Conventions of Standard English or Knowledge of Language focus standard: Standard Code Standard Text Description of where and how it fits with the extended text 7.L.3 Use knowledge of language and its conventions when writing, speaking, reading, and listening. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. On page 7, second paragraph, “Both castle and town were intended as tools of conquest, but each had its own distinct function. The castle and wall built around the town were primarily defensive structures.” This statement of Macauley’s central idea shows how his style is precise, concise, and clear. This is a great text to model straightforward, unambiguous communication.
Companion Texts: Provide a series of short companion texts that will supplement the extended text and provide students with a deeper understanding of the themes, motifs, or context of the extended text. 1-3 Short Informational Texts Text Title and Author A short description of the text and how it relates to the extended text Label Difficulty: Advanced Grade Level Meant for Scaffolding Mural Making Manual: Get the Big Picture. PBS Video - Castle - David Macaulay www.castles-for-sale.com InterActive Reader and Writer for Critical Analysis, pages 76 to 77. A dramatic video based on Castle that is part animated and part real footage that brings the book to life. Depending on the scaffolding needs of the class, this might be good to use as preview before reading the book. It can also be used to help students visualize scenes and concepts during reading. Students can browse website to look at pictures and read detailed descriptions of actual castles for sale or rent. Grade Level Grade Level Grade Level 1-3 Short Literary Texts Text Title and Author A short description of the text and how it relates to the extended text Label Difficulty: Advanced Grade Level Meant for Scaffolding War of the Wall by Toni Cade Bambara McDougal Littell Literature book, pages 326-336. A short story centered on building community through construction of art. Narrated in first person point of view, the story touches on how communities often reject outsiders before rejecting them. Could be useful as an anchor literature tie in. Grade level
Activity #4 Resources: Castles K.I.M. chart Standards Addressed: RI 7.4 Description K.I.M. Vocabulary Strategy (Beck, McKeown & Kucan, 2002). Instruct students on the following acronym: K represents the key word; students record the word to be learned. I represents important information; students record what they have learned about the key word in "their own words." M represents memory clue or mnemonic (Drawing, picture or symbol) By making a sketch (or other memory clue) students synthesize and interpret the new information and make it their own. Activity #5 Resources: Castles Sum It Up sheet Standards Addressed: RI 7.3 Description Sum It Up Read an entire selection (chapter, article, handout, primary source, etc.) and, as you read, list the main idea words on the “Sum It Up” sheet. Write a summary of the selection using as many of the main idea words as possible. Put one word in each blank. Imagine you have only $2.00 and that each word you use is worth ten cents. You’ll “sum it up” in 20 words! Writing Prompts: