8/7/13 Language Arts, 7th Grade, 1 st Semester. -variety of formats/styles: letters, poems, short story, etc. -short plays

Transcription

1 Curriculum Guide: Language Arts 1 st Semester GRADE 7 Units of Study: Elements of Fiction, Drama, Fiction Writing, Spelling, Vocabulary, Fluency, and Speaking Required Resources: Language of Literature Teacher/Student resources (Mc Dougal) The Lightning Thief, by Rick Riordan Elements of Fiction- -common vocabulary -short stories -genres -independent novels/literatures circles -The Lightning Thief Spelling- -phonetic/based on ability Vocabulary- -text specific (within short stories and novels) Fiction Writing- -comic book -variety of formats/styles: letters, poems, short story, etc. Drama- -reader s theater/acting -common vocabulary -short plays Fluency- -fluency checks -opportunities to read aloud Speaking- -presentation on chosen topic Vocabulary/Comprehension Fluency Writing Process/Genres Speaking/Listening / Reciprocal Communication Benchmarks Students will build literary, general academic, and content specific grade level vocabulary Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. Benchmarks Students will read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression. Benchmarks Students will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level Students will write for a variety of purposes and audiences in multiple genres. Benchmarks Students will develop, apply, and refine speaking skills to communicate key ideas in a variety of situations Students will develop, apply, and refine active listening skills across a variety of situations Students will develop, apply and adapt reciprocal communication skills. 1

2 ASSESSMENT RECOMMENDATIONS READING COMPREHENSION Benchmark Identify literary elements. Identify and understand the elements of fiction. UBD Explanation Identify the main characters and how they influence the story. UBD Interpretation Class discussion over elements of fiction Possible Assessments FOR Sequencing activities using sentence strips (Formative) Write a descriptive essay. Required Assessments OF (Summative) Assessment Match characteristics to respective element of fiction. Choose a main character and explain how they influenced the story. (Ex. Thank You Ma m activity p. 35 in textbook) Choose scene from story to reenact. Teacher / student conference 2

3 READING COMPREHENSION Benchmark: Identify literary elements. SUGGESTED INSTRUCTIONAL STRATEGIES WHOLE GROUP Activities: - Using The Language of Literature textbook (McDougal) pgs , explain and discuss the elements of fiction. HIGH PERFORMING STUDENT Activities: AVERAGE PERFORMING STUDENT - Make flashcards for character, setting, plot, exposition, rising action, climax, falling action, and theme. - Plot diagram (McDougal Reading Toolkit F23) - Character Perspectives, Events, and Support (pg. 48 Graphic Organizers) (UBD): Identify and understand elements of fiction (Explanation). Identify main characters and how they influence the story (Interpretation). AVERAGE PERFORMING STUDENT Activities: - Make flashcards for character, setting, plot, exposition, rising action, climax, falling action, and theme. - Sequence Flow Chart (McDougal Reading Toolkit D15) - Character Perspectives in Contrast (pg. 47 Graphic Organizers) LOW PERFORMING STUDENT Activities: - Make flashcards using the 4 major elements of fiction: character, setting, plot, and theme. - Story Frame (McDougal Reading Toolkit F22) - What s the Character s Perspective (pg. 46 Graphic Organizers) ELL Activities: - Make flashcards using the 4 major elements of fiction: character, setting, plot, and theme. - Story Frame (McDougal Reading Toolkit F22) - What s the Character s Perspective (pg. 46 Graphic Organizers) 3

4 ASSESSMENT RECOMMENDATIONS READING TRAITS & PROCESSES Benchmark Read with fluency and expression. Participate in read aloud activities. UBD Application & Empathy Read with expression. UBD Interpretation, Application & Empathy Adjust reading rate. UBD Application & Self-Knowledge Possible Assessments FOR (Formative) Reader s Theater Teacher/ Student reading One-minute oral/ silent reading Required Assessments OF (Summative) Assessment Assess Reader s Theater using RMS Oral Presentation rubric (see attachment) focusing on verbal and physical delivery. Give student a passage to read. Hold an individual conference checking for pacing and smoothness. 4

5 READING TRAITS & PROCESSES Benchmark: Read with fluency and expression. SUGGESTED INSTRUCTIONAL STRATEGIES WHOLE GROUP Activities: - Poems for multiple readers (i.e. Joyful Noise, Poems for Two Readers, etc.) - Reader s Theater (Website to find plays: Teacher read-aloud (modeling fluency and expression) Reinforcing effort HIGH PERFORMING STUDENT Activities: AVERAGE PERFORMING STUDENT - SEE WHOLE GROUP ACTIVITIES (UBD): Participate in reada-loud activities (Application/ Empathy). Read with expression (Interpretation/ Application/ Empathy). Adjust reading rate (Application/ Self- Knowledge). Reinforcing effort Reinforcing effort Reinforcing effort AVERAGE PERFORMING STUDENT Activities: - SEE WHOLE GROUP ACTIVITIES LOW PERFORMING STUDENT Activities: - SEE WHOLE GROUP ACTIVITIES - Reading into tape recorder - Choral reading ELL Activities: - SEE WHOLE GROUP ACTIVITIES - Reading into tape recorder - Choral reading 5

6 ASSESSMENT RECOMMENDATIONS WRITING Benchmark Understand the writing process and the six traits of writing. Understand elements of the six traits of writing. UBD Application & Self-Knowledge Understand the steps of the writing process. UBD Interpretation & Application Possible Assessments FOR (Formative) Color scheme organizer (see attachment) Steps of the writing process Required Assessments OF (Summative) Assessment Match characteristics to the six traits and to the writing process. Outline of writing process Composition written in a specified mode Oral questioning over six traits and the writing process 6

7 ASSESSMENT RECOMMENDATIONS WRITING Benchmark Apply the six traits while writing in a variety of modes. Use elements of the six traits of writing. UBD Application & Self-Knowledge Use steps of the writing process. UBD Interpretation & Application Possible Assessments FOR (Formative) Students write to prompt, using the six traits. Create a newspaper article relating to an event in the book. Required Assessments OF (Summative) Assessment Multiple choice test over the six traits Create a story using the writing process (Ex. Children s book). Composition written in a specified mode Teacher / student conference on student s writing 7

8 WRITING Benchmark: Understand the writing process and the six traits of writing Apply the six traits while writing in a variety of modes. SUGGESTED INSTRUCTIONAL STRATEGIES WHOLE GROUP Activities: - Teach steps of the writing process: prewriting, writing, revising, editing, and publishing. - Use visual representation / color scheme organizer (see attachment) to understand and recognize six traits. - Six trait picture book activities (Resource listed at bottom of page / available in Media Center) Providing feedback HIGH PERFORMING STUDENT Activities: - Create a story, using the steps of the writing process. AVERAGE PERFORMING STUDENT AVERAGE PERFORMING STUDENT Activities: (UBD): Understand and use elements of the six traits of writing (Application/ Self- Knowledge). Understand and use steps of the writing process Interpretation/ Application). Providing feedback Providing feedback Providing feedback - Create a story, using the steps of the writing process. LOW PERFORMING STUDENT Activities: - Create a story, using the steps of the writing process (provide graphic organizer). ELL Activities: - Create a story, using the steps of writing process (provide graphic organizer). * Picture Books & Annotated Bibliography with Activities for Teaching Writing with the 6 Traits + 1 Writing Traits Model (Peter Bellamy) 8

9 ASSESSMENT RECOMMENDATIONS SPEAKING Benchmark Organize ideas and content to communicate effectively Use appropriate verbal and non-verbal behaviors to communicate effectively. Use appropriate outlining techniques. UBD Explanation & Interpretation Effectively communicate information orally. UBD Application & Interpretation Maintain good eye contact and use appropriate gestures. UBD Application Possible Assessments FOR (Formative) Create an outline for book talk. Teacher / student conference over book Practice book talk with peer / provide feedback. Required Assessments OF (Summative) Assessment Book talk Teacher / student conference over book 9

10 SPEAKING Benchmark: Organize ideas and content to communicate effectively Use appropriate verbal and non-verbal behaviors to communicate effectively. (UBD): Use appropriate outlining techniques (Explanation/ Interpretation). Effectively communicate information orally (Application/ Interpretation). Maintain good eye contact and use appropriate gestures (Application). SUGGESTED INSTRUCTIONAL STRATEGIES WHOLE GROUP Activities: - Book talk - Interview character - Character Diamante (pg. 42 Graphic Organizers Scholastic) Practicing Setting Objectives Reinforcing Effort Practicing Setting Objectives Reinforcing Effort Practicing Setting Objectives Reinforcing Effort Practicing Setting Objectives Reinforcing Effort HIGH PERFORMING STUDENT Activities: AVERAGE PERFORMING STUDENT - Use Inspiration (program available in computer lab) to design character trait web. AVERAGE PERFORMING STUDENT Activities: - Character Changes (pg. 41 Graphic Organizers) LOW PERFORMING STUDENT Activities: - Character Sketch (pg. 40 Graphic Organizers) ELL Activities: - Character Sketch (pg. 40 Graphic Organizers) 10

11 REQUIRED KEY CONTENT WORDS Reading Comprehension Reading Traits & Processes Writing Speaking Ø Fiction Ø Characters Ø Setting Ø Plot Ø Climax Ø Conflict Ø Theme Ø Point of View Ø Characterization Ø Symbolism Ø Flashback Ø Foreshadowing Ø Irony Ø Mood Ø Interpretation Ø Context Clues Ø Pacing Ø Rate Ø Fluency Ø Expression Ø Fluency Ø Ideas Ø Organization Ø Voice Ø Conventions Ø Word Choice Ø Introduction Ø Conclusion Ø Target Audience Ø Prewriting Ø Writing Ø Revising Ø Editing Ø Publishing Ø Rate Ø Pacing Ø Fluency Ø Eye Contact Ø Enunciation Ø Voice Inflection Ø Line (Reader s Theater) Ø Target Audience 11