Shelby County Schools



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 plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map 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.To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts?to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. ?Lexile levels are listed on the Curriculum Maps. Additionally, qualitative evidence is provided in the textbooks for anchor texts and should be used to inform planning.In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ strategies found in our comprehensive plan for improving literacy and learning. Our plan advises that during the literacy block, teachers should use the following times: Whole-Group Instruction (estimated time 20-25 minutes)-This time is used to engage all students in grade level information at the same time. The purpose of whole group is to introduce and/or reinforce new knowledge, skills, or concepts; this often includes teacher modeling and practice.Small-Group Instruction (estimated time 45-60 minutes)- During this time, students engage in either teacher-led small group or student workstations. Small group instruction is a time to solidify the concepts learned in the whole group setting. This time allows the teacher to support students in a differentiated manner, and allows students to practice new skills and build on skills learned previously. Whole-Group Closure (estimated time 5-10 minutes)-This time should be used to bring closure to the day’s lesson. This may include a quick assessment of students’ learning. The above represents guidelines, but professional judgment should always be used when planning and instructing.5092700161925How 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: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.-58344300355Throughout 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, here are some high-leverage resources around each of the three shifts that teachers should consistently access.The Tennessee State Literacy StandardsThe Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards): can access the Tennessee State 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: 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: to Support Vocabulary Instruction & Development Teachers 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: 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 Project: can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.Read- and Think-Alouds, Shared Reading, Guided Reading, Vocabulary Teachers can use these resources to enhance interactive read- and think-aloud practices. VocabularyFor each text, there is a direct link to the ACADEMIC WORD FINDER for the specific text. Teacher can access high-impact words, definitions, and examples to provide directly to students. Please note that words should be taught in context of the text, even if direct definitions and examples are provided. It is certainly appropriate to provide definitions and examples of the meaning of words and phrases, and to discuss how that word is used within the text itself. Students may also discuss the meaning of the word as it may apply to a variety of contexts within and outside of the text. If providing direct definitions, please create a glossary to give directly to students and/or project the definitions. Ideally, students will have online access and regular practice with technology, for they can access the ACADEMIC WORD FINDER and click on words as they read the text. Because copying the definitions of words is not a cognitive task, we assert that time is better spent discussing the meaning of the word, given its definition and context. Here are some resources to provide support for vocabulary instruction: the Curriculum Maps, Grades 6-8Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the 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.Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.Plan your weekly and daily objectives, using the evidence statements to help.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 your school’s preferred lesson plan template. Remember to include differentiated activities for teacher-led small group instruction and literacy stations.Key Terms:Fluency: The ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.Academic Language or Vocabulary: The language of schools and books; language that is used across many domains and topics. Students do not learn academic language in everyday social situations. As students read extensively over time, they develop academic language. This language helps them to read more complex texts.Text Complexity: A tool used in evaluating student readiness for college and careers. There are three equally important components of text complexity: qualitative, quantitative, and reader and task. All three factors are taken into consideration when determining the complexity level and grade appropriateness of literary and informational texts.Evidence Statements: Statements taken directly from the standards that describe the knowledge and skills students should be able to demonstrate when completing an assessment item or task. Because the evidence statements usually divide each standard into individual skills, the statements can be used to support the crafting of objectives. It is important to note that although sample objectives are embedded in the map, teachers must still craft their own objectives based on the needs of their individual classes.Essential Questions: Specific questions to the text(s) that often summarize the “big understanding” of what students should receive from the text(s) for the unit of study. They are open-ended questions that do not have a single, correct answer, require support and evidence from the text, and often call for higher-order thinking.Skills Based and Meaning Based CompetenciesIn early grade classrooms especially, there is a need for both skills based and meaning based competencies. Both types of instruction are equally important– instruction focused on reading foundational skills and instruction focused on building knowledge and vocabulary. Our comprehensive plan for improving literacy suggests the use of the Gradual Release of Responsibility Learning Model (GRR). In the Gradual Release of Responsibility learning model, the responsibility for task completion shifts gradually over time from the teacher to the student. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. Teachers may find through checks for understanding that they need to revisit the ‘I do’ and/or ‘We do’ instructional phase before releasing the responsibility to the students. Therefore, it is not expected that teachers will move through all four stages during every single lesson.Quarter 3 At-a-GlanceAdhering to the shifts, instruction for ELA/Literacy should build knowledge through content-rich nonfiction. During the first week of the quarter, students will explore several nonfiction texts focusing on the key components of the Science Fiction genre and the role Sci-Fi literature plays in past, present, and future scientific and technological advancements. Then, to better prepare the students for the overarching ideas addressed in the anchor texts, weeks 2 and 3 are designed to build knowledge around the concepts of conformity and why people often follow the crowd. These texts should foster strong classroom discussions and provide opportunities for students to demonstrate accountable talk skills. Lastly, each literary anchor text is paired with an informational text that presents additional insight and perspective on key ideas to the students.Be sure to review the following At-a-Glance table to become more familiar with the instructional plan for Quarter 3. The text sets use nonfiction and literary texts, along with film clips, to highlight Science Fiction and feature a genre in which many students are unfamiliar. Following the guide and engaging with the texts in the order in which they are presented is important to building student knowledge and addressing the instructional shifts effectively.7th Grade ELA, Quarter 3Texts RecommendationsWeek 1Fiction Book Genres- What is Science Fiction (Film clip describing the Science Fiction genre)“Why Everyone Should Read More Science Fiction” (1050L, Article highlighting why people should read more Sci-Fi texts) See teacher resources link“The Purpose of Science Fiction: How it teaches governments – and citizens – how to understand the future of technology” (1070L, Article explaining how Sci-Fi impacts the science community) See teacher resources linkWhen Science Fiction Becomes Science Fact (Film clip reviewing various ways Science Fiction authors influenced actual inventions)Enrichment Texts“How America’s Leading Science Fiction Authors Are Shaping Your Future” (1260L, Additional article explain how Sci-Fi impacts the science community) See teacher resources linkAll teacher resources for the quarter, including texts, TDQ’s, and student materials are found online here: Week 2Conformity” (1190L, Informational text examining how people match beliefs or actions to a larger social group)“Asch Experiment” (1070L, Informational text summarizing an experiment that tested social conformity)Asch Conformity Experiment (Short film clip of experiment)Week 3“When Good People Do Bad Things” (1120L, Informational text about the science behind mob mentality)“Herd Behavior” (1010L, Informational text about the tendency of people to operate in groups with little individual decision-making)Will People Follow the Crowd in an Elevator Experiment | WYFFT (Film clip of experiment reenactment on conformity)Week 4Harrison Bergeron (anchor text) (830L, Sci-Fi story about how conformity stifles individualism and is detrimental to society). See teacher resources link“CityWatcher Chipping Its Employees Under Protest” (1130L, Informational text about microchipping technology used to track employees) See teacher resources linkWeek 5Mid Quarter Performance TaskAll teacher resources for the quarter, including texts, TDQ’s, and student materials are found online here: Week 6“Monsters are Due on Maple Street” (anchor text) N/A, See textbook pgs. 834-859Twilight Zone- The Monsters are Due on Maple Street (Full episode of the classic television program)Week 7“Rosewood Massacre of 1923” (1040L, Informational text recounting the Rosewood massacre in more detail)Week 8“All Summer in a Day” (anchor text) 940L, See textbook pgs. 103-110“The Space Race is Over” (1120L, Informational text that examines the fear of future and the concept of space colonization).Week 9Culminating Writing TaskWeeks 1 – 5Reading Selections/ Anchor TextsText Set #1Fiction Book Genres- What is Science Fiction (Film clip describing the Science Fiction genre)“Why Everyone Should Read More Science Fiction” (1050L, Informational article highlighting why people should read more Sci-Fi texts) See teacher resources link“The Purpose of Science Fiction: How it teaches governments – and citizens – how to understand the future of technology” (1070L, Informational article explaining how Sci-Fi impacts the science community) When Science Fiction Becomes Science Fact (Film clip reviewing various ways Science Fiction authors influenced actual inventions)Enrichment Text“How America’s Leading Science Fiction Authors Are Shaping Your Future” (1260L, Additional informational article explain how Sci-Fi impacts the science community)Text Set #2“Conformity” (1190L, Informational text examining how people match beliefs or actions to a larger social group)“Asch Experiment” (1070L, Informational text summarizing an experiment that tested social conformity)Asch Conformity Experiment (Short film clip of experiment)Text Set #3“When Good People Do Bad Things” (1120L, Informational text about the science behind mob mentality)“Herd Behavior” (1010L, Informational text about the tendency of people to operate in groups with little individual decision-making)Will People Follow the Crowd in an Elevator Experiment | WYFFT (Film clip of experiment reenactment on conformity)Text Set #4“Harrison Bergeron” (anchor text) (830L, Sci-Fi story about how conformity stifles individualism and is detrimental to society). See teacher resources link“CityWatcher Chipping Its Employees Under Protest” (1130L, Informational text about microchipping technology used to track employees) See teacher resources linkEssential Questions: How does Sci-Fi writing correlate with traditional science and past, present, and future technological advancements? What is conformity, and how does it impact society? Why is individualism important to society? How is technology used to influence our privacy? Our safety? Our freedom?Performance Task: Students will respond to ONE of the following prompts during Week 5: The United States has often been called the land of opportunity. This suggests that individuals are free to pursue their dreams to the best of their abilities, which may differ greatly. At the same time, our Declaration of Independence states that all people are created equal. Write an explanatory essay in which you trace how Vonnegut uses characterization and word choice in “Harrison Bergeron” to warn his readers of the potential drawbacks of a truly “equal” society. Support your points with relevant and sufficient evidence from the text.In the short story “Harrison Bergeron,” author Kurt Vonnegut illustrates a world in which technology is being used to manipulate and control the population. “CityWatcher Chipping Its Employees Under Protest” is a discussion of a modern-day application of technology in a major corporation. Write an argumentative essay in which you choose whether it is justifiable or not to use technology that is intended to make citizens safer, even if it means minimizing some personal freedoms. As part of your argument, be sure to address the potential benefits or drawbacks of technology like that being used by CityWatcher. Make your assertion clear, and use relevant and sufficient textual evidence to support your ideas.Week 1TN Ready StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfiction Reading Complex TextsReading: Informational TextRI.7.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.7.2 Determine two or more central ideas of a text and analyze its development over the course of the text; provide an objective summary of the text.RI.7.3 Analyze the interactions between individuals, ideas, or events (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone.RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.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 claimsLanguageL.7.1 Demonstrates command of the conventions of standard English grammar and usage when writing and speaking. L.7.2 Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.L.7.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.7.5c Distinguish among the connotations (associations) of words with similar denotations (definitions).Speaking and Listening SL.7.1 Engage 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.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, or issue under study.WritingW.7.1 Write arguments to support claims with clear reasons and relevant evidence.W.7.1a Introduce claim(s), acknowledge and distinguish the claim(s) from 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 clarify the relationships among claim(s) and reasons.W.7.2 Write informative/explanatory texts to examine a topic and convey complex ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.Reading: Informational TextRI.7.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RI.7.2 Provides a statement of central idea(s) of a text. (1)RI.7.2 Provides an analysis of the development of central idea(s) over the course of the text, including how the central idea emerges and is shaped and refined by specific details. (2)RI.7.3 Provides an analysis of how a text makes connections among and distinctions between individuals, ideas, and events (e.g. how ideas influence individuals or events, or how individuals influence ideas or events).RI.7.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.RI.7.5 Provides an analysis of how an author uses structure to organize a text, including how the major sections contribute to the whole and the development of ideas.RI.7.8 Provides a detailed evaluation of an argument and the specific claims in a text, assessing whether the reasoning is sound and the evidence is sufficient.LanguageL.7.1Demonstrates command of the conventions of standard English grammar and usage when writing and speaking.L.7.2 Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.7.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.7.5c Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions).Speaking and ListeningSL.7.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.7.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)SL.7.2 Demonstrates ability to integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.WritingDevelopment of IdeasThe 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 anizationThe 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 LanguageThe 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 tone3, and/or domain-specific vocabulary.Knowledge of Language and ConventionsThe 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.Texts 1) Fiction Book Genres- What is Science Fiction (Film clip describing the Science Fiction genre)2) “Why Everyone Should Read More Science Fiction” (Article highlighting why people should read more Sci-Fi texts) 3) “The Purpose of Science Fiction: How it teaches governments – and citizens – how to understand the future of technology” (Article explaining how Sci-Fi impacts the science community)4) When Science Fiction Becomes Science Fact (Film clip reviewing various ways Science Fiction authors influenced actual inventions)Enrichment Text“How America’s Leading Science Fiction Authors Are Shaping Your Future” (Additional article explaining how Sci-Fi impacts the science community)Tasks:Multiple reads of text; focus on close read, conceptual annotation, and comprehension. Complete guided notes for multimedia materialsEngagement in Text Dependent Questions through the gradual release process and student discussions in pair/share, whole class, and in quads. Engagement in pair/share with TDQ’s See lesson activities and TDQs for each text here: : Address vocabulary as it is used in context. Provide definitions of words that need direct information to understand.High-Value Vocabulary High-Value Words (with definitions) that are central to the understanding of the text and the broader knowledge demands of this text. Click on the link to access all high-leverage words for this text to share with students, ideally as they appear in context with support of verbal and/ or projected definitions and examples. Text #2: Text #3: Enrichment Text: Text Dependent Questions: Below is a sampling of TDQs present for these texts. See teacher materials for more questions.What is the central idea of this text? Write an objective summary of the article, making sure to address the key supporting details and ideas.What does the word “relish” mean as it is used in paragraph 2?Explain the significance of line 34. Why did the authors choose to set this question apart from the rest?What reasons does the author give to explain why science fiction writers can explore the issues of science and technology in ways that regular scientists cannot?Reread lines 34-39. Explain the meaning of the term “credentials”. According to the article, what specific “credentials” do many Science Fiction writers hold? Why do these credentials play a role in the writers’ abilities to create strong Science Fiction texts?Explain what the author means by “possible futures” in line 46. Based on his work with NASA, as mentioned in lines 41-42, what can you infer about the author’s scientific background? Explain.HomeworkEnrichment texts may be assigned as homework. If a teacher has the space to stretch out the unit, these texts can be explored in class.Week 2TN Ready StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionReading Complex TextsReading: Informational TextRI.7.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.7.2 Determine two or more central ideas of a text and analyze its development over the course of the text; provide an objective summary of the text.RI.7.3 Analyze the interactions between individuals, ideas, or events (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone.RI.7.6 Determine an author’s point of view or purpose in a text and analyze how an author distinguishes his or her position from that of others.LanguageL.7.1 Demonstrates command of the conventions of standard English grammar and usage when writing and speaking. L.7.2 Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.L.7.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.7.5c Distinguish among the connotations (associations) of words with similar denotations (definitions).Speaking and Listening SL.7.1 Engage 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.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, or issue under study.WritingW.7.1 Write arguments to support claims with clear reasons and relevant evidence.W.7.1a Introduce claim(s), acknowledge and distinguish the claim(s) from 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 clarify the relationships among claim(s) and reasons.W.7.2 Write informative/explanatory texts to examine a topic and convey complex ideas, concepts, and information through the selection, organization, and analysis of relevant contentW.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.Reading: Informational TextRI.1.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RI.7.2 Provides a statement of central idea(s) of a text. (1)RI.7.2 Provides an analysis of the development of central idea(s) over the course of the text, including how the central idea emerges and is shaped and refined by specific details. (2)RI.7.3 Provides an analysis of how a text makes connections among and distinctions between individuals, ideas, and events (e.g. how ideas influence individuals or events, or how individuals influence ideas or events).RI.7.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.RI.7.6 Provides a statement of an author’s point of view in a text. (1)RI.7.6 Provides a statement of an author’s purpose in a text. (2)LanguageL.7.1 Demonstrates command of the conventions of standard English grammar and usage when writing and speaking.L.7.2 Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.7.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.7.5c Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions).Speaking and ListeningSL.7.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.7.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)SL.7.2 Demonstrates ability to integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.WritingDevelopment of IdeasThe 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 anizationThe 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 LanguageThe 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 tone3, and/or domain-specific vocabulary.Knowledge of Language and ConventionsThe 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.Texts5) “Conformity” (1190L, Informational text examining how people match beliefs or actions to a larger social group) 6) “Asch Experiment” (1070L, Informational text summarizing an experiment that tested social conformity)7) Asch Conformity Experiment (Short film clip of experiment)TasksMultiple reads of text; focus on close read, conceptual annotation, and comprehension. Complete guided notes for multimedia materials.Engagement in Text Dependent Questions through the gradual release process and student discussions in pair/share, whole class, and in quads. Engagement in pair/share with TDQ’s See lesson activities and TDQs for each text here: Vocabulary: Address vocabulary as it is used in context. Provide definitions of words that need direct information to understand.High-Value Vocabulary High-Value Words (with definitions) that are central to the understanding of the text and the broader knowledge demands of this text. Click on the link to access all high-leverage words for this text to share with students, ideally as they appear in context with support of verbal and/ or projected definitions and examples. Text #5: Text #6: Dependent Questions: Below is a sampling of TDQs present for these texts. See teacher materials for more questions. How does Muzafer Sherif’s moving light experiment contribute to the central idea of the text? What does the phrase “spiral of silence” mean as it is used in paragraph 5? Which TWO details give clues to the meaning of “spiral of silence”? What is the author’s purpose in using second-person point of view in Paragraphs 1-7?What does the word “ambiguous” mean as it is used in paragraph 9? ?Describe the similarities and differences between Sherif’s conformity experiment and Asch’s conformity experiment. Cite examples from the text in your response.What conclusions can we draw about human behavior from the results of the line experiment? Explain your answer. Week 3TN Ready StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionReading Complex TextsReading: Informational TextRI.7.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.7.2 Determine two or more central ideas of a text and analyze its development over the course of the text; provide an objective summary of the text.RI.7.3 Analyze the interactions between individuals, ideas, or events (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone.RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.LanguageL.7.1 Demonstrates command of the conventions of standard English grammar and usage when writing and speaking. L.7.2 Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate..L.7.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.7.5c Distinguish among the connotations (associations) of words with similar denotations (definitions).Speaking and Listening SL.7.1 Engage 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.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, or issue under study.WritingW.7.1 Write arguments to support claims with clear reasons and relevant evidence.W.7.1a Introduce claim(s), acknowledge and distinguish the claim(s) from 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.7.2 Write informative/explanatory texts to examine a topic and convey complex ideas, concepts, and information through the selection, organization, and analysis of relevant content W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.Reading: Informational TextRI.7.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RI.7.2 Provides a statement of central idea(s) of a text. (1)RI.7.2 Provides an analysis of the development of central idea(s) over the course of the text, including how the central idea emerges and is shaped and refined by specific details. (2)RI.7.3 Provides an analysis of how a text makes connections among and distinctions between individuals, ideas, and events (e.g. how ideas influence individuals or events, or how individuals influence ideas or events).RI.7.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.RI.7.5 Provides an analysis of how an author uses structure to organize a text, including how the major sections contribute to the whole and the development of ideas.LanguageL.7.1 Demonstrates command of the conventions of standard English grammar and usage when writing and speaking.L.7.2 Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.7.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.7.5c Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions).Speaking and ListeningSL.7.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.7.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)SL.7.2 Demonstrates ability to integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.WritingDevelopment of IdeasThe 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 anizationThe 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 LanguageThe 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 tone3, and/or domain-specific vocabulary.Knowledge of Language and ConventionsThe 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.Texts8) “When Good People Do Bad Things” (1120L, Informational text about the science behind mob mentality)9) Herd Behavior” (1010L, Informational text about the tendency of people to operate in groups with little individual decision-making)10) Will People Follow the Crowd in an Elevator Experiment | WYFFT (Film clip of experiment reenactment on conformity)Tasks:Multiple reads of text; focus on close read, conceptual annotation, and comprehension. Complete guided notes for multimedia materialsEngagement in Text Dependent Questions through the gradual release process and student discussions in pair/share, whole class, and in quads. Engagement in pair/share with TDQ’s See lesson activities and TDQs for each text here: : Address vocabulary as it is used in context. Provide definitions of words that need direct information to understand.High-Value Vocabulary High-Value Words (with definitions) that are central to the understanding of the text and the broader knowledge demands of this text. Click on the link to access all high-leverage words for this text to share with students, ideally as they appear in context with support of verbal and/ or projected definitions and examples. Text #8: Text #9: Text Dependent Questions: Below is a sampling of TDQs present for these texts. See teacher materials for more questions.How did Cikara’s experience in the baseball game inform her understanding of mob mentality? ?Summarize the experiment Saxe and her colleagues conducted on morals and social media habits in complete sentences, as well as the experiments?correlation to the article’s central ideas. What connection does the author draw between the stock market and herd behavior? ?Explain the likely purpose of paragraph 7 in the structural argument of the section (“Behavior in Crowds”). Week 4TN Ready StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionReading Complex TextsReading: Literature & Informational (Note: The standards are similar for informational and literary texts. Please refer to the RI standards for specific verbiage, if necessary).RI/RL.7.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI/RL.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.RI/RL.7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).RI/RL.7.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sound (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.LanguageL.7.1 Demonstrates command of the conventions of standard English grammar and usage when writing and speaking. L.7.2 Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.L.7.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.7.5c Distinguish among the connotations (associations) of words with similar denotations (definitions).Speaking and Listening SL.7.1 Engage 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.WritingW.7.1 Write arguments to support claims with clear reasons and relevant evidence.W.7.1a Introduce claim(s), acknowledge and distinguish the claim(s) from 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.7.2 Write informative/explanatory texts to examine a topic and convey complex ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Reading: Literature & Informational (Note: The evidence statements are similar for informational and literary texts. Please refer to the RI statements for specific verbiage, if necessary).RI/RL.7.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RI/RL.7.2 Provides a statement of a theme or central idea of a text. (1)RI/RL.7.2 Provides an analysis of how a theme or central idea develops over the course of the text. (2) RI/RL.7.2 Provides an objective summary of a text. (3)RI/RL.7.3 Provides an analysis of how particular elements of a story or drama interact.RI/RL.7.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative). (1)RI/RL.7.4 Provides an analysis of how rhymes and other repetitions of sound impact a specific verse or stanza of a poem or section of a story or drama. (2)LanguageL.7.1 Demonstrates command of the conventions of standard English grammar and usage when writing and speaking.L.7.2 Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.7.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.7.5c Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions).Speaking and ListeningSL.7.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.7.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)WritingDevelopment of IdeasThe 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 anizationThe 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 LanguageThe 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 tone3, and/or domain-specific vocabulary.Knowledge of Language and ConventionsThe 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.Texts11) Harrison Bergeron (anchor text) (830L, Sci-Fi story about how conformity stifles individualism and is detrimental to society)12) “CityWatcher Chipping Its Employees Under Protest” (Informational text about microchipping technology used to track employees) Tasks:Multiple reads of text; focus on close read, conceptual annotation, and comprehension. Engagement in Text Dependent Questions through the gradual release process and student discussions in pair/share, whole class, and in quads. Engagement in pair/share with TDQ’s See lesson activities and TDQs for each text here: : Address vocabulary as it is used in context. Provide definitions of words that need direct information to understand.High-Value Vocabulary High-Value Words (with definitions) that are central to the understanding of the text and the broader knowledge demands of this text. Click on the link to access all high-leverage words for this text to share with students, ideally as they appear in context with support of verbal and/ or projected definitions and examples. Text #11: Text #12: Text Dependent Questions: Below is a sampling of TDQs present for these texts. See teacher materials for more questions.Citing examples from the text, what can you infer about the type of government that was in existence in the year 2081?What are some human qualities the author highlights as characteristics that would give one person an “unfair advantage” over someone else? What did the U.S. Handicapper General do to counter these traits in order to establish equality amongst all? Cite specific examples from the text.In the first paragraph, Vonnegut uses the words “unceasing vigilance.” What do these words mean? What implications do they have in the text?How does Harrison’s rebellion reveal his character and his values? Support your opinion with evidence from the text.Just after watching the televised murder of his son, George hears “the sound of a riveting gun in his head.” Why does Vonnegut reference this particular kind of tool? How might this multiple meaning word enhance the themes in the story?Citing evidence from the text, describe how “microchipping” could influence the way people’s medical information can be tracked. Discuss the pros and cons of being “chipped.”Reread lines 51-58. Explain why the author uses parenthesis at the end of each line.Reread lines 87-90. Based on the information provided in the paragraph, what can you infer about VeriChip Corporation’s motives for microchipping?What connection does the author make between microchipping and personal privacy concerns?Week 5TN Ready StandardsEvidence StatementsContentCulminating Writing TaskReading: Literature & Informational (Note: The standards are similar for informational and literary texts. Please refer to the RI standards for specific verbiage, if necessary).RI/RL.7.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI/RL.7.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sound (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.RI/RL.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.RI/RL.7.6 Determine an author’s point of view or purpose in a text and analyze how an author distinguishes his or her position from that of others.LanguageL.7.1 Demonstrates command of the conventions of standard English grammar and usage when writing and speaking. L.7.2 Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.L.7.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.7.5c Distinguish among the connotations (associations) of words with similar denotations (definitions).WritingW.7.1 Write arguments to support claims with clear reasons and relevant evidence.W.7.1a Introduce claim(s), acknowledge and distinguish the claim(s) from 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.7.2 Write informative/explanatory texts to examine a topic and convey complex ideas, concepts, and information through the selection, organization, and analysis of relevant content W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.Reading: Literature & Informational (Note: The standards are similar for informational and literary texts. Please refer to the RI standards for specific verbiage, if necessary).RI/RL.7.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RI/RL.7.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative). (1)RI/RL.7.4 Provides an analysis of how rhymes and other repetitions of sound impact a specific verse or stanza of a poem or section of a story or drama. (2)RI/RL.7.5 Provides a detailed analysis of how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.RI/RL.7.6 Provides a statement of an author’s point of view in a text. (1)RI.7.6 Provides a statement of an author’s purpose in a text. (2)LanguageL.7.1 Demonstrates command of the conventions of standard English grammar and usage when writing and speaking.L.7.2 Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.7.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.7.5c Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions).WritingDevelopment of IdeasThe 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 anizationThe 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 LanguageThe 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 tone3, and/or domain-specific vocabulary.Knowledge of Language and ConventionsThe 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.Mid-term Performance TaskStudents will respond to ONE of the following prompts by the end of Week 5: The United States has often been called the land of opportunity. This suggests that individuals are free to pursue their dreams to the best of their abilities, which may differ greatly. At the same time, our Declaration of Independence states that all people are created equal. Write an explanatory essay in which you trace how Vonnegut uses characterization and word choice in “Harrison Bergeron” to warn his readers of the potential drawbacks of a truly “equal” society. Support your points with relevant and sufficient evidence from the text.In the short story “Harrison Bergeron,” author Kurt Vonnegut illustrates a world in which technology is being used to manipulate and control the population. “CityWatcher Chipping Its Employees Under Protest” is a discussion of a modern-day application of technology in a major corporation. Write an argumentative essay in which you choose whether it is justifiable or not to use technology that is intended to make citizens safer, even if it means minimizing some personal freedoms. As part of your argument, be sure to address the potential benefits or drawbacks of technology like that being used by CityWatcher. Make your assertion clear, and use relevant and sufficient textual evidence to support your ideas.Weeks 6 – 9Reading Selections/ Anchor TextsText Set #1“Monsters are Due on Maple Street” (anchor text) See textbook pgs. 834-859Twilight Zone- The Monsters are Due on Maple Street (Full episode of the classic television program) “Rosewood Massacre of 1923” (1040L, Informational text recounting the Rosewood massacre in more detail) See teacher resources linkText Set #2“All Summer in a Day” (anchor text) 940L, See textbook pgs. 103-110“The Space Race is Over” (1120L, Informational text that examines the fear of future and the concept of space colonization).Essential Questions: How can fear influence our perception of others? What are the effects of following the crowd during emotionally charged moments? How can envy impact the way we treat others?Performance Tasks: Students should complete ONE culminating writing task at the end of the quarter:People have a tendency to allow suspicion, prejudice, and the desire to blame a scapegoat to guide their actions when inexplicable or emotional situations arise. Write an explanatory essay evaluating how the incident in Rosewood is comparable to the events in “Monsters are due on Maple Street.” Provide evidence from both texts to support your response.One of the themes of “All Summer in a Day” is that envy can lead people to commit awful acts and cause internal shame. Write an explanatory essay tracing how the conflicts the characters face throughout the story develop that theme. Support your points with relevant and sufficient evidence from the text.Week 6TN Ready StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionReading Complex TextsReading: InformationalRL.7.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.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.RL.7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).RL.7.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sound (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.RL.7.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.RL.7.7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).LanguageL.7.1 Demonstrates command of the conventions of standard English grammar and usage when writing and speaking. L.7.2 Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.L.7.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.7.5c Distinguish among the connotations (associations) of words with similar denotations (definitions).Speaking and Listening SL.7.1 Engage 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.WritingW.7.1 Write arguments to support claims with clear reasons and relevant evidence.W.7.1a Introduce claim(s), acknowledge and distinguish the claim(s) from 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.7.2 Write informative/explanatory texts to examine a topic and convey complex ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.Reading: InformationalRL.7.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.7.2 Provides a statement of a theme or central idea of a text. (1)RL.7.2 Provides an analysis of how a theme or central idea develops over the course of the text. (2) RL.7.2 Provides an objective summary of a text. (3)RL.7.3 Provides an analysis of how particular elements of a story or drama interact.RL.7.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative). (1)RL.7.4 Provides an analysis of how rhymes and other repetitions of sound impact a specific verse or stanza of a poem or section of a story or dramaRL.7.5 Provides a detailed analysis of how a drama’s or poem’s form or structure contributes to its meaning.RL.7.7 Demonstrates the ability to compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version. (1).RL.7.7 Provides a detailed analysis of the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film) (2).LanguageL.7.1Demonstrates command of the conventions of standard English grammar and usage when writing and speaking.L.7.2 Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.7.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.7.5c Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions).Speaking and ListeningSL.7.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.7.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)WritingDevelopment of IdeasThe 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 anizationThe 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 LanguageThe 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 tone3, and/or domain-specific vocabulary.Knowledge of Language and ConventionsThe 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.Texts13) “Monsters are Due on Maple Street” (anchor text) See textbook pgs. 834-85914) Twilight Zone- The Monsters are Due on Maple Street (Full episode of the classic television program)Tasks:Multiple reads of text; focus on close read, conceptual annotation, and comprehension. Engagement in Text Dependent Questions through the gradual release process and student discussions in pair/share, whole class, and in quads. Engagement in pair/share with TDQ’s See lesson activities and TDQs for each text here: : Address vocabulary as it is used in context. Provide definitions of words that need direct information to understand.Text Dependent Questions: Below is a sampling of TDQs present for these texts. See teacher materials for more questions.What mood does the narrator establish on page 835, and what words and phrases does the narrator use to draw the reader into the text?Still on page 835, after considering the genre and the mood, what tone is set for the play?Looking at the opening descriptions of the setting of Maple Street, what does the author want the reader to understand about the situation and the characters? Cite examples to support your answer. (page 835)On page 838, when the author says (through Charlie), “A little power failure and right away we all get flustered and everything,” what does the word flustered mean? How does this tie into the character reactions?What does the word “murmur” mean, and why is it used repetitively in the first few pages of the text?When Tommy says, “They sent four people. A mother and a father and two kids who looked just like humans… but they weren’t,” what is the effect on the crowd? (page 841)How does the title relate to Steve’s joke on page 844 that “We’re all on a monster kick, Les.”? At the end of the play, what conclusion do the aliens come to about humanity?Why does the author title the story “The Monsters are Due on Maple Street”? What is the significance of the word “due”?Week 7TN Ready StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionReading Complex TextsReading: Informational textRI.7.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.7.2 Determine two or more central ideas of a text and analyze its development over the course of the text; provide an objective summary of the text.RI.7.3 Analyze the interactions between individuals, ideas, or events (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone.RI.7.6 Determine an author’s point of view or purpose in a text and analyze how an author distinguishes his or her position from that of others.RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).LanguageL.7.1 Demonstrates command of the conventions of standard English grammar and usage when writing and speaking. L.7.2 Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate..L.7.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.7.5c Distinguish among the connotations (associations) of words with similar denotations (definitions).Speaking and Listening SL.7.1 Engage 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.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, or issue under study.WritingW.7.1 Write arguments to support claims with clear reasons and relevant evidence.W.7.1a Introduce claim(s), acknowledge and distinguish the claim(s) from 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.7.2 Write informative/explanatory texts to examine a topic and convey complex ideas, concepts, and information through the selection, organization, and analysis of relevant content W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.Reading: Informational textRI.7.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RI.7.2 Provides a statement of central idea(s) of a text. (1)RI.7.2 Provides an analysis of the development of central idea(s) over the course of the text, including how the central idea emerges and is shaped and refined by specific details. (2)RI.7.3 Provides an analysis of how a text makes connections among and distinctions between individuals, ideas, and events (e.g. how ideas influence individuals or events, or how individuals influence ideas or events).RI.7.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.RI.7.6 Provides a statement of an author’s point of view in a text. (1)RI.7.6 Provides a statement of an author’s purpose in a text. (2)RL.7.7 Demonstrates the ability to compare and contrast a text to an audio, video, or multimedia version of the text (1).RL.7.7 Provides a detailed analysis of how each medium portrays the subject (2).LanguageL.7.1 Demonstrates command of the conventions of standard English grammar and usage when writing and speaking.L.7.2 Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.7.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.7.5c Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions).Speaking and ListeningSL.7.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.7.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)SL.7.2 Demonstrates ability to integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.WritingDevelopment of IdeasThe 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 anizationThe 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 LanguageThe 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 tone3, and/or domain-specific vocabulary.Knowledge of Language and ConventionsThe 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.Texts“Rosewood Massacre of 1923” (Informational text recounting the Rosewood massacre in more detail)See lesson activities and TDQs here: reads of text; focus on close read, conceptual annotation, and comprehension. Engagement in Text Dependent Questions through the gradual release process and student discussions in pair/share, whole class, and in quads. Engagement in pair/share with TDQ’sVocabulary: Address vocabulary as it is used in context. Provide definitions of words that need direct information to understand. See also vocabulary activities in prepared materials.High-Value Vocabulary High-Value Words (with definitions) that are central to the understanding of the text and the broader knowledge demands of this text. Click on the link to access all high-leverage words for this text to share with students, ideally as they appear in context with support of verbal and/ or projected definitions and examples. Please do not spend time asking students to copy the definitions down. A printout or projection will suffice.Text #15: Text Dependent Questions: Below is a sampling of TDQs present for these texts. See teacher materials for more questions.What factors influenced the change in racial composition of Rosewood in the early 1900s?What first led the residents of Sumner to come to Rosewood? Summarize the incident according to Fannie Coleman Taylor’s account. Reread lines 10-14. Infer why no one asked to hear Sarah Carrier’s side of the story. Whom did the residents of Sumner use as a scapegoat? Why would they choose this person?In line 36, what does the phrase “let him have it” mean?Using context clues from the text, explain the meaning of the word “alight” in line 43.Reread line 56. Explain why the author uses dashes.How does the author’s choice to repeatedly use the word “mob” (lines 27, 34, 41, 43, 45, 49, 50, 58, 62) rather than “group” or “crowd” impact the meaning and tone of the text? Explain how Haywood Carrier, Sarah’s husband, was influenced by the mob’s actions and the events of the massacre.Give evidence to support that the residents of Sumner acted as a mob. What was the resolution of this incident?Week 8TN Ready StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionReading Complex TextsReading: Literature & Informational (Note: The standards are similar for informational and literary texts. Please refer to the RI standards for specific verbiage, if necessary).RI/RL.7.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI/RL.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.RI/RL.7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).RI/RL.7.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sound (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.RI/RL.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.RI/RL.7.6 Determine an author’s point of view or purpose in a text and analyze how an author distinguishes his or her position from that of othersLanguageL.7.1 Demonstrates command of the conventions of standard English grammar and usage when writing and speaking. L.7.2 Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate..L.7.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.7.5c Distinguish among the connotations (associations) of words with similar denotations (definitions).Speaking and Listening SL.7.1 Engage 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.WritingW.7.2 Write informative/explanatory texts to examine a topic and convey complex ideas, concepts, and information through the selection, organization, and analysis of relevant content W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.Reading: Literature & Informational (Note: The evidence statements are similar for informational and literary texts. Please refer to the RI statements for specific verbiage, if necessary).RI/RL.7.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RI/RL.7.2 Provides a statement of a theme or central idea of a text. (1)RI/RL.7.2 Provides an analysis of how a theme or central idea develops over the course of the text. (2) RI/RL.7.2 Provides an objective summary of a text. (3)RI/RL.7.3 Provides an analysis of how particular elements of a story or drama interact.RI/RL.7.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative). (1)RI/RL.7.4 Provides an analysis of how rhymes and other repetitions of sound impact a specific verse or stanza of a poem or section of a story or drama. (2)RI/RL.7.5 Provides a detailed analysis of how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.RI/RL.7.6 Provides a statement of an author’s point of view in a text. (1)RI.7.6 Provides a statement of an author’s purpose in a text. (2)LanguageL.7.1 Demonstrates command of the conventions of standard English grammar and usage when writing and speaking.L.7.2 Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.7.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.7.5c Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions).Speaking and ListeningSL.7.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.7.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)WritingDevelopment of IdeasThe 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 anizationThe 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 LanguageThe 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 tone3, and/or domain-specific vocabulary.Knowledge of Language and ConventionsThe 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.Texts“All Summer in a Day” (anchor text) See textbook pgs. 103-110“The Space Race is Over” (1120L, Informational text that examines the fear of future and the concept of space colonization).See lesson activities and TDQs here: reads of text; focus on close read, conceptual annotation, and comprehension. Engagement in Text Dependent Questions through the gradual release process and student discussions in pair/share, whole class, and in quads. Engagement in pair/share with TDQ’sVocabulary: Address vocabulary as it is used in context. Provide definitions of words that need direct information to understand. See also vocabulary activities in prepared materials.High-Value Vocabulary High-Value Words (with definitions) that are central to the understanding of the text and the broader knowledge demands of this text. Click on the link to access all high-leverage words for this text to share with students, ideally as they appear in context with support of verbal and/ or projected definitions and examples. Please do not spend time asking students to copy the definitions down. A printout or projection will suffice.Text #17: Text Dependent Questions: Below is a sampling of TDQs present for these texts. See teacher materials for more questions.Bradbury provides a vivid description of life on Venus. Describe the setting and how it affects the mood. Why does the author begin the story this way?In the beginning of the story, “the children are pressed to each other like so many roses, so many weeds, intermixed peering out for a look at the hidden sun” through the window. How do these words by the author convey tone? Why does the author create this tone?Reread paragraph 13 on page 104 beginning with “Margot stood alone”. Bradbury states, "She was an old photograph". What can the reader infer about how the other students view Margot based on the metaphor?On page 106, consequence in the context means “importance”. The levels of importance vary. Bradbury states, "and the children hated Margot for all the big and little consequences”. Some were not very important reasons while one was especially an important reason to the children. What are these “big and little consequences?”Bradbury carefully chooses his words. Connotation means the emotional feeling attached to a word. What is the connotation of the words surge, bore and protesting as used on page 106?Compare how the children walk away from the door when they push Margot into the closet with how the children walk back to the closet to let her out at the end. See pages 106 (last paragraph) and p.110 (last 3 paragraphs).Differences between people often cause conflict. How does Margot contribute the conflict she is having with the other children?Week 9TN Ready StandardsEvidence StatementsContentCulminating Writing TaskReading: Literature & Informational (Note: The standards are similar for informational and literary texts. Please refer to the RI standards for specific verbiage, if necessary).RI/RL.7.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI/RL.7.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sound (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.RI/RL.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.LanguageL.7.1 Demonstrates command of the conventions of standard English grammar and usage when writing and speaking. L.7.2 Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.L.7.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.7.5c Distinguish among the connotations (associations) of words with similar denotations (definitions).WritingW.7.2 Write informative/explanatory texts to examine a topic and convey complex ideas, concepts, and information through the selection, organization, and analysis of relevant content W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.Reading: Literature & Informational (Note: The standards are similar for informational and literary texts. Please refer to the RI standards for specific verbiage, if necessary).RI/RL.7.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RI/RL.7.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative). (1)RI/RL.7.4 Provides an analysis of how rhymes and other repetitions of sound impact a specific verse or stanza of a poem or section of a story or drama. (2)RI/RL.7.5 Provides a detailed analysis of how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.LanguageL.7.1 Demonstrates command of the conventions of standard English grammar and usage when writing and speaking.L.7.2 Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.7.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.7.5c Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions).WritingDevelopment of IdeasThe 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 anizationThe 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 LanguageThe 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 tone3, and/or domain-specific vocabulary.Knowledge of Language and ConventionsThe 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.Culminating Performance TaskStudents will respond to ONE of the following prompts by the end of Week 9:People have a tendency to allow suspicion, prejudice, and the desire to blame a scapegoat to guide their actions when inexplicable or emotional situations arise. Write an explanatory essay evaluating how the incident in Rosewood is comparable to the events in “Monsters are due on Maple Street.” Provide evidence from both texts to support your response.One of the themes of “All Summer in a Day” is that envy can lead people to commit awful acts and cause internal shame. Write an explanatory essay tracing how the conflicts the characters face throughout the story develop that theme. Support your points with relevant and sufficient evidence from the text. ................
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