Mar. 17 – Mar. 21, 2014: 3rd Nine Weeks
English Language Arts, Grade 7
East Broad Street K-8 Community School
Ms. Monzell Sheppard, Ms. Daisy Thompson(Sped)
Monday, March 17, 2014 ESSENTIAL QUESTION: NA
TASK: NA
Happy St. Patrick’s Day
Tuesday, March 18, 2014 ESSENTIAL QUESTION: How does the context and background knowledge of the text improve my understanding?
TASK: Pre-reading; direct instruction on utopia/dystopia; exploring new vocabulary
Standards:
ELACC7RL1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELACC7RL2. 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.
ELACC7RI1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELACC7RI2. 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.
ELACC7RI3. 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).
ELACC7SL1. 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.
Instruction:
Block 1: Teacher will introduce the unit theme, “Individuality vs. Conformity: Realizing the Relationships and Responsibilities between Individuals, Societies,
and Communities” to students; students will be given direct instructions on utopia and a dystopia; a handout will be given to students as a form of resource;
Students will work in groups, reading two excerpts: Origins of the Utopian Idea, by: Rustin Quaide & Utopia, Book II: Of Their Trades, and Manner of Life, by:
Sir Thomas More; Students will write down four or five main facts from the Quiade article to share with the class; with the excerpt from Utopia, students will pull
textual evidence from it that makes it characteristic of a utopian or dystopian society; Students will use the handout on utopian and dystopian characteristics for
help in completing this task
Block 2: Teacher will introduce the unit theme, “Individuality vs. Conformity: Realizing the Relationships and Responsibilities between Individuals, Societies,
and Communities” to students; students will be given direct instructions on utopia and a dystopia; a handout will be given to students as a form of resource;
Students will work in groups, reading two excerpts: Origins of the Utopian Idea, by: Rustin Quaide & Utopia, Book II: Of Their Trades, and Manner of Life, by:
Sir Thomas More; Students will write down four or five main facts from the Quiade article to share with the class; with the excerpt from Utopia, students will pull
textual evidence from it that makes it characteristic of a utopian or dystopian society; Students will use the handout on utopian and dystopian characteristics for
help in completing this task
Block 3: Teacher will introduce the unit theme, “Individuality vs. Conformity: Realizing the Relationships and Responsibilities between Individuals, Societies,
and Communities” to students; students will be given direct instructions on utopia and a dystopia; a handout will be given to students as a form of resource;
Students will work in groups, reading two excerpts: Origins of the Utopian Idea, by: Rustin Quaide & Utopia, Book II: Of Their Trades, and Manner of Life, by:
Sir Thomas More; Students will write down four or five main facts from the Quiade article to share with the class; with the excerpt from Utopia, students will pull
textual evidence from it that makes it characteristic of a utopian or dystopian society; Students will use the handout on utopian and dystopian characteristics for
help in completing this task
Assessment: NA
Differentiation: Group Reading
Homework: All Blocks: Brainstorm and write a list of things that would make a “perfect society”; Read 20-30 minutes and log a brief summary onto reading
log; Spectrum Test Prep Reading and Comprehension (pages 9 & 10)
Wednesday, March 19, 2014 ESSENTIAL QUESTION: NA
TASK: NA
Standards:
NA
Instruction: Sub-Teacher will provide instructions for students
Assessment: NA
Differentiation: NA
Homework: All Blocks: Read 20-30 minutes and log a brief summary onto reading log; Spectrum Test Prep Reading and Comprehension (pages 11 & 12)
Thursday, March 20, 2014 ESSENTIAL QUESTIONS: How do I effectively research and create my own utopian society?
TASK: Sharing responses; creating and planning student utopian societies
Standards:
ELACC7SL1. 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.
ELACC7SL2. 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.
ELACC7SL4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples;
use appropriate eye contact, adequate volume, and clear pronunciation.
Instruction:
Block 1: Students will share their list of ideas that would make a “perfect society”; Teacher will write student’s ideas on the board and discuss the ideas as a
class; Students will review the meaning of “utopia”; Teacher will write each meaning next to the word, utopia; Students will brainstorm problems in the
American society today (examples can include violence, hunger, and homelessness); Students will plan, design, and create their “ideal society” ; In this “ideal
society”, students must solve at least two of the specific problems mentioned in our society. They must show how their “ideal society” would incorporate
schools, families, and government and what rules would be placed on these organizations; Have a class discussion about the different ideas of an “ideal
society” that students created.
Block 2: Students will share their list of ideas that would make a “perfect society”; Teacher will write student’s ideas on the board and discuss the ideas as a
class; Students will review the meaning of “utopia”; Teacher will write each meaning next to the word, utopia; Students will brainstorm problems in the
American society today (examples can include violence, hunger, and homelessness); Students will plan, design, and create their “ideal society” ; In this “ideal
society”, students must solve at least two of the specific problems mentioned in our society. They must show how their “ideal society” would incorporate
schools, families, and government and what rules would be placed on these organizations; Have a class discussion about the different ideas of an “ideal
society” that students created.
Block 3: Students will share their list of ideas that would make a “perfect society”; Teacher will write student’s ideas on the board and discuss the ideas as a
class; Students will review the meaning of “utopia”; Teacher will write each meaning next to the word, utopia; Students will brainstorm problems in the
American society today (examples can include violence, hunger, and homelessness); Students will plan, design, and create their “ideal society” ; In this “ideal
society”, students must solve at least two of the specific problems mentioned in our society. They must show how their “ideal society” would incorporate
schools, families, and government and what rules would be placed on these organizations; Have a class discussion about the different ideas of an “ideal
society” that students created.
Assessment: NA
Differentiation: NA
Homework: All Blocks: Read 20-30 minutes and log a brief summary onto reading log; Spectrum Test Prep Reading and Comprehension (pages 13 & 14)
Friday, March 21, 2014 ESSENTIAL QUESTIONS: How can background and context improve my reading experience?
TASK: Reading author’s biography; exploring and researching utopian communities
Standards:
ELACC7RI1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELACC7RI2. 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.
ELACC7RI3. 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).
ELACC7W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
ELACC7W7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further
research and investigation.
ELACC7SL4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples;
use appropriate eye contact, adequate volume, and clear pronunciation.
ELACC7SL6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Instruction:
Block 1: Teacher will distribute copies of Lois Lowry’s biography to students; Students will read the biography of Lois Lowry found on her website; Students will
write down important facts and events about her life; Students will also collaborate in pairs or in groups of three to four and research a utopian community in
American history; Students can choose one of the following utopian communities to research (list will be provided for students); Students will research their
utopian community for the following things (list will be provided for students); Students will report to the class on their utopian community in American history.
Block 2: Teacher will distribute copies of Lois Lowry’s biography to students; Students will read the biography of Lois Lowry found on her website; Students will
write down important facts and events about her life; Students will also collaborate in pairs or in groups of three to four and research a utopian community in
American history; Students can choose one of the following utopian communities to research (list will be provided for students); Students will research their
utopian community for the following things (list will be provided for students); Students will report to the class on their utopian community in American history.
Block 3: Teacher will distribute copies of Lois Lowry’s biography to students; Students will read the biography of Lois Lowry found on her website; Students will
write down important facts and events about her life; Students will also collaborate in pairs or in groups of three to four and research a utopian community in
American history; Students can choose one of the following utopian communities to research (list will be provided for students); Students will research their
utopian community for the following things (list will be provided for students); Students will report to the class on their utopian community in American history.
Assessment: Report on utopian community in American history
Differentiation: Students will work in groups, Students will have a choice on choosing a utopian community, Students will also have a choice on what to
research of their utopian community
Homework: All Blocks: None