Social Studies Grade 8 s12

ELA – Grade 7 Unit of Study: What Influences My Choices? Second Grading Period: Weeks 1 - 9 CURRICULUM OVERVIEW Enduring Understandings (Big Ideas) Unit Rationale In this unit, students analyze persuasive texts prevalent in the media and create There are many reasons why people choose to do something, but something, or think a persuasive texts in response. Media are a powerful and persuasive force in students certain way. In this unit students will investigate how persuasion influences people’s lives. The lessons in this unit are designed to help students become active, critical choices. consumers of media messages. To be successful in college and in the workplace, and to participate effectively in a global society, students must understand the nature of Students will look at the art of persuasion in nonprint textx, then move on to print texts. media; interpret, analyze, and evaluate the media messages they encounter daily; and Students will become skilled readers and writers of persuasive texts and be able to create texts that express a point of view and influence others. recognize the techniques writers use to influence the choices they make. College Board (2011). Springboard: English textual power: Level 2. New York, NY: College Board (2011). Springboard: English textual power: Level 2. New York, NY: College Board pg. 89 College Board pg. 89a Essential Questions TEKS Specificity - Intended Outcome  How do advertisers attempt to influence consumers? Student TEKS Outcome  How do purpose and audience shape the context in a persuasive text? ” I CAN” statements highlighted in yellow and italicized should be displayed English Language Proficiency Standards (ELPS) for students.  (c) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level I can … vocabulary  use context clues and root words (prefixes/suffixes)  develop and expand repertoire of learning strategies such as reasoning  retell the plot development, setting, main ideas, and details in a story inductively or deductively, looking for patterns in language, and analyzing sayings  set a purpose for reading and expressions commensurate with grade –level learning expectations  read silently with increasing ease and comprehension for longer periods  make connections when I read use the writing process  demonstrate English comprehension and expand reading skills by employing  basic reading skills such as demonstrating understanding of supporting ideas and  revise or edit for specific things (like verb usage) details in text and graphic sources, summarizing text, and distinguishing main ideas  quickwrite in response to what I have read or discussed from details commensurate with content area needs  make an argument and support it  demonstrate English comprehension and expand reading skills by employing  understand persuasive texts inferential skills such as predicting, making connections between ideas, drawing  understand messages and influences in advertisements and speeches inferences and conclusions from text and graphic sources, and finding supporting  write a persuasive text text evidence commensurate with content needs  listen to and retell a message  spell familiar English words with increasing accuracy, and employ English  speak in front of my class spelling patterns and rules with increasing accuracy as more English is acquired  work well with others  edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired Reminder: Don’t forget to schedule time as needed in the library and computer lab. TEKS (Standards) College and Career Readiness Standards Texas Essential Knowledge and Skills  E/LAS: Reading: C. Describe, analyze, and evaluate information within and across Reading literary and other texts from a variety of cultures and historical periods. 2A determine the meaning of grade-level academic English words derived from  E/LAS: Lstening: A. Apply listening skills as an individual and as a member of a Latin, Greek, or other linguistic roots and affixes group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews).

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.  E/LAS: Writing: Compose a variety of texts that demonstrate clear focus, the 2B use context to determine or clarify the meaning of unfamiliar or multiple logical development of ideas in well-organized paragraphs, and the use of meaning words appropriate language that advances the author’s purpose.  3B describe conventions in myths and epic tales (e.g., extended simile, the  E/LAS: Writing: Edit writing for proper voice, tense, and syntax, assuring that it quest, the hero’s tasks, circle stories) conforms to standard English, when appropriate. 6A explain the influence of setting on plot development  E/LAS: Listening: Listen effectively in informal and formal situations.  11A analyze the structure of the central argument in contemporary policy  E/LAS: Speaking: Develop effective speaking styles. speeches (e.g., argument by cause and effect, analogy, authority) and identify the different types of evidence used to support the argument  11B identify such rhetorical fallacies as ad hominem, exaggeration, stereotyping, or categorical claims in persuasive texts  13A interpret both explicit and implicit messages in various forms of media  13B interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message  13C evaluate various ways media influences and informs audiences Figure 19 Students use a flexible range of metacognitve reading skills in both assigned and independent reading to understand an author’s message.  7B ask literal, interpretive, evaluative, and universal questions of text Writing 14A plan a draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies and developing a thesis or controlling idea 14B develop drafts by choosing an appropriate organizational strategy and building on ideas to create a focused, organized, and coherent piece of writing 14C revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed 14D edit drafts for grammar, mechanics, and spelling 14E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences 15A Write an imaginative story that:  15A(iv) develops interesting characters  15A(v) uses a range of literary strategies and devices to enhance the style and tone Persuasive Text K & S: Students write persuasive texts to influence the attitudes of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that:  18A establishes a clear thesis or position  18B considers and responds to the view of others and anticipates and answers reader concerns and counter-arguments  18C includes evidence that is logically organized to support the author’s viewpoint and that differentiates between fact and opinion

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Oral and Written Conventions 20A use conventions of capitalization 20B recognize and use punctuation marks, including: o (i) commas after introductory words, phrases, and clauses o (ii) semicolons, colons, and hyphens 21A spell correctly, including using various resources to determine and check correct spellings Listening K & S: Students use comprehension skills to listen attentively to others in formal and informal settings. Speaking K & S: Students speak clearly and to the point, using the conventions of language. Teamwork  28A participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, an vote on key issues

Evidence of Learning (Summative Assessment)

1. Students will apply reading skills to a Reading Passage on a TAKS-formatted Benchmark Assessment with 80% accuracy. 2. Eighty percent of students will score “Proficient” when analyzing an advertisement and creating a new one according to Unit 2, EA1.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. ELA – Grade 7 Unit of Study: What Influences My Choices? Second Grading Period: Weeks 1 - 9 CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills  How do I activate prior knowledge and explore media, consumer, and advertising  Regular nouns (singular and plural) 4th 20Aii choices? rd  How do I identify persuasive techniques and practice writing advertising claims?  Verbs (past, present, future, and helping) 3 22Ai  How do I focus on the target audience in advertisements?  Distinguish between complete and incomplete sentences 5th 20B  How do I focus on identifying and using persuasive words and phrases?  Subject-verb relationship in sentences 5th 20B  How do I identify and analyze elements of an advertisement? th  How do I link advertisements and consumer choices?  Complete sentences with correct structures 5 20B  How do I analyze an opinion piece?  Capitalize beginning of sentences, the pronoun “I”, names and proper nouns  How do I analyze a persuasive essay to distinguish fact and opinion? 3rd 23B  How do I distinguish between news articles and editorials?  End punctuation marks correctly: periods, questions marks, and exclamation  How do I analyze a news article and form an opinion? points 5th 21B  How do I identify, analyze, and evaluate arguments in a letter to an editor and Commas in a series and dates 3rd 23C write a response?   How do I write a letter to the editor in response to an editorial? The Teaching Plan Instructional Model & Teacher Directions So students can…. The teacher will… Activities Focus: Weeks 1 – 9

Activity: Prior to the first lesson, Unpack the Embedded Assessment and Backmap Unit 2, EA1 pp. 125 - 130.  Guide students to brainstorm ideas about what is necessary to score in the Exceeds Expectations column of the rubric  Draft an anchor chart of the “Backmapping” together. Display on classroom wall. Anyone who walks through an ELA classroom (campus administrator, CIC, teacher specialist, etc…) should be able to locate this anchor chart prominently displayed in your classroom.  After each lesson, say “What have we learned today? How will this lesson help you write a letter to an editor?” New ELAR TEKS on Persuasion Reading/Persuasive Text: Students analyze, make inferences and draw conclusions Writing/Persuasive Texts: Students write persuasive texts to influence the attitudes about persuasive text and provide evidence from the text to support their understanding. of a specific audience on specific issues. Students are expected to write a persuasive Students are expected to: essay to the appropriate audience that 11A analyze the structure of the central argument in contemporary policy speeches (e.g., 18A establishes a clear thesis or position argument by cause and effect, analogy, authority) and identify the different types of evidence used to support the argument You can Google for “Policy Speech.” Two Examples: Policy Speech from Secretary of State http://www.state.gov/secretary/rm/2009a/july/126071.htm Policy Speech from Jimmy Carter http://www.pbs.org/wgbh/amex/carter/filmmore/ps_energy.html 11B identify such rhetorical fallacies as ad hominem, exaggeration, stereotyping, or 18B considers and responds to the view of others and anticipates and answers reader categorical claims in persuasive texts concerns and counter-arguments 18C includes evidence that is logically organized to support the author’s viewpoint and

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. that differentiates between fact and opinion Instructional Model & Teacher Directions So students can…. The teacher will… Activities Focus: Identify and analyze persuasive techniques, appeals, language, and images in print and nonprint texts Activity 2.1 – Previewing the Unit p. 93 TEKS: Figure 19, 10A,C  Essential Questions ELPS: 4I,J,1H  Unit Overview and Learning Focus  Contextualize prior knowledge about key ideas and concepts  Embedded Assessment 1  Identify the skills and knowledge necessary for success in this unit. Learning Strategies: Marking the Text, Think-Pair-Share, Skimming/Scanning, Summarizing/Paraphrasing, Graphic Organizer Activity 2.2 – Looking at My Choices p. 94 TEKS: Figure 19, 10C, 11A, 13A,C, 14A,C,D,E,17A(i), (ii),(iii), (iv), 18A Informational Text - “Today’s Youth …” ELPS: 1A,H, 2F, 4F,I,J,K,3G, 5 B,D,F,G Online Article – “Tiger Woods: Billion Dollar Athlete”  Recognize and analyze the influence of other’s on one’s choices  Structure and components of expository paragraph  Write and revise an expository paragraph GRAMMAR & USAGE(EXTENSION): preposition, prepositional phrases Learning Strategies: Graphic Organizer, Marking the Text, Quickwrite, WORD CONNECTIONS: analogy Skimming/Scanning, Summarizing/Paraphrasing, Think Aloud, Think-Pair-Share MATERIALS NEEDED: TEKS: 28A, Listening K & S, Speaking K & S, 12A, 26B  Gameboard ELPS: 2G, H,I,3F, 4J  Game pieces  Evaluate the forces of consumerism  Game money  Communicate to a small group  Dice Learning Strategies: Marking the Text, Word Map  Highlighter  Readers/Writers Notebook Activity 2.3 – Consumeropoly p. 101  Teamwork Academic Vocabulary: Consumerism MATERIALS NEEDED: TEKS: 18A, 13C  Large blank paper ELPS: 2F, 4JK, 5F,G  Magazine covers showing celebrities  Identify main types of media  Readers/Writers Notebook  Recognize the role that advertising plays in the media Activity 2.4 – Media, Advertising, and Consumer Choices p. 103  Consider factors that affect consumer choices Informational Text – “Facts About Marketing to Children” Learning Strategies: Discussion Groups, Graphic Organizer, Visualizing, Word Map  Anticipation Guide  Academic Vocabulary: media and advertising  Graphic Organizer WORD CONNECTIONS: MATERIALS NEEDED: TEKS: 11B, 13B, 13C, 28  Print ads ELPS: 1H, 2F, 4J,K  Videos of TV ads  Recognize methods that advertisers often use to persuade  Readers/Writers Notebook  Analyze advertisements for these techniques Activity 2.5 – Persuasive Techniques p. 112  Apply the techniques to different audiences Writing workshop – Workshop 8 Learning Strategies: Graphic Organizer, KWHL Chart  Persuade: Latin Root  KWHL chart  Paraphrasing and visualizing  View advertisements  Revisit Essential Question  Word map graphic organizer SAISD © 2010-11 Second Grading Period ELA Grade7 Page 5 of 10

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. WORD CONNECTIONS: persuade

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Activity 2.6 - Advertising Claims p. 115 TEKS: 13A, 13B, 13C  Activate prior knowledge  Recognize the ways that advertisers “target” specific audiences  Read and paraphrase  Write using persuasive language  Revisit headlines Learning Strategies: Graphic Organizer, Marking the Text, Summarizing/Paraphrasing  Explore advertisements and complete graphic organizer  Vocabulary Notebook Activity 2.7 – Audience in Advertisements: Part One p. 117 TEKS: 13C  Think-Pair-Share Activity  Recognize the ways that advertisers “target” specific audiences  “Target Audience”  Understand the relationship between purpose and audience  Graphic organizer Learning Strategies: Graphic Organizer, Think-Pair-Share, Word Map  Examples  Revisit the Essential Question  Word Map  Vocabulary Notebook By this time in the SpringBoard Curriculum, teachers should be able to bring in the TEKS: 13A, 13B new ELAR TEKS for Persuasion. Teachers may create their own lessons to  Identify key words and phrases that advertisers use address 7.11A and 7.11B and deliver them between SpringBoard Activities 2.8 and  Examine the effects of specific persuasive words and phrases 2.11 or after the Embedded Assessment.  Write an advertisement applying advertising techniques and words Activity 2.8 – Common Persuasive Words and Phrases p. 118 Learning Strategies: Graphic Organizer, Skimming/Scanning, Word Map  Brainstorming  Bingo Activity  Responses to questions  Small group (teamwork) to create a persuasive advertisement  Revisit the Essential Question  Vocabulary Notebook Activity 2.9 – Audience in Advertisements: Part Two p. 120 TEKS: 13A  Complete Graphic Organizer  Recognize and analyze ways that advertisers target specific audiences and  Revisit the Essential Question use particular words and phrases to persuade  Vocabulary Notebook LEARNING Strategies: Graphic Organizer, Word Map Activity 2.10 – Elements of Advertisements p. 121 TEKS: 13A  Mark the text  Understand the key elements of a print advertisement and the intended  Elements of advertisements: Purpose, Target Audience, Headline, Image, Copy, effects on an audience. Slogan, Logo  Create an advertisement LEARNING Strategies: Marking the Text, Skimming/Scanning, Word Map Activity 2.11 – Analysis of an Advertisement p. 123 TEKS: 13C  Think aloud  Identify and evaluate advertising techniques  Graphic organizer  Write a well-developed analytical paragraph  Guided writing LEARNING Strategies: Graphic Organizer, Prewriting, Drafting, Think Aloud, Word  Revision Map  Vocabulary Notebook Activity Focus: Analyzing an Advertisement and Creating a New One Embedded Assessment 1 – Scored by Rubric on pgs 123-130 TEKS 13A, 13B, 13C and Persuasive Text K & S, 20A, 20B, 21A  Ideas - Persuasive elements include purpose, target audience, persuasive  Identify the targeted audience for a variety of advertisements. techniques, and effect  Identify and apply persuasive techniques.  Presentation - Skillfully designed and visually appealing  Identify and apply persuasive claims.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.  Reflection - Relationship between advertising content and intended audience  Identify and apply elements of advertisements.  Conventions - Writing contains few or no errors in spelling, punctuation, or  Write an analytical paragraph that identifies the elements of print capitalization advertisement and discusses the effect.  Evidence of Writing Process – each stage of the process is supported by  Contrast two advertisements based on the relationship between the audience evidence and content.

Activity 2.12 Fighting Back pgs. 132-133 TEKS 14A, D, 17B, 18A,B, 20A  Prewriting  Identify how and why ads mislead consumers  Quickwrite  Express concerns in a business letter  Writing Workshop 7 – www.springboardonline.com Learning Strategies: Peer response, Quickwrite, Revising, Self-Editing  GRAMMAR & USAGE(EXTENSION)  WORD CONNECTIONS: RSVP

Activity 2.13 What We Choose To Believe pgs. 134-136 TEKS 2A, 11B, 28  Anticipation Guide  Examine an author’s persuasive skills  Think-Pair-Share  Consider how a reader’s mind can be changed by a persuasive text  Writing Workshop 9 – www.springboardonline.com Learning Strategies: Metacognitive Markers, Predicting, Rereading, Think-Pair-Shair  Prediction  Rereading WORD CONNECTIONS: GRAMMAR & USAGE(EXTENSIONS)

MATERIALS NEEDED: TEKS 14A, 17Aii, 18A  Readers/Writers Notebook  Analyze a persuasive text Activity 2.14 Post-Reading: What We Choose to Believe  Develop sample thesis statments  WORD CONNECTIONS(EXTENSIONS) thesis statement Learning Strategies: Graphic Organizer, Prewriting, Skimming/Scanning, REVISIT THE ESSENTIAL QUESTION SOAPSTone, Think Aloud, Word Map  Differentiated Instruction

MATERIALS NEEDED: TEKS 7, 10B, 18A,C, 19A,ii  Highlighters ( two colors)  Differentiate between fact and opinion Activity 2.15 Fact or Opinion  Develop a position in response to a persuasive text  Anticipation Guide Learning Strategies: Marking the Text, Skimming/Scanning, SOAPSTone,  Pair Share Summarizing/Paraphrasing  Differentiating Instruction  Writing Workshop 9 - www.springboardonline.com GRAMMAR & USAGE(EXTENSION): hyphens, apositive LITERARY TERMS: oxymoron

MATERIALS NEEDED: TEKS 10B,D, 13C,18C, 25A  Agree/Disagree Signs  Identify and analyze two sides of an issue  Highlighters  Recognize the differences between a news article and an editorial  Statements (2-3) of a position on an issue Learning Strategies: Graphic Organizer, Marking the Text, Notetaking, Think-Pair-  Readers/Writers Notebook Share, Word Map Activity 2.16 News or Views pgs. 147 - 154  Activate Prior Knowledge  Shared reading  Discussion Groups SAISD © 2010-11 Second Grading Period ELA Grade7 Page 8 of 10

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. MATERIALS NEEDED: TEKS 18A, 28  Highlighters  Examine an argument and explore a position on the issue  Blank overhead transparencies or chart paper  Communicate in a small-group context Activity 2.17 Exploring My Opinions pgs 155-158 Learning Strategies: Discussion Groups, Graphic Organizer, Quickwrite  Activate prior Knowledge  GRAMMAR & USAGE(EXTENSION) colon  INDEPENDENT READING LINK

MATERIALS NEEDED: TEKS 11B, 13C, 18C, 28  Highlighters  Examine appeals and persuasive techniques in arguments  Readers/Writers Notebook  Analyze and critique a response to an editorial Activity 2.18 Developing an Argument pgs. 159-160  Examine and evaluate effective arguments  Jigsaw Learning Strategies: Graphic Organizer, Marking the Text, Oral reading, Rereading, REVISIT THE ESSENTIAL QUESTION Skimming/Scanning, Word Map

MATERIALS NEEDED: TEKS 18C  Highlighters  Analyze and evaluate an editorial argument  Readers/Writers Notebook Learning Strategies: Graphic Organizer, Marking the Text, Notetaking, Predicting, Activity 2.19 Reading an Editorial pgs. 161 – 164 Quickwrite, Summarizing/Paraphrasing, Word Map LITERARY TERMS: counter-argument

MATERIALS NEEDED: TEKS 14A, B,C,D,E  Sets of business-letter elements manipulatives(one per group)  Review business letter format  Blank paper  Craft a letter to the editor  Samples of editorials, letters to the editor, and editorial policy Learning Strategies: Drafting, Manipulatives, Peer Response, Revising, Self-Editing,  Readers/Writers Notebook Word Map Activity 2.20 Writing a Letter to the Editor pg. 165 During Week 9: Formative Mini-Assessment (Writing a Letter to the Editor) will be EA2 ELA BENCHMARK (TAKS SIMULATION) DEC. 3RD AND 6TH

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Evidence of Learning Formative Mini Assessments/Benchmarks TAKS College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life Benchmark Assessment Window from December 1 - 10 TAKS Sample Questions Sample Questions SAT: Passage-Based Reading 16. Why is paragraph 9 important to the selection? Directions: The passage below is followed by two F It creates suspense about what will happen. Academic Vocabulary questions based on its content. Answer the questions on G It describes Mamie’s pitching style. the basis of what is stated or implied in the passage. Weeks 1 - 4 H It introduces Mamie’s inner conflict.  Characterization J It describes fans’ reactions as they match 17. In lines 49-56, the description of the building  Folklore primarily serves to A covey an appreciation for the technical complexities  Personal Narrative Writing  Plot of  Sensory Details Released 2006 renovating theaters  Symbolism Write a composition about your favorite memory. B illustrate how nineteenth-century architecture directly  Theme influenced modern building design Weeks 5 – 9 C highlight some unique aspects of an example of fine architecture  Consumerism D explain why some people disdain innovative  Media architecture  Advertising E show how restoration can strip a building of its  Persuasion unique character  Audience  Purpose Essay Think carefully about the issue presented in the following excerpt and the assignment below. Given the importance of human creativity, one would think it should have a high priority among our concerns. But if we look at the reality, we see a different picture. Basic scientific research is minimized in favor of immediate practical applications. The arts are increasingly seen as dispensable luxuries. Yet as competition heats up around the globe, exactly the opposite strategy is needed. -Adapted from Mihaly Csikszentmihalyi, Creativity: Flow and the Psychology of Discovery and Invention

Assignment: Is creativity needed more than ever in the world today? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.