7 - Alexander County Schools

Alexander County Schools 2012-2013
Unit 1
7th Grade
EFFECTIVE COMMUNICATION
Common Core and/or Essential Standards:
RL 7.3: Analyze how particular elements of a story or drama interact;
RI 7.3: Analyze the interactions between individuals, events, and ideas
in a text;
W 7.3: Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive details, and wellstructured event sequences;
W 7.9: Draw evidence from literary or informational texts to support
analysis, reflection, and research;
Q1
Q2
Q3
Q4
Transfer:
Students will be able to independently comprehend what they read
and use their learning to cite textual evidence to support their
conclusions.
Meaning
Understandings:
Essential Question(s):
Students will understand how to locate, analyze, evaluate, and
 What makes communication effective?
categorize relevant evidence. Students will link this evidence, as well as
 What distinguishes effective communication from masterful
inferences, to conclusions or claims they have made about a topic or
communication?
text.
.
Acquisition
Students will know:
Students will be skilled at:
Students will know that effective communication is determined by an
1. making connections between texts and background information,
author’s attention to purpose, structure, audience, and word choice.
including personal experience; Fiction
2. seeing relationships within and between texts, making inferences, and
drawing conclusions; Non-fiction
3. evaluating and categorizing evidence; Non-fiction
4. analyzing the impact specific story elements have on a text; Fiction
5. using narrative techniques, including introductory and concluding
strategies, descriptive details, sensory language, chronological
sequencing, and transition signals to write about real and/or imagined
experiences; Writing - narrative
6. verifying information and using relevant evidence to support their
writing;
Writing – informational
Essential Vocabulary: support, inference, conclusion, plot analysis, and literary elements.
IT Standards: 7.SI.1-3:.
IT Strategies: Evaluate information resources based on specified criteria,
including reliability, relevance, point-of-view, bias, or intent of information.
Unit Title:
Grade:
EFFECTIVE COMMUNICATION
7th
Subject: ELA
STAGE 2
Understandings:
Students will
understand how to
locate, analyze,
evaluate, and
categorize relevant
evidence. Students will
link this evidence, as
well as inferences, to
conclusions or claims
they have made about a
topic or text.
Revised Blooms
Creating:
Can the student
create new product
or point of view?
Evaluating:
Can the student
justify a stand
or decision?
Analyzing:
Can the student
distinguish between
the different parts?
Essential Questions:


What makes
communication
effective?
What
distinguishes
effective
communication
from masterful
communication?
Applying:
Can the student
use the information
in a new way?
Understanding:
Can the student
explain ideas or
concepts?
Remembering:
Can the student
recall or remember
the information?
assemble, construct,
create, design, develop,
formulate & write.
appraise, argue, defend,
judge, select, support,
value & evaluate
appraise, compare,
contrast, criticize,
differentiate, discriminate,
distinguish, examine,
experiment,
question & test.
choose, demonstrate,
dramatize, employ,
illustrate, interpret,
operate, schedule,
sketch, solve,
use & write.
classify, describe,
discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments (Evidences)
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

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

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


Comprehension quizzes
Vocabulary assignments
Vocabulary tests
Grammar assignments
Grammar tests
Written responses and journaling
Writing prompts
Oral evaluations
Peer collaboration
Literacy strategies
Graphic organizers
Questioning
Socratic seminars
Homework
Simulations and reenactments
Summarizers
Summative Assessment
1. Students will write, revise,
and edit a narrative which
connects a personal or
imaginary experience to a
text. The rubric for
assessing the assignment
should include numbers 1,
4, and 5 from the
“students should be skilled
at” section in stage 1
And/or
2. Create a project (brochure,
media presentation, etc.)
which focuses on detailed
support for a non-fiction
topic. The Rubric for
assessing the assignment
should contain numbers 2,
3, and 6 from the
“students should be skilled
at” section in stage 1
STAGE 3
Approximate number of days spent on unit: 46
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Strategies:
 Seventh Grade (Prentice Hall)
 learning targets
 Stolen Day (Prentice Hall)
 activators
 Rikki Tikki Tavi (Prentice Hall)
 lecture bursts
 How the Snake Got Poison (Prentice Hall)
 graphic organizers
 Rattlesnake Hunt (Prentice Hall)
 independent and collaborative activities
 The People Could Fly (Prentice Hall)
 writing workshops
 I am a Native of North America (Prentice Hall)
 teacher conferences
 Excerpts from The Education of Little Tree
 student reflection and self-assessment
 Walking for Exercise and Pleasure (Prentice Hall)
 formative and summative assessments.
 Life without Gravity (Prentice Hall)
 Conversation Ballgames (Prentice Hall)
 Little Women (excerpts or whole)
 Tom Sawyer (excerpts or whole)
 Mother to Son (Prentice Hall)
 Cremation of Sam McGee (Prentice Hall)
 The Shakespeare Stealer
 War of the Worlds – H.G. Wells
 Angel on the Square
 War of the Worlds: Behind the Radio Broadcast
 Nasty Monsters From Mars Give Radio Listeners
Uneasy Moments
 Mars Monster Broadcast Will Not Be Repeated
 War of the Worlds 1938 Radio Broadcast
 www.quizlet.com
 www.manybooks.net
 www.gutenberg.org
 www.shmoop.com
Alexander County Schools 2012-2013
Unit:
COMMUNICATION AS PERSUASION
Common Core and/or Essential Standards:
RL.7.4: Determine the meaning of words and phrases as they are used
in a text, including figurative and connotative meanings; analyze the
impact of rhymes and other repetitions of sounds (e.g., alliteration) on a
specific verse or stanza of a poem or a 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 media version, analyzing the effects of
techniques unique to each media;
RI.7.4: Determine meanings of words and phrases as used in a text,
including figurative, connotative, and technical meanings; analyze the
impact of a specific word choice 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.7.6: Determine the author’s point of view or purpose in a text and
analyze how the author distinguishes his/her position from that of
others;
RI.7.8: Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant
and sufficient to support the claims;
W7.1: Write arguments to support claims with clear reasons and
relevant evidence;
W7.7: Conduct short research projects to answer a question, drawing
on several sources and generating additional, related, focused
questions for further research and investigation;
SL 7.2: Analyze the main ideas and supporting details presented in
diverse media formats and explain how the ideas clarify a topic, text, or
issue under study.
L7.5: Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
Q1
Q2
Q3
Q4
Transfer: Students will be able to use their learning to identify and
analyze effective communication, particularly as it relates to word choice.
Meaning
Essential Question(s):
Understandings:
Students will understand that some words and phrases have deeper
What is the relationship between language and meaning?
and/or varied meanings, requiring further investigation. In addition,
What influences word choice in various forms of communication?
students will understand that effective communication requires focus on
intentional expression, including choices in structure, language, and
point of view.
.
Acquisition
Students will know:
Students will be skilled at:
Students will know that multiple and varied meanings of words
Students will be skilled at:
influence communication.
*understanding the multi-layered meanings of words and phrases;
*identifying how word choice effects meaning, tone, and mood;
*identifying connotation and denotation, certain domain-specific words,
synonyms, antonyms, and homonyms;
*solving analogies;
*identifying an author’s use of literary techniques, including figurative
language and allusion;
*identifying genre;
*determining purpose;
*describing a text’s structure and explaining how that structure shapes the
meaning of the overall piece;
*comparing narrators, characters, and points of view within and between
texts;
*identifying and evaluating evidence that supports an argument, including
main ideas and supporting details;
*writing a well-organized, logical argument, which presents their beliefs
and includes an introduction, body, and conclusion;
Essential Vocabulary:
format, persuasion, argumentation, clarification, point of view, cohesion, denotation, and connotation.
IT Standards:
7.TT.1: Use technology and other resources for assigned task.
IT Strategies:Use appropriate technology tools and other resources to
access and organize information and to design products to share this
information with others.
STAGE 2
Unit Title: Communication as Persuasion
Understandings:
Grade: 7th
Revised Blooms
Students will understand
that some words and
Creating:
phrases have deeper
Can the student
create new product
or point of view?
and/or varied meanings,
requiring further
investigation. In addition,
students will understand
that effective
communication requires
focus on intentional
Evaluating:
Can the student
justify a stand
or decision?
Analyzing:
Can the student
distinguish between
the different parts?
expression, including
choices in structure,
language, and point of
view.
Applying:
Can the student
use the information
in a new way?
assemble, construct,
create, design, develop,
formulate & write.
appraise, argue, defend,
judge, select, support,
value & evaluate
appraise, compare,
contrast, criticize,
differentiate, discriminate,
distinguish, examine,
experiment,
question & test.
choose, demonstrate,
dramatize, employ,
illustrate, interpret,
operate, schedule,
sketch, solve,
use & write.
Essential Questions:
Understanding:
What is the relationship
between language and
meaning?
What influences word
choice in various forms of
communication?
Can the student
explain ideas or
concepts?
Remembering:
Can the student
recall or remember
the information?
classify, describe,
discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Subject: ELA
Formative Assessments (Evidences)
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











Comprehension quizzes
Vocabulary assignments
Vocabulary tests
Grammar assignments
Grammar tests
Written responses and journaling
Writing prompts
Oral evaluations
Peer collaboration
Literacy strategies
Graphic organizers
Questioning
Socratic seminars
Homework
Simulations and reenactments
Summarizers
Summative Assessment
1. Students will write a wellorganized, logical
argument, drawn from
various sources, which
supports a claim and in
which each of the major
parts contribute to the
essay’s whole. Students
will write an introduction,
body, and conclusion,
include main ideas and
supporting details, and
demonstrate an
understanding of author’s
purpose and word choice.
2. Students will create a
project that demonstrates
their understanding of the
effects of word choice,
including reference to
some of the following:
denotation, connotation,
figurative language,
analogy, allusion, sound
devices, literary ambiguity,
tone and mood.
Stage 3
Approximate number of days spent on unit: 44 Days
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self- Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Strategies:
All Summer in a Day (Prentice Hall)
The Fox Outwits the Crow (Prentice Hall)
The Fox and the Crow (Prentice Hall)
A Christmas Carol (Prentice Hall, excerpts from Dickens and
from film adaptations)
A Christmas Story by Truman Capote (available online/public
domain)
The Highwayman (Prentice Hall)
The Rhythms of Rap (Prentice Hall)
Nonfiction texts integrating with Social Studies (Revolution
Unit)
Junior Great Books
 learning targets
 activators
 lecture bursts
 graphic organizers
 independent and collaborative activities
 writing workshops
 teacher conferences
 student reflection and self-assessment
 formative and summative assessment
Alexander County Schools 2012-2013
Unit:
COMMUNICATION USING MULTIPLE PERSPECTIVES
Common Core and/or Essential Standards:
RL.7.6: Analyze how an author develops and contrasts the points of
view of different characters or narrators in a text;
RL.7.9: Compare and contrast a fictional portrayal of a time, place, or
character and a historical account of the same period as a means of
understanding how authors of fiction use or alter history;
RI 7.7: Compare and contrast a text to an audio, video, or multimedia
version of the text, analyzing each mediums’ portrayal of the subject;
RI 7.9: Analyze how two or more authors writing about the same topic
shape their presentations of key information by emphasizing different
evidence or advancing different interpretations of facts;
W 7.2: Write informative/explanatory texts to examine a topic and
convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content.
W 7.8: Gather relevant information from multiple print and digital
sources, using search terms effectively; assess the credibility and
accuracy of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a
standard format for citation.
SL 7.3: Delineate a speaker’s argument and specific claims, evaluating
the soundness of the reasoning and relevance and sufficiency of the
evidence.
SL 7.4: Present claims and findings, emphasizing salient points in a
focused, coherent manner with pertinent descriptions, facts, details,
and examples; use appropriate eye contact, adequate volume, and
clear pronunciation;
SL 7.5: Include multimedia components and visual displays in
presentations to clarify claims and findings and emphasize salient
points.
Q1
Q2
Q3
Q4
Transfer: Students will be able to use their learning to research
competently, analyze multiple perspectives, and communicate effectively
in a variety of formats.
Understandings:
Students will understand that to evaluate a topic adequately requires
the examination and analysis of multiple perspectives.
Meaning
Essential Question(s):
How do I evaluate multiple perspectives?
How do I choose the correct format to convey my thoughts and ideas
effectively?
Acquisition
Students will be skilled at:
Students will know how to evaluate print and non-print sources, conduct *explaining how the techniques of a particular medium affect content.
*comparing historical fiction to factual, historical texts;
the research process, and present their findings in a variety of formats.
*comparing a written text to a transposition of that text into an audio video
format;
*gathering relevant information from a variety of credible sources;
* using search terms effectively;
*comparing and analyzing how different authors present information on
the same topic;
*analyzing and synthesizing information from a variety of credible
sources;
*incorporating researched information into their own writing while avoiding
plagiarism;
*citing sources;
*evaluating and synthesizing the main ideas and supporting details of an
argument;
*writing well-organized and well-supported informative and explanatory
texts, which incorporate relevant examples, facts, and details;
*evaluating a speaker’s argument and specific claims, analyzing the
soundness and the reasonableness of his/her claims;
*identifying rhetorical fallacies;
*Using multimedia and visual displays when presenting oral arguments;
* using appropriate eye contact, adequate volume, and clear
pronunciation when presenting oral arguments.
Students will know:
Essential Vocabulary:
compare and contrast, research, reference, relevant sources, paraphrase, quotation, citation, plagiarism.
IT Standards:
7.RP.1: Apply a research process to complete given task.
IT Strategies:
Implement a collaborative/independent research process activity.
Unit Title: Communication Using Multiple Perspectives
Grade: 7th
Subject: ELA
STAGE 2
Understandings:
Students will
understand that to
evaluate a topic
adequately requires the
examination and
analysis of multiple
perspectives.
Essential Questions:
1. How do I
evaluate multiple
perspectives?
2. How do I choose
the correct
format to convey
my thoughts and
ideas
effectively?
Revised Blooms
Creating:
Can the student
create new product
or point of view?
Evaluating:
Can the student
justify a stand
or decision?
Analyzing:
Can the student
distinguish between
the different parts?
Applying:
Can the student
use the information
in a new way?
Understanding:
Can the student
explain ideas or
concepts?
Remembering:
Can the student
recall or remember
the information?
assemble, construct,
create, design, develop,
formulate & write.
appraise, argue, defend,
judge, select, support,
value & evaluate
appraise, compare,
contrast, criticize,
differentiate, discriminate,
distinguish, examine,
experiment,
question & test.
choose, demonstrate,
dramatize, employ,
illustrate, interpret,
operate, schedule,
sketch, solve,
use & write.
classify, describe,
discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments (Evidences)



















Comprehension quizzes
Vocabulary assignments
Vocabulary tests
Grammar assignments
Grammar tests
Written responses and journaling
Writing prompts
Oral evaluations
Peer collaboration
Literacy strategies
Graphic organizers
Questioning
Socratic seminars
Homework
Simulations and reenactments
Summarizers
Outlines
Notecard/source card checks
Rough drafts of papers
Summative Assessment
1. Students will create a
research paper with at
least three sources. It
must be free from
plagiarism, include
correct in-text citation,
and a Works Cited page.
The format for the paper
should be appropriate for
the topic, audience, and
purpose of the paper.
2. Students will create a
product related to their
research topic. They will
use this product to share
their research topic with
their classmates.
STAGE 3
Approximate number of days spent on unit: 45 Days
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self- Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Excerpts from Diary of Anne Frank
Winston Churchill’s “Blood, Soil, Sweat, and Tears” speech
War of the Worlds Novel and Radio Broadcast
“Dulce et decorum est”
http://www.warpoetry.co.uk/owen1.html
“In Flanders Fields” John McRae
Code Talkers
Devils Arithmetic
War Horse
All Quiet of the Western Front
Night
The Book Thief
Selected articles about the International Civil Rights museum
The Watsons Go to Birmingham
Selected Civil Rights poems and speeches
Marching for Freedom
Ruby Bridges
Eyes on the Prize Videos
Strategies:
 learning targets
 Close readings
 activators
 lecture bursts
 graphic organizers
 independent and collaborative activities
 writing workshops
 teacher conferences
 student reflection and self-assessment
 formative and summative assessment
Alexander County Schools 2012-2013
Unit:4
THE STUDENT AS AN EFFECTIVE COMMUNICATOR
Q1
Common Core and/or Essential Standards:
RL.10: By the end of the year, read and comprehend literature,
including stories, dramas, and poems in the grade 7 text complexity
band proficiently, with scaffolding as needed at the high end of the
range;
RI.10: By the end of the year, read and comprehend literary nonfiction
in the grade 7 text complexity band proficiently, with scaffolding as
needed at the high end of the range;
W.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
S.L. 7.6: Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated or
appropriate;
L 7.6: Acquire and use accurately grade appropriate, general
academic and domain-specific words and phrases; gather vocabulary
knowledge when considering a word or phrase important to
comprehension or expression.
Understandings:
Students will examine and convey complex ideas and information
clearly and accurately.
Students will know:
Students will know and understand the methods and purposes of
effective communication.
Q2
Q3
Q4
Transfer:
Students will be able to independently use their learning to communicate
effectively in a variety of mediums.
Meaning
Essential Question(s):
What is effective communication?
How do I choose the most appropriate format to communicate?
Acquisition
Students will be skilled at:
*applying appropriate comprehension strategies;
*reading independently and closely, having become sensitive to literary
technique, genre, and textual organization, author’s purpose, point of
view, main idea, and supporting details;
*recognizing inconsistencies, ambiguities, and poor reasoning within
texts;
*producing writing which demonstrates an understanding of audience,
purpose, tone, point-of-view, clarity, and organization;
*understanding and employing conversational, academic, and domainspecific vocabulary.
Essential Vocabulary:
Review of Essential Vocabulary for Units 1-3.
IT Standards:
Review of IT Standards for Units 1-3.
IT Strategies:
Review per standards
STAGE 2
Unit Title: The Student As An Effective Communicator
Understandings:
Students will examine
and convey complex
ideas and information
clearly and accurately.
Revised Blooms
Creating:
Can the student
create new product
or point of view?
Evaluating:
Can the student
justify a stand
or decision?
Essential Questions:
1. What is effective
communication?
2. How do I choose
the most
appropriate
format to
communicate?
Analyzing:
Can the student
distinguish between
the different parts?
Applying:
Can the student
use the information
in a new way?
Understanding:
Can the student
explain ideas or
concepts?
Remembering:
Can the student
recall or remember
the information?
assemble, construct,
create, design, develop,
formulate & write.
appraise, argue, defend,
judge, select, support,
value & evaluate
appraise, compare,
contrast, criticize,
differentiate, discriminate,
distinguish, examine,
experiment,
question & test.
choose, demonstrate,
dramatize, employ,
illustrate, interpret,
operate, schedule,
sketch, solve,
use & write.
classify, describe,
discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Grade: 7th
Subject: ELA
Formative Assessments (Evidences)
















Comprehension quizzes
Vocabulary assignments
Vocabulary tests
Grammar assignments
Grammar tests
Written responses and journaling
Writing prompts
Oral evaluations
Peer collaboration
Literacy strategies
Graphic organizers
Questioning
Socratic seminars
Homework
Simulations and reenactments
Summarizers
Summative Assessment
1. Analyze selections and
or products to make
relevant life decisions
that are supported with
evidence.
2. Create a product based
on conclusions drawn
from analyzing
selections and products.
Present findings to
classmates.
STAGE 3
Approximate number of days spent on unit: 44 Days
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self- Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Three Cups of Tea – Young Adult Version
Shakespeare Stealer
Online articles on teacher selected topics
Advertising methods
60 Minutes Video on Three Cups of Tea controversy
Poetry Center Review
Teacher selected informational text
Strategies:
 learning targets
 Close readings
 activators
 lecture bursts
 graphic organizers
 independent and collaborative activities
 writing workshops
 teacher conferences
 student reflection and self-assessment
 formative and summative assessment