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TIME |
CONTENT/SKILLS |
APPLICATIONS/PROJECT IDEAS |
KEY IDEA/PERFORM INDICATOR |
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Bi-Weekly Quarters 1-4
Weekly Quarters 1-4
Daily Quarters 1-4
September (6 weeks) |
Independent Reading
Writing Skills- analysis of literary merit using literary elements based on specific evidence
Reading Skills- Develop personal reading goals and maintain records of reading accomplishments Read voluntarily for a variety of purposes Be familiar with titles and authors of a wide range of grade- or age-appropriate literature
Engage in independent silent reading for extended periods of time
Speaking/Listening Skills
Vocabulary Vocabulary for Achievement-3rd Course-Great Source
Writing/Speaking Writer's Notebook
Genre Study - Historical Fiction
Anchor Text: My Brother Sam is Dead by Collier and Collier
Reading Skills-objective and subjective
Writing Skills-Newspaper Writing
Literary Element- Characterization
Speaking Skills
Students choose another from the following texts:
Writing Skills Creating a Historical Fiction Piece
Genre Study-Science fiction
Anchor Text The Giver by Lois Lowry
Writing/Listening/Speaking
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Book Lists, Library Book Talks
Writing Tasks-Create a poster that contains a brief summary of plot, evaluation of book with evidence, character analysis, etc. in written format
Student Reading Logs
Student Book Talks
Weekly vocabulary usage activities
Bi-weekly quizzes on Thursdays opposite reading days
Students maintain a writer's notebook to respond to daily writing prompts and write about topics of personal interest
Students participate in peer writing groups, revise, edit, and publish chosen pieces
Knowledge Inventory-Activate prior knowledge of revolutionary period before reading
Students explore newspapers to identify and analyze points of view presented in various types of articles
In small groups, students create a colonial newspaper with a variety of article types, both objective and subjective. Newspapers will be published by distributing them to 7th grade Social Studies classes
during Revolutionary War unit.
Complete a long-term character analysis graphic organizer of how main characters change throughout the novel
After reading, participate in ÒfishbowlÓ literature discussion of the novel
Participate in literature circles with students reading the same text
Literature groups analyze the features of historical fiction based on their texts and several essential questions
-What makes something historical fiction (as opposed to fiction or non-fiction)? -What makes good historical fiction? -Why do authors write historical fiction? -How does the point of view represented affect how this historical period is represented? -How does the setting affect the characters?
Individual students will write a piece of historical fiction in a genre of their choice (short story, letter, personal narrative) based on the criteria for historical fiction.
Students participate in peer writing groups, revise, edit, and publish pieces
Reader Response Notebooks used a basis for whole-class and small-group discussions
Service Learning Project at Glenville Nursing Home
In conjunction with the GIVE program, pairs of students will create and conduct personal interviews of a resident of the nursing home. This is an extension of a main theme of The Giver, which is the fundamental importance to a society of preserving our past.
Students will use the information gathered from the interviews to create a "living history" of the Scotia-Glenville Community to be "published" in the Middle School Library.
Individual students will write a piece of science fiction in a genre of their choice (short story, letter, personal narrative) based on the criteria for science fiction.
Students participate in peer writing groups, revise, edit, and publish pieces
Service Learning Project at Glenville Nursing Home
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S2 Language for Literary Response and ExpressionÉpresent orally and in writing well-developed analyses of literature, make effective use of details, evidence and of presentational strategies.
S3 Language for Critical Analysis and EvaluationÉ present opinions, in oral and written language, and make an evaluation based on experiences and ideas.
S2 Comprehend and respond to a variety of texts from a range of genres and in a variety of formats for a variety of purposes
Use a variety of comprehension strategies (e.g., predicting, questioning, summarizing, visualizing, and making connections) to support understanding and response to reading
S2 Use word recognition and context clues to read fluently S3 Language for Critical Analysis and EvaluationÉ present opinions, in oral and written language, and make an evaluation based on experiences and ideas. S4 Share reading experiences with peers or adults
S1 Correctly spell a large body of words
Use a
variety of spelling strategies (e.g., spelling patterns) and spelling
resources (e.g., spelling dictionaries and spell-check tools) to support
correct Use knowledge of word roots (e.g., Greek, Latin, and Anglo-Saxon) and word parts to determine word meaning Determine the meaning of unfamiliar vocabulary and idioms by using prior knowledge and context clues
S4 Share the process of writing with peers and adults; for example, write a condolence note, get well-card, or thank-you letter with a writing partner or in small groups
Develop a personal voice that enables the reader to get to know the writer
Write personal reactions about experiences, events, and observations, using a form of social communication
Identify the social communication techniques of published writers
S2 Write original literary texts to - develop a narrative, using an organizational plan such as chronology - sequence events (e.g., rising action, conflict, climax, falling action, and resolution) to advance a plot, with assistance - develop complex characters and create a setting - use literary devices - maintain a consistent point of view that enhances the message - select a genre and use appropriate conventions, such as dialogue, rhythm, and rhyme, with assistance - use language that is creative
S1 Locate and use school and public library resources to acquire information Interpret data, facts, and ideas from informational texts by applying thinking skills, such as define, classify, and infer Distinguish between relevant and irrelevant information Identify missing, conflicting, and/or unclear information Formulate questions to be answered by reading informational text, with assistance Compare and contrast information from a variety of different sources
S3 Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in text to - identify conflicting information - consider the background and qualifications of the writer - evaluate examples, details, or reasons used to support ideas - identify propaganda, with assistance - identify techniques used to persuade, such as emotional and ethical appeals, with assistance - identify differing points of view in texts and presentations
S1
¥ Include relevant information and exclude irrelevant information ¥ Use paraphrase and quotation correctly ¥ Connect, compare, and contrast ideas and information
from one or more sources
S3 ¥ Select content and choose strategies for written presentation on the basis of audience, purpose, and content ¥ Present a subject from more than one perspective by using various resources (e.g., news articles, nonfiction texts, personal experiences, and other school subjects)
S4 ¥ Share the process of writing with peers and adults; for example, write a condolence note, get well-card, or thank-you letter with a writing partner or in small groups
S2 Compare motives of characters, causes of events, and importance of setting in literature to people, events, and places in their own lives
Identify social and cultural context and other characteristics of the time period to enhance understanding and appreciation of text (how does the setting affect the characters?) S3 Judge a text by using evaluative criteria from a variety of perspectives, such as literary and personal, with assistance ¥ Recognize the effect of one's own point of view in evaluating ideas, information, opinions, and issues
S4 Share reading experiences with peers or adults
S2- Compare motives of characters, causes of events, and importance of setting in literature to people, events, and places in their own lives
Identify social and cultural context and other characteristics of the time period to enhance understanding and appreciation of text
S3 Judge a text by using evaluative criteria from a variety of perspectives, such as literary and personal, with assistance Recognize the effect of one's own point of view in evaluating ideas, information, opinions, and issues
S4 Share reading experiences with peers or adults; for example, read together silently or aloud with a partner or in small groups
S2 Write original literary texts to - develop a narrative, using an organizational plan such as chronology - sequence events (e.g., rising action, conflict, climax, falling action, and resolution) to advance a plot, with assistance - develop complex characters and create a setting - use literary devices - maintain a consistent point of view that enhances the message - select a genre and use appropriate conventions, such as dialogue, rhythm, and rhyme, with assistance - use language that is creative
S2 Recognize that one text may generate multiple interpretations Interpret characters, plot, setting, and theme, using evidence from the text Compare motives of characters, causes of events, and importance of setting in literature to people, events, and places in their own lives Identify social and cultural context and other characteristics of the time period to enhance understanding and appreciation of text
S1 Include relevant information and exclude irrelevant information Use paraphrase and quotation correctly Identify essential information for note taking Listen in planning or brainstorming sessions with peers Recall significant ideas and details, and describe the relationships between and among them Distinguish between relevant and irrelevant oral information Ask questions to clarify information
S4 Participate as a listener in social conversation with one or more people who are friends or acquaintances Respect the age, gender, social position, and cultural traditions of the speaker Listen for more than one level of meaning Appreciate the speakerÕs uniqueness Respect the age, gender, social position, and cultural traditions of the listener Provide feedback by asking questions Use courtesy; for example, avoid sarcasm, ridicule, dominating the conversation, and interrupting
S2 Write original literary texts to - develop a narrative, using an organizational plan such as chronology - sequence events (e.g., rising action, conflict, climax, falling action, and resolution) to advance a plot, with assistance - develop complex characters and create a setting - use literary devices - maintain a consistent point of view that enhances the message - select a genre and use appropriate conventions, such as dialogue, rhythm, and rhyme, with assistance - use language that is creative
S3-Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in text
S4 - Take notes using a note-taking system
S1 - Conduct and cite research from multiple sources (books, databases, internet)
Use the writing process to write, revise, and edit a finished piece
Plan and conduct an interview with a community resident |
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