7th+Grade+Qtr+3

Quarter 3: Renewal In Europe The middle ages, The Renaissance and Reformation RL.7.2, RL.7.3, RL7.4, RL.7.5, RL.7.6, RL.7.9 || Literary Text || * Cite textual evidence to: Arthur and his knights legends Aesops Fables Read a Shakespearian Play in the form of a graphic novel. //King of Shadows// by Susan Cooper Virtual Field Trip to a Renaissance Fair || **Formative Assessment** || RI.7.2, RI.7.3, RI.7.4, RI.7.5. RI.7.6, RI.7.7 RI.7.8, RI.7.9 || Informational Text || * Cite textual evidence to: Analyze explicit meaning Support inferences Joan of Arc: The teenager who saved her nation Joan of Arc: Heavenly Warrior Harvey, M. (2012). WORLD HISTORY: THE BLACK DEATH. //Junior Scholastic//, //114//(12), 20. Hamilton, M. (2006). Put It on the Ceiling. //Arts & Activities//, //139//(1), 38-39. ( Great tie in with Art Class) Underwood, A. (2004). Was Shakespeare a She?. //Newsweek//, //143//(26), 13. Goldman, D. (2002). The Bard or Not the Bard: Who Wrote Shakespeare's Plays?. //Biography//, //6//(8), 23. || **Summative Assessment** || W.7.5, W.7.6, W.7.7, W.7.9, W.7.10, W.7.1, W7.8 || Argumentative 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 || Write an argument paper on a topic such as: Was Christopher Columbus a hero? What caused the Black Death? Did the printing press change society? Was William Shakespear a real person? || SL.7.5, SL.7.6 SL.7.3 SL.7.4 ||  || * Engage effectively in a range of collaborative discussions 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 || Skills || Activities || Assessment ||
 * 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
 * Compare and Contrast a fictional portrayal and a historical account
 * Analyze how history is used and altered || **Suggested Reading**:
 * Activities:**
 * 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
 * Evaluate an argument in a text
 * Assess the soundness of reasoning and relevance of evidence || **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
 * Support argument with clear reasons and relevant evidence
 * Organize reasons and evidence logically
 * Support claims with accurate and credible sources
 * Maintain a formal style
 * Provide a concluding statement that supports argument
 * 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,
 * 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
 * Delineate a speaker’s argument
 * Evaluate soundness of reasoning, relevancy and sufficiency of evidence
 * Present claims and findings in a focused and coherent manner
 * Use descriptions, facts, details and examples
 * Use appropriate eye contact, adequate volume and clear || * 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):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. || Create and participate in a Renaissance Fair. ||
 * 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