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Linking CCSS to Your Curriculum LESSONS for MASTERING STANDARDS literary text sample Linking CCSS to Your Curriculum LESSONS FOR MASTERING STANDARDS Common Core State Standards Lesson RI.7.9 Sample 95 Percent Group, Inc. To Order 475 Half Day Road Online: http://store.95percentgroup.com Suite 350 Email: [email protected] Lincolnshire, IL 60069 Phone: 847-499-8200 1 | Product Code: CC1270 Linking CCSS to Your Curriculum, Grade 7 (SAMPLE) (WEB DOWNLOAD) Copyright © 2014, 95 Percent Group Inc. All rights reserved. www.95percentgroup.com Table of Contents Acknowledgments ....................................................................2 PART 1: Introduction Description of Product. .3 Overview of this Product ...................................................................3 Why Linking CCSS to Your Curriculum Was Developed ..........................................4 Overview of the Common Core State Standards ...............................................4 Prerequisite Skills .........................................................................6 Lesson Timing and Pacing ..................................................................7 List of Materials ..........................................................................8 Description of Ancillary Materials ...........................................................8 PART 2: Getting Started with Linking CCSS to Your Curriculum Organization of Lesson Information in the Teacher’s Edition .....................................9 Information Contained in the Teacher’s Edition ................................................9 Why Short Text Is Provided in This Product ...................................................12 Creating a Plan to Link Lessons to Your Curriculum ............................................13 PART 3: Lessons (lesson codes appear after title of text for lesson) Keys Ideas and Details Standard 1: Analyze Explicit and Implicit Information Informational Text: Spanish and Portuguese Explorers: Seeking India ............ (RI.7.1) ......14 Literary Text: Hiking to Machu Picchu ...................................... (RL.7.1) ......22 Standard 2: Determine Central Ideas and Details and Write a Summary Informational Text: Clean versus Dirty Energy: What Are the Risks? ............. (RI.7.2) ......30 Literary Text: Serendipity ................................................. (RL.7.2) ......38 Standard 3: Analyze the Development of an Individual, Event, or Idea Informational Text: The Space Program: Apollo 11 To the International Space Station ............ (RI.7.3) ......46 Literary Text: The Missing Horse ........................................... (RL.7.3) ......54 Craft and Structure Standard 4: Determine the Meaning of Words and Phrases Informational Text: The Bright Future of Nanotechnology ..................... (RI.7.4) ......62 Literary Text: Wreck of the Hesperus ....................................... (RL.7.4) ......70 Standard 5: Analyze Text Structure and the Development of Main Ideas Informational Text: Social Networking ...................................... (RI.7.5) ......78 Literary Text: Nature’s Bounty ............................................. (RL.7.5) ......86 Standard 6: Determine an Author’s Point of View and Purpose Informational Text: How Do We Stop Extinction? ............................ (RI.7.6) ......94 Literary Text: The Art of Compromise ...................................... (RL.7.6) .....102 Integration of Knowledge and Ideas Standard 7: Integrate Information from Different Media Informational Text: Inaugural Address of John F. Kennedy ..................... (RI.7.7) .....110 Literary Text: Little Women .............................................. (RL.7.7) .....118 Standard 8: Trace and Evaluate an Argument and its Claims Informational Text: Child Labor Reform ..................................... (RI.7.8) .....126 Standard 9: Compare and Contrast Multiple Sources Informational Text: Reflections: The Second Battle of Bull Run ................. (RI.7.9) .....134 Literary Text: The Midnight Ride of Paul Revere: A Historical Comparison ........ (RL.7.9) .....142 Product Code: CC1270 Linking CCSS to Your Curriculum, Grade 7 (SAMPLE) (WEB DOWNLOAD) | 2 Copyright © 2014, 95 Percent Group Inc. All rights reserved. www.95percentgroup.com RL.7.9 The Midnight Ride of Paul Revere: A Historical Comparison 25 would then borrow a horse to continue to Preparation spread the news. Before leaving Boston, Revere The winter and spring of 1775 was a tense instructed his friend Robert Newman, Sexton time in colonial America. It was especially of the North Church, to hang two lanterns tumultuous in Boston, Massachusetts, where in the Steeple. The leaders of Charlestown tension was growing between the British 30 were aware that one lantern signaled troop 5 authorities and American Patriots. The Patriots movement by land, while two lanterns meant were drafting a plan for independence from by sea. Paul Revere was then rowed across the Britain. In order to obtain reliable information Charles River to Charlestown by two associates. about British troops, the Patriots formed Committees of Safety to share intelligence. Excerpts from by Henry Wadsworth Longfellow 10 Messengers on horseback regularly carried news and information to the towns and villages Listen, my children, and you shall hear throughout the countryside. On the night 35 Of the midnight ride of Paul Revere, of April 18, 1775, the Patriots spied troop On the eighteenth of April, in Seventy-five; movement. Dr Joseph Warren, a patriot leader, Hardly a man is now alive 15 arranged to send two messengers from Boston Who remembers that famous day and year. to spread the alarm that the British troops 3 | were being ferried across the river and were on He said to his friend, “If the British march the move towards Lexington and Concord. As 40 By land or sea from the town to-night, a precautionary measure, the two messengers Hang a lantern aloft in the belfry arch 20 were sent by separate routes. Of the North Church tower as a signal light,-- One messenger, William Dawes, One, if by land, and two, if by sea; was sent by land. The other, And I on the opposite shore will be, Paul Revere, was rowed across 45 Ready to ride and spread the alarm William Dawes the Charles River where he Then he said, “Good night!” and with muffled oar tumultuous–adj. Unsettled, disordered Silently rowed to the Charlestown shore ferry–v. To carry people or things a short distance by boat or another vehicle precautionary–adj. An action taken to prevent something sexton–n. A person who has the job of taking care from happening of a church building 3 | Product Code: CC1270 Linking CCSS to Your Curriculum, Grade 7 (SAMPLE) (WEB DOWNLOAD) Copyright © 2014, 95 Percent Group Inc. All rights reserved. www.95percentgroup.com RL.7. The Midnight Ride of Paul Revere (continued) Meanwhile, impatient to mount and ride, Booted and spurred, with a heavy stride On the opposite shore walked Paul Revere. Spreading the Word Once on the opposite bank of the Charles But mostly he watched with eager search River, Paul Revere borrowed a horse from 75 The belfry-tower of the Old North Church, 50 his friend Deacon John Larkin. While in Charlestown, he verified that the local “Sons And lo! as he looks, on the belfry’s height of Liberty” committee had seen the pre- A glimmer, and then a gleam of light! arranged signals. The two lanterns in the He springs to the saddle, the bridle he turns, steeple of North Church in Boston indicated But lingers and gazes, till full on his sight 55 that troops were moving “by sea” across 80 A second lamp in the belfry burns the Charles River rather than marching “by land.” Before continuing, he was warned that It was twelve by the village clock a number of heavily armed British soldiers When he crossed the bridge into Medford town. were seen traveling up the Lexington Road. 60 A short time after leaving Charlestown, It was one by the village clock, Revere encountered two British soldiers on When he galloped into Lexington. horseback who attempted to apprehend Revere. One soldier was stuck in thick mud and was unable to mount a pursuit. The 65 second soldier attempted to head Revere off on a different route, but he was able to avoid him. Revere alerted as many people as possible in the small towns and villages along his designated route by shouting the alarm, 70 “The regulars are coming out!” Paul Revere’s route Prescott Revere British Dawes apprehend–v. To catch someone or something pursuit–n. When someone chases or follows another person Product Code: CC1270 Linking CCSS to Your Curriculum, Grade 7 (SAMPLE) (WEB DOWNLOAD) | 4 Copyright © 2014, 95 Percent Group Inc. All rights reserved. www.95percentgroup.com a RL.7.9 Lexington 85 Although on different routes, both Paul Revere and William Dawes delivered warnings along the road to Lexington. As many as 40 other messengers joined the mission to warn their neighbors of the impending danger. 90 Paul Revere’s route took him through the towns of Somerville, Medford, and Arlington. He left Charlestown around 11:00 p.m. and arrived in Lexington at midnight. It had taken him roughly one hour to travel the fourteen 95 miles from Charlestown to Lexington. He met John Hancock and Samuel Adams for a meal and to warn them of the advancement of the The Midnight Ride of Paul Revere (continued) British Regulars. At 12:30 a.m., the trio was It was two by the village clock, joined by William Dawes and it was decided When he came to the bridge in Concord town. 100 that Revere, Dawes, and Dr. Prescott would push on to Concord. The three
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