Unit: Grammar



The Georgia Department of Juvenile JusticeUnits of Instruction Resource ManualTABLE OF CONTENTS7TH GRADE LANGUAGE ARTSChapter 1: IntroductionChapter 2: Teacher’s GuideChapter 3: Instructional RotationChapter 4: Georgia Performance StandardsChapter 5: Curriculum MapChapter 6: Essential Questions and Enduring UnderstandingsChapter 7: Units of InstructionUnit: GrammarTask 1Task 2Task 3Task 4Task 5Task 6 Task 7Task 8Unit 1: Fiction and Nonfiction Task 1Task 2Task 3Task 4 Focus CAPsUnit 2: Short StoriesTask 1Task 2Task 3Task 4Task 5 Focus CAPsUnit 3: Nonfiction Task 1Task 2Task 3Task 4 Focus CAPsUnit 4: PoetryTask 1Task 2Task 3 Focus CAPsUnit 5: DramaTask 1Task 2Task 3Task 4 Focus CAPsUnit 6: Myths, Folk Tales, and LegendsTask 1Task 2Task 3Task 4 Focus CAPsChapter 8: Task websitesAcknowledgementsThe Georgia Department of Juvenile Justice Department of Education would like to thank the many educators who have helped to create this 7th Grade Language Arts Units of Instruction Resource Manual. The educators have been particularly helpful in sharing their ideas and resources to ensure the completion and usefulness of this manual.Students served by the DJJ require a special effort if they are to become contributing and participating members of their communities. Federal and state laws, regulations, and rules will mean nothing in the absence of professional commitment and dedication by every staff member. Superintendent's LetterThe Georgia Department of Juvenile Justice is very proud of its school system. The school system is Georgia’s 181st and is accredited by the Southern Association of Colleges and Schools (SACS). The DJJ School System has been called exemplary by the US Department of Justice. This didn’t just happen by chance; rather it was the hard work of many teachers, clerks, instructors and administrators that earned DJJ these accolades and accreditations. The DJJ education programs operate well because of the dedicated staff. These dedicated professionals are the heart of our system. These Content Area Units of Instruction were designed to serve as a much needed tool for delivering meaningful whole group instruction. In addition, this resource will serve as a supplement to the skills and knowledge provided by the Georgia Department of Juvenile Justice Curriculum Activity Packets (CAPs). I would like to thank all the DJJ Teaching Staff, the Content Area Leadership Teams, Kimberly Harrison, DJJ Special Education/Curriculum Consultant and Martha Patton, Curriculum Director for initiating this project and seeing it through. Thank you all for your hard work and dedication to the youth we serve. Sincerely yours, James “Jack” Catrett, Ed.D. Associate SuperintendentMissionThe mission of Department of Juvenile Justice Language Arts Consortium (DJJLAC) is to build a multiparty effort statewide to achieve continuous, systemic and sustainable improvements in the education system serving the Language Arts students of the Department of Juvenile Justice (DJJ).VisionTo achieve the mission of the DJJLAC, members work collaboratively in examining the Georgia Performance Standards English Language Arts guidelines. These guidelines speak specifically to teachers being able to: deliver meaning content pertaining to reading, writing, and listening/speaking/viewing standards across the Language Arts units of instruction. The DJJLAC will master and develop whole-group unit lessons built around Curriculum Activity Packets (CAPs), critique student work, and work as a team to solve the common challenges of teaching within DJJ. Additionally, the LA consortium jointly analyzes student test data in order to: develop strategies to eradicate common academic deficits among students, align curriculum, and create a coherent learning pathway across grade levels. The DJJLAC also reviews research articles, attends workshops or courses, and invites consultants to assist in the acquisition of necessary knowledge and skills. Finally, DJJLAC members observe one another in the classroom through focus walks.IntroductionThe Language Arts Units of Instruction Resource Manual is a tool that has been created to serve as a much needed tool for delivering meaningful whole group instruction. This manual is a supplement to the skills and knowledge provided by the Georgia Department of Juvenile Justice Curriculum Activity Packets (CAPs). It is imperative that our students learn to think critically, improve reading comprehension, fluency and oral and written expression, and to work in cooperative learning groups. Best practices in education indicate that teachers should first model new skills for students. Next, teachers should provide opportunities for guided practice. Only then should teachers expect students to successfully complete an activity independently. The Language Arts Units of Instruction meets that challenge. The Georgia Department of Juvenile Justice Office of Education Direct Instruction Lesson PlanTeacher:Subject:______________________________Date:_____________to__________________Period □ 1st□ 2nd□ 3rd□ 4th□ 5th□ 6thStudents will engage in: □ Independent activities □ pairing □ Cooperative learning □ hands-on □ Peer tutoring □ Visuals □ technology integration □ Simulations □ a project □ centers □ lecture □ Other Essential Question(s):Standards:CAPs Covered:Grade Level:____ Unit:______RTI Tier for data collection: 2 or 3Tier 2 Students:Tier 3 Students:TimeProcedures Followed:Material/Text _______Minutes Review of Previously Learned Material/Lesson Connections:Recommended Time: 2 Minutes _______Minutes Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , or print on blackboard) Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard). Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it.Recommended Time: 2 Minutes_______MinutesIntroduce task by stating the purpose of today’s lesson. Recommended Time: 2 Minutes_______MinutesEngage students in conversation by asking open ended questions related to the essential question(s). Recommended Time: 2 Minutes_______Minutes Begin whole group instruction with corrective feedback:Recommended Time: 10 Minutes_______Minutes Lesson Review/Reteach:Recommended Time: 2 Minutes_______Minutes Independent Work CAPs:Recommended Time: 30 MinutesTeacher Reflections: The Instructional Rotation Matrix has been designed to assist language arts teachers in providing a balanced approach to utilizing the Language Arts Units of Instruction across all grade levels on a rotating schedule. MondayTuesdayWednesdayThursday6th Grade ContentMiddle School9th Grade ContentHigh School7th Grade ContentMiddle School10th Grade ContentHigh School8th Grade ContentMiddle School11th Grade ContentHigh School6th Grade ContentMiddle School12th Grade ContentHigh School7th Grade ContentMiddle School9th Grade ContentHigh School8th Grade ContentMiddle School10th Grade ContentHigh School6th Grade ContentMiddle School11th Grade ContentHigh School7th Grade ContentMiddle School12th Grade ContentHigh SchoolGeorgia Performance StandardsELA7C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The studenta. Identifies and writes simple, compound, complex, and compound-complex sentences correctly, punctuating properly, avoiding fragments and run-ons, adding or deleting modifiers, combining or revising sentences.b. Identifies and writes correctly punctuated adjective and adverb clauses. c. Uses standard subject-verb and pronoun-antecedent agreement. d. Identifies and uses verb tenses consistently (simple and perfect).e. Demonstrates correct usage of comparative and superlative forms of adjectives and adverbs.f. Demonstrates appropriate comma and semicolon usage (compound, complex, and compound-complex sentences, and split dialogue). g. Distinguishes differences in meaning and spelling of commonly confused homonyms.h. Produces final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation and capitalization.ELA7LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The studenta. Initiates new topics in addition to responding to adult-initiated topics.b. Asks relevant questions. c. Responds to questions with appropriate information. d. Confirms understanding by paraphrasing the adult’s directions or suggestions. e. Displays appropriate turn-taking behaviors. f. Actively solicits another person’s comments or opinions.g. Offers own opinion forcefully without domineering. h. Responds appropriately to comments and questions. i. Volunteers contributions and responds when directly solicited by teacher or discussion leader. j. Gives reasons in support of opinions expressed.k. Clarifies, illustrates, or expands on a response when asked to do so. l. Employs a group decision-making technique such as brainstorming or a problem-solving sequence (e.g., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implem. Develops an outline that highlights the important issues discussed.ELA7LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools.Critical Component: When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student:a. Analyzes the effect on the viewer of image, text, and sound in electronic journalism.b. Identifies the techniques used to achieve the effects studied in each instance.Critical Component: When delivering and responding to presentations, the student:a. Gives oral presentations or dramatic interpretations for various purposes.b. Organizes information to achieve particular purposes and to appeal to the background and interests of the audience.c. Shows appropriate changes in delivery (e.g., gestures, vocabulary, pace, visuals).d. Uses language for dramatic effect.e. Uses rubrics as assessment tools.f. Responds to oral communications with questions, challenges, or affirmations.g. Uses multimedia in presentations. ELA7R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.Critical Component: For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:a. Distinguishes between the concepts of theme in a literary work and the author’s purpose in an expository text.b. Interprets a character’s traits, emotions, or motivations and gives supporting evidence from a text.c. Relates a literary work to information about its setting or historical moment.d. Analyzes recurring and similar themes across a variety of selections, distinguishing theme from topic.e. Identifies events that advance the plot and determines how each event explains past or present action(s) or foreshadows future action(s).f. Analyzes characterization (dynamic and static) in prose and plays as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters.g. Explains and analyzes the effects of sound, form, figurative language, and graphics in order to uncover meaning in literature:i. Sound (e.g., alliteration, onomatopoeia, internal rhyme, rhyme scheme)ii. Figurative language (e.g., simile, metaphor, personification, and hyperbole)iii. Graphics (e.g., capital letters, line length, word position).h. Identifies and analyzes how an author’s use of words creates tone and mood, giving supporting evidence from text.i. Identifies and analyzes similarities and differences in traditional literature from different cultures.Critical Component: For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:a. Analyzes common textual features to obtain information (e.g., paragraphs, topic sentences, concluding sentences, introduction, conclusion, footnotes, index, bibliography).b. Identifies and uses knowledge of common graphic features to draw conclusions and make judgments (e.g., graphic organizers, diagrams, captions, illustrations).c. Applies knowledge of common organizational structures and patterns (i.e., logical order, cause and effect relationships, comparison and contrast, transitions).d. Recognizes and traces the development of the author’s argument for and against an issue.e. Identifies evidence used to support an argument.f. Understands and explains the use of a simple device by following technical directions. ELA7R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student a. Determines the meaning of unfamiliar words using context clues (e.g., contrast, cause and effect, etc.). b. Uses knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to determine the meaning of unfamiliar words. c. Identifies and explains idioms and analogies in prose and poetry. d. Determines word meanings through the use of definition, example, restatement, or contrast. ELA7R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres of the quality and complexity, in a way that makes meaning clear to listeners. The studenta. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning. b. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies). c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).ELA7RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. ELA7RC2 The student participates in discussions related to curricular learning in all subject areas. The studenta. Identifies messages and themes from books in all subject areas. b. Responds to a variety of texts in multiple modes of discourse. c. Relates messages and themes from one subject area to those in another area. d. Evaluates the merits of texts in every subject discipline. e. Examines the author’s purpose in writing.f. Recognizes and uses the features of disciplinary texts (e.g., charts, graphs, photos, maps, highlighted vocabulary). ELA7RC3 The student acquires new vocabulary in each content area and uses it correctly. The studenta. Demonstrates an understanding of contextual vocabulary in various subjects. b. Uses content vocabulary in writing and speaking. c. Explores understanding of new words found in subject area texts. ELA7RC4 The student establishes a context for information acquired by reading across subject areas. The studenta. Explores life experiences related to subject area content. b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects. c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts. ELA7W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. The studenta. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements). e. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.ELA7W2 The student demonstrates competence in a variety of genres.Critical Component: The student produces a narrative (fictional, personal, experiential) that:a. Engages readers by establishing and developing a plot, setting, and point of view that are appropriate to the story (e.g., varied beginnings, standard plot line, cohesive devices, and a sharpened focus).b. Creates an organizing structure appropriate to purpose, audience, and context.c. Develops characters using standard methods of characterization.d. Includes sensory details and concrete language to develop plot, setting, and character (e.g., vivid verbs, descriptive adjectives, and varied sentence structures).e. Excludes extraneous details and inconsistencies.f. Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded vocabulary, flashback, movement, gestures, expressions, tone, and mood).g. Provides a sense of closure to the writing.Critical Component: The student produces writing (multi-paragraph expository composition such as description, explanation, comparison and contrast, or problem and solution) that:a.Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.b. Develops a controlling idea that conveys a perspective on the subject.c. Creates an organizing structure appropriate to purpose, audience, and context.d.Develops the topic with supporting details.e. Excludes extraneous and inappropriate information.f. Follows an organizational pattern appropriate to the type of composition.g. Concludes with a detailed summary linked to the purpose of the composition.Critical ComponentThe student produces technical writing (business correspondence: memoranda, emails, letters of inquiry, letters of complaint; instructions and procedures; lab reports; slide presentations)a. Creates or follows an organizing structure appropriate to purpose, audience, and context.b. Excludes extraneous and inappropriate information.c. Follows an organizational pattern appropriate to the type of composition.d. Applies rules of Standard English.Critical Component: The student produces a response to literature that:a. Engages the reader by establishing a context, creating a speaker’s voice, or otherwise developing reader interest.b. Demonstrates an understanding of the literary work.c. Organizes an interpretation around several clear ideas, premises, or images from the original work.d. Supports a judgment through references to the text and personal knowledge.e. Justifies interpretations through sustained use of examples and textual evidence from the literary work.f. Provides a sense of closure to the writing.Critical Component: The student produces a multi-paragraph persuasive essay that:a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.b. States a clear position or perspective in support of a proposition or proposal.c. Describes the points in support of the proposition, employing well-articulated, relevant evidence.d. Excludes information and arguments that are irrelevant.e. Creates an organizing structure appropriate to a specific purpose, audience, and context.f. Anticipates and addresses readers’ concerns and counter-arguments. ELA7W3 The student uses research and technology to support writing. The studenta. Identifies topics, asks and evaluates questions, and develops ideas leading to inquiry, investigation, and research. b. Gives credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations. c. Includes researched information in different types of products (e.g., compositions, multimedia presentations, graphic organizers, projects, etc.).d. Documents sourcese. Uses electronic media to locate relevant information. ELA7W4 The student consistently uses the writing process to develop, revise, and evaluate writing. The studenta. Plans and drafts independently and resourcefully. b. Uses strategies of note taking, outlining, and summarizing to impose structure on composition drafts. c. Revises manuscripts to improve the organization and consistency of ideas within and between paragraphs. d. Edits writing to improve word choice after checking the precision of the vocabulary.?DJJ 7th Grade Language ArtsGeorgia Performance Standards:? Curriculum Map??????????????????????????????????????????? 1st Semester2nd SemesterGrammarFiction & NonfictionShort StoriesNonfictionPoetryDramaMyths, Folk Tales, and LegendsNounsVerbsPronounsAdjectivesCollection 1CAPs 1-4Collection2 CAPs 5-8Collection5 CAPs 18-22Collection7 CAPs 29-31 Collection8 CAPs32-34 Collection9 CAPs 35-37 AdverbsPrepositionsConjunctionsInterjections 39-12 623-28Subject VerbAgreementSentence Diagraming 413-17GPS:ELA7C1GPS:ELA7R1.1e,hELA7R2bELA7RC2bELA7RC3a,bELA7RC4a,bELA7W1b,a,c,d,eELA7R1.2a,b,c ELA7R3bELA7W4b ELA7W2.2a,b,c,d,e,f,g ELA7LSV2.2a,b,cGPS:ELA7R1.1a,b,c,e,f,g,h ELA7R2a,b,c,d ELA7R3a,b ELA7RC3a,b ELA7R1.2a,b,c,e ELA7W1a,b,c,d,e ELA7W2.1a,b,c,d,e,f,g ELA7W4a,b,c ELA7LSV2.2a,b,c,d,f ELA7RC2b,d,e,c ELA7W2.5a,b,c,d,e,f,gELA7RC4b,a: ELA7W2.2c,gGPS:ELA7R2a,b,d ELA7R3a,b,c,e ELA7RC2a,e,f ELA7RC3a,c ELA7RC4b,c ELA7C1c: ELA7R1.2a,b,c,d,e ELA7R1.1g,a ELA7W2.4a,b,c,d,e,fELA7RC4b,a ELA7W1a,c,e ELA7LSV2.2a,b,c,d,g ELA7W3a,c ELA7W2.3a,c,d GPS:ELA7R1.1g,h ELA7R2b ELA7R3c ELA7RC4b ELA7W2.4d ELA7W1a,c,d,e ELA7W2.2a,b,c,d,e,f,g bGPS:ELA7R1.1b,a,e ELA7R2a,d,b ELA7RC3a . ELA7RC4c ELA7W2.4d ELA7W3c ELA7LSV1l ELA7LSV2.2a,g,c,d,f ELA7W1a,e,d,b,c ELA7LSV1b,c,d,e,f,h,IGPS:ELA7R1.1a,b,c ELA7R2b,c ELA7RC3c: ELA7W2.4d ELA7C1e. ELA7LSV1e,f,g ELA7W1a,b,c,d,e ELA7W2.2a,b,c,d,e ELA7R1.1i:Focus CAPs: Collection 14Focus CAPs:Collection 28Collection 312Collection 4 17Focus CAPs: Collection 522Collection 628Focus CAPs:Collection 731 Focus CAPs: Collection 8 34Focus CAPs:Collection 9 37 Enduring Understandings & Essential Question Narrative Writing and Reading Enduring Understandings:Use the habits of good readers, writers, and speakers/listeners for different purposes and goals Recognize that writing is a recursive process Apply knowledge of story elements to text selections Develop the ability to relate personal experiences in narration Realize that characters have to be developed to be believable Recognize flashback as a device authors use to provide background information Understand that language choice creates tone and mood Participate effectively in verbal interactions Demonstrate an understanding and control of English language conventions in writing and speaking Essential Questions:How do authors develop characters? What habits do good readers, writers, speakers and listeners exhibit? How do narrative texts differ from other genres? How can we collaboratively critique and share out thoughts? What strategies do authors use to create tone and mood? What specific methods do authors use to develop interesting characters? How do good writers engage their readers? Why are conventions necessary in writing? Expository WritingEnduring Understandings:Realize that each subject area has its own specific vocabulary Realize that skills obtained in one subject area are transferable to other subject areas. Realize readers must evaluate the merits of texts, especially online sources Apply knowledge of graphic and textual features to increase comprehension of informational texts Understand that effective writing follows an organized structure appropriate to audience, purpose and context Acquire the ability to respond to different modes of texts Essential Questions:What are some common graphic features of informational texts? How do these features help in understanding the text? What are some possible sources of information for research? Persuasion Enduring Understandings:Persuasion is a powerful and necessary part of everyday life. Authors use research, supporting evidence, and stylistic devices to convey a perspective/purpose and develop an argument. Authors utilize a variety of sources to obtain supporting evidence, and they properly credit these sources. Narrative and expository texts share some common elements. Essential Questions:When is persuasion useful and/or necessary? What techniques, strategies, or elements make some persuasion more effective than others? How do different modes of texts display citations and source credits? How do authors convey character motivations? How do literary characters reflect or resemble people in real life? Technical WritingEnduring Understandings:Realize that all modes of communication share common structures, including engaging the reader, establishing a voice, and developing a controlling purpose Realize that technical writing is used on a daily basis Remember that business letters follow an organized format Remember that tone and word choice are important in communications Understand that web pages can be an effective means of communication reaching a large audience Realize that web page information is not always accurate and must be carefully evaluated for validity Essential Questions:What common structures and purposes do all forms of communication share? What makes technical directions easy to follow and understand? What are the most common forms of business writing? Why is tone and word choice important in business correspondence? What are some stylistic techniques on web pages that engage the reader? What makes multi-media presentations effective? Review of Writing GenresEnduring Understandings:Realize that the mode of discourse depends upon the purpose, audience, and context Realize that effective writing meets standards Know and apply the expository and persuasive genres’ standard elements Recognize that in order to respond effectively to a writing prompt, one must carefully read and thoroughly understand the writing task required. Essential Questions:What grammatical structures are often used in writing prompts that assist in determining the meaning of unfamiliar words (e.g., appositives, restatements, context definitions, etc.)? Why are repeated readings of a prompt beneficial? How do audience and purpose affect method of development for writing? Why does practice writing sample prompts prepare us to read and write more effectively for “writing upon demand situations”? What are appropriate behaviors for group verbal interactions? Response on LiteratureEnduring Understandings:Realize that there are real life applications for writing/reading skills Realize that authors’ lives are often reflected in their works Realize that sharing of ideas is an effective means to broaden knowledge and understanding of literature Know that writing is a means of communicating our thoughts, reactions, and reflections Understand that research is an effective method of obtaining information Remember that writers must give credit to authors of sources used. Essential Questions:Why do we enjoy reading some authors more than others? How do we “connect” to what we read? Where do authors get ideas for their books? How does knowing an author’s background help in understanding his/her books? Does a poem always have to rhyme and have a certain line structure and/or length? What is plagiarism? What information is included in a summary of a book? Why are catchy slogans important? How do voice, word choice, and sound devices affect oral reading? What makes poetry reading effective? How do authors use visual effects (color, animation, sound, etc.) to engage viewers? PoetryEnduring Understandings:Realize that poetry is a valid, fun means of communication Recognize that our English language has a rich oral tradition in poetry Know that poetry reflects many of the same universal themes as other forms of writing Recognize and use the language of poetry Recognize that “talk” is helpful for exploring ideas and enhancing understanding Value listening and speaking as a means for learning Essential Questions:How can making connections with poetry build understanding? Why do we need to build an atmosphere of trust for reading and appreciating poetry? Why is it not unusual for poets to revise their work numerous times? What makes a successful poem? How do similes, metaphors, and other figures of speech, along with sound devices, help the reader/listener experience a poem? What is it about some poems that make them more enjoyable to hear than others? What makes an “active” listener? Unit: GrammarGeorgia Performance StandardsELA7C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The studenta. Identifies and writes simple, compound, complex, and compound-complex sentences correctly, punctuating properly, avoiding fragments and run-ons, adding or deleting modifiers, combining or revising senb. Identifies and writes correctly punctuated adjective and adverb clauses. c. Uses standard subject-verb and pronoun-antecedent agreement. d. Identifies and uses verb tenses consistently (simple and perfect).e. Demonstrates correct usage of comparative and superlative forms of adjectives and adverbs.f. Demonstrates appropriate comma and semicolon usage (compound, complex, and compound-complex sentences, and split dialogue). g. Distinguishes differences in meaning and spelling of commonly confused homonyms.h. Produces final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation and capitalization.TASK: NOUNSEssential Question(s):What is a noun?How can I recognize a collective, appositive, and abstract noun in a sentence?How do you incorporate the standard rules of grammar (nouns) into written and spoken formats?Resources:Grammar and Language Arts WorkbookCollective, Plural and abstract nounsAssessmentTEACHER’S PLACE:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , 3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it.6. Engage students in conversation by stating a noun names a person, place, thing, or idea. Words like friend, library, encyclopedia, and justice are nouns. There are two basic types of nouns: proper nouns and common nouns. A proper noun names a specific person, place, thing, or idea. Ms. Sanchez, Main Street, and Friday are proper nouns. A common noun names any person, place, thing, or idea. Neighbor, school, book, and pride are common nouns. A common noun is either concrete or abstract. A concrete noun names something you can see or touch, like table. An abstract noun names something you cannot see or touch, like personality.You can distinguish nouns in other ways, too. A compound noun is made up of two or more words, such as hometown, fish fry, and merry-go-round. A possessive noun names who or what has or owns something. A collective noun names a group of individuals. Some collective nouns are crowd, herd, and team.An appositive is a noun placed next to another noun to identify it or to add information about it. An appositive phrase is a group of words that include an appositive and other words that describe the appositive.7. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 8. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 9. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one day. ACTIVITYThe teacher and students will complete the activity 2.8 in the Grammar and Language Arts Workbook The teacher and students will complete the Collective, Plural and abstract nouns as a whole group activity. Students will then be divided into two teams to complete the Assessmentactivity. TASK: VERBS Essential Question(s):How can you identify and use correct verb tense when writing?How do you incorporate the standard rules of grammar (verbs) into written and spoken formats?Resources: Grammar and Language Arts WorkbookActivityAssessmentTEACHER’S PLACE:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , units of instruction page, or print on blackboard)3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it.6. Engage students in conversation by stating Verbs are words that tell what's happening.An action verb names an action. A transitive verb has a direct object—something that receives the action. Sometimes two kinds of objects follow a transitive verb. The direct object answers the question of whom? Or what? Is receiving the action. The indirect object answers the question to whom? Or for whom? The action is carried out. An intransitive verb does not have a direct object.A linking verb tells what the subject is or is like. Common linking verbs are be, seem, feel, taste, and look. The words that follow a linking verb are part of the predicate. A predicate noun tells what the subject is, as in Tessa is my friend. A predicate adjective tells what the subject is like, as in these crackers are stale.A verb changes its form to show when an action takes place. Present, past, and future tense forms respectively identify actions that are happening now, actions that have already happened, and actions that will happen in the future. The present progressive form identifies an action or condition that is continuing in the present. The past progressive form names an action or condition that continued for some time in the past.7. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 8. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 9. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one day. ACTIVITY: The teacher and students will complete the activity 3.14 in the Grammar and Language Arts Workbook The teacher and students will complete the Activity as a whole group activity. Students will then be divided into two teams to complete the Assessmentactivity. TASK: PRONOUNS Essential Question(s):How can I correctly use subject and object pronouns in writing?How do you incorporate the standard rules of grammar (pronouns) into written and spoken formats?Resources:Grammar and Language Arts WorkbookActivityAssessmentTEACHER’S PLACE:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , 3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it. 6. Engage students in conversation by stating when a noun or noun phrase gets overused, a pronoun can fill in for it. A pronoun can fill any position that a noun or noun phrase can take in a sentence. However, it can' t stand alone. A pronoun always refers to someone or something else, called its antecedent. Personal pronouns such as I and me can take the place of subjects or objects. A subject pronoun, a pronoun that takes the place of a subject, is in the nominative case: I completed my CAP. An object pronoun, a pronoun used as a direct or indirect object, is in the objective case: Everyone congratulated me. A pronoun that shows ownership is called a possessive pronoun. Pronouns such as mine, yours, and ours are in the possessive case. A possessive pronoun does not need an apostrophe. Some pronouns do not refer to any particular nouns. Pronouns such as anyone, everything, or others are called indefinite pronouns.7. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 8. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 9. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one day. ACTIVITY: The teacher and students will complete the activity 4.25 in the Grammar and Language Arts Workbook The teacher and students will complete the Activity as a whole group activity. Students will then be divided into two teams to complete the Assessment activity. TASK: ADJECTIVES & ADVERBSEssential Question(s):What is an adjective?How can I correctly use adjectives that compare?How do you incorporate the standard rules of grammar (adjectives) into written and spoken formats?Resources:Grammar and Language Arts WorkbookActivityAssessmentTEACHER’S PLACE:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , 3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it.6. Engage students in conversation by stating imagine a blank canvas. Now imagine a pencil drawing of a house on that same canvas. A painter uses different colors or textures to bring the pencil drawing to life. Consider the following sentence: Here is a house. Like the painter uses colors or textures to flesh out her drawing of a house, the writer or speaker uses adjectives and adverbs to produce far more compelling and concrete images to which his or her audience can respond. For example, The Riveras' old farm house leans slightly to the left.Adjectives provide details by modifying (describing) a noun or a pronoun (a person, place, or thing). When an adjective follows a linking verb and modifies the subject of a sentence, it is called a predicate adjective. For example: The painter is talented. Proper adjectives are formed from proper nouns, or specific names of people, places, or things; as in, French painters or Victorian homes. Like proper nouns, they are capitalized. Articles are a special group of adjectives. 7. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 8. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 9. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one day. ACTIVITY: The teacher and students will complete the activity 5.30 in the Grammar and Language Arts Workbook The teacher and students will complete the Activity as a whole group activity. Students will then be divided into two teams to complete the Assessment activity. TASK: PREPOSITIONS, CONJUNCTIONS AND INTERJECTIONSEssential Question(s):How do you incorporate the standard rules of grammar (prepositions, conjunctions, and interjections) into written and spoken formats?Resources:Grammar and Language Arts WorkbookActivityAssessmentTEACHER’S PLACE:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , 3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it.6. Engage students in conversation by stating preposition is a word that relates a noun or a pronoun to some other word in the sentence. Consider the following: "Jamal hit the ball over the fence." In this example, over is a preposition. It shows the relationship between the ball and the fence. A prepositional phrase is a group of words that begins with a preposition and ends with a noun or a pronoun. In the example above, the prepositional phrase is over the fence. The noun at the end of the sentence—in this case fence—is called the object of the preposition. When a pronoun is the object of a preposition, remember to use an object pronoun (me) and not a subject pronoun (I). "Cordelia threw the ball to me."Conjunctions are used to connect words or phrases. A coordinating conjunction is a single word that connects other words or phrases. And, but, for, or, yet, so, and nor are coordinating conjunctions. Correlative conjunctions are pairs of words that connect other words or phrases. Some correlative conjunctions are or/nor, either/both, neither/nor, and not only/but also.An interjection expresses strong feeling. Interjections work alone and have no grammatical connection to other words in the sentence. Gee, oh, well, wow, and ha are common interjections.7. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 8. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 9. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one day. Activity: The teacher and students will complete the activity 6.39 in the Grammar and Language Arts Workbook The teacher and students will complete the Activity as a whole group activity. Students will then be divided into two teams to complete the Assessment activity. TASK: SUBJECT VERB AGREEMENTEssential Question(s):How do you incorporate the standard rules of grammar (subject verb agreement) into written and spoken formats?Resources: Grammar and Language Arts WorkbookActivityAssessmentTEACHER’S PLACE:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , 3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it.6. Engage students in conversation by stating if you agree with someone, you both have the same opinion. If you disagree, you do not share the same opinion. Unlike people, subjects and verbs must always agree. When subjects and verbs agree, it means that a singular noun or pronoun, like villain, is accompanied by a singular verb, like cackles. Or, a plural noun or pronoun, like heroes, is accompanied by a plural verb, like rescue. So, subjects and verbs must always agree in number.Sometimes it is hard to tell if a subject is singular or plural. Look at the following sentence: "The hideout in the gardens contains a volcano." In this case, a prepositional phrase, in the gardens, comes between the subject and the verb. Hideout is the actual subject, not gardens. Hideout is a singular subject, and so, it takes a singular verb form, contains.Sometimes sentences have compound subjects. Compound subjects contain two or more subjects that have the same verb. Use the plural form of a verb when compound subjects are joined by and or by both/and. For example: "Michelle and Aaron fought the villain."However, if either/or or neither/nor is used to join the subjects, the verb must agree with the subject closest to it. Consider the following sentence: "Neither Michelle nor Aaron was afraid." The linking verb, was, is singular in this example because it must agree with the subject closest to it, Aaron. What about this sentence? "Neither Michelle nor Aaron nor the other heroes were afraid." The subjects are Michelle, Aaron, and heroes. The subject heroes is closest to the verb, and is plural. Therefore, the plural form of the verb, were, is used in the sentence. 7. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 8. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 9. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one day. ACTIVITY:The teacher and students will complete the activity 9.50 in the Grammar and Language Arts Workbook The teacher and students will complete the Activity as a whole group activity. Students will then be divided into two teams to complete the Assessment activity. TASK: SENTENCE DIAGRAMMINGEssential Question(s):How can I show the relationship of various words and parts of a sentence to the sentence as a whole through diagramming sentences?Resources: Grammar and Language Arts WorkbookActivityAssessmentTEACHER’S PLACE:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , 3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it.6. Engage students in conversation by stating when you diagram something you label its parts on a picture. In order to help you understand how a flower works, your science teacher might have you study or label its parts on a diagram. When you use sentence diagrams, you can show the relationships between each word, phrase, or clause in a sentence. All sentences can be diagramed.You need only a few lines to diagram a simple sentence. Follow these steps to diagram a sentence. First, find the subject. Then, find the action or linking verb that goes with the subject. Next, write the subject and verb on a horizontal line, called a baseline. Divide the baseline between the subject and verb with a vertical line. This line splits the complete subject and the complete predicate. From this beginning diagram, each adjective, prepositional phrase, or object can be branched off the baseline to show the relationship between it and the whole sentence. 7. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 8. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 9. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one day. Activity:The teacher and students will complete the activity 10.56 in the Grammar and Language Arts Workbook The teacher and students will complete the Activity as a whole group activity. Students will then be divided into two teams to complete the Assessment activity. Fiction and NonfictionGeorgia Performance StandardsELA7R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.e. Identifies events that advance the plot and determines how each event explains past or present action(s) or foreshadows future action(s).h. Identifies and analyzes how an author’s use of words creates tone and mood, giving supporting evidence from text.ELA7R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student b. Uses knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to determine the meaning of unfamiliar words. ELA7RC2 The student participates in discussions related to curricular learning in all subject areas. The studentb. Responds to a variety of texts in multiple modes of discourse. ELA7RC3 The student acquires new vocabulary in each content area and uses it correctly. The studenta. Demonstrates an understanding of contextual vocabulary in various subjects. b. Uses content vocabulary in writing and speaking. ELA7RC4 The student establishes a context for information acquired by reading across subject areas. The studenta. Explores life experiences related to subject area content. b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects. ELA7W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. The studenta. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements). e. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples. ELA7R1.2 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.Critical Component: For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:a. Analyzes common textual features to obtain information (e.g., paragraphs, topic sentences, concluding sentences, introduction, conclusion, footnotes, index, bibliography).b. Identifies and uses knowledge of common graphic features to draw conclusions and make judgments (e.g., graphic organizers, diagrams, captions, illustrations).c. Applies knowledge of common organizational structures and patterns (i.e., logical order, cause and effect relationships, comparison and contrast, transitions).ELA7R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres of the quality and complexity, in a way that makes meaning clear to listeners. The studentb. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies). ELA7W4 The student consistently uses the writing process to develop, revise, and evaluate writing. The studentb. Uses strategies of note taking, outlining, and summarizing to impose structure on composition drafts. ELA7W2.2 The student demonstrates competence in a variety of genres.Critical Component: The student produces writing (multi-paragraph expository composition such as description, explanation, comparison and contrast, or problem and solution) that:a.Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.b. Develops a controlling idea that conveys a perspective on the subject.c. Creates an organizing structure appropriate to purpose, audience, and context.d.Develops the topic with supporting details.e. Excludes extraneous and inappropriate information.f. Follows an organizational pattern appropriate to the type of composition.g. Concludes with a detailed summary linked to the purpose of the composition.ELA7LSV2.2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools.Critical Component: When delivering and responding to presentations, the student:a. Gives oral presentations or dramatic interpretations for various purposes.b. Organizes information to achieve particular purposes and to appeal to the background and interests of the audience.c. Shows appropriate changes in delivery (e.g., gestures, vocabulary, pace, visuals).TASK: 1 Essential Question(s):What are the forms of prose?How can visuals help you compare fiction and nonfiction?What skills move you forward with prose?Resources:Forms of Prose Virtual Lesson TEACHER’S PLACE:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , 3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it.6. Introduce the literary focus Forms of Prose: Explain to students that all literature falls into the category of prose with the exception of poetry. Discuss the many types of prose (Magazine, newspaper, novels, and books) Forms of Prose Virtual Lesson p.57. Introduce the genre: Forms of Prose fiction and nonfiction.a. Discuss the types of prose that fall into the fiction category (novella, adventure, novel, historical fiction, and short story) Forms of Prose Virtual Lesson p.5b. Discuss the types of prose that fall into the nonfiction category (news article, report, history, biography, essay, autobiography) Forms of Prose Virtual Lesson p.58. Engage students in conversation by asking open ended questions related to nonfiction and fiction prose write answers on the blackboard. 9. Discuss answers with the students using the following questioning techniques as applicable: Questioning Techniques:Memory QuestionsSignal words: who, what, when, where?Cognitive operations: naming, defining, identifying, designatingConvergent Thinking QuestionsSignal words: who, what, when, where?Cognitive operations: explaining, stating relationships, comparing andcontrasting Divergent Thinking QuestionsSignal words: imagine, suppose, predict, if/thenCognitive operations: predicting, hypothesizing, inferring, reconstructingEvaluative Thinking QuestionsSignal words: defend, judge, justify (what do you think)?Cognitive operations: valuing, judging, defending, justifying10. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 11. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 12. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one day. ACTIVITY:The teacher and students will review the Forms of Prose Virtual Lesson as a whole group activity. Students will complete the your turn at the end of Forms of Prose Virtual Lesson as a ticket out the door. TASK: 2Essential Question(s):What is the meaning of compare?What is the meaning of contrast?Why do we compare and contrast stories in literature?Resources:Moving forward with prose compare and contrast activityForms of Prose Virtual LessonTEACHER’S PLACE:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , 3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it.6. Review the literary focus Forms of Prose: Explain to students that all literature falls into the category of prose with the exception of poetry. Discuss the many types of prose (Magazine, newspaper, novels, and books) Forms of Prose Virtual Lesson p.57. Introduce comparing and contrasting Moving forward with prose compare and contrast activity p. 8 8. Engage students in conversation by asking open ended questions related to nonfiction and fiction prose write answers on the blackboard. 9. Discuss answers with the students using the following questioning techniques as applicable: Questioning Techniques:Memory QuestionsSignal words: who, what, when, where?Cognitive operations: naming, defining, identifying, designatingConvergent Thinking QuestionsSignal words: who, what, when, where?Cognitive operations: explaining, stating relationships, comparing andcontrasting Divergent Thinking QuestionsSignal words: imagine, suppose, predict, if/thenCognitive operations: predicting, hypothesizing, inferring, reconstructingEvaluative Thinking QuestionsSignal words: defend, judge, justify (what do you think)?Cognitive operations: valuing, judging, defending, justifying10. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 11. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 12. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one day. ACTIVITY: The teacher and students will complete the Moving forward with prose compare and contrast activity as a whole group activity. Students will then work in cooperative learning groups to complete the my responses section at the end of Moving forward with prose compare and contrast activity. Teachers this activity may be graded and sent to you the techer via email for to be used for data driven results at a later date. TASK: 3Essential Question(s):How do we use story elements to help us understand what we read?Resources:Amigo Brothers Story OverviewAmigo Brothers pages 17-26Amigo Brothers Plot OutlineAntonio and Felix Venn Diagram graphic organizerWord Sharp Vocabulary BuilderTEACHER’S PLACE:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , 3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it.6. Review the literary focus Forms of Prose: Explain to students that all literature falls into the category of prose with the exception of poetry. Discuss the many types of prose (Magazine, newspaper, novels, and books) Forms of Prose Virtual Lesson7. Engage students in conversation by asking the following questions: Can you rely on friendship during a competition? Which is more important, winning or friendship? Write answers on the blackboard. 8. Discuss answers with the students using the following questioning techniques as applicable: Questioning Techniques:Memory QuestionsSignal words: who, what, when, where?Cognitive operations: naming, defining, identifying, designatingConvergent Thinking QuestionsSignal words: who, what, when, where?Cognitive operations: explaining, stating relationships, comparing andcontrasting Divergent Thinking QuestionsSignal words: imagine, suppose, predict, if/thenCognitive operations: predicting, hypothesizing, inferring, reconstructingEvaluative Thinking QuestionsSignal words: defend, judge, justify (what do you think)?Cognitive operations: valuing, judging, defending, justifying9. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 10. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 11. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one day. ACTIVITIES:Activity 1The teacher and students will view the Amigo Brothers Story Overview and read the short story Amigo Brothers on p.14 and complete the Antonio and Felix Venn Diagram graphic organizer as a whole group activity. Students will then work in cooperative learning groups to complete the writing activity.Activity 2Pretend you are a sportscaster for DJJ WSBT. Write a news story about the fight between Felix and Antonio. Utilize the Antonio and Felix Venn Diagram graphic organizer to complete your first draft. Remember that good news story includes details that tell who was involved, what happened, when and where it happened, why it happened, and how it happened. To grab your listeners' attention, try to give your news story a catchy first sentence. Practice reading your account of the fight aloud; then, read it to your class. Activity 3The teacher and students will review the Amigo Brothers Vocabulary as a whole group activity. Students will then work in cooperative learning groups to complete the writing activity.People in almost every age group, occupation, and area use slang informal language that includes invented words and familiar words that have been given new meanings. Slang words are often colorful. Here are a few of the slang expressions used in "Amigo Brothers": worked out, slapped skin, aceboon buddies, fair and square, smarts, get it together, dude, split, flick, and cooler. Create a dictionary of slang from the story. First, list all the slang you can locate. Then, try to figure out the meaning of each word or expression from its context. (Check a dictionary to see if you're right or ask a your teacher) Write your definitions, put the entries in alphabetical order, and share your dictionary with the class.Activity 4The teacher and students will complete the Word Sharp Vocabulary Builder as lesson wrap up.Short StoriesGeorgia Performance StandardsELA7R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.Critical Component: For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:a. Distinguishes between the concepts of theme in a literary work and the author’s purpose in an expository text.b. Interprets a character’s traits, emotions, or motivations and gives supporting evidence from a text.c. Relates a literary work to information about its setting or historical moment.d. Analyzes recurring and similar themes across a variety of selections, distinguishing theme from topic.e. Identifies events that advance the plot and determines how each event explains past or present action(s) or foreshadows future action(s).f. Analyzes characterization (dynamic and static) in prose and plays as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters.g. Explains and analyzes the effects of sound, form, figurative language, and graphics in order to uncover meaning in literature:i. Sound (e.g., alliteration, onomatopoeia, internal rhyme, rhyme scheme)ii. Figurative language (e.g., simile, metaphor, personification, and hyperbole)iii. Graphics (e.g., capital letters, line length, word position).h. Identifies and analyzes how an author’s use of words creates tone and mood, giving supporting evidence from text.ELA7R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student a. Determines the meaning of unfamiliar words using context clues (e.g., contrast, cause and effect, etc.). b. Uses knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to determine the meaning of unfamiliar words. c. Identifies and explains idioms and analogies in prose and poetry. d. Determines word meanings through the use of definition, example, restatement, or contrast.ELA7R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres of the quality and complexity, in a way that makes meaning clear to listeners. The studenta. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning. b. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies). ELA7RC3 The student acquires new vocabulary in each content area and uses it correctly. The studenta. Demonstrates an understanding of contextual vocabulary in various subjects. b. Uses content vocabulary in writing and speaking. ELA7R1.2 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.Critical Component: For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:a. Analyzes common textual features to obtain information (e.g., paragraphs, topic sentences, concluding sentences, introduction, conclusion, footnotes, index, bibliography).b. Identifies and uses knowledge of common graphic features to draw conclusions and make judgments (e.g., graphic organizers, diagrams, captions, illustrations).c. Applies knowledge of common organizational structures and patterns (i.e., logical order, cause and effect relationships, comparison and contrast, transitions).e. Identifies evidence used to support an argument.ELA7W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. The studenta. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements). e. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.ELA7W2.1 The student demonstrates competence in a variety of genres.Critical Component: The student produces a narrative (fictional, personal, experiential) that:a. Engages readers by establishing and developing a plot, setting, and point of view that are appropriate to the story (e.g., varied beginnings, standard plot line, cohesive devices, and a sharpened focus).b. Creates an organizing structure appropriate to purpose, audience, and context.c. Develops characters using standard methods of characterization.d. Includes sensory details and concrete language to develop plot, setting, and character (e.g., vivid verbs, descriptive adjectives, and varied sentence structures).e. Excludes extraneous details and inconsistencies.f. Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded vocabulary, flashback, movement, gestures, expressions, tone, and mood).g. Provides a sense of closure to the writing.ELA7W4 The student consistently uses the writing process to develop, revise, and evaluate writing. The studenta. Plans and drafts independently and resourcefully. b. Uses strategies of note taking, outlining, and summarizing to impose structure on composition drafts. c. Revises manuscripts to improve the organization and consistency of ideas within and between paragraphs. ELA7LSV2.2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools.Critical Component: When delivering and responding to presentations, the student:a. Gives oral presentations or dramatic interpretations for various purposes.b. Organizes information to achieve particular purposes and to appeal to the background and interests of the audience.c. Shows appropriate changes in delivery (e.g., gestures, vocabulary, pace, visuals).d. Uses language for dramatic effect.e. Uses rubrics as assessment tools.f. Responds to oral communications with questions, challenges, or affirmations.ELA7RC2 The student participates in discussions related to curricular learning in all subject areas. The studentb. Responds to a variety of texts in multiple modes of discourse. c. Relates messages and themes from one subject area to those in another area. d. Evaluates the merits of texts in every subject discipline. e. Examines the author’s purpose in writing.ELA7W2.5 The student demonstrates competence in a variety of genres.Critical Component: The student produces a multi-paragraph persuasive essay that:a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.b. States a clear position or perspective in support of a proposition or proposal.c. Describes the points in support of the proposition, employing well-articulated, relevant evidence.d. Excludes information and arguments that are irrelevant.e. Creates an organizing structure appropriate to a specific purpose, audience, and context.f. Anticipates and addresses readers’ concerns and counter-arguments.ELA7RC4 The student establishes a context for information acquired by reading across subject areas. The studenta. Explores life experiences related to subject area content. b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects. ELA7W2.2 The student demonstrates competence in a variety of genres.Critical Component: The student produces writing (multi-paragraph expository composition such as description, explanation, comparison and contrast, or problem and solution) that:c. Creates an organizing structure appropriate to purpose, audience, and context.g. Concludes with a detailed summary linked to the purpose of the composition.TASK: 1Essential Question(s):What are plot and setting?What is the difference between and internal conflict and an external conflict?Resources:Plot and Setting virtual lessonTEACHER’S PLACE:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , 3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it.6. Introduce the literary focus Short Story by telling students that short stories are short fictional prose narratives that usually present one or more characters in a conflict, or struggle, of some kind. 7. Introduce the literary elements: a. Plot and Setting Explain to students that what happens in the story is the plot and the where and when it happens is the setting. 8. Engage students in conversation by asking students how do the details of a story build suspense? Write answers on the blackboard. 9. Discuss answers with the students using the following questioning techniques as applicable: Questioning Techniques:Memory QuestionsSignal words: who, what, when, where?Cognitive operations: naming, defining, identifying, designatingConvergent Thinking QuestionsSignal words: who, what, when, where?Cognitive operations: explaining, stating relationships, comparing andcontrasting Divergent Thinking QuestionsSignal words: imagine, suppose, predict, if/thenCognitive operations: predicting, hypothesizing, inferring, reconstructingEvaluative Thinking QuestionsSignal words: defend, judge, justify (what do you think)?Cognitive operations: valuing, judging, defending, justifying10. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 11. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 12. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one day. ACTIVITY: The teacher and students will review the Plot and Setting virtual lesson as a whole group activity. Students will complete the your turn at the end of Plot and Setting virtual lesson as a ticket out the door. TASK: 2Essential Question(s):How do you predict, visualize, and summarize? Resources: How do you predict, visualize, and summarize virtual lessonTEACHER’S PLACE:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , 3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it.6. Introduce the literary focus Short Story by telling students that short stories are short fictional prose narratives that usually present one or more characters in a conflict, or struggle, of some kind. 7. Introduce predicting, visualizing, and summarizing How do you predict, visualize, and summarize virtual lesson p.1348. Engage students in conversation by asking students when you predict, how can you avoid making random guesses? Write answers on the blackboard. 9. Discuss answers with the students using the following questioning techniques as applicable: Questioning Techniques:Memory QuestionsSignal words: who, what, when, where?Cognitive operations: naming, defining, identifying, designatingConvergent Thinking QuestionsSignal words: who, what, when, where?Cognitive operations: explaining, stating relationships, comparing andcontrasting Divergent Thinking QuestionsSignal words: imagine, suppose, predict, if/thenCognitive operations: predicting, hypothesizing, inferring, reconstructingEvaluative Thinking QuestionsSignal words: defend, judge, justify (what do you think)?Cognitive operations: valuing, judging, defending, justifying10. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 11. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 12. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one day. ACTIVITY:The teacher and students will complete the How do you predict, visualize, and summarize virtual lesson as a whole group activity. Students will then work in cooperative learning groups to complete the my responses section at the end of How do you predict, visualize, and summarize virtual lesson. Teachers this activity may be graded and sent to you the teacher via email to be used for data driven results at a later date. TASK 3Essential Question(s):How can you use story maps to summarize a story?Resources:Rikki-tikki-tavi story overviewRikki-tikki-tavi page 140 in the text bookRikki-tikki-tavi story map graphic organizerMore about rikki-tikki-taviTEACHER’S PLACE:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , 3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it.6.Review the literary focus Short Story by telling students that short stories are short fictional prose narratives that usually present one or more characters in a conflict, or struggle, of some kind. 7. Introduce the literary elements: a. Plot and Setting Explain to students that what happens in the story is the plot and the where and when it happens is the setting. Introduce the Review the Plot Outline and Setting Graphic Organizer) (Review the four key parts of the plot page 130 in the text book). b. Predict, Visualize, and SummarizeExplain to students that when you predict you make an educated guess. When you visualize you form mental images of the detail of the story. When you summarize a text, you highlight the most important information in your own words. Have students to read Rikki-tikki-tavi pages 143-1568. Engage students in conversation by asking students when predicting what should you base your predictions on? Write answers on the blackboard. 9. Discuss answers with the students using the following questioning techniques as applicable: Questioning Techniques:Memory QuestionsSignal words: who, what, when, where?Cognitive operations: naming, defining, identifying, designatingConvergent Thinking QuestionsSignal words: who, what, when, where?Cognitive operations: explaining, stating relationships, comparing andcontrasting Divergent Thinking QuestionsSignal words: imagine, suppose, predict, if/thenCognitive operations: predicting, hypothesizing, inferring, reconstructingEvaluative Thinking QuestionsSignal words: defend, judge, justify (what do you think)?Cognitive operations: valuing, judging, defending, justifying10. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 11. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 12. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one day. ACTIVITIES:Activity 1The teacher and students will view Rikki-tikki-tavi story overview, read rikki-tikki-tavi and complete the Rikki-tikki-tavi story map graphic organizer or the Plot Outline and Setting Graphic Organizer as a whole group activity. Students will then work in cooperative learning groups to complete the writing activity below. Activity 2Suppose that Nagaina’s last egg was left on the veranda during the battle and lay there until it hatched. Working in your cooperative learning group, create a sequel to the story. Tell the story of the baby cobra in a "talk-around." Form a circle ; then, have someone start with this sentence: "The baby cobra wriggled into the sunlight." Go around the circle, with each person adding a sentence or two to develop the story.Activity 3The teacher and students will research more elements f the story by viewing student selectedover view from More about rikki-tikki-taviTASK: 4Essential Question(s):How do writers reveal characters?How can you determine character from a photograph?What is an inference? Resources:A Day’s Wait pages 299-302Character Virtual LessonMake an inference virtual lessonA Day's wait word mapCharacter AnalysisTEACHER’S PLACE:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , 3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it.6. Introduce the literary focus Short Story by telling students that short stories are short fictional prose narratives that usually present one or more characters in a conflict, or struggle, of some kind. 7. Introduce the literary element: Character. Explain to students that without characters there are no stories. Discuss how what they say gives you clues about who they are and what their role may be in the story. Complete a Character Analysis on a main character of a familiar short story or nursery rhyme with the students. Review Characterization on page 246 of the text book with students.8. Engage students in conversation by asking students what is the difference between direct and indirect characterization? Write answers on the blackboard. 9. Discuss answers with the students using the following questioning techniques as applicable: Questioning Techniques:Memory QuestionsSignal words: who, what, when, where?Cognitive operations: naming, defining, identifying, designatingConvergent Thinking QuestionsSignal words: who, what, when, where?Cognitive operations: explaining, stating relationships, comparing andcontrasting Divergent Thinking QuestionsSignal words: imagine, suppose, predict, if/thenCognitive operations: predicting, hypothesizing, inferring, reconstructingEvaluative Thinking QuestionsSignal words: defend, judge, justify (what do you think)?Cognitive operations: valuing, judging, defending, justifying10. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 11. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 12. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one day. ACTIVITIES:Activity1The teacher and students will complete the Character Virtual Lesson as a whole group activity. Students will then work in cooperative learning groups to complete the my responses section at the end of Character Virtual Lesson. Teachers this activity may be graded and sent to you the teacher via email to be used for data driven results at a later date. Activity 2The teacher and students will complete the Make an inference virtual lesson as a whole group activity. Students will then work in cooperative learning groups to complete the my responses section at the end of Make an inference virtual lesson. Teachers this activity may be graded and sent to you the teacher via email to be used for data driven results at a later date. Activity3Papa in "A Day’s Wait" represents Hemingway’s idea of a hero because he values courage and self-reliance. What qualities do you think make someone a hero? Using A Day's wait word map, describe someone who displays the qualities you admire. Your character could be someone youknow or imagine, someone famous, or even someone from a book or a movie.TASK: 5 Essential Question(s):How can you analyze themes?How are themes, cause and effect, and predictions connected? Resources:Learning to tell a story from a digital point of view virtual lessonAfter Twenty Years cause and effect graphic organizerAfter Twenty Years story overviewAfter Twenty Years 391-394Bargain Theme AnalysisTEACHER’S PLACE:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , 3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it.6. Review the literary focus Short Story by telling students that short stories are short fictional prose narratives that usually present one or more characters in a conflict, or struggle, of some kind. 7. Introduce the literary element: Theme and Point of View. a. Explain to students that when we ask the question what does it all mean about a story, we’re asking about its theme. The theme is an idea about the life that the story’s characters, events, and images suggest. Discuss the difference between a theme and the subject of a story. P.340b. Explain to students that novels and short stories are told from a particular point of view, or vantage point. P.340c. Discuss the three most common points of view (first person, the omniscient, and the third-person limited. P. 341d. Discuss how theme, cause and effect, and predictions are connected p.3448. Engage students in conversation by asking students what are the differences between the three points of view? Write answers on the blackboard. 9. Discuss answers with the students using the following questioning techniques as applicable: Questioning Techniques:Memory QuestionsSignal words: who, what, when, where?Cognitive operations: naming, defining, identifying, designatingConvergent Thinking QuestionsSignal words: who, what, when, where?Cognitive operations: explaining, stating relationships, comparing andcontrasting Divergent Thinking QuestionsSignal words: imagine, suppose, predict, if/thenCognitive operations: predicting, hypothesizing, inferring, reconstructingEvaluative Thinking QuestionsSignal words: defend, judge, justify (what do you think)?Cognitive operations: valuing, judging, defending, justifying10. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 11. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 12. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one day. ACTIVITY:Activity1The teacher and students will complete the Learning to tell a story from a digital point of view virtual lesson as a whole group activity. Students will then work in cooperative learning groups to complete the activity at the end of Learning to tell a story from a digital point of view virtual lesson . Teachers this activity may be graded and sent to you the teacher via email to be used for data driven results at a later date. Activity 2The teacher and students will view the After Twenty Years story overview , read After Twenty Years p.391, and complete the After Twenty Years cause and effect graphic organizer as a whole group activity. Activity3Cop Busts Best BuddyNew York, 1906—You are a reporter for the DJJ Times, the newspaper O. Henry once worked for. You cover the police beat, and you hear the story of Jimmy Wells and his chum "Silky" Bob from the plainclothes man who brought Bob in. Write an article about it for the morning edition. A news story should answer these questions at the beginning of the article: What happened? Who was involved? Why did it happen? When and where did it happen? How did it happen? Non-FictionGeorgia Performance StandardsELA7R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student a. Determines the meaning of unfamiliar words using context clues (e.g., contrast, cause and effect, etc.). b. Uses knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to determine the meaning of unfamiliar words. d. Determines word meanings through the use of definition, example, restatement, or contrast. ELA7R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres of the quality and complexity, in a way that makes meaning clear to listeners. The studenta. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning. b. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies). c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).ELA7RC2 The student participates in discussions related to curricular learning in all subject areas. The studenta. Identifies messages and themes from books in all subject areas. e. Examines the author’s purpose in writing.f. Recognizes and uses the features of disciplinary texts (e.g., charts, graphs, photos, maps, highlighted vocabulary). ELA7RC3 The student acquires new vocabulary in each content area and uses it correctly. The studenta. Demonstrates an understanding of contextual vocabulary in various subjects. c. Explores understanding of new words found in subject area texts. ELA7RC4 The student establishes a context for information acquired by reading across subject areas. The studentb. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects. c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.ELA7C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The studentc. Uses standard subject-verb and pronoun-antecedent agreement. ELA7R1.2 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.Critical Component: For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:a. Analyzes common textual features to obtain information (e.g., paragraphs, topic sentences, concluding sentences, introduction, conclusion, footnotes, index, bibliography).b. Identifies and uses knowledge of common graphic features to draw conclusions and make judgments (e.g., graphic organizers, diagrams, captions, illustrations).c. Applies knowledge of common organizational structures and patterns (i.e., logical order, cause and effect relationships, comparison and contrast, transitions).d. Recognizes and traces the development of the author’s argument for and against an issue.e. Identifies evidence used to support an argument.ELA7R1.1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.Critical Component: For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:a. Distinguishes between the concepts of theme in a literary work and the author’s purpose in an expository text.g. Explains and analyzes the effects of sound, form, figurative language, and graphics in order to uncover meaning in literature:i. Sound (e.g., alliteration, onomatopoeia, internal rhyme, rhyme scheme)ii. Figurative language (e.g., simile, metaphor, personification, and hyperbole)iii. Graphics (e.g., capital letters, line length, word position).ELA7W2.4 The student demonstrates competence in a variety of genres.Critical Component: The student produces a response to literature that:a. Engages the reader by establishing a context, creating a speaker’s voice, or otherwise developing reader interest.b. Demonstrates an understanding of the literary work.c. Organizes an interpretation around several clear ideas, premises, or images from the original work.d. Supports a judgment through references to the text and personal knowledge.e. Justifies interpretations through sustained use of examples and textual evidence from the literary work.f. Provides a sense of closure to the writing.ELA7W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. The studenta. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). e. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.ELA7LSV2.2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools.Critical Component: When delivering and responding to presentations, the student:a. Gives oral presentations or dramatic interpretations for various purposes.b. Organizes information to achieve particular purposes and to appeal to the background and interests of the audience.c. Shows appropriate changes in delivery (e.g., gestures, vocabulary, pace, visuals).d. Uses language for dramatic effect.g. Uses multimedia in presentations.ELA7W3 The student uses research and technology to support writing. The studenta. Identifies topics, asks and evaluates questions, and develops ideas leading to inquiry, investigation, and research. c. Includes researched information in different types of products (e.g., compositions, multimedia presentations, graphic organizers, projects, etc.).ELA7W2.3 The student demonstrates competence in a variety of genres.Critical ComponentThe student produces technical writing (business correspondence: memoranda, emails, letters of inquiry, letters of complaint; instructions and procedures; lab reports; slide presentations)a. Creates or follows an organizing structure appropriate to purpose, audience, and context.c. Follows an organizational pattern appropriate to the type of composition.d. Applies rules of Standard English.TASK: 1 Essential Question(s):How can you interpret point of view?What skills and strategies help you read nonfiction?Resources:Nonfiction graphic organizerWhat skills help you read nonfiction virtual lessonTEACHER’S PLACE:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , 3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it.6. Review the literary focus Nonfiction by telling students that nonfiction means exactly what it sounds like, not fiction. Explain to students that Nonfiction is writing based on fact, not imagination. Explain to students that Nonfiction deals with real people, events, and places, not the mostly made-up characters, plots, and settings of fictional stories. 7. Introduce the literary element strategies for reading nonfiction text. P.490b.Introduce the two popular types of nonfiction which are biography and autobiography. i. Explain the difference between a biography and an autobiography. (break the word down into its word parts Auto = self, biography= a written history of a person's life. Autobiography= the biography of a person narrated by him/her self). c.Review the point of view concept p.488 i. an autobiography the story is being told from a first point of view and the writer utilizes pronouns such as me, we, our, my, and mine. ii. a biography is told from the third person point of view and the writer uses pronouns such as like, his, her, their, he, she, they, and them. 8. Engage students in conversation by asking students what type of writing are you most likely to find in a biography? Write answers on the blackboard. 9. Discuss answers with the students using the following questioning techniques as applicable: Questioning Techniques:Memory QuestionsSignal words: who, what, when, where?Cognitive operations: naming, defining, identifying, designatingConvergent Thinking QuestionsSignal words: who, what, when, where?Cognitive operations: explaining, stating relationships, comparing andcontrasting Divergent Thinking QuestionsSignal words: imagine, suppose, predict, if/thenCognitive operations: predicting, hypothesizing, inferring, reconstructingEvaluative Thinking QuestionsSignal words: defend, judge, justify (what do you think)?Cognitive operations: valuing, judging, defending, justifying10. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 11. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 12. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one day. ACTIVITIES:Activity 1The teacher and students will complete the What skills help you read nonfiction virtual lesson as a whole group activity. Students will then work in cooperative learning groups to complete the your turn activity at the end of What skills help you read nonfiction virtual lesson . Teachers this activity may be graded and sent to you the teacher via email to be used for data driven results at a later date. Activity 2The teacher and students will complete the Nonfiction graphic organizer as a lesson wrap up.TASK: 2 Essential Question(s):What are the elements of nonfiction?Resources:Elements of nonfiction virtual lessonTEACHER’S PLACE:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , 3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it.6. Review the literary focus Nonfiction by telling students that nonfiction means exactly what it sounds like, not fiction. Explain to students that Nonfiction is writing based on fact, not imagination. Explain to students that Nonfiction deals with real people, events, and places, not the mostly made-up characters, plots, and settings of fictional stories. 7. Introduce the literary element of elements of nonfictionp.486 8. Engage students in conversation by asking students is a personal essay likely to be an example of subjective or objective writing? Write answers on the blackboard. 9. Discuss answers with the students using the following questioning techniques as applicable: Questioning Techniques:Memory QuestionsSignal words: who, what, when, where?Cognitive operations: naming, defining, identifying, designatingConvergent Thinking QuestionsSignal words: who, what, when, where?Cognitive operations: explaining, stating relationships, comparing andcontrasting Divergent Thinking QuestionsSignal words: imagine, suppose, predict, if/thenCognitive operations: predicting, hypothesizing, inferring, reconstructingEvaluative Thinking QuestionsSignal words: defend, judge, justify (what do you think)?Cognitive operations: valuing, judging, defending, justifying10. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 11. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 12. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one day. ACTIVITY:Activity 2The teacher and students will complete the Elements of nonfiction virtual lesson as a whole group activity. Students will then work in cooperative learning groups to complete the my response activity at the end of Elements of nonfiction virtual lesson. Teachers this activity may be graded and sent to you the teacher via email to be used for data driven results at a later date. TASK: 3 Essential Question(s):What skills and strategies help you read nonfiction?Resources:Analyzing responses to the Barrio Boys graphic organizerFrom Barrio Boy pages 537-540TEACHER’S PLACE:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , 3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it.6. Review the literary focus Nonfiction by telling students that nonfiction means exactly what it sounds like, not fiction. Explain to students that Nonfiction is writing based on fact, not imagination. Explain to students that Nonfiction deals with real people, events, and places, not the mostly made-up characters, plots, and settings of fictional stories. 7. Introduce analyzing responses to literature p.5348. Engage students in conversation by asking open ended questions related to analyzing responses to literature write answers on the blackboard. 9. Discuss answers with the students using the following questioning techniques as applicable: Questioning Techniques:Memory QuestionsSignal words: who, what, when, where?Cognitive operations: naming, defining, identifying, designatingConvergent Thinking QuestionsSignal words: who, what, when, where?Cognitive operations: explaining, stating relationships, comparing andcontrasting Divergent Thinking QuestionsSignal words: imagine, suppose, predict, if/thenCognitive operations: predicting, hypothesizing, inferring, reconstructingEvaluative Thinking QuestionsSignal words: defend, judge, justify (what do you think)?Cognitive operations: valuing, judging, defending, justifying10. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 11. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 12. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one day. ACTIVITY:The teacher and students will read the Barrio Boy p. 537and complete the Analyzing responses to the Barrio Boys graphic organizer as a whole group activity. Students will then be placed in cooperative learning groups to complete the writing activity below.Recall how Ernesto’s classmates share simple stories that help reveal to one another their diverse ethnic and racial backgrounds. Within your cooperative learning group, arrange a "Telling Our Stories" session. Talk about something from your heritage that will help your classmates learn who you are. Then, as a class, discuss the ways details in your stories "cross cultures." PoetryGeorgia Performance StandardsELA7R1.1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.g. Explains and analyzes the effects of sound, form, figurative language, and graphics in order to uncover meaning in literature:i. Sound (e.g., alliteration, onomatopoeia, internal rhyme, rhyme scheme)ii. Figurative language (e.g., simile, metaphor, personification, and hyperbole)iii. Graphics (e.g., capital letters, line length, word position).h. Identifies and analyzes how an author’s use of words creates tone and mood, giving supporting evidence from text.ELA7R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student b. Uses knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to determine the meaning of unfamiliar words. ELA7R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres of the quality and complexity, in a way that makes meaning clear to listeners. The studentc. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).ELA7RC4 The student establishes a context for information acquired by reading across subject areas. The studentb. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects. ELA7W2.4 The student demonstrates competence in a variety of genres.Critical Component: The student produces a narrative (fictional, personal, experiential) that:d. Includes sensory details and concrete language to develop plot, setting, and character (e.g., vivid verbs, descriptive adjectives, and varied sentence structures).ELA7W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. The studenta. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements). e. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.ELA7W2.2 The student demonstrates competence in a variety of genres.Critical Component: The student produces writing (multi-paragraph expository composition such as description, explanation, comparison and contrast, or problem and solution) that:Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.b. Develops a controlling idea that conveys a perspective on the subject.c. Creates an organizing structure appropriate to purpose, audience, and context.d. Develops the topic with supporting details.e. Excludes extraneous and inappropriate information.f. Follows an organizational pattern appropriate to the type of composition.g. Concludes with a detailed summary linked to the purpose of the composition.TASK: 1 Essential Question(s):How can making connections with poetry build understanding? What are the elements of poetry?Resources:The elements of poetry virtual lessonTEACHER’S PLACE:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , 3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it.6. Review the literary focus Nonfiction by telling students that nonfiction means exactly what it sounds like, not fiction. Explain to students that Nonfiction is writing based on fact, not imagination. Explain to students that Nonfiction deals with real people, events, and places, not the mostly made-up characters, plots, and settings of fictional stories. 7. Review the literary element of Poetry. Explain to students that poets have a talent for imaginative comparison, called figures of speech, or figurative language. a. Introduce the elements of poetry. P.6468. Engage students in conversation by asking students what makes poetry different from prose? Write answers on the board. 9. Discuss answers with the students using the following questioning techniques as applicable: Questioning Techniques: Memory QuestionsSignal words: who, what, when, where?Cognitive operations: naming, defining, identifying, designatingConvergent Thinking QuestionsSignal words: who, what, when, where?Cognitive operations: explaining, stating relationships, comparing andcontrasting Divergent Thinking QuestionsSignal words: imagine, suppose, predict, if/thenCognitive operations: predicting, hypothesizing, inferring, reconstructingEvaluative Thinking QuestionsSignal words: defend, judge, justify (what do you think)?Cognitive operations: valuing, judging, defending, justifying10. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 11. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 12. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one day. ACTIVITY:The teacher and students will complete the The elements of poetry virtual lesson as a whole group activity. Students will then work in cooperative learning groups to complete the your turn at the end of The elements of poetry virtual lesson Teachers this activity may be graded and sent to you the teacher via email to be used for data driven results at a later date. TASK: 2 Essential Question(s):What are the sounds of poetry? Resources:Sounds of poetry graphic organizerSounds of poetry ticket out the door graphic organizerTEACHER’S PLACE:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , 3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it.6. Review the literary focus Nonfiction by telling students that nonfiction means exactly what it sounds like, not fiction. Explain to students that Nonfiction is writing based on fact, not imagination. Explain to students that Nonfiction deals with real people, events, and places, not the mostly made-up characters, plots, and settings of fictional stories. 7. Review the literary element of Poetry. Explain to students that poets have a talent for imaginative comparison, called figures of speech, or figurative language. a. Introduce the sounds of poetry p. 648Discuss the sounds of poetry (alliteration, onomatopoeia, refrain, and rhyme scheme) 8. Engage students in conversation by asking open ended questions related to the elements of poetry (figurative language and sound) 9. Discuss answers with the students using the following questioning techniques as applicable: Questioning Techniques: Memory QuestionsSignal words: who, what, when, where?Cognitive operations: naming, defining, identifying, designatingConvergent Thinking QuestionsSignal words: who, what, when, where?Cognitive operations: explaining, stating relationships, comparing andcontrasting Divergent Thinking QuestionsSignal words: imagine, suppose, predict, if/thenCognitive operations: predicting, hypothesizing, inferring, reconstructingEvaluative Thinking QuestionsSignal words: defend, judge, justify (what do you think)?Cognitive operations: valuing, judging, defending, justifying10. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 11. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 12. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one day. ACTIVITY:The teacher and students will read the poem Harlem Night Song and complete the Sounds of poetry graphic organizer as a whole group activity. Students will then complete the ticket out the door. Ticket out the doorSounds of poetry ticket out the door graphic organizerTASK: 3 Essential Question(s):How do you read a poem?Resources:How do you read a poem virtual lessonTEACHER’S PLACE:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , 3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it.6. Review the literary focus Nonfiction by telling students that nonfiction means exactly what it sounds like, not fiction. Explain to students that Nonfiction is writing based on fact, not imagination. Explain to students that Nonfiction deals with real people, events, and places, not the mostly made-up characters, plots, and settings of fictional stories. 7. Review the literary element of Poetry. Explain to students that poets have a talent for imaginative comparison, called figures of speech, or figurative language. a. Introduce reading poems p.6528. Engage students in conversation by asking students how is art work poetic? Write answers on the board. 9. Discuss answers with the students using the following questioning techniques as applicable: Questioning Techniques: Memory QuestionsSignal words: who, what, when, where?Cognitive operations: naming, defining, identifying, designatingConvergent Thinking QuestionsSignal words: who, what, when, where?Cognitive operations: explaining, stating relationships, comparing andcontrasting Divergent Thinking QuestionsSignal words: imagine, suppose, predict, if/thenCognitive operations: predicting, hypothesizing, inferring, reconstructingEvaluative Thinking QuestionsSignal words: defend, judge, justify (what do you think)?Cognitive operations: valuing, judging, defending, justifying10. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 11. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 12. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one day. ACTIVITY:The teacher and students will complete the How do you read a poem virtual lesson as a whole group activity. Students will then work in cooperative learning groups to complete the your turn section at the end of How do you read a poem virtual lesson. Teachers this activity may be graded and sent to you the teacher via email to be used for data driven results at a later date. Ticket out the doorAfter reading and discussing poems from a variety of authors (Robert Frost, Li-young Lee, Langston Hughes, etc.), the student will write his/her own poem about a topic inspired by the reading of poetry. The poem should include evidence of figurative language (e.g., personification, metaphor, simile, hyperbole), sound (e.g., alliteration, onomatopoeia, rhyme scheme, rhythm, and flow), and graphics (e.g., capital letters, line length, punctuation).DramaGeorgia Performance StandardsELA7R1.1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.Critical Component: For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:a. Distinguishes between the concepts of theme in a literary work and the author’s purpose in an expository text.b. Interprets a character’s traits, emotions, or motivations and gives supporting evidence from a text.e. Identifies events that advance the plot and determines how each event explains past or present action(s) or foreshadows future action(s). ELA7R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student a. Determines the meaning of unfamiliar words using context clues (e.g., contrast, cause and effect, etc.). b. Uses knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to determine the meaning of unfamiliar words. d. Determines word meanings through the use of definition, example, restatement, or contrast. ELA7RC3 The student acquires new vocabulary in each content area and uses it correctly. The studenta. Demonstrates an understanding of contextual vocabulary in various subjects. ELA7RC4 The student establishes a context for information acquired by reading across subject areas. The studentc. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.ELA7W2 The student demonstrates competence in a variety of genres.Critical Component: The student produces a response to literature that: d. Supports a judgment through references to the text and personal knowledge.Task: ELA7W3 The student uses research and technology to support writing. The studentc. Includes researched information in different types of products (e.g., compositions, multimedia presentations, graphic organizers, projects, etc.).ELA7LSV2.2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools.Critical Component: When delivering and responding to presentations, the student:a. Gives oral presentations or dramatic interpretations for various purposes.c. Shows appropriate changes in delivery (e.g., gestures, vocabulary, pace, visuals).d. Uses language for dramatic effect.f. Responds to oral communications with questions, challenges, or affirmations.g. Uses multimedia in presentations. ELA7LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The studentb. Asks relevant questions. c. Responds to questions with appropriate information. d. Confirms understanding by paraphrasing the adult’s directions or suggestions. e. Displays appropriate turn-taking behaviors. f. Actively solicits another person’s comments or opinions.h. Responds appropriately to comments and questions. i. Volunteers contributions and responds when directly solicited by teacher or discussion leader. TASK: 1Essential Question(s):What are the elements of drama?Resources:The Elements of drama virtual lesson TEACHER’S PLACE:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , 3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it.6. Introduce the literary focus Elements of Drama by telling students a drama or play, is a story written to be performed. Dramas have the same basic parts as other forms of fiction.7. Introduce the structure of plays and dramas. Explain to students that drama comes from narrative texts; a play is a story created for performance; drama is a play that covers a serious topic ad may not have an unhappy ending (share examples of both). a. A Christmas Carol: Scrooge and Marley (play) Act I Scene 1pages776-778b. From A Christmas Carol: Scrooge and Marley(drama) pages 862-8638. Engage students in conversation by asking student what is the difference between a drama and a short story? Write answers on the blackboard. 9. Discuss answers with the students using the following questioning techniques as applicable: Questioning Techniques:Memory QuestionsSignal words: who, what, when, where?Cognitive operations: naming, defining, identifying, designatingConvergent Thinking QuestionsSignal words: who, what, when, where?Cognitive operations: explaining, stating relationships, comparing andcontrasting Divergent Thinking QuestionsSignal words: imagine, suppose, predict, if/thenCognitive operations: predicting, hypothesizing, inferring, reconstructingEvaluative Thinking QuestionsSignal words: defend, judge, justify (what do you think)?Cognitive operations: valuing, judging, defending, justifying10. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 11. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 12. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one day. ACTIVITY:The teacher and students will complete The Elements of drama virtual lesson as a whole group activity. Students will then work in cooperative learning groups to complete the your turn section at the end of The Elements of drama virtual lesson. Teachers this activity may be graded and sent to you the teacher via email to be used for data driven results at a later date. TASK: 2 Essential Question(s):How can reading a play be like watching a play?Resources:Reading a play and watching a play virtual lessonTEACHER’S PLACE:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , 3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it. 6. Review the literary focus Elements of Drama by telling students a drama or play, is a story written to be performed. Dramas have the same basic parts as other forms of fiction.7. Introduce the reading focus reading and watching plays. Review the structure of plays and dramas. Reiterate to students that drama comes from narrative texts; a play is a story created for performance; drama is a play that covers a serious topic ad may not have an unhappy ending (share examples of both). 8. Engage students in conversation by asking students what characteristics of drama make it so much like real life? Write answers on the blackboard. 9. Discuss answers with the students using the following questioning techniques as applicable: Questioning Techniques:Memory QuestionsSignal words: who, what, when, where?Cognitive operations: naming, defining, identifying, designatingConvergent Thinking QuestionsSignal words: who, what, when, where?Cognitive operations: explaining, stating relationships, comparing andcontrasting Divergent Thinking QuestionsSignal words: imagine, suppose, predict, if/thenCognitive operations: predicting, hypothesizing, inferring, reconstructingEvaluative Thinking QuestionsSignal words: defend, judge, justify (what do you think)?Cognitive operations: valuing, judging, defending, justifying10. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 11. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 12. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one dayACTIVITY:The teacher and students will complete the Reading a play and watching a play virtual lesson as a whole group activity. Students will then work in cooperative learning groups to complete the my responses section at the end of Reading a play and watching a play virtual lesson Teachers this activity may be graded and sent to you the teacher via email to be used for data driven results at a later date. TASK: 3 Essential Question(s):How can you analyze dramatic characters in visuals?Resources:Monster are due on Maple Street virtual lessonTEACHER’S PLACE:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , 3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it.6. Review the literary focus Elements of Drama by telling students a drama or play, is a story written to be performed. Dramas have the same basic parts as other forms of fiction.7. Review the structure of plays and dramas. Reiterate to students that drama comes from narrative texts; a play is a story created for performance; drama is a play that covers a serious topic ad may not have an unhappy ending (share examples of both). 8. Engage students in conversation by askingif you were staging a version of the Christmas Carol set in the present day. How would you dress and makeup Scrooge? Write answers on the blackboard. 9. Discuss answers with the students using the following questioning techniques as applicable: Questioning Techniques:Memory QuestionsSignal words: who, what, when, where?Cognitive operations: naming, defining, identifying, designatingConvergent Thinking QuestionsSignal words: who, what, when, where?Cognitive operations: explaining, stating relationships, comparing andcontrasting Divergent Thinking QuestionsSignal words: imagine, suppose, predict, if/thenCognitive operations: predicting, hypothesizing, inferring, reconstructingEvaluative Thinking QuestionsSignal words: defend, judge, justify (what do you think)?Cognitive operations: valuing, judging, defending, justifying10. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 11. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 12. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one dayACTIVITY:The teacher and students will listen to Monster are due on Maple Street virtual lesson, read act one of The Monster are due out on Maple Street p. 835, and complete the character graphic organizer as a whole group activity. Myths, Folktales, and LegendsGeorgia Performance StandardsELA7R1.1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.Critical Component: For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:a. Distinguishes between the concepts of theme in a literary work and the author’s purpose in an expository text.b. Interprets a character’s traits, emotions, or motivations and gives supporting evidence from a text.c. Relates a literary work to information about its setting or historical moment. ELA7R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student b. Uses knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to determine the meaning of unfamiliar words. c. Identifies and explains idioms and analogies in prose and poetry. ELA7RC3 The student acquires new vocabulary in each content area and uses it correctly. The studentc. Explores understanding of new words found in subject area texts. ELA7W2.4 The student demonstrates competence in a variety of genres.Critical Component: The student produces a response to literature that:d. Supports a judgment through references to the text and personal knowledge.ELA7C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The studente. Demonstrates correct usage of comparative and superlative forms of adjectives and adverbs.ELA7LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The studente. Displays appropriate turn-taking behaviors. f. Actively solicits another person’s comments or opinions.g. Offers own opinion forcefully without domineering. ELA7W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. The studenta. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements). e. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples. ELA7W2.2 The student demonstrates competence in a variety of genres.Critical Component: The student produces writing (multi-paragraph expository composition such as description, explanation, comparison and contrast, or problem and solution) that:a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.b. Develops a controlling idea that conveys a perspective on the subject.c. Creates an organizing structure appropriate to purpose, audience, and context.d. Develops the topic with supporting details.e. Excludes extraneous and inappropriate information.Task: 1 Essential Question(s):What are the characteristics of Myths? Resources:Characteristics of Myths virtual lessonMaster Frog pages 943-950Analyzing a Myth Teacher’s Place:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , 3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it.6. Introduce the literary focus Myths, Folk Tales, and Legends: 7. Introduce the genre: Greek and Roman Mythology Discuss the characteristics of Mythology (teach moral lessons, express humans’ deepest hopes, dreams, and fears.8. Engage students in conversation by asking students what truths about life do myths and folk tales reveal? Write answers on the blackboard. 9. Discuss answers with the students using the following questioning techniques as applicable: Questioning Techniques:Memory QuestionsSignal words: who, what, when, where?Cognitive operations: naming, defining, identifying, designatingConvergent Thinking QuestionsSignal words: who, what, when, where?Cognitive operations: explaining, stating relationships, comparing andcontrasting Divergent Thinking QuestionsSignal words: imagine, suppose, predict, if/thenCognitive operations: predicting, hypothesizing, inferring, reconstructingEvaluative Thinking QuestionsSignal words: defend, judge, justify (what do you think)?Cognitive operations: valuing, judging, defending, justifying10. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 11. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 12. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one day. Activities:Activity 1The teacher and students will complete the Characteristics of Myths virtual lesson as a whole group activity. Students will then work in cooperative learning groups to complete the Your turn responses section at the end of Characteristics of Myths virtual lesson. Teachers this activity may be graded and sent to you the teacher via email to be used for data driven results at a later date. Activity 2The teacher and students will read Master Frog pages 943-950and complete the Analyzing a Myth graphic organizer as a whole group activity.Activity 3Ticket out the doorWhat if the Jade Emperor had decided that his son should be born a spider? a bee? or a pig? Reread the beginning of "Master Frog," pages 943-950 and look for details that describe froggy behavior. Then, choose another animal and write the beginning of a story about it. Use vivid details to describe the animal’s behaviorTask: 2 Essential Question(s):What skills help you read Myths and Folk Tales? Resources:How to summarize virtual lessonFolk Tales Graphic OrganizerTeacher’s Place:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , 3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it.6. Review the literary focus Myths, Folk Tales, and Legends: 7. Introduce the reading myths and folk tales.Discuss gods and goddesses. (Zeus, Apollo, Artemis, Hjades, and Hermes)8. Engage students in conversation by asking students how do you summarize a myth or any literary text? Write answers on the blackboard. 9. Discuss answers with the students using the following questioning techniques as applicable: Questioning Techniques:Memory QuestionsSignal words: who, what, when, where?Cognitive operations: naming, defining, identifying, designatingConvergent Thinking QuestionsSignal words: who, what, when, where?Cognitive operations: explaining, stating relationships, comparing andcontrasting Divergent Thinking QuestionsSignal words: imagine, suppose, predict, if/thenCognitive operations: predicting, hypothesizing, inferring, reconstructingEvaluative Thinking QuestionsSignal words: defend, judge, justify (what do you think)?Cognitive operations: valuing, judging, defending, justifying10. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 11. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 12. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one day. ACTIVITIES:Activity 1The teacher and students will complete the How to summarize virtual lesson as a whole group activity. Students will then work in cooperative learning groups to complete the my responses section at the end of How to summarize virtual lesson. Teachers this activity may be graded and sent to you the teacher via email to be used for data driven results at a later date. Activity 2The teacher and students will read The Crane Wife p. 957 and complete the Folk Tales Graphic Organizer as a whole group activity.TASK: 3Essential Question(s):How does music influence people’s lives? Resources:Orpheus video introductionOrpheus sings pages 915-918TEACHER’S PLACE:Prior to beginning the performance activity, the teacher should implement the following steps using teaching techniques you have found to be effective for your students.1. Explain the activity (activity requirements)2. Display the Georgia Performance Standard(s) (project on blackboard via units of instruction located at , 3. Read the Georgia Performance Standard(s) aloud and explain it to your students. You can rephrase the Georgia Performance Standard to make sure your students understand it.4. Display the Essential Question(s) (project on blackboard via units of instruction, or print on blackboard)5. Read the Essential Question (s) aloud and explain it to your students. You can rephrase the Essential Question (s) to make sure your students understand it.6. Introduce the literary focus Myths, Folk Tales, and Legends: 7. Review the genre: Greek and Roman Mythology Discuss the uses of Mythology. (teach moral lessons, express humans’ deepest hopes, dreams, and fears..8. Engage students in conversation by asking students to think of a time when music touched their lives and allow students to write about the experience for one minute. Then ask for volunteers to share their story with the class? 9. Guide students into the activity utilizing the web-based bell ringers (web-based bell ringer links are located in the resource(s) section above). 10. Complete the activity with the students (some tasks may require students to work independently, peer to peer, learning circles [2-3 students] or as a whole group [the entire class]. Therefore the teacher may serve as activity leader and or facilitator. When an activity calls for students to work in learning circles you should assign roles to students individually i.e. recorder, discussion leader or presenter) 11. At the end of the *whole group learning session, students will transition into independent CAP assignments. *The phrase, “whole group learning session” is utilized “rather than, the end of the activity” because all of the activities may not be completed in one day. ACTIVITIES:Activity 1The teacher and students will listen to the Orpheus video introduction, read the story of Orpheus p. 915 the as a whole group activity. Activity 2Ticket out the doorWith a partner, compose one of the songs Orpheus sings in the myth pages 915-918. You might write a song that suggests Orpheus’s joy in his love for Eurydice. This song should cause the rocks to "edge down the mountainsides." One partner can work out the basic melody, and the other can write appropriate lyrics.Task Websites, Unit Grammar NounsGrammar and Language Arts WorkbookCollective, Plural and abstract nounsAssessment VerbsGrammar and Language Arts WorkbookActivityAssessmentPronouns Grammar and Language Arts WorkbookActivityAssessmentAdjectives and Adverbs Grammar and Language Arts WorkbookActivityAssessmentPrepositions, Conjunctions, and InterjectionsGrammar and Language Arts WorkbookActivityAssessment Subject Verb AgreementGrammar and Language Arts WorkbookActivityAssessment Sentence Diagramming Grammar and Language Arts WorkbookActivityAssessmentUnit 1 Forms of Prose Virtual LessonMoving forward with prose compare and contrast activityForms of Prose Virtual LessonAmigo Brothers Story Overview Amigo Brothers Plot OutlineAntonio and Felix Venn Diagram graphic organizerWord Sharp Vocabulary BuilderUnit 2Plot and Setting virtual lessonHow do you predict, visualize, and summarize virtual lessonRikki-tikki-tavi story overviewRikki-tikki-tavi page 140 in the text bookRikki-tikki-tavi story map graphic organizerMore about rikki-tikki-taviCharacter Virtual LessonMake an inference virtual lessonA Day's wait word mapCharacter Analysis Learning to tell a story from a digital point of view virtual lessonAfter Twenty Years cause and effect graphic organizerAfter Twenty Years story overviewUnit 3Nonfiction graphic organizerWhat skills help you read nonfiction virtual lessonAnalyzing responses to the Barrio Boys graphic organizerUnit 4The elements of poetry virtual lessonSounds of poetry graphic organizerSounds of poetry ticket out the door graphic organizerHow do you read a poem virtual lessonUnit 5The Elements of drama virtual lessonReading a play and watching a play virtual lessonMonster are due on Maple Street virtual lessonUnit 6Characteristics of Myths virtual lessonAnalyzing a MythHow to summarize virtual lessonFolk Tales Graphic OrganizerOrpheus video introduction ................
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