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IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025, 80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRA) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs. 548068511620500How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:(1) Regular practice with complex text and its academic language.Reading, writing, and speaking grounded in evidence from text, both literary and informational. Building knowledge through content-rich nonfiction.Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access: The TN Core Literacy StandardsThe TN Core Literacy Standards (also known as the College and Career Ready Literacy Standards): Teachers can access the TN Core standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.Shift 1: Regular Practice with Complex Text and its Academic LanguageStudent Achievement Partners Text Complexity Collection: Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection. Student Achievement Partners Academic Word Finder: Links to Support Vocabulary Instruction & Development can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.Shift 2: Reading, Writing and Speaking Grounded in Evidence from the TextStudent Achievement Partners Text-Dependent Questions Resources: Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.Shift 3: Building Knowledge through Content-Rich Non-fictionStudent Achievement Partners Text Set Projects Sequenced: can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.Using the Curriculum Maps, Grades 6-8Begin by examining the text(s) selected for the week. Read the text(s) carefully and become familiar with all text(s) and the “Big Idea.” Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column.Plan your weekly and daily objectives, using the evidence statements to help.Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives.Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills.Using your Pearson TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include activities differentiated by process for small-group instruction and literacy stations.Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.Weeks 1-3Reading SelectionsLiterary Analysis WorkshopFiction“The Tale of the Mandarin Ducks” (930L; fiction) p. 9 “The Three-Century Woman” (fiction) p.11-17Non-FictionFrom The Great Fire by Jim Murphy (nonfiction) p.19“The Fall of the Hindenburg” by Michael Morrison (nonfiction) p. 20Anchor Texts:“Suzy and Leah” (590L; fiction) p. 114-124Angela’s Ashes (1270L; Autobiography) p. 139-148Essential Question: How do we explore the truth? TN State StandardsEvidence StatementsContentReading Complex TextsLiterature and InformationalRL/RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL/RI.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.RI7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.These standards are constant and should be taught throughout each quarter.Cite Evidence: RL1, RI1Analyze Content: RL/RI.7.2-9 Literature and Informational Evidence StatementsProvide citation of several pieces of textual evidence to support analysis of what the text says explicitly. RL7.1Provides citation of several pieces of textual evidence to support analysis of inferences drawn from the text RL/RI.7.1Provides a statement of a theme or central idea of a text RL/RI.7.2Provides an analysis of the development of the theme or central idea over the course of the text RI.7.2Provides an objective summary of the text RI.7.2Provides and analysis of the interactions between individuals, events, and/or ideas in a text (e.g., how ideas influence individuals or events or how individuals influence ideas or events). RI.7.3Provides an analysis of how an author develops and contrasts the points of view of different characters or narrators in the text RL.7.6Prentice Hall Literature – Reading SelectionsElements of Fiction, Determining Theme in Fiction Literary Analysis Workshop Exemplar Text: “The Tale of the Mandarin Ducks” (fiction)Skills Focus: theme in fiction, plot, conflict, characterization, conflictCritical Thinking: Text Dependent QuestionsHow does the narrator describe the lord, and how do these details provide a clue to the theme of the story?The story continues from the excerpt in the textbook. Based on details from the story that you have already learned from reading, determine one or more possible themes for the story. Explain your rationale with support from the text.Independent Practice: “The Three-Century Woman” (fiction)Skills Focus: theme in fiction, plot, conflict, characterization, conflictCritical Thinking: Text Dependent QuestionsWhy might the narrator hate visiting Whispering Oaks? Support your answer with evidence from the text.What do Aunt Gloria’s words tell the reader about her attitude toward her grandmother?How might the narrator’s description of Whispering Oaks help a theme in the story?Find two statements that show details about Megan’s character and explain their significance Analyze why the author chose to tell the story in Megan’s voice.What is a possible theme for the story? Explain how the title of the story suggests what the theme may be about?See link for additional information: of Nonfiction and Determining Central Ideas in NonfictionLiterary Analysis Workshop Close Read: Central Idea in NonfictionModel Exemplar Text: from The Great Fire (nonfiction)Skills Focus: central idea, context clues, main idea and supporting details, historical contextCritical Thinking: Text Dependent QuestionsFrom the facts in the first paragraph of the passage, what can the reader conclude about the dangers of wood?What is the central idea of the text, and how does the author use facts to support it? Independent Practice: “The Fall of the Hindenburg” (nonfiction)Skills Focus: central idea, context clues, main idea and supporting details, historical contextVideo Footage: (This is the best clip to show as it aligns with the text. This clip includes the reporter who cried, “Oh the humanity!”) Critical Thinking: Text Dependent QuestionsWhat idea do the statistics at the beginning of the second paragraph convey?What is the central idea of the text? Include details from the text to support your answer.See questions on p. 21 in textbook“Suzy and Leah” (short story)Skill Focus: author’s purpose, setting, themeBefore You Read- p. 99Reading Skill: Author’s PurposeLiterary Analysis: SettingCritical Thinking: Text Dependent QuestionsWhat purpose might the author have had for including the details about Suzy laughing at the refugees and wondering if they have “bugs”?What might have been the author’s purpose for having Leah address her diary entries to her mother?What purpose might the author have had for including details about Leah’s life before the war?Explain what Leah means by “There is barbed wire still between us and the world’? What does the barbed wire symbolize for her?How did Leah’s former home change during the war? How does that change in setting reflect what happened to Leah during the war.What detail on p.120 signals a shift in Suzy’s thinking? How might this shift be relevant to a theme of the story?What facts about World War II does the author teach in the October 12, 1944 diary entry? Explain why you think the author stated the facts in such a matter of fact way.from Angela’s Ashes (Autobiography)Skill Focus: central idea, context clues, point of view, main idea and supporting details, author’s purpose, historical contextBefore You Read- p.129 Reading Skill: Author’s PurposeLiterary Analysis: Historical ContextResource on Typhoid Fever: Critical Thinking: Text Dependent QuestionsBased on the text, how can the reader tell that the author is describing a personal experience?What humorous details on p.142 help the reader understand the situation?What truth does Frank reveal about his father on p. 143? Use evidence from the text to describe how young Frank feels about his father. What is the effect of the author’s choice to omit quotations marks to show when people are speaking on p. 144?What historical information about Ireland does the reader learn from Seamus’s comments on p. 144 about the book he gives Frank?What does the author regret, and how might his regret relate to a central idea of the text?How does the author use both truth and humor to express his view? Cite evidence from the text to support your answer.After You Read- p.149Reading Skill: Author’s PurposeLiterary Analysis: Historical ContextResources Teaching Author’s Purpose- Going Beyond Persuade, Inform, and Entertain's-purpose strategies Historical Context and other teaching strategies Pearson Online Resources: Benchmark and Unit AssessmentsUnit ResourcesCommon Core CompanionWIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL7.2 - Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.Level 1 (Entering) Associate words, statements or chunks of language that represent a theme or one central idea and analyze its development using an illustrated adapted text; provide an objective summary using labeled pictures that represent the author’s message and/or significant events in the textLevel 2 (Emerging) Identify simple sentences and phrases that represent the theme or one central idea and analyze its development using an adapted text; provide an objective summary from a simple sentence illustrated text, pictures, timelines, story maps and non-linguistic representations.Level 3 (Developing) Recognize a series of extended sentences that determine the theme or central idea of a text and analyze its development supported by guiding questions; provide an objective summary supported by illustrated timelines or story mapsLevel 4 (Expanding) Interpret discourse with a variety of complex sentences to determine the theme or central idea and analyze its development using a familiar text; provide an objective summary using a teacher adapted/created guided reading outline.Level 5 (Bridging)Distinguish descriptive discourse with complex sentences that determines the theme or central idea of a text and analyze its development; provide an objective summary with a partner.Language – VocabularyL.7.4Determine or clarify the meaning of unknown and multiple-meaning words.L.7.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.7.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.7.5b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.These standards are constant and should be taught throughout each quarter.Study and apply vocabulary - L.7.4-6Language- VocabularyEvidence StatementsDemonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase (L.7.4)Demonstrate the ability to determine the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending) (L.7.4)Demonstrates ability to interpret figures of speech in context (L.7.5)Demonstrates the ability to determine the relationship between particular words (L.7.5)Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases. (L.7.6)Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin roots, Latin prefixContext cluesAnalogy and word relationshipsWord parts and familiesVocabularyTier 2 Academic Vocabulary – determine, associate, clarify, acquire, poseList of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic Terms? by Marzano) pages 1-25 for Tier 2Literary Analysis WorkshopExploring the Big Question: Learning Big Question Vocabulary pg. 3Vocabulary Development p. 8, 10, 12, 14, 18“Suzy and Leah”Skills: Latin root manereMaking Connections: Vocabulary p. 112 Vocabulary Development p.112, 114, 118, 120, 122After You Read: Vocabulary p. 125from Angela’s Ashes Skill: Latin root –sper- or –spes-Making Connections: Vocabulary p.138, 140, 144, 146After You Read: Vocabulary pg. 149 Resources Vocabulary Central Reader’s Notebooks and Teaching Guide(On-level Reader’s Notebook pgs. 3-78 and Adapted Reader’s Notebook pgs. 3-83)Reading Kit (Reading and Literacy Intervention) pgs. 2-3, 12-13, 80-81, 176-177, 270-271.Most Common Suffixes and Prefixes and Latin roots Benches pg. 57-61 (Greek and Latin affixes)affixes) to TextsWritingW.7.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/ contrast, and cause/effect; include formatting(e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.7.2.b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.7.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.W.7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.W.7.2e Establish and maintain a formal style.W.7.5With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.WritingEvidence StatementsDevelopment of Ideas The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of Language The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone2, and/or domain-specific vocabulary. Knowledge of Language and Conventions The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response. Reviewed throughout the quarter:Writing Sentences, Essay organization and structure, Thesis statement, Writing paragraphsWriting Prentice Hall Literature- Pearson Publishing Routine Writing (text dependent questions) Writing About the Big Question pg. 60, 138Critical Thinking and After You ReadJournal entriesGraphic OrganizersDaily Language PracticeAnnotationAnalysis (Inform/Explain)Writing Workshop “Informative Text” Descriptive Essay pg. 92 Analysis (Inform/Explain)Write an objective summary of “The Three-Century Women” or “The Fall of the Hindenburg.” Remember to only include the most important events or ideas from the text. It should not include your personal opinions.Analysis- “Suzy and Leah” (Inform/Explain)Write a news report based on “Suzy and Leah”. Your report should describe the conditions of the refugee camp where Leah lives. Collect evidence from the story to support your description. Analysis- from Angela’s Ashes (Inform/Explain)Angela’s Ashes is a memoir, a type of autobiography in which the author writes a personal record of the events, people, and situations that have shaped his or her life. Memoirs can span an entire lifetime, but often focus on a specific period of the writer’s life. Despite the McCourt’s poverty, starvation, and loss, Angela’s Ashes is not a tragic memoir. How does McCourt accomplish this with his writing? Cite specific evidence from the text to support your rmative Writing Resources: page/504/common-core-informative-explanatory-writing LanguageL.7.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.These standards are constant and should be taught throughout each quarter.Study and apply grammar - L.7.1-3 Language Evidence StatementsIdentify the correct use of nouns (i.e., common/proper, possessive) and pronouns (i.e., personal and possessive) within context. L.7.2ConventionsPrentice Hall Literature- Pearson Publishing “Suzy and Leah”Skill: Personal PronounsIntegrated Language Arts: Personal Pronouns p. 126Reading ApplicationWriting ApplicationPrentice Hall Writing Coachfrom Angela’s AshesSkill: Possessive PronounsIntegrated Language Arts: Possessive Pronouns pg.150 Reading ApplicationWriting ApplicationPrentice Hall Writing CoachElements of Language- Holt PublishingSkills: common and proper nouns, possessive nouns, personal pronouns, possessive pronounsResourcesPractice with specific language conventions/usage/ vocabulary standards, or choose specific grammar and usage gamesInstructional games available for grammar and usage skill development with specific language conventions/usage/ vocabulary standards, or choose specific grammar and usage gamesPractice with pronouns Speaking and ListeningSL.7.1c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.These standards are constant and should be taught throughout each quarter.Analyze Content: SL.7.2-3Study and apply grammar: SL.7.6Conduct Discussions: SL.7.1Report Findings: SL.7.4-6Speaking and ListeningEvidence StatementsSelect the most appropriate behaviors for participating productively in a team (e.g., ask primarily relevant questions that move the team toward its goal and contribute to the topic of discussion, articulate the goals that have been provided for the team work and ask clarifying questions, come to agreement by seeking consensus or following the majority) SL.7.1c Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic ReadingsSpeaking and ListeningPrentice Hall Literature- Pearson Publishing ActivitiesWith a partner, discuss how reading “Suzy and Leah,” affected your understanding of the Holocaust. Conduct an interview with a friend, relative, or classmate to learn more about a serious event that impacted his or her life. Consider talking to someone who moved to a new country or neighborhood, attended a new school, had a threatening illness, or overcame a difficult situation. ResourcesTeaching strategies to improve cooperative learning skills Group roles and responsibilities Talk Toolkit 4-6Anchor Texts:from Freedom Walkers: The Story of the Montgomery Bus Boycott (Lexile 1110; Historical Account) p.408-414“All Together Now” (Lexile 920; Persuasive speech) p.492-497“I Am a Native of North America” (Lexile 940; Reflective Essay) 442-449Supplementary Texts:Nonfiction article regarding the Supreme Court’s latest ruling on the Voting Rights Act of 1965 Nonfiction article about the Montgomery Bus Boycott and the women who started it Nonfiction article about voting trends among young, minority, and low-income Americans My Eyes (Lexile 860)Big Question: How do we support our principles in the face of adversity?TN State StandardsEvidence StatementsContentReading Complex TextsInformationalRI7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.RI7.3Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).RI7.5Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.RI7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.These standards are constant and should be taught throughout each quarter.Cite Evidence: RL1, RI1Analyze Content: RL/RI.7.2-9 InformationalProvides a statement of central idea(s) of a text.(RI7.2)Provides an analysis of the development of central idea(s) over the course of the text.(RI7.2)Provides an objective summary of a text.(RI7.2)Provides an analysis of the interactions between individuals, events, and/or ideas in a text (e.g., how ideas influence individuals or events or how individuals influence ideas or events).(RI7.3)Provides an analysis of the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.(RI7.5)Provides a statement of an author’s point of view in a text. (RI7.6)Provides a statement of an author’s purpose in a text.(RI7.6)Provides an analysis of how the author distinguishes his or her position from that of others.(RI7.6)Demonstrates ability to trace an argument and specific claims in a text. (RI7.8)Provides an evaluation of whether the reasoning is sound in an argument. (RI7.8)Provides an evaluation of whether the evidence is relevant and sufficient to support the claims.(RI7.8)Prentice Hall Literature – Reading SelectionsLiterary Analysis Workshop – Elements of Nonfiction, Analyzing Structure in Literary Nonfiction, Analyzing Relationships in Literary Nonfiction RI7.3, RI7.4, RI7.5, RI7.6Skill Focus: elements of nonfiction, forms of non-fiction, text structure - text feature, point of view, author’s purpose, word choice, figurative language, relationships, central idea, main idea and supporting detailsList of Tier 3 Domain Specific Words See pgs. 26-71 for ELA Tier 3Literary Analysis WorkshopExemplar Text: from Freedom Walkers: The Story of the Montgomery Bus Boycott (historical essay) Skill Focus: elements of nonfiction, author’s purpose, word choice, tone, comparing literary worksCritical Thinking: Text Dependent QuestionsWhat is the central idea of the excerpt?What phrases does the author use in paragraph 2 to reflect the white-supremacist attitude against blacks in the American South?How does the phrase “by walking peacefully” in paragraph 5 create a shift in the tone of the text?What is the difference between the meanings of the words “separated” and “segregated” in paragraph 3?What was Jo Ann Robinson’s profession, and why is it significant?How does the bus driver’s reaction to Robinson’s choice of seat influence the tone of the text? Explain the author’s point of view about the incident on the bus based on the details included in the text.Independent Practice: “All Together Now” (Persuasive Essay) Skill Focus: fact and opinion, main idea and details, text structure, point of view, author’s purpose, word choice, figurative language, relationships, central ideaBefore You ReadReading Skill: Classifying Fact and Opinion pg. 491 Literary Analysis: Persuasive EssayCritical Thinking: Text Dependent QuestionsJordan begins her essay by asserting that good legislation is not enough to create a “truly tolerant, harmonious society”. According to Jordan, what else is needed?Explain what Jordan means when she says that the United States has “compassion fatigue”. Using evidence from the text, conclude how ordinary people can impact the state of society.What does Jordan mean when she says, “I have yet to find a racist baby’?Jordan’s purpose in writing this essay was to persuade. Evaluate and explain whether or not she uses convincing examples to back up her ideas. Independent Practice: “I Am a Native of North” America (lexile 940; Reflective Essay) Skill Focus: main idea and details, expository essay, point of view, author’s purpose, word choice, relationships, theme/central ideaBefore You Read pg.440-441Reading Skill: Main IdeasLiterary Analysis: Reflective Essay Critical Thinking: Text Dependent QuestionsWhat are three things Chief Dan George claims people learn from growing up in communal homes?Explain what Dan George means by, “In the course of my lifetime, I have lived in two distinct cultures”? What lesson did George learn about nature from his culture? Cite two examples from the text to support this.How does Chief Dan George feel about people who live in “smoke houses”? Why are these feelings important to his message? What three things puzzle Chief Dan George about his “white brother”? Explain why he has a difficult time understanding these characteristics. What is the “brotherhood” that Chief Dan George talks about at the end of his essay? Evaluate whether or not it is important to him.After You ReadReading Skill: Main Ideas pg. 441Literary Analysis: Reflective EssayResources (strategies) (11 graphic organizers)Reading strategies strategies Online ResourcesInteractive Digital PathBenchmark and Unit AssessmentsUnit ResourcesCommon Core CompanionWIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI7.2 - Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.Level 1 (Entering)Determine a central idea from a picture book read aloud and analyze its development; provide an objective summary of the text using labeled pictures.Level 2 (Emerging)Determine the central idea from a picture book read aloud and analyze its development; provide an objective simple sentence summary of the text supported by an illustrated graphic organizer.Level 3 (Developing)Determine two or more central ideas from a read aloud illustrated text and analyze their development; provide an objective summary of the text supported by a partially completed graphic organizer.Level 4 (Expanding)Determine two or more central ideas from a video version of a text and analyze their development; provide an objective summary of the text supported by a graphic organizer.Level 5 (Bridging)Determine two or more central ideas from a class discussion about a text and analyze their development; provide an objective summary of the text.Language – VocabularyL.7.4bUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).L.7.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.7.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.These standards are constant and should be taught throughout each quarter.Study and apply vocabulary - L.7.4-6Language – VocabularyEvidence StatementsDemonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase (L.7.4)Demonstrate the ability to determine the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending) (L.7.4)Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and familiesVocabularyPrentice Hall Literature- Pearson Publishing Literary Analysis Workshop- from Freedom Walkers: The Story of the Montgomery Bus Boycott (historical essay)Introducing the Big Question: Learning Big Question Vocabulary pg. 407Vocabulary Development p. 412“All Together Now” (Persuasive speech)Latin root –legMaking Connections: Vocabulary p. 492Vocabulary Development: p. 492After You Read: Vocabulary p. 497“I Am a Native of North America” (Reflective essay)Latin root just-Making Connections: Vocabulary pg. 442Vocabulary Development pgs. 442After You Read: Vocabulary pg. 449 ResourcesVocabulary Central (Vocabulary) (Vocabulary builders) (figurative language)Most Common Suffixes and Prefixes and Latin roots Benches pg. 57-61 (Greek and Latin affixes)affixes) to TextsWritingW7.9Draw evidence from literary or informational texts to support analysis, reflection, and research.W7.9b Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).W7.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. WritingEvidence StatementsDevelopment of Ideas The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of Language The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone2, and/or domain-specific vocabulary. Knowledge of Language and Conventions The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response. Reviewed throughout the quarter: writing sentences, essay organization and structure, thesis statement, writing paragraphs, performance tasksWriting Reviewed throughout the quarter:Writing Sentences, Essay organization and structure, Thesis statement, Topic sentences and supporting details, Writing paragraphs, and Performance tasksPrentice Hall Literature- Pearson Publishing Routine Writing (text-dependent): Journal entriesAnalytic SummariesGraphic OrganizersDaily Editing PracticeAnnotation Making Connections: Writing About the Big Question pg. 442 and 492Critical Thinking pg. 448 and 496 Prentice Hall Literature- Pearson Publishing Analysis- “All Together Now” (inform/explain)Identify a central idea in “All Together Now.” What examples and evidence does Barbara Jordan provide throughout the essay to support the central idea? Create an outline that shows the essay’s central idea and supporting examples and evidence.Analysis- All texts (inform/explain)Write an essay in which you identify and analyze the author’s point of view in a selection from this unit. Choose a selection in which the author presents a clear point of view on a topic. Explain which essay you chose, state the topic, and briefly describe the author’s perspective. Analyze how the author presents his or her perspective by emphasizing certain evidence or by presenting an interpretation of facts.Analysis- “All Together Now” OR “A Native of North America” (argumentative)Referencing “All Together Now” or “A Native of North America,” write a brief persuasive letter to community leaders advising them on how people in the community can promote tolerance and cultural awareness. Use several sentences to develop your letter. Support your statements with details from the selection that you choose. Also, use anecdotes (personal stories), examples from real life, and facts or statistics to explain your ideas. Resources (writing, classroom resources, professional developments)writingtips (writing tips/essay builders)mnet.edu/grammar/quizlist.htm (Guide to Grammar and Writing) (writing strategies, prompts, rubrics) (writing resources)leo.stcloudstate.edu (literacy education online help with writing, research, and grammar)Informative Writing Resources: page/504/common-core-informative-explanatory-writing Argumentative Writing Resources Scoring Guides and Sample Student Responses Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.7.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language Evidence StatementsIdentify the correct use of conjunctions (i.e., coordinating, correlative, subordinating) and interjections within context.ConventionsPrentice Hall Literature- Pearson Publishing Skill: Subjects and PredicatesIntegrated Language Arts pg. 504Reading ApplicationWriting ApplicationPrentice Hall Writing CoachElements of Language- Holt PublishingConjunctionsResources (grammar instruction with handouts and power point presentations)leo.stcloudstate.edu (literacy education online help with writing, research, and grammar)mnet.edu/ (grammar and writing guide)Speaking and ListeningSL.7.2Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.SL.7.4Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.These standards are constant and should be taught throughout each quarter.Analyze Content: SL.7.2-3Study and apply grammar: SL.7.6Conduct Discussions: SL.7.1Report Findings: SL.7.4-6Speaking and ListeningEvidence StatementsOrganize ideas in the most effective order for an oral presentation.Distinguish between a summary and a critique.Identify the main idea and supporting details in text.Determine the most effective methods for engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic ReadingsSpeaking and ListeningPrentice Hall Literature- Pearson Publishing ActivitiesPresentation of Ideas pg. 505 In a small group, write a public service announcement (PSA) on one of the following topics: Promoting the fair treatment of all peopleLearning about the various cultures of citizens living the United States. The group should identify the audience, support its claims with relevant details and descriptions, use persuasive techniques to influence the audience (See p. 491), and present the PSA to the class.Resources Group roles and responsibilities talk Talk 7-9Reading SelectionsLiterary Analysis Workshop p. 722-725from Sorry, Wrong Number (870L, drama) (Lexile 870) p. 726-728from Dragonwings (870L, novel excerpt and drama) p. 729-734Anchor Text:A Christmas Carol: Scrooge and Marley, Act I and II (drama) p. 736-807Supplemental Texts:“A Christmas Carol on TNT” (review) p. 813“Toned-down Christmas Carol has more spirit” (review) p. 814“Charles Dickens’s A Christmas Carol: A Radio Interview” (interview) p. 815-816Big Question: Do others see us more clearly than we see ourselves?Reading Complex TextsLiteratureRL7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).RL7.5Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.In reviewRL7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.RL7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.These standards are constant and should be taught throughout each quarter.Cite Evidence: RL1, RI1Analyze Content: RL/RI.7.2-9 LiteratureEvidence StatementsProvides an analysis of how a drama’s or poem’s form or structure contributes to meaning. (RL.7.2)Provides an analysis of how particular elements of a story or drama interact. (RL.7.3)Provides an analysis of how a drama’s or poem’s form or structure contributes to meaning RL.7.5Provides an analysis of how an author develops an contrasts the points of view of different characters or narrators in a text. RL.7.6Extended Text-LiteratureElements of Drama/Analyzing Drama/Understanding Elements of DramaLiterary Analysis Workshop RL7.3, RL7.5Close Read: Understanding Elements of DramaModel Exemplar Text: from Sorry, Wrong Number exemplarSkill Focus: elements of drama – plot, dialogue, set/scenery, props, acts and scenes; forms of drama – comedy and tragedy; structure in drama; conflicts- external and internal; theme in dramaCritical Thinking: Text Dependent QuestionsWhat do the details in the stage directions suggest about Mrs. Stevenson’s health? Cite evidence from the text to support your response.What stage technique does the playwright use to indicate that the scene changes at the top of p. 728?Who are George and the 1st Man, and what are they planning?Independent Practice – from DragonwingsSkill Focus: elements of drama – plot, dialogue, set/scenery, props, acts and scenes; forms of drama – comedy and tragedy; structure in drama; conflicts- external and internal; theme in dramaCritical Thinking: Text Dependent QuestionsWhat does Moon Shadow’s description suggest about his father’s condition? What details give you this idea?What effect doe the call-and-response speeches of Uncle Bright Star and the others create? How does this dialogue support the illusion that is being created onstage?How do the stage directions and dialogue at the top of p. 734 help create the illusion that Windrider and Dragonwings are flying?A Christmas Carol: Scrooge and Marley, Act I (drama) RL7.3, RL.5 Skill Focus: purpose for reading, dialogue, stage directions, summarize, characters’ motivesBefore You ReadReading Skill: Purpose for Reading p. 737Literary Analysis: Dialogue p. 737Critical Thinking – Text Dependent QuestionsCompare and contrast the atmospheres described in the passage at the beginning of scene 2 on p. 743. Explain Scrooge’s offices seem more dismal than they would if the story took place at any other time of year.Describe how the dialogue between Scrooge and his nephew on p. 745 show the contrast between the two characters? Cite evidence from the text.What can the reader infer about the nephew’s character from the words he speaks to Cratchit on p. 746?Summarize what you know about Scrooge and explain whether you think he is a spiritual person or believes in life beyond the grave. Based on the dialogue on p. 753, what is Scrooge’s attitude toward Marley’s Ghost?What important information in Marley’s opening speech on p. 757 will influence the rest of the play? Cite evidence from the text.Based on the dialogue on p. 758, how has Scrooge been affected by what has happened to him so far in the play?What words in the dialogue on p. 764 reveal how Young Scrooge feels about Fezziwig? Explain.After You Read p. 769Reading Skill: Purpose for Reading Literary Analysis: DialogueA Christmas Carol: Scrooge and Marley, Act II (drama) RL7.3, RL.5Skill Focus: purpose for reading, dialogue, stage directions, summarize, characters’ motivesBefore You ReadReading Skill: Purpose for Reading p.773Literary Analysis: Stage DirectionsCritical Thinking – Text Dependent QuestionsWhat sounds in the scene directions at the beginning of Act II establish that this is a scary scene?Why is the pause in Bob’s speech at the top of p. 782 important to the plot of the play? What can we infer about Tiny Tim based on Bob’s tone in the speech?Compare and contrast Bob’s attitude about Scrooge with Mrs. Cratchit’s on p. 784. Explain why the characters feel the way they do about Scrooge, using evidence from the text.Interpret the point the Ghost of Christmas Present is trying to impress upon Scrooge as he describes the Cratchit’s at the end of Scene 3.Using textual evidence, describe the mood of Scene 4 as Present gives his final advice and fades out of sight. Based on the dialogue on p.794-795, what can you infer has happened to Tiny Tim?What does Scrooge learn from the opportunity to watch his own life? How does he change his behavior to reflect his new insight? After You Read p. 807Reading Skill: Purpose for ReadingLiterary Analysis: Stage Directions“A Christmas Carol” ResourcesLearnZillion (lesson plans, powerpoints, handouts, assessments) EdSitement (3 lessons) Video clips, interactive learning, and more! “A Christmas Carol on TNT” (review), “Toned-down Christmas Carol has more spirit” (review), and “Charles Dickens’s A Christmas Carol: A Radio Interview” (interview)Skills Focus: reading for information, author’s point of view, summarizeCritical Thinking – Text Dependent QuestionsExplain why a reviewer would include excerpts of the original text in his or her text.What does the critic think are the strongest and weakest points in the production? Cite specific evidence from the text in your response.What elements of the production does the critic judge in the second review? Does the critic give a positive or negative review of the production? Quote specific lines of text that include his judgment.Give examples of information Professor Allingham provides about Charles Dickens in the radio interview. What point is he making with this information?Summarize Allingham’s perspective on the story and on Dickens.Pearson Online ResourcesInteractive Digital PathBenchmark and Unit AssessmentsUnit ResourcesCommon Core CompanionResourcesA Christmas Carol Resources Dialogue Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI7.3 - Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).Level 1 (Entering)Identify the central idea in an illustrated simple sentence text; and analyze its development; provide an objective summary of the text using labeled pictures.Level 2 (Emerging)Determine the central idea in an illustrated simple sentence text and analyze its development; provide an objective simple sentence summary of the text supported by an illustrated graphic organizer.Level 3 (Developing)Determine two or more central ideas in an illustrated text and analyze their development; provide an objective summary of the text supported by a partially completed graphic organizer.Level 4 (Expanding)Identify two or more central ideas in a familiar text and analyze their development; provide an objective summary of the text supported by a graphic organizer.Level 5 (Bridging)Identify two or more central ideas in a text and analyze their development; provide an objective summary of the text supported by student-generated annotations.Language – VocabularyL.7.4.bUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).L.7.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.These standards are constant and should be taught throughout each quarter.Study and apply vocabulary - L.7.4-6Language – VocabularyEvidence StatementsDemonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L7.4.bProvides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases. L.7.6Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and familiesVocabularyTier 2 Academic Vocabulary – analyze, interact, develop, contrasts, acknowledgeList of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic Terms? by Marzano) pages 1-25 for Tier 2Literary Analysis Workshop Exploring the Big Question: Learning Big Question Vocabulary pg. 721Vocabulary Development pg. 724, 731, 733A Christmas Carol: Scrooge and Marley, Act I Skills: Latin roots –grat-Making Connections: Vocabulary pg. 738Vocabulary Development pgs. 738, 742, 744, 746, 748, 750, 754, 758, 760, 766After You Read: Vocabulary pg. 769A Christmas Carol: Scrooge and Marley, Act IISkills: Latin prefix –inter-Making Connections: Vocabulary pg. 774Vocabulary Development pgs. 774, 778, 780, 782, 784, 788, 790, 794, 796, 800, 802, 804After You Read: Vocabulary pg. 807Reading for InformationContent-Area Vocabulary p. 812, 817Other ResourcesVocabulary Central Most Common Suffixes and Prefixes and Latin roots Benches pg. 57-61 (Greek and Latin affixes)affixes) to TextsWritingW.7.1Write arguments to support claims with clear reasons and relevant evidence.W.7.1aIntroduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.W.7.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.WritingEvidence StatementsDevelopment of Ideas The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of Language The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone2, and/or domain-specific vocabulary. Knowledge of Language and Conventions The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response. Reviewed throughout the quarter:Writing Sentences, Essay organization and structureThesis statement, Writing paragraphs, Performance tasks, and Topic sentences and supporting detailsWriting Routine Writing (text-dependent):Writing About the Big Question pg. 738, 774 Journal entriesSummariesDaily Language PracticeGraphic OrganizersAnnotationAnalysis- A Christmas Carol: Scrooge and Marley, Act I (Argument) Write a letter to Scrooge, telling him what he is missing in life by being cranky and negative with the people around him. Start your letter with a salutation or greeting. Then, support the main points of your argument with clear reasons and evidence. Conclude with a closing and your signature. Analysis- A Christmas Carol: Scrooge and Marley, Act II (Argument)Respond to the play by writing a tribute, or expression of admiration, to the changed Scrooge. Your tribute should include brief stories from the drama that show how Scrooge has transformed his life. It may also reflect on the events or experiences that caused Scrooge worthy of a tribute, and include evidence from the play to support your analysis. Conclude by giving your opinion of the play and providing your own insights about whether there is a lesson that everyone can learn from Scrooge’s story. Redemption is the act of atoning for a fault or mistake. Does Scrooge find redemption at the end of play? Justify your opinion with detailed examination of evidence from the play that supports your stance.Analysis- Comparing Argumentative and Expository Texts Write an essay in which you identify the author’s perspective in each of the reviews of A Christmas Carol and the speaker’s perspective in the radio interview. Focus on what ways the perspectives are similar and different. Explain how a particular medium such a radio interview achieves a more powerful impact that a written review.In an essay, trace the perspective of the author of “Toned-down Christmas Carol has more spirit.” Support your response by providing details, words, and phrases from the text that give clues to the author’s point of view. Be sure to explain how each clue helps reveal his perspective. ResourcesThe Argumentative Rubric the Argumentative Rubric’s TraitsThe Scoring Guides and Sample Student Responses of terms per traitArgumentative Resources Scoring Guides and Sample Student Responses command of the conventions of standard English grammar and usage when writing or speaking.L.7.2Demonstrate the command of the conventions of standard English capitalization, punctuation, and spelling when writing. These standards are constant and should be taught throughout each quarter.Study and apply grammar - L.7.1-3 LanguageEvidence StatementsUse commas correctly (i.e., compound sentences, coordinating conjunctions, introductory words, appositives, interrupters) within context. L7.1Spell correctly (i.e., double negatives, troublesome words: {to/too/two, their/there/they’re, its/it’s, sit/set, lie/lay, affect/effect, may/can, leave/let, teach/learn, accept/except, capitol/capital, principle/principal, between/among, rise/raise, stationary/stationery}). L 7.2Correct run-on sentences with appropriate punctuation (i.e., conjunctions, semicolons, and periods to join or separate elements) within context. L 7.2In Review: Sentence Functions and End Marks Adjectives – compound and coordinate Adverbs Verbs- action, linking, helping, verb phrasesSentence parts- subject and predicateWriting sentencesConventionsPrentice Hall Literature- Pearson PublishingA Christmas Carol: Scrooge and Marley, Act I Skills: InterjectionsIntegrated Language Arts: Interjections pg. 770Reading ApplicationWriting ApplicationPrentice Hall Writing CoachA Christmas Carol: Scrooge and Marley, Act IISkills: Double NegativesIntegrated Language Arts: Double Negatives pg. 808Reading ApplicationWriting ApplicationPrentice Hall Writing CoachElements of Language- Holt PublishingInterjectionsDouble NegativesResources (grammar instruction with handouts and power point presentations)leo.stcloudstate.edu (literacy education online help with writing, research, and grammar)mnet.edu/ (grammar and writing guide)Speaking and ListeningSL.7.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL.7.5Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.These standards are constant and should be taught throughout each quarter.Analyze Content: SL.7.2-3Study and apply grammar: SL.7.6Conduct Discussions: SL.7.1Report Findings: SL.7.4-6Speaking and ListeningEvidence StatementsIdentify the functions and responsibilities of individual roles within an organized group (i.e., reporter, recorder, information gatherer, leader, and timekeeper).Organize ideas in the most effective order for an oral presentation.Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic ReadingsSpeaking and ListeningPrentice Hall Literature- Pearson PublishingThink about Scrooge’s experiences with one of the ghosts. Write and present a dramatic monologue that shares Scrooge’s thoughts. Write in first-person point of view, as Scrooge, using the word I. Include stage directions to indicate gestures and emotions. Punctuate correctly; use a colon after the speaker’s name, and commas or dashes to indicate pauses and changes in thought. After drafting your monologue, rehearse aloud to prepare for your final presentation.Resources Suggestions for writing an effective monologue Culminating ActivityResearchW.7.7Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.W.7.6Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.SL.7.5Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.ResearchEvidence StatementsSelect the most focused research topic.Identify levels of reliability among resources (e.g., eyewitness account, newspaper account, supermarket tabloid account, Internet source).Determine the most appropriate research source for a given research topic.Select the visual image that best reinforces a viewpoint or enhances a anize ideas in the most effective order for an oral presentation.Discern irrelevant research material from written text.ResearchLearnZillion Extension TaskLesson resources located online: (including student exemplars and rubric) Extension Task Directions: How has Charles Dickens influenced modern society? Research: (1) references and adaptations to his works (including allusions to his works and ideas) (2) the effect of A Christmas Carol on our modern Christmas traditions(3) the words, phrases, and character types that have been introduced into our language through Dickens’s work. Then create a written report that explains how Dickens influenced modern society, including sufficient relevant evidence. Participate in a student-led classroom discussion about the research, emphasizing findings and evidence gathered for the report. ................
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