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UCSD # 1
Grade 7 English Unit Framework
2013-2014 MIDDLE SCHOOL ENGLISH FRAMEWORK
Quarter andUnit
Estimated Number of
Days
Reading Focus should include:- Writing as a support- Language Usage Standards 4, 5, 6- Speaking/Listening Standards 1, 6- Lots of independent reading- Other forms of reading as supports
Writing Focus should include:- Reading as a support (e.g. mentor texts)- Language Usage Standards 1, 2, 3- Lots of independent reading
Quarter 1Unit 1 5 days
Launching the WorkshopRL: 9SL: 1ab
Launching the Workshop
Quarter 1Unit 2
30-40 days Narrative 1 ( primary genre short story with nonfiction support)RL: Primary Standards: 2, 3 (elements), 1, 6 Supporting Standards: 4, 5SL: 1abLU: 4ac, 5ab, 6
Summative Assessment: (see grade specific unit)
Due by: Oct 17
Narrative (narrative forms with a primary emphasis on character)W: 3abcde, 4, 5LU: 1, 2
Product:7- Realistic Fiction that evolves a character/ believable internal or external conflict/ 3rd person point of view*
Quarter 2Unit 3
5 days Media/Technology: Finding and Analyzing SourcesRI: Primary Standards: 8 Supporting Standards: 7
Media/Technology: Finding and Analyzing SourcesW: 6, 7, 8, 9b
Quarter 2Unit 4
40 days Argument (primary genre nonfiction with supporting fiction)RI: Primary Standards: 8, 1, 2, 6, 9 Supporting Standards: 3,4,5SL: 1abcd, 3, 4LU: 4abc, 5bc, 6
Summative Assessment: (see grade specific unit)
Due by: Dec 20
ArgumentW: 1abcde, 4, 5, 6, 8, 9bLU: 1, 2
Written Product:7- Letter to a legislator
Speaking/Listening: ArgumentSL: Audience: 2, 3 / Speaker: 4, 5
Presentation Product:7- Proposal to legislator
Quarter 3Unit 5
30-40 Days Narrative 2 (Primary genre Novel with nonfiction support)
Argument: Literary AnalysisW: 1abcde, 4, 5, 6, 9a
RL: Primary Standards: 9, 1, 2, 3 (elements) Supporting Standards: 4, 5, 6SL: 1abcd, 3LU: 3, 6, 4abc, 5a
Summative Assessment (see grade specific unit)
Due by: February 12
LU: 1, 2
Product:7- Literary essay on theme through setting
Quarter 4Unit 6
35 days Research: Informative or Expository (primary genre nonfiction with supporting fiction)RI (L): Primary Standards: 1, 2, 3, 5, 8, 9 Supporting Standards: 4SL: 1abcd, 2LU: 4abcd, 6
Summative Assessment: (see grade specific unit)
Due by: April 11
Research: Informative or ExpositoryW: 2abcdefg, 7,9LU: 1, 2, 3SL: 4, 5
Product:7- Magazine article and posting/creating web page/blog etc. collaborate
Quarter 4End Of CourseAssessment
2-3 Days BIG BY- End of Course Assessment
Total4 Summative Assessments standards 1-91 End of Course (majority of standards)
BIG BY- End of Course Assessment
Total4 Major writing pieces1 Major speech1 End of Course (focus on argument writing)
Quarter 4Unit 7
5 days Film StudyRL: 7
Film StudyProduct: T-chart comparison
Standard Unit 1- Launching Unit 2- NarrativeR-Narrative- SSW- Narrative
Unit 3- Finding and Analyzing Sources
Unit 4- ArgumentR- ArgumentW- Argument
Unit 5- NarrativeR- Narrative- NovelW- Literary Analysis
Unit 6- ResearchR- Informative/ expositoryW- Informative Expository
Unit 7- Film Study
RL/RI 1 P P P PRL/RI 2 P P P PRL/RI 3 P S P PRL/RI 4 S S S SRL/RI 5 S S S P
RL/RI 6 P P SRL/RI 7 S PRL/RI 8 P P PRL/RI 9 P P P PRL/RI 10 X X X X X XW 1 P PW 2 PW 3 PW 4 P P PW 5 P P PW 6 P P PW 7 P PW 8 P PW 9 P (b) P (b) P (a) PW10 X X X X X XSL 1 P (a,b) P (a,b) P(a,b,c,d) P (a,b,c,d) P (a,b,c,d)SL 2 P PSL 3 P PSL 4 P PSL 5 P PSL 6 P
LU 1 P P PLU 2 P P PLU 3 P PLU 4 P (a,c) P (a,b,c) P (a,b,c) P (abcd)LU 5 P (a,b) P (b,c) P (a)LU 6 P P P P
UNIT 2: Narrative One
Reading Unit Overview: This unit teaches students to use elements and evidence to determine theme primarily in short stories. Since this reading process is cyclical, readers can enter at any point
Reading Process for Unit:
Specific Forms/Genres and Standards for Reading part of the unitSpecific Forms/Genre: short stories with nonfiction supportReading Primary Standards/Teaching Points for the Unit
Speaking/Listening Supporting Standards/Teaching Points for the Unit
Language Usage Supporting Standards/Teaching Points for the Unit
RL 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 2a. Teaching Points- Objective summary
- I can identify story elements plot, characters, setting, point of view
- I can sequence events in the plot - I can understand the interaction between different elements of the story - I can recognize key events in the story - I can recognize the relationship between plot, character and theme 2b. Teaching Points- Determining theme -What is theme? (An underlying message or lesson conveyed through the story) - I can define theme using 7th grade language - I can explain what theme is and what role it plays in literature - I can follow the progression/development of a theme as the plot and characters evolveRL 3- Analyze how particular elements of a story or drama interact (e.g. how setting shapes the characters or plot) 3a. Teaching Points- Connect ideas in the story to: other
SL 1a- come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text or issue to probe and reflect on ideas under discussion 1a. Teaching Points - I can come to discussions prepared, having read or studied required material - I can explicitly draw on that preparation by referring to evidence on the topic, text or issue - I can probe and reflect on ideas under discussionSL 1b- Follow rules for collegial discussions, set specific goals and deadlines and define individual roles as needed 1b. Teaching Points - I can follow rules for collegial discussions - I can set specific goals and deadlines - I can define individual roles as needed
LU 4a- Use context (e.g. 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 4a. Teaching Points - I can use context (the overall meaning of a sentence or paragraph) as a clue to the meaning of a word or phrase - I can use context (a word’s position or function in a sentence) as a clue to the meaning of a word or phraseLU 4c- Consult reference materials both print and digital to find the pronunciation of a word or determine or clarify its precise meaning or part of speech 4c. Teaching Points - I can consult print reference materials for pronunciation of a word , clarify precise meaning or its part of speech - I can consult digital reference materials for pronunciation of a word , clarify precise meaning or its part of speechLU 5a- Interpret figures of speech in context (e.g. literary, biblical and mythological allusions) in context
determine theme
cite multiple textual reasons
supporting theme
understand, character, plot,
point of view to and explain how they
develop theme
elements of the story, other stories, the world outside the text - I can explain a logical connection between setting, character, conflict within the text - I can relate our world to the world in the story - I can find similarities between problems in the real world and the problems faced by characters in the story - I can analyze the relationship between actions and outcomes in the storyRL 1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the textTeaching Points - I can find quotes from the text to logically support ideas about theme - I can explain the connection between the theme and lines I quoted from the text - I can explain how evidence supports theme (s) in the storyRL 6- Analyze how an author develops and contrasts the points of view of different characters or narrators in a text
LU 5b- Use relationships between particular words (e.g. synonym/antonym, analogy) to better understand each of the words 5ab. Teaching Points - I can identify figures of speech/allusions - I can recognize their allusion - I can interpret what they mean in relation to the storyLU 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
Supporting Standards:RL 4- Determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem, section of a story or dramaRL 5- Analyze how a drama’s or poem’s form or structure contributes to its meaning
Reading Summative Assessment: Measured Progress computer assessment on Primary and Supporting Standards.
[Note: performance assessment below can also be used as needed]
Success Criteria80% on all standardsGrowth on identified problems of practice
Narrative Unit 1: Summative Assessment Reading
What things do we notice throughout the story? Please fill out the table below twice.
1. As you begin reading stop at the end of page one. Write down important things you noticed about the setting, main character, point of view, and the primary conflict in the story.
2. At the end of the story take a few minutes to jot down some things you noticed or throught about differently at the end of the story vs. at the beginning.
Things I noticed at the end of page 1
How things changed by the end of the story
Setting
The main character
Point of view
Conflict
1. After reading the short story, The Jacket, use the chart above to help you in writing one sentence that you think best explains a central theme in this text. A. Create a list of quotes (5 minimum) from the text to support your one sentence as being a central theme. B. Directly following each quote, write an explanation of why that quote supports your idea of theme.
2. How would have that theme been different if you only used information from the first column of the chart?
Writing
Writing Unit Overview: The writing aspect of this unit focuses on students writing narratives with a primary focus on developing characters, writing from a consistent point of view and using specific narrative techniques.
Specific Forms/Genres and StandardsSpecific Forms/Genre: Fiction characterWriting Primary Standards/Teaching Points Language Usage Supporting Standards/Teaching PointsW 3- Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences - I can engage and orient the reader by establishing a context - I can establish a context by introducing the narrator and/or characters - I can organize an event sequence that unfolds naturally and logically - I can use narrative techniques such as dialogue, pacing and description to develop experiences, events and/or characters - I can use a variety of transition words, phrases and clauses to convey sequence and signal shifts from one time frame to another - I can use precise words and phrases, relevant descriptive details and sensory language to convey experiences and events - I can provide a conclusion that follows from the narrated experiences or eventsW 4- Provide clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audienceW 5- With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach., focusing on how well purpose and audience have been addressed (editing for LU 1-3)
(primarily use for editing purposes)LU 1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 1a- Explain the function of phrases and clauses in general and their function in specific sentences 1a. Teaching points - I can recognize phrases - I can recognize clauses - I can explain how phrases and clauses help relate ideas in a sentence 1c- Place phrases and clauses within a sentence recognizing and correcting misplaced and dangling modifiers 1c. Teaching points - I can add phrases and clauses to add detail and explanation - I can use phrase and clauses to change relationship of ideas in a sentenceLU 2- Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing 2a. Use a comma to separate coordinate adjectives 2b. Spell correctly
Summative Assessment/Writing ProductsWriting will be fiction that evolves a character/believable internal or external conflict/3rd person point of view*
Success Criteria- writing should1. Establish a context2. Establish a credible internal/external conflict3. Establish and maintain a 3rd person point of view4. Use a natural and logical sequence5. Use various narrative techniques (dialogue, pacing, description)6. Use transitions, phrases, clauses to signal shifts7. Use precise words, relevant details, sensory language8. Provide a clear conclusion
UNIT 3- Media/Technology: Digital Media SkillsUnit Overview: This unit is designed to effectively teach digital research skills (find, evaluate, and cite sources) that will support other units requiring research throughout the rest of the year.
Reading Unit Overview:
Specific Forms/Genres and Focus StandardsFocus StandardsW 8- Gather relevant information from multiple print digital sources using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.Supporting StandardsW 7- Conduct short research projects to answer a question, drawing on several sources and generating additional related focused questions for further research and investigation.
Formative Assessments and Teaching PointsGrade 7 Online Resources : http://www.uinta1.k12.wy.us/academics.cfm?subpage=1681358NoodleToolsGoogleGoWYLD
Possible Research Topics for this Unit:1. Euthanasia at animal shelters2. Dress codes at school3. Protection of endangered speciesLesson One: Overview & NoodleToolsTeaching Points: I can compile bibliographic information using a digital tool.Teaching Resources
Overview 7th Grade (PP) NoodleTools Sign In (PP) 7th Unit Assessment (doc) NoodleTools (via student homepage) Research Map http://www.uinta1.k12.wy.us/files/758483/ReSearchMap.gif
1st Block- Introduce unit using Overview PP- Introduce NoodleTools using PP- Students set up/login to NT account and practice adding citations (Citation level: Junior)
2nd Block- Students access assessment wks using My Big Campus- Students choose topic for unit- Create project in NoodleTools for this unit
Assessment Worksheet- Choose and enter research topic
Lesson Two: Google SearchingTeaching Points: I can develop effective search queries, understand search results and re-focus my search using Google filters and search operators.
Teaching Resources Google 7th (PP) 7th Unit Assessment (doc) Google Tips 7th (doc) Google Search Operators (doc) Research Organizer (doc)
1st BlockGoogle Search PowerPoint
- About Google search- Choose best terms- Understanding results- Narrowing search using- Google filters- Operators (OR, “”, -)
2nd Block- Students search for resources about their selected topic- Add source citations to NoodleTools project (minimum 10)
Assessment Worksheet- Enter 5 search terms or queries they used in their research and at least 1 that utilizes search operators- Identify the best search query
Lesson Three: Credibility of SourcesOptional Lesson: GoWYLDTeaching Points: I can assess the credibility of internet resources based on set criteria.Teaching Resources
Credibility 7th Grade (PP) 7th Unit Assessment (doc) Website Eval WKS (doc)
* See also tutorial slide presentation within NoodleTools (citing resources)1st Block
- Credibility PowerPointo purposeo balancedo accurateo reliableo timelinesso identified source
-Students use worksheets to assess credibility2nd Block-Students evaluate the 10 resources they have found for their topicAssessment Worksheet- Complete the part of the worksheet that corresponds with the website credibilityOptional Lesson
GoWYLD PowerPoint- Introduce deep web- Introduce GoWYLD as a specialized database useful for student research
Lesson Four: Quoting & Paraphrasing/NoodleNotesTeaching Points: I can quote or paraphrase data and conclusions using online tools.Teaching Resources
NoodleNotes 7th Grade (PP) 7th Unit Assessment (doc) NoodleTools (via student homepage)
* See also tutorial PowerPoints within NoodleTools (homepage tutorials & guide)1st Block
- NoodleNotes PowerPointo Copy & paste into notecardo Mark-up texto Quote/paraphraseo My ideaso Link to bibliographyo Assign tagso Notecards on tabletopo Search cards using tagso Use notecards with outlines
2nd Block- Students complete 4 notecards in NoodleTools
o 2 direct quoteso 2 paraphrased statements
Assessment Worksheet- Copy & paste notecard information into the assessment worksheetLesson Five: Complete Assessment WKSTeaching Points: I can compile bibliographic information using an online tool.Teaching Resources
7th Unit Assessment (doc) Noodletools URL: www.noodletools.com
(access via student homepage)1st Worksheet-Show students how to copy and paste their bibliography from NoodleTools into their worksheet-Students copy and paste bibliography from NoodleTools to worksheet2nd Worksheet-Review assessment worksheet to make sure it is complete-Finish any incomplete tasksAssessment Worksheet-Copy & paste NoodleTools bibliography into assessment-Submit completed worksheet to teacher via e-mail or My Big Campus
Summative AssessmentStudent Directions: Complete the digital worksheet as you work through the lessons in this unit
Success Criteria1. Students have identified at least 10 digital sources that best support their argument and have a simple bibliography
Over the course of the unit you will be expected to find at least 10 digital sources that support your argument for your chosen topic and compile a simple bibliography using NoodleTools
After identifying 10 sources you will choose the best four sources and1. Find 2 quotes that best argues your position from 2 different sources2. Paraphrase 2 quote from 2 other sources that best argues your position3. Describe why each source is credible
2. Shows 2 best quotes to support their argument from 2 sources3. Paraphrases 2 quotes from 2 other sources4. Can describe why each source is credible
UNIT 4- Argument
Reading Unit Overview: This unit teaches students to prove claims with reasoning and evidence for a specific outcome. Students will have exposure to three types of arguments: fact, judgment and policy.
Specific Forms/Genres and Standards for Reading part of the unitSpecific Forms/Genre: nonfiction argument texts with fiction as an ongoing secondary focusReading Primary Standards/Teaching Points for the Unit
Speaking/Listening Supporting Standards /Teaching Points for the Unit
Language Usage Supporting Standards/Teaching Points for the Unit
RI 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 claimsRI 1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the textRI 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 textRI 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 othersRI 9- Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of factsGoal Strand 1: Characteristics of argumentative texts
I can determine when a text is designed to argue by... I can identify the characteristics of arguments by…
Goal Strand 2: Identify arguments I can read a text closely to determine an author’s
argument by (using various reading strategies)… I can identify an author’s point of view by… I can identify an author’s purpose by… I can navigate a text’s structure to understand the
argument by (identifying an author’s thesis)…Goal Strand 3: Identify and evaluate claims and reasons
I can identify different kinds of evidence (anecdotal vs. statistical/research-based) by…
I can determine whether evidence relates to or supports an argument by…
I can determine whether evidence is credible by… I can effectively explain how evidence connects to a claim
by...Goal Strand 4: Evaluate reasoning
I can determine whether a text is balanced or biased by… I can determine whether an author’s reasoning is
sufficient by... I can determine whether an author’s reasoning is
relevant by… I can determine whether an author’s reasoning is
accurate by… I can determine whether an author’s reasoning is
credible by…
SL 1- Engage effectively in a range of collaborative discussions with diverse partners, building on others’ ideas and expressing their own clearly and persuasively 1a- Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text or issue to probe and reflect on ideas under discussion 1a. Teaching Points - I can come to discussions prepared, having read or studied required material - I can explicitly draw on that preparation by referring to evidence on the topic, text or issue - I can probe and reflect on ideas under discussion 1b- Follow rules for collegial discussions, set specific goals and deadlines and define individual roles as needed 1b. Teaching Points - I can follow rules for collegial discussions - I can set specific goals and deadlines - I can define individual roles as needed 1c- 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 1c. Teaching Points - I can pose questions asking for elaboration - I can respond to questions with relevant elaboration - I can bring the discussion back on topic 1d- Acknowledge new information expressed by others and when warranted, modify their views 1d. Teaching Points - I can acknowledge when new information is presented - I can modify my view from new informationSL 3- Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidenceTeaching Points - I can identify a speaker’s main argument - I can identify a speaker’s claims - I can evaluate the soundness of reasoning - I can evaluate the relevance of evidence - I can evaluate the sufficiency of evidenceSL 4- Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts,
LU 4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases 4ab. Teaching Points - I can use the overall meaning of a sentence of paragraph for meaning - I can use the position of a word for meaning - I can use the function of a word in a sentence for meaning - I can use Greek affixes and roots for meaning - I can use reference materials to find pronunciation - I can find reference materials to find meaningLU 5- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings 5a. Teaching Points - I can identify figures of speech/allusions - I can recognize their allusion - I can interpret what they mean in relation to the storyLU 6- Acquire and use accurately grade-specific general academic words and phrases
I can identify poor reasoning by (looking out for logical fallacies)…
I can read arguments objectively by (being aware of my own biases that make objectivity difficult)…
details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation Teaching Points - I can present claims and findings - I can focus my points - I can use pertinent descriptions, facts, details and examples - I can use appropriate eye contact, volume and pronunciation
Supporting Standards:RI 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)RI 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 a specific word choice on meaning and toneRI 5- Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideasReading Summative Assessment: Measured Progress computer assessment on Primary and Supporting Standards [Note: Use the following summative assessment also as needed]
Success Criteria80% on all standardsGrowth on identified problems of practice
Success Criteria for Reading Summative Assessment below
1) Student demonstrates comprehension by paraphrasing texts
2) Student analyzes claims, reasoning, and evidence accurately
3) Student evaluates the quality of the argument, reasoning, and evidence
4) Student identifies author’s point of view5) Student identifies opposing viewpoints
Summative AssessmentSpecific Potential Reading(s)
I am the Cheese; The Woodsrunner; Where the Red Fern Grows; various non-fiction articles from a variety of sources across the political spectrum (samples attached)
Time Frame Two consecutive daysProcess Notes Day 1: reading & marking texts. Day 2: analyzing claims, reasoning, and evidence.Standard 8 (1,2) For each article, paraphrase the author’s major claim and then outline his major supports and
evidence in bullet form. Then answer the following questions:1. Does the author make a convincing argument? Why or why not?2. Is the author’s reasoning sound? Why or why not?3. Is the evidence relevant? Sufficient? Why or why not?
Standard 6 What is the author’s point of view? Identify how the author acknowledges opposing viewpoints.
Standard 9 Identify and write where the two texts disagree.
For each article, paraphrase the author’s major argument in your own words using full sentences. Then, in bullet form, outline each author’s major pieces of evidence.
Article 1
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Article 2
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For each article, answer the following questions:1) Does the author make a convincing argument? Why or why not?2) Is the author’s reasoning sound? Why or why not?3) Is the author’s evidence relevant? Why or why not?
Article 1
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Article 2
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Identify where within each text the author distinguishes his/her position from others.
Article 1
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Article 2
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Identify where between the two texts the authors disagree.
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Writing
Writing Unit Overview: This unit teaches students to prove claims with reasoning and evidence for a specific outcome. Students will write at least one of three types of arguments: fact, judgment and policy.
Specific Forms/Genres and StandardsSpecific Forms/Genre: Argument on a specific policyWriting Primary Standards/Teaching Points Language Usage Supporting Standards/Teaching PointsW 1 – Write arguments to support claims with clear reasons and relevant evidence 1a. Teaching Points - I can introduce specific claims for my argument - I can acknowledge alternate claims for my argument - I can organize reasons and supporting evidence logically 1b. Teaching Points - I can support my claims with logical reasoning - I can support my claims with relevant evidence - I can use evidence from credible sources 1c. Teaching Points - I can use words, phrases and clauses to create cohesion in my argument - I can use words, phrases and clauses to clarify relationships among reasons, claims and evidence 1d. Teaching Points - I can establish a formal style - I can maintain a formal style throughout my writing 1e. Teaching Points - I can provide a concluding statement - I can write a conclusion that follows from the argument presentedW 4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audienceW 5 – Develop and strengthen writing as needed by planning, revising, editing, and rewritingW 9 – Draw evidence from literary or informational texts to support analysis, reflection, and research
(primarily use for editing purposes)LU 1 – Demonstrate command of the conventions of standard English grammar 1b. Teaching Points - I can recognize simple, compound, complex and compound-complex sentences - I can recognize how various sentences signal differing relationships - I can choose among and vary simple, compound, complex and compound-complex sentences - I can use a variety of sentences to signal differing relationships 1c. Teaching Points - I can recognize phrases and clauses - I can place phrases and clauses in sentences to change or modify relationships among ideas - I can recognize misplaced modifiers - I can correct misplaced modifiersLU 2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling 2a. Teaching Points - I can use commas to separate coordinate adjectivesLU 3 – Use knowledge of language and its conventions when writing 3a. Teaching Points - I can choose words that express my ideas precisely and concisely - I can eliminate wordiness in my writing - I can eliminate redundancy in my writingLU 6 – Use accurately grade-appropriate general academic and domain-specific words and phrases
Summative Assessment/Writing Products Letter to a legislator (summative writing assessment)
1 page maximum
Success Criteria1) Student coherently presents one point of view on a controversial matter2) Student uses reasoning and evidence to construct a logical argument3) Student acknowledges opposing viewpoints4) Student generates multiple drafts that demonstrate revision5) Student demonstrates mastery of voice, writing conventions, and relevant
vocabulary6) Clarifies relationships among reasons, claims and evidence7) Uses formal style thorough out8) Uses a variety of sentence formats9) Uses precise and concise wording
SPEAKING/LISTENING
Speaking/Listening Unit Overview: To conclude the argument unit, students will be asked to speak on the topic they investigated for their writing. This is a formal speech delivered to an audience who will be charged with listening.
Specific Forms/Genres and Focus Standards for Speaking/Listening part of the unitSpecific Forms/Genre:- Policy proposal to a legislatorPrimary Standards1.SpeakerSL 4- Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent description of facts , details and examples; use appropriate eye contact, adequate volume and clear pronunciationSL 5- Include multimedia components (graphics, images, music, sound) and visual displays in presentations to clarify claims and findings and emphasize salient points2. ListenerSL 2- Analyze the main ideas and supporting details presented in a diverse media and formats (visually, quantitatively, orally) and explain how the ideas clarify a topic, text or issue under studySL 3- Delineate a speaker’s argument and specific claim, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidenceSuccess Criteria: Students should be able toSpeakers1. Present claims and findings logically emphasizing most salient points2. Use most pertinent description facts, details and examples in support of claims3. Use multimedia components that help clarify information and emphasize main most salient points4. Use good speaking skills – appropriate eye contact, adequate volume and clear pronunciationListeners1. Analyze the specific claim and supporting reasons and evidence2. Determine if any reasons and evidence do not support the claim3. Evaluate soundness of the reasoning along with relevance and sufficiency
UNIT 5- Narrative Two- Literary AnalysisReading Unit Overview: This unit is about forming an opinion from longer texts and supportive nonfiction by focusing on central themes, supporting evidence, and integrating these ideas.
Specific Forms/Genres and Standards for Reading part of the unitSpecific Forms/Genre: Dystopian fiction and supporting nonfictionAnchor novel: The GiverReading Primary Standards/Teaching Points for the Unit
Speaking/Listening Supporting Standards /Teaching Points for the Unit
Language Usage Supporting Standards/Teaching Points for the Unit
RL 9- Compare and contrast a fictional portrayal of a time, place, or character and historical account of the same period as a means of understanding how authors of fiction use or alter history Teaching Points - I can compare theme across texts by… - I can contrast theme across texts by… - I can analyze theme across texts with a thesis statement by proving that authors of fiction use or alter history to create a themeRL 1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences from the text Teaching Points - I can identify effective/relevant evidence that supports my theme theory by… - I can justify my choice of evidence by…RL 2- Determine a theme or central idea of a text and analyze its development over the course of a text; provide an objective summary of the text Teaching Points - I can identify key, setting details and summarize them succinctly by… - I can infer a story’s theme by… - I can develop and refine my theory about theme by…RL 3- Analyze how particular elements of a story or drama interact (e.g. how a setting shapes the characters or plot) Teaching Points - I can explain how my evidence supports my theme theory by…
SL 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 1a. Teaching Points - I can come to discussions prepared, having read or studied required material - I can explicitly draw on that preparation by referring to evidence on the topic, text or issue - I can probe and reflect on ideas under discussion 1b. Teaching Points - I can follow rules for collegial discussions - I can set specific goals and deadlines - I can define individual roles as needed 1c. Teaching Points - I can pose questions asking for elaboration - I can respond to questions with relevant elaboration - I can bring the discussion back on topic 1d. Teaching Points - I can acknowledge when new information is presented - I can modify my view from new informationSL 3- Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence Teaching Points - I can identify a speaker’s main argument - I can identify a speaker’s claims - I can evaluate the soundness of reasoning - I can evaluate the relevance of evidence - I can evaluate the sufficiency of evidence
LU 3- (thesis and various forms): Use knowledge of language and its conventions when writing, speaking, reading, or listening 3a. Teaching PointsLU 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 expressionLU 4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies 4a.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 4a. Teaching Points - I can use context (the overall meaning of a sentence or paragraph) as a clue to the meaning of a word or phrase - I can use context (a word’s position or function in a sentence) as a clue to the meaning of a word or phraseLU 5- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings 5c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending) 5abc. Teaching Points - I can identify figures of speech/allusions - I can recognize their allusion - I can interpret what they mean in relation to the story - I can recognize words with connotations and denotations - I can contrast connotations and denotations of words - I can analyze how connotations shift meaning
Supporting Standards:RL 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 Teaching Points - I can identify and understand new, difficult words as I read by…RL 5- Analyze how a drama’s or poem’s form or structure
(e.g., soliloquy, sonnet) contributes to its meaningRL 6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text
Reading Summative Assessment: Measured Progress computer assessment on Primary and Supporting Standards [Note use the summative assessment below also as necessary]
Success Criteria80% on all standardsGrowth on identified problems of practice
Summative Assessment
Writing
Writing Unit Overview: The writing part of this unit focuses on literary analysis as argument focusing on understanding and supporting theme of longer texts through various literary elements and lenses.
Specific
Forms/Genres and StandardsSpecific Forms/Genre: Literary essay on theme through settingWriting Primary Standards/Teaching Points Language Usage Supporting Standards/Teaching Points
Specific Reading Fiction—Harrison Bergeron by Kurt VonnegutNonfiction—“A Nation Deceived: How Schools Hold Back America's Brightest Students”
Time Frame 1-2 day on demand
Process NotesFor both texts as you read, mark the following:Fiction—central idea and setting detailsNonfiction—central idea and supporting details
Standard 2 For each text read, write the theme based on the details you marked.Standard 1 For each text read, select the three most significant details and quote them.Standard 3 Analyze how the details quoted help support your stated theme.
Standard 9 Write a constructed response that compares and contrasts the theme of a fiction and nonfiction text and how each author implies the theme with details.
Success Criteria
Student has marked several setting or supporting details in a fiction and nonfiction text. Student has correctly identified a central idea of a fiction and nonfiction text. Student has inferred a logical theme based on relevant setting or supporting details. Student has selected relevant setting or supporting details as evidence for an inferred theme. Student has correctly quoted his or her selected evidence. Student uses sound reasoning to discuss how his or her selected evidence proves/supports the
theme. Student has explained, using setting or supporting details as evidence, one specific likeness
between the theme of a fiction text and the theme of a nonfiction text. Student has explained, using setting or supporting details as evidence, one specific difference
between the theme of a fiction text and the theme of a nonfiction text.
W 1- Write arguments to support claims with clear reasons and relevant evidence.W 4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audienceSupporting StandardsW 5- With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressedW 6- Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sourcesTeaching PointsDeveloping a Literary Essay Outline (W 5)
I can develop a logical essay outline by…Writing a Clear, Arguable Thesis Statement (W 1 & 4)
I can write a clear, arguable thesis statement by…Writing the Introduction (W 4)
I can snare and focus a reader’s attention in the introduction by…Writing the Literary Paragraph (W 1 & 4)
I can transition between paragraphs and introduce a topic by… I can make a claim that supports my thesis by… I can integrate relevant evidence that supports my claims by… I can write clear reasons for why my evidence proves my claim by…
Writing the Conclusion (W 4) I can conclude a literary essay by restating my thesis and summarizing my claims.
Producing & Publishing an Essay (W 6) I can publish a polished essay by…
Revising the Structure & Organization of Ideas (W 5) I can improve the flow and organization of ideas in my writing by…
Editing for Correct Conventions (W 5; LU 1 & 3) I can edit my writing for correct conventions by… I can eliminate wordiness in my writing by…
(primarily use for editing purposes)LU 3- Use knowledge of language and its conventions when writing, speaking, reading, or listening 3a- Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy 3a. Teaching Points - I can choose words that express my ideas precisely and concisely - I can eliminate wordiness in my writing - I can eliminate redundancy in my writingLU 1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 1a- Explain the function of phrases and clauses in general and their function in specific sentences 1a. Teaching points - I can recognize phrases - I can recognize clauses - I can explain how phrases and clauses help relate ideas in a sentence 1c- Place phrases and clauses within a sentence recognizing and correcting misplaced and dangling modifiers 1c. Teaching points - I can add phrases and clauses to add detail and explanation - I can use phrases and clauses to change relationship of ideas in a sentence
Summative Assessment/Writing Products1.) Write a five-paragraph, literary essay that proves the presence of a
specific theme inferred from the central idea of government control or community knowledge in the novel The Giver.
2.) Support the stated theme by claiming that certain (3 minimum) setting details imply Lois Lowry’s intended message about the central idea of government control or community knowledge.
3.) Use textual evidence and clear reasons to support your claims in the arguments you make.
Success Criteria Student has written a five-paragraph essay with an introduction, three
body-paragraphs, and a conclusion. Student has inferred a logical theme based on relevant setting details. Student has supported his or her stated theme with setting details that
clearly imply the presence of the theme. Student uses textual evidence, in the form of direct quotes, and clear
reasoning to discuss how his or her selected setting details prove the theme he or she has inferred.
UNIT 6- Research: Informative or Expository
Reading Unit Overview: This unit is about reading to find information about a question you want to answer. While fiction can be used as a secondary feature and support during this unit, the main emphasis is around finding and reading expository texts, which will eventually lead to expository forms of writing.
Specific Forms/Genres and Standards for Reading part of the unitSpecific Forms/Genre: Primary: informative and expository texts Secondary: fictionReading Primary Standards/Teaching Points for the Unit
Speaking/Listening Supporting Standards/Teaching Points for the Unit
Language Usage Supporting Standards/Teaching Points for the Unit
RI 1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Teaching Points - I can find details that support the central ideas of a text by… - I can summarize authors’ most relevant supporting details by… - I can use structure to find supporting details (other structural cues) by… - I can cite information from the text to support my response by…RI 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 Teaching Points - I can determine the central ideas of a text by… - I can use structure to find the central ideas of a text by… - I can restate the central ideas of a text in my own words by… - I can track how the author develops the central ideas of a text by… - I can cite information from the text to support my response by…RI 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) Teaching PointsRI 5- Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas Teaching Points - I can recognize various organizational structures - I can use various text features to help me locate information - I can explain how sections relate to a larger idea - I can analyze and explain how major ideas are developed in sectionsRI 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 Teaching Points
RI 9- Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts Teaching Points - I can compare/contrast the supporting evidence various authors use on the same topic by - I can explain how an author shapes the topic by noticing how information is emphasized - I can cite information from the text to support my response by
SL 2- Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study Teaching Points - I can analyze main ideas in various media - I can analyze supporting details in various media - I can explain how main ideas/supporting details help clarifySL 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 1a- Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text or issue to probe and reflect on ideas under discussion 1a. Teaching Points - I can come to discussions prepared, having read or studied required material - I can explicitly draw on that preparation by referring to evidence on the topic, text or issue - I can probe and reflect on ideas under discussion 1b- Follow rules for collegial discussions, set specific goals and deadlines and define individual roles as needed 1b. Teaching Points - I can follow rules for collegial discussions - I can set specific goals and deadlines - I can define individual roles as needed 1c- 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 1c. Teaching Points - I can pose questions asking for elaboration - I can respond to questions with relevant elaboration - I can bring the discussion back on topic 1d- Acknowledge new information expressed by others and when warranted, modify their views 1d. Teaching Points - I can acknowledge when new information is presented - I can modify my view from new information
LU 4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies
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
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel)
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech
LU 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
Supporting Standards:RI 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 a specific word choice on meaning and tone
Reading Summative Assessment: Measured Progress computer assessment on Primary and Supporting Standards [Note summative assessment below can also be used as necessary]
Success Criteria80% on all standardsGrowth on identified problems of practice
Summative Assessment
Specific Reading 2 separate informational texts on same topic (use different structures and/or media)Time Frame 1 day (use 2nd as necessary)Process Notes For both pieces: Highlight the central idea in color 1; highlight details that support the central idea in
color 2.Standard 8 (1,2)
7- List the central ideas and three major supporting details for each.
Standard 2 7- Write a brief summary for each central idea.
Standard 5 7- Discuss the structure of each article. What structures does each author use to organize their ideas? (Intro, thesis, body paragraphs, conclusion, topic sentences, evidence, examples, explanations, transitions, logical sequence of ideas) How do you know? (cue words/phrases, paragraphing, etc.)
Standard 9 7- Compare and contrast how each author emphasizes different facts and support for the central idea. How does each emphasize these supports? (2 parts: what is emphasized—some kind of diagram to compare/contrast; how do they emphasize—written response?)
Success Criteria 1. Can find reasonable central ideas and relevant supporting details2. Summaries use main ideas and supporting details to explore overall meaning or intent of article3. Can readily define organizational structure of texts and explanation for cues and signals4. Compares and contrasts various types of supports authors use
Small drinks promise big energy, but experts say effects unclearJuly 15, 2009By Danielle DellortoCNN Medical Producer
(CNN) -- From supermarkets to the office supply store, it's hard to miss those tiny bottles of 5-hour Energy.
"It would be easier for me to tell you where we didn't sell them in the U.S. than list all the places we do," said Carl Sperber, spokesman for Living Essentials, the Detroit, Michigan-based manufacturer of 5-hour Energy shot.
The small, shot-glass size bottles promise to provide energy and alertness without jitters to fatigued Americans. Unlike other popular energy drinks that market to college students, 5-Hour Energy's audience is multitasking, working professionals. The market demand has skyrocketed since the product hit store shelves in 2004. The company expects to move more than 350 million shots this year, Sperber said, up from 174 million in 2008.
"This is a no-nonsense drink," Sperber said. "It is not a fashion statement. It doesn't have a cool name; it is just a simple grab-and-go product to help busy adults when they can't afford a letdown."
Each 2-ounce bottle contains zero grams of sugar, 4 calories and about the same amount of caffeine as a small coffee. It also contains about a dozen ingredients that are broken down into B vitamins (B3, B6, B9, B12) and what the manufacturer lists as an "energy blend."
But don't expect superhuman results, one expert said.
"The B vitamins are given at extraordinarily high levels, and people need to know they are not some magic potion that's going to immediately raise your energy level," said Dr. Brent Bauer, Mayo Clinic director of complementary and integrative medicine. "There is no data that show that."
The overall health impact of the shots' energy blend is a little fuzzy, according to some experts, because little data has been collected about the effectiveness or safety of the natural compounds. The blend contains: citicoline, tyrosine, phenylalanine, taurine, malic acid, glucuronolactone and caffeine. Phenylalanine, taurine, tyrosine are all amino acids our bodies naturally produce. Malic acid is a natural chemical substance found in food. Glucuronolactone is a byproduct of glucose produced in the liver. Citicoline is a natural compound that produces a chemical in the brain.
"These energy shots have over a dozen ingredients all together, and consumers are ingesting them at very high doses but there is no research of how the ingredients react all together," Bauer said.
"It's plausible if you put these 12 things together you will get a good result but it's also possible for them to cause major interactions to medications, or have a negative impact on the liver or kidney. We just don't know at this point."
Consumers of 5-hour Energy probably won't ever drink enough shots to reach toxic levels of the B vitamins, experts said, but side effects can occur. The maker notes on its Web site the potential "niacin flush reaction" from vitamin B3.
It would be noticeable but temporary, one expert said. "If you have too much B3 it can cause tingling in your whole body. You will turn red, flush, but it would only last for about 30 minutes," said Jim White, spokesman for the American Dietetic Association. "Research also shows high doses of vitamin B6 can cause nerve spasm, also temporary trouble with muscle coordination."
5-hour Energy's spokesman says that his company doesn't have safety data on the specific blend of ingredients in its product, but believes that side effects are "rare."
"None of our ingredients are synthetic drugs," Sperber said. 5-hour Energy also advises consumers to check with their health care provider before taking the booster.
Medical experts acknowledged that if taken modestly, the products are unlikely to have a negative impact on health.
"In moderation, it can give you energy. But the problem is people drink coffee, then take these energy shots, then down Red Bull, take Hydroxycut, and it is just too much in the body at one time," White said.
The makers of 5-hour Energy agree. "There is no law against stupidity and there is always that person out there that is going to push the envelope and consume too many of them or combine our product with others, but we can't really control that," Sperber said.
Why energy drinks are harming your kidsBy Dr. Manny Alvarez
Published October 22, 2012
FoxNews.com
Energy drinks are labeled wrong. They don’t energize you – they stimulate you.
Research shows that beyond a brief caffeine high, there are actually no health benefits to energy drinks. In fact, the combination of different chemicals is likely to do more harm than good, especially for children.
Some of the unwelcome side effects of the drinks include elevated heart rates, hypertension, anxiety, headaches and interrupted sleep patterns. A recent study by the University of Miami suggests even more serious outcomes, such as heart palpitations, strokes and sudden death.
Listen, I know it’s hard to believe that something that looks like soda could cause any of these symptoms. But let’s look at the facts here: Energy drinks have three to five times the amount of caffeine as regular sodas do. They also include a number of unregulated herbal stimulants and natural blends like taurine, guarana, creatine and B-vitamins.
And a lot of the time, they don’t even bother to list these ingredients on the label.
Does this sound like a product you want your kid guzzling down to get them through the school day? I know we’re all busy, and your child probably has a number of extracurricular activities, tests and projects going on all at once, but energy drinks are not the answer.
The sad thing is that it all boils down to common sense. These products get on the market, and they have flashy colors and cool commercials. The advertisers are specifically targeting kids.
Then, the kids get hurt and everybody wonders: What happened?
What happened was that you have companies that don’t care about children’s health, government regulators that don’t know what they’re doing, people that don’t want to be regulated, and most importantly, the power of the almighty dollar.
From a health care perspective, it has been obvious all along. These things can lead to no good.
There certainly haven’t been any studies showing the health benefits of these drinks. Actually, it’s quite the contrary; these drinks can be dangerous, according to this latest study from researchers at the University of Miami.
So let’s stop the debate. Parents; don’t let your kids drink this stuff, and companies; stop targeting our kids.
Name:
1. List the central idea and three supporting details for each article.
Small Drinks Promise Big Energy . . . Why Energy Drinks Are Harming Your Kids
Central Idea
Supporting Detail
Supporting Detail
Supporting Detail
2. Summarize the central idea for each article.
Small Drinks Promise Big Energy . . . Why Energy Drinks Are Harming Your Kids
Summary of Central Idea
3. Analyze the structure of each article: What structural features are being used?
Small Drinks Promise Big Energy . . . Why Energy Drinks Are Harming Your Kids
Structural Features
4. Compare and contrast how each author emphasizes certain pieces of information: What is emphasized? How does the author emphasize those pieces of information?
Small Drinks Promise Big Energy . . . Why Energy Drinks Are Harming Your Kids
Pieces of Information that are Emphasized
How the author emphasizes those pieces of information
Writing
Writing Unit Overview: The writing part of this unit is focused asking pertinent questions, finding information on that question and on synthesizing that information into a technology-based product.
Specific Forms/Genres and StandardsSpecific Forms/Genre: Magazine article and online multimedia projectWriting Primary Standards/Teaching Points Language Usage Supporting Standards/Teaching PointssSpecific StandardsW 2- Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content 2a. Teaching Points - I can introduce a topic clearly with a preview - I can organize my writing using a defined structure (definition, classification, comparison/contrast, cause/effect) - I can use formatting to aid my reader - I can use graphics to aid my reader - I can use multimedia to aide comprehension 2b. Teaching Points - I can determine relevant facts, definitions, details, quotes or examples from my research - I can develop the topic with relevant facts definitions, details, quotes or examples from my research 2c. Teaching Points - I can use transitions and headers to create cohesion in my writing - I can use transitions to clarify relationships among ideas 2d. Teaching Points - I can use precise language in my writing about my topic - I can use topic specific language in my writing 2e. Teaching Points - I can establish a formal style in my writing - I can maintain a formal style throughout my writing 2f. Teaching Points - I can provide a concluding statement - I can provide a concluding statement that supports the information presentedW 7- Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation Teaching Points - I can generate an effective research question by - I can narrow and deepen my research by - I can quote information by - I can paraphrase information by - I can cite information correctly by - I can use evidence from the text to support my analysisW 8- Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the date and conclusions of others while avoiding plagiarism and following a standard format for citation Teaching Points - I can find relevant sources by (using search terms effectively) - I can find credible sources by - I can determine if a source is credible by - I can gather the significant information from a source by
(primarily use for editing purposes)LU 3- Use knowledge of language and its conventions when writing, speaking, reading, or listening
a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy*
LU 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
- I can gather information from both print and digital sourcesW 9 (reading)- Draw evidence from literary or informational texts to support analysis, reflection, and researchSupporting StandardsW 4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (Grade-specific expectations for writing types are defined in standards 1-3 above)W 5- With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 on page 52)W 6- Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources
Success Criteria: To be effective the student must1. Establish a clear topic based on a research question2. Establish a clear structure3. Use various conventions (headers, transitions etc.) to create cohesion and clarity4. Use credible outside information to help develop main ideas5. Cite borrowed information6. Use precise/domain specific language7. Use specific conventions
UNIT 7- Film Study
Unit Overview: This unit culminates the year by having students focus on RL 7 which asks them to compare and contrast different forms/mediums of narrative focusing on how images in the book and technique used in the movie help create various effects on the reader/watcher.
Specific Forms/Genre: FilmReading Primary Standards/Teaching Points for the Unit: Speaking/Listening Supporting Standards/Teaching Points for the Unit
RL 7- Compare and contrast a written story, drama or poem to its audio, filmed, staged or multimedia version, analyzing the effects of techniques used in each medium (lighting, sound, color or camera focus and angles in a film) Teaching Points - I can list specific images I have when I read … - I can analyze the effect of these images… - I can recognize various film techniques … - I can analyze the effect of these techniques - I can compare and contrast the images/techniques and their effects
SL 1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, issues, building on others’ ideas and expressing their own clearly c. Teaching points - I can pose and respond to specific questions with elaboration and detail - I can make comments that contribute to the topic, text, or issue under discussionSL 2- Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under study
Summative Assessment: Create a two-column chart that compares and contrasts reading selection X with the movie. Compare and contrast how the images created in the book and the techniques used in the movie along with their effect on the reader/watcher. Write a short paragraph about the major similarities and differences.
Success Criteria:1. Lists various images from the book2. Lists various techniques from the movie3. Compares and contrasts images with techniques4. Compares and contrasts how images and techniques create similar/different effects5. Discusses major similarities and differences
