Unit 1: Content Area Reading/Informational Nonfiction 1

Grade 7 English Language Arts Grade 7 English Language Arts

Table of Contents

Unit 1: Content Area Reading/Informational Nonfiction...... 1

Unit 2: Modern Fantasy/Science Fiction...... 19

Unit 3: Ode to Me–Poetry...... 42

Unit 4: Fiction--Short Stories and Novels...... 57

Unit 5: Propaganda/Persuasion...... 74

Unit 6: Speech and Drama...... 90 Louisiana Comprehensive Curriculum, Revised 2008 Course Introduction

The Louisiana Department of Education issued the Comprehensive Curriculum in 2005. The curriculum has been revised based on teacher feedback, an external review by a team of content experts from outside the state, and input from course writers. As in the first edition, the Louisiana Comprehensive Curriculum, revised 2008 is aligned with state content standards, as defined by Grade-Level Expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The order of the units ensures that all GLEs to be tested are addressed prior to the administration of iLEAP assessments.

District Implementation Guidelines Local districts are responsible for implementation and monitoring of the Louisiana Comprehensive Curriculum and have been delegated the responsibility to decide if  units are to be taught in the order presented  substitutions of equivalent activities are allowed  GLES can be adequately addressed using fewer activities than presented  permitted changes are to be made at the district, school, or teacher level Districts have been requested to inform teachers of decisions made.

Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. Lesson plans should be designed to introduce students to one or more of the activities, to provide background information and follow-up, and to prepare students for success in mastering the Grade-Level Expectations associated with the activities. Lesson plans should address individual needs of students and should include processes for re- teaching concepts or skills for students who need additional instruction. Appropriate accommodations must be made for students with disabilities.

New Features Content Area Literacy Strategies are an integral part of approximately one-third of the activities. Strategy names are italicized. The link (view literacy strategy descriptions) opens a document containing detailed descriptions and examples of the literacy strategies. This document can also be accessed directly at http://www.louisianaschools.net/lde/uploads/11056.doc.

A Materials List is provided for each activity and Blackline Masters (BLMs) are provided to assist in the delivery of activities or to assess student learning. A separate Blackline Master document is provided for each course.

The Access Guide to the Comprehensive Curriculum is an online database of suggested strategies, accommodations, assistive technology, and assessment options that may provide greater access to the curriculum activities. The Access Guide will be piloted during the 2008-2009 school year in Grades 4 and 8, with other grades to be added over time. Click on the Access Guide icon found on the first page of each unit or by going directly to the url http://mconn.doe.state.la.us/accessguide/default.aspx. Louisiana Comprehensive Curriculum, Revised 2008

Grade 7 English Language Arts Unit 1: Content Area Reading/Informational Nonfiction

Time Frame: Approximately six weeks

Unit Description

This unit focuses on reading and responding to textbooks, essays, speeches, newspapers, magazines, and real-world writing. Strategies such as QAR, DRTA, SQ3R, PQ4R, split- page notetaking, graphic organizers, and outlining will be addressed using a broad range of materials. Vocabulary and grammar instruction occurs within the context of the resources. Opportunities for the student to use graphic organizers and rubrics, as well as organizational features of printed text, the Internet, and other media to locate information; to select and evaluate information; to choose and narrow a research topic; to synthesize information by outlining, paraphrasing, and summarizing relevant information from research; and to write a bibliography in a specified format occur within this unit.

Student Understandings

Nonfiction is a kind of writing that deals with actual events, people, places, things, and ideas. The essential goal of this unit is for students to apply the reading process to various types of informational texts, including essays, magazines, newspapers, textbooks, such as science and social studies, instruction manuals, consumer and workplace documents, reference materials, and multimedia and electronic resources while working independently and cooperatively. Word maps, concept maps, or word diagrams will be introduced, and the students will use graphic organizers with new vocabulary. Students will be able to define informational nonfiction, biography, and autobiography.

Guiding Questions

1. Can students understand and analyze the differences in structure and purpose among various categories of informational materials (textbooks, newspapers, instructional manuals)? 2. Can students locate information by using a variety of consumer, workplace, and public documents? 3. Can students analyze texts that use the sequential, comparison/contrast, and cause/effect organizational patterns? 4. Can students identify and trace the development of an author’s argument, point of view, or perspective in texts? 5. Can students correctly document sources in a works cited list or bibliography? 6. Can students apply a writing process effectively by writing a report containing information collected from various resources?

Grade 7 ELAUnit 1Content Area Reading/Informational Non-fiction 1 Louisiana Comprehensive Curriculum, Revised 2008

Unit 1 Grade-Level Expectations (GLEs)

GLE # GLE Text and Benchmarks 01a. Develop vocabulary using a variety of strategies, including use of connotative and denotative meanings (ELA-1-M1) 01b. Develop vocabulary using a variety of strategies, including use of Greek, Latin, and Anglo-Saxon base words, roots, affixes, and word parts (ELA-1- M1) 04a. Draw conclusions and make inferences in oral and written responses about ideas and information in grade-appropriate texts, including instructional materials (ELA-1-M3) 04b. Draw conclusions and make inferences in oral and written responses about ideas and information in grade-appropriate texts, including essays (ELA-1- M3) 05. Interpret ideas and information in a variety of texts, including periodical articles, editorials, and lyrics, and make connections to real-life situations and other texts (ELA-1-M4) 08b. Use knowledge of the distinctive characteristics to classify and interpret elements of various genres, including nonfiction (e.g., essays, letters) (ELA-6-M3) 09a. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including sequencing events and steps in a process (ELA-7-M1) 09b. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including summarizing and paraphrasing information (ELA-7-M1) 09c. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including identifying stated or implied main ideas and explaining how details support ideas (ELA-7-M1) 09e. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including making inferences and drawing conclusions (ELA-7-M1) 10. Explain the relationship between life experiences and texts to generate solutions to problems (ELA-7-M2) 14a. Analyze grade-appropriate print and non-print texts using various reasoning skills, for example, identifying cause-effect relationships (ELA-7-M4) 14b. Analyze grade-appropriate print and non-print texts using various reasoning skills, for example, raising questions (ELA-7-M4) 14c. Analyze grade-appropriate print and non-print texts using various reasoning skills, for example, reasoning inductively and deductively (ELA-7-M4) 14d. Analyze grade-appropriate print and non-print texts using various reasoning skills, for example, generating a theory or hypothesis (ELA-7-M4) 14e. Analyze grade-appropriate print and non-print texts using various reasoning skills, for example, skimming/scanning (ELA-7-M4) 15a. Write multi-paragraph compositions on student- or teacher-selected topics organized with established central idea.

GLE # GLE Text and Benchmarks 15b. Write multi-paragraph compositions on student- or teacher-selected topics organized with organizational patterns (e.g., comparison/contrast, order of importance, chronological order) appropriate to the topic (ELA-2-M1) 15c. Write multi-paragraph compositions on student- or teacher-selected topics organized with elaboration (e.g., fact, examples, and/or specific details) (ELA-2-M1) 15d. Write multi-paragraph compositions on student- or teacher-selected topics organized with transitional words and phrases that unify ideas and points. (ELA-2-M1) 15e. Write multi-paragraph compositions on student- or teacher-selected topics organized with overall structure including an introduction, a body/middle, and a concluding paragraph that summarizes important ideas and details. (ELA-2-M1) 16. Organize individual paragraphs with topic sentences, relevant elaboration, and concluding sentences. (ELA-2-M1) 17a. Develop grade-appropriate compositions on student- or teacher-selected topics that include word choices (diction) appropriate to the identified audience and/or purpose. (ELA-2-M2) 17b. Develop grade-appropriate compositions on student- or teacher-selected topics that include vocabulary selected to clarify meaning, create images, and set a tone. (ELA-2-M2) 17c. Develop grade-appropriate compositions on student- or teacher-selected topics that include information/ideas selected to engage the interest of the reader. (ELA-2-M2) 17d. Develop grade-appropriate compositions on student- or teacher-selected topics that include clear voice (individual personality). (ELA-2-M2) 17e. Develop grade-appropriate compositions on student- or teacher-selected topics that include variety in sentence structure. (ELA-2-M2) 18a. Develop grade-appropriate compositions by identifying and applying writing processes, such as selecting topic and form. (ELA-2-M3) 18b. Develop grade-appropriate compositions by identifying and applying writing processes, such as prewriting (e.g., brainstorming, researching, raising questions, generating graphic organizers) (ELA-2-M3) 18c. Develop grade-appropriate compositions by identifying and applying writing processes, such as drafting. (ELA-2-M3) 18d. Develop grade-appropriate compositions by identifying and applying writing processes, such as conferencing (e.g., peer and teacher). (ELA-2- M3) 18e. Develop grade-appropriate compositions by identifying and applying writing processes, such as revising based on feedback and use of various tools (e.g., LEAP21 Writer’s Checklist, rubrics). (ELA-2-M3) 18f. Develop grade-appropriate compositions by identifying and applying writing processes, such as proofreading/editing. (ELA-2-M3) 18g. Develop grade-appropriate compositions by identifying and applying writing processes, such as publishing using technology (ELA-2-M3)

GLE # GLE Text and Benchmarks 22a. Write for various purposes, including letters of complaint supported with complete and accurate information and reasons (ELA-2-M6) 22d. Write for various purposes, including applications, such as memberships and library cards (ELA-2-M6) 23a. Use standard English punctuation, including commas to set off direct quotations, nouns of direct address, and after introductory words or phrases (ELA-3-M2) 24a. Write paragraphs and compositions following standard English structure and usage including varied sentence structures including complex sentences (ELA-3-M2) 24b. Write paragraphs and compositions following standard English structure and usage, including antecedents that agree with pronouns in number, person, and gender.(ELA-3-M3) 24c. Write paragraphs and compositions following standards English structure and usage including sentences without double negatives. (ELA-3-M3) 25a. Apply knowledge of parts of speech in writing including infinitives and participles. (ELA-3-M4) 25b. Apply knowledge of parts of speech in writing including superlative and comparative degrees of adjectives. (ELA-3-M4) 25c. Apply knowledge of parts of speech in writing including adverbs. (ELA-3-M4) 26. Spell high-frequency, commonly confused, frequently misspelled words and derivatives (e.g., roots, affixes) correctly (ELA-3-M5) 27. Use a variety of resources (e.g., glossaries, dictionaries, thesauruses, spell check) to find correct spellings (ELA-3- M5) 39a. Locate and select information using organizational features of grade- appropriate resources, including complex reference sources (e.g., almanacs, atlases, newspapers, magazines, brochures, map legends prefaces, appendices) (ELA-5-M1) 39b. Locate and select information using organizational features of grade- appropriate resources, including electronic storage devices (e.g., CD-ROMs, diskettes, software, drives) (ELA- 5-M1) 39c. Locate and select information using organizational features of grade- appropriate resources, including frequently accessed and bookmarked Web addresses (ELA-5-M1) 39d. Locate and select information using organizational features of grade- appropriate resources, including, features of electronic texts (e.g., hyperlinks, cross-referencing, Web resources, including online sources and remote sites) (ELA- 5-M1) 40a. Locate and integrate information from a variety of grade-

GLE # GLE Text and Benchmarks appropriate resources, including, multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias) (ELA-5-M2)

GLE # a. GLE Text and Benchmarks 40b. Locate and integrate information from a variety of grade- appropriate resources, including, electronic sources (e.g., websites, databases) (ELA-5-M2) 41. Explain the usefulness and accuracy of sources by determining their validity (e.g., authority, accuracy, objectivity, publication date, coverage) (ELA-5-M2) 42a. Gather and select information using data-gathering strategies/tools, including surveying (ELA-5-M3) 42b. Gather and select information using data-gathering strategies/tools, including interviewing (ELA-5-M3) 42c. Gather and select information using data-gathering strategies/tools, including paraphrasing (ELA-5-M3) 43a. Generate grade-appropriate research reports that include information presented in a variety of forms, including visual representations of data/information (ELA-5-M3) 43b. Generate grade-appropriate research reports that include information presented in a variety of forms, including graphic organizers (e.g., outlines, timelines, charts, webs) (ELA-5- M3) 43c. Generate grade-appropriate research reports that include information presented in a variety of forms, including works cited lists and/or bibliographies (ELA-5-M3) 44. Use word processing and/or other technology to draft, revise, and publish a variety of works, including reports and research documents (ELA-5-M4) 45a. Give credit for borrowed information following acceptable use policy, including integrating quotations and citations (ELA-5- M5) 45b. Give credit for borrowed information following acceptable use policy, including using end notes (ELA-5-M5) 45c. Give credit for borrowed information following acceptable use policy, including creating bibliographies and/or works cited lists (ELA-5-M5) 46. Interpret information from a variety of graphic organizers including timelines, charts, schedules, tables, diagrams, and maps in grade-appropriate sources (ELA-5-M6)

Sample Activities

The notations [R] for Reading and [E] for English (writing) are used to indicate the focus and intent of each activity. Please note that Bulletin 741 currently states that the minimum required number of minutes of English Language Arts instruction per week for Grade 7 is 550 minutes for schools with a six-period day and 500 minutes for schools with a seven-period day. It is strongly recommended that a teacher preview websites before students access them. Ongoing activities should be a part of daily instruction.

Activity 1: Independent Reading (Ongoing): (GLEs: 04a, 04b, 05, 08b, 10, 14b, 14c, 16) [R]

Materials List: reading material covering a wide range of topics and readability levels, Reading Response Learning Log BLM, Reading Diary Prompts BLM

Each day, students and teachers should read silently for an uninterrupted period of time. Students will select their own books or reading materials which require neither testing for comprehension nor book reports. Students will keep a reading response learning log (view literacy strategy descriptions) of materials read. An example of a reading log is as follows and found in Reading Response Learning Log BLM:

Reading Response Log Student Name______Selection Title and Genre Date Pages Comments about what I’ve read: read

Other examples of reading logs can be found at http://www.readwritethink.org/lesson_images/lesson141/log.pdf

Students may also respond in reading journals or diaries after completing their books to prompts (e.g., This reminds me of_____, What surprised me was_____, I think this novel is_____.) Reading Diary Prompts BLM contains other prompts. Student response also may be through a variety of other strategies (e.g. writing prompts, response logs, journals, book talks, or, if available, Reading Counts/Accelerated Reader). SSR guidelines for class use may be found at http://www.dowlingcentral.com/MrsD/area/literature/ssr.html or at http://www.education-world.com/a_curr/curr038.shtml

Activity 2: Content Area Vocabulary (Ongoing): (GLEs: 01a, 01b, 27)[R]

Materials List: dictionaries, thesauruses, index cards or sentence strips, Vocabulary Card

Students will use and expand words learned in content areas. Students will keep a vocabulary list in a vocabulary journal. To develop students’ knowledge of key vocabulary, have them create vocabulary cards (view literacy strategy descriptions) for terms related to the non-fiction genre. Distribute 3”x 5” or 5”x 7” index card to each student and ask them to follow directions in creating a sample card. Student could draw two cards on a sheet of paper, if no index cards are available. On the board, place a targeted word in the middle of the card, as in the example below. Ask students to provide a definition. It is best if a word can be defined in students’ own words. Write the definition in the appropriate space. Next, invite students to list the word parts or characteristics of the word and write that information in the appropriate space. Next, ask for examples of the term and include one or two of the best ones in the designated area on the card. Finally, create a simple illustration or a sentence with the term used in context in the last area of the card.

An alternative way to create vocabulary cards, students will choose unfamiliar words, write each word on the front of an index card, make sure the word is spelled correctly by using a variety of sources such as the dictionary, thesaurus, glossary, or spell check on a computer, and put the other four parts of the card on the back of the index card. The students could then use these as flash cards for review. Teachers and students may also go to http://www.quizlet.com to create flashcards and/or to take quizzes on vocabulary.

The teacher will display collections of non-fiction vocabulary words on a Word Wall. The word walls should be used as a tool and a reminder to students of vocabulary words being studied for this unit.

Vocabulary Card

Definition Word Parts: History of a person's Auto = Self life written by that Bio = Life person Graphy = Written

Autobiography

Examples: Sentence in context The Autobiography of My grandmother is Benjamin Franklin; writing an Out of Africa Isak autobiography by using Dinesen her diaries that detail events in her life.

Activity 3: Writing Craft (Ongoing) (GLEs: 17a, 17b, 17c, 17d, 17e)[E]

Materials List: a variety of picture books, overhead projector, transparencies, or chart paper, or computer with projector, student-writing notebooks (journals)

Teacher should begin preparing the students to be good writers. Each writing workshop should begin with a mini lesson. Examples of typical mini lessons could include: word choice, usage, or conventions; techniques for organizing; kinds of writings for students to try; writing as a process; pieces of writing that demonstrate different techniques. Teacher should teach or review the traits for effective writing. The following Internet sites have the traits and the definitions of effective writing: http://www.north-scott.k12.ia.us/writetraits/writetraits.html#top http://www.englishcompanion.com/pdfDocs/sixtraitssummary.pdf

The teacher may read and or show a variety of simple books, such as Patricia Mac Lachlan’s, What You Know First or Jane Yolen’s, Owl Moon, Sleeping Ugly, and I Crocodile, that focus on voice, ideas, and organization for the writing craft. Students will participate in a discussion on how authors develop their ideas, organize their books, use voice, use effective words, create sentence fluency, and use the conventions of writing. The teacher should then model several sentences, both from the books read and some teacher/student made sentences that focus on ideas, organization, and word choice and writing conventions; such modeling may be done orally on chart paper, the board, an overhead, or the computer that has a projected screen and saying it. Students can then participate in groups by practicing several sentences. Students are to practice the skills in their independent writing in a bound composition writing journal notebook. Teacher will remind students this is an ongoing activity, and they will be reviewing all work done throughout the year.

Activity 4: Grammar/Usage Mini-Lessons (Ongoing) (GLEs: 23a, 24a, 24b, 25a, 25b, 25c, 26, 27) [E]

Materials List: writing samples, sentence strips, Velcro or sticky tack, journals or learning logs

The teacher may use the daily oral language strategy with target skills (The teacher will provide the students with a sentence or a group of sentences in need of editing to give students consistent practice correcting grammatical errors.). Target skills should be identified (e.g., varied sentence structure and patterns, phrases and clauses, punctuation, infinitives, participles, superlative and comparative degrees of adjectives, adverbs, pronouns and antecedents, sentences without double negatives, spelling). The students may also discuss the common errors in student writing samples.

For this unit, the teacher will review how to use commas with students. The lesson should emphasize the use of commas to set off nouns of direct address, and commas used after introductory words or phrases. Students will practice using commas by placing the

Grade 7 ELAUnit 1Content Area Reading/Informational Non-fiction 9 Louisiana Comprehensive Curriculum, Revised 2008 comma in the correct place on sentence strips. Sentence strips without commas included can be placed around the room. Commas can be put on a smaller strip with sticky tack or Velcro stuck to it. Students are to pick a comma and put it in the correct position.

Students will then write sentences that include commas that set off nouns of direct address and introductory words or phrases in their learning logs. Students’ writings should include correct usage of commas to set off nouns of direct address and commas used after introductory words or phrases as a piece of the rubric. Through the writing process, students should use peer editing to work with the mechanics. Grammar instruction should occur within the context of students’ reading and writing. Fun lessons for grammar instruction may be found at the following site: http://www.education- world.com/a_lesson/lesson/lesson334.shtml

Activity 5: Strategic Reading; Skimming, Scanning, Connecting (Ongoing) (GLEs: 14e)[R]

Materials List: science or social studies textbook, chart paper

Teacher will conduct mini-lessons throughout the unit on connecting text with other texts or with what students already know. Teacher will model questions such as: What do I know about the topic? Have I read other books like this? What connections am I making now to self, other texts, and the world around me? Students will ask themselves these questions when reading social studies or science texts, encyclopedias, or other nonfiction texts.

The teacher will conduct a mini-lesson on reading a chart. Students will look at a chart in a social studies book and discuss how the columns in the chart lead their eyes from left to right, enabling them to connect information. Students will work in groups to analyze a chart on either a teacher-given topic or one they have chosen themselves from either social studies or science text or another non-fiction text.

Teacher will then model skimming (reading quickly to get the main idea of the text) to find overall content of text and scanning (rapidly viewing the text in search of key terms, phrases, or information) to find specific information. Students will choose a chapter that is being studied in social studies or science to skim and scan for information. Students will record information in a learning log to use later as a study guide.

Activity 6: Parts of a Book/Text Structure (GLEs: 08b, 09e, 14a, 14b, 14c, 14d, 14e) [R]

Materials List: science, social studies, or other textbook; chart paper; student’s portfolio/journal or notebooks

Teacher will divide the class into pairs. Students will skim and scan a non-fiction textbook, such as their social studies or science text to identify parts of a book and text structure. The students will look over the cover and title of the book and discuss what they expect to find in that book. Students will then examine the various features such as the table of contents, glossary, index, and bibliography. From teacher-selected questions, students will respond, using the title page, copyright page, table of contents, body, appendix (if applicable), glossary, bibliography, and index to make predictions about the text before reading. Teacher will model how to fill out the KWL chart graphic organizer (view literacy strategy descriptions) by asking students what they know about a particular subject that the teacher selected from a science or social studies book. As the students answer what they know about the subject, teacher will fill out the K box in the KWL chart. Students will then complete the “What I want to know” box on their own charts. After reading the chapter, the students will then complete the “What I learned” box.

Students will then select a chapter, complete a textbook analysis or a preview checklist, and use a KWL chart graphic organizer to set a purpose for reading. Students are to complete a paragraph in their portfolios responding to the usefulness of the various parts of the books (e.g., Why would a table of contents be useful when trying to select a book to use for a specific topic? How can an index or glossary help make predictions about the text?).

Activity 7: Reading for Information and Note-Taking (GLEs: 05, 09a, 09b, 09c, 09e, 14a, 14b, 14e, 42c) [R]

Materials List: articles, informational or expository texts

Teacher will do mini-lessons on SQ3R and PQ4R (preview, question, read, recite, record, review; this mini lesson will emphasize the record for the note taking) and on how to use the 5W method as a strategy for reading expository and informational texts. Teacher will model the literacy strategy split-page note taking (view literacy strategy descriptions) by placing on board, overhead, or PowerPoint® slide sample split-page notes from a teacher- selected chapter of a text or article. The value of taking notes in this format will be explained by saying it logically organizes information and ideas, separates big ideas from supporting details, promotes active reading and listening, and allows inductive and deductive prompting for remembering information. Students should draw a line from top to bottom approximately 2 to 3 inches from the left edge on a sheet of paper. They should try to split the page into one-third and two-thirds. Big ideas, key dates, names, etc. should be written in the left column with supporting details in the right column. Students should paraphrase and abbreviate as much as possible. For example:

“Watching Wonders” READ Vol.55 No.16, April 16, 2006, p 22-25. Prey Small green frog

Predator Giant water bug

Giant Water bug’s Seizes victim with hooked forelegs and grasps tightly M.O. Paralyzes victim with bite Shoots poison that dissolves muscles, organs and bones, but not skin Sucks out the victim’s body

After teacher modeling, students will read various informational and expository selections and take split-page notes. Note: Articles from Read, Weekly Reader, Time for Kids, or any other student magazines can be used. Students will form groups to take notes by paraphrasing information from nonfiction text. . Each group will select a chapter from one of their textbooks, such as science or social studies, and use the PQ4R study method to skim, scan, and question each other and the split-page notetaking strategy to compile their notes. Students will compare their notes with other groups that took notes on the same text.

Teacher will conduct a mini-lesson on outlining and finding main idea and details. The teacher will remind students that when they outline from a text, they will be using strategies such as sequencing events and arranging steps in a process. The students will select a chapter from their social studies or other textbook and outline the selections to identify main idea and supporting details.

Activity 8: Text Structure (GLEs: 14a, 14b, 14c)[R]

Materials List: textbook, nonfiction magazine article, a variety of expository texts, student-learning logs

A mini-lesson on writing structure will be conducted by the teacher. Students will read a science textbook chapter or magazine article and identify the writing structure (e.g., cause-effect, classification, or problem-solution).

Next, students will read a variety of expository texts including essays, newspapers, and magazine articles from a content area and will develop and answer literal, interpretative, and evaluative questions about the texts. Students will apply knowledge by reading an unfamiliar textbook selection or informational article, taking notes (using the split-page note taking (view literacy strategy descriptions) strategy), and paraphrasing the selection. Students will keep notes on these strategies in a learning log(view literacy strategy descriptions). The learning logs will be assessed at the end of the unit by a teacher- created completion list.

Activity 9: Interpreting Information from a Graphic Organizer (GLEs: 04a, 04b, 09b, 15b, 15c, 15d, 15e, 16, 18b, 39a, 39b, 42a, 42b, 43a, 43b, 46) [E]

Materials List: note cards, various tables, charts, timelines, diagrams, maps from textbooks, newspapers, expository, or technical text, computer software such as Inspiration or Kidspiration(optional), Paragraph Formula BLM

Teacher and students will collect tables, graphs, timelines, charts, schedules, diagrams, and maps from textbooks, newspapers, and expository or technical text. Students will be placed in groups to draw conclusions and explain the information conveyed in the charts, tables, etc. Teacher will lead a discussion on the significance of using charts, timelines, diagrams and other graphics.

Students will then develop a table, graph, chart, or diagram to represent the information. Students may collect the information from texts or may interview others or conduct a survey on a topic in which they are interested. Students may use software such as Inspiration® if available to generate.

Teacher will model how to write a paragraph, focusing on writing topic sentences, using relevant details with the topic sentences, elaboration, using transitional words and phrases, and writing concluding sentences. Teachers may use a Paragraph Formula BLM to introduce students to writing a paragraph that has a topic sentence, two or more supporting concrete ideas, an elaborating sentence and concluding sentence. The BLM shows students how they might begin each of the sentences in the paragraphs. Students may then use this as a checklist when peer or self-editing paragraphs.

Teacher will have students brainstorm (view literacy strategy descriptions) a topic sentence from one of the graphs or charts collected earlier. Teacher will write the topic sentence on the board, chart paper, or overhead. Teacher will explain that the topic sentence introduces the paragraph. Teacher should also explain that good paragraphs have supporting details and will have an elaboration or commentary sentence that explains the topic. On the board, chart paper, or overhead, teacher will write supporting detail sentences and a commentary sentence.

The teacher and students will then brainstorm a concluding sentence that restates the topic sentence, and the teacher will post that to finish the paragraph. Using their information, students will then write a multi-paragraph summary of data generated from surveys. Students will use peer editing and then revise their paragraphs. Student work will be assessed through a checklist or group participation rubric. Rubrics and checklists can be found at www. louisiana schools.net/lde/uploads/3743.pdf for self/peer evaluation or http://rubistar.4teachers.org/index.php

Activity 10: Research Skills/ Narrowing a Topic (GLEs: 14b, 18a, 18b) [E]

Materials List: overhead projector, transparency Narrowing a Topic BLM

Teacher will conduct a lesson on how to choose and narrow a topic. Teacher can use a brainstorming (view literacy strategy descriptions) strategy using a Web graphic organizer (view literacy strategy descriptions) or can walk the students through the process shown on the overhead. The example in the Narrowing a Topic BLM deals with language. Teacher will discuss why the student in the example decided the topic needed narrowing at each point in the process, and how he/she went about finding sub-topics as well as the kinds of questions the student most likely asked himself.

As a class, students will brainstorm using Narrowing a Topic or using a web, which narrows down a broad topic (e.g., from dogs to Yorkshire Terriers). Students will generate a list of narrowed topics from teacher/self-selected general categories. The categories should come from a topic being studied in social studies or science class. Students will select from the list to narrow a topic and apply a pre-writing process such as brainstorming for their own research. Students will then develop questions they will answer in their reports (e.g., Would a Yorkie make a good pet? What is the temperament of a Yorkie? Where did Yorkies first show up? etc.).

Activity 11: Writing Business Letters (GLEs: 08b, 15b, 15e, 16, 17a, 17b, 17c, 17d, 17e, 18b, 18c, 18d, 18e, 18f, 18g, 22a, 22d, 24a, 24b, 24c, 25a, 25c, 27)[E]

Materials List: samples of applications or order forms, samples of business letters, BLM Sample Business Letter, BLM Business Letter Rubric

Students will read examples and models of business letters. (See Sample Business Letter BLM) Students, if permitted, may bring copies of letters from home. Students will label each part (e.g., heading, inside address, salutation, body, complimentary closing, and two-line signature) of various business letters.

The teacher will review and model the format of a letter of request, an order letter, and a letter of complaint or adjustment. The teacher will also model how to fill out an application requesting something (e.g., to win a new bike or ordering a magazine subscription). The teacher should gather blank applications from magazine inserts or sales catalogues for students to practice filling out. Students will brainstorm (view literacy strategy descriptions) with the teacher a list of things people can request, order, or complain about. Students will use the application forms provided to fill out and will write drafts of their each type of letter previously modeled. Students can go to the following site to draft an example business letter: http://www.readwritethink.org/materials/letter_generator/

Next, students will write a letter of request for information to a state or federal agency on the topic chosen from the previous activity. The information the students will inquire

Grade 7 ELAUnit 1Content Area Reading/Informational Non-fiction 14 Louisiana Comprehensive Curriculum, Revised 2008 about will be used in their research topics in later activities in this unit. Teacher will put students in a pair/share group and the students will read letters aloud to their partner. Each student will listen for clear and sufficient details, sentence variety, usage of pronouns and antecedents, absence of double negatives, and the correct tone for specific audiences.

Students will also peer- or self-edit, focusing on commas used to set off nouns of direct address and commas used after introductory words or phrases, and proof for spelling. Students will use a variety of resources to correct their letters. The students will revise their letters.

The students will produce a final draft of their letters. If available, the students will use word processing and/or other technology to draft the final copy. Students are to make a copy of final letter to keep in their portfolio and will mail their original letters to the appropriate party. Students will be provided feedback through an iLEAP writer’s checklist, (http://www.louisianaschools.net/lde/uploads/2071.pdf) or www. louisiana schools.net/lde/uploads/3743.pdf and/or the BLM Business Letter Rubric.

Teacher Note: An important part of this lesson is to mail out the letters in order to receive responses. If students cannot bring stamps from home, check with the school administration or a business to donate the cost of the stamps.

Activity 12: Using Basic Reference Books (GLEs: 3 9a, 39b, 39c, 39d, 40a, 40b) [R]

Materials List: checklist, various reference books from library, list of topics

Students will go to the library to locate reference books. Students will make a chart or checklist of questions they can use for researching a particular topic. Checklist items should include but not be limited to:  Is the topic in a general encyclopedia?  What does the encyclopedia index tell me?  What is the guideword at the top of the page?  Where can I find more information about this topic?  Do I need to look in an atlas?  What articles can I find in a periodical index?  Is there information in the almanac for my topic?

The students will continue with these types of questions with other reference books not listed here.

Students will create a reference book scavenger hunt. The scavenger hunt should be designed with questions that the answers can be found in the various reference books including, but not limited to encyclopedias, encyclopedia index, atlases, almanacs, periodical indexes, Reader’s Guide, biographies, electronic software, electronic data bases, book marked websites, other online sources, etc. To complete the scavenger hunt,

Grade 7 ELAUnit 1Content Area Reading/Informational Non-fiction 15 Louisiana Comprehensive Curriculum, Revised 2008 students will exchange their questions with a partner, and the partner will go to the library to search for the source in which the answer can be found, write down the name of the source and the answer to each of the questions. Example questions could include: Who hit the most homeruns in 2002 in the National League? (Sports Almanac); What is the highest elevation in Louisiana? (Atlas) The students will then evaluate the scavenger hunt, using a student/teacher-created checklist.

Activity 13: Research Skills/Using Resources (GLEs: 9b, 39a, 39b, 39c, 40a, 40b, 41, 45c) [E]

Materials List: various resources to generate a research topic, Models of Bibliography Entries BLM

Students will generate a list of narrowed topics from general categories. The teacher should encourage the students to choose topics from social studies or science topics being studied, or have been studied this school year. Students will choose a topic to research for a report. Teacher and students should utilize the library where teacher will review the organization and use of various resources (e.g., nonfiction book, encyclopedias, Reader’s Guide, an electronic periodical index, Internet sites, and search engines). The teacher will model how to write bibliographic entries (see Models of Bibliography Entries BLM); how to compile the works cited page; and how to determine validity of sources. Students will use various sources to research and determine the usefulness and validity of those sources. A site that can be utilized is http://www.readwritethink.org/materials/hints-on- print/index.html. This site helps students determine relevance and helpfulness of a book. The students may then begin summarizing and paraphrasing information from these sources using split-page notetaking (view literacy strategy descriptions) for their reports. Students will write bibliographical entries that will be used to create a works cited page for their reports that will be written in Activity 15.

Activity 14: Research Skills/Creating a Project (GLEs: 04a, 04b, 09b, 09e, 14c, 14d, 14e) [R]

Materials List: overhead or board, paragraph(s) from a science or social studies text or from a section in an encyclopedia, computers with PowerPoint®, posters, or any other medium the student chooses for the projects

Students will take notes from their sources—paraphrasing, making inferences, and drawing conclusions from the information by using the GISTing strategy (view literacy strategy descriptions). GISTing is a summary writing process. Teachers will begin by reminding students of the fundamental characteristics of a summary or gist by placing these statements on the board or overhead:  It is shorter than the original text.  It is a paraphrase of the author’s words and descriptions.  It focuses on the main points or events.

Teacher will model GISTing by using a section of a science or social studies book or an encyclopedia article. Introduce the section by building on prior knowledge, discussing key vocabulary, and other important ideas and information. Then the teacher should read aloud each sentence and with the students’ help to generate gists of each one, combining the sentence gists with one another until all the lines in the section are summarized. Discuss with students the important details and ideas, and write them on the board. Help students formulate important information and ideas into a single sentence and write that on the board. Continue this process until you have finished a short section of the chapter or section from an encyclopedia and have written 4-5 section gist statements on the board. The teacher and students may also go to the following site that has an interactive explanation on finding facts in texts. http://www.readwritethink.org/materials/factfrenzy/opening.html

Students will then gist from their sources to take notes for their research topics. The students will also analyze the text by reasoning—inductively or deductively, generating a theory, and using skimming/scanning strategies. Students will create a project (e.g., poster, PowerPoint® presentation, or some other visual representation of gathered information) that includes graphic organizers they generated from their research.

Activity 15: Research Skills/Writing a Report (GLEs: 04b, 15a, 15c, 15e, 16, 18c, 18d, 18e, 18f, 18g, 43c, 44, 45a, 45b, 45c)[E]

Materials List: notes from research, LEAP 21 Writer’s Checklist, LEAP 21/GEE Writing Rubric Student Copy BLM, LEAP 21/GEE Writing Rubric Teacher Copy BLM, Research Process BLM

Teacher will give students the LEAP 21 Writer’s Checklist http://www.louisianaschools.net/lde/uploads/2071.pdf and go over it with the students. Students will draft a written report from notes previously taken by using word processing technology that goes with their visual representation. Students will organize their reports with an established main idea, use elaboration (e.g., facts, specific details), include transitional words that unify ideas, and integrate quotations and citations in the report; the overall structure will include an introduction, body, and conclusion that summarize important details and ideas. Students will also include a works cited page with their report. Students will apply the writing process, using peer- or self-evaluation to edit or evaluate for ideas and organization, proofread for correct usage, mechanics, and spelling; revise based on feedback, and publish a written report using word processing technology. Student work will be assessed with the LEAP 21 Writer’s Checklist (http://www.louisianaschools.net/lde/uploads/2071.pdf) or (www.louisianaschools.net/lde/uploads/3743.pdf) and/or LEAP 21 Writing Rubric (www.louisianaschools.net/lde/uploads/9842.pdf The entire research process can also be assessed using the Research Process Rubric BLM.(optional)

Sample Assessments

General Guidelines

Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:

General Assessments

 The teacher will provide students with a checklist for collecting and documenting new vocabulary words. Students will keep the vocabulary in a portfolio to be turned in at the end of the unit for assessment. Students may be assessed on the completion and correctness of the activity.  Students will use information learned to complete KWL charts. Charts will be kept in unit portfolio. Teacher may assess charts on completeness and accuracy.  Students may use a trait rubric (i.e., ideas, organization, voice, word choice, sentence fluency, conventions) to self-assess their written work. Six Trait Rubric available at www.nwrel.org/assessment/pdf Rubric s/6plus1 trait s.pdf.  Students’ writing products may be assessed using the LEAP 21 Writer’s Checklist (http://www.louisianaschools.net/lde/uploads/2071.pdf) or www. louisiana schools.net/lde/uploads/3743.pdf for self/peer evaluation.  Students will take notes and find main idea and supporting details from a textbook, magazine, or other non-fiction source. A summary will be done. Assessment may include:  Title of chapter and subtopics  Main idea with supporting facts from text  Correct sequential order  Students will keep a learning log throughout the course of this unit. Teacher will check the log, looking for content, correctness, and accuracy. A teacher or class- made checklist may be developed.

Activity-Specific Assessments

 Activity 11: Students will complete letters and be assessed on the following criteria: (See Business Letter Rubric BLM)  Letter form maintained  Necessary information presented  Ideas well-organized  Ideas communicated clearly and concisely  Command of sentence structure  Excellent letter language

 Correct usage  Correct capitalization, punctuation, and spelling

 Activity 15: After completing Activity 15, the students will be assessed for at least two items (e.g., visual/oral presentation and research report). (See BLM LEAP/GEE Assessment) for the research writing that should include the following criteria:  The writing: Focuses on one aspect of a specific subject Includes a thesis statement Includes details which effectively support thesis Informs a reader completely Gives credit for ideas from other sources  Organization: Includes beginning, middle, and ending clearly developed Contains one main idea in each paragraph Contains details that support main idea  Voice: Shows the writer is interested in the subject Speaks sincerely and knowledgeably  Word Choice: Explains or defines unfamiliar terms Uses appropriate level of language Creates sentences which flow smoothly from one idea to the next  Mechanics and Usage: Applies the rules of grammar, spelling, and punctuation Follows appropriate format for research (including correct documentation)

 Activity 15: The following model is designed to focus on the process and skills necessary to locate, choose, and utilize information. This assessment is to be used on the final product. (See Research Process Rubric BLM)The criteria used are as follows:  Title Page: Title, name, layout (e.g., neatly finished without errors)  Rough Draft: Evidence of revision (e.g., changing, deleting, adding)  Final Copy: Introduction, body, conclusion (e.g., well-developed, follows a sequential order)  Works Cited Page: Three or more different sources, correct format (e.g., book, magazine, encyclopedia, websites)  Visual Product: Evidence of research reflection, neatly done

Grade 7 English Language Arts Unit 2: Modern Fantasy/Science Fiction

Unit Description

The unit focuses on reading and responding to science fiction and modern fantasy set in the past, the present, and the distant future. The characteristics of fantasy and science fiction are defined and described. Also, a study of story elements is included. Students are given the opportunity to respond in both written and oral forms. As the fantasy and science fiction genre is rich in visualization, students will create various art projects (paintings, collages, mobiles). Opportunities to compare and contrast science fiction with fantasy by listening to stories, poems, and plays and viewing clips of familiar movies will be provided. Examples of classic and contemporary science fiction will be read, and responses to the genre will be made using journaling, discussions, and writing reviews with cooperative groups. Researching technological advances predicted by various science fiction authors allows students the chance to edit and evaluate their writings. Vocabulary and grammar instruction occur throughout the unit within the context of the literature.

The essential goals of this unit are to read, comprehend, interpret, and analyze modern fantasy and science fiction as a literary genre. Fantasy is imaginative writing that takes the reader into an invented, unrealistic world. Students will recognize that fantasy and science fiction can carry readers on journeys in time and can result in life lessons for the reader or listener. Science fiction is a special division of fantasy that involves or is based on scientific principles. Students will recognize science fiction includes scientific fact and speculation and often comments on important issues in society that result in life lessons for the reader.

Guiding Questions

1. Can students identify and analyze the main elements of fantasy and science fiction? 2. Can students interpret and analyze significant literary techniques: imagery, satire, flashback, simile, irony, metaphor, foreshadowing? 3. Can students make critical comparisons across text, noting the author’s style as well as literal and implied content of text? 4. Can students recognize universal truths and themes?

Grade 7 ELAUnit 2Modern Fantasy/Science Fiction 20 Louisiana Comprehensive Curriculum, Revised 2008

5. Can students explain interactions and conflicts (man vs. man, man vs. self, man vs. nature, man vs. society) or conflicts between major and minor characters and analyze how the interactions affect the plot? 6. Can students relate science fiction to personal experiences?

Unit 2 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks 01a. Develop vocabulary using a variety of strategies, including, use of connotative and denotative meanings. (ELA-1-M1) 01b. Develop vocabulary using a variety of strategies, including, use of Greek, Latin, and Anglo-Saxon base words, roots, affixes, and word parts (ELA-1-M1) 02a. Explain story elements, including the revelation of character motivation through thoughts, words, and actions (ELA-1-M2) 02b. Explain story elements, including plot sequence (e.g., exposition, rising action, climax, falling action, resolution) (ELA-1-M2) 02c. Explain story elements, including conflicts (e.g., man vs. man, nature, society, self) and their effect on plot (ELA-1-M2) 02d. Explain story elements, including effects of first- and third-person points of view (ELA-1-M2) 02e. Explain story elements, including theme development (ELA-1-M2) 03a. Interpret literary devices, including symbolism (ELA-1-M2) 03b. Interpret literary devices, including puns (ELA-1-M2) 03c. Interpret literary devices, including analogies (ELA-1-M2) 04a. Draw conclusions and make inferences in oral and written responses about ideas and information in grade-appropriate texts, including instructional materials(ELA-1-M3) 04b. Draw conclusions and make inferences in oral and written responses about ideas and information in grade-appropriate texts, including essays(ELA-1-M3) 05. Interpret ideas and information in a variety of texts, including periodical articles, editorials, and lyrics, and make connections to real-life situations and other texts (ELA-1-M4) 06. Identify universal themes (e.g., search for identity, love, friendship, family, courage, adversity) and cultural viewpoints found in national, world, and multicultural literature in oral and written responses (ELA-6-M1) 07. Compare and contrast elements (e.g., plot, setting, character, theme) in multiple genres in oral and written responses (ELA-6-M2) 08a. Use knowledge of the distinctive characteristics to classify and interpret elements of various genres, including fiction (e.g., science fiction/fantasy) (ELA-6-M3) 08b. Use knowledge of the distinctive characteristics to classify and interpret elements of various genres, including nonfiction(e.g., essays, letters) (ELA-6- M3) 09a. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including, sequencing events and steps in a process. (ELA- 7-M1)

GLE # GLE Text and Benchmarks 09b. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including summarizing and paraphrasing information (ELA-7-M1) (see ELA-1-M2) 09d. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including comparing and contrasting literary elements and ideas (ELA-7-M1) (see ELA-1-M2) 09e. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including, making inferences and drawing conclusions (ELA-7-M1) (see ELA-1-M2) 09f. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including predicting the outcome of a story or situation (ELA-7-M1) (see ELA-1-M2) 10. Explain the relationship between life experiences and texts to generate solutions to problems (ELA-7-M2) 11. Use technical information and other available resources (e.g., websites, interviews) to solve problems (ELA-7-M2) 12. Explain the effects of an author’s stated purpose for writing (ELA-7-M3) 13. Identify an author’s bias (objectivity) for, against, or neutral toward an issue (ELA-7-M3) 14a. Analyze grade-appropriate print and non-print texts using various reasoning skills, for example, identifying cause-effect relationships (ELA-7-M4) 14b. Analyze grade-appropriate print and non-print texts using various reasoning skills, for example, raising questions (ELA-7-M4) 14c. Analyze grade-appropriate print and non-print texts using various reasoning skills, for example, reasoning inductively and deductively (ELA-7-M4) 14e. Analyze grade-appropriate print and non-print texts using various reasoning skills, for example, skimming/scanning (ELA-7-M4) 15b. Write multi-paragraph compositions on student- or teacher-selected topics organized with the following, organizational patterns (e.g., comparison/contrast, order of importance, chronological order) appropriate to the topic. (ELA-2-M1) 15c. Write multi-paragraph compositions on student- or teacher-selected topics organized with the following, elaboration (e.g., fact, examples, and/or specific details) (ELA-2-M1) 15d. Write multi-paragraph compositions on student- or teacher-selected topics organized with the following, transitional words and phrases that unify ideas and points. (ELA-2-M1) 15e. Write multi-paragraph compositions on student- or teacher-selected topics organized with the following, overall structure including an introduction, a body/middle, and a concluding paragraph that summarizes important ideas and details (ELA-2-M1) 16. Organize individual paragraphs with topic sentences, relevant elaboration, and concluding sentences (ELA-2-M1)

GLE # GLE Text and Benchmarks

17a. Develop grade-appropriate compositions on student- or teacher-selected topics that include word choices (diction) appropriate to the identified audience and/or purpose (ELA-2-M2) 17b. Develop grade-appropriate compositions on student- or teacher-selected topics that include vocabulary selected to clarify meaning, create images, and set a tone (ELA-2-M2) 17c. Develop grade-appropriate compositions on student- or teacher-selected topics that include information/ideas selected to engage the interest of the reader (ELA-2-M2) 17d. Develop grade-appropriate compositions on student- or teacher-selected topics that include clear voice (individual personality) (ELA-2-M2) 17e. Develop grade-appropriate compositions on student- or teacher-selected topics that include variety in sentence structure (ELA-2-M2) 18a. Develop grade-appropriate compositions by identifying and applying writing processes, such as selecting topic and form (ELA-2-M3) 18b. Develop grade-appropriate compositions by identifying and applying writing processes, such as prewriting (e.g., brainstorming, researching, raising questions, generating graphic organizers) (ELA-2-M3) 18c. Develop grade-appropriate compositions by identifying and applying writing processes, such as drafting (ELA-2-M3) 18d. Develop grade-appropriate compositions by identifying and applying writing processes, such as conferencing (e.g., peer and teacher) (ELA-2-M3) 18e. Develop grade-appropriate compositions by identifying and applying writing processes, such as revising based on feedback and use of various tools (e.g., LEAP 21 Writer’s Checklist, rubrics) (ELA-2-M3) 18f. Develop grade-appropriate compositions by identifying and applying writing processes, such as proofreading/editing (ELA-2-M3) 18g. Develop grade-appropriate compositions by identifying and applying writing processes, such as publishing using technology (ELA-2-M3) 19. Develop grade-appropriate paragraphs and multi-paragraph compositions using the various modes of writing (e.g., description, narration, exposition, persuasion), emphasizing narration and exposition (ELA-2-M4) 20b. Use the various modes to write compositions, including fictional narratives (ELA-2-M4) 21. Develop writing using a variety of literary devices, including analogies, symbolism, and puns (ELA-2-M5) 22b. Write for various purposes, including evaluations of media, such as television, radio, and the arts (ELA-2-M6) 22c. Write for various purposes, including text-supported interpretations of elements of grade-appropriate stories, poems, plays, and novels (ELA-2-M6) 23a. Use standard English punctuation, including commas to set off direct quotations, nouns of direct address, and after introductory words or phrases (ELA-3-M2) 23b. Use standard English punctuation, including semicolons or colons to separate independent clauses (ELA-3-M2) GLE # GLE Text and Benchmarks

24a. Write paragraphs and compositions following standard English structure and usage, including varied sentence structures, including complex sentences (ELA- 3-M3) 24b. Write paragraphs and compositions following standard English structure and usage, including varied sentence structures, including antecedents that agree with pronouns in number, person, and gender (ELA-3-M3) 25a. Apply knowledge of parts of speech in writing, including infinitives and participles (ELA-3-M4) 25b. Apply knowledge of parts of speech in writing, including superlative and comparative degrees of adjectives (ELA-3-M4) 25c. Apply knowledge of parts of speech in writing, including adverbs (ELA-3-M4) 26. Spell high-frequency, commonly confused, frequently misspelled words and derivatives (e.g., roots, affixes) correctly (ELA-3-5) 27. Use a variety of resources (e.g., glossaries, dictionaries, thesauruses, spell check) to find correct spellings (ELA-3-M5) 28. Adjust diction and enunciation to suit the purpose for speaking (ELA-4-M1) 29. Use standard English grammar, diction, syntax, and pronunciation when speaking (ELA-4-M1) 32. Adjust volume and inflection to suit the audience and purpose of presentations (ELA-4-M3) 33. Organize oral presentations with a thesis, an introduction, a body developed with relevant details, and a conclusion (ELA-4-M3) 36. Deliver grade-appropriate research-based presentations (ELA-4-M4) 38a. Participate in group and panel discussions, including explaining the effectiveness and dynamics of group process (ELA-4-M6) 38b. Participate in group and panel discussions, including applying agreed-upon rules for formal and informal discussions. (ELA-4-M6) 38c. Participate in group and panel discussions, assuming a variety of roles (e.g., facilitator, recorder, leader, listener) (ELA-4-M6) 39a. Locate and select information using organizational features of grade- appropriate resources, including, complex reference sources (e.g., almanacs, atlases, newspapers, magazines, brochures, map legends, prefaces, appendices) (ELA-5-M1) 39b. Locate and select information using organizational features of grade- appropriate resources, including electronic storage devices (e.g., CD-ROMs, diskettes, software, drives) (ELA-5-M1) 40a. Locate and integrate information from a variety of grade-appropriate resources, including multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias) (ELA-5-M2) 40b. Locate and integrate information from a variety of grade-appropriate resources, including electronic sources (e.g., websites, databases) (ELA-5-M2) 40c. Locate and integrate information from a variety of grade-appropriate resources, including other media sources (e.g., audio and video tapes, films, documentaries, television, radio) (ELA-5-M2)

GLE # GLE Text and Benchmarks

42b. Gather and select information using data-gathering strategies/tools, including, interviewing (ELA-5-M3) 42c. Gather and select information using data-gathering strategies/tools, including, paraphrasing. (ELA-5-M3) 44. Use word processing and/or other technology to draft, revise, and publish a variety of works, including reports and research documents (ELA-5-M4) 46. Interpret information from a variety of graphic organizers including timelines, charts, schedules, tables, diagrams, and maps in grade-appropriate sources (ELA-5-M6)

Sample Activities

Activity 1: Independent Reading (Ongoing): (GLEs: 04a, 04b, 05, 08b, 10, 14a, 14b, 14c, 16) [R]

Materials List: reading material covering a wide range of topics and readability levels, books/materials stored in the classroom itself and a constant flow of new books and reading material, Reading Response Learning Log BLM, Reading Diary Prompts BLM

Each day, students and teachers should read silently for an uninterrupted period of time. Students will select their own books or reading materials which require neither testing for comprehension nor book reports. Students will keep a reading response learning log (view literacy strategy descriptions) of materials read. An example of a reading log is as follows:

Reading Response Log Student Name______Selection Title and Date Pages Comments about what I’ve read Genre read

Other examples of reading logs can be found at http://www.readwritethink.org/lesson_images/lesson141/log.pdf Students may also respond in reading journals or diaries after completing their books to prompts (e.g., This reminds me of_____, What surprised me was_____, I think this novel

Grade 7 ELAUnit 2Modern Fantasy/Science Fiction 25 Louisiana Comprehensive Curriculum, Revised 2008 is_____.) See Reading Diary Prompts BLM for other prompts. Student response also may be through a variety of other or other strategies (e.g. writing prompts, response learning logs, journals, book talks, or, if available, Reading Counts/Accelerated Reader). SSR guidelines for class use may be found at http://www.dowlingcentral.com/MrsD/area/literature/ssr.html or at http://www.education-world.com/a_curr/curr038.shtml

Activity 2: Science Fiction/Fantasy Vocabulary: Etymology (Ongoing) (GLEs: 01a, 01b, 40a) [R]

Materials List: Vocabulary Cards BLM, index cards, software such as Inspiration, computers optional, vocabulary portfolio/notebook

Many scientific words used in science fiction selections have origins in Greek and Latin. Students will participate in class discussions with the teacher using a variety of words with Greek or Latin foundations. Students will generate a list of words encountered in fantasy and science fiction reading selections and use a dictionary to locate each word’s meaning and origin. To develop students’ knowledge of key vocabulary, create vocabulary cards (view literacy strategy descriptions) for terms related to the fantasy and science fiction genre. An example is shown below and in the Vocabulary Cards BLM. The teacher will distribute 3”x 5” or 5”x 7” index cards to each student. The teacher will model for the students how to complete the vocabulary cards by putting a blank example on the board or overhead. Teacher will place a targeted word in the middle of the card, as in the example below. Ask students to provide a definition. It is best if a word can be defined in students’ own words. Write the definition and derivation (if applicable) in the appropriate space. Next, invite students to list the characteristics or description of the word and write that information in the appropriate space. Ask for examples of the term and include one or two of the best ones in the designated area on the card. Finally, in the last area of the card, create a simple illustration or a sentence with the term used in context.

Once the sample card is created, ask students to make their own word cards for other fantasy or science fiction terms. Allow them time to review the words on the cards. Students will then find a partner to quiz and hold accountable for accurate information on the cards. Students need multiple exposures and opportunities to reflect on and manipulate key vocabulary in order to learn it well. Students may also create a word puzzle from their lists of words using the Internet site www.puzzlemaker.com or any other similar site for additional practice. Software such as Inspiration® may be used to generate the vocabulary cards. Students will add these words and meanings to their personal vocabulary lists. Class lists will be generated.

Definition/Derivation Characteristics/ (GREEK) MYTH Descriptions Pertaining to a fictitious Magic; Gods, story that may include Goddesses; Legends, gods, heroes, fairies, or Nature other unreal phenomena MYTHICAL

Examples Illustration/Sentence Hermes is a mythical The unicorns in the Harry EXAMPLEScharacter. OF TERM: ILLUSTRATION/SENTENCE:Potter series are mythical Hermes is a mythical character. The creatures.unicorns in the Harry Potter series are mythical creatures.

Activity 3: Writing Craft (Ongoing) (GLEs: 03a, 03b, 03c, 17a, 17b, 17c, 17d, 17e, 21)[E]

Materials List: a variety of picture books, overhead projector, transparencies, or chart paper, or computer with projector, student writing notebooks (journals), RAFT Writing Example BLM

Teacher should begin preparing the students to be good writers. Teacher should teach or review the traits for effective writing. The following Internet sites have the traits and the definitions of effective writing: http://www.north-scott.k12.ia.us/writetraits/writetraits.html#top http://www.englishcompanion.com/pdfDocs/sixtraitssummary.pdf

Because fantasy often relies on literary devices such as symbolism, puns, and analogies, the teacher will conduct a mini-lesson on symbolism, analogies, and puns. Teacher will provide a few puns, analogies or symbols and have the students complete a RAFT writing (view literacy strategy descriptions). The teacher will explain this form of writing gives students the freedom to project themselves into unique roles and look at content from unique perspectives. RAFT writing has been used to explain processes, describe a point of view, envision a potential job or assignment, or solve a problem. It is the kind of writing that, when crafted appropriately, should be creative and informative. The teacher will then ask students, individually or in small groups, to select a pun, analogy, or symbol. Ask students to work in pairs to write the following RAFT:

R – Role (role of the writer–Journalist) A – Audience (to whom or what the RAFT is being written–Anthropologists)

F – Form (the form the writing will take, as in letter, song, etc.–Journal Entry) T – Topic (the subject focus of the writing–Explanation of the literary device)

Example writing: August 13, 2008 Today, while exploring the caves in Southern Colorado, I discovered several writings on the walls. Some of the writings were similes, metaphors, and analogies. The most exciting part of the discovery was that I understood what some of the writings mean. I grew up hearing some of these similes, metaphors and analogies because that was my grandmother’s way of teaching all of us lessons. Similes and metaphors make comparisons to things that sometimes don’t seem to be related. Similes use like or as to compare; whereas, a metaphor just compares by saying one thing is another. An example of a metaphor would be “Our old cat, a bolt of lightning, caught the bird.” Cat is being compared to a bolt of lightning because he is very quick or fast. In the cave one of the writings was: “Joe and Mike were like two peas in a pod.” This is an example of a simile because it is using the word like to compare Joe and Mike to peas in a pod. The saying means that Joe and Mike were really close to one another and hard to separate, the same way that peas are really close in a pod. I also found another writing that looked like this: Dog:cat::shirt:pants This analogy compares the dog and cat, which are both animals with shirt and pants which are both articles of clothing. I really like analogies because they compare unlike things. There was another writing that was a pun. A pun is a figure of speech or word play which consists of a deliberate confusion of similar words within a phrase or phrases. This writing said, “I wondered why the baseball was getting bigger. Then it hit me.” That was really funny. I also noticed a drawing of a group of people in a circle holding hands. I think the drawing is a symbol describing the closeness of the group who wrote on these walls. Symbols are something that stands for something else. I can’t wait to get back tomorrow and decipher more of the writings.

When finished, allow time for students to share their RAFTS with other partners or with the whole class.

Students are to create a portfolio that will include a list with the meaning of each of the analogies, puns, and symbols that they encounter in their readings and their RAFT

Grade 7 ELAUnit 2Modern Fantasy/Science Fiction 28 Louisiana Comprehensive Curriculum, Revised 2008 writings. Students will compose sentences that include these various literary devices and add them to their journals. Students may also visit the web site http://www.sadlier- oxford.com/phonics/analogies/analogiesx.htm to participate in an interactive activity to work with analogies. The teacher will remind the students that writing is an ongoing activity and that they will be reviewing all work done throughout the year.

Materials List: writing samples

The teacher may use the daily oral language strategy with target skills. The teacher will provide the students with a sentence or a group of sentences in need of editing to give students consistent practice correcting grammatical errors. In this unit, teacher will target sentence structure, phrases and clauses, sentences without double negatives, and spelling. The students will also apply knowledge of the parts of speech, including adverbs and superlative and comparative degrees of adjectives. The students may also discuss the common errors in student writing samples. Through the writing process, students should use peer editing to work with the mechanics. Grammar instruction should occur within the context of students’ reading and writing. Grammar instruction lessons may be found at: http://www.education-world.com/a_lesson/lesson/lesson334.shtml or http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/index.htm

Activity 5: Science Fiction or Fantasy? (GLEs: 02a, 02b, 02c, 02d, 02e, 07, 08a, 22b) [R]

Materials List: chart paper, markers, Characteristics of a Fantasy BLM, Characteristics of a Science Fiction BLM

Students will brainstorm (view literacy strategy descriptions) in their reading journals examples of fantasy or science fiction they have seen or read (e.g., Harry Potter, Star Wars, and so on). As students share their ideas, the teacher will list responses on the board. The teacher should then discuss with the students what makes each of their examples science fiction or fantasy. Teacher will list students’ ideas on chart paper that will be left up in the room The teacher will next lead a discussion about narrative elements and the characteristics of a fantasy and science fiction. Give each student a copy or have the students copy the characteristics from the Characteristics of Fantasy and the Characteristics of Science Fiction BLMs. The students will compare the characteristics of fantasy and science fiction to the brainstorming charts created earlier. The teacher and students will define universal theme: the idea that holds the story together or the central meaning of a piece of writing, which might include the need to be loved and accepted, the need to achieve, to have courage, etc. The teacher will present a science fiction/fantasy web or chart modeling similarities and differences in the plot, setting, problem or

Grade 7 ELAUnit 2Modern Fantasy/Science Fiction 29 Louisiana Comprehensive Curriculum, Revised 2008 conflict, and characters. Students will view film clips of a science fiction story and a fantasy and then create an attribute chart that compares/contrasts the characteristics. Through story mapping and discussion, students will respond to the selection and identify the characteristics of science fiction and fantasy.

Activity 6: Elements of Fantasy/Science Fiction (GLEs: 02a, 02b, 02c, 02d, 02e, 08a, 09d, 09f, 38b, 38c, 42c)[R]

Materials List: a variety of excerpts from fantasy or science fiction stories, Reciprocal Teaching BLM, Literary Techniques BLM, Story/Literary Elements BLM, Story Elements Checklist, Character Representation Rubric BLM

The teacher will present mini-lessons on literary techniques (e.g., imagery, satire, flashback, foreshadowing, irony, metaphor). Other mini-lessons conducted will focus on story elements including the following: character development (the who), setting (the where and when), plot (the what), point of view, mood, theme, and style (the how). The teacher may use Literary Techniques BLM and Story Elements BLM when presenting the mini-lessons. Also, teachers may want to access the following web sites for further explanations. http://mrbraiman.home.att.net/lit.htm http://www.brainpop.com/english/writing/similesandmetaphors/

The teacher will select several excerpts from a variety of fantasy or science fiction stories, such as The Lion, the Witch and the Wardrobe, Harry Potter, The Giver, A Wrinkle in Time, Gathering Blue, etc., in which literary techniques have been used and assign to groups of students.

The students will use the reciprocal teaching strategy (view literacy strategy descriptions) while working in their groups. Reciprocal teaching focuses on the four main comprehension processes of summarizing, questioning, clarifying, and predicting, something good readers do automatically while struggling readers may not even understand these processes are required. It also makes the students responsible for creating the meaning of a story, rather than relying on a teacher’s summarization. The teacher will give each student a copy of Reciprocal Teaching Chart BLM. Each member of the group will be responsible for filling out his/her part of the chart. This chart will be used as a guide for the students’ discussions.  Students will form literature circles, and each student will be assigned a role in the group such as:  Director of discussion—responsible for starting the meeting, creating interesting and meaningful discussion questions, and soliciting contributions from other members of the group  Passage master—person that directs the group to important and meaningful passages and reads aloud these selections  Connector—person who helps the group make connections to the text and the real world and provides examples from the text and examples

from everyday events  Illustrator—person who offers visual examples, responses, and explanations of the written text; person who clarifies confusing parts and attempts to answer questions posed

All students in the group will read the first section of the passage. The group members will then fill out his/her portion of the reciprocal teaching chart. The Director of Discussion will then ask the Illustrator to begin the discussion within the group by orally summarizing the first section of the passage. The Illustrator will then pose confusing questions about the passage, and the others will discuss. The Director will then share predictions, the remainder of the group will agree on predictions made. The Passage Master will then read aloud passages that confirm the predictions the group made. The discussion will continue within the group until the questions in the chart have been talked about. The roles in the group then switch one person to the right, and the next part of the selection is read. Students repeat the process in their new roles and continue to employ the reciprocal teaching strategy. This continues until the entire selection is read.

 The students will then discuss and identify literary techniques (e.g., imagery, satire, flashback, irony, metaphor, foreshadowing) by citing examples on an attribute chart.  Students will make predictions, develop questions, and analyze author’s techniques in creating fantasy.  Each literature circle group will share its findings with the whole class. Students will then compare the fantasies/science fiction and generate a list of similarities, creating a wall chart to record specific information or a summary on fantasies read (e.g., characters, motifs, universal themes, origin).  Students are to complete reading of their short fantasy/science fiction. The students will analyze plot sequence by using story maps and identify the conflict’s effect on the plot.  Students will create a list of story questions about characters, setting, plot, point of view, mood, theme, and style. These questions can be used as a review by playing a Jeopardy game with them.  Finally, students will analyze a character and create a visual representation, such as a poster or mural showing physical appearance, character’s voice, thoughts and feelings, and character’s actions or deeds.

Teacher will assess student work by using Story Elements Checklist BLM, Character Representation Rubric BLM or other teacher-made checklists or rubrics.

Activity 7: Fantasy/Science Fiction Book Review (GLEs: 02b, 09a, 09b, 09e, 17a, 17b, 17c, 17d, 17e, 19, 22c, 28, 29, 32)[R]

Materials List: a variety of books, markers, pencil colors or crayons, construction paper, old magazines, drawing paper, Presentation Rubric BLM

Teacher will conduct a mini-lesson on book reviews. The students will listen to a short fantasy story the teacher has selected. In a whole group setting, the students and teacher will devise a book review for the selection that has been read aloud.

From the class list of fantasy novels, students will select a novel to be read independently. As they read, students will respond in reading learning logs (view literacy strategy descriptions) to a variety of teacher-suggested prompts, which may include asking for the following: brief summaries, making inferences, drawing conclusions, charting character development, sequencing plot, making predictions, etc. An example of a prompt might be: In the story Harry Potter and the Sorcerer’s Stone, what made the Hagrid so endearing to Harry, Hermoine, and Ron, yet not so endearing to Malfoy? The teacher may allow time for the students to exchange log entries and explain their responses.

Students will use their responses in their journals to write a book review, using word choices appropriate to the audience along with information and ideas that keep the interest of their audience. Teachers and students may go to the following web sites that give ideas on how to write and present book reviews: http://www.teachnet.com/lesson/langarts/foldedbkrpts071599.html http://www.lkwdpl.org/study/bookrep/ The students will use a variety of sentences and a clear voice to encourage others to read the novel. The students will also respond to the text through various media (e.g., dioramas, montage, collage, mosaic, illustrations, mobiles, posters, book jacket). Students will present the book reviews and visuals to the class. Teacher will assess student presentations with Presentation Rubric BLM or other teacher-made rubric.

Activity 8: Comparing Fantasy/Science Fiction Stories (GLEs: 09d, 11, 14e, 15b, 15c, 15d, 15e, 16, 18b, 18c, 18d, 18e, 22c, 39b)[R]

Materials List: paper, pen or pencil, computer(s) with Internet and software used in library such as OPAC, (optional), Writer’s Checklist

Students will research via the Internet or an electronic storage device (OPAC or other software used in the library or websites) or the teacher may provide a list (see Science Fiction/Fantasy Booklist following the Sample Assessments) to find other fantasy/science fiction stories. The students will read and respond to common themes or issues in fantasy by comparing two fantasy stories. Students will use a graphic organizer (view literacy strategy descriptions) for brainstorming (view literacy strategy descriptions) the similarities. The teacher will conduct a lesson on how to develop multiparagraph compositions. Using their graphic organizer, the students will develop a multiparagraph composition that includes an introduction, middle, and concluding paragraph, comparing the two fantasies. The student will establish a central idea, use specific details from the story, and use transitional words or phrases that clarify or unify ideas within the paragraphs. The students will cite text examples for support. The students will confer with a peer or

teacher about the content of their papers. Students will be provided feedback through iLEAP writer’s checklist, (http://www.louisianaschools.net/lde/uploads/2071.pdf). The students will then revise their papers based on feedback.

Activity 9: Author’s Point of View (GLEs: 02a, 02b, 02c, 02d, 02e, 06, 12, 13) [R]

Materials List: fantasy or science fiction selection, Question the Author BLM, encyclopedias, biographies of various authors, computer(s) with Internet, pencil, paper

The teacher will also conduct mini-lesson reviews on author’s point of view and theme development. The teacher will read aloud a short fantasy or science fiction story or excerpt. The students will discuss author’s point of view and the theme of the short story by responding in their journals. To ensure students are learning to take responsibility for constructing meaning from text, demonstrate how they can question the author QtA (view literacy strategy descriptions). Put on chart paper the types of questions students are expected to ask as they read and/or listen to science fiction and fantasy short stories. (See below). Other questions can be added with the help of students as they learn the QtA process. As a section of text is read, the teacher will model for the students the question- asking and –answering process using the questions below or related ones. In QtA, the teacher will first read segments of the text and stop at pre-determined segments to have the class discuss the ideas and events encountered. The teacher will then pose questions, such as What is the author trying to say? and What do you think the author means by that? and How does this connect with other text ideas? Use the Question the Author BLM to model with the students. For the questions that have blanks, teacher is to add appropriate information from the text to complete the question. The teacher should have pre-segmented the text where the pupils may be expected to have difficulties. Based on the teacher’s modeling of question asking, students then collaboratively construct meaning by questioning the author and the author’s purpose. This gives students the opportunity to learn from one another, to question and consider alternative possibilities, and to test their own ideas in a safe environment.

In a subsequent section, invite students to do the same. Have students work in pairs to engage in the QtA process together; move around the room to monitor and clarify. Continue to model and elicit from students these types of questions until they begin to QtA in a routine way as they read on their own and listen to text read to them. The teacher should encourage students to use the approach to meaning making with all texts.

Goal Question Initiate discussion. What is the author trying to say? What is the author’s message? What is the author talking about? Focus on author’s message. That is what the author says, but what does it mean? Why did the author choose this word?

Link information. How does that connect with what the author already told me? Have I seen this information in any other source? Identify difficulties with the way Does that make sense? the author has presented Does the timeline of events make sense? information or ideas. Did the author state or explain that clearly? Why or why not? What do I need to figure out or find out? Encourage students to refer to the Did the author tell me that? text because they have Did the author give me the answer to that? misinterpreted, or to help them What was the author’s impression of ______? recognize that they have made an What was the author’s attitude toward ______? inference. Link information being read to What does that statement or description remind me outside experiences. of ______? What about the time period seems familiar or similar to my own?

Activity 10: Meet the Author (GLEs: 12, 13, 17a, 28, 32, 39a, 39b, 40a, 40b, 42b, 42c) [R]

Materials List: fantasy or science fiction selection, Question the Author BLM, encyclopedias, biographies of various authors, computer(s) with Internet, pencil, paper

Students will use a variety of sources, such as encyclopedias, Internet, Gale Group, biographies, or the appendices of other source books, to research an author of science fiction or fantasy (e.g., Isaac Asimov, Jules Verne, George Lucas, J. K. Rowling, C. S. Lewis, etc.) Students will then formulate questions they would like to ask the author in an interview. Questions should include, but not be limited to, family background, education, books written, awards, etc.

Students will then use the QtA strategy (view literacy strategy descriptions) (see Question the Author BLM) to formulate questions they would like to ask the author in an interview. Questions should include, but not be limited to, family background, education, books written, awards, why the author writes in the science fiction genre, etc. The students will partner up with another student and have a mock interview. After the first partner completes the interview, the students will change roles. After practicing the interview a couple of times, students will perform the interview for the class.

Activity 11: True to Life? (GLEs: 36, 39a, 39b, 40a, 40b, 40c, 42c, 44, 46) [R]

Materials List: encyclopedias, computer(s), Internet access, digital camera (optional)

In groups, students will use information from Internet Web sites, documentaries, films, encyclopedias, or other printed texts to research some technological advances made during the last fifty years. Keywords such as “technological advances” or “recent inventions” may be used to aide in the students’ research. Examples that students may choose to research could include, iPods, laptop computers, cell phones, the robot that can be programmed to vacuum, etc. Students will gather information; prepare charts and timelines; and collect images, examples, and recordings to illustrate these advances. The students will use various technologies to create a multimedia display such as a PowerPoint® presentation, a student-created video, a mural of digital camera pictures, etc. In their reading learning log (view literacy strategy descriptions), students will relate these advances to ones mentioned in science fiction stories they have read. The students’ responses may be in paragraph form or in sentences that answer teacher-created prompts.

Activity 12: Predicting the Future (GLEs: 05, 10) [R]

Materials List: notebook, pencil or pen

The teacher will review several science fiction texts, science fiction articles from periodicals, and the research students have done in previous activities in this unit to interpret the information and ideas. Students will make connections to real-life situations by brainstorming (view literacy strategy descriptions) what life might be like in the future, including food, inventions, transportation, school, clothes, and houses. Students will write a journal entry describing a normal day in the life of a seventh grader in 2100. Students are to compare the above items to today to make real-life connections. Students will explain if some of the technology in the future will generate solutions to today’s problems.

Activity 13: Which Character Am I? (GLEs: 02a, 10, 17a, 17b, 17c, 17d, 18b, 18c, 18d, 18e, 18f, 18g) [E]

Materials List: paper, pen or pencil, Writer’s Checklist, iLEAP Writing Rubric BLM

The teacher will review the writing process with the students. Students, individually, will make a list and identify the qualities of three fantasy characters with whom they relate. As a prewriting activity, students will select one character and brainstorm (view literacy strategy descriptions) how they are alike and different from the character. The students will apply the writing process (brainstorming, drafting, conferencing, revising based on feedback, proofreading to edit, and producing a final draft for portfolio inclusion) to compose a multiparagraph essay on the ways they are alike and different from the character chosen. The final draft may use electronic word processing technology.

Students will be provided feedback through iLEAP writer’s checklist, (http://www.louisianaschools.net/lde/uploads/2071.pdf) Teacher may assess with iLEAP Writing Rubric BLM or other teacher-made rubric.

Activity 14: Writing/Presenting Science Fiction/Fantasy (GLEs: 08a, 17b, 17c, 18b, 18c, 18e,18f, 18g, 20b, 23a, 23b, 24a, 25b, 26, 27, 28, 29, 32, 33, 38a, 44) [E]

Materials List: pencil, paper, dictionary, grammar resource book, computer (optional), Fantasy/Science Fiction Rubric 1 BLM, Fantasy/Science Fiction Rubric 2 BLM

The students will write original fantasy or science fiction stories.  Students may use the journal entry from Activity 12 to begin writing science fiction stories. The narrative will include all the elements of a story and will have characteristics of science fiction or fantasy embedded into it.  Students will participate in whole group lessons presented by teacher on complex sentence structure; superlative and comparative degrees of adjectives; using commas to set off direct quotations, nouns of address, and after introductory words or phrases; and using colons and semicolons.  Students will use writing strategies to plan; draft; revise, by focusing on use of varied and correct sentence structure, use of complex sentences, correct spelling, and correct usage of punctuation to compose the stories. The students will then self and peer edit by using a writer’s checklist. (http://www.louisianaschools.net/lde/uploads/2071.pdf). The students will then publish their fantasy/science fiction story. Students may choose to publish their stories using word processing technology. The stories will be assessed with Fantasy/Science Fiction Rubric 1 BLM, Fantasy/Science Fiction Rubric 2 BLM or other teacher-made rubric.  Students will create movie advertisement posters that illustrate the story they wrote in the previous bullet. The poster will be neatly done and display the elements of science fiction to capture the imagination of their audience.  The teacher will place students in groups of four to six. Each student will present their science fiction story as an oral summary and display the movie poster advertisement within the group. The students’ oral presentations will be organized with an introduction, a body that includes details, and a conclusion. Group members may ask questions of the individual student after the oral summary is given. Students will provide feedback through a class-created rubric. After all students have presented their summaries to the group, they will complete a teacher-created survey that explains the dynamics of the group.

Activity 15: Games Anyone? (GLEs: 02a, 02b, 02c, 02e, 15b, 15c, 15d, 17a, 17b, 17c, 18a, 18b, 18c, 18d, 18e, 18f, 18g)[E]

Materials List: poster or chart paper, markers, a variety of art materials, paper, pen or pencil, Game Board Hints BLM, Game Board Rubric BLM

As a group, students will list and reflect on games they like to play or are familiar to them. Students, individually or as a group, will design a board game or create a new sport that relates to a fantasy story. The teacher may provide Game Board Hints BLM to the students. Students are to incorporate characters, setting, conflict, plot, and theme within the game. Students are also to include questions related to the fantasy stories and novels that were read by the whole class.

In a whole class setting, the students will brainstorm what makes instructions clear and easy to follow. Students will create a clear set of directions that explain how to play their games. Students are to include a list of materials needed to play the game. Students or the teacher should provide these materials on the day students are to play the game and on the day of the presentation. Students will proofread the directions to check for correct sequencing of the directions, correct mechanics, and correct spellings.

After games are completed, students will exchange game/sport with another group. The students will play the game, following the directions given. The students who played the game will then evaluate it on how clearly the instructions are written. Groups will then get their game back along with the evaluations. Students will revise and publish a final form of their game/sport.

The students will use the writing process to compose a multi-paragraph composition comparing the game they created with another group’s game. Students are to elaborate on the ease or difficulty of the game, how the directions were presented, and on the materials that were used in each game. Teacher will assess the students’ paragraphs using a teacher-made rubric or the LEAP 21 writing rubric. http://www.louisianaschools.net/lde/uploads/9842.pdf

Sample Assessments

General Guidelines

General Assessments

 The teacher will provide students with a teacher-made checklist for collecting and documenting new vocabulary words. Students will keep the vocabulary in a portfolio to be turned in at the end of the unit for assessment. Students will be assessed on the completion and correctness of the activity.  Students will be observed and evaluated individually while participating within the literary circle group discussions.  Students will complete surveys rating the success of the group members working on activities (self assessment and peer assessment). Using a checklist, the teacher will observe students while they are working in groups, assessing whether they stay on task, understand their roles, and complete their tasks correctly.  Students will confer with teacher to discuss and monitor the student’s knowledge.  A checklist will be provided for peer conferencing. Students will be assessed for being on task and for cooperativeness.  Teacher and/or students will use a checklist to monitor for understanding of narrative and fantasy/science fiction elements. (See example following the Activity Specific Assessments.)  The students will be assessed on their understanding of complex sentence structure, use of commas to set off direct quotations, and use of superlative and comparative degrees of adjectives using teacher-made quizzes.

 Activity 6: The teacher will assess students on their understanding of story elements using the following checklist. Students may also use this checklist when devising questions for Activity 4.

Story Elements Checklist

Key: N=never R=rarely S= sometimes U=usually  Understands Narrative Elements ___Setting ___Protagonists ___Antagonists ___Mood ___Events ___Imagery ___Satire ___Metaphor ___Theme ___Conflicts  Critical Thinking ___Makes reasonable predictions about what will happen ___Adjusts predictions during and after reading

___Makes inferences ___Understands cause and effect ___Compares and contrasts characters and events ___Describes characters’ traits ___Identifies themes

 Activity 6: Students will be assessed on their character representation using the following four-point rubric. See Character Representation Rubric BLM.

4 Points:  The character’s appearance is exactly the way text describes.  Quotations used show deep insight of character.  Actions clearly reveal character’s personality.  A clear and accurate understanding of the character’s thoughts and feelings is portrayed.  The character’s personality is effectively and clearly portrayed.  Representation is very organized, neat, and shows the true character. 3 Points:  The character resembles the author’s description.  Quotations show some important character traits.  Actions reveal the character’s personality.  A relatively good understanding of the character’s thoughts and feelings is portrayed.  The character’s personality is well defined.  Representation is neatly done, organized, and shows an understanding of the character. 2 Points:  The character vaguely resembles the author’s description.  Quotations show only minor character traits.  Actions vaguely portray the character’s personality.  Some understanding of the character’s thoughts and feelings is portrayed.  The character’s personality is vaguely defined.  Representation is neatly done, somewhat organized, and presents a vague picture of the character. 1 Point:  The character has no resemblance to the author’s description.  Little to no insight is shown by quotations.  Actions show no understanding of the character’s personality.  Representation shows little understanding of the character’s thoughts and feelings.  The character’s personality is not defined.  Representation is messy or somewhat disorganized and shows an unclear picture of the character.

 Activity 7: After completing a book review, students will be assessed using the following criteria:  Makes word choice appropriate to audience.  Uses a variety of sentences (e.g., simple, compound, complex).  Encourages others to read book.  Includes a visual (e.g., diorama, illustrations, poster, book jacket, etc.) that accurately represents book.

 Activity 12: The student will respond on the life of a seventh grader in the year 2100 and will be assessed using the following criteria:  Real-life connections are made.  Future food, schools, transportation, inventions, clothes, and houses are compared with today’s.  Some of technology of the future will generate solutions to today’s problems.

 Activity 14: The students’ fantasy/science fiction story will be evaluated using the following criteria: See Fantasy/Science Fiction Story Rubric BLM.  Organization: . Topic is clear. . Events are logical. . Clear organizational plan is evident. . Transitions are varied, smooth, and logical. . Plot contains a clear beginning and end.  Development: . Elements of narrative are well elaborated. . Characteristics of science fiction are embedded. . Elaboration is clear and appropriate. . Varied sentence patterns are used. . Vocabulary is appropriate to audience. . Details are vivid and specific.  Mechanics and Usage: . Words are spelled correctly. . Punctuation, including end marks, commas, colons, and semicolons, is used correctly. No errors are present in subject/verb agreement.

 Activity 14: The student will create a movie advertisement poster that illustrates his/her fantasy/science fiction story and will be assessed using the following criteria. For a four-point scoring guide the following may be used:

1=Incomplete 3=Good 2=Needs Improvement 4=Superior

 Activity 15: The following assessment will be used to evaluate the student’s final game product:

Components Characteristics  Title Legible, neat, correct spelling, correct grammar  Concept Original, related to topic  Directions Legible, clearly stated, sequential  Complexity Appropriate for intended audience  Design Neat, uncluttered, appealing

Fantasy/Science Fiction Reading Lists

Applegate, K. A., Animorphs Asimov, Isaac, Fantastic Voyage Asimov, Isaac, Foundation Trilogy Avi, Midnight Magic Bell, Hilary, A Matter of Profit Blacker, Terence, Angel Factory Card, Orson Scott, Ender’s Game Cart, Michael, Tomorrowland: Stories About the Future Christopher, John, The White Mountains Clarke, Arthur Charles, 2001: A Space Odyssey Conly, Jane Leslie, Rudest Alien on Earth Cooper, Susan, The Dark Is Rising Crichton, Michael, Jurassic Park Crichton, Michael, Andromeda Strain Dickinson, Peter, Eva Engdahl, Sylvia, Enchantress From the Stars Farmer, Nancy, The Ear, The Eye, and the Arm Farmer, Nancy, House of the Scorpion Fletcher, Susan, Dragon’s Milk Haddix, Margaret Peterson, Among the Hidden Haddix, Margaret Peterson, Among the Impostors Haddix, Margaret Peterson, Running Out of Time Haddix, Margaret, Turnabout Herbert, Frank, Dune Hesse, Karen, Phoenix Rising Hoover, H. M., Orvis Hoover, H. M., Return to Earth Hoover, H. M., Shepherd Moon Hoover, H. M., This Time of Darkness Hughes, Monica, Invitation to the Game Jeapes, Ben, The Xenocide Mission Jones, Diana Wynn, Tale of Time City Klause, Annette, Alien Secrets

Lasky, Kathryn, Star Split L’Engle, Madeline, A Wrinkle in Time L’Engle, Madeline, A Ring of Endless Light LeGuin, Ursula K., A Wizard of Earthsea Lowry, Lowis, The Giver Lowry, Lowis, Gathering Blue Marsden, John, Tomorrow, When the War Began Mckinley, Robin, The Hero and the Crown Paulsen, Gary, Transaal Saga Peck, Richard, Lost in CyberSpace Pierce, Tamora, Magic Steps Roberts, Willo, The Girl with the Silver Eyes Rowling, J. K., Harry Potter and the Sorcerer’s Stone Rowling, J. K., Harry Potter and the Chamber of Secrets Service, Pamela, Under Alien Stars Schusterman, Neal, Downsider: A Novel Skurzynski, Gloria, Virtual War Sleator, William, Boxes Sleator, William, The Duplicate Sleator, William, House of Stairs Sleator, William, Interstellar Pig Sleator, William, The Night the Heads Came Sleator, William, Rewind Sleator, William, Strange Attractors Tolan, Stephanie, Welcome to the Ark Verne, Jules, Journey to the Center of the Earth Waugh, Sylvia, Earthborn Waugh, Sylvia, Space Race Wells, H. G., The Time Machine Yolen, Jane, Dragon’s Blood Zindel, Paul, The Pigman

 Online Source 1: http://www.woostersch.org/library/Middleschool.htm

 Online Source 2: http://berkeleypubliclibrary.org/booklist/sci_fi_booklist.html

 Online Source 3: http://www.carolhurst.com/titles/7th

 Online Source 4: http://bookadventure.org

Grade 7 English Language Arts Unit 3: Ode to Me–Poetry

Time Frame: Approximately five weeks

Unit Description

The unit focuses on reading and responding to classic and contemporary poetry. In order to write poetry, students should first read poetry. The defining characteristics of lyric and narrative poetry are identified, and a study of a poet’s message conveyed through the use of various poetic techniques, including similes, metaphors, personification, hyperboles, onomatopoeia, alliteration, symbol, imagery, and idioms, is included. Writing and reciting poetry will provide students the opportunity to use the writing process and to evaluate poetry. Vocabulary and grammar instruction occurs within the context of the literature.

Poetry is a way of expressing one’s innermost feelings. Poets create images that stir imaginations, making people see the world in new and unexpected ways. As a result, poetry should be read, heard, and enjoyed. Students will understand poetic techniques, including similes, metaphors, personification, hyperboles, onomatopoeia, alliteration, symbol, imagery, and idioms, and will appreciate the effects of figurative language and sound devices in poetry. Students will also recognize and create a variety of poems using different forms of poetry.

Guiding Questions

1. Can students describe the defining characteristics of poetry? 2. Can students distinguish between narrative and lyric poetry? 3. Can students identify elements and forms of poetry? 4. Can students describe how the poet’s and speaker’s points of view affect the text? 5. Can students analyze figurative language in poetry? 6. Can students relate poetry to personal experiences?

Grade 7 ELAUnit 3Ode to Me– Poetry 43 Louisiana Comprehensive Curriculum, Revised 2008

GLE # GLE Text and Benchmarks 01a. Develop vocabulary using a variety of strategies, including use of connotative and denotative meanings 03a. Interpret literary devices, including symbolism (ELA-1-M2) 03b. Interpret literary devices, including puns (ELA-1-M2) 03c. Interpret literary devices, including analogies (ELA-1-M2) 04a. Draw conclusions and make inferences in oral and written responses about ideas and information in grade-appropriate texts, including instructional materials (ELA-1-M3) 04b. Draw conclusions and make inferences in oral and written responses about ideas and information in grade-appropriate texts, including essays (ELA-1- M3) 05. Interpret ideas and information in a variety of texts, including periodical Articles, editorials, and lyrics, and make connections to real-life situations and other texts (ELA-1-M4) 06. Identify universal themes (e.g., search for identity, love, friendship, family, courage, adversity) and cultural viewpoints found in national, world, and multicultural literature in oral and written responses (ELA-6-M1) 07. Compare and contrast elements (e.g., plot, setting, character, theme) in multiple genres in oral and written responses (ELA-6- M2) 08b. Use knowledge of the distinctive characteristics to classify and interpret elements of various genres, including nonfiction (e.g., essays, letters) (ELA- 6-M3) 08c. Use knowledge of the distinctive characteristics to classify and interpret elements of various genres, including poetry (e.g., lyric, narrative) (ELA-6- M3) 09d. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including comparing and contrasting literary elements and ideas (ELA-7-M1) 09g. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including identifying literary devices (ELA-7-M1) 10. Explain the relationship between life experiences and texts to generate solutions to problems (ELA-7-M2) 14b. Analyze grade-appropriate print and non-print texts using various reasoning skills, for example, raising questions (ELA-7-M4) 14c. Analyze grade-appropriate print and non-print texts using various reasoning skills, for example, reasoning inductively and deductively (ELA-7-M4) 15b. Write multi-paragraph compositions on student-or teacher selected topics organized with organizational patterns (e.g. comparison/contrast, order of importance, chronological order) appropriate to the topic 16. Organize individual paragraphs with topic sentences, relevant elaboration, and concluding sentences (ELA-2-M1)

GLE # GLE Text and Benchmarks 17a. Develop grade-appropriate compositions on student- or teacher-selected topics that include word choices (diction) appropriate to the identified audience and/or purpose. (ELA-2-M2) 17b. Develop grade-appropriate compositions on student- or teacher-selected topics that include vocabulary selected to clarify meaning, create images, and set a tone. (ELA-2-M2) 17c. Develop grade-appropriate compositions on student- or teacher-selected topics that include information/ideas selected to engage the interest of the reader. (ELA-2-M2) 17d. Develop grade-appropriate compositions on student- or teacher-selected topics that include clear voice (individual personality). (ELA-2-M2) 17e. Develop grade-appropriate compositions on student- or teacher-selected topics that include variety in sentence structure. (ELA-2-M2) 19. Develop grade-appropriate paragraphs and multi-paragraph compositions using the various modes of writing (e.g., description, narration, exposition, persuasion), emphasizing narration and exposition (ELA-2-M4) 21. Develop writing using a variety of literary devices, including analogies, symbolism, and puns (ELA-2-M5) 22c. Write for various purposes, including text-supported interpretations of elements of grade-appropriate stories, poems, plays, and novels (ELA-2-M6) 23a. Use standard English punctuation, including commas to set off direct quotations, nouns of direct address, and after introductory words or phrases (ELA-3-M2) 24a. Write paragraphs and compositions following standard English structure and usage including varied sentence structures including complex sentences (ELA-3-M2) 24b. Write paragraphs and compositions following standard English structure and usage, including antecedents that agree with pronouns in number, person, and gender.(ELA-3-M3) 25a. Apply knowledge of parts of speech in writing including infinitives and participles. (ELA-3-M4) 25b. Apply knowledge of parts of speech in writing including superlative and comparative degrees of adjectives. (ELA-3-M4) 25c. Apply knowledge of parts of speech in writing including adverbs. (ELA-3-M4) 26. Spell high-frequency, commonly confused, frequently misspelled words and derivatives (e.g., roots, affixes) correctly (ELA-3-M5) 27. Use a variety of resources (e.g., glossaries, dictionaries, thesauruses, spell check) to find correct spellings (ELA-3-M5) 28. Adjust diction and enunciation to suit the purpose for speaking (ELA-4-M1) 29. Use standard English grammar, diction, syntax, and pronunciation when speaking (ELA-4-M1) 30. Follow procedures (e.g., read, question, write a response, form groups) from detailed oral instructions (ELA-4-M2)

GLE # GLE Text and Benchmarks 32. Adjust volume and inflection to suit the audience and purpose of presentations (ELA-4-M3) 36. Deliver grade-appropriate research-based presentations (ELA-4-M4) 38a. Participate in group and panel discussions, including explaining the effectiveness and dynamics of group process (ELA-4-M6) 38c. Participate in group and panel discussions, including assuming a variety of roles (e.g., facilitator, recorder, leader, listener) (ELA-4-M6) 39b. Locate and select information using organizational features of grade- appropriate resources, including electronic storage devices (e.g., CD-ROMs, diskettes, software, drives) (ELA-5-M1) 39c. Locate and select information using organizational features of grade- appropriate resources, including frequently accessed and book marked Web addresses (ELA-5-M1) 40a. Locate and integrate information from a variety of grade-appropriate resources, including multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias) (ELA-5-M2) 40b. Locate and integrate information from a variety of grade-appropriate resources, including electronic sources (e.g., websites, databases) (ELA-5- M2) 40c. Locate and integrate information from a variety of grade-appropriate resources, including other media sources (e.g., audio and video tapes, films, documentaries, television, radio) (ELA-5-M2) 44. Use word processing and/or other technology to draft, revise, and publish a variety of works, including reports and research documents (ELA-5-M4)

Sample Activities

Materials List: reading material covering a wide range of topics and readability levels, books/materials stored in the classroom and a constant flow of new books and reading

Grade 7 ELAUnit 3Ode to Me– Poetry 46 Louisiana Comprehensive Curriculum, Revised 2008 material, Reading Response Learning Log BLM found in Unit 1 BLMS, Reading Diary Prompts BLM found in Unit 1 BLMs, a variety of poetry anthologies.

Each day, students and teachers should read silently for an uninterrupted period of time. Students will select their own books or reading materials, which require neither testing for comprehension nor book reports. Students will keep a reading response learning log (view literacy strategy descriptions) of materials read. An example of a reading log is as follows: Reading Response Log Student Name______Selection ,Title and Date Pages Comments about what I’ve read Genre read

Other examples of reading learning logs can be found at http://www.readwritethink.org/lesson_images/lesson141/log.pdf

Students may also respond in reading journals or diaries after completing their books to prompts (e.g., This reminds me of_____, What surprised me was_____, I think this novel is_____.) See Reading Diary Prompts BLM(Unit 1) for other prompts. Student response also may be through a variety of other strategies (e.g. writing prompts, response logs, journals, book talks, or, if available, Reading Counts/Accelerated Reader). SSR guidelines for class use may be found at http://www.dowlingcentral.com/MrsD/area/literature/ssr.html or at http://www.education-world.com/a_curr/curr038.shtml

Activity 2: Poetry Vocabulary (GLEs: 01a)[R]

Materials List: overhead transparency of graphic organizer, overhead, transparency pens, Poetry Vocabulary Self-Awareness Chart BLM, Poetic Devices BLM, Chart Poetry Elements and Devices BLM

From poetry the students have read, they will generate a list of words and phrases that may be unfamiliar to them or may evoke something in their senses to add to their personal vocabulary notebook. Students will post words relative to the senses on a word wall. Students will brainstorm (view literacy strategy descriptions) with these words to create poetry. Students will generate a vocabulary self-awareness chart (view literacy strategy descriptions). During this unit, teachers provide students with a list of words that are related to poetry. (See Poetic Devices BLM) The students will complete a self- assessment of their knowledge of the words using a chart like the one below and the Vocabulary Self-Awareness BLM. Do not give students definitions or examples at this stage. Ask students to rate their understanding of each word with either a + (understand well), a √ (limited understanding or unsure) or a – (don’t know). Over the course of the unit readings and exposure to other information, students are to return to the chart and add new information to it.

Word + √ - Example Definition Simile Metaphor Alliteration

In a notebook, students will create a poet’s toolbox. In the toolbox, students will include a vocabulary self-awareness chart (view literacy strategy descriptions). After reading a variety of poems, the students may also create a chart where they name the first column Type of Poem; in column two, Figure of Speech; in column three Definition; and in column four, Example for their toolbox. The students will add to the toolbox after various mini-lessons in the following activities. Students may also add the Chart Poetry Elements and Devices BLM to their toolbox.

Activity 3: Writing Craft (Ongoing) (GLEs: 17a, 17b, 17c, 17d, 17e) [E]

Materials List: a variety of picture books, overhead projector, transparencies, or chart paper, or computer with projector, student’s writing notebooks (journals)

Teacher should begin preparing the students to be good writers. Teacher should review the traits for effective writing. The following Internet sites have the traits and the definitions of effective writing: http://www.north-scott.k12.ia.us/writetraits/writetraits.html#top http://www.englishcompanion.com/pdfDocs/sixtraitssummary.pdf Teacher should read a variety of picture books or poetry that focus on word choice and voice such as Eve Bunting’s Six Sick Sheep, Jamie Curtis’s When I Was Little, Jerry Spinelli’s Knots in My Yo-yo String, or Kalli Dakos’s Don’t Read This Book, Whatever You Do! , which is a collection of poems full of voice and related to things that would only happen in a classroom. Students will participate in a discussion on how authors develop their ideas, organize their books, use voice, use effective words, create sentence fluency, and use the conventions of writing. The teacher should then model several sentences that focus on word choice and voice by writing them on chart paper, the board, an overhead, or the computer that has a projected screen and by saying them orally. Students can then participate in groups by practicing several sentences. Students are to practice the skills in their independent writing in a bound composition writing journal notebook. Teacher will remind students that this is an ongoing activity and that they will be reviewing all work done throughout the year.

The teacher may use the daily oral language strategy with target skills (The teacher will provide the students with a sentence or a group of sentences in need of editing to give students consistent practice correcting grammatical errors.). Target skills should be identified (e.g., varied sentence structure and patterns, phrases and clauses, punctuation, infinitives, participles, superlative and comparative degrees of adjectives, adverbs, pronouns and antecedents, sentences without double negatives, spelling). The students may also discuss the common errors in student writing samples. Through the writing process, students should use peer editing to work with the mechanics. Grammar instruction should occur within the context of students’ reading and writing. Teachers should use the district-adopted texts to find lessons or some other lessons for grammar instruction may be found at http://www.education-world.com/a_lesson/lesson/lesson334.shtml or http://www.webenglishteacher.com/grammar.html

Activity 5: What Is Poetry? Poetry Journals (GLEs: 05, 08c, 16, 19, 30)[R]

Materials List: a variety of poems to read aloud, learning logs

Modeling oral reading techniques, the teacher will read aloud a variety of poems, and then students will respond in journals to the prompt: What is poetry? Students will discuss their responses. Students will reflect on a favorite poem by recalling and writing about it and will participate in a class discussion about the poems and their responses to them. The teacher will give explicit instructions on how to respond to the poetry that the students will keep in their poetry journals or learning logs (view literacy strategy descriptions). Writing about a poem in a learning log can enhance a student’s understanding of content. Students are to maintain a poetry learning log where they record, copy, and illustrate the poems they read. Students will keep a poetry journal or poetry learning log in which poems and song lyrics that appeal to them will be copied or pasted. Students will respond to questions about each poem by writing paragraphs with details from the text to answer such questions as Why do I like this poem? or What does this poem remind me of? or any other teacher-solicited prompt. Students will illustrate their chosen poems. Students will also respond in writing to teacher read-alouds and prompts regarding the poetry being read.

Activity 6: Poetry Circles (GLEs: 09d, 28, 29, 30, 32, 38a, 38c)[R]

Materials List: poetry anthologies, Group Participation Rubric BLM

In groups, students will read aloud and discuss individual poems from anthologies or collections. Students will compare reasons they like or dislike the poems that are being discussed in an organized group setting. Each student will assume a variety of roles such as the leader or note taker, etc. As a group, students will then choose a poem to read aloud (e.g., as Reader’s Theater or in choral reading groups) to the whole class. The students are to adjust diction, enunciation, volume, and inflections during their oral

Grade 7 ELAUnit 3Ode to Me– Poetry 49 Louisiana Comprehensive Curriculum, Revised 2008 presentation. The students will be assessed using the Group Participation Rubric BLM or other teacher created rubric. Activity 7: Prose or Poetry? (GLEs: 07, 08c, 09d, 22c) [R]

Materials List: Compare/Contrast Chart BLM, Poetry Constructed Response Sample BLM, Constructed Response Rubric BLM

Students will read and compare a nonfiction article or short story and a poem about a similar topic. Using a chart or Venn diagram or Double Bubble Map graphic organizer (view literacy strategy descriptions), students will list similarities and differences between the two genres. The teacher will lead a whole-class discussion about the similarities and differences between prose and poetry. The students will then use their charts or diagrams to write a constructed response comparing the prose and poem and will use details from both pieces. The students will take words or phrases or ideas from the nonfiction piece and create a poem. The students will be assessed using a LEAP 21 or teacher-created rubric. http://www.louisianaschools.net/lde/uploads/2071.pdf

Teacher will show students a LEAP general 2-point scoring rubric and explain to students how to answer a constructed response item. Students will then read a short poem and answer a constructed response question. Students will be assessed using a specific 2- point rubric. (See Poetry Constructed Response Sample and Constructed Response Rubric BLMs.)

Activity 8: Poetry Elements (GLEs: 03a, 03b, 03c, 05, 09d, 09g, 15b, 21, 22c)[R]

Materials List: various works which include poetry devices, such as similes, metaphors, puns, rhyme, etc.; computer with Internet access (optional); Literary Response: Poetry Rubric BLM; Comparison/Contrast Essay Rubric BLM

Students will demonstrate an understanding of how a poet’s message is conveyed through the use of poetic techniques or devices by reading and responding to poetry selections. After the teacher’s mini-lessons, students will identify, analyze, and evaluate poetry elements or devices (e.g., alliteration, allusion, assonance, hyperbole, idioms, imagery, metaphor, onomatopoeia, personification, puns, rhyme, rhythm, simile, symbol, theme) in selected poems. Students will generate a list of similes, metaphors, personifications, and idioms from selections read. Students will illustrate examples for class display. Students will select several pieces of poetry. Students may go to each of the following web sites to read poems that include personification and imagery within the poem: Emily Dickinson’s "The Sky is Low" , William Blake’s "Two Sunflowers Move in the Yellow Room" or Langston Hughes’ "April Rain Song" or to http://www.learner.org/catalog/extras/vvspot/video/hughes.html to listen to Langston Hughes’s "Dream Deferred." The students will analyze each poem for its use of imagery, citing words or phrases that create a picture. Students will create a graphic organizer (view literacy strategy descriptions) such as a Circle Map or a Brace Map to explain the imagery. The graphic organizer can be a web that includes a phrase and a list of what it

Grade 7 ELAUnit 3Ode to Me– Poetry 50 Louisiana Comprehensive Curriculum, Revised 2008 invokes in relationship to the five senses. In a whole class discussion, students will cite particular lines and phrases that show similes, personification, and other figures of speech. Next, students will list those phrases and beside each phrase will write an explanation of the meanings and give a reason why they think the poet chose to use that particular device. The students will write a literary response explaining how a selected poem conveys a poet’s message, which may be assessed using the Literary Response: Poetry Rubric BLM. Students will then select two of the poems and write a multi- paragraph comparison/contrast essay analyzing the poems for their uses of imagery and usages of figurative speech. The students’ work will be assessed using the Comparison/Contrast Essay Rubric BLM or other teacher created rubric.

Activity 9: Poetry Forms (GLEs: 05, 06, 08c, 21, 22c)[R]

Materials List: paper, small binder or folder, Sample Poetry Forms BLM

The teacher will display and model a variety of poetry forms (e.g., ballad, cinquain, concrete, diamante, free verse, haiku, limerick, and sonnet)(See Sample Poetry Forms BLM). Students will identify poems by form and theme and then analyze and evaluate the poet’s meaning through written reflections. In groups, students are to create a ballad, cinquain, limerick, and haiku poem. Students will refer to their list of vocabulary words (created in a previous activity) or to the word wall list to use in their creations. Students will post class poetry on a bulletin board or class wall.

Activity 10: Writing Poetry (GLEs: 21, 22c, 44)[E]

Materials List: paper, small binder or folder, Sample Poetry Forms BLM, Original Poems Grading Guide BLM, Poetry Book Rubric BLM

Students will individually create original poems of various forms (e.g., ballad, cinquain, concrete, diamante, free verse, haiku, limerick, and sonnet). One site to find definitions and samples of these is located at http://www.shadowpoetry.com/resources/wip/types.html. There are also samples located in the Sample Poetry Forms BLM. The poems will incorporate some of the elements analyzed in a previous activity. For example, in one poem students should include at least one simile and one metaphor; in another, personification; in another, puns; and in yet another, idioms. Students will also invent “new” forms of poetry such as concrete poetry, definition poetry, five W’s poetry, name poetry, list poetry, etc. Students will apply the writing process, using self- and peer-evaluation to edit and revise for correct spelling, punctuation and correct usage of grammar, and then produce a final draft for each poem. Students may use word processing to produce the final draft. Individual poems may be assessed with Original Poems Grading Guide BLM. Students are to put these in a Poetry Book, which will be assessed at the end of the unit (See Poetry Book Rubric BLM). The students will create a title for the book and are to include poems that demonstrate the use of poet’s tools, a cover page, a title page, copyright page, table of

Grade 7 ELAUnit 3Ode to Me– Poetry 51 Louisiana Comprehensive Curriculum, Revised 2008 contents, and illustrations or clip art.

Activity 11: Poetry in Motion (GLEs: 28, 29, 32)[R]

Materials List: various poetry anthologies, video camera

Students will select a short poem to memorize and recite for the class. The poem may be one they have created or one they have chosen from an anthology. Poems will be teacher- approved. The teacher will discuss what kinds of actions can make words come alive. Methods for teaching making poetry come alive can be found in websites in the Resource List at the end of the unit. Students will develop appropriate actions to accompany the recitation that make the poem come alive. Students will be videotaped, and the tape will be shown at a later date. Students will be provided feedback via an oral presentation rubric, which can be found at the following web sites, or a teacher may create. http://www.readwritethink.org/lesson_images/lesson28/performrubric.pdf http://www.readwritethink.org/lesson_images/lesson416/OralRubric.pdf

Activity 12: Meet the Poet (GLEs: 36, 39b, 39c, 40a, 40b, 40c, 44)[E]

Materials List: various poems written by classic poets, chart paper, markers, materials for creative projects such as poster board, index cards, computer with PowerPoint®, Question the Author BLM, Question the Author Sample Model BLM, Langston Hughes’ autobiography, The Big Sea, copyright 1940, 1986. (optional)

Students will read and respond to classic poets (e.g., Robert Frost, Edgar Allan Poe, Emily Dickinson, Walt Whitman, Gwendolyn Brooks, Langston Hughes). To ensure the students are learning to take responsibility for constructing meaning from text, teachers are to demonstrate how the students can question the author (QtA) (view literacy strategy descriptions). The teacher may obtain a copy of Langston Hughes’ autobiography, The Big Sea and make a copy of the first few paragraphs of the section “Beyond Sandy Hook” to read to the students for modeling the QtA strategy. (If unable to obtain this, teacher should use any other poet’s work to model this strategy.) Next, the teacher will model QtA using the model below to ask questions. (See the example below.). Teacher will record on chart paper the types of questions students are expected to ask or will use Question the Author BLM (also found in unit 2) as a transparency as the class reads and/or listens to various poetry. Students then collaboratively construct meaning by questioning the author and the author’s purpose. This gives students the opportunity to learn from one another, to question, and consider alternative possibilities, and to test their own ideas in a safe environment.

Question the Author (QtA) Sample Model

The Big Sea, “Beyond Sandy Hook,” Langston Hughes Goal/ Question Question Initiate discussion. Why did you describe yourself as being melodramatic when throwing books into the water?

Hughes: It was symbolic for me. I probably could have sold them or gave them away; instead, I destroyed them by throwing them into the water.

Focus on author’s message. How do you explain why the books felt like “a million bricks out of you heart”?

Hughes: It was because I felt I was being made to read and study. I wasn’t reading for myself. It was for others… I felt lots of pressure.

Why did you pick nighttime to throw away the books?

Hughes: It is dark and I could do this without being seen. Link information. You became a seaman, did that affect the way you feel about books?

Hughes: Sure, I was free of the books. I felt I wouldn’t have to study or deal books anymore.

Identify difficulties with the way the Why did you mention twenty-one, twice? author has presented information or ideas. Hughes: I no longer felt like a boy; I was grown up. But I also realized that I was not in control of everything that would happen to me.

Encourage students to refer to the text You mentioned that you felt books had been “happening to because they have misinterpreted, or to you. What do you mean by that? help them recognize that they have made an inference. Hughes: In college, I was not in control of what I read; I felt forced to read what others wanted me to read. I was no longer reading for myself.

Considering you had college credits, you took a lower level job as “mess boy.” Why?

Hughes: I was young and had no ship experiences. I was not qualified for any other job. Experience is what qualifies you for officer’s jobs, not college credits.

Link information being read to outside Now that you are older and maybe wiser, does that mean experiences. you would no longer toss your books in the water?

Hughes: Yes.

Was going to college and going to sea helpful to you as a writer? Why?

Hughes: I experienced life first hand; I did not have to just read books to gain knowledge. I met many different types of people from many walks of life. I experienced life actively.

Students in groups will then research a poet by using multiple texts, electronic sources, or other media sources, question the author, and then share their findings with the class in written, oral, and/or visual form (e.g., interview, dramatization, board game, trading card, scrapbook, poster display, PowerPoint® presentation).

Sample Assessments

General Guidelines

General Assessments

 The students will be reading orally and doing oral presentations for several of these activities. Students will be evaluated informally (e.g., Did the student attempt to recite the poem for the group or class?) using teacher observation.  Students will have a poetry portfolio that will be kept the entire poetry unit. In the portfolio, students will have samples of poetry that have been read and recited by the teacher, their classmates, and themselves. Students will also keep personal notes on techniques the author used, and why they liked or disliked each poem. Students will be checked on what they have included and whether they answered prompts.  Students will use information learned to complete organizational charts or Venn diagrams comparing poems. Charts will be kept in unit portfolio and checked by the teacher for completion and accuracy.

 Activity 6: In this activity the students will be assessed using a group participation rubric. (See Group Participation BLM)  Participation: Each member was equally involved in the discussion.  Listening: Each member made eye contact with the speaker. No one distracted the group.  On-task: Discussion was on the topic for the entire time.  Preparation: Each member was fully prepared for the discussion.

 Activity 8: The students will write a literary response explaining how a selected poem conveys a poet’s message and will be assessed using a Literary Response: Poetry Rubric BLM.  Comprehension . identifies and explains main ideas and themes . uses examples to support statements . correct text-based details . identifies key poetic devices  Analysis and Interpretation . interprets key poetic devices . explains the uses poetic devices . evaluates the author’s purpose and effectiveness of the poetic devices . identifies and explains main ideas and themes

 Activity 8: Criteria for Comparison/Contrast Essay Rubric BLM:  Focus . stays on the topic . identifies the two subjects  Content . discusses similarities and differences . topic sentences state main ideas . corresponding details with examples . conclusion restates and expands on the main idea  Organization . consistent . transitional words and phrases  Word Choice . rich and vivid words . smooth, varied, and flowing sentences . strong writer’s voice  Conventions . correct spelling . correct grammar . correct punctuation

 Activity 10: Criteria for Original Poems Grading Guide BLM: Point values may be adjusted to conform to individual grading systems.  Includes the use of at least three poetic techniques, selected from the following list:  simile  metaphor  personification  alliteration  onomatopoeia  repetition  Revised for content  Edited for mechanics (e.g., spelling, grammar, and punctuation)  Carefully crafted illustration reflects content  Written in one of the forms studied (e.g., haiku, limerick, diamante, ballad, etc.)  Presented to class

 Activity 10: Students will complete a poetry book. The book will be evaluated using the following rubric: Poetry Book Rubric BLM

 Content  Eight to ten original poems demonstrating the use of poet’s tools  Title for each poem  Lines and stanzas, not paragraphs  Organization  Cover page with title and author’s name  Title page with title, author’s name, publishing company, and city  Copyright page  Table of contents  Illustrations or clip art for each poem  Conventions  Correct spelling  Correct grammar  Correct punctuation

 Activity 11: Oral/Recitation Rubric  Memorization: The student recites the poem from memory.  Volume: The student uses a loud, but not distorted voice.  Fluency: The student pronounces words without hesitation, with accuracy, ease, and appropriate rhythm.  Pronunciation: The student says each word clearly and articulates each sound of the word, including ending, clearly.  Expression: The student shows clear understanding of the poem by using appropriate tone, emotion, facial expressions, and body language.

Teacher Resources http://www.emule.com/poetry/?page=author_list http://www.poetryzone.ndirect.co.uk/index2.htm http://www.poetryteachers.com/index.html

Osborn, Patricia. Reading Smarter, West Nyack, New York, The Center for Applied Research in Education, 1987. Schrecengost, Melissa. Writing Whizardry. Gainesville, Florida: Maupin House, 2001. Stanley, Nile. Creating Readers with Poetry. Gainesville, Florida: Maupin House, 2004.

The following websites provide methods for teaching “making poetry come alive” http://www.readwritethink.org/lessons/lesson_view.asp?id=28 http://www.education-world.com/a_tech/techlp/techlp018.shtml http://www.poetryteachers.com/poetclass/performpoetry.htm

Grade 7 English Language Arts Unit 4: Fiction--Short Stories and Novels

Unit Description

The essential goals of this unit are to read, comprehend, and interpret various types of fiction (e.g., realistic, biographical, historical, folktales, legends, myths). The characteristics of each type of story are defined, and a study of literary elements is included. Opportunities to demonstrate comprehension, such as describing and discussing literary elements (e.g., setting, character, and plot), analyzing the author’s use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning, and responding to text in critical and creative ways are also included. Writing, grammar, and vocabulary instruction occurs within the context of the selections.

Fiction is a large category that includes many kinds of literary work, and it is generally defined as a narrative that is imagined rather than real. The purpose of fiction is to entertain, but it can also provide the reader with a deeper understanding of life. Recognizing the distinguishing features of fiction adds to its enjoyment and helps to convey meaning. Reading about humorous events of growing up, reacting to good and bad, learning about different types of characters, and reading about survival help a reader to understand him/herself, his/her relationships with others, and life experiences.

Guiding Questions

1. Can students differentiate among the types of fiction? 2. Can students explain the defining characteristics of literary forms and genres? 3. Can students interpret ideas and information in literary text in order to generate connections to real-life situations? 4. Can students identify recurring themes, patterns, and symbols found in literature from different eras and cultures? 5. Can students decide what is important in text and synthesize information by removing irrelevant, repeated information? 6. Can students draw inferences during and after reading?

Grade 7 ELAUnit 4Fictional Short Stories 57 Louisiana Comprehensive Curriculum, Revised 2008

GLE # GLE Text and Benchmarks 01a. Develop vocabulary using a variety of strategies, including use of connotative and denotative meanings (ELA-1-M1) 01b. Develop vocabulary using a variety of strategies, including use of Greek, Latin, and Anglo-Saxon base words, roots, affixes, and word parts (ELA-1- M1) 02a. Explain story elements, including the revelation of character motivation through thoughts, words, and actions (ELA-1-M2) 02b. Explain story elements, including plot sequence (e.g., exposition, rising action, climax, falling action, resolution) (ELA-1-M2) 02c. Explain story elements, including conflicts (e.g., man vs. man, nature, society, self) and their effect on plot (ELA-1-M2) 02d. Explain story elements, including effects of first- and third-person points of view (ELA-1-M2) 02e. Explain story elements, including theme development (ELA-1-M2) 04a. Draw conclusions and make inferences in oral and written responses about ideas and information in grade-appropriate texts, including instructional materials (ELA-1-M3) 04b. Draw conclusions and make inferences in oral and written responses about ideas and information in grade-appropriate texts, including essays (ELA-1- M3) 05. Interpret ideas and information in a variety of texts, including periodical articles, editorials, and lyrics, and make connections to real-life situations and other texts (ELA-1-M4) 06. Identify universal themes (e.g., search for identity, love, friendship, family, courage, adversity) and cultural viewpoints found in national, world, and multicultural literature in oral and written responses (ELA-6-M1) 07. Compare and contrast elements (e.g., plot, setting, character, theme) in multiple genres in oral and written responses (ELA-6-M2) 08a. Use knowledge of the distinctive characteristics to classify and interpret elements of various genres, including fiction (e.g., science fiction/fantasy) (ELA-6-M3) 08b. Use knowledge of the distinctive characteristics to classify and interpret elements of various genres, including nonfiction (e.g., essays, letters) (ELA- 6-M3) 09e. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including making inferences and drawing conclusions (ELA-7-M1) (see ELA-1-M2) 09g. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including identifying literary devices (ELA-7-M1) (see ELA-1-M2) 10. Explain the relationship between life experiences and texts to generate solutions to problems (ELA-7-M2)

GLE # GLE Text and Benchmarks 14b. Analyze grade-appropriate print and non-print texts using various reasoning skills, for example, raising questions (ELA-7-M4) 14c. Analyze grade-appropriate print and non-print texts using various reasoning skills, for example, reasoning inductively and deductively (ELA-7-M4) 15b. Write multi-paragraph compositions on student- or teacher-selected topics organized with organizational patterns (e.g., comparison/contrast, order of importance, chronological order) appropriate to the topic (ELA-2-M1) 16. Organize individual paragraphs with topic sentences, relevant elaboration, and concluding sentences (ELA-2-M1) 17a. Develop grade-appropriate compositions on student- or teacher-selected topics that include word choices (diction) appropriate to the identified audience and/or purpose (ELA-2-M2) 17b. Develop grade-appropriate compositions on student- or teacher-selected topics that include vocabulary selected to clarify meaning, create images, and set a tone (ELA-2-M2) 17c. Develop grade-appropriate compositions on student- or teacher-selected topics that include information/ideas selected to engage the interest of the reader (ELA-2-M2) 17d. Develop grade-appropriate compositions on student- or teacher-selected topics that include clear voice (individual personality) (ELA-2-M2) 17e. Develop grade-appropriate compositions on student- or teacher-selected topics that include variety in sentence structure (ELA-2-M2) 18a. Develop grade-appropriate compositions by identifying and applying writing processes, such as selecting topic and form (ELA-2-M3) 18b. Develop grade-appropriate compositions by identifying and applying writing processes, such as prewriting (e.g., brainstorming, researching, raising questions, generating graphic organizers) (ELA-2-M3) 18c. Develop grade-appropriate compositions by identifying and applying writing processes, such as drafting (ELA-2-M3) 18d. Develop grade-appropriate compositions by identifying and applying writing processes, such as conferencing (e.g., peer and teacher) (ELA-2-M3) 18e. Develop grade-appropriate compositions by identifying and applying writing processes, such as revising based on feedback and use of various tools (e.g., LEAP 21 Writer’s Checklist, rubrics) (ELA-2-M3) 18f. Develop grade-appropriate compositions by identifying and applying writing processes, such as proofreading/editing (ELA-2-M3) 18g. Develop grade-appropriate compositions by identifying and applying writing processes, such as publishing using technology (ELA-2-M3) 19. Develop grade-appropriate paragraphs and multiparagraph compositions using the various modes of writing (e.g., description, narration, exposition, persuasion), emphasizing narration and exposition (ELA-2-M4) 20b. Use the various modes to write compositions, including fictional narratives (ELA-2-M4) 22c. Write for various purposes, including text-supported interpretations of elements of grade-appropriate stories, poems, plays, and novels (ELA-2-M6)

23a. Use standard English punctuation, including commas to set off direct quotations, nouns of direct address, and after introductory words or phrases (ELA-3-M2) 24a. Write paragraphs and compositions following standard English structure and usage including varied sentence structures including complex sentences (ELA-3-M2) 24b. Write paragraphs and compositions following standard English structure and usage, including antecedents that agree with pronouns in number, person, and gender.(ELA-3-M3) 25a. Apply knowledge of parts of speech in writing including infinitives and participles. (ELA-3-M4) 25b. Apply knowledge of parts of speech in writing including superlative and comparative degrees of adjectives. (ELA-3-M4) 25c. Apply knowledge of parts of speech in writing including adverbs. (ELA-3-M4) 26. Spell high-frequency, commonly confused, frequently misspelled words and derivatives (e.g., roots, affixes) correctly (ELA-3-M5) 27. Use a variety of resources (e.g., glossaries, dictionaries, thesauruses, spell check) to find correct spellings (ELA-3-M5) 30. Follow procedures (e.g., read, question, write a response, form groups) from detailed oral instructions (ELA-4-M2) 38a. Participate in group and panel discussions, including explaining the effectiveness and dynamics of group process (ELA-4-M6) 38b. Participate in group and panel discussions, including applying agreed-upon rules for formal and informal discussions (ELA-4-M6) 38c. Participate in group and panel discussions, including assuming a variety of roles (e.g., facilitator, recorder, leader, listener) (ELA-4-M6) 39c. Locate and select information using organizational features of grade- appropriate resources, including frequently accessed and bookmarked Web addresses (ELA-5-M1) 39d. Locate and select information using organizational features of grade- appropriate resources, including features of electronic texts (e.g., hyperlinks, cross-referencing, Web resources, including online sources and remote sites) (ELA-5-M1) 43b. Generate grade-appropriate research reports that include information presented in a variety of forms, including graphic organizers (e.g., outlines, timelines, charts, webs) (ELA-5-M3)

Sample Activities

The notations [R] for Reading and [E] for English (writing) are used to indicate the focus and intent of each activity. Please note that Bulletin 741 currently states that the minimum required number of minutes of English Language Arts instruction per week for Grade 7 is 550 minutes for schools with a six-period day and 500 minutes for

Grade 7 ELAUnit 4Fictional Short Stories 60 Louisiana Comprehensive Curriculum, Revised 2008 schools with a seven-period day. It is strongly recommended that a teacher preview websites before students access them. Ongoing activities should be a part of daily instruction.

Materials List: reading material covering a wide range of topics and readability levels, books/materials stored in the classroom itself, and a constant flow of new books and reading material, Reading Response Learning Log BLM, Reading Diary Prompts BLM

Each day, students and teachers should read silently for an uninterrupted period of time. Students will select their own books or reading materials which require neither testing for comprehension nor book reports. Students will keep a reading response learning log (view literacy strategy descriptions) of materials read. An example of a reading log is as follows and has been provided in the Reading Response Learning Log BLM:

Reading Response Log Student Name______Selection, Title, and Date Pages Comments about what I’ve read Genre read

The teacher may distribute the Reading Response Learning Log BLM for students to use or develop something similar. Other examples of reading learning logs can be found at http://www.readwritethink.org/lesson_images/lesson141/log.pdf

Students may also respond in reading journals or diaries after completing their books to prompts (e.g., This reminds me of_____, What surprised me was_____, I think this novel is_____.) See Reading Diary Prompts BLM for other prompts. Student response also may be through a variety of other strategies (e.g. writing prompts, response logs, journals, book talks, or, if available, Reading Counts/Accelerated Reader). SSR guidelines for class use may be found at http://www.dowlingcentral.com/MrsD/area/literature/ssr.html or at http://www.education-world.com/a_curr/curr038.shtml

Activity 2: Vocabulary (GLEs: 01a, 01b) [R]

Materials List: Common Roots and Affixes BLM, chart, markers Students will generate a list of new words encountered while reading stories and add them in a journal or notebook to their personal vocabulary list. Students will use a graphic organizer (view literacy strategy descriptions) to help them understand the words by using strategies with connotative and denotative meanings and by breaking the words up in word parts, using roots and affixes, and finding the origins. On the board or chart

Grade 7 ELAUnit 4Fictional Short Stories 61 Louisiana Comprehensive Curriculum, Revised 2008 paper, teacher will draw a tree graphic organizer like the one below. Teachers may use the sample Common Roots and Affixes BLM. With student participation, teacher will fill in the chart with words or word parts. Students will add on to their tree graphic organizer as they come across words with the same root or affix. Students may later use these words in writing a fictional narrative. Teachers may send students to http://www.vocabulary.com/VUwordact.html for vocabulary practice and for finding other roots and affixes.

COMMON ROOTS AND AFFIXES

Definition: WRITE

AUTOGRAPH PARAGRAPH TELEGRAPH PHONOGRAPH

Materials List: a variety of picture books, overhead projector, transparencies, or chart paper, or computer with projector, student writing notebooks (journals)

Teacher should begin preparing the students to be good writers. Teacher should review the traits for effective writing. The following Internet sites have the traits and the definitions of effective writing: http://www.north-scott.k12.ia.us/writetraits/writetraits.html#top http://www.englishcompanion.com/pdfDocs/sixtraitssummary.pdf Teacher should read a variety of books that focus on ideas and organization, such as, Jon Scieszka’s, True Story of the Three Little Pigs, Byrd Baylor’s, The Way to Start a Day, Jane Yolen’s, Owl Moon , or Cynthia Rylant’s When I Was Young in the Mountains, a book that does not use chronological structure. Students will participate in a discussion on how authors develop their ideas, organize their books, use voice, use effective words, create sentence fluency, and use the conventions of writing. The teacher should then model several sentences that focus on word choice and voice by writing them on chart paper, the board, an overhead, or the computer that has a projected screen and by saying them orally. Students can then participate in groups by practicing several sentences.

Students are to practice the skills in their independent writing in a bound composition writing journal notebook. Teacher will remind students that this is an ongoing activity and that they will be reviewing all work done throughout the year.

The teacher may use the daily oral language strategy with target skills (The teacher will provide the students with a sentence or a group of sentences in need of editing to give students consistent practice correcting grammatical errors.). Target skills should be identified (e.g. varied sentence structure and patterns, phrases and clauses, punctuation, infinitives, participles, superlative and comparative degrees of adjectives, adverbs, pronouns and antecedents, sentences without double negatives, spelling). The students may also discuss the common errors in student writing samples. Through the writing process, students should use peer editing to work with the mechanics. Grammar instruction should occur within the context of students’ reading and writing. Teachers should use the district adopted texts to find lessons or some other lessons for grammar instruction may be found at http://712educators.about.com/od/languageartswarmups/a/warmlang.htm http://www.education-world.com/a_lesson/lesson/lesson334.shtml http://www.webenglishteacher.com/grammar.html

Activity 5: Types of Fiction (GLEs: 07, 08a) [R]

Materials List: overhead projector, transparency of Fiction Opinionnaire BLM

The teacher will lead a whole-class discussion about the types or genres of fiction (e.g., novels, short stories, and drama, fable, fairy tale, fantasy, folklore, historical, humor, legend, mystery, mythology, realistic science, tall tale). In groups, students will select types, brainstorm, and make lists of the characteristics of each type, give examples (titles) of stories previously read, and will then decide which genre the titles are. The students will then post the lists on the wall/bulletin board for future reference. The students will then complete an opinionnaire (view literacy strategy descriptions). The teacher will create an opinionnaire question sheet by generating statements about the topics of legends, fantasy, science fiction, drama, short story, historical, or humorous that force students to take positions and defend them. The teacher may use the example Fiction Opinionnaire BLM like the one shown below to model with the students. The emphasis is on students’ points of view and not the “correctness” of their opinions. Statements about the types of short stories, as in the example below, should be presented to students before reading and exploring the topic of fictional short stories. Students work in pairs to read and discuss each statement, then write down reasons for their opinions. Statement should be written in such a way as to elicit attitudes and feelings, which, in turn, promote

Grade 7 ELAUnit 4Fictional Short Stories 63 Louisiana Comprehensive Curriculum, Revised 2008 language production, activate relevant prior knowledge, and lead to engaged reading and listening. Afterward, invite students to share their opinions for each statement and separate supporters from non-supporters. Force each student to take a stand. Then, ask the two groups to briefly debate the statement and allow for any students who have changed their minds to move to the other group. By taking a stand on issues related to fiction and engaging in critical discussion about those issues, students will heighten their expectation of the content about fiction and make many new connections from their opinions and ideas to those of their classmates. The discussion the statements inspire then serve as a bridge to information and ideas in the stories and other class readings about fiction.

What Are Your Opinions About Fiction?

Answer the following statements with Yes or No; then put reasons for your answer below.

1. Fiction is based in fact.______

Your reasons:

2. Fiction include stories that teach important lessons about life.______

Your reasons:

3. Fiction includes realistic events.______

Your reasons:

4. Fiction contains magic, morals, or futuristic ideas.______

Your reasons:

The students will recognize that all these different genres of fiction have commonalities such as settings, characters, author’s point of view, plots, and resolutions. Students will also recognize the differences of the genres, such as morals, magic, realistic events vs. non-realistic events, etc. These lists will be posted as a wall chart and used as a reference point.

Activity 6: Fiction/Short Story Elements (GLEs: 02a, 02b, 02c, 02d, 02e, 06, 07) [R]

Materials List: selection from literature text book or other selection from other sources, chart paper, markers or overhead, journal or learning log notebook, Story Map BLM

The teacher shall begin with a discussion on story devices used in short stories and novels such as settings, character development, conflict, plot, rising and falling action, and resolution. The teacher shall point out that though the novel contains the same literary devices as a short story, most of these devices are extended or may be used numerous times in the novel (Example—many conflicts with rising/falling action, mini-subplots before resolution, etc.). The teacher will select a short story from the literature text book or an excerpt from a reading magazine such as “READ” or “Time for Kids” and take students through the following steps of DR-TA (view literacy strategy descriptions) to help students comprehend text and elicit important reading comprehension processes. For example, with the story Where the Red Fern Grows, the teacher will elicit information students may already know about hunting and hunting dogs including personal experiences, and prior readings related to the topic of hunting or hunting dogs. The students and teachers will discuss the title and topic. The teacher should then record students’ ideas on the board or chart paper. Ask questions that invite predictions, such as, what do you expect to learn based on the title? Why do you think the title includes ferns? Based on what we’ve learned already about hunting and hunting dogs, what information do you think the author will include? Have students write their predictions in their learning logs (view literacy strategy descriptions).

The students will then read a section of Where the Red Fern Grows, stopping at predetermined places to check and revise predictions. Ask students to reread their predictions. Let them know they should change their predictions, if necessary, and cite new evidence for doing so. Repeat this cycle several times as you and your students read through the text. Key points students should consider are: What have you learned so far from the text? Can you support your summary with evidence from the text? What do you expect to read next? Once the reading is completed, the teacher will use student predictions as a discussion tool. Ask students to reflect on their original predictions and track changes in their thinking and understanding as they confirmed or revised their predictions. Students should write statements of overall understanding in their learning logs. The teacher should emphasize to students that they should use this same process when they read on their own.

After the teacher has modeled the DR-TA strategy, students will select, read, and respond to several short stories. The following can be done whole group orally, small group, or individually in a journal or learning log. To identify the theme, students will answer these questions:  Why do you think the author wrote this story?  What was the author’s message in this story?

Students will evaluate the setting to understand the importance of a setting to the development of a character or problem. Some questions the students will respond to are:  Where and when does the story take place?  Does the weather or season affect the characters or the plot?  Does the author use enough detail with the setting to help the reader understand how it affects a character or characters?  Is the setting, indeed, important to the story line, or could the story have happened

in another setting without change in the characters or plot?

Students will identify types of characters by responding to the following questions:  Who is the protagonist or main character of the story?  Who are secondary or other characters in the story?  Who are the characters that are fully developed?  Do any of the characters change as the story progresses?  Is there an antagonist or a character that is the complete opposite of the main character?  Do you have a favorite character in this story? Who and why?  Do any of the characters remind you of yourself or of somebody that you know?

Students will identify and clarify the conflict and plot in the story. They will respond to the following questions:  What is the conflict or problem in this story?  What is the initiating event that leads to the problem?  What actions do the characters take?  What other important events take place?  What is the resolution?  How does the story end?  Are there any questions that are left unanswered?

Students will understand the author’s style by responding to the following questions:  Who is telling the story?  Is the story written in a way that the reader could visualize the events in the story? If so, give examples from the text.  Did the author use literary devices to keep the reader’s interest? What are some examples?  Why did the author write this story?  Did the author use first or third person? Did using first or third person affect the story?

Students will use graphic organizers (view literacy strategy descriptions) (e.g., Story Map BLM, story organizer, short story chart, story board, fiction organizer) to identify and analyze the literary elements (characters, setting, plot, point of view, theme) of a short story. Examples of the above listed graphic organizers can be found at: http://www.enchantedlearning.com/graphicorganizers/storymap /. Students will discuss their completed graphic organizers with the group. In journals, students will respond to prompts concerning the story’s elements.

Activity 7: Literary Devices/Techniques (GLEs: 05, 09e, 09g, 14b, 14c, 18b, 30)[R]

Materials List: literature text book or selections from other sources such as an excerpt from a novel or magazine selection, newspapers or magazines with pictures, computer with clip art or paint(optional), props for professor-know-it all (optional)

The teacher will conduct mini-lessons reviewing figures of speech. Students will be instructed to read a selection from a literature text or a chapter from a novel rich with figurative language. The students are to look for figures of speech, then complete a chart, noting any examples that illustrate imagery, figurative language, metaphors, or similes, flashback, or foreshadowing that the author uses to advance the plot. From their charts of literary devices, students will create visual images that illustrate what the author means. These images can be created by hand, by using newspaper or magazine pictures, or with clip art or paint from the computer. The students will then participate in professor know- it- all (view literacy strategy descriptions). The teacher will have students form groups of three or four. Explain to the students that they will be called on randomly to come to the front of the room to be a team of “professor know-it-alls” about imagery, metaphors, similes, idioms, flashback or foreshadowing and that they will provide expert answers to questions. The teacher will give students time to prepare by finding literacy devices from the selected text. Each group of students will generate three to five questions about literacy devices they might anticipate being asked and that they can ask other experts (e.g., What is an example of an idiom in the short story read? or What does the metaphor “The cup of hot tea was the best medicine for my cold” compare?). Call on a group of students to come to the front of the room. To add novelty to the strategy, let the know-it- alls put on a tie, a graduation cap and gown, a lab coat, clipboard, or other symbol of professional expertise. Ask students to stand shoulder to shoulder. Invite questions from the other groups. The teacher with the first group will demonstrate how each question will be answered by the know-it-alls. First, the group of students should huddle as a team to talk about the answer, then return to their positions and give answers in complete sentences. This can be done by each student in the group supplying one answer. After 5 minutes or so, ask a new group of professor know-it-alls to take their place in front of the class, don their professional props, and continue the process of students questioning students. This should be done until all groups have had a chance to serve as know-it-alls. The teacher should also ask her questions of each of the groups. Students asking the questions should hold the know-it-alls accountable for the correct answers.

Students will compose paragraphs responding to teacher-generated literal, interpretive, and evaluative questions about the texts. The paragraphs will be organized with a topic sentence, elaboration, and concluding sentences. Students will include vocabulary that creates an image and appropriate word choices for their audience.

Activity 8: Literary Analysis (GLEs: 07, 15b, 16, 17a, 17c, 18b, 18e, 22c)[R]

Materials List: Story Map BLM, paper, literature text

The teacher will model a literary analysis response. Students will select a short story and complete a Story Map BLM graphic organizer (view literacy strategy descriptions) to help them do a close reading of the story. Then students will select two short stories from the literature text or from another source such as a scholastic magazine and choose one element common to both stories to evaluate. Students will complete a T-graphic organizer to organize details about both stories to show similarities and differences. Students will draft a comparative analysis of the element they have chosen, using information gathered in the T-organizer. Students will apply the writing process, using peer evaluation and cooperative groups for reading their work aloud to edit (using a proofreading checklist), revise, and produce a multi-paragraph final draft. Responses will be assessed with a LEAP 21 rubric.

Activity 9: Theme Development (GLEs: 06, 07, 17a, 17b, 17c, 17d, 17e, 39c, 39d)[R]

Materials List: various story selections, construction paper, drawing paper, colors or markers, Quilt Patch Assessment Guide BLM, Theme Rubric BLM

In groups, students will generate a list of universal themes to explore (e.g., search for identity, love, friendship, family, courage, honesty, adversity). Groups, in consultation with the teacher, will decide on a theme. Students will use anthologies, the library, and the Internet to identify short stories aligned with themes.

Students are to choose a theme from a novel. They are to identify a specific event that illustrates their chosen theme. Students are to create a patch for a class quilt showing a specific event. Students are to present their patch to the class explaining why the scene or event depicted is important to the novel. Teacher will assess the patches using the Quilt Patch Assessment Guide BLM.

Individually, students will select from the class-generated list two short stories with a common theme but from different eras or cultures. Using a modification of split-page notetaking (view literacy strategy descriptions) students will read and record how the theme is developed in each short story. Teacher will model the modified literacy strategy split-page notetaking by placing on board, overhead, or PowerPoint® slide sample split page notes from a teacher-selected chapter of a text or article. The value of taking notes in this format will be explained by saying it logically organizes information and ideas, separates big ideas from supporting details, promotes active reading and listening, and allows inductive and deductive prompting for remembering information. Students should draw a line from top to bottom approximately 2 to 3 inches from the left edge on a sheet of paper. They should try to split the page into one-third and two-thirds. In the left column big ideas, key dates, names, etc. should be written with supporting details in the right column. Students should paraphrase and abbreviate as much as possible. For example:

Name of Story: The Giver

Theme: Choices

Important scene that Jonas had to decide whether to leave the community or to stay depicts theme: and accept his fate.

Name of Story: Tuck Everlasting

Theme: Choices

Important scene that Winnie had to decide whether to drink from the spring. depicts theme:

Demonstrate for students how to study from their notes by covering information in one column and recalling information in the other. Students can pair up and quiz one another on information in the notes to prepare for tests and other class activities.

Students will write a multi-paragraph essay, using examples from each story that shows how the themes are alike and how each of the authors developed that theme. The students will also include one example from each that shows the differences in how the theme was developed in each of the stories. Students will use word choices appropriate to the audience; vocabulary that clarifies meaning or sets a tone, a clear voice, and variety in sentence structure. Responses will be assessed with a LEAP 21 reading response rubric. (See Theme Rubric BLM)

Activity 10: Creating a Short Story/Fictional Narrative (GLEs: 02d, 18a, 18b, 18c, 18d, 18e, 18f, 18g, 19, 20b, 38a, 38b, 38c, 43b)[E]

Materials List: paper, pencil or pen

Teacher will place students in groups of three to five. Within the groups, students must decide on a leader, facilitator, and a recorder and what each of those jobs entail, and they must decide on rules of how the discussion will go and what will happen if there are disagreements. Students will brainstorm (view literacy strategy descriptions) ideas for a short story centering on the following to develop an outline (pre-write) for a short story:  Which point of view the group will take  The tone (why the story is being told)  When and where the story will take place  What the characters will look like, what kind of people they will be, and how they will change during the story  Three events that will take place in the story  The climactic point to which the events will lead

 How the problem or conflict will be resolved and/or how the story will end

Students will then use ideas from the brainstorm activity to create an outline for their short story.

Activity 11: Writing a Short Story/Fictional (GLEs: 18c, 18d, 18e, 18f, 18g) [E]

Materials List: paper, pencils, student prewriting, computer(s) with Internet (optional), Short Story Grading Guide BLM

With the outline as a guide, students will compose a rough draft of a short story. Teachers may have the students visit the following site: http://www.midlandit.co.uk/education/index.htm

This interactive site offers story-writing tips, an interactive writing demonstration, on-line text analysis, examples of student writing, and the opportunity to submit a finished story for publication on the website. Students will exchange stories and peer edit. The students will then have a teacher conference to receive feedback. Using the feedback, students will edit and revise drafts to produce a final copy. Students will publish their final copy employing technology. The short stories will be assessed via a class-created rubric. (See Short Story Grading Guide BLM.)

Activity 12: Sharing the Short Stories (GLEs: 18e, 30, 38b, 38c) [E]

Materials List: paper, pen or pencil, student writing

In cooperative groups, students will read each other’s stories. Following oral directions, the students will provide appropriate feedback to the author. The students will establish rules of the group (e.g., Who will read the story?; Who will respond first?, etc.), and apply them. After all stories have been read and responded to, the group will fill out a survey that explains the effectiveness and dynamics of the group process. The students will then publish the stories (e.g., class book, class website).

Sample Assessments

General Guidelines

Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that can be used for this unit:

General Assessments

 The teacher will provide students with a checklist for collecting and documenting new vocabulary words. Students will keep the vocabulary in a portfolio to be turned in at the end of the unit for assessment. Students will be assessed on the completion and correctness of the activity.  Students will use information learned to complete various charts. Charts will be kept in unit portfolio and checked for accuracy and completeness.  Teacher observations and checklists will be used as an informal assessment whenever students are answering questions orally in whole group format or in group settings.  Students will map the story elements on the various stories read. A summary will be done in their journals. Assessment may include:  Title of story  Story map filled out completely and accurately  Theme included  Summary of passage or complete story  Correct sequential order  Characters identified

 Activity 9: Students will be evaluated on their quilt patch that identifies and explains important themes in the novel using the following assessment: (See Quilt Patch Assessment Guide BLM)

 Patch represents a theme from the novel.  Patch provides details from the novel that support the theme.  Details included are accurate.  Patch is neat and well thought out with attention to detail.  Patch is creative, interesting, and meaningful.  Presentation is an accurate description of a theme from the novel.  Presentation includes an explanation of the theme’s relevance to the novel.  Presentation of information about the patch is loud and clear.

 Activity 9: Students will write a multi-paragraph essay comparing and contrasting how the theme was developed in the short stories. The students will be assessed using a 4 point constructed response rubric. (See Theme Rubric BLM)

Score Description of Score Level 4 The student’s response:

uses one or more examples from both of the short stories that show how the themes are alike and explains how each author developed that theme and includes one example from both of the short stories that shows the differences in how the theme was developed in each 3 The student’s response:

uses one example from both of the short stories showing how the themes are alike and explains how the author developed the theme OR uses one example from both of the short stories that shows the differences in how the theme was developed in each and explains how the author developed the theme 2 The student’s response:

uses one example from one of the short stories showing how the themes are alike and uses one example from one of the short stories that shows the differences in how the theme was developed in each of the stories and explains how the author developed the theme OR uses one example from both of the short stories showing how the themes are alike and uses one example from both of the short stories that shows the differences in how the theme was developed in each 1 The student’s response:

uses one example from one of the short stories showing how the themes are alike OR uses one example from one of the short stories that shows the differences in how the theme was developed in each of the stories OR explains how the author developed the theme 0 The student’s response is incorrect, irrelevant, too minimal to evaluate, or blank

 Activity 10: Students will complete an outline that will be assessed on the following criteria: (See Story Outline Rubric BLM)  Point-of-view is clear.  Tone or reason is clear.  Settings are clear.  Characters are well developed.  Three or more main events are described.  Climactic event is clear.  Conflict is resolved.  Ending is clearly explained.

 Activity 11: After completing Activity 11, the students will be assessed from a teacher made rubric which includes following criteria:

 Title: Captures the attention of the reader  Plot: Appropriate for intended audience  Beginning: Introduces the characters and setting  Characters: Thoroughly described, including, physical aspects, personal thoughts, feelings, attitudes, and personalities; interesting; appeal to the readers  Setting: Descriptive; appropriate for the plot, mood, and characters; realistic and accurate; changes when necessary  Middle: Builds suspense; holds reader’s attention; uses action and dialogue; sequential order  Climax: High point of suspense; demonstrates turning point of the story  Ending: Demonstrates change in characters; resolves problems  Organization: Organizes information logically in paragraphs  Mechanics: Uses capitalization and punctuation correctly; spells words correctly; uses complete sentences and correct subject/verb agreement

The following web sites are available for creating rubrics: http://rubistar.4teachers.org/index.php http://edweb.sdsu.edu/triton/july/rubrics/Rubric_Template.html http://rubrics4teachers.com/

Grade 7 English Language Arts Unit 5: Propaganda/Persuasion

Time Frame: Approximately five weeks

Unit Description

This unit focuses on reading and responding to propaganda techniques and biased writing. Students will identify, classify, and evaluate various techniques (bandwagon, name-calling, testimonial, emotional words, glittering generalities, and so forth). The essential goal of this unit is to apply reasoning and problem-solving skills to determine the reliability of information from multiple sources. Opportunities will be provided to present arguments in a formal written and oral manner, using information to support strongly felt positions and to persuade others in the audience to support their positions. Vocabulary and grammar instruction occurs within the context of the literature.

The word propaganda refers to any technique that attempts to influence the opinions, emotions, attitudes, or behavior of a group in order to benefit the sponsor. Students will learn to recognize propaganda techniques as methods that are designed to influence opinions and are used to make what is said or written convincing. The purpose is to persuade people to believe in something or do something that they would not normally believe or do. Propaganda and persuasion are a part of everyday life. A competent reader and/or writer learn to recognize these techniques.

Guiding Questions

1. Can students note instances of unsupported, fallacious reasoning, persuasion, or propaganda in text and media? 2. Can students identify persuasive and propaganda techniques used in media and identify false and misleading information? 3. Can students access the adequacy, accuracy, and appropriateness of the author’s evidence to support claims and assertions, noting instances of bias and stereotyping? 4. Can students apply persuasive and propaganda techniques orally as well as in essays, letters, and other student-made compositions to influence others?

Grade 7 ELAUnit 5Propaganda/Persuasion 74 Louisiana Comprehensive Curriculum, Revised 2008

Unit 5 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks 01a. Develop vocabulary using a variety of strategies, including use of connotative and denotative meanings (ELA-1-M1) 04a. Draw conclusions and make inferences in oral and written responses about ideas and information in grade-appropriate texts, including, instructional materials. (ELA-1-M3) 04b. Draw conclusions and make inferences in oral and written responses about ideas and information in grade-appropriate texts, including, essays. (ELA-1-M3) 05. Interpret ideas and information in a variety of texts, including periodical articles, editorials, and lyrics, and make connections to real-life situations and other texts (ELA-1-M4) 08b. Use knowledge of the distinctive characteristics to classify and interpret elements of various genres, including nonfiction (e.g., essays, letters) (ELA-6-M3) 09b. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including summarizing and paraphrasing information (ELA-7- M1) 09e. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including making inferences and drawing conclusions (ELA- 7-M1) 10. Explain the relationship between life experiences and texts to generate solutions to problems (ELA-7-M2) 11. Use technical information and other available resources (e.g., websites, interviews) to solve problems (ELA-7-M2) 12. Explain the effects of an author’s stated purpose for writing (ELA-7-M3) 13. Identify an author’s bias (objectivity) for, against, or neutral toward an issue (ELA- 7-M3) 14b. Analyze grade-appropriate print and nonprint texts using various reasoning skills, for example, raising questions (ELA-7-M4) 14c. Analyze grade-appropriate print and nonprint texts using various reasoning skills, for example, reasoning inductively and deductively (ELA-7-M4) 14d. Analyze grade-appropriate print and nonprint texts using various reasoning skills, for example, generating a theory or hypothesis (ELA-7-M4) 15a. Write multi-paragraph compositions on student- or teacher-selected topics organized with established central idea (ELA-2-M1) 15b. Write multi-paragraph compositions on student- or teacher-selected topics organized with the following, organizational patterns (e.g., comparison/contrast, order of importance, chronological order) appropriate to the topic. (ELA-2-M1) 15c. Write multi-paragraph compositions on student- or teacher-selected topics organized with elaboration (e.g., fact, examples, and/or specific details) (ELA-2- M1) 15d. Write multi-paragraph compositions on student- or teacher-selected topics organized with transitional words and phrases that unify ideas and points (ELA-2- M1) 15e. Write multi-paragraph compositions on student- or teacher-selected topics organized with the following, overall structure including an introduction, a

GLE # GLE Text and Benchmarks body/middle, and a concluding paragraph that summarizes important ideas and details (ELA-2-M1) 16. Organize individual paragraphs with topic sentences, relevant elaboration, and concluding sentences. (ELA-2-M1) 17a. Develop grade-appropriate compositions on student- or teacher-selected topics that include word choices (diction) appropriate to the identified audience and/or purpose. (ELA-2-M2) 17b. Develop grade-appropriate compositions on student- or teacher-selected topics that include vocabulary selected to clarify meaning, create images, and set a tone. (ELA-2-M2) 17c. Develop grade-appropriate compositions on student- or teacher-selected topics that include information/ideas selected to engage the interest of the reader. (ELA-2-M2) 17d. Develop grade-appropriate compositions on student- or teacher-selected topics that include information/ideas selected to engage the interest of the reader with clear voice (individual personality) (ELA-2-M2) 17e. Develop grade-appropriate compositions on student- or teacher-selected topics that include variety in sentence structure. (ELA-2-M2) 18a. Develop grade-appropriate compositions by identifying and applying writing processes, such as selecting topic and form. (ELA-2-M3) 18b. Develop grade-appropriate compositions by identifying and applying writing processes, such as prewriting (e.g., brainstorming, researching, raising questions, and generating graphic organizers). (ELA-2-M3) 18c. Develop grade-appropriate compositions by identifying and applying writing processes, such as drafting. (ELA-2-M3) 18d. Develop grade-appropriate compositions by identifying and applying writing processes, such as: conferencing (e.g., peer and teacher). (ELA-2-M3) 18e. Develop grade-appropriate compositions by identifying and applying writing processes, such as: revising based on feedback and use of various tools (e.g., LEAP21 Writer’s Checklist, rubrics). (ELA-2-M3) 18f. Develop grade-appropriate compositions by identifying and applying writing processes, such as proofreading/editing. (ELA-2-M3) 19. Develop grade-appropriate paragraphs and multi-paragraph compositions using the various modes of writing (e.g., description, narration, exposition, persuasion), emphasizing narration and exposition (ELA-2-M4) 20a. Use the various modes to write compositions, including essays based on a stated opinion (ELA-2-M4) 23a. Use standard English punctuation, including commas to set off direct quotations, nouns of direct address, and after introductory words or phrases (ELA-3-M2) 24a. Write paragraphs and compositions following standard English structure and usage including varied sentence structures including complex sentences (ELA-3-M2) 24b. Write paragraphs and compositions following standard English structure and usage, including antecedents that agree with pronouns in number, person, and gender.(ELA-3-M3)

GLE # GLE Text and Benchmarks 25a. Apply knowledge of parts of speech in writing including infinitives and participles. (ELA-3-M4) 25b. Apply knowledge of parts of speech in writing including superlative and comparative degrees of adjectives. (ELA-3-M4) 25c. Apply knowledge of parts of speech in writing including adverbs. (ELA-3-M4) 26. Spell high-frequency, commonly confused, frequently misspelled words and derivatives (e.g., roots, affixes) correctly (ELA-3-M5) 27. Use a variety of resources (e.g., glossaries, dictionaries, thesauruses, spell check) to find correct spellings (ELA-3-M5) 28. Adjust diction and enunciation to suit the purpose for speaking (ELA-4-M1) 31. State oral directions/procedures for tasks (ELA-4-M2) 33. Organize oral presentations with a thesis, an introduction, a body developed with relevant details, and a conclusion (ELA-4-M3) 34. Evaluate and determine bias and credibility of various media presentations (e.g., TV and radio advertising) (ELA-4-M4) 35. Deliver formal and informal persuasive presentations (ELA-4-M4) 37. Evaluate a variety of media for impressions/effect on listeners, faulty reasoning, propaganda techniques, and delivery (ELA-4-M5) 38b. Participate in group and panel discussions, including applying agreed-upon rules for formal and informal discussions. (ELA-4-M6)

Sample Activities

Each day, students and teachers should read silently for an uninterrupted period of time. Students will select their own books or reading materials, which require neither testing for comprehension nor book reports. Students will keep a reading response learning log

(view literacy strategy descriptions) of materials read. An example of a reading log is as follows: (see Reading Response Learning Log BLM)

Reading Response Log Student Name______Selection, Title, and Date Pages Comments About What I Have Read Genre read

Other examples of reading logs can be found at: http://www.readwritethink.org/lesson_images/lesson141/log.pdf

Students may also respond in reading journals or diaries after completing their books to prompts (e.g., This reminds me of_____, What surprised me was_____, I think this novel is_____.) See Reading Diary Prompts BLM for other prompts. Student response also may be through a variety of other strategies (e.g. writing prompts, response logs, journals, book talks, or, if available, Reading Counts/Accelerated Reader). SSR guidelines for class use may be found at http://www.dowlingcentral.com/MrsD/area/literature/ssr.html or at http://www.education-world.com/a_curr/curr038.shtml

Activity 2: Vocabulary—Denotation/Connotation (GLE: 01a)[R]

Materials List: list of vocabulary words pertaining to the propaganda and persuasion unit, Vocabulary Self-Awareness Chart BLM

Students will generate a list of denotative/connotative words found in propaganda or persuasion. Students will maintain a vocabulary self-awareness chart (view literacy strategy descriptions) in their vocabulary learning log (view literacy strategy descriptions). The teacher will begin by identifying target vocabulary. The teacher will provide this list of words to students at the beginning of the unit and have them complete a self-assessment of their knowledge of the words using a chart like the one below. Do not give students definitions or examples at this stage. Ask students to rate their understanding of each word with either a “+” (understand well), a “√” (limited understanding or unsure), a “-” (have seen or heard—don’t know the meaning), or a “?” (don’t know at all). Over the course of the readings and exposure to other information sources throughout the unit, students should be told to return often to the chart and add new information to it. The goal is to replace all the check marks, question marks, and minus signs with a plus sign. Because students continually revisit their vocabulary charts to revise their entries, they have multiple opportunities to practice and extend their growing understanding of key terms related to the topic of propaganda or persuasion.

Vocabulary Self-Awareness Chart Word + √ ? - Example Definition bandwagon testimonial persuade propose hype doctrine advertise rhetoric enlightenment pitch

Materials List: a variety of picture books, overhead projector, transparencies, or chart paper, or computer with projector, student writing notebooks (journals)

Teacher should begin preparing the students to be good writers. Teacher should teach or review the traits for effective writing. The following Internet sites have the traits and the definitions of effective writing: http://www.north-scott.k12.ia.us/writetraits/writetraits.html#top http://www.englishcompanion.com/pdfDocs/sixtraitssummary.pdf Teacher should read a variety of picture books, such as, Lois Ehlert’s Vegetable Soup, Margeery Cuyler’s That’s Good, That’s Bad, James Stevenson’s Could Be Worse, Jon Muth’s The Three Questions, or Barry Downard’s The Little Red Hen that focus on the writing craft. Students will participate in a discussion on how authors develop their ideas, organize their books, use voice, use effective words, create sentence fluency, and use the conventions of writing. The teacher should then model several sentences that focus on ideas, organization, word choice and using the conventions of writing by writing them on chart paper, the board, an overhead, or the computer that has a projected screen and by saying sentences orally. Students can then participate in groups by practicing several sentences. Students are to practice the skills in their independent writing in a bound composition writing journal notebook. Teacher will remind students that this is an ongoing activity and that they will be reviewing all work done throughout the year.

The teacher may use the daily oral language strategy with target skills (The teacher will provide the students with a sentence or a group of sentences in need of editing to give students consistent practice correcting grammatical errors.). Target skills should be

Grade 7 ELAUnit 5Propaganda/Persuasion 79 Louisiana Comprehensive Curriculum, Revised 2008 identified (e.g. varied sentence structure and patterns, phrases and clauses, punctuation, infinitives, participles, superlative and comparative degrees of adjectives, adverbs, pronouns and antecedents, sentences without double negatives, spelling). The students may also discuss common errors in student writing samples. Through the writing process, students should use peer editing to work with the mechanics. Grammar instruction should occur within the context of students’ reading and writing. Fun lessons for grammar instruction may be found at http://www.education- world.com/a_lesson/lesson/lesson334.shtml

Activity 5: What Is Propaganda? (GLEs: 05, 09b, 09e, 10, 12, 14b, 14c, 14d, 34)[R]

Materials List: advertisements from magazines, chart paper, markers

The teacher will review with students that an author’s purpose may be to entertain, to persuade, to give factual information, to describe, or to explain. Ads and commercials use propaganda techniques to persuade people. Students will brainstorm (view literacy strategy descriptions) and generate a list of advertisements or commercials recently seen. Teacher will then engage the students in Student Questions for Purposeful Learning (SQPL) strategy (view literacy strategy descriptions). Students will generate questions they have about the topic/theme based on an SQPL prompt. The teacher will state the following and write it on the board: People always make good decisions based on what they hear. Next, ask students to turn to a partner and think of one good question they have about the advertisements based on the statement: People always make good decisions on what they hear. As students respond, write their questions on the chart paper or board. Any question asked more than once should be marked with a check or star to signify that it is an important question. When students finish asking questions, contribute your own questions to the list such as:  What does this company want you to do?  Why do advertisers go about it this way?  What are advertisers doing in the media?  Is their technique effective?  Would you buy, go to see, or otherwise do what the media is trying to persuade you to do?

The teacher will show a variety of types of propaganda to show the class and discuss what the ad, commercial, poster, etc. is doing. The following web site includes numerous examples of propaganda available on the Web: http://www.classroomtools.com/proppage.htm. Students might not have names for what the media does, but they recognize that they are being led by the media. The attached site also provides links to some examples on the Internet, but the teacher can find numerous examples in magazines, on television, on radio, or in books on propaganda. As the students view the media, stop after the section that supplies an answer and ask students if they heard an answer to their question. Allow students to confer with a partner before responding. Mark questions that are answered. Continue this process until the ads are completed. Go back to the list of questions to check which ones may still need to be

Grade 7 ELAUnit 5Propaganda/Persuasion 80 Louisiana Comprehensive Curriculum, Revised 2008 answered. Use the ads or personal knowledge to supply answers. Remind students they should ask questions before they learn something new, then listen and look for answers to their questions.

The class will then discuss the purpose of these ads. The teacher will conduct a mini- lesson on propaganda techniques (e.g., bandwagon-persuading people to do something by letting them know others are doing it; testimonial- using the words of a famous person to persuade you; transfer-using the names or pictures of famous people, but not direct quotations; repetition-the product name is repeated at least four times; emotional words- words that emote strong feelings about someone or something). A good web site for lessons on propaganda techniques can be found at http://www.readwritethink.org/lessons/lesson_view.asp?id=405. The students will identify the most widely used propaganda techniques. The class will generate a wall chart listing techniques, catch phrases, and examples.

Activity 6: Recognizing Propaganda (GLEs: 05, 09e, 12, 13, 14b, 14c, 14d, 34, 37) [R]

Materials List: various examples of print and non print advertisements, list of Propaganda Techniques BLM, old magazines, poster board, or newsprint, glue, scissors, markers, colors or pencil colors

In groups, students will view print and nonprint ads to identify the five propaganda techniques used in advertisements. Students will justify their responses by listing five to ten reasons why certain propaganda techniques are used to sell products. Each group will choose one technique and use old magazines to create propaganda technique collages. The group reporter will share the group’s collage with the whole class, telling about the technique used.

Students will keep a log of their radio-listening and television-viewing habits and analyze the messages they receive from the media. At the end of each class period, students will share propaganda techniques used in each of the messages from the media and will determine if the technique used was effective.

Activity 7: Creating Ads (GLEs: 05, 08b, 09e, 11, 13, 31, 35, 37)[E]

Materials List: Help Wanted BLM, plain paper, markers, colors, or pencil colors, video camera and tape (optional)

To promote applied thinking and reasoning about propaganda techniques, the teacher will present the students with a process guide (view literacy strategy descriptions). Process guides scaffold students’ comprehension within unique formats. They are designed to stimulate students’ thinking during or after their reading, listening, or involvement in any content area instruction. Guides also help students focus on important information and

Grade 7 ELAUnit 5Propaganda/Persuasion 81 Louisiana Comprehensive Curriculum, Revised 2008 ideas, making their reading or listening more efficient. An example is shown below. Teachers should point out that various types of propaganda techniques are used and that by asking students to fill out the process guide, the students can apply their knowledge of the propaganda techniques and process new information and ideas to higher levels. Ask students to work with a partner to fill in the guide below. (See Help Wanted BLM.) The teacher may want to use the example below the worksheet as an example to get students started. Then, engage the rest of the class in a discussion and evaluation of each student pair’s solution.

Students will then design their own products and advertisements, using one or more techniques, and write their own advertisements, using a propaganda technique that will influence others to buy their products. The students will present their commercials or magazine/newspaper advertisements to the class. Presentations may be videotaped. The students will then write a short paragraph, describing how learning to recognize propaganda techniques can help students when it comes to purchasing items.

Activity 8: Recognizing Bias (GLEs: 05, 08b, 11, 12, 13, 14b, 14c)[R]

Materials List: newspaper articles, Split-Page Notetaking Example BLM

The teacher will conduct mini-lessons on newspaper articles. The teacher will select two articles and discuss with the students who it is the author is trying to reach (i.e., audience), the author’s point of view on the topic, and whether or not there is a potential conflict of interest within the article. Teacher will model split-page notetaking (view literacy strategy descriptions) by placing on board, overhead, or PowerPoint® slide sample split-page notes from the teacher-selected articles. An example is listed below. The value of taking notes in this format will be explained by saying it logically organizes information and ideas, separates big ideas from supporting details, promotes active reading and listening, and allows inductive and deductive prompting for remembering information.

In groups, students will read and analyze newspaper articles for:  audience  author’s bias or point of view  subject  potential conflict of interest

The students will record their findings using the literacy strategy split-page notetaking. Students should draw a line from top to bottom approximately 2 to 3 inches from the left edge on a sheet of paper. The teacher may put an example (Split-page Notetaking Example BLM) on a transparency to show the class what the page will look like. They should try to split the page into one-third and two-thirds. In the left column big ideas, key dates, names, etc. should be written with supporting details in the right column. Students should paraphrase and abbreviate as much as possible. For example:

“Title of Article,” Newspaper or Magazine, Date; page Audience

Author’s Point of View or Bias

Subject

Potential point of conflict

Heller, Laura, “Crocs: The Sweatpants of Footwear,” American Press, Sunday, September 30, 2007; Section E, pages 1 and 3. Audience Everyone who wears the footwear “Crocs”

Author’s Point of Wearing Crocs around the house to bum around is okay, but one View or Bias should not wear Crocs out in public where other shoes are more appropriate.

Subject Croc Shoes: when should one not wear them

Potential point of Author works in area that requires shoes that are not casual conflict

Students will compare their notes with other groups that took notes on the same article. The group will then present to the class their findings supported from their articles. Using split-page notetaking, students will continue individually to take notes on a variety of articles from newspapers or magazines.

Activity 9: Recognizing Persuasion/Editorials and Letters to the Editor (GLEs: 04a, 04b, 05, 08b, 09e, 10, 12, 13, 14c) [R]

Materials List: several examples of letters to the editor from newspapers or magazines

Students will read grade-appropriate persuasion essays, various editorials, and letters to the editor from newspapers or grade-appropriate magazines. Students will respond by identifying the author’s purpose, viewpoint/perspective, and intended audience. In their learning log (view literacy strategy descriptions), students will record what the issue was, determine the type of support (e.g., logic, examples, personal experiences, direct observation, facts, or statistics) used by the author, and generate a personal connection between the text and real-life experiences.

The teacher will then model the SPAWN strategy (view literacy strategy descriptions) SPAWN is an acronym that stands for five categories of writing options (Special Powers, Problem Solving, Alternative Viewpoints, What If?, and Next). Using these categories, students can create numerous thought-provoking and meaningful prompts related to the topic of a hot topic in your community as written in some of the letters to the editor. These prompts should require thoughtful and critical written responses by students. These prompts should also be written in such a way that the student can complete his/her response within 10 minutes or less.

Create SPAWN prompts as students prepare to learn new information about the topic or reflect on what has been learned. Students should receive one prompt on any given day. Write SPAWN prompts on the board for students to find as they enter the classroom and to which they respond in their learning logs before the day's lesson begins. This kind of writing usually calls for students to anticipate what will be learned that day, as in the following prompts:

P – Problem Solving We have been reading and discussing how one can influence another’s thinking by using a propaganda technique. How do you think regular citizens can influence what others think? Do you think that an ordinary citizen can influence people who make decisions that affect our lives? How?

N – Next We have learned that advertisers use propaganda techniques to influence what we buy. What if sales of the product are not what the company anticipates? What do you think the advertisers will do next?

On other days the teacher may want to conclude the lesson with a SPAWN prompt that asks students to reflect or think more critically about what they have just learned: Students will respond to these prompts in their learning logs or can turn them in as “Exit” tickets at the end of class.

S – Special Powers You have the power to change the appearance of the city park. Describe what it is you changed, why you changed it, and the response to the change.

W – What If? What might happen to cereal companies if they were no longer able to advertise their products on TV during times when children are most likely watching?

A – Alternative Viewpoints Imagine you’re the mayor of your city. Write an accurate description for the city council discussing why more money should be spent on beautifying the city’s main streets.

Students will respond to these prompts in their learning logs or can turn them in as “Exit” tickets at the end of class. SPAWN writing should be viewed as a tool students can use to reflect on and increase their developing disciplinary knowledge and critical thinking.

Activity 10: Writing a Letter to the Editor (GLEs: 05, 09e, 10, 12, 13, 14c, 17a, 17 b, 17c, 17d, 18a, 18b, 18c, 18d, 18e, 18f) [E]

Materials List: examples of letters to the editor, paper, pencil, computer (optional)

The teacher will conduct a mini-lesson on letter writing, emphasizing letters to the editor. Lesson plans for writing a letter to the editor can be found at the following web site: http://www.readwritethink.org/lessons/lesson_view.asp?id=929 http://www.readwritethink.org/lesson_images/lesson930/example-letter.pdf Students will then write a letter to the editor as a response to an editorial they have chosen. The letters will include appropriate headings with carefully chosen words, correct capitalization and punctuation, a beginning paragraph that includes the reason why the letter is being written, the student’s opinion on the article, as well as facts to persuade the audience to side with him/her, and a conclusion that reiterates the student’s reason for writing and that wraps up loose ends. Students will apply the writing process using peer or self-evaluation to edit, revise, and produce a final product. The students may hand write these or type letters on the computer using the web site http://www.readwritethink.org/materials/letter_generator/ or other sites that offer a writing generator. Students may also be encouraged to mail their letters to the newspaper.

Activity 11: Writing a Persuasive Essay (GLEs: 15a, 15b, 15c, 15d, 15e, 17a, 17b, 17c, 18a, 18b, 18c, 18d, 18e, 18f, 19, 20a) [E]

Materials List: paper and pen or pencil, Editing Checklist BLM, Persuasive Essay Rubric BLM

Students will brainstorm (view literacy strategy descriptions) a list of topics about which they feel strongly. The teacher will model writing a thesis statement. Students will practice writing a position statement or opinion thesis statement. The teacher will introduce and model the basic components of a persuasive essay. The students will brainstorm ideas or themes about which they have a strong opinion. Students will choose one of these opinions as a topic and focus their planning by identifying their purpose, targeted audience, tone, and three reasons for their stated position. Students will use a thesaurus for vivid word choice and will keep their ideas in order (beginning, middle, and end). Then students will develop a multi-paragraph essay that convinces an audience to think in a certain way or to take a certain kind of action.

Students will apply the writing process of peer- or self-evaluation to edit, revise, and produce a final draft. Students will use a checklist(see Editing Checklist BLM), which includes using commas, apostrophes, and quotation marks correctly; correct

Grade 7 ELAUnit 5Propaganda/Persuasion 85 Louisiana Comprehensive Curriculum, Revised 2008 capitalization; varied sentence structure; transitional words and phrases that unify ideas and points; and appropriate word choices for their audience. The students will then revise, following feedback from the checklist. The students’ compositions will be scored with a Persuasive Essay Rubric BLM and then published.

Activity 12: Debating the Issue (GLEs: 05, 28, 33, 35, 37, 38b)[E]

Materials List: copy of a fairy tale such as Jack and the Beanstalk, a variety of resources such as newspaper articles, encyclopedias, magazines, and computers equipped with Internet, index cards with controversial topics written on them, Debate Rubric BLM

Students will add to the vocabulary self-awareness chart (view literacy strategy descriptions) in their vocabulary learning log (view literacy strategy descriptions) the following terms: controversial, pro, con, rebuttal, affirmative position, and negative position. The teacher will begin a discussion such on debate. The teacher will introduce to the students The Lincoln-Douglas Debates of 1858. See http://www.nps.gov/archive/liho/debates.htm for copies of these debates. The teacher should then share with the students that The Lincoln-Douglas Debate format is a one-to- one debate, in which there are two sides of an issue that can be agreed upon or rebutted and this is a widely used. The teacher will then model how to debate an issue by placing on the board a controversial topic that can be argued. A simple topic may be used from a common fairy tale such as “Jack and the Beanstalk” (an older version may be found at http://www.pitt.edu/~dash/type0328jack.html#lang). Teacher will summarize “Jack and the Beanstalk” by saying: In "Jack and the Beanstalk," young Jack and his poor mother have nothing but the family cow. Jack’s mother sends him to market to trade the cow for as much money as he can. Jack, instead, trades the cow for a handful of beans, and, in despair, his mother throws the beans out the window. From those beans a giant stalk grows, Jack climbs up and narrowly escapes from the giant with two stolen treasures that will secure the future for himself and his mother. The teacher will draw the following on the overhead, board, or chart paper a T-chart graphic organizer (view literacy strategy descriptions) for the opposing views to the answer of the question.

Since the giant wanted to eat Jack, was it OK that Jack stole the giant's goose and harp?

YES NO

Reasons:

Before rfilling out the chart, the teacher will remind students that there will be no put downs. These are people’s opinions and all of these opinions, though not agreed with, will be respected. Students will give reasons to each side. Teacher will put these into the chart.

Teacher will then arrange the class into groups of 3-4 and give out an index card with controversial topics. Some topics could include: “Should athletes and movie stars be heroes?” “Is global warming the most important issue facing the world today?” “Cell phones should not be permitted at school.” “Peer pressure does more good than harm.” “Homework should/should not be given.” Two groups will be assigned the same topic. Group 1 will be the “For” team and Group 2 will be the “Against” team for topic number one, Group 3 will be the “For” team and Group 4 will be the “Against” team for topic number two, etc. The groups will work together to determine the pros and cons related to the topics and will place these on a T-Chart like the one previously modeled. The teacher should give the groups time to research their topics. The students are to understand that they should be able to argue both sides of the issue and will have to conjecture what the other team’s arguments and responses may be. The group will then write their opening in which they state their position and include evidence that supports their position. Students will also anticipate what their opponent might include in his/her argument and include rebuttal statements. Students will then present the debate before an audience of their peers and the teacher. Each member of the team is expected to participate in the debate. Students debates may be evaluated using a teacher created rubric or may use Debate Rubric BLM.

Teacher Note: Teachers should make sure that groups formed include advanced, average, and lower level students and that each group has a fairly strong leader.

Sample Assessments

General Guidelines

General Assessments

 The teacher will check the students’ logs of their radio and television ads for completeness and correctness. The teacher and class will determine the number of ads.  The vocabulary journal will be checked for completeness and accuracy.  Students will use the following Editing Checklist BLM before completing a final draft of their compositions: 1. Do I have complete sentences (no fragments)? 2. Do I have run-on sentences? 3. Do I begin all my sentences with a capital and end them with the correct end marks? 4. Are my sentences logically organized into paragraphs? 5. Are all my words spelled correctly? 6. Did I capitalize all the proper nouns? 7. Did I use commas, apostrophes, and quotation marks correctly?

This checklist will be answered yes or no and turned in with the compositions.

 Activity 7: The students will be assessed on their commercials using the following criteria:

 Title—relevant to the content and intriguing  Content—appropriate to the audience; significant and accurate  Voice—audible; natural inflection and tone  Body language—professional; movement (i.e., hand gestures, expression) used for emphasis; eye contact maintained with audience  Visuals (optional)—clear, neat, visible, appropriate size, accurate, and enhancing to the presentation.

 Activity 8: Students will be assessed for correctness and accuracy using the following:

 Article—title included (e.g., Strays Make Great Pets)  Audience—audience identified (e.g., general public)  Author—author’s bias or voice identified (e.g., author likes cats)  Subject/Motivation/Conflict—subject or conflict identified (e.g., urge people to adopt stray cats instead of buying them from breeders)

 Activity 11: Students will evaluate and edit their work using Editing Checklist BLM. Students will be evaluated on the persuasive essay for correctness and accuracy using the following guidelines (See Persuasive Essay BLM) or by using the rubric from http://www.readwritethink.org/lesson_images/lesson405/PersuasiveWritingScorin gGuide.pdf

 Audience—clearly defined  Purpose—relevant, significant to targeted audience, thoroughly discussed  Examples—three reasons to support the position given  Organization—a beginning, middle, and end; logical sequence of information  Body—clear, concise, vivid words, and engaging to the reader  Mechanics—complete sentences, correct spelling, and correct usage of punctuation

 Activity 12: Students may be assessed on the debate using the following guidelines: (See Debate Rubric BLM) or http://www.readwritethink.org/lesson_images/lesson819/rubric2.pdf

 Proposition—controversial, appropriate to audience, interesting  Opening—clearly stated, well-planned, emphasized main points  Argument—orderly, relevant to proposition, well-supported  Rebuttal—organized, clearly stated, thought-provoking, significant  Closing Remarks—well-planned, summary of key thoughts

References http://www.classroomtools.com/proppage.htm Annotation: Numerous examples of propaganda available on the Web. http://www.readwritethink.org/lesson_images/lesson405/PropagandaTextList.pdf Annotation: Links to a site featuring Propaganda Themes and Techniques http://www.propagandacritic.com/ Annotation: Links to a definition of propaganda and the common techniques used. It gives examples of propaganda.

Grade 7 English Language Arts Unit 6: Speech and Drama

Time Frame: Approximately three weeks

Unit Description

The unit focuses on reading, comprehending, interpreting, and analyzing speeches and drama by applying a variety of strategies. Drama elements (character, setting, plot, point of view, and theme) and techniques (acts, scenes, dialogue, and stage directions) are identified and analyzed. Various types of speeches (extemporaneous speaking, dramatic interpretation, original oratory) as well as dramatic readings and scenes will be performed. Writing and presenting a Reader’s Theater script provide an opportunity for student application of a writing process. Vocabulary development and grammar instruction occur within the context of the literature and student writing.

Students will examine drama and how it is produced. Students will recognize conflict and its impact on both major and minor characters. They will identify the structure of acts, scenes, state directions, setting, and casting of characters. Students will understand the revelation of characters through the characters’ dialogue and actions, without the aid of narration. In addition, students will identify the art of interpretation through its elements: poise, quality, use of voice, inflection, pronunciation, enunciation and physical expression. Students will use the above components to assist them in planning and producing an extemporaneous speech within a given time limit.

Guiding Questions

1. Can students identify the elements of drama? 2. Can students analyze techniques authors use to describe characters, including the narrator? 3. Can students identify and explain the point of view of the narrator or other characters, as expressed in the characters’ thoughts, words, or actions? 4. Can students identify a universal theme expressed in a play and relate it to personal experience? 5. Can students interpret a story, prose, speech, or play with poise, quality and use of voice, inflections, enunciations, pronunciations, and physical expression? 6. Can students create and write an organized plan for extemporaneous speaking?

Grade 7 ELAUnit 6Speech and Drama 90 Louisiana Comprehensive Curriculum, Revised 2008

GLE # GLE Text and Benchmarks 01a. Develop vocabulary using a variety of strategies, including use of connotative and denotative meanings (ELA-1-M1) 04a. Draw conclusions and make inferences in oral and written responses about ideas and information in grade-appropriate texts, including, instructional materials. (ELA-1-M3) 04b. Draw conclusions and make inferences in oral and written responses about ideas and information in grade-appropriate texts, including, essays. (ELA-1-M3) 05. Interpret ideas and information in a variety of texts, including periodical articles, editorials, and lyrics, and make connections to real-life situations and other texts (ELA-1-M4) 06. Identify universal themes (e.g., search for identity, love, friendship, family, courage, adversity) and cultural viewpoints found in national, world, and multicultural literature in oral and written responses (ELA-6-M1) 07. Compare and contrast elements (e.g., plot, setting, character, theme) in multiple genres in oral and written responses (ELA-6- M2) 08b. Use knowledge of the distinctive characteristics to classify and interpret elements of various genres, including nonfiction (e.g., essays, letters) (ELA-6-M3) 08d. Use knowledge of the distinctive characteristics to classify and interpret elements of various genres, drama (e.g., short plays)( ELA-6-M3) 09a. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including sequencing events and steps in a process (ELA-7-M1) 09b. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including summarizing and paraphrasing information (ELA-7- M1) 09e. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including making inferences and drawing conclusions (ELA- 7-M1) 09g. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including identifying literary devices (ELA-7-M1) 10. Explain the relationship between life experiences and texts to generate solutions to problems (ELA-7-M2) 11. Use technical information and other available resources (e.g., Web sites, interviews) to solve problems (ELA-7-M2) 14b. Analyze grade-appropriate print and non-print texts using various reasoning skills, for example, raising questions (ELA-7-M4) 14c. Analyze grade-appropriate print and non-print texts using various reasoning skills, for example, reasoning inductively and deductively (ELA-7-M4) 14e. Analyze grade-appropriate print and non-print texts using various reasoning skills, for example, skimming/scanning(ELA-7-M4) 15a. Write multi-paragraph compositions on student- or teacher-selected topics organized with established central idea (ELA-2-M1)

GLE # GLE Text and Benchmarks 15b. Write multi-paragraph compositions on student- or teacher-selected topics organized with the following, organizational patterns (e.g., comparison/contrast, order of importance, chronological order) appropriate to the topic. (ELA-2-M1) 15c. Write multi-paragraph compositions on student- or teacher-selected topics organized with elaboration (e.g., fact, examples, and/or specific details) (ELA-2- M1) 15d. Write multi-paragraph compositions on student- or teacher-selected topics organized with transitional words and phrases that unify ideas and points (ELA-2- M1) 15e. Write multi-paragraph compositions on student- or teacher-selected topics organized with overall structure including an introduction, a body/middle, and a concluding paragraph that summarizes important ideas and details (ELA-2-M1) 16. Organize individual paragraphs with topic sentences, relevant elaboration, and concluding sentences. (ELA-2-M1) 17a. Develop grade-appropriate compositions on student- or teacher-selected topics that include word choices (diction) appropriate to the identified audience and/or purpose. (ELA-2-M2) 17b. Develop grade-appropriate compositions on student- or teacher-selected topics that include vocabulary selected to clarify meaning, create images, and set a tone. (ELA-2-M2) 17c. Develop grade-appropriate compositions on student- or teacher-selected topics that include information/ideas selected to engage the interest of the reader. (ELA-2-M2) 17d. Develop grade-appropriate compositions on student- or teacher-selected topics that include information/ideas selected to engage the interest of the reader with clear voice (individual personality) (ELA-2-M2) 17e. Develop grade-appropriate compositions on student- or teacher-selected topics that include variety in sentence structure. (ELA-2-M2) 18b. Develop grade-appropriate compositions by identifying and applying writing processes, such as prewriting (e.g., brainstorming, researching, raising questions, and generating graphic organizers). (ELA-2-M3) 18c. Develop grade-appropriate compositions by identifying and applying writing processes, such as drafting. (ELA-2-M3) 18e. Develop grade-appropriate compositions by identifying and applying writing processes, such as: revising based on feedback and use of various tools (e.g., LEAP21 Writer’s Checklist, rubrics). (ELA-2-M3) 18f. Develop grade-appropriate compositions by identifying and applying writing processes, such as proofreading/editing. (ELA-2-M3) 23a. Use standard English punctuation, including commas to set off direct quotations, nouns of direct address, and after introductory words or phrases (ELA-3-M2) 24a. Write paragraphs and compositions following standard English structure and usage including varied sentence structures including complex sentences (ELA-3-M2) 24b. Write paragraphs and compositions following standard English structure and usage, including antecedents that agree with pronouns

in number, person, and gender.(ELA-3-M3)

GLE # GLE Text and Benchmarks 25a. Apply knowledge of parts of speech in writing including infinitives and participles. (ELA-3-M4) 25b. Apply knowledge of parts of speech in writing including superlative and comparative degrees of adjectives. (ELA-3-M4) 25c. Apply knowledge of parts of speech in writing including adverbs. (ELA-3-M4) 26. Spell high-frequency, commonly confused, frequently misspelled words and derivatives (e.g., roots, affixes) correctly (ELA-3-M5) 27. Use a variety of resources (e.g., glossaries, dictionaries, thesauruses, spell check) to find correct spellings (ELA-3-M5) 28. Adjust diction and enunciation to suit the purpose for speaking (ELA-4-M1) 29. Use standard English grammar, diction, syntax, and pronunciation when speaking (ELA-4-M1) 32. Adjust volume and inflection to suit the audience and purpose of presentations (ELA-4-M3) 33. Organize oral presentations with a thesis, an introduction, a body developed with relevant details, and a conclusion (ELA-4-M3) 35. Deliver formal and informal persuasive presentations (ELA-4-M4) 40a. Locate and integrate information from a variety of grade-appropriate resources, including: multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias) (ELA-5-M2) 40c. Locate and integrate information from a variety of grade-appropriate resources, including: other media sources (e.g., audio and video tapes, films, documentaries, television, radio) (ELA-5-M2)

Sample Activities

Each day, students and teachers should read silently for an uninterrupted period of time. Students will select their own books or reading materials, which require neither testing for comprehension nor book reports. Students will keep a reading response learning log (view literacy strategy descriptions) of materials read. An example of a reading log is as follows:

Reading Response Log Student Name______Selection, Title, and Date Pages Comments about what I’ve read Genre read

Other examples of reading logs can be found at: http://www.readwritethink.org/lesson_images/lesson141/log.pdf. Students may use selections from their learning logs to create book reports or talks. Students may also respond in reading journals or diaries after completing their books to prompts (e.g., This reminds me of_____, What surprised me was_____, I think this novel is_____.) See Reading Diary Prompts BLM for other prompts. Student response also may be through a variety of other or other strategies (e.g. writing prompts, response logs, journals, book talks, or, if available, Reading Counts/Accelerated Reader). SSR guidelines for class use may be found at http://www.dowlingcentral.com/MrsD/area/literature/ssr.html or at http://www.education-world.com/a_curr/curr038.shtml

Activity 2: Vocabulary—Denotation/Connotation (GLE: 01a) )[R]

Materials List: Drama Vocabulary Self-Awareness Chart BLM

Students will generate a vocabulary self-awareness chart (view literacy strategy descriptions ) to assess their prior knowledge of drama terms. The goal is to replace all the check marks and minus signs with a plus sign. Because students continually revisit their vocabulary charts to revise their entries, they have multiple opportunities to practice and extend their growing understanding of key terms in the drama unit. During this unit, teachers provide students with a list of words that are related to drama. The students will complete a self-assessment of their knowledge of the words using a chart like the one below and the Drama Vocabulary Self-Awareness BLM. Do not give students definitions or examples at this stage. Ask students to rate their understanding of each word with either a + (understand well), a √ (limited understanding or unsure) or a – (don’t know). Over the course of the unit readings and exposure to other information, students are to return to the chart and add new information to it. Word + √ - Example Definition Cue Drama Scenes Dialogue

An expanded glossary of drama terms is available at: http://www.kyshakes.org/Resources/Vocab.htm or http://www.pkwy.k12.mo.us/CandD/CurriculumAreas/FineArts/dramavocabulary.htm

Materials List: a variety of picture books, overhead projector, transparencies, or chart paper, or computer with projector, student-writing notebooks (journals)

Teacher will begin preparing the students to be good writers. Teacher will teach or review the traits for effective writing. The following Internet sites have the traits and the definitions of effective writing:http://www.north- scott.k12.ia.us/writetraits/writetraits.html#top http://www.englishcompanion.com/pdfDocs/sixtraitssummary.pdf The teacher will read a variety of books orally to the students. By reading aloud to the students, the teacher is providing the students with excellent models of how to incorporate the writing traits into their own writings. The following books are good examples that focus on the writing craft: Gary Paulsen’s Guts, which shows students one way authors get ideas from real life. Gordon Korman’s, No More Dead Dogs is an example of a story with a great lead that isn’t on the first page and is a story with smooth transitions and effective conclusions. Because of Winn Dixie by Kate DiCamillo demonstrates an outstanding use of voice. Donavan’s Word Jar by Monalisa DeGrosse is a book that shows students the power of words. This is an excellent example of using word choice that can create pictures in the reader’s mind. Students will participate in a discussion on how authors develop their ideas, organize their books, use voice, use effective words, create sentence fluency, and use the conventions of writing.

The teacher will then model several sentences that focuses on ideas, organization, word choice and using the conventions of writing by writing them on chart paper, the board, an overhead, or the computer that has a projected screen and saying it orally. Students can then participate in groups by practicing several sentences. Students are to practice the skills in their independent writing and keep the writings in a bound composition notebook. Teacher will remind students that this is an ongoing activity and that they will be reviewing all work done throughout the year.

The teacher may use the daily oral language strategy with target skills. The teacher will provide the students with a sentence or a group of sentences in need of editing to give students consistent practice correcting grammatical errors. Target skills should be

Grade 7 ELAUnit 6Speech and Drama 95 Louisiana Comprehensive Curriculum, Revised 2008 identified (e.g., varied sentence structure and patterns, phrases and clauses, punctuation, infinitives, participles, superlative and comparative degrees of adjectives, adverbs, pronouns and antecedents, sentences without double negatives, spelling). The students may also discuss the common errors in student writing samples. Through the writing process, students should use peer editing to work with the mechanics. Grammar instruction should occur within the context of students’ reading and writing. Fun lessons for grammar instruction may be found at: http://www.education- world.com/a_lesson/lesson/lesson334.shtml

Activity 5: Improvisation (GLE: 07, 8d, 9a, 9e, 9g, 11, 28, 32, 40a, 40c) [R]

Materials List: Interpretation/Situation BLM, index cards with scenarios or situations, overhead projector, transparency

As an introduction to the genre, students will be asked to discuss plays or skits they may have seen or participated in on stage. The teacher should elicit conversations from the students on how that kind of acting is different than what they have seen on television programs. Drama is to be performed, a conclusion students will come to see. Drama is performed before a live audience, generally on stage or in front of the audience. The teacher will then lead a discussion on how various action words can be interpreted in more than one way just by tone of voice. . Using teacher-prepared scenario cards (see Interpretation/Situation BLM) or (index cards listing movements or situations characters act out), students will perform improvisational skits. Each student will say his or her line in three or four different tones of voice to convey different meanings. This process of using the voice to convey meaning involves students making inferences about the characters, plot, setting, and theme. After the improvisation, students will discuss the importance of dialogue, a crisis, and stage directions in a drama. Students may then switch cards and interpret the scenario in a different manner than that of their peer.

The teacher will put students into cooperative groups to select a skit they are interested in reading. Students will use print and electronic sources from library, the Internet, or any classroom resources to select one play or skit. The following Internet sites give some samples of skits and plays to consider: http://www.playsmagazine.com/default.html http://www.fictionteachers.com/classroomtheater/theater.html. Students will make inferences from the mood, setting, characters, plot, and theme and will practice linking their inferences to specific passages in the play’s text. The group will practice the scene, using their voices to convey meaning and present it to the class. Each member of the group will have a speaking part.

Activity 6: Drama Elements (GLE: 06, 07, 08d, 9b, 9g, 14e)[R]

Materials List: grade-appropriate drama selections, Split-page Note taking Sample BLM, teacher selected plays or skits

The teacher will review and make sure students understand the importance of character, setting, and plot as elements of a story. The teacher will then engage the students in a discussion about elements of drama. The teacher will convey to students that drama has to have characters, settings, plot and climax, characters, settings, etc. as do stories and novels. In addition, dramas must include stage directions, specific dialogue for the characters, and props. The teacher should have several plays selected for the students to use. Plays can be found in the reading texts, magazines such as READ or SCOPE, which can usually be read in one class period, and from internet sites such as http://www.playsmagazine.com/default.html or http://www.fictionteachers.com/classroomtheater/theater.html.

Teacher will model split-page note taking ( view literacy strategy descriptions ) by placing on board, overhead, or PowerPoint® slide, sample split-page notes. An example is posted below. The value of taking notes in this format will be explained by saying it logically organizes information and ideas, separates big ideas from supporting details, promotes active reading and listening, and allows inductive and deductive prompting for remembering information.

As a whole group, the teacher and students will read and analyze several skits and plays looking for commonalities in each. The students will discover the elements of drama.

The students will record their findings using the literacy strategy split-page note taking. Students should draw a line from top to bottom approximately 2 to 3 inches from the left edge on a sheet of paper. The teacher may put an example (Split-page Note taking Example BLM) on a transparency to show the class what the page will look like. They should try to split the page into one-third and two-thirds. In the left column list the elements and the supporting details (definitions, examples) should be written in the right column. Students should paraphrase and abbreviate as much as possible. The following is an example of an adaptation of The Red Badge of Courage:

“The Red Badge of Courage,” Read Magazine, Vol. 55-No.11, January 20, 2006; page 4- 17.

Playwright/Author Stephen Crane, adapted by Jennifer Kroll

Acts or Scenes 11 scenes

Cast of Characters Narrators 1, 2, and 3, Jim Conklin, Henry Fleming, Wilson, Henry’s mother, Privates 1, 2, and 3, Retreating Soldiers 1,2,3,and 4, General, Colonel, Captain, Major Jones, Wounded Soldiers 1 and 2, Corporal, Lieutenant MacChesnay, Soldiers 1 and 2

Dialogue/Monologue Henry: Did you ever think you might run yourself, Jim? Jim: (thoughtfully) Well, I’ve thought it might get too hot for

Jim Conklin in some of them scrimmages, and if a whole lot of boys started to run, why, I suppose I’d run. And if I once started to run, I’d run like the devil. But if everybody was standin’ and

fightin’ why---I’d stand and fight. By jiminy, I would. I’d bet on it.

Plot Fighting is about to begin, anxiety is running high within the troops. About to face his first battle, Henry wonders if he will have the courage to stand and fight or if he will run away.

Crisis Henry lets fear overtake his courage then tries to cover it up by lying to Wilson about where he’s been all day.

Climax Henry views his running away and lying about it as a lesson learned. After seeing his fellow soldier and friend Jim die, Henry realizes that a soldier who runs does not support his fellow soldiers and friends. Henry is determined to fight and win his own red badge of courage. Henry behaves bravely in other battles that ensue and leads his regiment into battles. Henry also comes to the realization that many of the bravest and most cowardly actions mean nothing to officers, but these are the things that make him a man.

Setting Union Army camp of Regiment 304, battlefield

Stage Directions Located in parenthesis after character’s names

Props Knapsacks and other soldier gear

Theme Mistakes in life are useful. It keeps pride in check and helps make a person a responsible adult.

Students are then to take notes using split-page note taking to identify and define the elements of a drama from a variety of preselected plays or skits. Students will compare their notes with other groups that took notes on the same play. The group will then present to the class their findings supported from their dramas, plays, or skits. Using split-page note taking, students will continue individually to take notes on a variety of dramas from anthologies, magazines, and/or videos watched. The teacher will demonstrate for students how they can study and review their notes by covering one column and using information in the other (e.g., playwright, acts and scenes, a cast of characters, dialogue/monologue, the plot, crisis, climax, the setting, the stage directions, props, and the theme) to prompt their memory.

Activity 7: Creating and Performing Skits and Plays (GLEs: 15a, 15b, 15c, 15d, 15e, 18b, 18c, 18e, 18f, 26, 27, 28, 32) [E]

Materials List: a variety of items to be used to help students create skits, items may include a magnifying glass, hats, shoes, addressed envelopes, maps, etc., chart paper, Story Elements BLM, Story Elements Map Example BLM, Plot Diagram Flow Map BLM, iLEAP Writing Rubric BLM

The teacher will pull out five items to be used as props in a skit. The teacher will give the students about 2 minutes to think of ideas for a story plot. Students will then share ideas with whole class while the teacher lists these ideas on chart paper. The teacher will review story elements; see Story Elements BLM. The teacher will then choose one of these ideas to use as a model to complete a Story Elements Map graphic organizers ( view literacy strategy descriptions ) (see Story Elements Map Example BLM). The students will choose 3 to 5 items to use as props for the creation of their skits. The students will then complete a Character, Setting, and Conflict Maps graphic organizers to determine the story elements of their skits. The students will next use a graphic organizer such as a Flow Map or a Plot Diagram to sequence the events in the skit. (See Plot Diagram Flow Map BLM). The students will use the graphic organizers to draft a one-scene skit that may be performed for the class. The students will use a checklist such as the LEAP Writer’s Checklist (http://www.louisianaschools.net/lde/uploads/2071.pdf) to revise and edit the skits. Students will also proof for spelling, using a dictionary or other source. The students will be assessed using either the iLEAP Writing Rubric BLM, the LEAP 21 Writing Rubric http://www.louisianaschools.net/lde/uploads/9842.pdf or with teacher-made rubric; http://rubistar.4teachers.org/index.php. The students may enlist the help of their peers to fill the roles of their skit and perform to the class.

Activity 8: Speech: Humorous or Dramatic Interpretation, Extemporaneous Speaking (GLEs: 28, 29, 32, 33, 35)[E]

Materials List: a variety of cuttings from a work of literature, Interpretation Rubric BLM, newspapers, magazines such as Time, Newsweek, Discover, Smithsonian, note cards, Extemporaneous Speaking Rubric BLM

The teacher and students will participate in a discussion on various types of speeches to discover the purposes of speeches: to inform, to entertain, and for special occasions. The teacher will model a selection for interpretation with a cutting from a single literary work. The teacher may choose to model a monologue from a drama or play. The teacher should emphasize quality and use of voice, inflections, pronunciation, enunciation, physical expression, and the ability to interpret characters correctly and consistently. Students will then choose from a variety of literature cuttings to present to the class. After the student has chosen, the teacher will give the student time to read the piece to determine how to interpret it. After about 10 minutes, the teacher will pair the students. In each pair, student A will read his or her piece of literature, focusing on the use of voice, enunciation, inflections, and physical expressions, to student B. When student A has

Grade 7 ELAUnit 6Speech and Drama 99 Louisiana Comprehensive Curriculum, Revised 2008 completed his or her interpretation, student B will then read to student A. Have pairs practice this activity until they have memorized their literature piece. The students will then present their interpretations to the class. The students will be assessed with an Interpretation Rubric BLM or a teacher-made rubric. http://rubistar.4teachers.org/index.php

The teacher will then define extemporaneous speech, one that is prepared and rehearsed ahead of time, and introduce the students to the steps of writing an extemporaneous speech; researching, writing, practicing, and delivering. The students will brainstorm ( view literacy strategy descriptions ) topics that would be interesting to both the speaker and audience. An example topic might be: “Should schools offer free lunch to all students?” or “Does global warming affect Louisiana citizens?” The students will research the topic chosen by using a variety of sources such as magazines, newspapers, encyclopedias, the internet, etc. Students will write the body of the speeches. Students will use split-page note taking ( view literacy strategy descriptions ) to translate their speeches into simple notes. Students will then write an intriguing introduction and conclusion to their speeches. The teacher will give the students time to practice the speeches and then the students are to present an extemporaneous speech. The students’ speeches will last between 5 and 10 minutes. The students will be assessed using an Extemporaneous Speaking Rubric (see Extemporaneous Speaking BLM) or a teacher- made rubric. Teachers may use the following web site for creating rubrics: http://rubistar.4teachers.org/index.php

Sample Assessments

General Guidelines

General Assessments

 Students will be provided with a checklist of drama elements/vocabulary terms for the unit. Students’ completion of vocabulary lists/products and vocabulary acquisition will be assessed via a teacher-created selected/constructed response format.  Students will collect all journal entries/graphic organizers created or completed and turn them in for assessment via teacher-created checklist for completion and/or response to topic.  Students will complete graphic organizers to be turned in for assessment via teacher-created checklist for completion.

 Students will give oral presentations, dramatizing a scene from a selected play. Students will be provided feedback via an oral presentation rubric, which can be found at the following web sites, or a teacher may create a rubric. http://www.readwritethink.org/lesson_images/lesson28/performrubric.pdf http://www.readwritethink.org/lesson_images/lesson416/OralRubric.pdf  Students’ writing products may be assessed using the LEAP 21 Writer’s Checklist (http://www.louisianaschools.net/lde/uploads/2071.pdf) or www. louisiana schools.net/lde/uploads/3743.pdf for self/peer evaluation.  Students’ writing products will be assessed using the LEAP 21 Writing Rubric for final drafts. http://www.louisianaschools.net/lde/uploads/9842.pdf  Students will be assessed via teacher observations, skills checklists, and anecdotal records to monitor individual progress in reading strategies and writing skills.

 Activity 7: Students’ writing products will be assessed using the LEAP 21 Writing Rubric for final drafts. http://www.louisianaschools.net/lde/uploads/9842.pdf

 Activity 7: Students will write and perform a skit. Assessment will be based on the following:  Students used all items given.  Students completed story element map and a flow map or plot diagram.  Students followed the sequence of the story, were enthusiastic about performing, and demonstrated group effort.  Students were well prepared and delivered script in an understandable manner.  Students’ skit was clear, concise, and well articulated.  Students used inflection in reading/acting.  Students’ volume of voices was used appropriately.

Resources: http://www.gigglepoetry.com/poetrytheater.aspx This site is where you and your friends can perform poetry plays with these popular and funny poems. http://www.playsmagazine.com/default.html This site offers a subscription to PLAYS Magazine and offers some sample plays, skits, melodramas and dramatized classics http://www.fictionteachers.com/classroomtheater/theater.html By Classroom Theater we mean a special, scripted version of a story that is easy for a group of students to read dramatically. In creating these Classroom Theater scripts, our main objectives have been to pick entertaining stories and to convey those stories in a form that is enjoyable both for the readers-who need no costumes, props, or staging-and for the audience.

Grade 7 ELAUnit 6Speech and Drama 101