7th Grade Unit 1 - Glynn County Schools

GRADES 6-8

ELA CCGPS UNIT PLANNER: ___1st___ 9 WEEKS (1 ST , 2 ND , 3 RD , OR 4 TH )

Use your grade-level curriculum map to determine the reading and writing focuses of your unit and the numbers and types of assessments

READING FOCUS : ___ Literary ________________________________ (Literary or Informational)

THEME: Judging Character

EXTENDED TEXT: The True Confessions of Charlotte Doyle

SHORT TEXTS (mixture literary and informational):

1. “Exploring the Titanic” by Robert D. Ballard pg. 659

2. “What Do Fish Have to Do With Anything?” by Avi pg. 206

3. “Amigo Brothers” by Piri Thomas pg. 375

4. Judging the Character of Others by Ron Kurtus - http://www.school-for-champions.com/character/judging_others.htm

5. AN IRON CITY BY THE SEA - http://www.mightyseas.co.uk/articles/iron_city.htm

6. “The Highwayman” by Alfred Noyes pg. 564

SUPPLEMENTAL MATERIALS:

Interactive Ship Plan http://www.picton-castle.com/ship-and-crew/interactive-ship-plan.html

WRITING FOCUS: Informative/Explanatory

(Argumentative or Informative/Explanatory; consult your grade-level curriculum map)

ASSESSMENT TASKS (These writing prompts will serve as the assessments for this unit.)

Informative/Explanatory writing should focus on why literary and rhetorical choices are made by the author, and how those choices are intended to affect or impact the reader based solidly in text evidence; argumentative/opinion writing must advance a specific claim or claim(s) and provide strong and logical support, based solidly in text, for claims.

Georgia Department of Education

Dr. John D. Barge, State School Superintendent

February 2012 * Page 1

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1. While reading, The True Confessions of Charlotte Doyle by Avi, take notes in your journal about the author’s descriptions of the different social classes. Did this make you think more about this issue? Why or why not. Explain your answer in a well-developed paper that includes an engaging opening statement of your position, at least three clear reasons, and relevant evidence cited from the text. Edit your writing from the grammar and conventions studied so far this year.

(ELACC7W2, 4, 5,6, 10, ELACC7L1-6)

2. Compare and contrast the ways in which the authors of The Highwayman (Narrative Poem) and What Do Fish Have to Do With Anything? (Literary Text) use static and dynamic characters to further develop the plot of each text. Explain your answer in a well-developed paper that includes an engaging opening statement of your position, at least three clear reasons, and relevant evidence cited from the text. Edit your writing from the grammar and conventions studied so far this year.

(ELACC7W2, 4, 5,6, 10, ELACC7L1-6)

3. Read and compare the descriptions The Titanic (Exploring the Titanic) and the Seahawk (The True Confessions of Charlotte Doyle). Develop a multimedia presentation that explores the visual similarities and differences.(ELACC7W2, 4, 5,6, 10, ELACC7L1-6)

4. Respond to this line from the short story “Amigo Brothers” by Piri Thomas: “Despite the fact that he was Puerto Rican like them, they eyed him as a stranger to their turf” What does this about this character’s identity? Conduct a class discussion about ethnicity, cultures, and stereotypes. Develop an essay that explains how these issues may impact your acceptance of others. Explain your answer in a well-developed paper that includes an engaging opening statement of your position, at least three clear reasons, and relevant evidence cited from the text. Edit your writing from the grammar and conventions studied so far this year. (ELACC7W2, 4,

5,6, 10, ELACC7L1-6)

NOTE: AT LEAST 3 OF THE MINIMUM OF 4 ANALYSIS ESSAYS MUST BE WITH THE GENRE FOCUS IDENTIFIED FOR THE UNIT

NARRATIVE/RESEARCH/ROUTINE WRITING

NARRATIVE

1. Write your own how to survive 7 th grade story, incorporating words, techniques, and styles from the texts read and discussed in class. Work with peers to strengthen your writing. Edit your writing for the grammar and conventions studied so far this year. (ELACC7W3, 4, 5,6, 10, ELACC7L1-6)

2. If Charlotte stayed with her family in Rhode Island, or if she is returned to her family, what sort of life could she expect to have in Providence? What would she be expected to do?

(ELACC7W3, 4, 5,6, 10, ELACC7L1-6)

RESEARCH CONNECTION(S)

1)Atlantic Sea Trade in 1800’s 2) Gender Roles in 1800’s 3) Titanic 4) Biography of Authors

ROUTINE WRITING (Suggested Integration) Notes, summaries, process journals, and short responses across all genres



Interact with text through correspondence written in character



Create diary




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

Make predictions



Practice journalism/news reporting



Create a short response/ reflection on text

PLAN FOR INSTRUCTIONAL INTEGRATION OF LANGUAGE STANDARDS

ELACCL1



Function of phrases and clauses in general and their function in specific sentences



Use simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas



Recognize and correct misplaced and dangling modifiers



Address serial commas in sets of coordinate adjectives



Examine and compare the prose styles of each author (for distribution of simple, compound, and complex sentences)



Examine syntax and use of introductory subordinate clauses



Combine sentences for fluency in writing process



Place attention on dangling modifiers in rubric



Place attention on varied sentence structure on rubric



Diagram sentences from texts in exploration of style



Provide direct instruction in definition of phrase/clause and misplaced modifiers

ELACCL2



Capitalization, punctuation, and spelling when writing



Use a comma to separate coordinate adjectives



Place attention on conventions in rubric



Provide direct instruction on comma usage with coordinate adjectives



Identify text examples of coordinate adjective lists

ELACCL3



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

 Compare and contrast author’s prose styles with attention to diction



Give attention to concise language in class discussion



Employ thesaurus for precision



Eliminate extraneous/flowery language in writing process

ELACCL4



Determine or clarify the meaning of unknown and multiple-meaning words and phrases using multiple strategies including context and reference materials



Greek or Latin affixes and roots

ELACCL6



Acquire and use accurately academic and domain-specific vocabulary



Provide direct instruction in literary terms to scaffold analysis, citing examples from texts (diction, syntax, tone, imagery, figurative language, audience, purpose, theme, structure)



Use online and paper reference materials in class



Give attention to Greek and Latin vocabulary in The True Connfessions of

Charlotte Doyle as teachable moment for roots



Conduct vocabulary study in each text




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ELACCL5



Figurative language,



Biblical and mythological allusions



Synonyms



Connotations and denotations



Study figurative language and connotative language in texts





Give attention to figurative language in writing/rubric

Identify allusions in texts

PLAN FOR INSTRUCTIONAL INTEGRATION OF SPEAKING AND LISTENING STANDARDS



Engage in routine daily discussion of ideas



Express ideas in Paper 3 (Archetypes in Arthurian Legend) may be written in pairs or teams as an academic presentation that includes a visual component such as poster, Prezi, or PowerPoint



Engage in debate, formal and informal as issues arise

ELASL1



Express ideas clearly in collaborative discussions



Acquire and show evidence of knowledge of topic



Work well in group, set goals



Modify views when warranted

ELASL2



Analyze material presented in diverse media and formats

ELASL3

 Delineate and evaluate a speaker’s argument

ELASL4



Present claims and findings

ELASL5



Include multimedia components

ELASL6



Adapt speech to a variety of contexts and tasks



Engage in Peer Review of paper 3 presentations



Conduct evaluation of web resources in research process



Evaluate arguments presented in pivotal monologues from film clips accompanying texts (for example, Gandalf’s argument persuading Bilbo to go on the adventure, or Merlin’s speech arguing that Arthur must get hold of himself and fight for Camelot after Arthur is wounded and weakened)



Engage in Paper 3 Collaboration



Engage in Paper 3 Collaboration



Note the differences in vocabulary and level of discourse between informal discussion and formal presentation; note differences in speech patterns of characters of different types (royalty versus commoner, wizard versus




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monster, astronaut versus farmer)

The standards above represent material that must be taught to students in this instructional unit. After brainstorming ideas for each category, proceed to Part II of the planning template, where you will create tasks that integrate the standards into appropriate instructional activities. Read the standards recommended for each section and use the Text Complexity Rubric to ensure that all text choices are appropriately rigorous. The unit is not limited to the texts you choose, but these will represent a minimum.




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GRADES 6-8

ELA CCGPS TASK PLANNER

Use this template to plan individual tasks designed to scaffold the skills taught in the unit. Each major Culminating Assessment will be supported by all

necessary Skill Building Tasks.

ASSESSMENT 1: integrating reading selections from the unit into a writing task

INFORMATIONAL/EXPLANATORY:

After reading The True Confessions of Charlotte Doyle , identify theme, audience, and purpose. Identify and analyze literary strategies used to convey theme and purpose including but not limited to plot, setting, characters, characterization, diction, syntax, tone, imagery, figurative language, symbols (motif). Why did Avi make the choices he did, and how were those choices intended to impact readers? Use primary text only for citations.

SKILL BUILDILNG TASKS Note: tasks may take more than a single day.

Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening

standards must be incorporated so that all standards are adequately addressed throughout the year.

ESSENTIAL QUESTION:

How do authors use specific literary elements to convey theme and purpose?

SKILL/CONCEPT: Pre-reading

TASK: Establish text context, predict

Standards:

Reading

Writing

Speaking and Listening

ELACC7RI1,

2, 9

ELACC7W7,

8, 9

ELACC7SL1 b. c. d.

ELACC7SL2

SKILL/CONCEPT: Read and annotate text

TASK: Group and independent reading/note taking




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STANDARDS

Reading

Writing


Language

SKILL/CONCEPT: Literary terms, author’s prose style

TASK: Illustrate terms, search text, diagram sentences, echo write

Standards:

Reading

Writing


Language

RL4, 3

ELACC7W9

ELACC7SL4 a-d, L6

7L1ab, L5

ELACC7RL1, 3, 6

ELACC7W9

ELACC7SL6

ELACC7L4

SKILL/CONCEPT: Compare text versions, understand author’s purpose in choices

TASK: View clips, group discussion of artistic choices, employ literary terms

Standards:

Reading

Writing


Language

ELACC7RL1

, 4, 7

ELACC7W9,

10

ELACC7SL1 a-d, 2

ELACC7L5a bc




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SKILL/CONCEPT: Sentence fluency

TASK: Understand the composition and the function of phrases and clauses in sentences

Standards:

Reading

Writing

Speaking and

Listening

Language

ELACC7RL

5

ELACC7W9

ELACC7SL

1

ELACC7L1

A-C

SKILL/CONCEPT: Understanding the assessment for this task

TASK: Group peer review chart, rubric review/edit

Standards:

Reading

Writing


Language

ELACC7RL4

, RI4

ELACC7W2,

4, 5

ELACC7SL2

, 5

ELACC7L1-

L6

SKILL/CONCEPT: Analyzing literary elements of text

TASK: Model and discuss together the literary elements in chapters 10-14

Standards:

Reading

Writing


ELACC7RL1

, 2, 3,5,6

ELACC7W9

ELACC7SL1 a-d




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Language ELACC7L4a

-d, 5, 6

SKILL/CONCEPT: Literary Allusion

TASK: Discuss the concept of literary allusion; examine allusions in the text

Standards:

Reading

Writing


Language

ELACC7RL4

, 6

ELACC7W9

ELACC7SL1 a-d

ELACC7L5

SKILL/CONCEPT: Evaluating the author’s literary devices in advance of analysis

TASK: In-class dramatic reading of novel’s conclusion

Reading

Writing


ELACC7RL3

, 5, 10

ELACC7RI1,

2, 6

ELACC7W1,

9

ELACC7SL1

-4




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GRADES 6-8








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7th Grade Unit 1 - Glynn County Schools

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