used as an introduction to the selection

1. How might a rogue wave be dangerous? How can a person be a rogue? Would you trust a rogue to treat you

fairly? Provide details to support your responses.

2. Create a 2nd based on the selection so that students continue using the skill of using textual evidence to support

their responses.

My WriteSMartPerformance Task/Summative Writing: pg.16

Writing Activity: Movie Outline

Think about how “Rogue Wave” could be adapted as an action movie. Write a four-paragraph movie

outline showing how it could be done. Use your completed outline to “pitch”—or present

persuasively—your movie idea to a partner or group.

In your outline, be sure to include:

• a description of the opening scene that establishes the characters, setting, and conflict.

• a description of each important scene in the plot.

• suggestions for how to shoot each scene to convey the suspense.

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Writing Strategy: (School Wide/District Wide)

RACES to formulate Short Responses:

Short Response Format: RACES 

a. Complete graphic organizer

b. Complete as a shared/partner writing

c. Utilize sentence/paragraph frames

Step 1: Restate the Question 

First know what the question is asking. Use the question to form a focused topic sentence.   

Step 2: Answer the Question 

Underline key words/phrases in the question.  Look for task words (words that tell you what to do)  Give a concise, logical answer.   

Step 3: Cite Evidence 

Select appropriate examples form the text to support your answer.  Tell which piece of evidence you used.  Use specific details.  Quotes don’t need to be super long!   

Step 4: Explain your answer 

Explain how the evidence you gave makes your point.  Demonstrate your understanding of the question through your response.   

Step 5: Sum It Up 

Your last sentence should be a summary of your entire paragraph. Restate your topic sentence in a different way. 

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Second Anchor

text:

Supplemental

Text:

Supplemental Text

Writing to Text:

Greek Myth, by Sally Benson “The Flight of Icarus” p31A Lexile 1110

Poem, by Stephen Dobyns “Icarus’s Flight” p38A

Supported Text: Close Reader

Greek Myth retold by Olivia E. Coolidge “Arachne” Lexile 1250


Analyzing the Text p42 # 1-6, Use these as daily writing assignments


Analyze Form: Poetry Lines 1-8

Determine Meaning of Words and Phrases: Alliteration Lines 10-16

Reading Strategy

Level up Tutorial: Theme

Close Read Screencast p 31. This will help students identify the theme of the myth

Pair/Trio Shares-(page 34) Collaborative Discussion

Have students work in small groups to discuss the “bold and risky moves” made by Daedalus and

Icarus. Suggest that they consider whether each character’s actions were worth the risk he took. The

have each group share out.

Charting-use page 38c Chart on Finding the Theme of a Myth. Use the three questions below as

the column headers.

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What do the characters want?

What do the characters do to reach that goal?

How well do they succeed, and why?

Whole Group Discussions-discuss key topics from the selections and the actions of the characters

Reading Skill

Myth: A traditional story that attempts to answer basic questions about human nature or the natural

world. In a myth, events occur that cannot happen in real life, and characters also have unusual or

even supernatural powers.

Determine Theme: Theme of a literary text is a message about life or human nature. In a myth, the

theme often reveals what is important to a culture. The first step in determining the theme is to

determine what the characters want.

Idiom: An expression that has a meaning different from the meaning of its individual words.

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Vocabulary

Words:

Materials:

Students can be

taught to use the

VSS (vocabulary

self -collection

graphic organizer

to keep track of

vocabulary terms

and phrases

Content Critical (Tier 1)

moderate

prowess

frantic

anxiety

Academic (Tier 2)

aspect

cultural

evaluate

resource

text

Domain (Tier 3)

myth

theme

determine

story elements

Writing to Text: Essential Question: How can I develop traits to overcome my challenges?


Analyzing the text on page 36 #1-6 Use these as daily writing assignments


Determine Theme Lines: 15-29, 39-47,88-95

Analyze Story Elements: Myth Lines 57-63,60-79

Analyzing Language Line: 95

Use Guided Questions to Create Anchor Text Short Response Questions

Guiding Questions Responses Teacher Choices. Located in Teacher's Resources under the collection

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Short Response: (sample)

1. Myths typically include events that cannot happen in real life and characters with unusual

abilities. What specific evidence in the text illustrates these two aspects of a myth?

2. Create a 2nd based on the selection so that students continue using the skill of using textual

evidence to support their responses.

My WriteSmartPerformance Task/Summative Writing: pg.36

Writing Activity: Graphic Comic

“The Flight of Icarus” begins with references to Theseus and his escape from the labyrinth built by

Daedalus. Retell your own version of the myth in the form if a graphic comic. In this kind of text,

both verbal and visual elements work together.

Research retelling of the myth.

Redo the text of the myth in your own words.

Make sure the words don’t crowd the art space.

Plan how your character will look.

Do a rough sketch of your ideas before creating finished pages.

Genre Writing:

Clearly Engage

students in Pre-

Writing, Drafting,

Revising, Editing,

and Publishing of

End of Collections

Performance

Tasks Assessment

Performance Task A:

Write a Fictional Narrative:

Use the texts in the collection as models for writing your own story in which the charters take bold

actions in the face of a seemingly overwhelming challenge.

A successful fictional narrative

Introduces and develops characters and a setting

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Contains a plot with a well-structured and logical sequence

Establishes, develops, and resolves a conflict

Uses dialogue, pacing and relevant descriptive details

Utilizes transitions to convey sequence

Provides a conclusion that reflects a message about life

Performance Task B:

Present an Argument

This collection depicts the bold actions of darling individuals. The myth “The Flight of Icarus”

presents a clear message about the risks and rewards of taking those action. In the following activity,

you will draw from “

“The Flight of Icarus” and other texts in the collection to prepare and present an argument, either

for taking bold actions or for avoiding them.

A successful argument

Provides an introduction that clearly states your claim—the point your argument is making

Includes quotations or examples from the texts to support or illustrate central ideas

Uses good eye contact, volume, and pronunciation

Included visuals to emphasize salient points

Concludes by restating the claim

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NOVEL STUDY

October 29, 2018-November 16, 2018

Teacher Choice:

Holes by Louis Sachar

OR

The Color of My Words by Lynn Joseph

OR

A Long Walk to Water by Linda Sue par

Standards: Cite several pieces of textual evidence to support analysis of what the text says explicitly as

well as inferences drawn from the text.

Determine two or more central ideas in a text and analyze their development over the course of

the text; provide an objective summary of the text.

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas

influence individuals or events, or how individuals influence ideas or events).

Create a presentation, art work, or text in response to a literary work with a commentary that

identifies connections. a. Make deliberate, personal, cultural, textual, and thematic connections

across genres. b. Create poetry, stories, plays, and other literary forms (e.g. videos, art work)

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November 19, 2018-December 7, 2018 Title: Performance Assessment for Collections: Unit 1- 7th grade

Reading Genre: Informational Text

Newspaper articles

Blog

Advertisement

Newspaper Editorials

Biography

Radio Interview

Informational Article

Writing Genre: Argumentative Essay

Learning Targets:

Students will be able to create an argumentative essay

Students will be able to analyze a peer/model text that is criteria based.

Students will be able to develop ideas.

Students will be able to organize a written response with coherence and clarity.

Step 1: Analyze the model Pages: 2-8

Step 2: Practice the Task Pages:10-20

Step 3: Perform the Task Pages: 21-32

Essential Question: Should we Celebrate Columbus Day?

Essential Question: Should people have the right to claim territory in outer space?

Essential Question: Do people have the right to rescue services when they put themselves at risk?

Read source materials:

The Columbus Day Dilemma: To Celebrate or Not to Celebrate? from The Holiday Blogger!

Let’s Celebrate Indigenous Peoples Day from The San Francisco Bugle

The Start of Something New by Alison Rodriguez


Red Planet Reality, Blog

Elon Musk, Private Spaceflight Pioneers

Everybody’s Going to be a Space Pioneer

Can You Own Land in Outer Space? by Teresa Anjou


Helicopter Rescues Increasing on Everest, Hose Robert Siegel

Why Everest? by Guy Moreau

Ranger Killed During Rescue of Climbers on Mount Rainier from The Seattle Times

Write:

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Analyze: The student model examining the following:

Audience- for your argument is a group of people that you want to convince. As you develop your argument, consider your audience’s knowledge level and concerns

Purpose- for writing an argument is to sway the audience. Your purpose should be clear, whether it is to persuade your audience to agree with your claim, or to motivate your audience to take some action.

Precise claim- confidently states your viewpoint. Remember that you must be able to find reasons and evidence to support your claim, and that you must distinguish your claim from opposing claims.

Reason- is a statement that supports your claim. (You should have more than one reason.) Note that you will need to supply evidence for each reason you state.

Opposing claim, or counterclaim, shares the point of view of people who do not

Write: Prose Constructed-Response- students must have sufficient evidence that is clear and varied. Students can use: anecdotes, examples, facts, expert opinions, when citing textual support. (draft, revise, peer review/peer revision, edit) Discuss and Decide

Compare Source 1 and 2. Which text makes space colonization seem like a realistic possibility? Cite text evidence in your responses.

Evaluate the advertisement fir becoming a space pioneer. What other information would you want to know before you agreed to go? (Source 3)

What questions does the newspaper article raise about outer space real estate ventures? Cite text evidence in your response. (Source 4)

Close Read

What assumptions does Red Planet Realty make about its online followers? What details give you that impression? (Source 1)

Prose Constructed-Response- students must have sufficient evidence that is clear and varied. Students can use: anecdotes, examples, facts, expert opinions, when citing textual support. (draft, revise, peer review/peer revision, edit)

Part 2-You have read about mountain climbers and the rescuers who risk their lives to save them. Now write an argumentative essay explaining why you agree or disagree with people who demand rescue services when they put themselves at risk. Support your claim with details from that you have read.

Close Read

Why might expert climbers say that the presence of a helicopter would not influence them? Cite text evidence to support your inference. (Source 1)

What are the advantages of the Swiss rescue technique? Cite text evidence in your response. (Source 1)

Why does climbing Everest have such a high fatality rate? Cite evidence from the text in your response. (Source 2)

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agree with your claim. Opposing claims must be fairly presented with evidence.

Summarize the challenges faced by Everest’s climbers. Cite textual evidence in your response. (Source 2)

What details in the article suggest that services should not be provided to people who put themselves at risk? Cite text evidence in your response. (Source 3)

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Time Frame: unit will begin: December 10, 2018-February 1, 2019

Collection: 2 Selection: Perception and Reality “Now I do not know whether it was then I dreamt I was a butterfly, dreaming I am a man.” – Chaung Tzu

Grade Level: 7

Essential Question: 1. How is our identity defined by how others

perceive us? Explore how things in life are not always how they seem to be.

Standards: Reading: Writing: Speaking and Listening:

RL, W, SL RL1 Cite textual evidence RL2 Determine a theme and provide a summary RL3 Analyze story elements RL4Determmine the meaning of words and phrases. RL 5 analyze how a drama’s structure contributes to its meaning. RL 7 Compare and contrast drama to its filmed version. RL10 Read grade 6 -8 literature proficiently Read and comprehend dramas

W2 Write explanatory texts. W4 Produce clear and coherent writing W9a Apply grade 7 reading standards to literature. W10 Write routinely.

SL2 Analyze the main ideas and supporting details in diverse media and formats. SL 6 Adapt speech to a variety of contexts and tasks

Learning Target: (Reading Only)

I can identify elements of a folk tale and summarize the story. (Hamilton) I can analyze the elements of a drama and make comparisons between a script and a performance. (Fletcher) I can analyze a poem’s form as well as the use of figurative language and sound devices to understand their effects on meaning. (Shakespeare)

Assessment(s): Formative:

Weekly Assessment

End of Selection Assessment (Program Assessments)

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Summative:

Choose ONE from below at the end of the unit.

Performance A: Write an argument expressing your opinion of the saying, “Seeing is believing,” using evidence from the literature to support your opinion. Performance B: Give a summary presentation that shows an understanding of the drama Sorry, Wrong Number.

Text(s) First Anchor Text

Supplemental Text

Folk Tale retold by Virginia Hamilton “The People Could Fly”

Poem by William Shakespeare “Sonnet 43”

Supported Text: Close Reader (Choose One)

Short Story by David Yoo “Heartbeat”

Science Writing by Reynaldo Vasquez “Saving the Lost”

Novel Excerpt by Charles Dickens from A Christmas Carol Drama Excerpt by Israel Horovitz

Graphic Story by Marvel Comics

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Reading Strategy Strategy: Generating Interactions Between Schemata and Text (Gist) Determine central idea for texts in this collection (page 62A)

First, read aloud a section of the text. Tell students to follow along and listen closely for words and ideas that seem to be most important. Then, work together to underline ten or more words that the class identifies as “most important.” List the underlined words on the board/ Next, work together to write a summary statement, using as many of the underlined words as possible. Finally, work with students to create a topic sentence to precede the summary.

Interpreting Figurative Language (page 76) Sentence Structure

Reading Skill:

Reading Skill/Definition: Summarizing Text (TE book page 63B/68) Explain that a text summary includes only the text’s most important details.

Who is the story about? When and where does this story take place? What happens?

Then have pairs summarize the story. Ask volunteers to share their summaries with the class. Analyzing Folk Tales (DISPLAY ON CHART PAPER) (TE book page 63B/68) Tell students that folk tales ate stories passed down from generation to generation through the oral tradition.

Supernatural events Setting in the distant past Characters with supernatural powers Message that teaches a lesson about life

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Cultural Context Explain that people taken from Africa and enslaved in the Americas were separated form their families, communities and cultural histories. They were not allowed to read or write, so storytelling became a way to share experiences and pass along cultural values.

Discuss the role of oral tradition in creating a new sense of community. After students read the story, discuss the cultural values that it reflects. Consider how these values

might differ from those held in Africa. Analyze Form Sonnet Remind students that some poems follow a set form, or pattern arranging words and lines.

Read aloud “Sonnet 43.” Then work with students to help them identify the four parts of the sonnet. Help students use their own words to restate the idea or message the poet conveys in each part of the

poem. HMH Technology Accompaniment/Resource:

Audio from “The People Could Fly”

Audio “Heartbeat”

Video Bio* Biography: William Shakespeare

Audio from “Sonnet 43”

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Text (s): Second Anchor Text: Supplemental Text: Supported Text:

Drama by Lucille Fletcher Sorry, Wrong Number

Public Art by Julian Beever Pavement Chalk Art Supplemental Text Skill Analyze Media: Perspective and Illusion Supported Text; Close Reader (Choose One) Short Story by David Yoo “Heartbeat” Science Writing by Reynaldo Vasquez “Saving the Lost” Novel Excerpt by Charles Dickens from A Christmas Carol Drama Excerpt by Israel Horovitz Graphic Story by Marvel Comics HMH Technology Accompaniment/Resource:

Audio Sorry, Wrong Number

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Reading Strategy Analyzing Diverse Media Explain that just as writers use words to convey a message to readers, people working in other media use certain tools to convey messages to an audience, or viewers. After students have examined the images, have small groups discuss the following questions:

How do artists use lines to create perspective? What kinds of effects can artists create by using color and shadow? Why is creating a sense of three-dimensionality especially important in Beever’s pavement art?

Viewing Diverse Media Tell students that reading the information about each piece of art can help them better appreciate its details and its message.

Have students in small groups first focus on the art on page 90. Then have them read the text pausing to point out examples of art techniques that the text describes.

Let students follow the same procedure for page 91. Ask students to identify and discuss what the text added to their understanding of the artist’s work.

Analyzing Plot (Display PLOT Diagram) Tell students that a drama and a story share the same plot elements.

Display a plot diagram like the one on page 126. Review and discuss each of the five main parts of plot. Have students read the play in small groups using a story map to keep track of events. Monitor each group’s progress. After groups have finished reading, have them discuss the drama’s main conflict and its resolution.

Analyzing Elements of Drama Explain that a drama includes elements that other forms of literature usually do not have, such as

A cast of characters Assigned dialogue Stage directions

As a class, define and discuss each of these elements. Tell students to consider, as they read the play, how these elements would or would not be included in a film version of the play. After they have read the play,

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have students discuss how a film version would differ from a live performance.

Reading Skill Analyze Diverse Media: Audience and Message Analyze Form: Drama

Cast of characters Dialogue Stage directions Drama Plot

Vocabulary Strategy:

Strategy: Vocabulary Self-Collection Strategy (VSS): (DISPLAY ON CHART PAPER) Steps for Implementation and Guided Practice: Step 1: Students are asked to search their reading for words to nominate for the weekly class vocabulary list. The nomination process involves telling:

a) Where they found the word b) What they think the word means c) Why they think it should be on the class list

The teacher also nominates words each week, giving the same information. Step 2: In discussing each word, definitions are refined, and dictionaries or other sources are consulted as needed. Step 3: When the final list of words has been selected, students record the words in their vocabulary journals. Step 4: The words are further studied through the week, using discussion, graphic organizers, and other interactive activities. Step 5: At the end of each week, students are tested on their ability to spell each word, explain its meaning, and use it in a sentence. Step 6: Every three weeks, past word lists are reviewed, and students are tested on randomly selected words from past weekly lists.

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HMH Technology Accompaniment/Resource:

Vocabulary Words: Connect to Anchor texts Collaborate Interpret Produce Reflect on Learning

Materials: My Word List Notebook

Content Critical (TIER 1)

croon snag

shuffle plantation

Academic (TIER 2) abnormal

feature focus

perceive task

Domain (TIER 3) Folk tales

Dialect summary

form sonnet

figurative language


Academic (TIER 2) abnormal

feature focus

perceive task

Domain (TIER 3) audience message

foreshadowing drama

plot setting conflict

Writing to Text:

Essential Question:

How is our identity defined by how others perceive us?

Explore how things in life are not always how they seem to be.

Writing Strategy: (School Wide/District Wide):

School-wide Short Response Format: Is used to complete the “Analyzing the Text Prompts

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Anchor Text Daily Writing: (pgs. & Writing activities)

Use “Analyzing the Text” prompts to focus students’ writing tasks as they reach certain pages in the story.

Page 69: interpret, summarize, analyze

Page 75: Identify patterns, summarize, interpret, analyze

Page 92: analyze, compare, synthesize

Page 126: infer, cause/effect, summarize, analyze, evaluate

Writing Strategy: (School Wide/District Wide): Use Guided Questions to Create Anchor Text Short Response Questions

Guiding Reading Question Responses Teacher Choices

http://my.hrw.com/content/hmof/language_arts/collection/resources/gr7/guided-

questions/teacher/index.html

Short Response Format: RACES

Step 1: Restate the Question

First know what the question is asking. Use the question to form a focused topic sentence.

Step 2: Answer the Question

Underline key words/phrases in the question. Look for task words (words that tell you what to do) Give a concise, logical answer.

Step 3: Cite Evidence

Select appropriate examples form the text to support your answer. Tell which piece of evidence you used. Use specific details. Quotes don’t need to be super long!

Step 4: Explain your answer

http://my.hrw.com/content/hmof/language_arts/collection/resources/gr7/guided-questions/teacher/index.html

http://my.hrw.com/content/hmof/language_arts/collection/resources/gr7/guided-questions/teacher/index.html

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Explain how the evidence you gave makes your point. Demonstrate your understanding of the question through your response.

Step 5: Sum It Up

Your last sentence should be a summary of your entire paragraph. Restate your topic sentence in a different way. MyWriteSmart Performance Task Speaking Activity: Dramatic Reading With a small group do a dramatic reading of “The People Could Fly,” using the text of the folktale as a script. Follow tips for preparing and performing. MyWriteSmart Performance Task Speaking Activity: Discussion With a small group, discuss which speaker of these two poems seems more affected by what he perceives. MyWriteSmart Performance Task Media Activity: Poster Working in small groups, create a poster or a flyer that announces an exhibit of Beever’s art in a city. Use your favorite design software program to lay out your work, including images and text. MyWriteSmart Performance Task Writing Activity: Character Analysis Write a three-paragraph character analysis of Mrs. Stevenson. Support your analysis with examples of her actions, as expressed in the dialogue and stage directions.

Genre Writing: Clearly Engage students in Pre-Writing, Drafting, Revising, Editing, and Publishing of End of

Collections 2 Summative Unit Writing Performance Task (Choose One)

Performance Task A: Write an argument expressing your opinion of the saying, “Seeing is believing,” using evidence from the literature to support your opinion. Folk tales like “The People Could Fly” often make readers reflect on the ways we perceive our world. Consider the most common saying “seeing is believing” and its meaning. After reading the texts in this collection, do

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Collections Performance Tasks Assessment

you believe this saying is true? You will draw from “The People Could Fly” and other texts in this collection to write an argument that states and supports your position. A successful argument

Contains an engaging introduction that clearly states the claim, or opinion Supports the opinion with logical reasoning and relevant evidence Presents and refutes opposing claims or viewpoints Uses language that effectively conveys ideas and adds interest Concludes with a restatement of the claim

Performance Task B: Give a summary presentation that shows an understanding of the drama Sorry, Wrong

Number.

Sorry, Wrong Number is a drama chockful of actions and shifting perceptions. In the following activity, you will

draw from Sorry, Wrong Number to deliver a summary presentation.

A successful summary presentation

Includes the title and author of the work being summarized Restates in your own words the theme, or main idea and its supporting details Shows a comprehensive understanding of the source Interests listeners through the use of effective verbal and nonverbal techniques

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NOVEL STUDY

February 4, 2019-March 1, 2019

Teacher Choice:

The Giver by Lois Lowry

OR

A Christmas Carol

OR

Pygmalion by Bernard Shaw










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Week: March 4, 2019-April4, 2019

Title: Performance Assessment for

Collections: Unit 3-7th Grade

Reading Genre: Literary Text

Biography

Poem

Folk Tale

Short Story Informative Essay

Writing Genre: Literary Analysis

Learning Targets:

Students will be able to create a literary analysis expressing the universal themes found in text.

Students will be able to analyze a peer/model that is criteria based.

Students will be able to develop ideas.

Students will be able to organize a written response with coherence and clarity.

Step 1: Analyze the model Pages: 68-74

Step 2: Practice the Task Pages: 75-86

Step 3: Perform the Task Pages: 87-96

Essential Question: How do I analyze a poem?

Essential Question: How does an author develop theme?

Essential Question: What techniques do authors use to create characters?


Biography: The Poet and His Craft by Lee Ann Windsor

Poem: “Stopping by Woods on a Snowy Evening” by Robert Frost

Interpreting Sound and Symbols in

Frost by Keisha Roberts


What is a …Universal Theme by Doris Sato

The Old Grandfather and His Little Grandson, A Russian folk tale by Leo Tolstoy

Abuelito Who by Sandra Cisneros


Characters: The Human Experience by John Leggett

The Open Window by Saki (H. H. Munro)

Write: Prose Constructed-Response- students must have sufficient evidence that is clear and

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Analyze: The student model examining the following:

Speaker-In poetry, the speaker is the “voice” that talks to the reader, similar to the narrator in fiction. The speaker is not necessarily the poet.

Theme- The theme is the underlying message about life or human nature that the writer wants the reader to understand.

Symbol- A symbol is a person, place, an object, or an activity that stands for something beyond itself.

Style- A style is a manner of writing. It involves how something is said rather than what is said.

Mood- Mood is the feeling or atmosphere that a writer creates for the reader through the use of imagery and descriptive words.

Rhythm- Rhythm is a pattern of stressed and unstressed syllables in a line of poetry. Poets use rhythm to emphasize ideas and create moods.

Write: Prose Constructed-Response- students must have sufficient evidence that is clear and varied. Students can use: anecdotes, examples and facts, when citing textual support. (draft, revise, peer review/peer revision, edit) Discuss and Decide

Explain why folks often express universal themes. Cite specific evidence from the text. (Source 1)

Compare and contrast the behavior of the parents and the little grandson. What have the parents come to realize about themselves? Cite specific evidence from the text to support your responses. (Source 2)

Close Read

Describe the relationship between the speaker and her grandfather. Cite specific evidence from the text to support your response. (Source 3)

Questions: Multiple Choice questions (3) AND Prose Constructed-Response (3)

varied. Students can use: anecdotes, examples and facts when citing textual support. (draft, revise, peer review/peer revision, edit) Close Read

What can you infer from the niece’s earnest questioning? Why might it be significant that Nuttel is unfamiliar wit the family? (Source 2)

Discuss and Decide

Which type of character do you usually encounter in the stories you read: a character developed by direct characterization or by indirect characterization? Cite textual evidence in your discussion. (Source 1)

With a small group, discuss what you’ve learned about Framton Nuttel so far. What clue might his last name give to his personality? Cite text evidence in your response. (Source 2)

With a small group, discuss what word other than romance you could use to describe Vera’s activities. Why do you think the narrator chose this word? Cite evidence from the text in your discussion. (Source 2)

Questions: Prose Constructed-Response (3)

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Week: April 8, 2019-May 17, 2019

Collection: 6 Selection: Guided by a Cause “The fullness of the heart comes in our actions.” – Mother Teresa

Grade Level: 7

Essential Question: What inspires people to take action to improve their world?

Standards: Reading: Writing: Speaking and Listening:

RL, W, SL RI 1 Cite textual evidence make inferences. RI 2 Determine central idea. RI 3 Analyze interactions between individuals, events, and ideas. RI 5 Analyze Structure RI 6 Determine author’s point of view or purpose RI 9 Analyze how two or more authors write about the same topic. RL1 Cite textual evidence RL2 Provide an objective summary RL3 Analyze story elements RL4 Determine the meaning of words and phrases. RL6 Analyze point of view RL9 Compare and contrast fictional and historical accounts of the same event.

W2 Write informative/explanatory

texts

W3 Write a narrative based on a historical event. W4 Produce clear and coherent writing W5 Revise, edit, and rewrite to strengthen writing. W7 Conduct short research projects to answer a question W8 Gather information from print and digital sources W9 Draw evidence from literary and informational texts to support analysis, reflection and research. W10 Write routinely for longer/shorter time frames.

SL 1 Engage in collaborative discussion SL 4 Present claims and findings. SL 6 Adapt speech to a variety of contexts and tasks

Learning Target:

(Reading Only)

I can determine central ideas and supporting details in informational text. (Marrin/Kent) I can analyze chronological order in history writing. (Marrin/Kent I can analyze author’s writings on the same topic. (Marrin/Kent)

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I can analyze points of view in a text. (Haddix) I can compare and contrast different genres. (Haddix)

Assessment(s): Formative: -------------------------------------- Summative:

Weekly Assessment End of Selection Assessment (Program Assessments) -----------------------------------------------------------------------------------------------------------------------------------------Choose ONE from below at the end of the unit. Performance A: Research and write an informative essay about a dramatic and deadly fire that destroyed a New York City factory in 1911. Performance B: Participate in a panel discussion on what commitment to a cause can mean.

Text(s) First Anchor Text: Supplemental Text

from Flesh & Blood So Cheap: The Triangle Factory Fire and its Legacy by Albert Marrin (900)

Historical Writing from The Story of the Triangle Factory Fire by Zachary Kent (1100) Historical Writing

from Uprising by Margaret Peterson Haddix (800) Historical Novel Supplemental Text Skill: Analyze Point of View Compare and contrast Genres Analogies Supported Text: Close Reader (Choose One)

History Writing by Lynne Olsen from “The Most Daring of (Our) Leaders”

Speech by John Lewis “Speech from the Democratic National Convention”

Short Story by ZZ Packer from “Doris is Coming”

Online Article by Davis Karas “Difference Maker: John Bergmann and Popcorn Park” HMH Technology Accompaniment/Resource: Video History* America The Story of Us: The Triangle Shirtwaist Fire Audio from Flesh and Blood So Cheap

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Audio from The Story of the Triangle Factory Fire Audio from Uprising HMH Technology Accompaniment/Resource: (Close Read) Video*History Audio from “The Most Daring of (Our) Leaders” Audio “Speech from the Democratic National Convention” Audio from “Doris is Coming”

Audio “Difference Maker: John Bergmann and Popcorn Park”

Reading Strategy Think-Write-Pair-Share

Encourage collaborative discussion about texts (page 264A) First, display a question about an aspect of a text students have read or are in the process of reading. Then, tell students to examine the text and consider possible responses to the question. Have them write individual answers to the question. Next, pair students and ask them to share their thoughts with their partners, reminding pairs to ask each other clarifying questions as they discuss their individual ideas. Once discussion has ended, have students revise their written responses to reflect any of their ideas that may have changed during discussion. Finally, have students share their answers with the entire class.

Sentence Frames

Comparing Perspectives (page 265B) Have small groups reread each selection and highlight or record the direct quotations. Have groups discuss what these quotations reveal about each author’s perspective on the Triangle Fire. Provide these sentence frames:

The quotations in the (First/second) selection mainly focus on ______. They help readers understand_____. For example, the author quotes _____, who says _____.

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The author includes these details to show_____.

Mixed-Ability Groups Determining Central Ideas and Details

Assign several paragraphs to each group. Have students identify the topic of each paragraph, examine its specific details, and determine and state its main idea in a sentence. Ask groups to take turns sharing their main idea sentences. Write each sentence on the board in order. Discuss how all the statements relate to the central idea of the selection.

Annotation Analyze Point of View (RL6) page 287 (lines 152 -157)

Highlight the phrases in blue that reveal Yetta’s point of view. Highlight in yellow the actions Yetta takes. Add a note that describes Yetta’s perspective on the actions of the other women.

Page 299 (lines 546 -550) Highlight in Blue the animal comparisons Bella makes. Make a note about why an immigrant like Bella might think of herself as an animal.

Page 303 (lines 571-578) Highlight in yellow words and phrases that reveal the author’s use of point of view. Underline any pronouns that are also clues to the point of view. Write a note identifying the type of point of view and through whose eyes the passage is being told.

Compare and Contrast Genres (RL9) Page 290 (lines 226 – 230)

Historical fiction authors base their stories with facts of an event. In the excerpt highlight in yellow the information that likely can be verified by researching the facts of the Triangle Factory Fire.

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Underline the text that appears to be fiction.

Page 296 (lines 460 – 465) Reread the paragraph. Highlight in yellow details that might have come from a nonfiction article source like Flesh and Blood So Cheap.

Add a note offering your opinion about whether Uprising uses the facts of the Triangle Factory Fire fairly or unfairly.

Reading Skill:

Reading Skill/Definition:

Analyze Structure Chronological Order (RI5) (TE book page 278) Explain that chronological order is a pattern of organization to arrange events by their order of occurrence.

Analyze Presentations of Information (DISPLAY ON CHART PAPER) (TE book page 279) Tone Point of View Direct Statements Emphasis Portrayals

Analyze Point of View Explain authors deliberately choose a particular point of view to give readers a certain perspective on the story.

Compare and Contrast Genres: Historical Account vs. Historical Fiction Explain historical fiction is set in the past and includes real people and events and compare historical fiction with a historical account.

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Text(s) Second Anchor Text: Supplemental Text:

Personal Essay by Craig Keilburger “Craig Keilburger Reflects on Working Toward Peace” Documentary Directed by Judy Jackson “It Takes a Child” Poem by Nikki Giovanni “A Poem for My Librarian, Mrs. Long” Short Story by D’Arcy Nickle “Train Time” Supplemental Text Skill: Determine Meaning and Style Analyze Stories Character Development Using a Dictionary Supported Text: Close Reader (Choose One) Online Article by Davis Karas “Difference Maker: John Bergmann and Popcorn Park” HMH Technology Accompaniment/Resource: Video History* “The Fight to End Child Labor” Audio “Craig Keilburger Reflects on Working Toward Peace” Audio “A Poem for My Librarian, Mrs. Long” Audio “Train Time” Audio “Difference Maker: John Bergmann and Popcorn Park”

Reading Strategy Analyzing Perspective Explain the readers can infer the author’s perspective on a topic by looking at details in the text. Display lines 54 – 58.

Discuss with students why the author mentions Gandhi, what opinion he expresses, and what image stirs up a feeling in readers.

Ask pairs to explain what they learn about the author’s perspective from these details

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Analyzing a Personal Essay Explain that sometimes the purpose of a personal essay is stated; at other times, readers must infer the purpose from the way the author structures the essay and the details that he or she includes, such as personal experiences and facts.

Have the student reread the last paragraph of Keilburger’s essay. Ask them to work with a partner to state his purpose, based on this paragraph and their reading of the essay.

Then have the students explain how the author’s structure or organization supports their view of his purpose. Ask them to pick out the passage that they think most clearly conveys the author’s reason for writing and explain their choice.

Determining Meaning (lines 134-135) Remind students that many words have more than one meaning. Context clues around a multiple-meaning word may indicate which definition the author intends.

Point out the word just. Explain that it has several meanings. Ask students to use a digital or print dictionary to identify the definition of just.

In small groups have students come to a consensus on which definition fits the context. Have them explain their choice.

Building Context Tell students that since 1995, Keilburger organization Free the Children has provided these life-changing services, equipment, and supplies to people around the world:

$16 million in medical supplies

Clean water, health care, and sanitation to over a million people

Construction of over 650 schools

Educational opportunities for 55,000 children daily Invite students to learn more about Free the Children and Keiburger’s other philanthropic organizations by visiting their websites. Determining Theme Explain that a poet may convey more than one theme, or message, in a poem. (lines 26 -27, 38 -40, 44 -46)

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Ask pairs to discuss the ides brought out in these lines and the theme they support, using sentence frames. Analyzing Character Development Review the four methods of characterization as described on Student Edition page 333. Analyzing Flashback After reading, define flashback as an event included in a story that happened before the story’s main action. Have partners use questions to analyze the author’s purpose for including flashback in the story.

Reading Skill:

Analyze Text: Personal Essay (RI3, RI5)

Determine Author’s Point of View (RI6)

Analyzing Media (SL2) View the first minute and thirty seconds of the clip with students. Have them identify techniques explained on Student Edition page 319.

Determine Meaning: Style (RL4, RL5)

Vocabulary Strategy:

Strategy: Vocabulary Self-Collection Strategy (VSS): (DISPLAY ON CHART PAPER)

Steps for Implementation and Guided Practice: Step 1: Students are asked to search their reading for words to nominate for the weekly class vocabulary list. The nomination process involves telling:

Where they found the word What they think the word means Why they think it should be on the class list

The teacher also nominates words each week, giving the same information. Step 2: In discussing each word, definitions are refined, and dictionaries or other sources are consulted as needed. Step 3: When the final list of words has been selected, students record the words in their vocabulary journals. Step 4: The words are further studied through the week, using discussion, graphic organizers, and other interactive activities. Step 5: At the end of each week, students are tested on their ability to spell each word, explain its meaning, and use it in a sentence.

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Step 6: Every three weeks, past word lists are reviewed, and students are tested on randomly selected words from past weekly lists.

Latin Roots(L4b, L4d) Highlight in yellow a word with a Latin root. Underline the root. In a note, write the meaning for the word that is connected to the meaning of the root. Check the meaning in print or digital dictionary. Vocabulary Analogies (L5b) Page 305

Highlight each analogy they find. Look for and underline the specific things that are being compared. HMH Technology Accompaniment/Resource:

Vocabulary Words: Connect to Anchor texts Collaborate Interpret Produce Reflect on Learning

Materials: My Word List Notebook


flammable reign

potable inspection

corridor enact

mischievous scorn

marvel singe stifle

reprove

Academic (TIER 2) contrast despite

error inadequate

interact

Domain (TIER 3) tone

point of view direct statements

emphasis portrayals

narrator point of view in narratives

compare and contrast genres

historical fiction

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haggard wistful

syringe possession

inquire capacity

exploitation

exasperate conscience ponderous sustenance inexplicable ignorance

contrast despite

error inadequate

interact

personal essay author’s point of view

perspective opinions

tone

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Writing to Text: First Anchor Text First Supplemental Text

Essential Question:

What inspires people to take action to improve their world?

Writing Strategy: (School Wide/District Wide): School-wide Short Response Format: Is used to complete the “Analyzing the Text Prompts Anchor Text Daily Writing: (pgs. & Writing activities) Use “Analyzing the Text” prompts to focus students’ writing tasks as they reach certain pages in the story.

Page 274 –Summarize, Cause and Effect, Draw Conclusions, Cite Evidence, Evaluate, Connect Page 278 – Infer, Summarize, Compare, Infer Page 280 - Cause and Effect, Compare, Infer, Analyze History Writing, Analyze Tone, Connect, Analyze Key Information

Page 304 – Summarize, Compare, Cite Evidence, Analyze, Evaluate, Synthesize

Writing Strategy: (School Wide/District Wide): Use Guided Questions to Create Anchor Text Short Response Questions Guiding Questions Responses Teacher Choices http://my.hrw,com/content/hmof/language_arts/collection/resources/gr7/guided-questions/teacher/index.html

Short Response Format: RACES a) Complete graphic organizer

b) Complete as a shared/partner writing

c) Utilize sentence/paragraph frames

Step 1: Restate the Question

First know what the question is asking. Use the question to form a focused topic sentence.

Step 2: Answer the Question

http://my.hrw,com/content/hmof/language_arts/collection/resources/gr7/guided-questions/teacher/index.html

http://my.hrw,com/content/hmof/language_arts/collection/resources/gr7/guided-questions/teacher/index.html

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Underline key words/phrases in the question. Look for task words (words that tell you what to do) Give a concise, logical answer.

Step 3: Cite Evidence

Select appropriate examples form the text to support your answer. Tell which piece of evidence you used. Use specific details. Quotes don’t need to be super long!

Step 4: Explain your answer

Explain how the evidence you gave makes your point. Demonstrate your understanding of the question through your response.

Step 5: Sum It Up

Your last sentence should be a summary of your entire paragraph. Restate your topic sentence in a different way.

MyWriteSmart Performance Task: Speaking Activity Summary: Connected to First Anchor Text

Give a summary about a current event that shares features with the Triangle Factory Fire. Students will use several sources to summarize the event. MyWriteSmart Performance Task: Writing Activity: Narrative: Write a new chapter in third-person limited point of view through the eyes of a different character. Students will choose a character and write the events. MyWriteSmart Performance Task: Speaking Activity Argument Connected to Second Anchor Text Has this essay persuaded you that global poverty can be ended? Why or why not? Present an oral argument in which you give your opinion of Craig Keilburger’s essay.

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MyWriteSmart Performance Task: Media Activity: Photo Documentary What does it take to be committed to a cause despite great obstacles? Let people know about a person in your school or community who works on an important social cause. Create a photo documentary to tell that person’s story. MyWriteSmart Performance Task: Writing Activity: Poem Mrs. Long acted generously to a child, and the child never forgot it. Think back to an experience or a connection with someone who acted generously to you. Use your ideas to write a poem in free verse form.

Genre Writing:

Clearly Engage students in Pre-Writing, Drafting, Revising, Editing, and Publishing of End of Collections Performance Tasks Assessment

Collections 6 Summative Unit Writing Performance Task (Choose One) Performance Task A Write an Informative Essay This collection focuses on important social causes in the selections about the Triangle Factory Fire, you learned how a great tragedy led to public outcry to improve workplace conditions. In this activity, you will do additional research about a topic or person related to this fire. You will draw from the texts in this collection and your research findings to write an informative essay. A successful informative essay

Clearly states the topic in a strong thesis statement Organizes ideas and concepts logically Supports central ideas with details from credible sources Uses appropriate transitions to link ideas Establishes and maintains a formal style Provides a conclusion that follows from and supports the information presented

Performance Task B Participate in a Panel Discussion In this collection, you read about problems in the world that inspire people to take action to solve those problems. In this activity, you will draw from the selections you read to take part in a panel discussion about what commitment to a cause can mean.

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A successful participant in a panel discussion Makes a clear, logical generalization about the value of committing to a cause Uses quotations and specific examples to illustrate ideas Responds politely to the moderator and other group members Evaluates other group members’ contributions

Summarizes the discussion by synthesizing ideas

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NOVEL STUDY

May 13, 2019-June 14, 2019

Teacher Choice:

Stella by Starlight by Sharon Draper

OR

Lupita Manana By: Patricia Beatty

OR

The Watson's Go to Birmingham, 1963 by Christopher Paul Curtis










Superintendent of Schools

Documents

Transcript of Superintendent of Schools