SCCPSS First Semester 7th Grade ELA Unit Framework

COMMON ASSESSMENTSA district-wide assessment will be administered at the end of the semester. This will be a timed test (90 min) that mimics a GMAS writing assessment, including paired passages, 3 selected response items, a short constructed response item, and an essay. See Resource Folder 2

In addition, each Focus unit will have a common writing assignment to be delivered through classroom instruction and revision.

- Narrative Learning Focus: 2 Excerpts from Paul Revere - Resource Folder J- Informational Learning Focus: “Drawing Good-Bye” by Maureen Johnston - Resource Folder R- Argumentative Learning Focus: DBQ – “Is The American Jury System Still a Good Idea?” - Resource Folder X

District Focus Teaching Strategies:- Modeling: evidenced through the consistent use of anchor charts; observation; lesson plans; student discussion- Small group instruction including a variety of grouping methods: ability level based on data; collaborative; study

partners, etc.- Grammar in context using mentor text – NO DOL, Razzle Dazzle etc.- Routine use of Academic Language: evidenced by posting of current concepts; observation; student use of

language

Unit Differentiation Focus: Teachers can use SLDS and SRI scores to obtain student Lexile scores. Using these scores, teachers should select articles/texts at different Lexile levels for use in selecting appropriate instructional level text to allow students practice opportunities. IMPORTANT: Instruction needs to occur using appropriate grade level text. Lexiled-level text should be used only for practice opportunities.

Learning Environment Focus: Anchor charts; seating conducive to collaborative activities; clear policies and procedures related to homework and expectations with assignments

SCCPSS First Semester 7th Grade ELA Unit Framework

On-Going StandardsTo be followed throughout the unit

Speaking & Listening Standards: Comprehension & Collaboration/Presentation of Knowledge & Ideas (ELAGSE7SL1-6):Small group activities; note taking and preparing for discussions; participating in discussion; state and support claims; formulate and respond to questions; routine use of academic language

Vocabulary Standards (ELAGSE7L4-6): Level 2 words in context from reading materials; Greek and Latin roots; use of reference materials; word webs; exploring relationships between words; connotation/denotation; Content specific academic language (Level 3) used consistently and routinely

Convention Standards (ELAGSE7L1-2): Routine and consistent practice in context through mentor text; Writer’s Workshop focus; mini lessonsELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of phrases and clauses in general and their function in specific sentences.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

ELACC7L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).b. Spell correctly

PACING EXPECTATIONSThis semester long unit is divided into three 6 week segments – narrative, informational, and argumentative. Recommended lessons for each segment are supplied, but order and selection of tasks is the responsibility of the teacher. It is expected that if the teacher chooses to use lessons and materials not presented here, the tasks chosen will be similarly rigorous and provide instruction appropriate to the grade level. To assure that all lessons meet the expectations of the grade level standards, please contact your literacy coach to preview lessons and materials outside this framework.

When determining pacing, remember to leave time at the end of each semester for delivering lessons associated with the completion of the assessment as well as time for feedback and revision. These will take approximately 1 week to complete effectively.

SCCPSS First Semester 7th Grade ELA Unit Framework

Learning Focus 1 – NARRATIVE TEXT/NARRATIVE WRITING6 weeks – Approximately 30 instructional days

Range of Writing Practice Using Text-Based Responses – Narrative (ELAGSE7W10):Diary entries, group written responses, changing point of view/perspective, create new story conclusion, change setting, etc.

SCCPSS Narrative Rubric – See Resource Folder 1

Narrative StandardsREADING LITERATUREELAGSE7RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELAGSE7RL2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.ELAGSE7RL3: Analyze how particular elements of a story or drama interact (e.g. how setting shape the characters or plot)ELAGSE7RL4: Determine 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.ELAGSE7RL5: Analyze how a drama’s or poem’s form or structure (e.g. soliloquy, sonnet) contributes to its meaning.ELAGSE7RL6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.ELAGSE7RL7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film)ELAGSE7RL9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means or understanding how authors of fiction use or alter history.ELAGSE7RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

NARRATIVE WRITINGELAGSE7W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.e. Provide a conclusion that follows from the narrated experiences or events.ELAGSE7W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.ELAGSE7W5: 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.

SCCPSS First Semester 7th Grade ELA Unit Framework

ESSENTIAL QUESTIONS LEARNING TARGETS- How do story elements work together in the creation of a story?- Why is accurate summary (distinct from personal opinion) important?- How can I use genre to select my own independent reading material?- How will citing textual evidence lend credibility to my analysis of inferences drawn from the text?- How do poetic/dramatic devices impact text?- How does poetic/dramatic structure contribute to meaning?- How do I determine inferences drawn from the text?- How do inferences affect the meaning of the text?- How does word choice affect the tone/meaning of the passage?- How do authors contrast different character’s points of view in a text?- How does understanding the prompt help students identify the focus of their responses?- How do authors use descriptive details and well-structured organization?- How do authors engage their reader or introduce a narrator or characters in a story?- How do I use dialogue, pacing, and description effectively?- How do I learn to make transitions effectively?- What are the most commonly used transitional words that will advance plot?- How do I include details from the passage in my responses?

- Write a concise objective summary- Evaluate the contribution of story elements

in the telling of a story- Compare presentation methods of a similar

story- Set personal reading goals- Infer and support ideas regarding

theme/central idea- Analyze poetry and dramatic structure

contribution’s to meaning- Analyze word choice and tone- Write text-based responses using various

narrative elements; i.e. examine a story from multiple points of view.

- Create and revise text-based narrative prose

RECOMMENDED STRATEGIES & LESSONSYou will not be able to incorporate all of these strategies, nor are they presented in any specific order. These strategies are

provided for you to select from as you create your plans for your weekly instruction during this 6 week unit.Right click opens links for lessons, plans and handouts

Specific Resource Folders on ACORN include plans and handoutsNarrative Elements - Resource Folder A: Interactive Lesson/Review of elements of plot (2-5 days)– whole group lesson, with opportunity for small group & individual practice

http://www.calgaryacademy.com/ICT/ss/shortstory.html Instructional level practice (Leveled text). Small groups; graphic organizer, narrative writing opportunity. (3-4 days)

- Lesson plans- Graphic organizer: Narrative Elements Plot Diagram- Middle school style handbook

Modeling Reading Short Stories (5 days) - Resource Folder B 5 modeling lessons exploring narrative elements – can be applied to any story, but written here for a specific example. includes:

SCCPSS First Semester 7th Grade ELA Unit Framework

- Daily lesson plans- Story Handout: “The Circuit” by Francisco Jimenez

Summarizing Strategies: Resource Folder C SWBS – Somebody Wanted But So Rhetorical Precis: Student handout – template and verbs; Student practice handout; Template Comprehensive list of summarizing strategies Classroom strategies booklet Narrative Summary Graphic Organizer GIST - Lesson Plan for GIST: http://www.readwritethink.org/classroom-resources/lesson-plans/gist-summarizing-strategy-content-290.html RACE graphic organizer

“We Real Cool” – poetry analysis: Resource Folder D: 5 day lesson plans – Includes annotating for meaning and making connections; imagery; tone and mood; theme; historical context; literary

thesis

Forming Inference and Theme: Resource Folder E: “Barbie Q” by Sandra Cisneros; 5 Day lessons plans Direct instruction and practice using mentor text examples

Mood & Tone / Analyzing Poetry: Resource Folder F● SIFT – can be used with any poetry with specific examples provided (1 day);● 4 minute teaching video: https://www.teachingchannel.org/videos/sift-method-analyze-literature● 20 Common Core Poetry lessons – wide variety, includes paired passages● Give direct instruction for tone and mood.

Character Development /Inference (2-4 days) - Resource Folder G Forming inferences video - https://youtu.be/to30AJm2epQ “Thank You M’am” by L. Hughes: model and student practice using short story read aloud; includes discussion questions & narrative writing

activity

Literary Devices to reveal author’s purpose (5 days) - Resource Folder H● “If I could Tell You” by WH Auden: poetry analysis; includes practice writing thesis; explores fig lang & author’s purpose;● Review/Direct instruction of literary devices as needed. Explain how common the uses of literary devices are in everyday life—showing this

SCCPSS First Semester 7th Grade ELA Unit Framework

short video for reinforcement: Literary Devices in Songs.

Dramatic Structure : Resource Folder I● Direct instruction of dramatic structure.● “MLK Jr. Dreams of Justice” read-aloud/ reader’s theater (2-3 days). Preview vocabulary and complete post-reading activities as time

permits. Use a double-bubble to compare/ contrast after watching excerpt of “I Have a Dream Speech”● “In The Beautiful House” read-aloud/ reader’s theater (2 days). Preview vocabulary and complete post-reading activities as time permits.

Links to Social Studies content.

Independent Reading (0.5 days) Classes create expectations and incentives for personal reading goals and accountability

- Students should self-select for pleasure and know their Lexile score- Students should routinely share/discuss their reading

MANDATORY NARRATIVE STANDARDS-BASED COMMON ASSESSMENT (approximately 1 week) Close read the text, “Excerpt from Mr. Revere and I”. Analyze the short constructed response prompt to determine focus for a second

purposeful reading. Use exemplar responses to evaluate and revise student responses as a group. Repeat with “Excerpt from The Many

Rides of Paul Revere: The Boston Tea Party”. Analyze the narrative prompt as a group. Gather notes and complete the narrative writing assignment based on the texts. This can and should be a collaborative effort.

Time should be allowed to provide feedback from teacher and peers based on the SCCPSS rubric (writer’s workshop/conferencing). Students will be expected to revise their writing and resubmit. Final grade will be determined by averaging student scores from both versions.

Student writing should be evaluated using the SCCPSS Narrative Writing Rubric only.

See Resource Folder J

SCCPSS First Semester 7th Grade ELA Unit Framework

Learning Focus 2 – INFORMATIONAL TEXT/INFORMATIONAL WRITING6 weeks – Approximately 30 instructional days

Range of Writing Practice Using Text-Based Responses – Informational (ELAGSE7W10):RACE (constructed response paragraphs), RAFT, letters, technical writing i.e. advertising, how-to, etc.; descriptive passages

SCCPSS Informational Rubric – See Resource Folder 1

INFORMATIONAL STANDARDSREADING INFORMATIONAL TEXTELAGSE7RL1– Cite several pieces of textual evidence to support an analysis of what the text says explicitly as well as inferences drawn from the text.ELAGSE7RI2 – Determine two or more central idea of a text and analyze their development over the course of the text; provide a summary of the text distinct from personal opinions or judgments.ELAGSE7RI3 – Analyze the interactions between individuals, events, or ideas in a text (e.g. how ideas influence individuals or events, or how individuals influence idea or events).ELAGSE7RI4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.ELAGSE7RI5 – Analyze 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.ELAGSE7RI6 – Determine 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.ELAGSE7RI7 – Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portray of the subject (e.g., how the delivery of a speech affects the impact of the words).ELAGSE7RI9 – Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing the different interpretations of facts.

INFORMATIONAL WRITINGELAGSE7W2 – Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization and analysis of relevant content.ELAGSE7W2.a – Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g. headings), graphics (e.g. tables, charts), and multimedia when useful for comprehension.ELAGSE7W2.b – Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. ELAGSE7W2.c – Use appropriate transitions to create cohesion and clarify the relationships among ideas and conceptsELAGSE7W2.d – Use precise language and domain-specific vocabulary to inform about or explain the topicELAGSE7W2.e – Establish and maintain a formal styleELAGSE7W2.f – Provide a concluding statement or section that follows from and supports the information or explanation presented.ELAGSE7W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

SCCPSS First Semester 7th Grade ELA Unit Framework

ELAGSE7W5: 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, focusing on how well purpose and audience have been addressed.

ESSENTIAL QUESTIONS LEARNING TARGETS- Using various types of text references, how can I determine a) the central idea of the text b) how

the evidence supports the central idea?- How do I write an objective summary?- How do I effectively select and summarize, paraphrase, or quote meaningful evidence?- How do I support my evidence through clear explanatory writing?- What are some effective note taking strategies and how do I use them?- How do I analyze how an author distinguishes his/her position from that of others?- How do I analyze the differences in how two authors approach the same topic?- How do I use context clues, word origins, and reference materials to determine meaning of new

vocabulary (ongoing)?- How does analyzing text structure affect student understanding of passages?- How does word choice and meaning contribute to effective communication of ideas and tone?- Using different types of non-fiction texts, how can I identify the author’s purpose through word

choice and structure?- How can I compare and contrast the delivery of a topic changes its meaning (reading a speech v.

listening to a speaker; lyrics v. listening to song)?- How does understanding the prompt help me identify the focus of their responses?- How does understanding my audience improve my writing?- Which text structure will best communicate my ideas?- What types of authors craft help make my writing easy for the reader to understand and

remember?- How do I include details from the passage in their responses?

- Close read and annotate text- Identify central idea and supporting details of

multiple texts- Summarize, paraphrase, and/or quote text- Use RACE, with concentration on the citation and

explanation steps- Take notes &/or complete graphic organizers- Formulate analyses using multiple texts- Identify multiple points of view from various texts- Analyze text structure and word choice- Practice writing various text structures- Engage reader through word choice and use of

transitionsCreate and revise text-based informational essay

RECOMMENDED STRATEGIES & LESSONSYou will not be able to incorporate all of these strategies, nor are they presented in any specific order. These strategies are

provided for you to select from as you create your plans for your weekly instruction during this 6 week unit.Right click opens links for lessons, plans and handouts

Specific Resource Folders on ACORN include plans and handoutsApplying ALL GSE7RI Standards to Informational Texts (5 days per text) - Resource Folder K Specific directions for using the standards to examine text. Can be applied to any text. Addresses both Content Focus areas (all of the GSE7RI

standards) for the informational portion of the semester unit. Additional resources for practice text:- https://newsela.com/ – Lexile leveled

SCCPSS First Semester 7th Grade ELA Unit Framework

- http://www.dogonews.com/ - http://www.readworks.org/ - Lexile leveled and includes paired passages

Text Analysis and Evidence● Review MLA citations (Prezi). Give handout as resource for student notebooks.● Direct instruction on how to create an outline. Use “Moons of the Planets” and have students create an outline in pairs● Use a video to introduce developing evidence. Teaching lesson on developing argument-based evidence from text (from Read, Write, Think)

Citing Evidence & Transitions – Resource Folder L They Say / I Say; PowerPoint; lesson plan Teaching video - https://www.teachingchannel.org/videos/teaching-about-textual-evidence/?buffer_share=44d45 Student video & lesson - https://learnzillion.com/lessons/2015-cite-textual-evidence-to-support-inferences-drawn-from-the-text Practice sheets (homework) – transitions http://printableworksheets.in/?dq=Using%20Transition%20Words%20In%20Writing

Thinking Organizer Lessons – during Informational Reading: Thinking Organizers

Summarizing Strategies: Resource Folder C SWBS – Somebody Wanted But So Rhetorical Precis: Student handout – template and verbs; Student practice handout; Template Comprehensive list of summarizing strategies Classroom strategies booklet Narrative Summary Graphic Organizer GIST - Lesson Plan for GIST: http://www.readwritethink.org/classroom-resources/lesson-plans/gist-summarizing-strategy-content-290.html RACE graphic organizer

Analysis of Prompt & applied reading (5 days) – Resource Folder M ESSENTIAL TASK: Gradual release; 2 articles about forensic science and 4 writing response questions

Opposite of Hero (5 days) – Resource Folder N close reading, chunking the text into digestible parts using a graphic organizer, text-dependent questions, and a narrative essay summative

assessment (based informational text)

Incursion of the Lionfish (5 days) – Resource Folder O close reading, central idea, text features, cause and effect, text-dependent questions, and an informational summative assessment

SCCPSS First Semester 7th Grade ELA Unit Framework

Elements of Non-Fiction / Text Structure (3-4 days) - Resource Folder P● Direct instruction of Elements of Non-fiction● Student jigsaw of the five different nonfiction text structures (lesson plan and resources here)● Text Structure – direct instruction using mentor text; practice handouts for homework; additional organizers

Author’s Style, Word Choice & Structure (3 days)● Direct instruction of Word Choice/Connotation--differentiate, interpret, write, present, perform (lesson plans for three class periods)

Three Poems from the Skills Unit – Resource Folder Q “Where I’m From” George Ella Lyon - Figurative language – imagery, meaning of words, theme, writing activity “The Negro Speaks of Rivers” L Hughes (4-5 days)- Meaning of words, word choice, theme, writing activity “The Road Not Taken” R Frost

- Meaning of words, word choice, theme, writing activity (4 days)- Learn Zillion Lesson (6 lessons) : making predictions, summarizing, identifying an introductory 'hook', comparing and contrasting details, imagery, structure/organization, and rhythm https://learnzillion.com/lessonsets/146

MANDATORY INFORMATIONAL STANDARDS-BASED COMMON ASSESSMENT (approximately 1 week) Close read the memoir, “Drawing Good-Bye”. Complete the selected response and analyze the writing prompt to determine focus for a

second purposeful reading. Gather notes and complete the narrative writing assignment based on the short story. This can and should be a collaborative effort.

Time should be allowed to provide feedback from teacher and peers based on the SCCPSS rubric (writer’s workshop/conferencing). Students will be expected to revise their writing and resubmit. Final grade will be determined by averaging student scores from both versions.

Student writing should be evaluated using the SCCPSS Informational Writing Rubric only.

See Resource Folder R

SCCPSS First Semester 7th Grade ELA Unit Framework

Learning Focus 3 – ARGUMENTATIVE TEXT/ARGUMENTATIVE WRITING5.5 weeks – Approximately 27 instructional days

Range of Writing Practice Using Text-Based Responses – Argumentative (ELAGSE7W10):RACE (constructed response paragraphs), RAFT, letters, editorials, debate, journal

SCCPSS Argumentative Rubric - See Resource Folder 1

STANDARDSARGUMENATIVE READINGELAGSE7RL1– Cite several pieces of textual evidence to support an analysis of what the text says explicitly as well as inferences drawn from the text.ELAGSE7RI2 – Determine two or more central idea of a text and analyze their development over the course of the text; provide a summary of the text distinct from personal opinions or judgments.ELAGSE7RI3 – Analyze the interactions between individuals, events, or ideas in a text (e.g. how ideas influence individuals or events, or how individuals influence idea or events).ELAGSE7RI6 – Determine 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.ELAGSE7RI8 – Trace 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.ELAGSE7RI9 – Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing the different interpretations of facts.ELAGSE7RI4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.ELAGSE7RI5 – Analyze 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.ELAGSE7RI7 – Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portray of the subject (e.g., how the delivery of a speech affects the impact of the words).ELAGSE7RI8 – Trace 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.

ARGUMENTATIVE WRITINGELAGSE7W1: Write arguments to support claims with clear reasons and relevant evidence.ELAGSE7W1.a – Introduce claims, acknowledge alternate or opposing claims and organize the reasons and evidence logically. ELAGSE7W1.b – Support claims with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.ELAGSE7W1.c – Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons, and evidenceELAGSE7W1.d– Establish and maintain a formal style

SCCPSS First Semester 7th Grade ELA Unit Framework

ELAGSE7W1.e – Provide a concluding statement or section that follows from the argument presentedELAGSE7W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.ELAGSE7W5: 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, focusing on how well purpose and audience have been addressed.

Essential Questions LEARNING TARGETS- Using various types of text references, how can I determine a) the central idea of the text b) how

the evidence supports the central idea?- How do I use my understanding of the text to formulate a claim?- How do I support my claim using evidence from the text?- How do I effectively select and summarize, paraphrase, or quote meaningful evidence?- How do I support my thinking through clear explanation of evidence?- What are some effective note taking strategies and how do I use them?- How do I determine how an author distinguishes his/her position from that of others?- Evaluating an argument and specific claim, how do I assess whether reasoning is sound and

evidence relevant?- How can I analyze the different types of non-fiction to formulate a credible argument?- How do authors use rhetorical strategies (ethos, logos, and pathos) to present an effective

argument?- How can I distinguish between arguments supported by reasons from those that are not?- How does analyzing text structure affect my understanding of passages?- How does word choice and meaning contribute to effective communication of ideas?- Using different types of non-fiction texts, how can I identify the author’s argument through word

choice and structure?- How does understanding the prompt help students identify the focus of their responses?- How does understanding my audience improve my writing?- Which text structure will best communicate my ideas?- What types of authors craft help make my writing easy for the reader to understand and

remember?- How do students include details from the passage in their responses?

- Close read and annotate text- Identify central claim/argument and supporting

details- Summarize, paraphrase, and/or quote text- Create a thesis statement- Evaluate and support relevance of evidence- Use RACE, with concentration on the citation and

explanation steps- Take notes &/or complete graphic organizers- Analyze argumentative text structure and word

choice- Analyze effective argument: distinguish between

arguments supported by reasons from those that are not

- Practice writing using various argumentative/rhetorical strategies

- Engage reader through word choice and use of transitions

SCCPSS First Semester 7th Grade ELA Unit Framework

RECOMMENDED STRATEGIES & LESSONSYou will not be able to incorporate all of these strategies, nor are they presented in any specific order. These strategies are

provided for you to select from as you create your plans for your weekly instruction during this 6 week unit.Right click opens links for lessons, plans and handouts

Specific Resource Folders on ACORN include plans and handouts

Argumentative Student Support Documents – Resource Folder S: Can be applied throughout the Argumentative Unit; graphic organizers and student notes

Citing Evidence to Build Argument (1-2 days)– Resource Folder T “Matter of Diamonds” – engaging activity using What/Why/How graphic organizer (Slip or Trip) & “This or That” They Say/I Say and transitions, etc.

Analyze a Debate/Constructing Arguments (5-10 days) – Resource Folder U New York Times sponsored activity – directions and links to several topics – scroll down for ideas on how to include in your classroom:

http://learning.blogs.nytimes.com/2012/02/13/constructing-arguments-room-for-debate-and-the-common-core-standards/ Room for Debate link: access to variety of topics and written debates (Be careful! Some are not middle school appropriate.)

http://www.nytimes.com/roomfordebate Handout in resource folder could be applied to this debate “The Benefits and Pressure of Being a Child Genius” found here

http://www.nytimes.com/roomfordebate/2015/05/20/the-benefits-and-pressures-of-being-a-young-genius

Creating Counterclaims (5 days) – Resource Folder V New York Times activity – directions and resources for evaluating and writing counterclaims

http://learning.blogs.nytimes.com/2015/02/12/i-dont-think-so-writing-effective-counterarguments/

Writing Editorials (5 days) – Resource Folder W New York Times activity – directions and resources for editorial writing activity http://learning.blogs.nytimes.com/2014/02/07/for-the-

sake-of-argument-writing-persuasively-to-craft-short-evidence-based-editorials/

MANDATORY ARGUMENTATIVE STANDARDS-BASED COMMON ASSESSMENT (approximately 1.5 weeks)

SCCPSS First Semester 7th Grade ELA Unit Framework

Complete the lessons and writing assignment based on the DBQ “Is the American Jury System Still a Good Idea?”

Teach and model how to analyze the documents using the process of the DBQ format. This should be a collaborative effort – not an independent worksheet opportunity.

Time should be allowed to provide feedback from teacher and peers based on the SCCPSS rubric (writer’s workshop/conferencing). Students will be expected to revise their writing and resubmit. Final grade will be determined by averaging student scores from both versions.Student writing should be evaluated using the SCCPSS Narrative Writing Rubric only.

See Resource Folder X

SCCPSS First Semester 7th Grade ELA Unit Framework

ADDITIONAL UNIT RESOURCESAdditional student text sources:

https://sites.google.com/site/mrslindseyslanguageartslounge/short-stories Lexile leveled short stories Public domain short stories:

- http://www.mrswatersenglish.com/2014/05/40-excellent-short-stories-for-middle-school/- http://www.world-english.org/stories.htm

www.readworks.org for additional leveled texts http://www.fortheteachers.org/reading_skills/ Reading skills practice with leveled text

Additional Lessons & Ideas: http://achievethecore.org/dashboard/300/search/1/1/6/7/8 - Achieve the Core: lessons, assessment practice, fluency support, planning

tools, etc. http://www.cpalms.org/Public/search/Search - Fantastic resource for rigorous and engaging lessons at grade level http://www.ereadingworksheets.com/ - PowerPoints and Worksheets using mentor text for reading and language skills; Good for quick

direct instruction lessons, whole group practice, quizzes, or homework Learnzillion -Fabulous rigorous but accessible lesson plans ,includes grade level text http://www.procon.org/ - Multiple text and video argumentative resources

Support Resources: http://ttms.org/ - Steve Peha’s writing and reading resources (the “What/Why/How” guy) Middle School Writer’s Style Book - http://www.hcpss.org/f/newlanguages/docs/stylebook_middleschool.pdf

GMAS Readiness Resources: Engage NY; practice tests with exemplar papers - https://www.engageny.org/resource/new-york-state-common-core-sample-questions PAARC Practice Tests - http://parcc.pearson.com/practice-tests/ - Smarter Balance; practice online test - https://login4.cloud1.tds.airast.org/student/V111/Pages/LoginShell.aspx?c=SBAC_PT Moby Max – online and worksheet practice - http://www.mobymax.com/

Publications Text and Lessons for Content-Area Reading, Harvey Daniels & Nancy Steineke; Heinemann Publishers Text and Lessons for Teaching Literature, Harvey Daniels & Nancy Steineke; Heinemann Publishers They Say/I Say, Gerald Graff & Kathy Birkenstein; W.W. Norton Mechanically Inclined, Jeff Anderson; Stenhouse Publishers Unlocking Complex Text, Laura Robb; Scholastic

SCCPSS First Semester 7th Grade ELA Unit Framework

Nonfiction Craft Lessons: Teaching Information Writing K-8 (green), Joann Portalupi & Ralph Fletcher; Stenhouse Publishers Craft Lessons: Teaching Writing K-8 (blue), Joann Portalupi & Ralph Fletcher; Stenhouse Publishers Reading Poetry in the Middle Grades, Paul B. Janeczko, Heinemann This or That, Joan Axelrod-Contrada; Capstone Press 51 Wacky We-search Reports, Barry Lane, Discover Writing Press

SCCPSS First Semester 7th Grade ELA Unit Framework

Academic Vocabulary (ELAGSE7L6)Genre Literary Informational ExpositoryFiction Non-FictionLiterary Period EraPeriodical Memoir Historical fiction BiographyAutobiography

Explicit Inferred Objective Subjective Literal FigurativeConcreteBiased/Unbiased Quantitative Qualitative

InferenceSummaryParaphraseQuoteCounter-claimContext Primary Source Secondary Source

Analysis Annotation Evidence Support

CitationClaim

Organizational Structure Compare/Contrast Logical Order Chronological Order Compare/Contrast Cause/Effect Order of Importance

UniversalAbridge Pace MultimediaAudio Video Aural Visual

Literary Text:

Figurative LanguageImagery MetaphorSimile Alliteration Personification Hyperbole Onomatopoeia Idiom SymbolismAllusionAnalogy Anecdote Sensory Detail Flashback Foreshadowing

Diction Dialogue Theme Tone Mood Characterization Protagonist Antagonist Static CharacterDynamic Character Foil Flat Character Round CharacterSetting Plot Plot Structure Rising Action Climax Falling Action Resolution Crisis Conflict Exposition Episode

Author Narrator First Person Narrative Third Person Narrative Omniscient Perspective Point of ViewBias Spin AudiencePurpose

Speaker Occasion Interpretation

Informational Text:

Strategy Rhetoric Journal JournalismEditorial Political Platform Party AffiliationThesisCentral idea TopicTopic Sentence Organizational Strategy Abstract Introduction Supporting Extraneous Fact OpinionAnecdote Attention Grabber Introduction Body Body ParagraphConclusion ArgumentClaim In-text citationCounterclaim RebuttalReasoning Evidence Support Logic Logical Fallacy

SCCPSS First Semester 7th Grade ELA Unit FrameworkBandwagon Pathos Logos Ethos Testimonial Plain Folks Induction Deduction Hasty GeneralizationValidity/ValidCredibleFallacyDeduction Syllogism Debate Premise Redundancy Wordiness Concise Precise

Vocabulary:

Definition Context Thesaurus Dictionary Domain-Specific ConnotationConnotative Denotation Nuance Technical AcademicGreek/Latin Root Suffix Affix

Word Pattern Pronunciation Etymology Homophone Synonym Antonym JuxtapositionMythological

Structural Terms:

Grammar Conventions Standard English Mechanics Phrase Clause Subordinate ClauseIndependent ClauseCompoundSimple Complex Compound-Complex Dangling modifier Misplaced modifierTransition Modifier Fluency VariationSyntaxCapitalization Punctuation Legible Comma

OmissionNoun VerbAdverb Adjective Interjection Conjunction Pronoun Article Writing Process Development BrainstormStrategy Organization Planning Drafting RevisingEditing Peer Collaborate Diverse Express Articulate Tolerance AlternativeColloquialGrammatical Adapt

Dramatic Structure:

Drama Lyric Narrative Soliloquy

Aside Act SceneComedy Tragedy Sonnet Monologue Dialogue Ode Ballad Free Verse Stage Direction Meter Iamb Stressed Syllable Unstressed Syllable Rhyme Scheme Internal Rhyme End RhymeRhythm Verse Stanza Rhythm Rhyme Lyric PoemNarrative PoemProsodyAct Scene Script Chapter Arc Abridge Visual RhetoricLiterary License