WEEK 4
Day
Standard and Objective
Unit and Lesson
Mon.
31
7.L.1, 7.L.2, 7.L.4, 7.L.5,
7.W.2, RL.1,RL 2, RL.3,
RL 4 RL 5, RL 6, RL8, RL
9, SL2, W1, W4, W6
The student will be able
to analyze and
compare news stories
about the same event
from various sources
Bold Actions
Tues.
1
7.L.1, 7.L.2, 7.L.4, 7.L.5,
7.W.2, RL.1,RL 2, RL.3,
RL 4 RL 5, RL 6, RL8, RL
9, SL2, W1, W4, W6
The student will be able
to analyze and
compare news stories
about the same event
from various sources.
Wed
2
7.L.1, 7.L.2, 7.L.4, 7.L.5,
7.W.2, RL.1,RL 2, RL.3,
High Yield
Strategies
Cooperative
practice
1. We will take an assessment on Rogue Wave.
2. Have students read the “Background” and “Setting a
Purpose” sections on page19. Pass out the Analyze ideas
in Diverse Media handout. Discuss the difference
between fiction, like “Rogue Wave” and a newpaper
article. Have students Think, Pair, Share their response
to this question: How is an author’s purpose different
when writing a short story or a news article? How is
purpose different between a news article, editorial, and
TV News Interview? Advanced: How does the TV news
interview’s purpose of both informing and entertaining
possibly lead to a conflict of interest?
3. Begin reading Abby Sunderland news article. Pause and
comment and allow students to work on their handout
throughout the reading. Have students work on filling
out the 5W and Hs for this assignment.
Bold Actions
1. Recap the story from yesterday. Review Author’s
purpose, central idea, and other main points. Have
students complete the first part of the handout by
defining terms on page 27. Discuss the differences
between author’s purpose in a news article and an
editorial. Read “Ship of Fools” with the students.
Continue with guided reading, questioning and
answering, as presented in the handout.
2. Watch the clip “Was Abby Too Young to Sail?” Allow
students time to finish the Analyze Ideas in Diverse
Media handout if needed. Pass out the Differences in
Media Handout. Have students work together to
complete the chart. Have them turn this in today.
Instruct students to prepare for any missing assignments.
Bold Actions
Bellwork: Punctuation
Assessments
Assessment
on “Rogue
Wave”
Completed
handout in
ISN
Homework
Read 20 minutes per
night
Work on terms for
Literature Journal
Due Today: Friendly
Letter
Cooparative
learning
Read 20 minutes per
night
Work on terms for
Literature Journal
Testing and
Practice
Read 20 minutes per
night
RL 4 RL 5, RL 6, RL8, RL
9, SL2, W1, W4, W6
The student will be able
to analyze and
compare news stories
about the same event
from various sources
Thur
3
Fri.
4
7.L.1, 7.L.2, 7.L.4, 7.L.5,
7.W.2, RL.1,RL 2, RL.3,
RL 4 RL 5, RL 6, RL8, RL
9, SL2, W1, W4, W6
The student will be able
to analyze and
compare news stories
about the same event
from various sources
Can I compare and
contrast three different
historical events and
how they relate to
Abby Sunderland?
7.L.1, 7.L.2, 7.L.4, 7.L.5,
7.W.2, RL.1,RL 2, RL.3,
RL 4 RL 5, RL 6, RL8, RL
9, SL2, W1, W4, W6
The student will be able
to analyze and
compare news stories
about the same event
from various sources
Journal-Bold Actions
Work on terms for
Literature Journal
1. Students will finish the half-sheet handout “Analyze Ideas
in Diverse Media: Differences in Media”
2. Computer Research: Advanced assignment: Advanced
assignment: Choose one of the following, research, and
answer the questions that follow. 1) Look up the Heenes
of Colorado and find out about the mylar balloon. 2) Find
out about Jessica Dubroff and her attempt to pilot a
plane. 3) Who is Jordan Romero and what did he do?
Bold Actions
1. Have the students share their findings on their research.
Have them answer the following questions: Questions:
How does this case compare to that of Abby Sunderland?
Who do you think are better parents and why? Do in the
ISN.
2.
Bold Actions
Bellwork
1. Scaffold and give information about Mt. Everest.
2. Read the close read “Finding your Everest” , pages 13-16.
Ask students to read the background. How does this
compare and contrast with Abby Sunderland? Read
through the pages, stopping with students to read and
reread all highlighted areas of the close read. (A more
detailed lesson plan for this activity is located in the
Teacher’s edition of the close read assignment). This
should be completed in class today.
3. Continue with the close read about Jordan Romero. This
was begun on Thursday, but not completed in class.
Have students complete all the questioning. Have
Writing and
Practice
Completed
paragraphs
Read 20 minutes per
night
Work on terms for
Literature Journal
Due Today: Literature
Journal Entries
students underline, highlight, and annotate, the
important parts.
4. Watch the videos about Jordon Romero. Have students
fold a piece of paper in 3 parts. Label the first part
Finding Your Everest (Close Read), second part ABC News,
third, The Boy who Conquered Everest. On the left hand
column, have the students label the opposite side:
Author’s Purpose, Central Idea or Claim, Evidence, How
does this change your view of Jordon. Compare and
contrast the points of view expressed in each of these as
a class. Have the students write 3-5 paragraphs on the
back, “How does comparing and contrasting the views in
these three media shape your view of Jordon Romero?
5. Advanced Differentiation: Is Jordon Romero and Hero,
Why or why not? Have students compare and contrast
their feelings of what a hero is in a class discussion.
Common Core Skill set: Cite several pieces of textual evidence, determine two or more central (or main) ideas, trace and evaluate an argument, assess claims,
reasoning , and evidence in a text.
Advanced Differentation:
Questioning: What is the purpose of a television news outlet? How can the purpose of a television outlet be considered a conflict of interest? Can you find any
real-world examples of this?
How does the tone differ between the two articles?
Who are the Heenes of Colorado and what is the author referring to when talking about a mylar balloon? How does this apply to Abby Sunderland?
Vocabulary:
Dinghy, noun, a small open boat, used as a lifeboat
Mast, noun, the tall, vertical pole that supports the sail and rigging of a ship
Beacon, noun, a radio or transmitter that emits a guidance signal
Panoply, noun, an array; a great number of something
Embarking, noun, setting out
Naysayer, noun, one who opposes or takes a negative view
Intolerance, noun, condition or quality of not accepting
Invoke, verb, to call (a higher power) for assistance or support
Fawning, adj., favor-seeking
Pantheon-noun-a very famous group
Persevered-verb-continued in spite of difficulties
Controversy-noun-a dispute between opposing sides
Cognitive-adj.-using reason to understand and make judgments
Vocabulary: Write the word, definition, and part of speech and use in a sentence
Dinghy, noun, a small open boat, used as a lifeboat
Mast, noun, the tall, vertical pole that supports the sail and rigging of a ship
Beacon, noun, a radio or transmitter that emits a guidance signal
Panoply, noun, an array; a great number of something
Embarking, noun, setting out
Naysayer, noun, one who opposes or takes a negative view
Intolerance, noun, condition or quality of not accepting
Invoke, verb, to call (a higher power) for assistance or support
Fawning, adj., favor-seeking
Pantheon-noun-a very famous group
Persevered-verb-continued in spite of difficulties
Controversy-noun-a dispute between opposing sides
Cognitive-adj.-using reason to understand and make judgments