2013-2014 intensive reading 7 grade

2013-2014 INTENSIVE READING 7th GRADE

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COURSE CODE: 1000010

COURSE NAME: Intensive Reading (Read180-rBook Flex-Red)

UNIT TITLE: Workshop 9-The Art of the Memoir: The Writing of Franciso Jimenez

(Non-Fiction and Literature) Inference

UNIT ESSENTIAL QUESTION:

SEMESTER: Semester 1

Grading Period: 1 Lesson #1 Text Type: Essay

CONCEPT CONCEPT CONCEPT

SRI Assessment (One Week)

Reading Application/ Anchor Video/Vocabulary Reading Application /Reading Process

STANDARD(S) STANDARD(S) STANDARD(S)

Students will be tested on a variety of standards within the content area.

• LA.7.1.7.1, SS.B.1.3.4, SS.C.2.3.7, SS.D.2.3 (Use viewing strategies to build background writing a memoir) • LA.7.1.7.1, SS.B.1.3.4, SS.C.2.3.7, SS.D.2.3 (Preview text to activate prior knowledge about memoirs) • LA.7.1.7.1 & LA.7.1.7.8 Preview text features to make predictions about the reading) • LA.7.2.2.2 (Respond to questions, stating and supporting opinions with reasons and explanations) • LA.7.1.6.1 (Learn and practice vocabulary) • LA.7.1.6.1, LA.7.1.6.5, SS.C.2.3.7 (Relate word meaning to self and topic: child labor) LACC.7.RL.2.4Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. LACC.7.L.3.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. LACC.7.RL.2.5: Analyze how a drama or poem’s form or structure (e.g.,

soliloquy, sonnet) contributes to its meaning.

Text features to activate prior knowledge, set purpose • LA.7.6.1.1 (Read and use information from a map) • LA.7.12.1.2 (Draw conclusion about character) • Review compare/contras character • LA.7.2.2.3 (Using graphic Organizer and text marking to organize information about inferences ) • LA.7.1.6.2 (Respond to reading Through discussion. • LA. 7.1.6.1, 1.6.2, 1.6.3, 1.6.5 (Vocabulary) • LA.7.4.2.1 (Respond to reading through writing) LACC.7.RL.1.1Cite several pieces of textual evidence to support analysis of what the text say explicitly as well as inferences drawn from the text.

Based on the passages, how do readers make inferences to better understand a story? Use specific examples from the article in your analysis.

• Why did the person in the text behave that way?

Based on the passages, how do readers make inferences to better understand a story? • Why did the person in the text behave that way?

Based on the passages, how do readers make inferences to better understand a story? • Why did the person in the text behave that way?

http://www.cpalms.org/Standards/PublicPreviewBenchmark5957.aspx


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LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION

Why is it Important to use the instructional model in Read180?

How might it feel to be a stranger in a new country? Use specific examples from the article in your analysis. What is your interpretation of this text? Support your rationale. Use specific examples from the article/Anchor Video in your analysis.

Why did the person in the article behave that way? Based on the information in the article, do you think Jimenez has broken through? Use specific examples from the article in your analysis. Francisco Jimenez says he lived in constant fear for many years of his childhood, according to the article, do you think it was right or wrong for his family to come to the U.S.? What facts would you select from the article to support Your answers. Based on what you have read in the article from Breaking Through, what Can you infer about Francisco Jimenez from paragraph 2? Use specific examples from the article in your analysis. What is the author’s purpose in this article? Is he/she successful in achieving it? Why or why not? Use examples from the text to support your analysis. How does the author develop his/her argument in _____ (text title)? Is the reasoning sound? Is the supporting evidence sufficient and relevant? Why or why not? Use examples from the text in your answer.

VOCABULARY VOCABULARY VOCABULARY

SRI (Scholastic Reading inventory), Implementation, Reading Zone, Word Zone Spelling Zone, Success Zone

Autobiographical, Chronological, Documentation Migrant, Obstacle, Inference

Autobiographical, Chronological, Documentation Migrant, Obstacle, Inference ,obtain, sequel, Administration, Dilapidated, Voluntary, Migrant, Deported, Barracks, Rummaging, Listless, Makeshift, Conclusion, Compare and Contrast


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RESOURCES

• Read180 Teacher Implementation Guide Kit (Green) • Coaching Notes • Fluency: Self-Correct Difficulties, p.245A • ELD: Words With/th/,p.245B • Vocabulary terms shall be placed on word wall

Vocabulary Task: Ask students to think or write about their impressions after reading the speech in their journals or logs. What they imagine the speech sounded like, note words and phrases that seemed particularly strong to them, or write about anything that caught their attention. Create a word web for each vocabulary word. Use a dictionary or thesaurus to find a definition, synonym, and antonym. Write sentences using the words.

• rBook Teacher’s Edition • rBook Student Edition • Computers • Read180 Software • LCD Projector/Television and DVD Player • Read180 Class Library • Headphones CDs (6)

Writing a Memoir-p.216 Text Type: Essay

“from ‘Breaking Through”’ (8-9 Days)p. 218 Text Type: Memoir “An Interview with Francisco Jimenez p. 232 Text Type: Interview: Identify Theme Exemplars: Battling for Liberty: Tecumseh's and Patrick Henry's Language of Resistance from CPALMS- As a whole class, brainstorm a list of speeches that students are familiar with. Speeches can be well-known by general audiences (such as Martin Luther King, Jr.'s "I Have a Dream"), and have a class discussion. Next, Divide students into four to five groups-ask groups to compare and contrast Chief Tecumseh's speeches and Patrick Henry's speech, using the chart that they filled in as they went along. Optionally, students could use the Venn Diagram interactive. Discuss the comparisons with the whole class.

• rBook Teacher’s Edition • rBook Student Edition • Computers • Read180 Software • LCD Projector/Television and DVD Player • Read180 Class Library • Headphones CDs (6)

Additional Information

ook Teacher’s Edition • rBook Student Edition • Computers (6) • Read180 Software • LCD Projector/Television and DVD Player • Read180 Class Library • Headphones CDs (6)

• Red Routine 1: Teaching Vocabulary,p.T72 • Vocabulary terms shall be placed on word wall

• Read180 Teacher Implementation Guide Kit (Green) • Coaching Notes • Fluency: Self-Correct Difficulties, p.245A • ELD: Words With/th/,p.245B CHECKPOINT for Differentiated Instruction- • RDI Book 1: Multiple-Meaning Words, p.240 • RDI Book 1: Greek Roots, p. 266 • Vocabulary terms shall be placed on word wall

javascript:ViewResource('PublicPreviewResource31412.aspx',31412);

javascript:ViewResource('PublicPreviewResource31412.aspx',31412);

http://www.readwritethink.org/materials/venn/index.html


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Vocabulary/Word Study, Writing and Grammar Functional Literacy


• LA.7.1.6.1 Vocabulary • LA.7.1.6.7(Use Greek roots to determine word meaning)

CCR.W.L.4. Produce clear and coherent writing C.C.5With some guidance and support C.C.1Demonstrate command of the conventions CC.W.L. 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences LACC.7.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

• LA.7.2.1.8 (Relate literary works to the cultural context in which they were created) • LA. 7.6.1.1 (Analyze flight schedules)


What strategies or clues do you use to determine multiple meaning words? What does the author’s use of the word _____ reveal about his/her attitude toward the topic? Use examples from the text to support your answer.

Why might someone choose to write a Personal Narrative? Why does the text conclude with “__”? What does the writer mean by saying “__”? Why? What is the writer implying/inferring by saying”___”? Use specific examples from the article in your analysis.

According from the article, Jimenez pursued his education by finishing high school and graduating from two different colleges. Why do you think school was so important to Jimenez?


Documentation, Scheduled, Rescheduled Obstacle, Voluntary, Migrant, Publisher

Personal Narrative, Adjective, Adverb, Fragments Fictional, Realistic, Biographical, Personal Essay

Functional Literacy, Quotation, Skylight

RESOURCES Vocabulary Task: Teachers use discussions to model and reinforce how to learn vocabulary from contextual clues. Create a word web for each vocabulary word. Use a dictionary or thesaurus to find a definition, synonym, and antonym. Write sentences using the words.

rBook Teacher’s Edition rBook Student Edition Computers Read180 Software LCD Projector/Television and DVD Player Read180 Class Library Headphones CDs (6)

Writing Task: Write a persuasive paper or deliver a speech that makes use of the elements of style and purpose you observed in the speeches.




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Additional Information: • Read180 Teacher Implementation Guide Kit (Green) • Coaching Notes • Fluency: Self-Correct Difficulties, p.245A • ELD: Words With/th/,p.245B CHECKPOINT for Differentiated Instruction- • RDI Book 1: Multiple-Meaning Words, p.240 • RDI Book 1: Greek Roots, p. 266 • Vocabulary terms shall be placed on word

Additional Information: • RDI Book 2: Stage B, pp.20, 25, 35; Stage C, pp.16, 22, 28, 34. • RDI Book 2: Narrative Composition, Stage B, p. 3 1. CHECKPOINT for Differentiated Instruction-Stage B and C • RDI Book 2: Narrative Writing, pp. 19, 24, 34, 39. • RDI Book 2: Adverbs, p. 192 • RDI Book 2: Correcting Sentence Fragments, p. 202. • Vocabulary terms shall be placed on word wall.

Vocabulary terms shall be placed on word wall.


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Wrap-Up


LA.7.1.7.3 -Inferences LACC.7.SL.1.1Engage 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.


What strategies that you use to ensure you answer each question correctly?


Obstacles, Documentation, Chronological, Draft Autobiographical

RESOURCES

rBook Teacher’s Edition • rBook Student Edition • Computers (6) • Read180 Software • LCD Projector/Television and DVD Player • Read180 Class Library • Headphones CDs (6)


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CHECKPOINT for Differentiated Instruction-(rSkills Tests 5) • Curriculum-Based Assessment (rSkills Test 5) . • Coaching Notes • Test-Taking Strategies-Justifying and Checking Your Answer, Stage B, p.48; Stage C, p. 50 National Library of Virtual Manipulative- http://nlvm.usu.edu/en/nav/grade_g_2.html Cut the knot – http://www.cut-the-knot.org/Curriculum/index.shtml Smart Board- www.exchange.smarttech.com Project NEA – Stretch Their Vocabularies www.nea.org › ... › Teaching Strategies › Articles & Resources

http://nlvm.usu.edu/en/nav/grade_g_2.html

http://www.cut-the-knot.org/Curriculum/index.shtml

http://www.cut-the-knot.org/Curriculum/index.shtml

http://www.exchange.smarttech.com/

http://www.nea.org/

http://www.nea.org/tools/TeachingStrategies.html

http://www.nea.org/tools/TeachingStrategies.html

http://www.nea.org/tools/teaching-strategies-articles.html


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COURSE CODE: 1000010 Course Name: Intensive Reading (Read180-rBook Flex-Red)


UNIT TITLE: Workshop 7-: “Creatures of the Deep”-p. 166 Cause and Effect


SEMESTER: 1

Grading Period: 1 Lesson #2

CONCEPT CONCEPT CONCEPT Reading Application/Anchor Video/Vocabulary Reading Application/Reading Process Vocabulary/Word Study,


• LA.7.1.7.1 (use viewing strategies to build background about ocean life) • (LA.7.1.7.1.Preview text to activate prior knowledge about ocean life) • LA.7.2.2.2 (Responding to questions) • LA.7.1.6.1 & LA.7.1.6.5 (Learn and use new vocabulary) • LA. 7.1.7.1, LA.7.1.7.8 ( Preview Text Features to make predictions) • SC.D.2.3.2, SC.G.2.3.2, SC.G.2.3.4 (Science) LACC.7.L.3.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

• LA.7.1.7.1, LA.7.1.7.5, LA.7.2.2.1, LA.7.6.1.1 (Preview text features to activate prior knowledge, set a purpose, and generate questions before reading) • LA.7.1.7.4 and LA.7.1.7.5 (Identify the steps used to find cause/effect; use signal words to find cause/effect; use graphic organizers to find cause/effect) • LA.7.1.6.2 (Respond to reading through discussion) • LA.7.1.6.1, LA.7.1.6.2, LA.7.1.6.3, LA.7.1.6.5 (Learn new vocabulary and practice previously taught words) • LA.7.2.2.2 (Read to find out about the careers) LACC.7.RI.1.3Analyze 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).

• LA.7.1.6.1 (Review and apply meaning of target vocabulary) • LA.7.1.6.3 (Identify and choose appropriate idioms) • LA.7.1.6.10 (Use a dictionary pronunciation guide to determine the pronunciation of words) LACC.7.L.3.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. LACC.7.L.3.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression


What makes it easier now for scientists to get a close look at the creatures of the ocean? Use specific examples from the article/Anchor Video in your analysis.

What negative effects on our environment can be transferred to the ocean? Use details from the text to support your answer. Can you formulate a theory for why negative effect on our environment can be transferred to the ocean? What fact would you select from the article to support your answer? If the ocean is so vast, is the Census of Marine Life useful? Why or why not? How would you compare your ideas about scientists before and after reading this article? Use examples from the text in your analysis. How does the cause/effect structure contribute to the development of the author’s central idea? Use examples from the text in your analysis.

In this text, what does “____”mean?

What factor forces/influences__________________? Use examples from the text in your analysis.


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VOCABULARY VOCABULARY VOCABULARY Adapt, Contact, Distinct, Maximum, Vast, Cause and Effect

Illuminate, Zone, Camouflage, Twilight, Predators Hypothesis, Census, Vary, Ambassador

Idioms, Biology, Biomass, Distinct, Hypothesis Contact, Vary

RESOURCES Vocabulary Task: Teachers use discussions to model and reinforce how to learn vocabulary from contextual clues.

• rBook Teacher’s Edition • rBook Student Edition • Computers (6) • Read180 Software • LCD Projector/Television and DVD Player • Read180 Class Library • Headphones CDs (6)

Creatures of the Deep”-(2 Days), pp.166-167 Day)-“Sea Census Under Way,” p. 168- Text Type: Science News Dijanna Figureroa: Sea Scientist, p.170-Text Type: Magazine Article “Life in the Ocean Zones” (3-Days) p. 174. Text Type: Science Text Exemplar: Mark Twain, “The Adventures of Tom Sawyer Ask students to identify specific passages in the first three chapters where Twain uses humor or sarcasm to critique the traditions of small-town life. Present and discuss the concept of satire (the practice of scrutinizing human voice or folly through irony, derision, or wit) by examining how Twain’s storytelling affably critiques the assumptions at work in Tom’s world. www.neabigread.org/.../theadventuresoftomsawyer/teachersguide01.php (Lessons)




Vocabulary terms shall be placed on word wall • Red Routine 1: Teaching Vocabulary

• Vocabulary terms shall be placed on word wall • Red Routine 1: Teaching Vocabulary • Read180 Teacher Implementation Guide Kit (Green) • Coaching Notes • Differentiated Support-Decoding/Syllabication: Vowel Teams, p. 189A • Differentiated Support –Fluency: Using Correct Phrasing (Subject and Predicate), p. 189A • ELD: Contractions, p. 189B • Vocabulary terms shall be placed on word wall • Differentiated Support –Fluency: Using Correct Phrasing (Subject and Predicate), p. 189A • ELD: Contractions, p. 189B • Vocabulary terms shall be placed on word wall • RDI Book 1: Cause and Effect, pp.296, 297

Read180 Teacher Implementation Guide Kit (Green) • Coaching Notes • RDI Book 1: Idioms, p. 272 • RDI Book 1: Using a Dictionary, p. 244 • Coaching Notes • Vocabulary terms shall be placed on word wall

http://www.cpalms.org/Resources/PublicPreviewResource35205.aspx

http://www.neabigread.org/.../theadventuresoftomsawyer/teachersguide01.php


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Writing and Grammar Functional Literacy Wrap-Up


CC.R.W.L.1. Write arguments to support claims CCR.W.L.2. Write informative/explanatory CCR.W.L.4. Produce clear and coherent writing LACC.7.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.


Is this pronoun a subject or an object pronoun? Based on the information in the text “Creatures of the Deep” write an essay that summarizes and explains the challenges explorers faced throughout life. Remember to use textual evidence to support your ideas.

What do you think is the most challenging part of Carl’s job? Why?

What strategies that you use to ensure you answer each question correctly? What part of a dictionary can you use if you need help pronouncing a word?


Object pronoun, Subject pronoun, Double negatives

aquarist

Maximum

RESOURCES Writing Task: Students write a short essay about a favorite novel whose main character is a child. How is childhood depicted in the novel—idyllically, comically, fearfully? Discuss the opportunities and problems the subject of childhood might pose for a writer of literary fiction.





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• Read180 Teacher Implementation Guide Kit (Green) • Coaching Notes CHECKPOINT for Differentiated Instruction- rBook Skills: Stage B. • RDI Book 2 : Descriptive Writing, pp.44, 49, 54, 59, 64. • RDI Book 2: Subject and Object Pronouns, p. 180. • RDI Book 2: Avoiding Double Negatives, p. 198. CHECKPOINT for Differentiated Instruction- rBook Skills: Stage C. • RDI Book 2: Descriptive Writing, pp.44, 50, 56, 62. • RDI Book 2: Subject and Object Pronouns, p. 212. • RDI Book 2: Avoiding Double Negatives, p. 230. • Coaching Notes • Vocabulary terms shall be placed on word wall Smart Board- www.exchange.smarttech.com http://sciencenetlinks.com/ http://historyexplorer.si.edu/home/ Project Comprehension Instructional Sequence Lesson (NGCARPD) Florence Nightingale-http://www.florence-nightingale.co.uk/ Essay Map – Read/Write/Think: www.readwritethink.org › Classroom Resources

Vocabulary terms shall be placed on word wall

• Vocabulary terms shall be placed on word wall • Coaching Notes Test-Taking Strategies: • Using Cue Words, Stage B, p. 36; Stage C, p. 38. CHECKPOINT for Differentiated Instruction- rSkills Test 4.


http://sciencenetlinks.com/

http://historyexplorer.si.edu/home/

http://www.google.com/url?sa=t&rct=j&q=cause%20and%20effect%20projects%20for%20middle%20school%20students&source=web&cd=17&ved=0CEwQFjAGOAo&url=http%3A%2F%2Fwww.readwritethink.org%2Fclassroom-resources%2Fstudent-interactives%2Fessay-30063.html&ei=LAHLUermKYOg9QTPkoHYDQ&usg=AFQjCNHMpPfKQR63gegH4BhST4CNwzUlHw

http://www.google.com/url?sa=t&rct=j&q=cause%20and%20effect%20projects%20for%20middle%20school%20students&source=web&cd=17&cad=rja&ved=0CE4Q6QUoADAGOAo&url=http%3A%2F%2Fwww.readwritethink.org%2Fclassroom-resources%2F&ei=LAHLUermKYOg9QTPkoHYDQ&usg=AFQjCNFHvbFh5BhQbP5rLxyeLLcOyfn87Q

http://www.google.com/url?sa=t&rct=j&q=cause%20and%20effect%20projects%20for%20middle%20school%20students&source=web&cd=17&cad=rja&ved=0CE4Q6QUoADAGOAo&url=http%3A%2F%2Fwww.readwritethink.org%2Fclassroom-resources%2F&ei=LAHLUermKYOg9QTPkoHYDQ&usg=AFQjCNFHvbFh5BhQbP5rLxyeLLcOyfn87Q


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COURSE CODE: 1000010 COURSE NAME: Intensive Reading (Read180-rBook Flex-Red)

UNIT TITLE: Workshop 8-: “Going Global” p.190K Compare and Contrast


SEMESTER: 1

Grading Period: 2

CONCEPT CONCEPT CONCEPT Reading Application/Anchor Video/Vocabulary Reading Application/Reading Process Vocabulary/Word Study,


• LA.7.1.7.1, LA.7.1.7.5, LA.7.2.2.1, LA.7.6.1.1 (Preview text features to activate prior knowledge, set purpose, and generate questions before reading) • LA. 7.1.7.5 (Apply strategies to identifying comparisons and contrasts in a social studies text) • LA.7.1.7.4, LA. 7. 1.7.5.Review strategies for finding cause and effect) • LA.7.1.7.5 (Use graphic organizer to compare and contrast information • LA.7.1.7.4 (Cause/Effect) • LA.7.4.2.1 (Respond to reading through writing) • LA.7.6.1.1 (Read and use information from a line graph) • MA.A.1.3.3 (Number Sense) • MA.E.3.3.1 (Data Analysis) LACC.7.L.3.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

• LA.7.1.7.7 (Compare/Contrast) • LA.7.1.7.5 & LA.7.2.2.3 (Use graphic organizers to pinpoint comparisons) • LA.7.1.6.2 (Respond to reading through discussion) • LA,1,7,5 (Use signal words to help identify comparison) • LA.7.1.7.1 (View strategies to build background and activate prior knowledge; preview text features to make predictions) • LA.7.1.6.1[2,3,5] (Learn new vocabulary and practice previously taught words) • MA.E.3.3.1 (Data Analysis) • MA.A.1.3.3 (Number Sense) LACC.7.RL.2.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. LACC.7.RL.3.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. LACC.7.RI.1.3Analyze 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).

LA.7.1.6.1 (Review and apply meaning of target vocabulary) • LA.7.1.6.3 (Context Clues) • LA.7.1.6.7 (Choose ppropriate noun endings)

LACC.7.L.3.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. LACC.7.L.3.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.


According to the article, what do you think “going global” means? Use examples from the workshop in your analysis.

What is your interpretation of this text? Support your rationale. Use specific examples from the article/Anchor Video in your analysis.

Can you formulate a theory that globalization making the world a better place. What fact would you select from the article to support your answer? Why might a local tutor be a good choice? How do you know? What is the textual evidence that supports your answer? Could knowing another language help you on the job? Explain. What is the impact of alternating narrators in the previous Workshop? Use examples from the workshops in your analysis.

How can you figure out what the word means? What plural nouns can you find?

How these stories compare to today’s economic? Use specific examples from the article in your analysis.



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VOCABULARY VOCABULARY VOCABULARY Coordinate, Domestic, Infrastructure, Innovation Trend, Compare and Contrast

Isolated, Telecommunication ,Contract, 0ffshore Valid, Federal ,Usage, Restrictive, Efficient

Trend, Valid, Isolate, Coordinate, Usage, Infrastructure, Consumer, Innovator, Contract



“Going Gl “How Globalization is Shrinking the World” (2 Days), p. 192 Text Type: News Report “Outsource It, (2 Days),p.194 Text Type: Magazine Article Days)“Exploring Economies,” p. 198 Text Type: Social Studies Text Exemplar: “The Most Dangerous Game” by Richard Connell Character Sketch Activity-Using the TWO main characters from “The Most Dangerous Game” Using a graphic organizer. Write the name of each character. In bullet form, write five adjectives/statements for each character that describe his personality traits. Identify at least five literary elements used and cite examples from the text. The Most Dangerous Game, by Richard Connell- www.youtube.com/watch?v=ByM1WOkH9LM http://teacherweb.com/ME/SanfordHighSchool/TibbettsELA9/Most-Dangerous-Game-PDF-file.pdf




http://www.youtube.com/watch?v=ByM1WOkH9LM

http://teacherweb.com/ME/SanfordHighSchool/TibbettsELA9/Most-Dangerous-Game-PDF-file.pdf

http://teacherweb.com/ME/SanfordHighSchool/TibbettsELA9/Most-Dangerous-Game-PDF-file.pdf


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Additional Information • Red Routine 1:Teaching Vocabulary, • Model fluent reading Workshop introduction on p.190 • Vocabulary terms shall be placed on word wall

• Read180 Teacher Implementation Guide Kit (Green) • Differentiated Support-Decoding/Syllabication-Silent e (VCe), p. 213A • Differentiated Support –Fluency: Echo Reading, p. 213B • ELD: Pronouncing Plural Nouns, p.213B • Vocabulary terms shall be placed on word wall • CHECKPOINT for Differentiated Instruction- RDI Book 1: Compare and Contrast, pp.298, 299 • Differentiated Support-Decoding/Syllabication-Silent e (VCe), p. 213A • Differentiated Support –Fluency: Echo Reading, p. 213A • ELD: Pronouncing Plural Nouns, p.213B • Vocabulary terms shall be placed on word wall • Coaching Notes

• CHECKPOINT for Differentiated Instruction- • RDI Book 1: Context Clues. Pp.238, 254, 264, • RDI Book 1:


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CONCEPT CONCEPT CONCEPT Writing and Grammar Functional Literacy Wrap-Up


CC.W.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking CC.W.l.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) CC.W.L.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) LACC.7.L.2.3Use knowledge of language and its conventions when writing, speaking, reading, or listening

• LA.7.2.2.2 (Read to find out about careers) • LA.7.6.1.2 (Read and use information from a nutrition label)

LA.7.1.7.7 (Compare/Contrast) LACC.7.SL.1.1Engage 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.


Why might someone choose to write a Persuasive Paragraph? Explain.

According to the article, what is the most challenging part of Carl’s job? Why?


VOCABULARY VOCABULARY VOCABULARY Restate, Outsourcing, Efficient, Multicultural Advantageous, International, Equalize

Industrial, Technician

Innovation, Trend, Infrastructure, Universal

RESOURCES Writing TASK: Note-taking Guide Use a graphic organizer to recall the main events in the story. Writing: Alternative Ending Write an alternative ending to The Most Dangerous Game Write four possible events that could happen in your alternative ending. Then, write how the characters feel about the events. Write some dialogue to show what the characters think about the events.





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• CHECKPOINT for Differentiated Instruction- rBook Skills: Stage B • RDI Book 2: Persuasive Writing, pp. 95, 100, 105, 110 • RDI Book 2: Adjectives That Compare, p. 188 • RDI Book 2: Using Dialogue, p. 28 • RDI Book 2: CommStas with Quotation Marks, p. 204. Stage C • RDI Book 2: Persuasive Writing, pp. 118, 124, 130, 136 • RDI Book 2: Adjectives That Compare, p. 220 • RDI Book 2: Using Dialogue, p. 28 • RDI Book 2: Commas Smart Board- www.exchange.smarttech.com http://artsedge.kennedy-center.org/educators.aspx http://www.econedlink.org/ http://education.nationalgeographic.com/education/?ar_a=1 http://www.readwritethink.org/

Project Comparing & Contrasting - Writing Fix writingfix.com/WAC/comparison_contrast.htm


• Test-Taking Strategies-Justifying and Checking Your Answer, Stage B, p. 48; Stage C, p. 50. • Coaching note • CHECKPOINT for Differentiated Instruction- rSkills Test


http://artsedge.kennedy-center.org/educators.aspx

http://www.econedlink.org/

http://education.nationalgeographic.com/education/?ar_a=1

http://www.readwritethink.org/

http://www.google.com/url?sa=t&rct=j&q=compare%20and%20contrast%20projects%20for%20middle%20school%20students&source=web&cd=5&cad=rja&ved=0CEMQFjAE&url=http%3A%2F%2Fwritingfix.com%2FWAC%2Fcomparison_contrast.htm&ei=pATLUaHsIJTm8QSdqICwDQ&usg=AFQjCNHJJsJvhSpiLAaWFmcD0qErx6ggBQ


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UNIT TITLE: Workshop 6- “Facing the Elements”-p 136. Story Element: Plot


SEMESTER: 2

Grading Period: 3 Lesson #5

CONCEPT CONCEPT CONCEPT Literary Analysis/Anchor Video/Vocabulary Literary Analysis /Reading Process Vocabulary/Word Study,


• LA.7.1.7.1 (Use viewing strategies to build background about the horror genre) • LA.7.2.2.2 (Respond to questions, stating and supporting opinions with reasons and explanations) • LA.7.1.7.1, LA.7.1.7.8, LA.7.2.1.1 (Preview genre to activate prior knowledge and make predictions about the reading) • LA.7.1.6.1 (Learn and practice vocabulary) • LA.7.1.6.1 & LA.7.1.6.5 (Relate word meaning to self and the topic: horror genre) LACC.7.L.3.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. LACC.7.L.3.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

LA.7.1.7.1 & LA.7.1.7.5 (Preview text features to activate prior knowledge, set purpose, and generate questions before reading) • LA.7.1.6.2 & LA.7.4.2.1 (Respond to reading through discussion and writing) • LA.7.2.1.2 (Analyze setting and its effect on character and plot) • LA.7.1.7.3, LA.7.2.1.2(Analyze story theme to determine author’s message) • LA.7.1.7.8 (Use a graphic organize to organize information around story element) • LA.7.1.7.8 (Use a graphic organizer to organize information around story elements) • LA.7.1.6.1, LA.7.1.6.2, LA.7.1.6.3, LA.7.1.6.5 (Learn new vocabulary and practice previously taught words) • (LA.7.2.1.3 & LA.7.2.1.7 (Draw upon and discuss visual LACC.7.RL.1.3and mental images based on texts) Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). LACC.7.W.3.9Draw evidence from literary or informational texts to support analysis, reflection, and research

• LA.7.1.6.1 (Review and apply meaning or target vocabulary) • LA.7.1.6.10 (Identify and choose appropriate synonyms) • LA.7.1.6.7 (Develop vocabulary by expanding on base words) LACC.7.L.3.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. LACC.7.L.3.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.


What makes a book or movie exciting? Why? What is your interpretation of this text? Support your rationale. Use specific examples from the article/Anchor Video in your analysis.

What is the impact of the main character’s personality on the plot? Use specific examples from the article in your analysis. Why is the setting at the beginning of the passage important?

Use examples from the text to support your analysis. What is the tone of the article? How does the author create that tone? Use examples from the article in your answer. Would the man in “To Build a Fire” have followed this poet’s advice? Using examples from the text, explain why or why not.

What does the author mean by saying “___”

Based on the article, what element of the story creates the problem or

conflict? Use examples from the text to support your analysis.



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VOCABULARY VOCABULARY VOCABULARY Element, Hostile, Instinct, Reaction, sufficient

Setting, Character, Plot Events, Theme, Eventually Vulnerable, Plunged, Devised, Demeanor, Poetry Distress, Symbolism, Mood

Synonyms, Reaction, Sufficient, Hostile Speculate, Suffixes, Inflectional Ending



“To Build a Fire” Text Type: Short Story, p. 138. “from ‘Staying Alive”’ p. 150-Text Type; Poetry Exemplar: Mildred D. Taylor, “Roll of Thunder, Hear My Cry” Discuss problem/solution. Help students to understand the underlying problem/solution pattern of the story by beginning a problem/solution chart and developing it in later lessons as the students read further into the story. Draw a picture of how you think the Logans' home looked during Christmas dinner.



Additional Information • Vocabulary terms shall be placed on word wall • Red Routine 1: Teaching Vocabulary • Transparency F1

• Vocabulary terms shall be placed on word wall • Coaching Notes Differentiated Support: • Decoding/Syllabication: Suffixes, p. 165A • ELD: Past and Past-Perfect Tense, p. 165A. • Fluency: Read With Expression, p. 165A • Transparency F6 CHECKPOINT for Differentiated Instruction- rBook Skills: Stage B. • RDI Book 1: Analyze Character, pp. 306, 307 • RDI Book 1: Analyze Setting, pp. 308, 309 • RDI Book 1: Analyze Plot, pp. 310, 311. • RDI Book 1: Analyze Theme, pp. 312, 313

• Vocabulary terms shall be placed on word wall • Coaching Notes CHECKPOINT for Differentiated Instruction- • RDI Book 1: Synonyms. p. 246 • RDI Book 1: Suffixes, p. 258 • RDI Book 1: Inflectional Endings, p.280



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CONCEPT CONCEPT CONCEPT Writing and Grammar Functional Literacy Wrap-Up


CC.R.W.L.1. Write arguments to support claims with clear reasons and relevant evidence. CCR.W.L.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCR.W.L.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

• LA.7.6.1.2 (Read a biography of an author) • LA.7.6.1.2 (Read and compare DVD reviews) • LA.7.6.1.2, LA.7.1.7.2 (State a point of view and support it using text information) • LA.7.6.1.2, LA.7.1.7.2 Analyze features and of view of a DVD cover

• LA.6.2.1.2 (Elements of Plot) LACC.7.SL.1.1Engage 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.


Why would someone write a literature review? Explain.

Why did London leave school? Explain.

• What can often help you to figure out the meaning of a compound word?

VOCABULARY VOCABULARY VOCABULARY Literature review, Singular verb, Plural verb Possessive noun

Biography

Hostile, Instinct, Element, Sufficient

RESOURCES Writing Task: Response Log If you were Jeremy Simms and it was you telling the story, how would it be different? Tell the story from

Jeremy's point of view. • rBook Teacher’s Edition • rBook Student Edition • Computers (6) • Read180 Software • LCD Projector/Television and DVD Player • Read180 Class Library • Headphones CDs (6)




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Vocabulary terms should be on the word wall • Red Routine 4: Idea Wave T78 • Red Routine 7: Peer Feedback T84 • Checkpoint for differentiated instruction- Stage B • RDI Book 2: Writing a Review p. 99 • RDI Book 2: Subject-verb Agreement p. 178 • RDI Book 2: Possessives p. 182 Stage C • RDI Book 2: Writing an Opinion, p. 116 • RDI Book 2: Writing a Review p. 122 • RDI Book 2: Subject-verb Agreement p. 178 • RDI Book 2: Possessives noun, p. 214 Smart Board- www.exchange.smarttech.com http://www.currituck.k12.nc.us/Page/2778 Mr. Nussbaum- http://www.mrnussbaum.com/langcode.htm Teacher Tap– http://www.eduscapes.com/tap/topic86.htm#2 Projects: Analyzing Story Elements | Lesson Planet - www.lessonplanet.com › Articles › Language Arts

• Vocabulary terms should be placed on word wall

• Vocabulary terms shall be placed on word wall Test-Taking Strategies: • Using Text Evidence, Stage B, p. 45; Stage C, p.47 CHECKPOINT for Differentiated Instruction- rSkill Tests 3


http://www.currituck.k12.nc.us/Page/2778

http://www.mrnussbaum.com/langcode.htm

http://www.eduscapes.com/tap/topic86.htm#2

http://www.google.com/url?sa=t&rct=j&q=story%20elements%20projects%20for%20middle%20school%20students&source=web&cd=18&cad=rja&ved=0CGkQFjAHOAo&url=http%3A%2F%2Fwww.lessonplanet.com%2Farticle%2Flanguage-arts%2Fanalyzing-story-elements&ei=nhLLUeOYF4f88QSal4DoCg&usg=AFQjCNHT9msO6u5ugnjefd74Atb_DPL4jA

http://www.lessonplanet.com/articles

http://www.google.com/url?sa=t&rct=j&q=story%20elements%20projects%20for%20middle%20school%20students&source=web&cd=18&cad=rja&ved=0CGwQ6QUoATAHOAo&url=http%3A%2F%2Fwww.lessonplanet.com%2Farticles%2Flanguage-arts&ei=nhLLUeOYF4f88QSal4DoCg&usg=AFQjCNH5fBEfgvkPpq3_t3aSe90iXUIdIg


21



UNIT TITLE: Workshop 5 –“Wired for Trouble,” pp.112-113 Fact and Opinion


SEMESTER: 1

Grading Period: 2

CONCEPT CONCEPT CONCEPT Informational Text/Research Process/Anchor Video/Vocabulary

Informational Text/Research Process /Reading Process Vocabulary/Word Study,


• LA.7.1.7.1 (Use viewing strategies to build background about peer pressure) • LA.7.1.7.1 (Preview text to activate prior knowledge about teens and technology) • LA.7.1.7.1 & LA.7.1.7.8 (Preview text features to make predictions about the reading) • LA.7.2.2.2 (Respond to questions stating and supporting opinions with reasons and explanations) • LA.7.1.6.1 (Learn and use new vocabulary) • LA.7.1.6.1 & LA.7 1.6.5 (Relate word meaning to self and the topic: peer pressure)

• LA.7.1.7.1, LA.7.1.7.5, LA.7.2.2.1, LA.7.6.1.1 ( Preview text features to activate prior knowledge, set purpose, and generate questions before reading) • LA.7.6.2.2 (Identify the facts and opinions in a debate) • LA.7.6.1.1 (Use graphic organizer to distinguish between fact and opinions) • (Use signal words to help identify opinion) • LA.7.1.6.2 (Respond to reading through discussion) • LA.7.1.6.1, LA.7.1.6.2, LA.7.1.6.3, LA.7.1.6.5 (Learn new vocabulary and practice previously taught words) LACC.7.RI.3.8Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims LACC.7.W.3.9Draw evidence from literary or informational texts to support analysis, reflection, and research LACC.7.W.3.8Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

• LA. 7.1.6.1 (Review and apply meaning of target vocabulary) • LA.7.1.6.3 (Identify and choose appropriate homophones) • LA.7.1.6.7 (Apply knowledge of compound words to understand vocabulary) LACC.7.L.3.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. LACC.7.L.3.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

What are two important reasons that support your view about cell phones?

Use examples from the text to support your analysis.


22


Are teens too wrapped up in cyber technology? Use examples

from the text to support your analysis. Which words help the reader understand the meaning of _____in paragraph 2, Reading 1? What is your interpretation of this text? Support your rationale. Use specific examples from the article/Anchor Video in your analysis.

Do you think cell phones should be banned from schools? Explain your opinion. Use examples from the text to support your analysis Do you agree that girls are harsher critics than boys? Why or why not? Use examples from the text to support your analysis What role does technology play in your life? Using examples from the text, explain why or why not. How does the author develop his/her argument in _____ (text title)? Is the reasoning sound? Is the supporting evidence sufficient and relevant? Why or why not? Use examples from the text in your answer. Is the argument the author presents effective? Using examples from the text, explain why or why not. Is the reasoning behind the author’s specific claims sound? Does the author provide relevant and sufficient evidence to support the claim? Use examples from the text to support your answer.

In the text, what does “_______” When you come across homophones in your reading, how can you determine which word meaning is intended?

VOCABULARY VOCABULARY VOCABULARY Appropriate, Critic, Proportion, Simultaneously Technology

Disrupt, Fact, Opinion, Grievers, Aspect, altercation Modify, Impair

Bored, Haul, Wrapper, Rapper, Homophones Manipulation

RESOURCES Vocabulary Task: Teachers use discussions to model and reinforce how to learn vocabulary from contextual clues. Create a word web for each vocabulary word. Use a dictionary or thesaurus to find a definition, synonym, and antonym. Write sentences using the words.


“Should School Ban Cell Phones?” p. 114 Text Type: Debate “Cyberbullies”(2 Days), p118 Text Type: Magazine Article “Trouble at your Fingertips” p. 120 Text Type: Life Skill Features Exemplar: “The Dark Is Rising” by Susan Cooper As you read The Dark Is Rising have students to note the page numbers with relevant information or mark the text with sticky notes so they can cite the text during class discussion. • rBook Teacher’s Edition • rBook Student Edition • Computers (6) • Read180 Software • LCD Projector/Television and DVD Player • Read180 Class Library • Headphones CDs (6)



23


• Vocabulary terms shall be placed on word wall. • Coaching Notes • Red Routine 1: Teaching Vocabulary • Red Routine 2: Oral Cloze Differentiated Support: • Decoding/Syllabication: r-Controlled Vowels, p. 135A • ELD: Idioms, p. 135B CHECKPOINT for Differentiated Instruction- • RDI Book 1: Fact and Opinion, p. 321

• Vocabulary terms shall be placed on word wall. • Coaching Notes CHECKPOINT for Differentiated Instruction • RDI Book 1: Homophones and Homographs, p. 242 • RDI Book 1: Compound Words, p. 238 • RDI Book 2: Analyze Plot, pp. 310, 311.


24




CC.R.W.L.1. Write arguments to support claims with clear reasons and relevant evidence. CCR.W.L.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) LACC.7.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

• LA.7.2.2.2 (Read to find out about careers) • LA.6.1.2 (Identify aspects of a specific job, including qualifications, and prerequisites) • LA.7.6.1.2 (Read and use information form a cell-phone minute plan) • LA.7.2.2.4 (Read and use information from a print advertisement)

• LA.7.2.1.2 (Elements of Plot) LACC.7.SL.1.1Engage 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.



According to the article, does Paul think selling cell phones is an important job? Explain.


VOCABULARY VOCABULARY VOCABULARY Persuasive, Revise

Synthesize

Homophones, Traditional

RESOURCES Writing Task: Why reading The Dark Is Rising students need to take notes in their journal about Will’s search for his destiny. Is his search organized or random? Students will write an explanatory paragraph using their understanding of the word choice and emotions expressed in the selection to present their opinions about what author is trying to explain to the audience.





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• Vocabulary terms shall be placed on word wall. • Coaching Notes • RDI Book 2: Stage B, pp. 95, 100, 105 • RDI Book 2 Persuasive Composition, Stage B, p. 109; Persuasive Essay, Stage C, p. 134. • Red Routine 4: Idea Wave • Red Routine 7: Peer Feedback • What strategies that you use to ensure you answer each question correctly? - Stage B. • RDI Book 2: Persuasive Writing, pp. 94 104, 109 • RDI Book 2: Irregular Verbs, p. 176. • RDI Book 2: Commas with Introductory Words, p. 200. Stage C • RDI Book 2: Persuasive Writing, pp. 116, 122, 128, 134. • RDI Book 2: Irregular Verbs, p. 208. • RDI Book 2: Commas with Introductory Words, p. 232 Smart Board- www.exchange.smarttech.com http://www.cpalms.org/Standards/PublicPreviewIdea1683.aspx?ShowResource=1

• Vocabulary terms shall be placed on word wall

• Vocabulary terms shall be placed on word wall. • Coaching Notes Test-Taking Strategies: • Literal and Interpretive Questions, Stage B, p. 31; Stage C, p.33 CHECKPOINT for Differentiated Instruction- rSkills Test 3


http://www.cpalms.org/Standards/PublicPreviewIdea1683.aspx?ShowResource=1

http://www.cpalms.org/Standards/PublicPreviewIdea1683.aspx?ShowResource=1


26



UNIT TITLE: Workshop 4 – “Crime Lab Science, “pp.88-89 Summarize


SEMESTER: 2

Grading Period:3

Lesson #7

CONCEPT CONCEPT CONCEPT Reading Application/Anchor Video/Vocabulary Reading Application /Reading Process Vocabulary/Word Study,


• LA.7.1.7.1, SS.B.1.3.4, SS.C.2.3.7, SS.D.2.3 (Use viewing strategies to build background about child labor) • LA.7.1.7.1 & LA.7.1.7.8 (Preview text features to activate prior knowledge about forensic science) • LA.7.1.7.1 & LA.7.1.7.8 Preview text features to make predictions about the reading) • LA.7.2.2.2 (Respond to questions, stating and supporting opinions with reasons and explanations) • LA.7.1.6.1, LA.7.1.6.5, SS.C.2.3.7 (Relate word meaning to self and topic: apartheid) LACC.7.L.3.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

• LA.7.1.7.1, LA.7.1.7.5, LA.7.2.2.1, LA.7.6.1.1 (Preview the text features to activate prior knowledge, set purpose, and generate questions before reading) • LA.7.1.7.3 (Identify the steps used to summarize a newspaper article) • LA.7.1.7.3 & LA.7.2.2.3 (Organize important details to use in a summary) • LA.7.1.6.2 (Respond to reading through discussion) • LA.7.1.6.1, LA.7.1.6.2, LA.7.1.6.3, LA.7.1.6.5 (Learn new vocabulary and practice previously taught words) • LA.7.1.6.2 (Respond to reading through discussion) • LA.7.4.2.1 (Respond to reading through writing) LACC.7.RL.1.2Determine 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.

• LA.7.1.6.1 (Review and use Target Words in new contexts; Use Target Words expressively in discussion and in writing) • LA.7.1.6.10 (Use guide words to locate words in a dictionary) • LA.7.1.6.9 (Identify and use multiple-meaning words in context) LACC.7.L.3.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. LACC.7.L.3.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression


What kind of work do you think scientists in crime labs perform? Use evidence from the articles to support your

analysis. What is your interpretation of this text? Support your rationale. Use specific examples from the article/Anchor Video in your analysis.

Who works in a crime lab? What kind of work do you think is done here? Use evidence from the articles to support your

analysis. How has scientific evidence helped or hurt Jane’s case? Use

examples from the text to support your analysis. Why DNA analysis so important in crime solving? Use examples

from the text to support your analysis.

How can you figure out what the word means?

VOCABULARY VOCABULARY VOCABULARY Analysis, Evidence, Precise, Technique Verify, Forensic, Criminals, Evidence

Extract, Summarize, Internal, Theory, Trauma Consist, DNA, Sterilized, Utilize, Exonerate Sequence

Verity, Extract, Consist, Evidence, Precisely Superficial

What role, do forensic scientists play in identifying and convicting criminals?


27



“Welcome to the Crime Lab,” p. 90 Text Type: Encyclopedia Article “Body of Evidence,” p. 92 Text Type: Magazine Article DNA “Analysis: The Key to Solving Crimes,” p. 96 Text Type: Science Text Close Reading Exemplar: “Twister science” First, Students will silently read the passage, while listening to the instructor read aloud, and then independently. The teacher will then lead students through a set of concise, text-dependent questions that compel students to reread specific sentences and paragraphs in order to extract and discuss the information in the text. Have students listen and follow along as you read the first few pages to model fluency and expression. • rBook Teacher’s Edition • rBook Student Edition • Computers (6) • Read180 Software • LCD Projector/Television and DVD Player • Read180 Class Library • Headphones CDs (6)


Additional Information • Vocabulary terms shall be placed on word wall • Coaching Notes • Red Routine 4: Idea Wave • Red Routine 1: Teaching Vocabulary • Transparency F1

• Vocabulary terms shall be placed on word wall. • Coaching Notes Differentiated Support: • Decoding/Syllabication: Inflectional Endings, p. 111A • Fluency: Using Correct Phrasing (Introductory Phrases Phrases), p. 111A • ELD: Time-Order Words, p. 111B Differentiated Support: • Decoding/Syllabication: Inflectional Endings, p. 111A Differentiated Support: • Decoding/Syllabication: Inflectional Endings, p. 111A • Fluency: Using Correct Phrasing (Introductory Phrases), p. 111A • ELD: Time-Order Words, p. 111B CHECKPOINT for Differentiated Instruction- • RDI Book 1: Summarize, pp. 294, 295

Additional Information: • Vocabulary terms shall be placed on word wall • Coaching Note CHECKPOINT for Differentiated Instruction- • RDI Book 1: Using a Dictionary, p. 244 • RDI Book


28




CC.R.W.L.1. Write arguments to support claims with clear reasons and relevant evidence. CC.R.W.L. 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCR.W.L.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

• LA.7.2.2.2 (Read to find out about careers) • Identify aspects of a specific job, including qualifications, prerequisites, and salary) • LA.7.2.2.4 (Understand and use a form)

• LA.6.1.7.3 (Summarize) LACC.7.SL.1.1Engage 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.


Why might someone choose to write a Expository Paragraph? Summarize, objectively, the information in the article.

How might the job of a detective be similar to that of a criminology researcher? Explain


VOCABULARY VOCABULARY VOCABULARY Expository Criminology, Analyze, Latent Prints

Analysis, Evidence, Precise, Extract Technique

RESOURCES • rBook Teacher’s Edition • rBook Student Edition • Computers (6) • Read180 Software • LCD Projector/Television and DVD Player • Read180 Class Library • Headphones CDs (6)




29


• Vocabulary terms shall be placed on word wall • RDI Book 2: Stage B, p. 80; Stage C, pp. 82, 100 • RDI Book 2: Book Synopsis, Stage B, p. 79; Book Synopsis, Stage C, p. 80 CHECKPOINT for Differentiated Instruction- Stage B • RDI Book 2: Book Synopsis, p. 79 • RDI Book 2: Verb Tense, pp. 168, 170, 172, 174, 176, 178 • RDI Book 2: Commas in a Series, p. 206 • Stage C • RDI Book 2: Book Synopsis, p. 80 • RDI Book 2: Nonfiction Summary, p. 98 • RDI Book 2: Verb Tense, pp. 200, 202, 204, 206, 208, 210 • RDI Book 2: Commas in a Series, p. 238 Smart Board- www.exchange.smarttech.com JC Interactive Web – http://www.jc-schools.net/tutorials/interactive.htm http://illuminations.nctm.org/WebResourceList.aspx?Ref=2&Std=0&Grd=0 http://tarheelreader.org/find/?search=&category=&reviewed=R&audience=C&language=en&page=1 http://www.sciencenewsfo rkids.o rg/2012/12/meteo ro lo gists-are-learning-what-makes-a-to rnado / sciencenewsf o rkids.o rg


• Vocabulary terms shall be placed on word wall • Coaching Note Test-Taking Strategies: • Previewing Questions, Stage B, p. 25; Stage C, p. 27 CHECKPOINT for Differentiated Instruction- rSkills Test 2


http://www.jc-schools.net/tutorials/interactive.htm

http://www.jc-schools.net/tutorials/interactive.htm

http://illuminations.nctm.org/WebResourceList.aspx?Ref=2&Std=0&Grd=0


http://tarheelreader.org/find/?search=&category=&reviewed=R&audience=C&language=en&page=1



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COURSE NAME: Intensive Reading (Read180-rBook Flex-Red) 7th Grade

UNIT TITLE: Workshop 3, Long Journey to Justice, pp. 56-57 Story Elements: Theme


SEMESTER: Semester 2

Grading Period: 2



.1.7.1, SS.B.1.3.4, SS.C.2.3.7, SS.D.2.3 (Use viewing strategies to build background about child labor) • (Use pre-reading strategies to build background about apartheid) • (Preview genre to make predictions about the reading) • LA.7.1.6.1 (Learn and practice vocabulary) • LA.7.1.6.1, LA.7.1.6.5, SS.C.2.3.7 (Relate word meaning to self and topic: apartheid) LACC.7.L.3.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. :

• LA.7.1.7.1, LA.7.1.7.5, LA.7.2.2.1, LA.7.6.1.1 (Preview the text features to activate prior knowledge, set purpose, and generate questions before reading) • LA. 7. 1.7.5.Review strategies for finding sequence of events) • LA.7.2.1.2, LA. 7.4.2.1 (Analyze setting, including setting changes and their effect on character and plot) • LA.7.1.7.3, LA.7.2.1.2(Analyze story theme to determine author’s message) • LA.7.1.7.8 (Use a graphic organize to organize information around story element) • LA.7.2.1.2 (use text marking to identify theme about setting and character) • LA.7.1.7.3 & LA.7.2.2.3 (Organize important details to use in a summary) • LA.7.1.6.2 (Respond to reading through discussion and writing) • LA.7.1.6.1, LA.7.1.6.2, LA.7.1.6.3, LA.7.1.6.5 (Learn new vocabulary and practice previously taught words) LACC.7.RL.1.2 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. LACC.7.RL.1.3Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot

• LA.7.1.6.1 (Review and use Target Words in new contexts; Use Target Words) • LA.7.1.6.1(Use Target Words expressively and in writing) • LA.7.1.6.7 (Correctly use verb endings –ed, ing) • LA.7.1.6.7 (Develop vocabulary by expanding on base words) LACC.7.L.3.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. LACC.7.L.3.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression

Why did apartheid take hold in South Afraid and how was it finally

abolished? Use examples from the text to support your analysis.


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How can you tell that this is a speech and not a story? What is the textual evidence that supports your answer? What is your interpretation of this text? Support your rationale. Use specific examples from the article/Anchor Video in your analysis.

Do you think South African teens in the 1990s faced similar problems as teens in the U.S. today? Use specific examples from the story in your analysis. Analyze how the setting shapes the main character in this story. Use specific examples from the story in your analysis. Why do you think the whites had access to better job? Use specific examples from the story in your analysis. Why do you think so many people watched Mandela’s speech? Use specific examples from the story in your analysis How does the setting shape the main character in this story? Use specific examples from the story in your analysis. What is the theme of _____ (text title)? How does the author develop this theme over the course of the text? Use examples from the text in your answer.

What does______mean?.

VOCABULARY VOCABULARY VOCABULARY Justice, Access, Bias, Conflict, Exploit, Rural Apartheid

Access, Bias, Conflict, Exploit, Rural, Setting Character, Plot Event, Theme, Accumulate Homeland, Provoke, Rand, Detect, Lurched Beloved, Reveal, Agent, Ingenious, Epilogue Inaugural, Comrades, Inspires

Conflict, Access, Revealed, Detect, Accumulating Ingenious, Exploited, Provokes

RESOURCES Vocabulary Task: Have students look for the following vocabulary words in the story and complete the worksheet on vocabulary (in the student materials section). www.heinemann.com/.../Sample_Scaffolded_Reading_Experience.pd


“Diamond Land” p. 58.Text Type: Short Story “Nelson Mandela” In His Own Words” , p.74.Text Type: Speech Exemplar: “Two Kinds" by Amy Tan Begin Reading Aloud Together, 5-10 minutes.

Silent Reading and Story Map, 40 minutes Students complete the graphic organizer concerning the pressures of being an immigrant as presented in this story. Discussion Task: Students will discuss the exemplar text in depth with their teacher and their classmates, performing activities that result in a reading of Two Kinds. www.heinemann.com/.../Sample_Scaffolded_Reading_Experience.pd



http://www.heinemann.com/.../Sample_Scaffolded_Reading_Experience.pd




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Additional Information • Vocabulary terms shall be placed on word wall

• Vocabulary terms shall be placed on word wall. • Coaching Notes • Red Routine 1: Teaching Vocabulary Differentiated Support: • Decoding/Syllabication: Open Syllables, p. 87A • Fluency: Natural and Consistent Pace, p. 87A • ELD: Irregular Past-Tense Verbs, p.87B • CHECKPOINT for Differentiated Instruction- • RDI Book 1: Analyze Character, pp. 306, 307. • RDI Book 1: Analyze Setting, pp. 308, 309 • RDI Book 1: Analyze Plot, pp. 310, 311 • RDI Book 1: Analyze Theme, pp. 312, 313 • Decoding/Syllabication: Open Syllables, p. 87A • Fluency: Natural and Consistent Pace, p. 87A

• Vocabulary terms shall be placed on word wall • Coaching Notes CHECKPOINT for Differentiated Instruction- • RDI Book 1: Inflectional Endings, pp. 119, 260 • RDI Book 2: Present-Tense Verbs, Stage B, p. 168; Stage C, p. 200. • RDI Book 2:Past-Tense Verbs, Stage B, p. 170; Stage C, p. 202


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CC.R.W.L.1. Write arguments to support claims with clear reasons and relevant evidence. CC.R.W.L.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCR.W.L.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above. LACC.7.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

• LA.7.2.1.8 (Read a biography of an author) • LA.7.2.1.8 (Relate literacy works to the historical context in which they were created • LA.7.2.1.8 (Identify the features of an Author Home page) • LA.7.2.1.2 (Evaluate point of view of a book review) • LA. 7.2.1.2 (Evaluate of point of view of an author home page)

LA.7. 1.7.3 (Main Idea and Details) LACC.7.SL.1.1Engage 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.


How would you identify and correct run-on sentences? How would you summarize the story objectively?

Based on “Diamond Land,” do you think Williams-Garcia’s decision to write about teens in countries outside in U.S. has paid off? Explain. What sentence from the story support the central theme? Why?

Describe four story elements, included in most short stories? Explain each.

VOCABULARY VOCABULARY VOCABULARY Run-on, Rubric, Edit, Revise, Proofread Brainstorm, Synopsis

Biographical

Rural, Conflict, Bias, Exploited

RESOURCES Writing Task: In the story Two Kinds several conflicts dominate the action in the story. List as many conflicts as you can to fill the chart, and then briefly describe a specific example of that conflict. . www.heinemann.com/.../Sample_Scaffolded_Reading_Experience.pd • rBook Teacher’s Edition • rBook Student Edition • Computers (6) • Read180 Software • LCD Projector/Television and DVD Player • Read180 Class Library • Headphones CDs (6)





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• Vocabulary terms shall be placed on word wall. • RDI Book 2: Stage B, pp.80, 100; Stage C, pp. 82, 124 • RDI Book 2: Narrative Composition, Stage B, p. 39; Personal Essay, Stage C, p. • Red Routine 4: Idea Wave • Red Routine 7: Peer Feedback CHECKPOINT for Differentiated Instruction- Stage B • RDI Book 2: Writing a Review, p. 99 • RDI Book 2: Correcting Run-On Sentences, p. 210. • RDI Book 2: Using Correct Word Order, p. 160 Stage C • RDI Book 2: Book Synopsis, p. 80 • RDI Book 2: Writing a Review, p. 122 • RDI Book 2: Correct Run-on Sentences, p. 242 • RDI Book 2: Using Correct Word, p. 192 Smart Board- www.exchange.smarttech.com Shodor’s Interactive – http://www.shodor.org/interactivate/activities/ http://www.achievethecore.org/ela-literacy-common-core/sample-lessons/close-reading-exemplars


• Vocabulary terms shall be placed on word wall • Coaching Note Test-Taking Strategies: • Restating the Question, Stage B, p. 22; Stage C. p. 24 CHECKPOINT for Differentiated Instruction- rSkills Test 2


http://www.shodor.org/interactivate/activities/

http://www.achievethecore.org/ela-literacy-common-core/sample-lessons/close-reading-exemplars

http://www.achievethecore.org/ela-literacy-common-core/sample-lessons/close-reading-exemplars


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UNIT TITLE: Workshop 2- Tsunami: Disaster of the Century, p. 32-33 Sequence of Events


SEMESTER: 2

Grading Period: 4



LA.7.1.7.1, SS.B.1.3.4, SS.C.2.3.7, SS.D.2.3 (Use viewing strategies to build background about child labor) • LA.7.1.7.1, SS.B.1.3.4, SS.C.2.3.7, SS.D.2.3 (Preview text to activate prior knowledge about child labor) • LA.7.1.7.1 & LA.7.1.7.8 Preview text features to make predictions about the reading) • LA.7.2.2.2 (Respond to questions, stating and supporting opinions with reasons and explanations) • LA.7.1.6.1 (Learn and practice vocabulary) • LA.7.1.6.1, LA.7.1.6.5, SS.C.2.3.7 (Relate word meaning to self and topic: child labor) LACC.7.L.3.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

• LA.7.1.7.1, LA.7.1.7.5, LA.7.2.2.1, LA.7.6.1.1 (Preview the text features to activate prior knowledge, set purpose, and generate questions before reading) • LA.7.1.7.3 (Identify the steps used to summarize a newspaper article) • LA. 1.7.5, LA. 7. 2.2.3 (Use a graphic organizer to sequence events) • LA.7.1.6.2 (Respond to reading through discussion) • LA.7.1.6.1, LA.7.1.6.2, LA.7.1.6.3, LA.7.1.6.5 (Learn new vocabulary and practice previously taught words) LACC.7.RI.2.5Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. LACC.7.W.3.9Draw evidence from literary or informational texts to support analysis, reflection, and research

• LA.7.1.6.1 (Review and apply meaning of target vocabulary) • LA.7.1.6.7 (Apply knowledge of prefixes to determine the meanings of words). • Identify and add appropriate suffixes to change verbs into nouns) • LA.7.1.6.7 (Identify and use multiple-meaning words in context) LACC.7.L.3.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. LACC.7.L.3.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression

How did people cope with the devastation of this natural disaster? What is the textual evidence that supports your answer?


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How do you think waves can cause a disaster? Use information from the text in your analysis. What is your interpretation of this text? Support your rationale. Use specific examples from the article/Anchor Video in your analysis.

What problem of great magnitude faces our county today? Use information from the text in your analysis. What words or phrases give an accurate idea of what happened to the village? Use information from the text in your analysis. Which step is most important in _____? How do you know? What is the textual evidence that supports your answer? What is the most likely reason the author decided to organize the article the way he did? Use information from the text in your analysis. Is the structure of the paragraph effective? Why or why not? Use examples from the article to support your analysis. Analyze how the major sections of the text contribute to the whole and to the development of ideas. Use examples from the article in your analysis.


VOCABULARY VOCABULARY VOCABULARY Complicate, Crisis, Hemisphere, Phase Process, Disaster

Magnitude, Immense, Accurate, Catastrophe Invest, Spurred, Proximity

Prefix, Complicate, Investment, Exert, resent



“ Waves of Destruction,” p. 34 Text Type: Online News Article “Terror and Tragedy,” p. 36 Text Type: Personal Narrative Relief and Recovery” p.40 Close Reading Exemplar : “THE TELL-TALE HEART” by Edgar Allan Poe 1843 First, students will silently read the passage, while listening to the instructor read aloud, and then students will read independently. The teacher will then lead students through a set of concise, text-dependent questions that compel students to reread specific sentences and paragraphs in order to extract and discuss events presented in the text. Discussion Task: Students will discuss the passage in depth with their teacher and their classmates, performing activities that result in a close reading of The Tell-Tale Heart. Comprehension Instructional Sequence Lesson(NGCARPD • rBook Teacher’s Edition • rBook Student Edition • Computers (6) • Read180 Software • LCD Projector/Television and DVD Player • Read180 Class Library • Headphones CDs (6)



37


• Vocabulary terms shall be placed on word wall. • Coaching Notes Differentiated Support: • Decoding/Syllabication: Consonant +-le, al, el, p. 55A • Fluency: Using Correct Phrasing (Punctuation), p. 55A • ELD: Phrasal Verbs, p. 55B • Oral Cloze- Text on pp. 42-43 CHECKPOINT for Differentiated Instruction- • RDI Book 1:

• Vocabulary terms shall be placed on word wall • Coaching Note CHECKPOINT for Differentiated Instruction- • RDI Book 1: Prefixes, p 256 • RDI Book 1: Suffixes, p. 258


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CCR.W.L.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCR.W.L.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

• LA.7.2.2.2 (Read to find out about careers) • LA. 7. 6.1.2 (Identify specific including , qualifications, prerequisites, and salary) • LA. 7. 6.1.2 (Read and use information about presenting a budget)

• LA. 7. 2.2.2Sequence of Event LACC.7.SL.1.1Engage 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.


Why might someone choose to write a Narrative Paragraph?

Why FHH’s work is so important to tsunami victims?


VOCABULARY VOCABULARY VOCABULARY Narrative Coordinator, Allocated Hemisphere, Process, Complicate, Inaccurate, Invest

RESOURCES Writing Task: Teacher assigns a culminating writing assignment that asks students to synthesize the entire reading





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• Vocabulary terms shall be placed on word wall • RDI Book 2: Stage B, p. 80; Stage C, pp. 82, 100 • RDI Book 2: Book Synopsis, Stage B, p. 79; Book Synopsis, Stage C, p. 80 CHECKPOINT for Differentiated Instruction- Stage B • RDI Book 2: Narrative Writing, p, 39p. 19, 24, 34 • RDI Book 2: Correcting Sentence Fragments, p. 202 • RDI Book 2: Types of Sentences, p. 154 • Stage C • RDI Book 2: Narrative Writing, pp. 20, 26, 32, 38 • RDI Book 2: Correcting Sentence Fragments, p. 234 • RDI Book 2: Common and Proper Nouns, p. 194 Smart Board- www.exchange.smarttech.com http://tarheelreader.org/find/?search=&category=&reviewed=R&audience=C&language=en&page=1 http://edsitement.neh.gov/ http://illuminations.nctm.org/


• Vocabulary terms shall be placed on word wall • Coaching Note Test-Taking Strategies: • Answering Fill-in-the-Blanks, Stage B, p. 19; Stage C, p. 21. CHECKPOINT for Differentiated Instruction- rSkills Test 1




http://edsitement.neh.gov/

http://illuminations.nctm.org/


40



UNIT TITLE: Workshop 1: Eyes on the Graduation Prize, ( 2 Days), pp. 8-9 Main Idea and Details


SEMESTER: 2

Grading Period: 4

CONCEPT CONCEPT CONCEPT Reading Application/Anchor Video/Vocabulary Reading Application /Reading Process Vocabulary/Word Study


• LA. 7. 1.7.3, LA.7.1.5, LA. 7. 2.2.2)Use texting marking to identify the main idea and supporting details) • LA.7.1.7.3 & 2.2.2 (Review strategies for reading for details) • LA. 7.6.1.2 (Read and interpret a bar graph) • LA.7.1.7.3 & 2.2.2(Identify the steps used to summarize a newspaper article; apply strategies for finding the main idea and supporting details. • LA.7.1.7.3 & LA.7.2.2.3 (Organize important details to use in a summary) • LA.7.1.6.2 (Respond to reading through writing) • LA.7.1.6.1, LA.7.1.6.2, LA.7.1.6.3, LA.7.1.6.5 (Learn new vocabulary and practice previously taught words; R LACC.7.L.3.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. read and interpret a circle graph). LACC.7.L.3.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

• LA.7.1.7.3 ( Distinguish Between the topic and the main idea of an article; Find details that support the main idea; Identify the steps used to summarize a newspaper article) • LA. 7. 1.7.3, LA. 7. 2.2.2, LA. 7. 2.2 1 (Use a graphic organizer to organize information around the main idea) • LA.7.1.7.3 & LA.7.2.2.3 (Organize important details to use in a summary) • LA.7.1.6.2 (Respond to reading through discussion) • LA.7.1.6.1, LA.7.1.6.2, LA.7.1.6.3, LA.7.1.6.5 (Learn new vocabulary and practice previously taught words) LACC.7.RI.1.2 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 LACC.7.RI.2.6Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. LACC.7.SL.1.2: 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.

• LA.7.1.6.1 (Review and apply meaning of Target vocabulary) • LA.7.1.6.10 (Identify and choose appropriate synonyms and antonyms; apply knowledge of antonyms to determine the

meaning of words) LACC.7.L.3.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. LACC.7.L.3.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

How does leaving high school without a diploma compromise your future? Use examples from the text to support your analysis.




41


Why is it important to clearly define your plans or goals? What

is the textual evidence that supports your answer? What is your interpretation of this text? Support your rationale. Use specific examples from the article/Anchor Video in your analysis.

Why do you think students drop of school? Explain Given what the author has already told us about this character (or event), what you think the author is up to? What is the textual

evidence that supports your answer? What is the author trying to say here? What is the textual

evidence that supports your answer? What are the central ideas of ______ (title of a text)? How does the author develop these central ideas over the course of the text? What is the author’s purpose in this article? Use examples from the text in your analysis. What is the author’s purpose in this article? Is he/she successful in achieving it? Why or why not? Use examples from the text to support your analysis.


VOCABULARY VOCABULARY VOCABULARY Accomplish, Capable, Dedicate, Individual Pursue Consequence, Restrict, Main Idea, Details, Define,

Perpetuating, Emphasize, Resolve, accelerated Capable, Synonym, Antonyms, Pursue, Oblivious Resolution, accomplish



“America’s Dropout Crisis” p. 10 “Living in the Success Zone,” p. 12 The Pact, p. 16 Close Reading Exemplar: "Unbroken" and "Farewell to Manzanar" from cpalms First, students will silently read the passage, while listening to the instructor read aloud, and then students will read independently. The teacher will then lead students through a set of concise, text-dependent questions that compel students to reread specific sentences and paragraphs in order to extract and discuss main idea and details presented in Hillenbrand and Wakatsuki Houston’s discussion of divergent experiences in WWII.


rBook Teacher’s Edition • rBook Student Edition • Computers (6) • Read180 Software • LCD Projector/Television and DVD Player • Read180 Class Library • Headphones CDs (6)




42


• Vocabulary terms shall be placed on word wall. • Coaching Notes Differentiated Support: • Decoding/Syllabication: Closed Syllables, p. 31A • Fluency: Echo Reading, p. 31A • ELD: Comparative and Superlatives, p. 31B CHECKPOINT for Differentiated Instruction- • RDI Book 1: Read for Detail, pp. 288, 289 Differentiated Support: • Decoding/Syllabication: Closed Syllables, p. 31A • Fluency: Echo Reading, p. 31A • ELD: Comparative and Superlatives, p. 31B CHECKPOINT for Differentiated Instruction- • RDI Book 1: Main Idea and Details, pp. 292, 293

• Vocabulary terms shall be placed on word wall • Coaching Note CHECKPOINT for Differentiated Instruction- • RDI Book 1: Synonyms, p. 246 • RDI Book 1: Antonyms, p. 248 • RDI Book 1: Context Clues, p. 254


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CCR.W.L.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCR.W.L.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) LACC.7.L.1.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

• LA.7.2.2.2 (Read to find out about careers)

• LA.7.6.1.2 (Read and use information from a TV schedule) .

LA. 7.1.7.3 Main Idea and Details LACC.7.SL.1.1Engage 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.


Why might someone choose to write a expository paragraph?

Why do you think Alejandro needs to be a good listener? Explain.


VOCABULARY VOCABULARY VOCABULARY Predicate, Expository, Punctuation, Fragments Pursue

Brochure

Dedicate

RESOURCES Writing Task: Teacher assigns a culminating writing assignment that asks students to synthesize the entire reading





44


• Vocabulary terms shall be placed on word wall • RDI Book 2: Stage B, pp. 70, 75, 80, 85, 90; Stage C, pp. 88, 94, 106, 112. • RDI Book 2: Expository Composition, Stage B, p. 89; Informative Essay, Stage C, p. 110 • Red Routine 6: Writing Process • Red Routine 7: Peer Feedback • CHECKPOINT for Differentiated Instruction- Stage B • RDI Book 2: News Article, p. 89; Expository Composition, p. 89 • RDI Book 2: Correcting Sentence Fragments, p. 202 • RDI Book 2: Types of Sentences, p. 154 • RDI Book 2: Subjects and Predicates, p. 156 • Stage C • RDI Book 2: Expository Writing, pp, 86, 92, 110 • RDI Book 2: Correcting Sentence Fragments, p. 234 • RDI Book 2: Types of Sentences, p. 186 • RDI Book 2: Subjects and Predicates, p. 188 Interactive Resources- Http://www.globalclassroom.org/ecell00/javamath.html Smart Board- www.exchange.smarttech.com http://illuminations.nctm.org/WebResourceList.aspx?Ref=2&Std=0&Grd=0 http://www.currituck.k12.nc.us/Page/2778 Projects www.education.com/activity/comprehension www.textmapping.org/

• Vocabulary terms shall be placed on word wall

• Vocabulary terms shall be placed on word wall • Coaching Note Test-Taking Strategies: • Making an Educated Guess, Stage B, p. 16.Stage C, p. 18 CHECKPOINT for Differentiated Instruction- rSkills Test 1

NOTE: Activities for all lessons listed above- Small-Group Rehearsal/Reading:

Discuss and model expectations. Offer suggestions for expression, voice, and characterization. Have students’ think/pair/share to answer and discuss the questions

Ask students to finish reading the text by themselves, with partners, or in small groups as you monitor, answer questions, and provide additional modeling as needed. Whole Group Reading:

Model each skill on the rubric/scale so students can see and hear the qualities they are striving to attain.

Make a T-chart on the board. Label the columns. Challenge students to find descriptive words used in the story.

http://www.globalclassroom.org/ecell00/javamath.html




http://www.currituck.k12.nc.us/Page/2778

http://www.education.com/activity/comprehension

http://www.textmapping.org/

2013-2014 intensive reading 7 grade

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