7th+Grade+Qtr+2

Quarter 2 : Empires of Asia and the Americas China, Japan, Maya, Aztec, Inca The Big Idea: || Skills || Activities || Assessment || RL.7.2, RL.7.3, RL.7.4, RL.7.5, RL.7.6, || Literary Texts || * Cite textual evidence to: //The Kite Rider// by Geraldine McCaughrean || **Formative Assessments:** Quiz, Ticket-out-the door, Quick write, Survey, Likert scale, observation, QAR || RI.7.2, RI.7.3, RI.7.4, RI.7.5 RI.7.6, RI.7.7 ||  || * Cite textual evidence to: Analyze explicit meaning Support inferences 'Ask dr. dig" "Legacy of the Aztec" by Michael Smith "A Remarkable Find" by Robert Pickering "Buried Treasure" by Paul Coco "The Grandest Roads" by Carolyne Gard "The seach for Inca Mummies" by Johan Reinhard || **Summative Assessment:** in the style of the current state testing done in conjunction with Social Studies. || W.7.5, W.7.6, W.7.7, W.7.9, W.7.10 W.7.2, W.7.8, || Informative/Explanatory Writing || * Understand development, organization, style, task, purpose and audience 2. Information seeking strategies: OPAC, Infohio, databases, Google Scholar, Websites 3. Location and Access: Evaluation of sources, plagerism, citation 4. Use of information: paraphrase, summarize, creative commons 5. Sythesis: Prezi, PPT, Moviemaker, website creation, Publisher, glogster, 6. Evaluation || Essay on an aspect of Incan, Mayan, Aztec, Chinese of Japanese culture. ( Students choose according to their interest. Ex. Art, music, sports/games, literature, wars, science, religion etc.) || SL.7.2 SL.7.4 ||  || * Engage in effectively in a range of collaborative discussions > Asks Questions. Given the available information, what are the facts? > Feeling (Red): > Responsible for instinctive gut reactions or statements of emotional feeling (but not any justification). > Negative judgment (Black): > Seeks mismatches in the discussion by applying logic and identifying flaws or barriers. > Positive Judgment (Yellow): > Seeks harmony in the discussion by using logic to identify benefits. > Creative thinking (Green): > Keeps the conversation going through statements of provocation and investigation. > The Big Picture (Blue): > Often used by the discussion facilitator, who sets the objectives, keeps the group on task, and sets new objectives. > || Present Research using: Prezi, Movie Maker, glogster or other types of digital media. || L.7.2, L.7.3, L.7.4, L.7.5, L.7.6 ||  || * Demonstrate command of standard English grammar Example: Students rewrite narrative in a different point of view. Students identify all passive verbs in narrative and change to active. Students rewrite narrative from a different perspective. Students identify overused words and use a thesarus to improve their word usage. Students identify any uses of idiom, cliche, analogies, allusions and other figurative language in their writing. Ask them to say rewrite without using figurative language and then make a determination which is better. ||  ||
 * Standards || Content
 * RL.7.1,
 * Analyze explicit meaning
 * Support inferences
 * Determine theme
 * Analyze development
 * Summarize text
 * Analyze how story elements (plot, setting, etc.) effect each other
 * Determine figurative and connotative meanings
 * Analyze the impact of repetition on poetry and prose.
 * Analyze the effect of form and structure in prose and poetry
 * Analyze point of view || **Suggested Reading**:
 * RI.7.1,
 * Determine theme
 * Analyze development
 * Summarize text
 * Analyze individuals, event and ideas effect each other
 * Determine figurative, connotative and technical meaning
 * Analyze impact of of word choice on meaning and tone
 * Analyze structure and how it effects development of ideas
 * Determine POV
 * Determine how an author distinguishes his position
 * Compare and contrast a text to a media version
 * Analyze how the media effects meaning || **Suggested Reading:**
 * W.7.4,
 * Use planning, revising, editing and rewriting techniques
 * Utilize peer and adult critique
 * Use technology to produce and publish writing
 * Cite and link sources
 * Use evidence from literary and informational text to support writing
 * Ability to write for extended periods of time on a range of topics and for different audiences and purposes
 * Introduce a topic clearly by previewing
 * Organize ideas, concepts and information
 * Use definition, classification, compare/contrast and cause/effect
 * Include graphics, headings and multimedia
 * Develop topic by using facts, definitions, details, quotations and examples
 * Use appropriate transitions
 * Use precise and domain-specific vocabulary
 * Maintain a formal style
 * Provide a concluding statement
 * Gather information from print and digital sources
 * Use search terms effectively
 * Assess the credibility and accuracy of sources
 * Quote and paraphrase
 * Provide citation || 1. Task Definition: Use of graphs, interest surveys, KWL, etc
 * SL.7.1, SL.7.5, SL.7.6
 * Refer to evidence from researched and read materials during discussions
 * Follow discussion protocols
 * Modify views when warranted
 * Include multimedia elements to clarify and emphasize
 * Demonstrate command of formal English
 * Analyze main ideas and supporting details from diverse media and formats
 * Explain how ideas clarify a topic, text or issue
 * Present claims and findings in a focused and coherent manner
 * Use descriptions, facts, details and examples
 * Use appropriate eye contact, adequate volume and clear pronunciation || * Participate in Peer Response groups using various protocals.
 * Participate in Panel discussions or modified debates
 * Use discussion protocols such as: The last Word, Think-Pair-Share, Round Robin, Token Talk, Play the Color (Roles included below) Neutrality (White):
 * L.7.1,
 * Explain the function of phrases and clauses
 * Choose different sentence structures to show relationships (ex. Compound, Complex)
 * Place phrases and clauses within sentences
 * Recognize and correct misplaced and dangling modifiers
 * Demonstrate command of standard English capitalization, punctuation and spelling
 * Use a comma to seperate coordinate adjectives
 * Choose language that expresses ideas precisely and concisely
 * Determine or clarify meaning of unknown or multiple meaning words
 * Use multiple strategies to define and claify meaning of words
 * Use context as a clue to the meaning of a word or phrase
 * Use common Greek or Latin arrixes and roots as clues to meaning
 * Consult general and specialized reference materials to find pronunciation and clarify meaning
 * Demonstrate understanding of figurative language
 * Interpret figures of speech in context
 * Use the relationships between words to understand each of the words
 * Distinguish among the connotations of words with similar denotations
 * Aquire and use grade-appropriate words and phrases
 * Aquire and use domain specific words and phrases || Revision and Deep Revision techniques