Columbus City Schools This is an older resource which can provide ideas for teaching the Standards for English Language Arts Curriculum student mastery using The Watsons Go To Birmingham, but it is aligned to Reading and Writing Ohio's Learning Standards before the 2017 revisions and Ohio's State Tests. Course/Grade Text Type Grade 7 Narrative Text (19 days) Novel Unit The Watsons Go To Portfolio Writing Prompt: After reading The Watsons Go To Birmingham - 1963, write a narrative about the bombing of Birmingham - 1963 (1000L) the Birmingham Church from the perspective of one of the victims or the victim‟s family. Use similes, metaphors, and allusions to develop your work. Common Core Writing: Text Types, Responding to Reading, and Research The Standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives. Standard 9 stresses the importance of the reading-writing connection by requiring students to draw upon and write about evidence from literary and informational texts. Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills important to research are infused throughout the document. (CCSS, Introduction, 8) Narrative Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. Students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies. Over time, they learn to provide visual details of scenes, objects, or people; to depict specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior monologue that provide insight into the narrator’s and characters’ personalities and motives; and to manipulate pace to highlight the significance of events and create tension and suspense. (CCSS, Appendix A, 23) Expectations for Learning Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected, as reflected throughout the Common Core State Standards document. For example, Writing standard 9 requires that students be able to write about what they read. Likewise, Speaking and Listening standard 4 sets the expectation that students will share findings from their research. To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and non-print texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today‟s curriculum. In like fashion, research and media skills and understanding are embedded throughout the Standards rather than treated in a separate section. (CCSS, Introduction, 4) Strands: Topics Standard Statements Reading for Literature: Key Ideas and Details RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Page 1 of 13 Columbus City Schools English Language Arts Curriculum Reading and Writing Reading for Literature: Craft and Structure RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes or other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or a section of a story or drama. RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading for Literature: Integration of Knowledge and Ideas RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. Reading for Literature: Range of Reading and Level of Text Complexity RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing: Text Types and Purposes W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing: Production and Distribution of Writing W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. W.7.6 Use technology, including the internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. Writing: Research to Build and Present Knowledge W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 7 Reading Standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”). Speaking and Listening: Comprehension and Collaboration SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others‟ ideas and expressing their own clearly. Page 2 of 13 Columbus City Schools English Language Arts Curriculum Reading and Writing Language: Conventions of Standard English L.7.2 Demonstrate command of the conventions of Standard English capitalization, punctuation and spelling when writing. Language: Vocabulary Acquisition and Use L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Instructional Strategies Novel Vocabulary: hostile, incapable, assure, intimidate, emulate, brave, punctual, desperate, hypnotized, tolerate, pinnacle, dispersal, exclusive, grasped, haphazardly, hacked, enhance, patter, swoon, maestro, eavesdropped, grapevine, offended, facilities, frequencies, scolding, whirlpool, electrocuted, fluttered, amended, pervasive, segregation, strove, sit-ins, demonstrations, confrontations Day 1 Read the Novel Overview and Tie Into Central Question (appendix 2). Ask students if they can predict what the novel may be about. When building background with students, review the focus question: Does every conflict have a winner? Ask students to share a time when they or someone they know, have read about, or have seen in a movie, was involved in a conflict that did not clearly have a winner. Ask them to explain why there was no winner. Introduce the novel vocabulary. Ask students to infer what the words mean by the use of context clues. If this strategy is not successful for them to determine word meaning, students are to look for the words in the dictionary. Ask students, “What do you know about the early 1960s?” In small groups, research the time period. Write down key people, events and ideas using Student Handout: What Do You Know About the 1960s? (appendix 3). Day 2 Students continue research on the 1960s. After 20 minutes (approximately), groups present what they have learned about the 1960s while the rest of the class takes notes to add to their handouts. Student handout: Character Analysis (appendix 5). Go over the categories students are to look for as they read the novel. Preview the novel by looking at the dedications page. Advise students they will be choosing one of the victims or a victim‟s family member to focus on during narrative writing.