ubd pacing grade 7 quarter 1 2015-2016 draft

English Language Arts Unit 1: Courageous Characters in Life and Literature Grade 7

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Stage 1 Unit Goals -‐ 9 Weeks (What is worthy and requiring of understanding?) Unit Description In this quarter, students are involved in a study of courage, its definition, examples, and qualities. Students will read fiction and non-fiction texts portraying varied circumstances in which people acted with tremendous courage. As they begin these readings, students will have the opportunity to refine their definitions of courage by examining how characters -real or fictional- grow by overcoming obstacles. Students will regularly use text-based evidence to build on their knowledge of courage and to reveal the importance of characters’ acts of courage and its lasting effect on others through short writings, discussion, research, and possibly a multi-media presentation. CCSS Anchor Standards Key Ideas and Details 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5 Analyze the structure of text, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Text Types and Purposes 2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Production and Distribution of Writing 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Language 3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Transfer Goals: SBAC Claims Students will be able to increasingly able to independently use their learning to…

1. Students can read closely and analytically to comprehend a range of increasingly complex literary and informational text. (Claim 1) 2. Students can produce effective writing for a range of purposes and audiences. (Claim 2) 3. Students can employ effective speaking and listening skills for a range of purposes and audiences. (Claim 3) 4. Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information. (Claim 4)

Making Meaning UNDERSTANDINGS Students will understand that… 1. Characters who act with courage impact others. 2. An effective story can engage the reader through conflicts, dilemmas, mysteries,

or obstacles. 3. Real and fictional characters share similar qualities and outcomes. 4. Great literature is intentionally crafted to explore enduring human themes

transferable across time and place. 5. There are incredible people overcoming incredible obstacles. 6. Using informational text about a historical time, place or people enriches our

understanding of a fictional portrayal of the same time period. 7. Individual survival in challenging environments requires both physical and

emotional resources. 8. By comparing texts, readers often gain greater insight into those texts. 9. Audience and purpose influence a writer’s choice of organizational pattern,

language, and literary techniques to elicit an intended response from the reader. 10. Research is the key to understanding and discovering the unknown. 11. Proper use of conventions brings greater clarity and sophistication to

writing.

ESSENTIAL QUESTIONS Students will keep considering… 1. What is courage? 2. How is courage revealed? 3. How is fiction like real-‐life? 4. How does reading from different texts about the same topic build our

understanding? 5. How do individuals survive in challenging environments? 6. How do culture, time, and place influence the development of identity? 7. Why do characters change or evolve? 8. How does a writer effectively craft a text? 9. What makes an author effective? 10. How does the writing process shape the writer’s product? 11. How does a researcher evaluate and utilize credible sources? 12. What makes great literature?

Acquisition KNOWLEDGE Students will know… 1. Characteristics of courage 2. Qualities of character and how it influences plot. 3. Various genres of texts and structures of texts. 4. Themes in literature. 5. Text structures. 6. Parts of an essay. 7. Writer’s style-‐audience, purpose, and literary techniques. 8. Character qualities, motivations and changes because of conflict. 9. How specific word choices shape meaning or tone.

SKILLS Students will be skilled at (Do)… 1. Identifying characteristics and events that show courage. 2. Comparing and contrasting a fictional portrayal of a character to a historical

account of the same period. 3. Evaluating connections between texts (i.e. Double Bubble Map which leads

to discussion and/or writing). 4. Identifying and describing the point of view of the narrator as first person or

third-‐person point of view 5. Citing textual evidence 6. Identifying and explaining two or more stated or implied central ideas and

relevant supporting details from text (i.e. Tree Map which leads to discussion and/or writing).

7. Determining the meaning of words and phrases as they are used in a text (i.e. context clues, Bridge Map).

8. Interpreting, comparing, describing, analyzing, and evaluating the relationships among character, setting, plot, and theme within fiction and literary nonfiction (i.e. quick writes, journal entries, Thinking Maps).


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Grade Level Standards -‐ Stage 1

Standards build from one unit to the next. Once a standard has been addressed in a unit, it may appear in subsequent units on any assessment.

Reading Writing Speaking & Listening Language Literature

• RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

• RL.7.3 Analyze how a particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

• RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

• RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

Informational • RI.7.1 Cite several pieces of textual evidence to support

analysis of what the text says explicitly as well as inferences drawn from the text.

• RI.7.2 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.

• RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choice on meaning and tone.

• RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

Text Type • W.7.2 Write informative/explanatory texts to

examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (PROCESS PIECE – Teacher models the process and the strategies. This writing goes through the revision and editing process).

• W7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-‐structure event sequences. (Short writings to build content knowledge of courageous characters.

Production and Distribution of Writing

• W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Research to Build & Present Knowledge • W.7.7 Conduct short research projects to answer a

question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Comprehension & Collaboration • SL.7.1 Engage effectively in a range of

collaborative discussions (one-‐on-‐one, in groups, and teacher led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared

having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

d. Acknowledge new information expressed by others and, when warranted, modify their own views.

Conventions • L.7.1

a. Explain the function of phrases and clauses in general and their function in specific sentences.

• L.7.2 a. Use a comma to separate

coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

b. Spell correctly. • L.7.3

a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

Vocabulary Acquisition & Use • L.7.4

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

• L.7.5 a. Interpret figures of speech

(e.g., literary, biblical, and mythological allusions) in context.

• L.7.6 Acquire and use accurately grade-‐appropriate general academic and domain-‐specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CCSS Standards Link: http://www.lbschools.net/M ain_Offices/Curriculum/Areas/English_Language_Arts/content_standards.cfm


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Evidence of Learning -‐ Stage 2 (What is evidence of understanding?)

Evaluative Criteria Assessment Evidence Student performance will be evaluated in terms of…

• Organizes and maintains focus to support purpose • Uses elaboration strategies to aid comprehension • Uses appropriate transitions and precise language • Draws evidence from literary and informational text • Utilizes relevant information from multiple sources

PERFORMANCE TASK: The purpose of the performance task is for students to apply knowledge and skills to a new situation to show evidence of understanding. It should:

• Demand thoughtful application of knowledge and skills, not just recall. • Establish authentic context for performance. • Be open-‐ended; they do not have a BEST answer or RIGHT way to complete the task. • Yields a tangible product and performance as evidence of understanding.

Possible Option

It takes courage. Courage to live, to live the life you've always imagined, to make a change, tell your truth, take a stand, picture new possibilities for your life. It takes courage to follow your heart and live authentically. Every day you act courageously, in large and small ways. Every day you need to find more courage...for taking care of your family, or for being effective at school, or in just going through your day. It's not always easy remembering how courageous we are. And it's certainly not always easy finding our courage for living our lives the way we want and need to.

Based on the prompt, students will write in groups, pairs or individuals a short story, play, or narrative poem entitled “Celebrating Every Day Courage.” Have students perform their piece.

ALIGNMENT CHECK: TG1-4; U1-10; Q1-9; K1-9; S1-8

See CCSS-Aligned WftB & B Rubric • Organizes and maintains focus to support purpose • Uses elaboration strategies to aid comprehension • Uses appropriate transitions and precise language

Informative/Explanatory Process Paper Your task is to examine the topic of Courage. You are a participant in a writing contest for the school newspaper. The title of the writing is “Courageous Characters.” You will submit an essay where you define courage through examples from the characters (real and imagined) you have read and discussed this quarter. Unit 1 process paper, which assesses whether students met the expectations of the informative/explanatory text type of the CCSS while demonstrating understanding of the unit focus.

ALIGNMENT CHECK: TG1-3; U5,6,7,8,10; Q1,3,4,6; K1-3,5-7; S3-8 See CCSS-Aligned WftB & B Rubric

• Organizes and maintains focus to support purpose • Uses elaboration strategies to aid comprehension • Uses appropriate transitions and precise language

On-‐Demand Reading and Writing Assessment The On-‐Demand Reading and Writing Assessment assesses whether students can read “new” text(s) and apply the same level of understanding and mastery of the CCSS.

ALIGNMENT CHECK: TG1-3; U5,6,7,8,10; Q1,3,4,6; K1-3,5-7; S3-8

• Draws evidence from literary and informational text • Utilizes relevant information from multiple sources • Organizes and maintains focus to support purpose • Uses elaboration strategies to aid comprehension • Uses appropriate transitions and precise language

Research Task (Optional) Individually, conduct a short research assignment on courageous characters in life and literature. Consider the following:

• How does an athlete become a sports hero? • Can the world of politics create a heroic individual? • What act of bravery creates a war hero?

NOTE: Teacher should model the use of text evidence and citations.


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ALIGNMENT CHECK: TG1-4; U1-8; Q1,2,4-8; K1-3,5-8; S1,3-8

Evaluative Criteria Other Evidence – may also be used formatively See CCSS-Aligned WftB & B Rubric

• Organizes and maintains focus to support purpose • Uses elaboration strategies to aid comprehension • Uses appropriate transitions and precise language • Uses textual evidence to support assertions

AAP Culminating Writing Tasks Teachers will model the process, teaching a strategy (intro, Flee Map, conclusion, text evidence, etc.) OR students will write independently if they are ready.

• Uses elaboration strategies to aid comprehension • Uses precise language • Uses textual evidence to support assertions

Short Constructed Responses Students will write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-‐specific tasks, purposes, and audiences.

• Comes to discussions prepared referring to evidence on the topic and building on others’ ideas

• Poses and responds to specific questions with elaboration and detail

Collaborative Discussions Students are demonstrating accurate knowledge and speaking effectively about the topic. The teacher is actively participating in the discussions, observing, redirecting, and collecting evidence of students’ understanding of what is being discussed.


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Learning Plan -‐ Stage 3 (What learning experiences and teaching promote understanding, interest, and excellence?)

Approximate Number of Days Text Sequence WftB&B Strategies Language

5-‐7 Days

“Zebra” (Short Story) pg. 46 RL7.1, RL7.3, RL7.4

“Offerings at the Wall” pg. 65

(“If I Can Stop One Heart from Breaking” pg. 33 Optional Companion Piece)

WftB & Beyond – Quality Reasons o Strategy #1 pgs. 152-‐157, 224-‐225

WFTB & Beyond Manual o Activity #3 pg. 51, WFTF Manual

Students will determine or clarify the meaning of unknown and multiple-‐meaning words and phrases using context as a clue to the meaning. Spelling and Vocabulary Book pg. 1-‐9 (L.7.4)

4-‐5 Days “Thank You, M’am” (Short Story) & Video Comparison pg. 29-‐AAP Lesson

Reteach the Flee Map using “Thank You, M’am.” Support students in coming up with the global reasons based on the prompt. You can skip the introduction and conclusion and have students find evidence for the Flee Map.

Phrases (verbal, gerund, participial & infinitive) pg. 145 or pg. 176 (Grammar, Usage & Mechanics Book or Language Network)

4 Days

“Eleanor Roosevelt” (Biography) p. 87 (RI.7.1, RI.7.2, RI.7.3, RI.7.4, RI.7.5)

“from The Autobiography of Eleanor Roosevelt” (Autobiography) pg. 97

(RI.7.1, RI.7.2, RI.7.4, RI.7.9)

WftB & Beyond -‐ Varied Transition Words and Phrases

o Strategy #2 pgs. 158-‐164 o 226-‐228 WFTB & Beyond Manual

Continue with Phrases (verbal, gerund, participial & infinitive) Figures of Speech (idioms & Similes and Metaphors) pg. 57 & 59 (Spelling and Vocabulary Book)

6 Days

“Out of the Ballpark” (Newspaper Article) pg. 305

(RI.7.1, RI.7.2, RI.7.3, RI.7.4, RI.7.6, RI.7.8)

On-‐Line Article updating the status of Mark McGwire and Sammy Sosa

On-‐ Line Article: “Top Ten Sports Figures

WftB & Beyond -‐ Clarification Statements o Strategy #3 (Use Clarification

Statements (pgs.165-‐168, 229-‐231.

o 0 Explain Tab WFTF

What is a Clause? pg. 148 or pg. 186 (Grammar, Usage & Mechanics Book or Language Network) Kinds of Dependent Clauses pg. 157 or pg. 194 (Grammar, Usage & Mechanics Book or Language Network)


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Whose Careers are Tarnished by Steroids”

3 -‐5 Days

Begin Informative/Explanatory Process Paper

(W.7.2, W.7.4, W.7.5)

Your task is to examine the topic of Courage. You are a participant in a writing contest for the school newspaper. The title of the writing is “Courageous Characters.” You will submit an essay where you define courage through examples from the characters (real and imagined) you have read and discussed this quarter.

WftB & Beyond -‐ Well Thought-‐Out Openings Activity #5, (pgs. 174-‐177, 236-‐240)

Have students build the details for Global Reasons in the Flee Map using the process paper).

Students will determine or clarify the meaning of unknown and multiple-‐meaning words and phrases using context as a clue to the meaning. Spelling and Vocabulary Book pg. 1-‐9 (L.7.4)

4 Days “The Noble Experiment” (Autobiography)

p. 287 (RI.7.1, RI.7.2, RI.7.3, RI.7.4, RI.7.6)

WftB & Beyond -‐ Personal Examples Strategy #4 pgs. 169-‐173, 232-‐235

People and Cultures pg. 178 or pg. 230 (Grammar, Usage & Mechanics Book or Language Network)

2 Days

On–Line Articles about Courageous Characters

(RI.7.1, RI7.4, RI.7.5, RI7.9)

WftB & Beyond -‐ Well Thought-‐Out Closings Activity #6, (pgs. 178-‐183, 241-‐244

Anchor Novel Task Option

This is a read for content knowledge (what is courage, courageous

characters) and not for in-‐depth standards and novel

study.

8 Days

OPTION You can replace these texts, “Eleanor

Roosevelt.” and “from the Autobiography of Eleanor Roosevelt,” “Offerings at the Wall,” and “Out of the Ballpark” with one

of these three options:

• The Sign of the Chrysanthemum, Katherine Paterson

• On My Honor, Marion Dane Bauer • Down a Dark Hall, Lois Lowry

This can be homework assignments, one-‐

Teachers who make revisions to Stage 3 should consider the following:

• What learning experiences and instruction will promote the desired understanding, knowledge, and skill?

• How will you best provide the deepening of insight and interest?

• How will you prepare students for the end of unit performances? What alignment exists?

All learning activities should be derived from the goals of Stage 1 and the


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day a week literature study, literature circles, Socratic seminars, etc.

assessments of Stage 2 to ensure the alignment of the unit plan.

4 Days

Close Reading and Writing Task “Van Gogh”

(RI.7.1, RI.7.2, RI.7.3, RI.7.4, RI.7)

Teacher modeled Lesson

Revise Process Paper/Publish Process Paper Commas in Sentences pg. 193 or pg. 253 (Grammar, Usage & Mechanics Book or Language Network)

2 -‐ 3 Days

On-‐Demand Reading and Writing Assessment (Interim) – Independent student assessment which assesses whether students can read “new” text(s) and apply the same level of understanding and mastery of the CCSS.

Revise & Publish Process Paper Commas: Dates, Addresses, and Letters pg. 196 or pg. 256 (Grammar, Usage & Mechanics Book or Language Network)

2 Days Performance Task (Optional) *Bolded Tasks are non-negotiable.


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“Zebra” (Short Story) pg.46

4-‐5 Days Standards: RL7.1, RL7.3, RL7.4 Vocabulary: exuberantly (49), gaunt (49), disciplinarian (50), wince (50), jauntily (50), menacing (50), encrusted (52), intricate (52), poised (54), corridors (55), bustling (55), marshes (55), barren (55) and tensing (58).

Theme Connections This lesson is an opportunity for students to read a short story about courageous characters whose lives parallel each other. Students will have the opportunity to refine their definitions of courage by examining how characters-‐real or fictional-‐grow by overcoming obstacles Reader and Task Considerations Students might need additional information on the Vietnam War. Use the Build Background Section (page 46) with the map and photos to support their knowledge. During the week students will:

• collaboratively discuss text dependent questions • write daily about the text • complete activities that build understanding of the selection

In addition, there will also be a focus standard for each week. Below is a suggestion on how to address the focus standards of the week which is RL.7.3 (Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot.)

Learning Targets Focus of Instruction: Reading and Responding to Text • I can read the text to look

for specific evidence. (RL. 7.1)

• I can cite several pieces of text evidence to support analysis of what the text says. (RL.7.1)

• I can analyze the interaction of literary elements of a story or drama.( RL7.3)

First Read • With students, define Courage using a Circle Map. You might start with the dictionary definition:

Strength in the face of pain or grief. You could have students give you synonyms and examples of courage for your Circle Map.

• Have students read the text independently and jot down their thoughts: As they read, have them sequence the major events in the story in a Flow Map/Plot Chart. (Review Exposition, Rising Action, Climax and Resolution if needed).

• I can determine the meaning of words and phrases, including figurative, connotative meanings and how it impacts meaning and tone. RL.7.4)


• I can analyze the interaction of literary elements of a story or drama.( RL7.3)

Reread to Gather Evidence/Information and Respond to Text • Read the text aloud to students and engage students in a class discussion with the following questions.

o With a partner, go back to your Flow Map, and add or delete any details that you need to. Share aloud the summary of the plot for accuracy.

o Describe Zebra at the beginning of the story using the divided Circle Map. o Why does Zebra choose to take John Wilson’s art class? How does taking the art class change

Zebra? Use text evidence to support your response. o How are Zebra and Mr. Wilson alike? Use a Double Bubble Map to support this activity. o What discoveries do the characters make about themselves over the course of the text? o What is the significance of the note Mr. Wilson writes Zebra on page 61? What does it mean to Zebra? o How has Zebra changed by the end of the story? Create a new divided Circle Map for the end of the story. o How have Zebra and Mr. Wilson changed as a result of their interaction? Use evidence from the text to support your response.

Mini Lessons

o How characterization is revealed (page 51, 52, and 59 -‐ Teacher Wraps lesson: Character Traits and Motives)


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o Citing text o Plot elements and how they interact – (page 60 – Teacher Wraps lesson: Identify Events that Advance the Plot) o Language of a story: narrator, dialogue, theme, setting, etc.

Learning Targets Focus of Instruction: Writing • I can organize my ideas

in my writing by creating quality reasons/topic sentences for my paragraphs. (W.7.2.a)

• I can produce a clear and coherent paragraph in which the development and organization are appropriate to the task. (W.7.4)

Writing Instruction: WftB & Beyond: Teach Quality Reasons

o Strategy #1 pgs. 152-‐157, 224-‐225 WFTB & Beyond Manual o Activity #3 pg. 51, WFTF Manual

Writing Task: Write a paragraph or two explaining how and why Mr. Wilson contributed to Zebra’s change/perspective. Use text evidence to support your response.

• I can identify the phrases in general in specific sentences. (W.7.1.a)

Language Grammar Task: Phrases Once they are done writing their paragraph(s), have them circle the pronouns they used. Next, have them analyze and revise their paragraph for pronoun over usage based on grammar mini lessons taught previously.


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“Offerings at the Wall” (Magazine Article) pg. 65

1 Day (Use as a follow-‐up to “Zebra”) Standards: RI.7.1, RI.7.2, RI.7.4, RI.7.6, RI.7.9 Vocabulary: shrine (65), comrades, memorialized, remembrance, repository, mortarboard tassels (66), eloquent

Theme Connections This lesson is an opportunity for students to read an article that provides additional information on the Vietnam War Memorial. Based on what they have read, students will learn about the many ways people honor the soldiers who courageously gave their lives for our country. In discussing the significance of the offerings, students will have the opportunity to gain insight into the impact the soldiers have on those who survived. Students will prove their understanding of author’s point of view and purpose through short writings, discussion, research, Socratic seminar, and multi-‐media presentations. Reader and Task Considerations During the week students will:


In addition, there will also be a focus standard for each week. Below is a suggestion on how to address the focus standards of the week which is RI.7.6 (Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.)

Learning Targets Focus of Instruction: Reading and Responding to Text • I can determine a central

idea of a text and how it is conveyed through particular details. (RI.7.2)

• I can read the text to look for specific evidence. (RI. 7.1)

• I can cite several pieces of text evidence to support analysis of what the text says. (RI.7.1)

First Read Begin by reviewing the idea that Mr. Wilson left pictures at the wall at the end of “Zebra” and the significance of this in Adam’s life.

• Have students read the article independently and fill in the Circle Map using text evidence to identify the offerings. In the frame, students write the significance of the offerings.

• Share out discussing the interesting kinds of evidence. What might they mean?

• I can determine the meaning of words and phrases, including figurative, connotative meanings and how it impacts meaning and tone. RI.7.4)


• I can determine an author’s point of view or purpose in a text. (RI.7.6)

• I can contrast how multiple authors

Reread to Gather Evidence/Information and Respond to Text • Read the text aloud with students and engage students in a class discussion with the following questions.

o What words or word phrases emphasize the significance of the various offerings? Share out those words…what tone do they create? o What is the first offering at The Wall? How is this first offering momentous? o What is the author’s purpose in sharing these offerings? How does it impact you as the reader? o Re-‐read the note at the bottom of the middle paragraph of page 66. It begins with, “Dear Sir”… and ends with “Why you did not take

my life, I’ll never know. You stared at me for so long…. Forgive me for taking your life.” Why would a soldier leave this at “The Wall?” How is it an offering?

o The author mentions that the boots offering is “intimately shaped…. Yet so universal.” Infer what the author means by this oxymoron. o The author of this article includes the quote from the book’s introduction about the memorial, “The Wall became a place for wishes,

for futures that could not be.” How does this article support this idea?

offerings•Text Evidence

•Text Evidence

What objects symbolize


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emphasize evidence or interpret facts differently when presenting information on the same topic. (RI.7.9)

Mini Lessons o Author’s purpose o Tone: https://learnzillion.com/lessons/1979-‐determine-‐a-‐characters-‐traits-‐by-‐examining-‐evidence-‐from-‐the-‐text o Omniscient point of view vs. limited point of view o First person point of view vs. third person point of view o Oxymoron

Learning Targets Focus of Instruction: Writing • I can organize my

ideas in my writing by creating quality reasons/topic sentences for my paragraphs.(W.7.2.a)


Writing Instruction: WftB & Beyond: Continue with Quality Reasons

o Strategy #1 pgs. 152-‐157, 224-‐225 WFTB & Beyond Manual o Activity #3 pg. 51, WFTF Manual

Writing Task: What is the author’s purpose for writing this article? Write a paragraph using textual evidence to support your understanding. Make sure that students use quality reasons to support their assertions. Or Using the Reading for Information suggestion on page 65 and Teacher Wraps on page 65 entitled “Forming Research Questions,” involve students in a mini-‐research project researching a subject that interested them in the article. Note: This should be a quick one-‐pager type of research.

• I can identify the phrases in general in specific sentences. (W.7.1.a)

Language Grammar Task: Phrases Have students circle and identify any gerund, participial, or infinitive phrase in their paragraph.


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“Thank You Ma’m” (Short Story) pg. 29 -‐ AAP Lesson 4-‐5 Days

AAP LESSON GUIDE Review (5 minutes) Purpose: A review can serve as the “set” for the lesson. It is an opportunity to “hook” new information to what students previously know. Procedure: Orally rehearse from a previous map, summarize what has been read so far (Think-‐Pair-‐Share), vocabulary review, etc. Direct Instruction (5 – 10 minutes) Purpose: Provide anything that needs to be explicitly taught in order for the students to have success with this lesson. This may be: vocabulary, a strategy, a skill, a text structure, a text feature, literary element, etc... Procedure: Teach it like a mini-‐lesson Read Text Silently/Monitor (2-‐ 15 minutes) Purpose: Each day all students should have some time to “grapple” with text that has not been read previously. This is to build stamina and practice strategies that support fluency and comprehension. Procedure: Set an appropriate amount of time (NOT number of pages) that most students can sustain reading silently. The amount of time should build over the year.

• Remind students what an “on-‐task” silent reader looks like: • Head down and focused • Pages not turning so quickly • Read in your mind

Read Text Aloud (5 minutes) Purpose: Students need to hear the rhythm and flow of language. Following along while hearing the text read aloud improves fluency. Procedure: The teacher reads aloud the “chunk” or whole text under consideration for the day. Read slowly and deliberately. Read the text without stopping! Vocabulary may be addressed while reading aloud when words appear in the text by using apposition. Student Accountability: Finger down to track the print, eyes down or jotting or recording notes on paper or a thinking map. Possible Extensions: Students have 3 minutes to either summarize in their journals or talk a their tables (heads together). Text Dependent Questions for Oral Discussion, and Vocabulary, (20 minutes) Purpose: An academic discussion to prove, verify, and give opinions based on textual evidence. Keep the focus on the TEXT and not on personal experiences. Review vocabulary words that are addressed with a question and can be determined from context. This is NOT about answer getting. Procedure: Ask the question → Provide wait time → Listen for several responses (using complete sentences) → Reread to support responses → Verify To engage ALL students during questioning consider:

• Grouping: individually, with a partner, with a team • Wait time • Sentence frames to support complete sentence responses •


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Teacher follow-‐up questions Student Response Frames “What in the text makes you say that?” “According to the text...” “What evidence do you have?” “On page ___, the author states...” “Can anyone find the sentence that tells us that and reread it aloud for us?”

“I would like to add…” “I agree and also think…”

“Do all of you agree that the evidence matches the response?”

“I agree and I also think...” “I disagree because...”

Thinking Map(s) (5-‐10 minutes) You may or may not decide to use a map for the chunk of text for that day. Assigning a Map can provide the students with an opportunity to go back and revisit the chunk of text 1 more time. Choosing a Map:

• You may want to choose a map to capture the essential information from the “chunk” read that day. • You may want to choose a map to answer one of the questions. • You may want to choose a map and add to it throughout the week.

Creating the Map • Students can create the map whole group, small group, in pairs, or individually. • Students add textual evidence to the map along with page numbers. • Students practice taking information off the map in complete sentences. • Add textual evidence to the map and page numbers. • Orally practice taking information off the map in complete sentences.

Quick Daily Writing Opportunities (5-‐10 minutes) • Use the Thinking Map generated with information from the text. • Pose a question that can be answered with information from the map. • Orally rehearse answers to the question by taking information off the map. • Ask students to write. • Students can also practice writing answers to the text dependent questions that were orally discussed.

Culminating Writing Task-‐Last Day All Thinking Maps from the week can stay up!

1. Read the task with the students and analyze what it’s asking. 2. Create or review maps that would support the type of “thinking” needed to respond to the task. 3. Have students orally rehearse what they will write. 4. Teachers will model the process, teach a portion (intro, Flee Map, conclusion, text evidence, etc.) OR Students will work write independently if they are ready. (See

Flee Map attached next page.)


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“Eleanor Roosevelt” (Biography) pg. 87

4 Days

Standards: RI.7.1, RI.7.2, RI.7.3, RI.7.4, RI.7.5 Vocabulary: idealism (92), brooding (93), combatant, migrant, priority (94), prominent, conscience (95), ambassador (96)

Theme Connections This lesson is an opportunity for students to read a biography that provides insight into a courageous woman’s life. Students will use text-‐based evidence to build on their knowledge of the impact people have on others through short writings, discussion, research, Socratic seminar, and/or a multi-‐media presentation. Reader and Task Considerations Students may need support with the references to the Great Depression, World War II, and the United Nations. The text offers a timeline and additional historical context. Use during reading as opposed to front-‐loading. During the week students will:


In addition, there will also be a focus standard for each week. Below is a suggestion on how to address the focus standards of the week which is RI.7.3 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.)


for specific evidence. (RI. 7.1)


• I can analyze the interactions between individuals, events, and ideas in a text. (RI.7.3)

First Read Review the genre biography.

• Have students read the selection independently and create a flow map to sequence the main events in Eleanor Roosevelt’s life. (Chunk as necessary).

• While reading, have students jot down the sentences where the bold-‐faced vocabulary terms are used so that these sentences can be used during discussion of context clues.

• I can determine the meaning of words and phrases, including figurative, connotative meanings and how it impacts meaning and tone. RL.7.4)


• I can determine a central idea of a text and how it is conveyed through particular details. (RI.7.2)

• I can analyze the


o What significant events in Eleanor Roosevelt’s childhood affected her? Use a Flow Map to track this if needed. o On page 94, the author states that since FDR had been crippled during the Great Depression, Eleanor “became his eyes and ears.”

Use text evidence to support this claim. o What impact did Eleanor Roosevelt have on others during WWII? List some of the courageous acts she performed. Use evidence

from the text to support your response. o After her husband’s death, Eleanor could have retired and made her life much easier, but she didn’t. What did she do with her life

after his death? What does this show about her character? o Adlai Stevenson, the American ambassador to the United Nations, declared, “She would rather light a candle than curse the

darkness.” What does this mean? Give evidence and examples from the biography to support this claim. o How did Eleanor Roosevelt shown courage in her life? o Why did Eleanor Roosevelt choose to use her life to make a difference in the world? What impact did she make in the world as a


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organization of an informational text. (RI.7.5)

result? Use a Multi Flow Map to write the causes and effects.

Mini Lessons o Citing text o Elements of a biography: https://learnzillion.com/lessons/1758 o Cause and effect o Context clues (quiz on page 99 in textbook after reviewing types on page R24) -‐ continue to

use context clues when deemed appropriate throughout unit Learning Targets Focus of Instruction: Writing • I can produce a clear

and coherent paragraph in which the development and organization are appropriate to the task. (W.7.4)

Writing Instruction: • WftB & Beyond: Teach Varied Transition Words and Phrases

o Strategy #2 pgs. 158-‐164, 226-‐228 WFTB & Beyond Manual

Writing Task: Have students use their Multi-‐Flow map to answer this question in paragraph(s): What impact did Eleanor Roosevelt have on the world? To fully respond, you might want to consider which events in her life influenced her to make a difference in the world and how she showed courage in the face of adversity? Be sure to use text evidence and develop the writing with transitional words and phrases.

• I can demonstrate command of the conventions of standard English when writing. (L.7.2a)

Language Grammar Task: Capitalization Have student reread their paragraph(s) for capitalization errors.

Eleanor Roosevelt chose to use her life to make a difference in the world.

causes effects


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“from The Autobiography of Eleanor Roosevelt” (Autobiography) pg. 97

1 Day

Standards: RI.7.1, RI.7.2, RI.7.4, RI.7.9 Vocabulary: altimeter (137), extent (138), “middle ground,” fleeting, accumulate, altitude, sufficient (139), margin (139), faculty, fluctuation, vessel (140), hospitality (141)

Theme Connections This selection provides an opportunity for students to have more insight into Eleanor Roosevelt’s perspective. As we read the biography, the students identify her acts of courage. Now reading a few paragraphs of her autobiography, students will get an understanding of how she felt about her life. Students will learn that courageous people don’t always feel like heroes. They are reflective about their lives. Students will prove this competency using short writings, discussion, research, Socratic seminar, and/or a multi-‐media presentation. Reader and Task Considerations This should be read after the biography. You might consider also reading “from No Ordinary Time” (p. 97) as a third text. It gives the reader additional insight into Eleanor. During the week students will:


In addition, there will also be a focus standard for each week. Below is a suggestion on how to address the focus standards of the week which is RI.7.9 (Analyze how to or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.)


for specific evidence. (RI. 7.1)


First Read Review autobiography

• Students read the 3 paragraph excerpt from her autobiography independently. • Students make a Double Bubble Map to compare and contrast information in each text citing text

evidence as needed. (see p. 97 of Teacher Wraps of TE).

• I can analyze how authors of fiction use or alter history based on my comparison of a fictional and historical account of the same time, place or character. (RI.7.9)

• I can determine the meaning of words and phrases, including figurative, connotative meanings and how it impacts meaning and tone. RI7.4)

• I can cite several pieces of


o Why does Eleanor Roosevelt do “her duty as laid down for me by other people”? Use text evidence to support your response. o How did this focus change as she got older? How did it stay the same? Use evidence from the text. o What was the result? What does Eleanor Roosevelt say she would do differently, looking back? o Go back to your Double Bubble map. Discuss the similarities and differences of the two texts. Be sure to support your discussion with

text evidence. o What additional insight or information did you learn about Eleanor by reading this text?

Mini Lessons

EleanorRooseveltbiography

EleanorRooseveltautobiography


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text evidence to support analysis of what the text says. (RI.7.1)


o Compare and Contrast o Elements of an autobiography vs. biography (page 97 – Teacher Wraps)

Learning Targets Focus of Instruction: Writing • I can provide a concluding

statement or section that follows from the information or explanation presented. (W.7.2f)


Writing Instruction: WftB & Beyond: WftB & Beyond -‐ Varied Transition Words and Phrases

o Strategy #2 pgs. 158-‐164 o 226-‐228 WFTB & Beyond Manual

Using the Double Map, write paragraph(s) comparing and contrasting the 2 pieces of text. Use evidence from the text to support your response making sure you use correct transitions for compare/contrast.


Language Grammar Task: Comma Usage & Capitalization Make sure that the comma usage and capitalization is correct.


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“Out of the Ballpark” (Newspaper Article) pg. 305 and On-‐Line Articles Update

5-‐6 Days

Standards: RI.7.1, RI.7.2, RI.7.3, RI.7.4, RI.7.6, RI.7.8 Vocabulary: stature (306), endeared, humility (307), wreaking havoc (308), propelled

Theme Connections This lesson is an opportunity for students to read a newspaper article about two sports figures. Based on what they read, students will get an opportunity to become familiar with reading a nonfiction text and identifying the author’s perspective. This newspaper article is a reminder that real-‐world sports heroes are scrutinized for their actions outside of sports. They face many choices about what they will do with their success. It takes courage to make the right choices and be a role model. Reader and Task Considerations: Students may have difficulty with some of the vocabulary and complex sentences. Slow down and reread some of the sentences that seem lengthy and discuss for understanding. During the week students will:


In addition, there will also be a focus standard for each week. Below is a suggestion on how to address the focus standards of the week which is RI.7.8 (Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.)

Learning Targets Focus of Instruction: Reading and Responding to Text • I can read the text

to look for specific evidence. (RI. 7.1)


• I can identify the different character traits of a hero. (RI7.3)


First Read • As students read the article independently, have them record information about the 2 athletes in circle maps. Describe McGwire’sPhysical Appearance

McGwire’s thoughts and actions

Direct statements about McGwire

What others think about the McGwire

Mark McGwire

Use Text Evidence in the Circle Map

Describe Sosa’sPhysical Appearance

Sosa’s thoughts and actions

Direct statements about Sosa

What others think about the Sosa

Sammy Sosa

Use Text Evidence in the Circle Map

• I can trace and evaluate the argument and specific claims in a text. (RI.7.8)

• I can cite several

Reread to Gather Evidence/Information and Respond to Text • Reread certain scenes from the text aloud with students and engage them in a class discussion with the following questions.

o On page 307, Sammy Sosa stated that he would still be happy if Mark McGwire ended the season with more homeruns. What does this reveal about Sosa?

o “…the conduct of the Cubs right fielder was refreshing” is found on page 307. Give examples from the text of the conduct and why it was


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pieces of text evidence to support analysis of what the text says. (RI.7.1)

• I can determine the author’s point of view and purpose. (RI7.6)

• I can determine the meaning of words and phrases, including figurative, connotative meanings and how it impacts meaning and tone. RI.7.4)

refreshing. o On P. 308 the author claims, “With equal parts skill and heart, they propelled themselves into sports history.” What evidence does the

author use throughout the article to support this claim? o What evidence of courage do the two ballplayers show? Use text evidence to support your response. o After reading the section entitled, “Better Than Babe Ruth,” do you agree with the author that Mark McGuire is better? Use text evidence

to support your response. Use a One-‐Sided Multi-‐Flow Map. o The subheading for the section on Sosa is entitled, “Strength of

Character.” Does having character exemplify courage? Explain using examples from Sosa’s section. Use a One-‐Sided Multi-‐Flow Map.

Mini Lessons o Features of a newspaper article o Author’s claim and evidence

https://learnzillion.com/search?utf8=%E2%9C%93&query=author%27s%20claims&page=1&models[]=LessonSet&models[]=Resource o Analyzing character

https://learnzillion.com/lessons/1979-‐determine-‐a-‐characters-‐traits-‐by-‐examining-‐evidence-‐from-‐the-‐text

Learning Targets Focus of Instruction: Writing • I can use

appropriate transitions to clarify the relationships among ideas. (W.7.2.c)


Writing Instruction: • WftB & Beyond: Reading/Writing Task: As a whole group, read the excerpt from the on-‐line article titled, “Sosa-‐McGwire: “The Shock & Awe Summer of 1998” and the on-‐line short article (attached on the next page) on the “Top Ten Sports Figures Whose Careers are Tarnished by Steroids” http://www.toptenz.net/top-‐10-‐sports-‐figures-‐steroids.php Now, have students respond to the following prompt: After reading, “Out of the Ballpark,” and the other two articles, respond to following question. Is it the responsibility of sports figures to act as role models? Use information from all three texts to support your response. (You could use this prompt as a debate instead of a as writing activity only.)

• I can add figurative language appropriately to my writing. (L.6.5)

Language Grammar Task: Figures of Speech Have students reread their paragraph and add an idiom, simile, or metaphor for added meaning.


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Sosa-‐McGwire: The Shock & Awe Summer Of 1998 (Excerpt) June 26, 2013 1:26 PM By Eldon Ham-‐

(CBS) When the month of June drew to a close exactly 15 years ago, it was about to become the greatest individual home run month in the history of baseball. Sammy Sosa and Mark McGwire electrified America, but we would soon learn that it had all happened during the heart of the steroid era.

Baseball is an American institution, a swing-‐for-‐the-‐fences proxy for American capitalism, and so the steroid desecration of baseball and its storied history is part of a referendum on who we are as a nation. If we are willing to pervert baseball, can the rest of America be far behind? It wasn’t, and America was soon bloated on the excesses of inflated home prices and gimmicky securities, all of which were about to burst like a steroid home run bubble.

The baseball excesses were remarkable. Not only did two sluggers launch a combined 30 home runs during June alone, the once likeable Cub, Sammy Sosa, set the single-‐month long ball record of all time by slamming 20 all by himself. Today, 20 home runs would be a good season for almost any player, but this was 1998, a whole summer of baseball shock and awe. Suddenly it seemed like baseball, capitalism, and debt were all on steroids, a revelation that even changed our language: a car on steroids, an airplane on steroids, a book on steroids. That’s what baseball does: it invades our gut like no other sport. It provided comfort during World War II thanks to Roosevelt’s famous green light letter, influenced presidents from Taft to Bush, and has changed our language multiple times with terms like left field, striking out, home run bombs, curve balls, and screwballs.

When Babe Ruth slammed his vaunted 60 in 1927, Ruth challenged the baseball world, “Let see some sonovab—-‐ top that.” A few eventually would, but it took 74 years and a juiced recipe to do it.

Notwithstanding the stellar years of Ruth, Gehrig, Foxx, Greenberg, DiMaggio, Mays, Aaron, Mantle, Maris, and other icons, the six greatest home run seasons in major league history all occurred from 1998 to 2001 by just three tainted names: Sosa, McGwire, and Bonds.

America’s other problems would soon be much worse, of course like the 2008 housing bubble collapse that wreaked its brutal carnage on Middle America. But thanks to time, fate, and the Fed, our economic bubble is slowly and painfully mending itself.

Although part of a mere game, baseball’s sacred records are also a slice of America’s history, culture, and national integrity. But major league baseball is partly right: we can’t really give an asterisk to every player after 1997 or arbitrarily red flag a select few individuals. But neither do we have to accept that nothing can be done at all. The truth deserves more. And there is, in fact, a workable solution that is simple, fair, and historically correct.

Roger Maris, long deceased, still battles a fictional asterisk that tarnished his own home run record. What about now assigning an actual asterisk to two specific hitters, designating Hank Aaron and Roger Maris as “the last record holders in the pre-‐steroid era”? This asterisk would honor history and tradition, yet would also recognize the steroid era while not impugning anyone in particular. Most of all, it would set the official record straight. An important step, since the last time we lied about baseball, we found ourselves in a long line of falling dominoes that ended with the near collapse of America itself.

Eldon Ham is the legal analyst for WSCR sports radio; the author of All the Babe’s Men: Baseball’s Greatest Home Run Seasons and How Changed America; and an adjunct professor of Sports, Law & Society at IIT/Chicago-‐Kent College of Law.


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Begin Explanatory Process Paper –Courageous Characters

2-‐3 Days

Standards: W.7.2, W.7.4, W.7.5 Vocabulary: Courage Characteristics Participant submit

Theme Connections This lesson is an opportunity for students to read a prompt to unpack what it is asking the writer to do. Writer and Task Considerations Students will need support unpacking a prompt. Students will need modeling of the process of taking a prompt all the way to a final piece. During the week students will:

• collaboratively discuss text dependent questions • write daily about the prompt • complete activities that build understanding of the prompt

In addition, there will also be a focus standard for each week. Below is a suggestion on how to address the focus standards of the week which is W.7.2 (Write informative/explanatory texts to examine a topic and convey ideas, concepts, and or information through the selection, organization, and analysis of relevant content).

Learning Targets Focus of Instruction: Reading and Responding to Prompt • With guidance and

support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.7.5)

Prompt Your task is to examine the topic of Courage. You are a participant in a writing contest for the school newspaper. The title of the writing is “Courageous Characters.” You will submit an essay where you define courage through examples from the characters (real and imagined) you have read and discussed this quarter.

• I can organize my

information using various strategies. (W.7.,2a)

Reread to Gather Evidence/Information and Respond to Text/Prompt • Analyze the Prompt

o The teacher helps the students understand the prompt by focusing on key words: define courage, examples through characteristics …(page 135 WftBB Expository)

• Brainstorm ideas for Writing (page 135) o Create a CIRCLE MAP with “what is courage” in the center of the map. o Brainstorm with the students all of the characteristics of courage. o Students should then add their own ideas about the characteristics of courage,

using their teacher’s map as a model. o With a partner, students should ORALLY share their ideas and then add

those ideas to their own map.


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• I can develop the topic with relevant facts, definitions, concrete details, and quotations. (W.7.2b)

(Modified from the WFTBB Expository Manual)

• The teacher then asks students to choose 3 definitions/characteristics that they believe are the strongest based on what they have read and discussed. This may be a class common set of qualities or students may choose their own if they are ready. o The teacher asks for volunteers to share their chosen definitions/characteristics and support their choices with evidence.


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(Modified from the WFTBB Expository Manual)


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• I can introduce the topic of my text. (W.7.2a)

Day 2 Write an Opening Paragraph

• The teacher adds a box over the three boxes she has already drawn on the FLOW MAP. • She then models writing an opening paragraph that will show the thesis statement/opinion and contains the global reasons. (This

modeling will not teach the strategy of Well Thought -‐ Out Openings yet.) (Modified from the WFTBB Expository Manual)

Thesis Statement

Preview of Global Reasons


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• I can introduce the topic of my text. (W.7.2a)

NOW…teach students at least two types of leads (Well Thought-‐Out Openings) Activity #5, (pgs. 174-‐177, 236-‐240) WFTBB manual Samples:

General Statement… Courage can be defined as strength in face of pain or grief.

Quote a Respected Source…. “I learned that courage was not the absence of fear, but the triumph over it. The brave man is not he who does not feel afraid, but he who conquers that fear.” Nelson Mandela


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The following activities/lessons can continue after the opening paragraph/introduction OR you can wait a few weeks so students can continue building content knowledge about heroic qualities through their reading. Each lesson (for the process) is referenced here AND within each lesson. Extend with Details to Clarify The teacher draws lines under each box of her FLOW MAP. She then adds words/phrases (text evidence from readings and discussions) that will be used to form sentences to support the particular Global Reason/Courageous Characteristic.

• She explains that the elaboration sentences help to clarify for the reader what the writer is thinking about when sharing the quality.

One way to clarify is to write a sentence of explanation; in other words, a restatement of the quality in other words. “By this I mean, bravery is a quality of spirit that enables one to face danger or pain without showing fear. (BRAVERY)

o Another way to clarify is to provide general examples. When given choices, the courageous character will never take the easy way out. He/she will do what is right. (DOING THE RIGHT THING)

o Another way is to use the text evidence from the readings and discussions. “Jackie Robinson, in ‘The Noble Experiment, ’ had to endure other people’s hatred and threats, without fighting back or running away.” (FEELING FEAR, YET CHOOSING TO ACT)

The students then draw lines under each of the boxes and add words and phrases of clarification and evidence. Students should collaborate on ideas and teacher should monitor for accuracy. Modified from the WFTBB Expository Manual)


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• I can use transitions to clarify relationships among my ideas. (W.7.2c)

DATE to BE DETERMINED when students are ready

Oral Rehearsal The teacher models for the students how to orally rehearse their compositions from their FLEE Maps. She explains that this helps her later create sentences with words and phrases, and to determine if there is some other detail or descriptive language that she would like to include in her writing.

o Students pair up and orally rehearse…They should go back to their desk and immediately fill in extra details that surfaced from their conversations.

Transitions Model adding the transition phrases on top of the boxes to help the reader move from one quality to the next. These phrases can serve as PLACEHOLDERS until students can use their own. It would be helpful to have a list posted in the room or in their writing portfolio.

from the WFTBB Expository Manual)


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• I can construct a concluding statement or section of an informative /explanatory text. (W.7.2e)

Write a Closing Paragraph The teacher reminds the student that a closing paragraph (conclusion) differs from the introduction. It does not repeat the introduction. It should remind the reader of the thesis and the global reasons, but not restate them.

from the WFTBB Expository Manual)

• Then teach Well Thought-‐Out Closings -‐ Emotional triggers or Echo the Introduction.

Strategy #6 pgs. 178-‐183, 241-‐244 WFTB & Beyond Manual *Have students revise conclusion with well thought-‐out closing added.

Share orally. • Revise/Edit • Publish


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I can strengthen my writing by revising and rewriting, or trying a new approach. (W.7.5)

Mini-‐lessons

o Thesis Statement o Global Reasons/Big Ideas o Unpacking a prompt o Revision o Peer Editing

Learning Targets Process Papers should be published and placed in Writing Portfolio • I can produce clear and

coherent writing that is appropriate to task, purpose, and audience, (W.7.4)

• Encourage feedback by publishing, posting, sending home for parent feedback, developing a class read-‐around or school loop version.


Language Grammar Task: Comma Usage Students should continue to work on comma usage this week. Have them reread their writing task and check their comma usage.


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“The Noble Experiment” (Autobiography) pg. 287

4-‐5 Days Standards:RI.7.1, RI.7.2, RI.7.3, RI.7.4, RI.7.6 Vocabulary: bluff (289), indignant (290), retaliate (290), opposing and opposition ( 290) segregate (290), shrewdly(290) eloquence (290), conceal (291), hypocrite and hypocrisy(291), cynical (291), integrate (291), insinuation (292), speculate (292),incredulous (292), stakes (293), taunt (294) unendurable (294), infuriate (294)

Theme Connections This reading shows that social change comes through non-‐violence and personal courage in the face of adversity.

Reader and Task Considerations This excerpt from Jackie Robinson’s autobiography, I Never Had It Made, begins with the history behind Branch Rickey’s plan to integrate major league baseball. During his stint as a college baseball coach, Mr. Rickey witnessed first-‐hand discrimination against a black baseball player who was not allowed to stay at the same hotel as his teammates. The events had devastating effects on the player and made a lasting impact on Branch Rickey. Read the Build Background section on page 287 and review the photos throughout the selection to get a feel for time period and setting. During the week students will:


In addition, there will also be a focus standard for each week. Below is a suggestion on how to address the focus standards of the week which is RI.7.2 (determine a theme or central idea of a text and analyze its development over the course of the text).

Learning Targets Focus of Instruction: Reading and Responding to Text • I can read the text to

look for specific evidence. (RI. 7.1)


First Read • In groups, have students write a definition for Segregation. Share orally. Give them the textbook definition: The action or state of setting

someone or something apart from other people or things or being set apart. The enforced separation of different racial groups in a country, community, or establishment. You may use a Circle Map if you like. Have students share examples and synonyms.

• Read the entire selection or break up into chunks. Students could text-‐tab using post-‐its examples of segregation.

• I can determine the meaning of words and phrases, including figurative, connotative meanings and how it impacts meaning and tone. RI7.4)

• I can cite several pieces of text evidence to support analysis of what the text says. (RI.7.1)I can analyze the development of a theme


o Branch Rickey recalls a memory of a black athlete named Charlie who was refused the same accommodations as his teammates. What

was the significance of this memory to Branch Rickey? What was the author’s purpose in including this memory at the beginning of the text? (page 289)

o What is “Rickey’s noble experiment”? Why would the plan Branch Rickey created be considered “noble”? Use evidence from the text that describes Rickey’s noble experiment as well as why it is considered noble. (page 290)

o On page 290, the text states, “…stand up in the face of merciless persecution and not retaliate.” Why would the ideal candidate for this project need to be able to demonstrate these characteristics?


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or central idea throughout a text. (RI.7.2)

• I can determine an author’s point of view or purpose in informational text. (RI. 7.6)

• I can analyze the interactions between individuals, events, and ideas in a text. (RI.7.3)

o What does Robinson mean when he says of African Americans, “We go through life walking a tightrope to prevent too much disillusionment”? Use textual evidence to prove your answer. (page 291)

o “Here we go again, I thought. Another time wasting experience.” How might you characterize Jackie Robinson based on this quote? What previous events had led Jackie Robinson to respond in this way? (page 291)

o Jackie describes his reactions to Branch Rickey’s offer as, “some kind of weird mixture churning in a blender.” Why was he experiencing this internal conflict? State specific evidence from the text that helps you to infer this. (page 292)

o What evidence from the text supports the inference that Jackie Robinson was offended by Branch Rickey when he said, “What I don’t know is whether you have the guts.” Why does Branch Rickey ask Jackie Robinson this question? (page 292)

o What was Branch Rickey’s purpose in thoroughly investigating Jackie Robinson? Cite textual evidence to prove your answer. (page 293) o What conclusions did Branch Rickey come to about Jackie being called a “racial agitator”? How did the color of Jackie’s skin impact that

belief? (page 293) o Why does Jackie refer to personal dignity as, “the most luxurious possession”? Give textual evidence to support your reason. (page 294) o Steadfastly means, dutifully, unwavering, immovable. On page 294, Mr. Rickey insists that Jackie Robinson stay, “steadfastly loyal to our

ultimate aim.” What was the ultimate aim and why was it crucial that Robinson stay loyal? o Branch Rickey asked Jackie Robinson, “Have you got the guts to play the game no matter what happens?” What did Jackie have to

consider before he committed fully to the plan? State evidence from the text to support your answer. (page 294) o What can be inferred from the statement, “I had already begun to feel I had to do it for Branch Rickey”? (page 295)

Mini Lessons • Elements of an autobiography vs. biography (page 97 – Teacher Wraps) • Theme or Central idea:

https://learnzillion.com/search?utf8=%E2%9C%93&query=central%20idea%20in%207th%20grade&page=1&models[]=LessonSet&models[]=Resource

Learning Targets Focus of Instruction: Writing • I can produce a clear and

coherent paragraph in which the development and organization are appropriate to the task. (W.7.4)

Writing Instruction: Teach Personal Examples o Strategy #4 pgs. 169-‐173, 232-‐235 WFTB & Beyond Manual

Writing Task: Both Branch Rickey and Jackie Robinson showed tremendous courage in the face of opposition that led to the success of the “Noble Experiment.” Based on your reading, discussion, and evidence, who do you believe showed more courage-‐-‐-‐Branch Rickey or Jackie Robinson? Write a paragraph discussing who showed more personal courage. Be sure to state your argument and prove your choice using textual evidence and personal examples if possible.


Language Grammar Task: Comma Usage Students should continue to work on comma usage this week. Have them reread their writing task and check their comma usage.


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“Courageous Characters” On-‐line Articles

2-‐3 Days

Standards: (RI.7.1, RI7.4, RI.7.5, RI7.9) Vocabulary: (As needed)

Theme Connections This lesson is an opportunity for students to read a variety of internet articles that provide insight into the characteristics of courage. Based on what they have read, students will learn about how websites can be good sources of factual information. In order to find information on a website, you need to understand how the information is organized on the site and the features you can use to get to the information. Reader and Task Considerations During the week students will:


In addition, there will also be a focus standard for each week. Below is a suggestion on how to address the focus standards of the week which is RI.7.9) (Analyze how two authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.)

Learning Targets Focus of Instruction: Reading and Responding to Text • I can analyze the

organization of an informational text.(including how the major sections contribute to the whole sections contribute to the whole and to the development of ideas.) (RI.7.5)

First Read http://opishposh.com/10-‐of-‐the-‐most-‐courageous-‐people-‐in-‐history/ “10 of the Most Courageous People in History” http://mentalfloss.com/article/56157/11-‐incredible-‐acts-‐courage “11 Incredible Acts of Courage” These on-‐line articles are short. Students could read in the computer lab or on IPads…OR articles could be printed.

• When reading a website, you need to understand how the information is organized on the site and the features you can use to get to the information. Use the Teacher Wraps at the bottom of page 261(LOL) to guide students through reading a Web site.

• If reading from a page, students could pass around articles and share out information with one another or work together to find evidence.

1. • I can refer to text to

answer questions, and I can support my response with evidence. (RI.7.1)

• I can determine the meanings of figurative and literal phrases in the text. (RI.7.4)

• I can contrast how multiple authors emphasize evidence or interpret facts

Reread to Gather Evidence/Information and Respond to Text

• Establish a reading protocol: Jigsaw, group read, individual note-‐taking, etc…based on your students’ needs.

• Develop some guiding questions. You could use some of the essential questions from Stage 1 to guide students’ academic conversations.


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differently when presenting information of the same topic. (RI.7.9)

1. What is courage? 2. How is courage revealed? 3. How does reading from different texts about the same topic build our understanding? 4. How do individuals survive in challenging environments? 5. Why do characters/people change or evolve?

Learning Targets Focus of Instruction: Writing

• I can provide a concluding statement or section that follows from the information or explanation presented. (W.7.2f)

Writing Instruction: WftB & Beyond -‐ Well Thought-‐Out Closings Activity #6, (pgs. 178-‐183, 241-‐244)

Writing Task: Research another website about courageous people. Choose one person you are interested in. Write a paragraph about your courageous person explaining why they stand out. Be prepared to share…


Language Grammar Task: Capitalization Make sure that the capitalization is correct by switching papers with a partner and reviewing the work. Talk over any errors.


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“Van Gogh”– (Non-‐ Fiction Excerpt) Close Reading and Writing Task

5 Days

Standards: RI.7.1, RI.7.2, RI.7.3, RI.7.4, RI.7.6

Reader and Task Considerations You will have the ability to utilize the Anchor Papers and the Power Point to assist you. These tools are available on MyPD. Use this Close Reading passage to slow down the learning and fill in instructional gaps for students. During the instructional time, students will:

• Read independently and take notes on the text • Refer to the text to answer questions • Cite text evidence accurately • Collaboratively discuss text dependent questions • Add notes to their own to increase meaning of the text • Write a Process Paper utilizing their notes and a Flee Map • Revise following mini-‐lessons, anchor paper instruction, and peer revision

Learning Targets Focus of Instruction: Reading and Responding to Text • I can determine the

meaning of words and phrases. (RI.7.4)

• I can read the text to look for specific evidence. (RI.7.1)

• I can identify the central idea of the text. (RI.7.2)

First Read • Have students read the text independently and jot down their thoughts on the chart. • Teach note-‐taking by text tabbing, highlighting or underlining important ideas. Model your process.

• I can refer to text to answer questions, and I can support my response with evidence. (RI.7.1)

• I can analyze how differences in the points of view affect the reader. (RI.7.6)

Reread to Gather Evidence/Information and Respond to Text • Students will read to answer questions about the text citing evidence. • Students will collaborate with others on their responses adding new ideas to their own. • Mini-‐lessons might include: collaborative conversation structures, citing evidence, central ideas, word choice, etc.

Learning Targets Focus of Instruction: Writing

• I can produce clear and coherent writing in which the development, organization and style are appropriate to the task. (W.7.4)

Writing Instruction: Teacher modeled lesson as needed. Teacher may take to a FLEE Map, a full writing, or a portion of an essay (intro, body paragraph, conclusion). Student responses to text-‐dependent questions are significant to the understanding of the reading and responding…Please focus on this as well. Students will be working independently on their Reading/Writing assessment following this lesson. Writing Task: Prompt is embedded in the Close Reading Task.

ubd pacing grade 7 quarter 1 2015-2016 draft

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