myPerspectives ELL Support Audio Summary Personalize for Learning English Language Support: Cognates (TE p 5) Audio Summary Two Kinds: Accessible Leveled Text Personalize for Learning English Language Support: Idioms (TE p 22) Analyze Craft and Structure: Character and Point of View (RP) (TE p 27) Personalize for Learning English Language Support: Character Motivation (TE p 27) English Language Support Lesson: Motives (On Realize) ELD Companion Support Unit 1, Lesson 1 Time to Read Read Independently Vocabulary Oops: Nouns without Plurals Word Study: Introduce Consonant Digraphs Standards PI.7.2; PI.7.4; PI.7.5; PI.7.8; PI.7.10; PI.7.11; PI.7.12; PII.8.3; PII.7.4; PII.7.6; PIII.7 Unit 1, Lesson 1 Whole Group Plan a Narrative Essay Work Time Instruction Reteach: Consonant Digraphs Narrative Essay: Brainstorm Work Time Assignments Word Study: Consonant Digraphs Interactive Reader Narrative Essay: Brainstorm Unit 1, Lesson 2 Vocabulary Selection: illnesses, thoughtful Academic: devoted, discovered Read Aloud, Think Aloud” “We Need to Go to School: Voices of the Rugmark Children” Classroom Conversation Collaborative Conversation Unit 1, Lesson 3 Time to Read Read Independently Vocabulary Oops: Nouns without Plurals Word Study: Introduce the Vowel Sounds in moon and foot Unit 1, Lesson 3 Whole Group Write Events Work Time Instruction Reteach: Vowel Sounds in moon and foot Narrative Essay: Plan Work Time Assignments Word Study: Vowel Sounds in moon and foot Narrative Essay: Plan DAY 6 DAY 7 DAY 8 DAY 9 DAY 10 SELECTION Anchor Text Two Kinds from The Joy Luck Club Amy Tan SE pp 28-29 SELECTION Anchor Text Two Kinds from The Joy Luck Club Amy Tan SE pp 30-31 SELECTION Anchor Text A Simple Act Tyler Jackson SE pp 32-37 SELECTION Anchor Text A Simple Act Jackson SE pp 38-39 SELECTION Anchor Text A Simple Act Tyler Jackson SE p 40
Personalize for Learning English Language Support: Point of View (TE p 30) (TE p 32) English Language Support: Express Attitudes and/or Opinions (TE p 38) ELD Companion Support Unit 1, Lesson 4 Vocabulary Selection: raise, peak Academic: rapid, unknown, unprepared Read Aloud, Think Aloud “Extraordinary Athletes” Classroom Conversation Whole Class Discussion Unit 1, Lesson 5 Time to Read Read Independently Vocabulary Word Study: Consonant Digraphs Word Study: Vowel Sounds in moon and foot Unit 1, Lesson 5 Whole Group Describe People and Places Work Time Instruction Word Study Reader: The Secrets of Caves Argumentative Essay: Draft Work Time Assignments Word Study: Vowel sounds in Moon and foot and Consonant Digraphs Unit 1, Lesson 6 Time to Read Read Independently Vocabulary Oops: Pronouns as Subjects and Objects Word Study: Introduce Inflected Endings –s, -ed, ing Unit 1, Lesson 6 Work Time Instruction Reteach: Inflected Endings Narrative Essay: Draft Work Time Assignments Word Study: Inflected Endings Interactive Reader Narrative Essay: Draft DAY 11 DAY 12 DAY 13 DAY 14 DAY 15 SELECTION Anchor Text A Simple Act Tyler Jackson SE p 41 SELECTION from An Invisible Thread Laura Schroff and Alex Tresniowski SE pp 42-45 SELECTION from An Invisible Thread Laura Schroff and Alex Tresniowski SE pp 46-47 SELECTION from An Invisible Thread Laura Schroff and Alex Tresniowski SE pp 48-49 SELECTION from An Invisible Thread Laura Schroff and Alex Tresniowski SE pp 50-51 LANGUAGE DEVELOPMENT Conventions: Adverbs Students identify adverbs in sentences. Conventions: Adverbs MAKING MEANING Concept Vocabulary resilience, perseverance, generosity Read MAKING MEANING Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: EFFECTIVE EXPRESSION Writing to Compare Students write an explanatory essay analyzing way the two authors present information about the same topic.
Unit 1, Lesson 7 Vocabulary Selection: villains Academic: allowed, banned Read Aloud, Think Aloud” “Singing Big and Loud” Classroom Conversation Small-Group Discussion Unit 1, Lesson 8 Time to Read Read Independently Vocabulary Oops: Pronouns as Subjects and Objects Word Study: Introduce Consonant Sound /j/: g, j, dge Unit 1, Lesson 8 Work Time Instruction Reteach: Consonant Sound /j/ Work Time Assignments Word Study: Consonant Sound /j/ Narrative Essay: Draft Unit 1, Lesson 9 Vocabulary Selection: composes, attitude Academic: interrupted, appearance, expected Read Aloud, Think Aloud “The Music Connection” Classroom Conversation Collaborative Conversation Unit 1, Lesson 10 Time to Read Read Independently Vocabulary Word Study: Inflected Endings -s, -ed, or -ing Word Study: Consonant Sound /j/, g, j, dge
DAY 16 DAY 17 DAY 18 DAY 19 DAY 20 PERFORMANCE TASK: WRITING FOCUS Write a Nonfiction Narrative SE pp 52-54 PERFORMANCE TASK: WRITING Write a Nonfiction Narrative SE p 55 PERFORMANCE TASK: WRITING Write a Nonfiction Narrative SE pp 56-57 OVERVIEW Small-Group Learning SE pp 58-61 SELECTION Tutors Seniors New High-Tech Tricks Jennifer Ludden SE pp 62-66 PERFORMANCE TASK Write a Nonfiction Narrative Students write a narrative answering the question: What unexpected event shows how a can influence someone from a different generation? PreWriting/Planning Students focus their topic, develop characters and gather details. Drafting Students organize and write a first draft. STANDARDS W.7.3.a-e; W.7.10 LANGUAGE DEVELOPMENT Develop Technique: Finding Your Voice Students think of ways they can develop their voice in their writing. STANDARDS W.7.3.d PERFORMANCE TASK Revising Students evaluate and revise draft utilizing peer reviews. Editing and Proofreading Students edit for conventions and proofread for accuracies. Publishing and Presenting Students create a final version of their essay and share in small groups. Reflecting Students reflect on narrative essays. STANDARDS W.7.3.a; W.7.3.d; W.7.3.e; W.7.4; W.7.5 Essential Question What can one generation learn from another? Learning Strategies Prepare Participate Fully Support Others Clarify Small-Group Learning Strategies of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Working as a Team Take a position List your the rules Name your group Create a communication plan Making a Schedule Students make a schedule with for completing tasks. Working on Group Projects Students choose specific roles for each member. MAKING MEANING Concept Vocabulary struggling; impairments; frustrated First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Nonfiction Read the Selection Selection Audio Tutors Teach Seniors New High-Tech Tricks: Accessible Leveled Text Comprehension Students complete comprehension questions. Tutors Seniors New High-Tech Tricks: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Read the Text
Analyze the Text Students will respond to questions about the text, citing textual evidence. Analyze the Text STANDARDS RI.7.10; L.7.4.a myPerspectives ELL Support Personalize for Learning English Language Support: Characters (TE p 53) Personalize for Learning English Language Support: Subject-Verb Agreement (TE p 57) Audio Summary Tutors Teach Seniors New High-Tech Tricks: Accessible Leveled Text ELD Companion Support Unit 1, Lesson 10 Whole Group Revise Writing Work Time Instruction Word Study Reader: Our National Government Narrative Essay: Revise Work Time Assignments Word Inflected Endings and consonant Sound /j/ Narrative Essay: Revise Unit 1, Lesson 11 Time to Read Read Independently Vocabulary Oops: Noun-Pronoun Agreement Word Study: Introduce Vowel Patterns augh, ough Unit 1, Lesson 11 Whole Group Common Writing Mistakes Work Time Instruction Reteach: Patterns augh, ough Narrative Essay: Edit Work Time Assignments Word Study: Vowel Patterns augh, ough Interactive Reader Unit 1, Lesson 12 Vocabulary Selection: recite, location Academic: concern, encouraging Read Aloud, Think Aloud” “Sports Reporting” Classroom Conversation Partner Discussion Unit 1, Lesson 13 Time to Read Read Independently Vocabulary Oops: Noun-Pronoun Agreement Word Introduce Multisyllabic Words
Conventions: Conjunctions (RP) EFFECTIVE EXPRESSION Speaking and Listening: Multimedia Presentation Students will give a presentation to include text, charts, images, videos, music, or other media Speaking and Listening: Multimedia Presentation Speaking and Listening: Multimedia Presentation (RP) Evidence Log Students add notes and evidence that will be used to inform the Assessment. Selection Test: Tutors Seniors New High-Tech Tricks STANDARDS RI.7.1; RI.7.2; W.7.7; SL.7.1; SL.7.1.b; SL.7.1.c; SL.7.1.d; SL.7.4; SL.7.5; L.7.1; L.7.4.c; L.7.3.a Narrative Nonfiction: Characterization Students will analyze indirect characterization in the reading. Analyze and Structure: Narrative Nonfiction: Characterization Analyze Craft and Structure: Narrative Nonfiction: Characterization (RP) Conventions: Independent and Dependent Clauses Students identify independent and dependent clauses. Conventions: Independent and Dependent Clauses Conventions: Independent and Dependent Clauses (RP) Evidence Log Students add and evidence that will be used to inform the Assessment. Selection Test: from Mom & Me & Mom STANDARDS RI.7.1; RI.7.3; SL.7.1; L.7.1.a; L.7.4.b; L.7.4.d Media Vocabulary Students complete activities related to the Media Vocabulary words: set, questions, tone Media Vocabulary STANDARDS RI.7.10; SL.7.2; L.7.1; L.7.4; L.7.6
myPerspectives ELL Support Word Study: Suffix -ment (RP) (TE p 66) Analyze and Structure: Development of Central Ideas (RP) (TE p 67) Conventions: Conjunctions (RP) (TE p 68) Speaking and Listening: Multimedia Presentation (RP) (TE p 69) Personalize for Learning English Language Support: Central Ideas (TE p 67) English Language Support Lesson: Development of Central Ideas (On Realize) Personalize for Learning English Language Support: Cognates (TE p 68) Summary from Mom & Me & Mom: Accessible Leveled Text Personalize for Learning English Language Support: Figurative Language (TE p 72) Word Study: Latin Prefix: super- (RP) (TE p 77) Analyze Craft and Structure: Narrative Nonfiction: Characterization (RP) (TE p 78) Conventions: Independent and Dependent Clauses (RP) (TE p 79) Personalize for Learning English Language Support: Independent and Dependent Clauses (TE p 79) English Language Support Lesson: Independent and Dependent Clauses (On Realize) Audio Summary Personalize for Learning English Language Support: View Actively (TE p 81) ELD Companion Support Unit 1, Lesson 13 Work Time Instruction Reteach: Multisyllabic Words Narrative Essay: Edit Work Time Assignments Word Study: Multisyllabic Words Narrative Essay: Present Unit 1, Lesson 14 Vocabulary Selection: talented, opponent Academic: interfere, discrimination Read Aloud, Think Aloud and Serena: Champion Sisters” Classroom Conversation Class Discussion Unit 1, Lesson 15 Time to Read Read Independently Vocabulary Word Vowel Patterns augh, ough Word Multisyllabic Words Unit 1, Lesson 15 Work Time Instruction Word Study Reader: Many Ways to Communicate Narrative Essay: Present Work Time Assignments Word Study: Vowel Patterns augh, ough and Multisyllabic Words Time to Read Read Independently Book Club
LANGUAGE DEVELOPMENT Vocabulary Students complete activities related to the Media Vocabulary words: composition, light and shadow, perspective Media Vocabulary STANDARDS RI.7.10; SL.7.2; L.7.6 Students will respond to questions about the text, citing textual evidence. Analyze the Text LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: flung, catapulted, lurched Word Study: Connotations and Denotations Concept Vocabulary and Word Word Study: Connotations and Denotations (RP) Word Network Students add new words to their Word Network as they read texts in the unit. STANDARDS RL.7.1; RL.7.2; RL.7.4; RL.7.10; SL.7.1; L.7.4; L.7.4.a Students add notes and evidence that will be used to inform the Assessment. Selection Test: Mother to Son/To James STANDARDS RL.7.4; W.7.3.a-b; W.7.3.d; W.7.5; W.7.9; W.7.9.a; L.7.5; L.7.5.c myPerspectives ELL Support Audio Summary Personalize for Learning English Language Support: Pronouns (TE p 87) Audio Summary Mother to Son/To James: Accessible Text Word Study: Connotations and Denotations (RP) (TE p 100) Personalize for Learning English Language Support: Figurative Language (TE p 96) Analyze Craft and Structure: Figurative Language: Symbolism (RP) (TE p 101) Author’s Style: Rhythm and Repetitions (RP) (TE p 102) Writing to Sources: Narrative Poem (RP) (TE p 103) Personalize for Learning English Language Support
DAY 31 DAY 32 DAY 33 DAY 34 DAY 35 PERFORMANCE TASK: Speaking and Listening Focus Present a Nonfiction Narrative SE p 105 PERFORMANCE TASK: Speaking and Listening Focus Present a Nonfiction Narrative SE p 105 INTRODUCE INDEPENDENT LEARNING SE pp 106-107 INDEPENDENT LEARNING SE pp 108-110 ASSESSMENT SE pp 111-113 PERFORMANCE TASK Rehearse with Your Group Students review requirements, fine-tune the content and brush up on presentation techniques. STANDARDS SL.7.1; SL.7.1.a; SL.7.1.b; SL.7.2 PERFORMANCE TASK Present and Evaluate Students present as a and use checklist items to evaluate. STANDARDS SL.7.4; SL.7.6 Essential Question What can one generation learn from another? Independent Learning Strategies Create a Schedule Practice what you have learned Take Notes Independent Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Contents MAKING MEANING First-Read Guide Students Notice, Annotate, Connect, Respond as they read the selection the first time. First Read Guide Close-Read Guide Close Read Guide Close Read the Text Students will review the Read Model and complete the close read sections in the selection. Analyze the Text Students will respond to questions about the text, citing textual evidence. Quick Write Students about a paragraph that grabbed their interest. Share Your Independent Learning Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of how one generation learns from another. PERFORMANCE-BASED ASSESSMENT PREP Review Notes for a Nonfiction Narrative Students evaluate the strength of their content. Evidence Log Students add notes and evidence that will be used to inform the Assessment. Writing to Sources: Nonfiction Narrative Students will write a nonfiction narrative responding to the prompt: In what situations can one generation from another? Nonfiction Narrative Rubric Students use the rubric to guide their revisions. STANDARDS W.7.3.a-e; W.7.9; W.7.10
Evidence Log Students add and evidence that will be used to inform the Assessment. STANDARDS RL.7.10; RI.7.10 myPerspectives ELL Support Accessible Leveled Texts for Independent Learning Selections (On Realize) ELD Companion Support Time to Read Read Independently Book Club Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club DAY 36 ASSESSMENT SE pp 114-115 PERFORMANCE-BASED ASSESSMENT Speaking and Listening: Multimedia Presentation Students will use their narrative as the foundation for a multimedia presentation. Reflect on the Unit
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 UNIT INTRODUCTION SE pp 116-119 UNIT INTRODUCTION SE pp 120-123 OVERVIEW Whole-Class Learning SE pp 124-125 SELECTION Anchor Text Dark They Were, and Ray Bradbury SE pp 126-134 SELECTION Anchor Text Dark They Were, and Ray Bradbury SE pp 135-140 Unit Students will deepen their perspective on the space exploration by reading, writing, speaking, listening, and presenting. Unit Goals Video Academic Vocabulary justify, alternative, certainty, discredit, assumption Home Connection Letter Spanish Home Connection Letter Unit 2 Answer Key STANDARDS L.7.6 Launch Text Students will read “Leaving Main Street.” Students then participate in discussions about starry homes. Word Network Students add new words to their Word Network as they read texts in the unit. Word Network Summary Students a summary of the Launch Text. Launch Activity Students participate in an activity related to the unit QuickWrite Students write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom? Evidence Log Students add notes and evidence that will be used to inform the Assessment. Evidence Log Performance-Based Assessment: Refining Your Thinking Essential Question Should we make a home in Whole-Class Learning Strategies Listen actively Clarify by asking questions Monitor understanding Interact and share ideas Whole-Class Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. MAKING MEANING Concept Vocabulary submerged, canals, atmosphere, forlorn, immense, mosaic First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Fiction Read the Selection Selection Dark They Were, and Accessible Leveled Text STANDARDS RL.7.10 MAKING MEANING Read the Selection Selection Audio Dark They Were, and Accessible Leveled Text STANDARDS RL.7.10 myPerspectives ELL Support
Audio Summary Personalize for Learning English Language Support: Cognates (TE p 119) Audio Summary Dark They Were, and Golden-Eyed: Accessible Leveled Text Personalize for Learning English Language Support: Multiple-Meaning Words (TE p 132) Personalize for Learning English Language Support: That Sound Alike (TE p 134) Personalize for Learning English Language Support: Multiple-Meaning Words (TE p 137) ELD Companion Support Unit 2, Lesson 1 Time to Read Read Independently Vocabulary Oops: Possessive Pronouns Word Study: Introduce Syllable Pattern VC/CV Unit 2, Lesson 1 Whole Group Write an Opinion Essay Work Time Instruction Reteach: Syllable Pattern VC/CV Opinion Essay: Plan Work Time Assignments Word Syllable Pattern VC/CV Interactive Reader Opinion Essay: Plan Unit 2, Lesson 2 Vocabulary Selection: companions, satellites Academic: unacceptable, inexperienced, performance Read Aloud, Think Aloud” “Robot Explorers” Classroom Conversation Small-Group Discussion Unit 2, Lesson 3 Time to Read Read Independently Vocabulary Oops: Possessive Pronouns Word Study: Introduce Syllable Pattern V/CV Unit 2, Lesson 3 Whole Group Organize Writing Work Time Instruction Reteach: Syllable Pattern V/CV Work Time Assignments Word Study: Syllable Pattern V/CV Opinion Essay: Prewrite DAY 6 DAY 7 DAY 8 DAY 9 DAY 10 SELECTION Anchor Text Dark They Were, and Ray Bradbury SELECTION Anchor Text Dark They Were, and Ray Bradbury SELECTION Anchor Text Dark They Were, and Ray Bradbury SELECTION Anchor Text Dark They Were, and Ray Bradbury SELECTION Dark They Were, and Michael McDonough
SE pp 141-142 SE p 143 SE p 144 SE p 145 SE pp 146-148 MAKING MEANING Comprehension Check Students complete comprehension questions. Dark They Were and Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. Close Read the Text Students will review the Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. STANDARDS RL.7.4 MAKING MEANING Analyze Craft and Structure: Figurative Language: Metaphor and Simile Students will identify examples of simile, metaphor, or personification. Analyze Craft and Structure: Figurative Language: Metaphor and Simile Analyze Craft and Structure: Figurative Language: Metaphor and Similes (RP) STANDARDS L.7.5.a LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: submerged, canals, atmosphere, forlorn, immense, mosaic Word Study: Synonyms and Nuance Concept Vocabulary and Word Study Word Study: Synonyms and Nuance (RP) Word Network Students add new words to their Word Network as they read texts in the unit. STANDARDS L.7.4; L.7.5 LANGUAGE DEVELOPMENT Conventions: Comparisons Using Adjectives and Adverbs Students identify examples of adverbs and adjectives. Conventions: Comparisons Using Adjectives and Adverbs Conventions: Comparisons Using Adjectives and Adverbs (RP) Evidence Log Students add notes and evidence that will be used to inform the Assessment. SELECTION TEST Selection Test: Dark They Were and Golden-Eyed STANDARDS L.7.1 MAKING MEANING Media Vocabulary effects, human voice, silence Media Vocabulary First Review Students Listen, Note, Connect, and Respond as they read the selection the first time. First-Review Guide: Media: Audio Read the Selection Selection Audio Dark They Were and Accessible Text Comprehension Check Students complete comprehension questions. Research to Explore Students conduct research about the author, the series called Bradbury 13 or the history of radio plays. STANDARDS Rl.7.10; L.7.6 myPerspectives ELL Support Analyze and Structure: Figurative Language: Metaphor and Similes (RP) (TE p 143) Word Study: Synonyms and Nuance (RP) (TE p 144) Conventions: Comparisons Using Adjectives and Adverbs (RP) (TE p 145) Audio Summary Personalize for Learning English Language Support: Similar Words (TE p 146) ELD Companion Support
LANGUAGE DEVELOPMENT Vocabulary Students complete activities related to the Vocabulary words: sound effects; human voice; silence Media Vocabulary STANDARDS SL.7.2 Evidence Log Students add notes and evidence that will be used to inform the Assessment. STANDARDS RL.7.7; W.7-2.a-e; W.7.9.a First-Read Guide: Nonfiction Read the Selection Selection Audio Danger! This Mission to Mars Bore You to Death!: Accessible Leveled Text Comprehension Check Students complete comprehension questions. Danger! This Mission to Mars Could Bore You to Death!: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. Analyze Craft and Structure: Text Structure: Informative Writing Students will identify key information in the article. Analyze Craft and Structure: Informative Writing Analyze Craft and Structure: Informative Writing (RP) STANDARDS Word Study: Latin Prefix: sub- Students complete activities related to the Latin Prefix sub- Concept Vocabulary and Word Study Word Study: Latin Prefix: sub- (RP) Word Network Students add new words to their Word Network as they read texts in the unit. Conventions: Action Verbs and Linking Verbs Students complete activities identifying action and linking verbs. Conventions: Action Verbs and Linking Verbs Conventions: Action Verbs and Linking Verbs (RP) STANDARDS L.7.1; L.7.4.b Speaking and Listening: Visual Presentation Students research activities that are designed to combat boredom and then give a visual presentation. Speaking and Listening: Visual Presentation Speaking and Listening: Visual Presentation (RP) Evidence Log Students add and evidence that will be used to inform the Assessment. SELECTION TEST Selection Test: Warning! This Mission to Mars Bore You to Death! STANDARDS W.7.1.a, W.7.1.b, W.7.1.d, W.7.1.e, W.7.7; SL.7.4; SL.7.5
RI.7.10 myPerspectives ELL Support Personalize for Learning English Language Support: Word Forms (TE p 150) English Language Support Lesson: Comparatives and Superlatives (On Realize) Audio Summary Danger! This Mission to Mars Could Bore You to Death!: Accessible Leveled Text Analyze Craft and Structure: Informative Writing (RP) (TE p 159) Personalize for Learning English Language Support: Idioms (TE p 156) Personalize for Learning English Language Support: Used in Comparisons (TE p 158) Word Study: Latin Prefix: sub- (RP) (TE p 160) Conventions: Action Verbs and Linking Verbs (RP) (TE p 161) Writing to Compare: Blog Post (RP) (TE p 162) Speaking and Listening: Visual Presentation (RP) (TE p 163) Personalize for Learning English Language Support: Evaluating a Blog Post (TE p 162) English Language Support Lesson: Blog Post (On Realize) ELD Companion Support Unit 2, Lesson 7 Vocabulary Selection: impact, habitats Academic: alternative, anticipated Read Aloud, Think Aloud” “Human Impact” Classroom Conversation Small-Group Discussion Unit 2, Lesson 8 Time to Read Read Independently Vocabulary Oops: Articles With Singular Nouns Word Study: Introduce Synonyms Unit 2, Lesson 8 Work Time Instruction Reteach: Synonyms Opinion Essay: Draft Work Time Assignments Word Synonyms Opinion Essay: Draft Unit 2, Lesson 9 Vocabulary Selection: close-up, wingspan Academic: appearance, resolve Read Think Aloud “Midway Atoll: The Pacific Garden Patch” Classroom Conversation Collaborative Conversation Unit 2, Lesson 10 Time to Read Read Independently Vocabulary Word Study: Contractions Word Study: Synonyms
DAY 16 DAY 17 DAY 18 DAY 19 DAY 20 PERFORMANCE TASK: WRITING FOCUS Write an Argument SE pp 164-166 PERFORMANCE TASK: WRITING FOCUS Write an Argument SE p 167 PERFORMANCE TASK: WRITING FOCUS Write an Argument SE pp 168-169 OVERVIEW Small-Group Learning SE pp 170-173 SELECTION Future of Space Exploration Could See Humans on Mars, Alien Planets Nola Taylor Redd SE pp 174-179 PERFORMANCE TASK an Editorial Students write an editorial responding to the question: Do the benefits of exploring Mars outweigh the risks? PreWriting/Planning Students develop a gather evidence, and connect across texts. Drafting Students organize and write a first draft. STANDARDS W.7.1.a-c; W.7.1.e; W.7.4; W.7.10 LANGUAGE DEVELOPMENT Conventions: Revising for Correct Verb Students identify verb tenses and correct mistakes in sentences. STANDARDS L.7.1; L.7.2.a PERFORMANCE TASK Revising Students evaluate and revise draft utilizing peer reviews. Editing and Proofreading Students edit for conventions and proofread for accuracies. Publishing and Presenting Students create a final version of their editorial and share in small groups. Reflecting Students reflect on their editorials. STANDARDS W.7.1.a; W.7.1.c; W.7.1.d; W.7.5 Essential Question Should we make a home in space? Small-Group Learning Strategies Prepare Participate Fully Support Others Clarify Small-Group Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit Working as a Team Take a position List your rules the rules Name your group Create a communication plan Making a Schedule Students make a schedule with for completing tasks. Working on Group Projects Students choose specific for each member. MAKING MEANING Concept Vocabulary colonize; planetary; interstellar Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. Guide: Nonfiction Read the Selection Selection Audio Future of Space Exploration Could See Humans on Mars, Alien Planets: Accessible Leveled Text Comprehension Check Students complete comprehension questions. Future of Space Exploration Could See Humans on Mars, Alien Planets: First Read Extension Questions Research to Clarify Students choose one unfamiliar scientific detail of the text to research. Close Read the Text Students will review the Close Read Model and complete the
STANDARDS RI.7.10; SL.7.1; L.7.4.a; L.7.4.b; L.7.4.c; L.7.4.d myPerspectives ELL Support Personalize for Learning English Language Support: Verb Tenses (TE p 167) Personalize for Learning English Language Support: Word (TE p 169) Audio Summary Future of Space Exploration Could See Humans on Mars, Alien Planets: Accessible Leveled Text Word Study: Latin Suffix: -ary (RP) (TE p 178) Analyze Craft and Structure: Text Structure(RP) (TE p 179) ELD Companion Support Unit 2, Lesson 10 Group Revise Work Time Instruction Word Reader: What is an Invention Opinion Essay: Revise Work Time Assignments Word Contractions and Synonyms Opinion Essay: Revise Unit 2, Lesson 11 Time to Read Read Independently Vocabulary Oops: Articles With Plural Nouns Word Study: Introduce Suffixes for People Unit 2, Lesson 11 Work Time Instruction Reteach: Suffixes for People Opinion Essay: Edit Work Time Assignments Word Study: Suffixes for People Interactive Reader Opinion Essay: Edit Unit 2, Lesson 12 Vocabulary Selection: magma, lava Academic: organized, improvement, normally Read Aloud, Think Aloud” “Changes on Earth” Classroom Conversation Collaborative Conversation Unit 2, Lesson 13 Time to Read Read Independently Vocabulary Oops: Articles With Plural Nouns Word Study: Introduce Suffixes –al, -ly, -tion
DAY 21 DAY 22 DAY 23 DAY 24 DAY 25 SELECTION Future of Space Exploration Could See Humans on Mars, Alien Planets Nola Taylor Redd SE pp 180-181 SELECTION The Last Dog Katherine Paterson SE pp 182-188 SELECTION The Last Dog Katherine Paterson SE pp 189-195 SELECTION The Last Dog Katherine Paterson SE pp 196-197 SELECTION The Last Dog Katherine Paterson SE p 198 LANGUAGE DEVELOPMENT Conventions: The Principal of Verbs Students identify examples of participles. Conventions: The Principal of Verbs Conventions: The Principal Parts of Verbs (RP) EFFECTIVE EXPRESSION Speaking and Listening: Multimedia Presentation Students create and deliver an oral presentation about an illustrated biography or an informational brochure. Speaking and Listening: Multimedia Presentation Speaking and Listening: Multimedia Presentation (RP) Evidence Log Students add notes and evidence that will be used to inform the Assessment. Selection Test: Future of Exploration Could See Humans on Mars, Alien Planets STANDARDS W.7.7; W.7.8; SL.7.5; L.7.1 MAKING MEANING Concept Vocabulary threatening; extinct; mutation Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. Guide: Fiction Read the Selection Selection Audio The Last Dog: Accessible Leveled Text STANDARDS RL.7.10; L.7.4.a Read the Selection Selection Audio The Last Dog: Accessible Leveled Text Comprehension Check Students complete comprehension questions. The Last Dog: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. Research to Explore Students research Biosphere 2 and formulate two research questions. STANDARDS RL.7.10 MAKING MEANING Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions the text, citing textual evidence. Analyze the Text LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: threatening; extinct; mutation Word Study: Latin Suffix: -tion Concept Vocabulary and Word Study Word Study: Latin Suffix: -tion (RP) Word Network Students add new words to their Word Network as they read texts in the unit. Analyze Craft & Structure LANGUAGE DEVELOPMENT Conventions: Simple and Compound Subjects and Predicates Conventions: Simple and Compound Subjects and Predicates Conventions: Simple and Compound Subjects and Predicates (RP) Word Network Students add new words to their Word Network as they read texts in the unit. STANDARDS L.7.1; L.7.3.a
Elements of a Story: Conflict and Resolution Students will analyze examples of conflict and resolution in The Last Dog. Analyze Craft and Structure: Conflict and Resolution Analyze Craft and Structure: Conflict and Resolution (RP) STANDARDS RL.7.3; L.7.4.a; L.7.5.a myPerspectives ELL Support Conventions: The Principal Parts of Verbs (RP) (TE p 180) Speaking and Listening: Multimedia Presentation (RP) (TE p 181) Personalize for Learning English Language Support: Using Participles (TE p 180) English Language Support Lesson: Present Participles (On Realize) Audio Summary The Last Dog: Accessible Leveled Text Personalize for Learning English Language Support: Coined Terms (TE p 185) Audio Summary The Last Dog: Accessible Leveled Text Word Latin Suffix: -tion (RP) (TE p 196) Analyze and Structure: Conflict and Resolution (RP) (TE p 197) Personalize for Learning English Language Support: Understanding Conflict and Resolution (TE p 197) English Language Support Lesson: Conflict and Resolution (On Realize) Conventions: Simple and Compound Subjects and Predicates(RP) (TE p 198) Personalize for Learning English Language Support: Subjects and Predicates (TE p 198) ELD Companion Support Unit 2, Lesson 13 Whole Group Speak and Listen Well Work Time Instruction Reteach: Suffixes –al, -ly, -tion Opinion Speech: Present Work Time Assignments Unit 2, Lesson 14 Vocabulary Selection: imagine, developing countries Academic: capacity, introduced Read Aloud, Think Aloud “If You Could Change the World” Unit 2, Lesson 15 Time to Read Read Independently Vocabulary Word Study: Suffixes for People Word Study: Suffixes –al, -ly, -tion Unit 2, Lesson 15 Work Time Instruction Word Study Reader: Jazz Begins Work Time Assignments Word Study: Suffixes for People and Suffixes –al, -ly, -tion Opinion Speech: Present Time to Read Read Independently Book Club
DAY 31 DAY 32 DAY 33 DAY 34 DAY 35 PERFORMANCE TASK: Speaking and Listening Present an Argument SE pp 212-213 PERFORMANCE TASK: Speaking and Listening Focus Present an Argument SE p 213 INTRODUCE INDEPENDENT LEARNING SE pp 214-215 INDEPENDENT LEARNING SE pp 216-218 PERFORMANCE-BASED ASSESSMENT SE pp 219-221 PERFORMANCE TASK Present an Argument As a group, students present a multimedia presentation strong evidence to support arguments about Space Exploration. Plan with Your Group Students analyze the text, gather evidence, and organize your ideas. Rehearse with Your Group Students practice the presentation, fine-tune the content, improve their use of media, and brush up on presentation techniques. STANDARDS SL.7.4 PERFORMANCE TASK Present and Evaluate Students present as a and use checklist items to evaluate. STANDARDS SL.7.4; SL.7.5 Essential Question Should we make a home in space? Independent Learning Strategies Create a Schedule Practice what you have learned Take Notes Independent Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit Contents MAKING MEANING First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide Guide Close-Read Guide Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Analyze the Text Students will respond to questions about the text, citing textual evidence. Quick Write Students write about a paragraph that grabbed their interest. Share Your Independent Learning Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism. Evidence Log PERFORMANCE-BASED ASSESSMENT PREP Review Evidence for an Argument Students evaluate the strength of their evidence Evidence Log Students add notes and evidence that will be used to inform the Assessment. Writing to Sources: Argument Students will write an argument to answer the following: Should we spend valuable resources on space exploration? Argument Rubric Students use the rubric to guide their revisions. STANDARDS W.7.1.a; W.7.1.b; W.7.10
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 UNIT INTRODUCTION SE pp 224-227 UNIT INTRODUCTION SE pp 228-231 OVERVIEW Whole-Class Learning SE pp 232-233 SELECTION Anchor Text A Christmas Carol: Scrooge and Marley, Act I Israel Horovitz SE pp 234-246 SELECTION Anchor Text A Christmas Carol: Scrooge and Marley, Act I Israel Horovitz SE pp 247-259 Unit Students will deepen their perspective about turning points in people’s lives by reading, writing, speaking, listening, and presenting. Unit Goals Video Academic Vocabulary contribute; consistent; maintain; observation; sufficient Home Connection Letter Spanish Home Connection Letter Unit 3 Answer Key STANDARDS L.7.6 Launch Text Students will read “At the Crossroads.” They will then be able to participate in discussions about turning points. Word Network Students add new words to their Word Network as they read texts in the unit. Word Network Summary Students write a summary of the Launch Text. Launch Activity Students participate in an activity related to the unit QuickWrite Students write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom? Evidence Log Students add notes and evidence that will be used to inform the Assessment. Evidence Log Performance-Based Assessment: Refining Your Thinking Essential Question What can cause a sudden change in someone’s life? Whole-Class Learning Strategies Listen actively Clarify by asking questions Monitor understanding Interact and share ideas Whole-Class Learning Strategies of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. MAKING MEANING Concept Vocabulary covetous; morose; resolute; impossible; malcontent; miser First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Fiction Read the Selection Selection Audio A Christmas Carol, Act I: Accessible Text STANDARDS RL.7.10 MAKING MEANING Read the Selection Selection Audio A Christmas Act I: Accessible Text STANDARDS RL.7.10 myPerspectives ELL Support
Comprehension Check Students complete comprehension questions. A Christmas Carol, Act I: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. Analyze Craft and Structure: Text Structure: Dialogue in Drama Students will identify examples of dialogue. Analyze Craft and Structure: Text Structure: Dialogue in Drama Analyze Craft and Structure: Text Structure: Dialogue in Drama (RP) STANDARDS RL.7.3; RL.7.5 Concept Vocabulary Students complete activities related to the Concept Vocabulary words: covetous; resolute; malcontent; morose; impossible; Word Latin Prefix: mal- Concept Vocabulary and Word Study Word Study: Latin Prefix: mal- (RP) Word Network Students add new words to their Word Network as they read texts in the unit. STANDARDS L.7.4.b; L.7.4.c Conventions: Subject-Verb Agreement Students identify examples of subject-verb agreement in sentences. Conventions: Subject-Verb Agreement Conventions: Subject-Verb Agreement (RP) Evidence Log Students add notes and evidence that will be used to inform the Assessment. SELECTION TEST Selection Test: A Christmas Carol, Act I STANDARDS L.7.1 Concept Vocabulary parallel; altered; strive; dispelled; earnest; infinitely Review Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Fiction Read the Selection Selection A Christmas Carol, Act II: Accessible Text Comprehension Check Students complete comprehension questions. A Christmas Carol, Act II: First Read Extension Questions Research to Clarify Students choose one unfamiliar detail from the text to research. STANDARDS Rl.7.10 myPerspectives ELL Support Personalize for Learning English Language Support: Understanding Stage Directions (TE p 260) Analyze and Structure: Text Structure: Dialogue in Drama (RP) (TE p 261) Word Study: Latin Prefix: mal- (RP) (TE p 262) Conventions: Subject-Verb Agreement (RP) (TE p 263) English Language Support Lesson: Subject-Verb Agreement (On Realize) Audio Summary A Christmas Carol, Act II: Accessible Text Personalize for Learning English Language Support: Multiple-Meaning Words (TE p 266) Personalize for Learning English Language Support: Multiple-Meaning
(TE p 271) Personalize for Learning English Language Support: Idioms (TE p 273) Personalize for Learning English Language Support: Multiple-Meaning Words (TE p 274) Personalize for Learning English Language Support: Multiple-Meaning Words (TE p 282) Personalize for Learning English Language Support: Idioms (TE p 287) ELD Companion Support Unit 3, Lesson 4 Vocabulary Selection: awful, notice Academic: expression, participate Read Aloud, Think Aloud “A Boy and His Dog” Classroom Conversation Collaborative Conversation Unit 3, Lesson 5 Time to Read Read Independently Vocabulary Word Study: Antonyms Word Greek and Latin Roots Unit 3, Lesson 5 Work Time Instruction Word Study Reader: Egypt in Ancient Times Explanatory Essay: Draft Work Time Assignments Word Study: Antonyms and Greek and Latin Roots Explanatory Essay: Draft Unit 3, Lesson 6 Time to Read Read Independently Vocabulary Oops: of “to be” Word Study: Introduce Vowel Patterns ei, eigh Unit 3, Lesson 6 Work Time Instruction Reteach: Patterns ei, eigh Explanatory Draft Work Time Assignments Word Study: Vowel Patterns ei, eigh Explanatory Essay: Draft
Word Study: Greek Prefix: para- Students complete activities related to the Prefix para- Concept Vocabulary and Word Study Word Study: Greek Prefix: para- (RP) Word Network Students add new words to their Word Network as they read texts in the unit. Conventions: Sentence Structures Students identify examples of sentence structure. Conventions and Style: Sentence Structures Conventions and Sentence Structures (RP) STANDARDS RL.7.1; RL.7.2; RL.7.3; L.7.1.b; L.7.4.b; L.7.4.c; L.7.4.d; L.7.5.b W.7.1.a-e; W.7.7; W.7.9.a; SL.7.4; SL.7.5 myPerspectives ELL Support Analyze Craft and Structure: Stage Directions (RP) (TE p 293) Word Greek Prefix: para- (RP) (TE p 294) Conventions and Style: Sentence Structures (RP) (TE p 295) Personalize for Learning English Language Support: Writing to Sources: Explanatory Essay (RP) (TE p 296) Speaking and Listening: Costume Plans (RP) (TE p 297) Summary Personalize for Learning English Language Support: Comparison (TE p 302)
Understanding Stage Directions (TE p 293) English Language Support Lesson: Stage Directions (On Realize) Personalize for Learning English Language Support: Subjects and Verbs (TE p 295) ELD Companion Support Unit 3, Lesson 7 Vocabulary Selection: claim, repaired Academic: understand, authentic, interesting Read Aloud, Think Aloud” “Under Attack” Classroom Conversation Whole Class Discussion Unit 3, Lesson 8 Time to Read Read Independently Vocabulary Oops: Forms of “to be” Word Study: Introduce Prefixes re-, in- Unit 3, Lesson 8 Whole Group Revise Writing Work Time Instruction Reteach: Prefixes re-, in- Explanatory Essay: Revise Work Time Assignments Word Prefixes re-, in- Explanatory Essay: Revise Unit 3, Lesson 9 Vocabulary Selection: cells, nourishing Academic: expert, prepare Read Think Aloud “Your Incredible Growing Body” Classroom Conversation Collaborative Conversation Unit 3, Lesson 10 Time to Read Read Independently Vocabulary Word Study: Vowel Patterns ei, eigh Word Study: Prefixes re-, in-
DAY 16 DAY 17 DAY 18 DAY 19 DAY 20 PERFORMANCE TASK: WRITING Write an Explanatory Essay SE pp 304-306 PERFORMANCE TASK: WRITING FOCUS an Explanatory Essay SE p 307 PERFORMANCE TASK: WRITING FOCUS Write an Explanatory Essay SE pp 308-309 OVERVIEW Small-Group Learning SE pp 310-313 SELECTION You, M’am Langston Hughes SE pp 314-319 PERFORMANCE TASK Write an Explanatory Cause-and-Effect Essay Students write an essay responding to the question: How does Scrooge’s character transform over the course of the play? PreWriting/Planning Students develop ideas and connect across texts. Drafting Students organize and write a first draft. STANDARDS W.7.2.a-c; W.7.10 LANGUAGE DEVELOPMENT Conventions: Revise Sentences to Heighten Interest Students use a variety of sentence structures to heighten reader’ interest. STANDARDS W.7.1.d; L.7.1.b; L.7.3.a PERFORMANCE TASK Revising Students evaluate and revise draft utilizing peer reviews. Editing and Proofreading Students edit for conventions and proofread for accuracies. Publishing and Presenting Students create a version of their essay and share in small groups. Reflecting Students reflect on their essays. STANDARDS W.7.1.d-f; W.7.5; W.7.6 Essential Question What can cause a sudden change in someone’s life? Small-Group Learning Strategies Prepare Participate Fully Support Others Clarify Small-Group Learning Strategies of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Working as a Team Take a position List your rules Apply the rules Name your group Create a communication plan Making a Schedule Students make a schedule with group for completing tasks. Working on Group Projects Students choose specific roles for each member. MAKING MEANING Concept Vocabulary permit; release; contact First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Nonfiction Read the Selection Selection Audio You, M’am : Accessible Leveled Text Comprehension Check Students complete comprehension questions. Thank You, M’am: First Read Extension Questions Research to Clarify Students research a topic that will help them better understand the text. STANDARDS Rl.7.10; L.7.4.a myPerspectives ELL Support
Personalize for Learning English Language Support: Revising Sentences (TE p 307) Summary Thank You M’am: Accessible Leveled Text Personalize for Learning English Language Support: Dialogue (TE p 317) ELD Companion Support Unit 3, Lesson 10 Whole Group Finalize Essay Work Time Instruction Word Study Reader: Exercise and Your Body Work Time Assignments Word Study: Vowel Patterns ie and eigh and Prefixes re- and -in Explanatory Essay: Revise Unit 3, Lesson 11 Time to Read Read Independently Vocabulary Oops: Past Tense Verbs Word Study: Introduce Plural Nouns Unit 3, Lesson 11 Work Time Instruction Reteach: Plural Explanatory Essay: Edit Work Time Assignments Word Study: Plural Nouns Interactive Reader Explanatory Essay: Edit and Format Unit 3, Lesson 12 Vocabulary Selection: motionless, fragments Academic: education, award Read Think Aloud” “A Matter of Time” Classroom Conversation Partner Conversation Unit 3, Lesson 13 Time to Read Read Independently Vocabulary Oops: Past Tense Verbs Word Study: Introduce the Schwa Sound
Students will respond to questions about the text, citing textual evidence. Analyzing the Text STANDARDS Rl.7.10; L.7.5.b myPerspectives ELL Support Word Study: Multiple-Meaning Words (RP) (TE p 320) Analyze and Structure: Elements of a Short Story (RP) (TE p 321) Conventions: Prepositions and Prepositional Phrases (RP) (TE p 322) Personalize for Learning English Language Support: Sentence Frames (TE p 322) Writing to Sources: Journal Entry (RP) (TE p 323) Personalize for Learning English Language Support: Journal Entry (TE p 323) English Language Support Lesson: Journal Entry (On Realize) Summary from An American Childhood: Accessible Leveled Text ELD Companion Support Unit 3, Lesson 13 Work Time Instruction Reteach: Schwa Sound Explanatory Present Work Time Assignments Word Study: Schwa Sound Explanatory Essay: Present Unit 3, Lesson 14 Vocabulary Selection: sparks, gap Academic: worked, studying, cooperation Read Aloud, Think Aloud “A Matter of Time” Classroom Conversation Collaborative Conversation Unit 3, Lesson 15 Time to Read Read Independently Vocabulary Word Study: Plural Nouns Word Study: The Schwa Sound Unit 3, Lesson 15 Work Time Instruction Word Study Reader: Masks Through Time Work Time Assignments Word Plural Nouns and the Schwa Sound Explanatory Essay: Present Time to Read Read Independently Book Club
STANDARDS RI.7.10; L.7.6 myPerspectives ELL Support Word Study: Prefix: en- (RP) (TE p 328) Analyze Craft and Structure: Reflective Writing (RP) (TE p 329) Conventions: Appositives and Appositive Phrases (RP) (TE p 330) Personalize for Learning English Language Support: Appositives and Appositive Phrases (TE p 330) Speaking and Listening: Collaborative Discussion (RP) (TE p 331) Personalize for Learning English Language Support: Preparing for a Collaborative Discussion (TE p 331) English Language Support Lesson: Collaborative Discussion (On Realize) Audio Summary ELD Companion Support Time to Read Read Independently Book Club Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club Read Think Aloud Supplemental Time to Read Read Independently Book Club
DAY 31 DAY 32 DAY 33 DAY 34 DAY 35 PERFORMANCE TASK: Speaking and Listening Present an Explanatory Essay SE p 340 PERFORMANCE TASK: Speaking and Listening Focus Present an Explanatory Essay SE p 341 INTRODUCE INDEPENDENT LEARNING SE pp 342-343 INDEPENDENT LEARNING SE pp 344-346 PERFORMANCE-BASED ASSESSMENT SE pp 347-349 PERFORMANCE TASK Present an Explanatory Essay As a students present an explanatory essay in the form of a multimedia presentation about turning points. Plan with Your Group Students analyze the text, gather details and and organize your ideas. Rehearse with Your Students practice the presentation, fine-tune the content, improve their use of media, and brush up on presentation techniques. STANDARDS W.7.2 PERFORMANCE TASK Present and Evaluate Students present as a group and use checklist items to evaluate. STANDARDS SL.7.1; SL.7.2; SL.7.4; SL.7.5; SL.7.6 Essential Question What can a sudden change in someone’s life? Independent Learning Strategies Create a Schedule Practice what you have learned Take Notes Independent Learning Strategies of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Contents MAKING MEANING First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide Close-Read Guide Guide Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Analyze the Text Students will respond to questions the text, citing textual evidence. Quick Write Students write about a paragraph that grabbed their interest. Share Your Independent Learning Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism. Evidence Log PERFORMANCE-BASED ASSESSMENT PREP Review Evidence for an Explanatory Essay Students evaluate the strength of their evidence Evidence Log Students add and evidence that will be used to inform the Assessment. Writing to Sources: Explanatory Essay Students will an essay to answer the following: What can cause a significant change in someone’s life? Explanatory Rubric Students use the rubric to guide their revisions. STANDARDS W.7.2.a; W.7.2.b; W.7.4; W.7.9; W.7.10; PII.3
Audio Summary Personalize for Learning English Language Support: Cognates (TE p 355) Personalize for Learning English Language Support: Suffix -tion (TE p 359) Audio Summary from Silent Spring: Accessible Leveled Text Analyze Craft and Structure: Author’s Word Choice: Imagery (RP) (TE p 367) Word Study: Anglo-Saxon Suffix: -ness (RP) (TE p 368) Personalize for Learning English Language Support: Figurative Language (TE p 363) Personalize for Learning English Language Support: Imagery (TE p 367) English Language Support Lesson: Connotation (On Realize) Conventions: The Subjunctive (RP) (TE p 369) Writing to Sources: Argument (RP) (TE p 370) Speaking and Listening: Multimedia Presentation (RP) (TE p 371) English Language Support Lesson: Multimedia Presentation (On Realize) ELD Companion Support Unit 4, Lesson 1 Time to Read Read Independently Vocabulary Oops: Progressive Tense Verbs Word Study: Long Vowel Digraphs Unit 4, Lesson 1 Work Time Instruction Reteach: Long Vowel Digraphs Work Time Assignments Word Long Vowel Digraphs Interactive Reader Unit 4, Lesson 2 Vocabulary Selection: irrigated, pesticides Academic: journal, discussed Read Aloud, Think Aloud” “Save Our Earth: We Need Water to Live” Classroom Conversation Partner Conversation Unit 4, Lesson 3 Time to Read Read Independently Vocabulary Oops: Progressive Tense Verbs Word Study: Introduce Diphthongs Unit 4, Lesson 3 Work Time Instruction Reteach: Diphthongs Work Time Assignments Word Study: Diphthongs DAY 6 DAY 7 DAY 8 DAY 9 DAY 10 SELECTION Anchor Text Nobel Speech Al Gore SELECTION Anchor Text Speech Al Gore SELECTION Anchor Text Nobel Speech Al Gore SELECTION Anchor Text Nobel Speech Al Gore SELECTION Anchor Text Nobel Speech Al Gore
SE pp 372-380 SE pp 381-382 SE p 383 SE p 384 SE p 385 MAKING MEANING Concept Vocabulary crisis; pollution; urgency; universal; illusion; environment Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Nonfiction Read the Selection Selection Audio Nobel Speech: Accessible Leveled Text STANDARDS RI.7.10 MAKING MEANING Comprehension Check Students complete comprehension questions. Speech: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. Close Read the Text Students will review the Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions the text, citing textual evidence. MAKING MEANING Analyze & Structure: Persuasive Speech Students will identify types of persuasive techniques in the speech. Analyze Craft and Structure: Persuasive Speech Analyze Craft and Structure: Persuasive Speech (RP) STANDARDS RI.7.8 LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: crisis; pollution; urgency; universal; illusion; environment Word Study: Latin Prefix: uni- Concept Vocabulary and Word Study Word Study: Latin Prefix: uni- (RP) Word Network Students add new words to their Word Network as they read texts in the unit. STANDARDS L.7.5.b LANGUAGE DEVELOPMENT Conventions: Infinitive Phrases and Gerund Phrases Students identify examples of infinitive and gerund phrases. Conventions: Infinitive Phrases and Gerund Phrases Conventions: Infinitive Phrases and Gerund Phrases (RP) Evidence Log Students add notes and evidence that will be used to inform the Assessment. SELECTION TEST Selection Test: Speech STANDARDS L.7.4.a myPerspectives ELL Support Audio Summary Nobel Speech: Accessible Leveled Text Personalize for Learning English Language Support: Archaic Words (TE p 374) Personalize for Learning English Language Support: Idioms (TE p 377) Personalize for Learning English Language Support: Similar Words (TE p 382) Analyze Craft and Structure: Persuasive Speech (RP) (TE p 383) Word Study: Latin Prefix: uni- (RP) (TE p 384) Conventions: Infinitive Phrases and Gerund Phrases (RP) (TE p 385) English Language Support Lesson: Gerunds (On Realize) ELD Companion Support
Unit 4, Lesson 4 Vocabulary Selection: glaciers, dynamic Academic: population, government Read Think Aloud “Living with Weather and Climate” Classroom Conversation Whole Class Discussion Unit 4, Lesson 5 Time to Read Read Independently Vocabulary Word Study: Long Vowel Digraphs Word Study: Diphthongs Unit 4, Lesson 5 Work Time Instruction Word Study Reader: Posters Work Time Assignments Word Study: Long Vowel Digraphs and Diphthongs Unit 4, Lesson 6 Time to Read Read Independently Vocabulary Oops: Subject – Verb Agreement Word Study: Introduce Long and Short Vowel Sounds Unit 4, Lesson 6 Work Time Instruction Reteach: Long and Short Vowel Sounds Work Time Assignments Word Long and Short Vowel Sounds DAY 11 DAY 12 DAY 13 DAY 14 DAY 15 SELECTION Nobel Speech Al Gore SE pp 386-387 SELECTION Media Nobel Speech Al Gore SE p 388 SELECTION Media Nobel Speech Al Gore SE p 389 SELECTION Media Nobel Speech Al Gore SE pp 390-391 SELECTION Media Nobel Speech Al Gore SE pp 390-391 MAKING MEANING Concept Vocabulary unprecedented; recklessly; imminent; unsustainable; emissions; efficiently First Review Students Note, Connect, Respond as they review the media the first time. First-Review Guide: Media: Video MAKING MEANING Comprehension Students complete comprehension questions. Research to Clarify Students research one unfamiliar detail from the text. MAKING MEANING Close Review Students will review the video and record any new observations. Close Review Analyze the Media Students will respond to questions the video, citing evidence. LANGUAGE DEVELOPMENT EFFECTIVE EXPRESSION Writing to Compare: Argument Students an argument stating a claim as to which medium more persuasively conveys Al Gore’s argument. Writing to Compare: Argument STANDARDS RL.7.7; W.7.1.a-c; SL.7.2 EFFECTIVE EXPRESSION Writing to Compare: Argument Students write an argument stating a claim as to which medium more persuasively conveys Al Gore’s argument. Writing to Compare: Argument Evidence Log Students add notes and evidence that will be used to
Read the Selection Selection Nobel Speech STANDARDS RI.7.10 Concept Vocabulary Students complete activities related to the Concept Vocabulary words: unprecedented; recklessly; imminent; unsustainable; emissions; efficiently Concept Vocabulary STANDARDS SL.7.3; L.7.4 inform the Assessment. STANDARDS RL.7.7; W.7.1.a-c; SL.7.2 myPerspectives ELL Support Audio Summary Nobel Speech Personalize for Learning English Language Support: Prefix un- (TE p 386) ELD Companion Support Unit 4, Lesson 7 Vocabulary Selection: manifest destiny, blazed Academic: powerful, leader Read Think Aloud” “The Growing United States” Classroom Conversation Small-Group Discussion Unit 4, Lesson 8 Time to Read Read Independently Vocabulary Oops: Subject-Verb Agreement Word Study: Introduce Final Syllables –le, -el, -al Unit 4, Lesson 8 Work Time Instruction Reteach: Final Syllables –le, -al Work Time Assignments Word Study: Final Syllables -el, -al Unit 4, Lesson 9 Vocabulary Selection: annexed, prospectors Academic: suggested, inventor Read Think Aloud “The Growing United States” Classroom Conversation Collaborative Conversation Unit 4, Lesson 10 Time to Read Read Independently Vocabulary Word Study: Long and Short Vowel Sounds Word Study: Final Syllables -el, -al
DAY 16 DAY 17 DAY 18 DAY 19 DAY 20 PERFORMANCE TASK: WRITING FOCUS Write an Argument SE pp 392-394 PERFORMANCE TASK: WRITING FOCUS Write an Argument SE p 395 PERFORMANCE TASK: WRITING an Argument SE pp 396-397 OVERVIEW Learning SE pp 398-401 SELECTION Turtle Watchers Linda Hogan “Nature” is what we see— Dickinson The Sparrow Paul Laurence Dunbar SE pp 402-407 PERFORMANCE TASK Write an Argument Students write an argument taking a position on the following question: What is the most significant effect that people have on the environment? PreWriting/Planning Students craft a claim, gather evidence, and connect across texts. Drafting Students organize and write a first draft. STANDARDS W.7.1; W.7.1.a-b; W.7.1.d; W.7.5; W.7.10 LANGUAGE DEVELOPMENT Conventions: Sentence Fluency: Revising Sentences Participles Students revise sentences using participles and phrases. STANDARDS L.7.1.c; L.7.3.a; PI.4; PI.10 PERFORMANCE TASK Revising Students evaluate and revise utilizing peer reviews. Editing and Proofreading Students edit for conventions and proofread for accuracies. Publishing and Presenting Students create a final version of their argument and share in small groups. Reflecting Students reflect on their argument. STANDARDS W.7.5; W.7.8; L.7.2.b; L.7.4.c Essential Question What effects do people have on the environment? Small-Group Learning Strategies Prepare Participate Fully Support Others Clarify Small-Group Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Working as a Team Take a position List your rules Apply the rules Name your group Create a communication plan Making a Schedule Students make a schedule with for completing tasks. Working on Group Projects MAKING MEANING Concept Vocabulary ancestors; wisdom; heed First Read Students Notice, Annotate, Connect, Respond as they read the selection the time. Guide: Poetry Read the Selection Selection Audio Turtle Watchers/Nature/The Sparrow: Accessible Text Comprehension Check Students complete comprehension questions. Turtle Watchers/Nature/The Sparrow: First Read Extension Questions Research to Explore Students research on unfamiliar detail mentioned in one of the poems. STANDARDS RL.7.10; L.7.4.c
SL.7.1.d; L.7.4.b-c myPerspectives ELL Support Audio Summary He-y, Come On Ou-t!: Accessible Leveled Text Personalize for Learning English Language Support: Cohesion (TE p 422) Word Study: Latin Root: (RP) (TE p 426) Analyze Craft and Structure: Elements of a Short Story (RP) (TE p 427) Conventions: Punctuation Marks (RP) (TE p 428) Personalize for Learning English Language Support: Irony vs. Coincidence (TE p 427) Personalize for Learning English Language Support Using Colons and Semicolons (TE p 428) English Language Support Lesson: Punctuation (On Realize) Writing to Sources: Alternate Ending (RP) (TE p 429) ELD Companion Support Time to Read Read Independently Book Club Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club
DAY 31 DAY 32 DAY 33 DAY 34 DAY 35 PERFORMANCE TASK: Speaking and Listening Focus Present an Argument SE pp 430-431 PERFORMANCE TASK: Speaking and Listening Focus Present an Argument SE p 431 INTRODUCE INDEPENDENT LEARNING SE pp 432-433 INDEPENDENT LEARNING SE pp 434-436 PERFORMANCE-BASED ASSESSMENT SE pp 437-439 PERFORMANCE TASK Present an Argument As a group, students present a presentation answering this question: Do people always have a negative impact on the environment? Plan with Your Group Students analyze the text, gather evidence and examples, and organize their presentation. Rehearse with Your Students practice the presentation, fine-tune the content, and improve their use of media. STANDARDS SL.7.1.a-b; SL.7.2 PERFORMANCE TASK Present and Evaluate Students present as a group and use checklist items to evaluate. STANDARDS SL.7.1; SL.7.2; SL.7.5; SL.7.6 Essential Question What effects do people have on the environment? Independent Learning Strategies Create a Schedule Practice what you have learned Take Independent Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Contents MAKING MEANING Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide Close-Read Guide Guide Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Analyze the Text Students will respond to questions about the text, citing textual evidence. Quick Write Students write about a paragraph that grabbed their interest. Share Your Independent Learning Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism. Evidence Log PERFORMANCE-BASED ASSESSMENT PREP Review Evidence for an Argument Students evaluate the strength of their evidence Evidence Log Students add notes and evidence that will be used to inform the Assessment. Writing to Sources: Argument Students will write an argument to answer the following: Are the needs of people ever more important than the needs of animals and the planet? Argument Rubric Students use the rubric to their revisions. STANDARDS W.7.1.a-b; W.7.4; W.7.10
Students reflect on Unit learning strategies, and the text. Reflect on the Unit Unit Test STANDARDS SL.7.4; SL.7.5; SL.7.6 ELD Companion Support Time to Read Read Independently Book Club 7 | UNIT 5: Facing Adversity INSTRUCTIONAL ESSENTIAL QUESTION: How do we overcome obstacles? PERFORMANCE ASSESSMENT: Informative Essay NOTES: Unit 5 Overview In this unit, students will read many examples of people who have faced adversity and overcome obstacles. Unit Goals Students will be able to: Read and analyze informative texts. Expand your knowledge and use of academic and concept vocabulary. Write an Informative essay to examine a topic and convey ideas. Conduct research projects of various lengths to explore a topic and clarify meaning. Demonstrate command of coordinate adjectives. Collaborate with your team to on the ideas of others, develop consensus, and communicate. Integrate audio, visuals, and text in presentations. Selections & Media Launch Text Against the Odds (800L) Whole-Class Learning Media, Video: The Dust Bowl, Critical Past Anchor Text, Novel Excerpt: from The Grapes of Wrath, John Steinbeck (600L) Anchor Text, Short Story: The Circuit, Francisco Jimenez (730L)
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 UNIT INTRODUCTION SE pp 442-445 UNIT INTRODUCTION SE pp 446-449 OVERVIEW Whole-Class Learning SE pp 450-451 SELECTION The Dust Bowl CriticalPast SE pp 452-454 SELECTION The Dust Bowl CriticalPast SE p 455 Unit Students will deepen their perspective of facing adversity by reading, writing, speaking, listening, and presenting. Unit Goals Video Academic Vocabulary deviate, persevere, determination, diversity, tradition Home Connection Letter Spanish Home Connection Letter Unit 5 Answer Key STANDARDS L.7.6 Launch Text Students will read “Against the Odds.” Students will then be able to engage in discussions facing diversity. Word Network Students add new words to their Word Network as they read texts in the unit. Word Network Summary Students write a summary of the Launch Text. Launch Activity Students participate in an activity related to the unit theme. QuickWrite Students write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom? Evidence Log Students add notes and evidence that will be used to inform the Assessment. Evidence Log Performance-Based Assessment: Refining Your Thinking Essential Question How do we overcome obstacles? Whole-Class Learning Strategies Listen actively Clarify by asking questions Monitor understanding Interact and share ideas Whole-Class Learning Strategies of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. MAKING MEANING Media Vocabulary panoramic shot, voiceover, transition First Review Students Watch, Note, Connect, Respond as they review the media the first time. First-Review Guide: Media: Video the Selection Selection Audio The Dust Bowl Comprehension Check Students complete comprehension questions. Research to Clarify Students research one unfamiliar detail from the text. STANDARDS RI.7.10 MAKING MEANING Close Review Students watch “The Dust Bowl” again and first-review notes and record any new observations. Analyze the Media Students will respond to questions about the video, citing textual evidence. LANGUAGE DEVELOPMENT Vocabulary Students complete activities related to the Vocabulary words: panoramic shot, voiceover, transition Media Vocabulary Evidence Log Students add notes and evidence that will be used to inform the Assessment. STANDARDS L.7.6 myPerspectives ELL Support
Summary Personalize for Learning English Language Support: Cognates (TE p 445) Personalize for Learning English Language Support: Idioms (TE p 449) Audio Summary ELD Companion Support Unit 5, Lesson 1 Time to Read Read Independently Vocabulary Oops: Prepositions with Location Word Introduce Compound Words Unit 5, Lesson 1 Work Time Instruction Reteach: Compound Words Work Time Assignments Word Compound Words Interactive Reader Unit 5, Lesson 2 Vocabulary Selection: vast, cruised Academic: creative, degrees, instant, promptly Read Aloud, Think Aloud” “The Hardest Lap” Classroom Conversation Small-Group Discussion Unit 5, Lesson 3 Time to Read Read Independently Vocabulary Oops: Prepositions with Location Word Study: Introduce Connotations Unit 5, Lesson 3 Work Time Instruction Reteach: Connotations Work Time Assignments Word Study: Connotations DAY 6 DAY 7 DAY 8 DAY 9 DAY 10 SELECTION Anchor Text from The Grapes of Wrath John Steinbeck SE pp 456-461 SELECTION Anchor Text from The Grapes of Wrath John Steinbeck SE pp 462-463 SELECTION Anchor Text from The Grapes of Wrath John Steinbeck SE pp 464-465 SELECTION Anchor Text from The Grapes of Wrath John Steinbeck SE pp 466-467 SELECTION Anchor Text The Circuit Francisco Jimenez SE pp 468-475 MAKING MEANING Concept Vocabulary ruthless; toil; doomed; bitterness; sorrow; frantically MAKING MEANING Close Read the Text Students will review the Close Read Model and complete the LANGUAGE DEVELOPMENT Concept Vocabulary EFFECTIVE EXPRESSION Writing to Compare: Argumentative Essay MAKING MEANING Concept Vocabulary
ELD Companion Support Unit 5, Lesson 4 Vocabulary Selection: surgery, sensitive Academic: language, monopoly, uniform, definition Read Think Aloud “Beating the Odds” Classroom Conversation Collaborative Conversation Unit 5, Lesson 5 Time to Read Read Independently Vocabulary Word Study: Compound Words Word Connotations Unit 5, Lesson 5 Work Time Instruction Word Study Reader: Creating Ads Work Time Assignments Word Study: Compound Words and Connotations Unit 5, Lesson 6 Time to Read Read Independently Vocabulary Oops: Pronouns in Prepositional Phrases Word Introduce Silent Consonants in wr, kn, gn, st, mb Unit 5, Lesson 6 Work Time Instruction Reteach: Silent Consonants Work Time Assignments Word Study: Silent Consonants Interactive Reader DAY 11 DAY 12 DAY 13 DAY 14 DAY 15 SELECTION Anchor Text The Circuit Francisco Jimenez SE pp 476-477 SELECTION Anchor Text The Circuit Francisco Jimenez SE p 478 SELECTION Anchor Text The Circuit Francisco Jimenez SE p 479 SELECTION Anchor Text The Circuit Francisco Jimenez SE p 480 SELECTION Anchor Text The Circuit Francisco Jimenez SE p 481 MAKING MEANING Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions the text, citing textual evidence. LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: thoroughly; wearily; instinctively; enthusiastically; hesitantly; understandingly LANGUAGE DEVELOPMENT Conventions: Commas Students identify the functions of the comma or commas in sentences. Conventions: Commas Conventions: Commas (RP) STANDARDS L.7.2.a EFFECTIVE EXPRESSION Writing to Sources: Explanation Students an explanation about additional patterns they find in the story related to characters’ behavior, action, and seasons. Writing to Sources: Explanation Writing to Sources: Explanation (RP) EFFECTIVE EXPRESSION Speaking and Listening: Role-play Interview Students research and an interview between a reporter and a farm worker. Speaking and Listening: Interview Speaking and Listening: Interview (RP) Evidence Log
Analyze Craft & Structure: Theme Students infer theme using clues from the text. Analyze Craft and Structure: Theme Analyze Craft and Structure: Theme (RP) STANDARDS RL.7.1; RL.7.2 Word Study: Old English Suffix: -ly Students complete activities Old English Suffix: -ly Concept Vocabulary and Word Study Word Study: Old English Suffix: -ly (RP) Word Network Students add new words to their Word Network as they read texts in the unit. STANDARDS L.7.4.a; L.7.4.b STANDARDS RL.7.2; W.7.2.b; W.7.9.a Students add notes and evidence that will be used to inform the Assessment. SELECTION TEST Selection Test: The Circuit STANDARDS W.7.7; SL.7.1.a; SL.7.1.c; SL.7.4 myPerspectives ELL Support Analyze Craft and Structure: Theme (RP) (TE p 477) Personalize for Learning English Language Support New Words (TE p 476) Word Study: Old English Suffix: -ly (RP) (TE p 478) Conventions: Commas (RP) (TE p 479) Writing to Sources: Explanation (RP) (TE p 480) Personalize for Learning English Language Support Writing Informative Essays (TE p 480) English Language Support Lesson: Writing Informative Essays (On Realize) Speaking and Listening: Interview (RP) (TE p 481) ELD Companion Support Unit 5, Lesson 7 Vocabulary Selection: justice, outrage Academic: assignment, pretest, procedures, subject Read Aloud, Think Aloud “One Among Many” Classroom Conversation Collaborative Conversation Unit 5, Lesson 8 Time to Read Read Independently Vocabulary Oops: Pronouns in Prepositional Phrases Word Study: Introduce Multisyllabic Words Unit 5, Lesson 8 Work Time Instruction Reteach: Multisyllabic Words Work Time Assignments Word Study: Multisyllabic Words Unit 5, Lesson 9 Vocabulary Selection: lightning fast, attending Academic: connecting, detective, embodies, modern Read Aloud, Think Aloud “Rudolph Ran and the World Went Wild” Classroom Conversation Unit 5, Lesson 10 Time to Read Read Independently Vocabulary Word Study: Inflected Endings Word Consonant Sound /j/ g, j, dge
DAY 16 DAY 17 DAY 18 DAY 19 DAY 20 PERFORMANCE TASK: WRITING FOCUS Write an Informative Essay SE pp 482-484 PERFORMANCE TASK: WRITING FOCUS an Informative Essay SE p 485 PERFORMANCE TASK: WRITING FOCUS Write an Informative Essay SE pp 486-487 OVERVIEW Small-Group Learning SE pp 488-491 SELECTION A Work in Progress Aimee Mullins SE pp 492-499 PERFORMANCE TASK Write an Informative Essay Students write an essay answering the following question: How did the individuals in the selections cope with the obstacles they faced? PreWriting/Planning Students gather details, formulate a thesis, and organize details. Drafting Students organize and a first draft. STANDARDS W.7.2; W.7.2.a-c; W.7.2.f; W.7.10 LANGUAGE DEVELOPMENT Conventions: The Use of Commas Students identify faulty sentences and re-punctuate them, either adding or removing commas. STANDARDS L.7.2.a PERFORMANCE TASK Revising Students evaluate and revise draft utilizing peer reviews. Editing and Proofreading Students edit for conventions and proofread for accuracies. Publishing and Presenting Students create a final version of their essay and share in small groups. Reflecting Students reflect on essay. STANDARDS L.7.2.a-b; L.7.2.d-e Essential Question How do we overcome obstacles? Small-Group Learning Strategies Prepare Participate Support Others Clarify Small-Group Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Working as a Team Take a position List your rules Apply the rules Name your Create a communication plan Making a Schedule Students make a schedule with group for completing tasks. Working on Group Projects Students choose specific roles for each member. MAKING MEANING Concept Vocabulary accomplishments; extraordinary; celebrate First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Nonfiction Read the Selection Selection Audio A Work in Progress: Accessible Leveled Text Comprehension Check Students complete comprehension questions. A Work in Progress: Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. Research to Explore Students research something that interests them from the text. STANDARDS RI.7.10; L.7.4.a myPerspectives ELL Support
(TE p 511) English Language Support Lesson: Adverb and Adjective Clauses (On Realize) ELD Companion Support Unit 5, Lesson 13 Work Time Instruction Reteach: Antonyms Work Time Assignments Word Study: Antonyms Unit 5, Lesson 14 Vocabulary Selection: shaft, reunited Academic: individual, conference, rich, arrange Read Aloud, Think Aloud “Shake It Off and Take a Step Up” Classroom Conversation Collaborative Conversation Unit 5, Lesson 15 Time to Read Read Independently Vocabulary Word Study: Negative Prefixes Word Study: Antonyms Unit 5, Lesson 15 Work Time Instruction Word Study Reader: Ancient Rome Work Time Assignments Word Study: Negative Prefixes and Antonyms Time to Read Read Independently Book Club
STANDARDS RI.7.10; L.7.4.a Students will analyze elements of biographical writing in the article. Analyze Craft and Structure: Biographical Writing Analyze Craft and Structure: Biographical Writing (RP) STANDARDS RI.7.1; RI.7.3; RI.7.5; L.7.4.b myPerspectives ELL Support Audio Summary Audio Summary A Young Tinkerer: Accessible Leveled Text Personalize for Learning English Language Support: Cultural Concepts (TE p 521) Word Study: Etymology (RP) (TE p 524) Analyze Craft and Structure: Biographical Writing (RP) (TE p 525) Personalize for Learning English Language Support: Writing Interview Questions (TE p 525) English Language Support Lesson: Personal Interviews (On Realize) Conventions: Capitalization (RP) (TE p 526) Writing to Sources: How-To Essay (RP) (TE p 527) Personalize for Learning English Language Support: Capitalization (TE p 526) ELD Companion Support Time to Read Read Independently Book Club Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club Read Think Aloud Supplemental Time to Read Read Independently Book Club
DAY 31 DAY 32 DAY 33 DAY 34 DAY 35 PERFORMANCE TASK: Speaking and Listening Focus Present Multimedia Profiles SE pp 528-529 PERFORMANCE TASK: Speaking and Listening Focus Present Multimedia Profiles SE p 529 INTRODUCE INDEPENDENT LEARNING SE pp 530-531 INDEPENDENT LEARNING SE pp 532-534 PERFORMANCE-BASED ASSESSMENT SE pp 535-537 PERFORMANCE TASK Present Multimedia Profiles As a group, students present a series of profiles to address the question: How do people overcome enormous challenges? Plan with Your Group Students analyze the text, gather details and and organize their ideas. Rehearse with Your Students practice the presentation, fine-tune the content, improve their use of media, and brush up on presentation techniques. STANDARDS W.7.2; W.7.9 PERFORMANCE TASK Present and Evaluate Students present as a and use checklist items to evaluate. STANDARDS SL.7.1.a; SL.7.4; SL.7.5 Essential Question How do we overcome obstacles? Independent Learning Strategies Create a Schedule Practice what you have learned Take Notes Independent Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Contents MAKING MEANING Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide Guide Close-Read Guide Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Analyze the Text Students will respond to questions about the text, citing textual evidence. Quick Write Students about a paragraph that grabbed their interest. Share Your Independent Learning Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism. Evidence Log ASSESSMENT PREP Review Evidence for an informative Essay Students evaluate the strength of evidence Evidence Log Students add notes and evidence that will be used to inform the Assessment. Writing to Sources: Informative Essay Students will write an essay to answer the following: How can people overcome adversity in the face of overwhelming obstacles? Informative Essay Rubric Students use the rubric to guide their revisions. STANDARDS W.7.1.a-b; W.7.4; W.7.9; W.7.10