Oley Valley School District. Planned Course Instruction. Grade Seven ELA. Submitted by: Stephanie Boyer & Ken Bagenstose.

Transcription

1 Oley Valley School District Planned Course Instruction Grade Seven ELA Submitted by: Stephanie Boyer & Ken Bagenstose April-May, 2016

2 Oley Valley School District - Planned Course Instruction Cover Page Title of Planned Instruction: Grade Seven ELA Grade 7 Subject area: English & Language Arts Date: 4/25/2016 Periods per week: 10 Length of period: 44 minutes Length of course: year-long Credits: Course description: This course will encompass grammar, vocabulary, spelling, reading comprehension skills, writing techniques, and speech skills. Text(s) and/or major resources required: Holt McDougal Literature; McDougal Littell Grammar for Writing; Bud, Not Buddy; A Night to Remember; Sorry, Wrong Number Names of teacher(s) designing planned course instruction: Stephanie Boyer and Ken Bagenstose Approved by: Board Approval Date Approved by: Approved by: Board Curriculum Committee Chair Superintendent/Assistant Superintendent Date Date Oley Valley School District Planned Course Instruction 2

3 Oley Valley School District Course Name Grade Seven ELA Grade Level 7 Keystone Module Instructional Procedures Assessment Procedures (summative/formative) Unit 1 Core/Keystone Content Standard Anchor Descriptor What s the big idea? Concepts that go across grade levels. Ideas that all students should be exposed to in the grade level. whole group lecture, small group independent work, individual work, group discussion informal exit slips, informal monitoring, formal tests/quizzes, homework, writing assignments and projects, speech activities Weaving a Story: Plot, Conflict, and Setting 20 Days/4 Weeks RL1, RL3-5, RL7, RL10, RI1, RI3, RI5-6, W1-7, W9a, W10, SL4-6, L1, L1c, L2, L2b, L3, L3a, L4, L4a-b, L4d, L5a-b, L6 What do students need to understand? Students will understand What do students need to know in order to be able to understand and do? Students need to know Concepts What students should know as a result of instruction specific to grade level? What students should be able to demonstrate as a result of instruction by the end of the unit? Monitored through formative and summative assessments. Students will be able to demonstrate Oley Valley School District Planned Course Instruction 3

4 Plot, conflict, and setting What makes a story unforgettable? -elements of plot -internal/external conflict -impact of setting on story -Identify stages of plot -Analyze plot development -Identify conflict, flashback, and foreshadowing -Analyze the structure an author uses to organize a text -Use reading strategies, including connecting and predicting -Write an argument -Spell possessives correctly -Recognize and correct misplaced modifiers -exposition -rising action -climax -falling action -resolution -contemporary -influence -internal conflict -external conflict -setting -element -structure -identify Unit 2 Personality Tests: Analyzing Character and Point of View 20 days/4 weeks RL1, RL3, RL5-6, RL10, RI2-3, RI6, W2, W2a-f, W3, W4-5 W9a, W10, SL1, SL1a, SL1c, SL4, L1, L1a, L2, L4a-d, L5 Characterization & point of view What makes a great character? -analysis of characters and author's characterization -point of view (first/third) -Analyze how elements of a story interact, including plot, character, and setting -Analyze how authors develop point of view, including first person, limited third person, and omniscient -Make inferences, draw -characterization -point of view -first-person -third-person -omniscient -analyze -aware -develop Oley Valley School District Planned Course Instruction 4

5 conclusions, and synthesize -Provide an objective summary of a text -Write a comparison-contrast essay -Write a summary -Correctly use present, past, and future verb tenses -Correctly use appositive phrases -Participate in a panel discussion -Use context clues for the meanings of words -Use reference aids to verify the meanings of words -react -respond Unit 3 Lessons to Learn: Understanding Theme 20 days/4 weeks PA/Common RL1-3, RL5, RL7, RL10, RI1, RI6, RI9, W2, W2a-c, W3, W3a-e, W4-7, W10, SL1c, SL2, SL5, L1a-b, L2, L2b, L4, L4ab, L5c, L6 Oley Valley School District Planned Course Instruction 5

6 -understanding theme in literature What's the big idea/theme? -Understand an author's theme -Identify what characters learn -How to make connections between the story and the reader's life -Determine theme, including multiple themes -Compare and contrast themes and characters -Identify and interpret symbols -Analyze how theme is conveyed through dialogue and stage directions -Cite evidence to support analysis of inferences -Determine and analyze author's purpose -Use reading strategies, including monitoring and setting a purpose for reading -Write an imaginative short story -Choose among simple, compound, and complex sentences to show different relationships among ideas -theme -compare -contrast -clause -context -cultural -symbol -message Unit 4 Finding a Voice: Mood, Tone, and Style 20 days/4 weeks RL1-6, RL10, RI1, RI3-4, RI6, W1-5, W9a, W10, SL2, SL4, SL6, L1, L1a, L1c, L2, L4b-c, L5b Oley Valley School District Planned Course Instruction 6

7 -understanding an author's mood, tone, and style What's your style? -comparing and contrasting author styles, moods, and tones -Identify and analyze mood, tone, and irony -Identify and analyze elements of style, including word choice, sentence structure, and dialogue -Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings -Use evidence to support what a text says explicitly -Make inferences -Identify characteristics of science fiction -Determine a writer's point of view -Write a response to literature -Understand prepositions and prepositional phrases -Recognize misplaced and dangling modifiers -Present a critique -Understand synonyms -Use Latin and Greek roots as clues to the meaning of words -mood -tone -style -irony -communicate -describe -illustrate -interpret -imagery -dialogue Unit Five Picture the Moment: Appreciating Poetry 20 Days/4 Weeks RL1-5, RL10, RI1, RI5, RI9-10, W2, W2a-f, W4-6, W9a, SL1c, Oley Valley School District Planned Course Instruction 7

8 SL5, L1, L2, L2a-b, L3, L3a, L4c, L6 -understanding and appreciating poetry What is a poem? -read and analyze different types of poetry -Analyze a poem's form and structure, including free verse, lyric poetry, narrative poetry, ballads, and haiku -Determine the figurative and connotative meanings of words and phrases in a text -Make inferences and connect ideas between texts -Analyze the structure an author uses to organize text -Use commas to separate coordinate conjunctions -Identify the meaning of foreign words used in English -structure -form -free verse -lyric poetry -narrative poetry -ballad -haiku -rhyme -repetition -alliteration -encounter -integrity -specific -tradition -vary Unit Six Sharing Our Stories: Myths, Legends, and Tales 20 Days/4 Weeks RL1-3, RL10, RI1, RI6, RI10, W2, W2a-f, W4-5, W7, W10, SL1a, SL1c, SL5, L1, L1b, L2, L4a, L4c-d, L5b, L6 Oley Valley School District Planned Course Instruction 8

9 -tradition of storytelling in the form of myths, legends, folk tales, and tall tales What can stories (and story-telling) teach us? -read and analyze examples of traditional myths, legends, fables, folks tales, and tall tales -Cite textual evidence to support analysis of the characteristics of myths, legends, folk takes, fables, and tall tales -Identify cultural values in myths and legends -Determine and compare recurring themes -Provide and evaluate a summary of an original text -Use reading strategies, including predicting, asking questions, monitoring, and creating sensory images -Write a how-to explanation -Choose among simple, compound, and complex sentences to show different relationships among ideas -Give and follow oral instructions and directions -Understand foreign words commonly used in English -Understand analogies -Use a glossary -myth -legend -folk tale -fable -epic -tall tale -attribute -conduct -physical -status -task -moral Unit Seven Writing A Life: Biography and Autobiography 20 days/4 weeks RL1, RL4, RL9-10, RI1-3, RI5-6, RI9-10, W2, W3a-e, W4-5, W10, SL1, SL1a-c, SL2, SL5, Oley Valley School District Planned Course Instruction 9

10 L1, L2, L4b, L5a, L5c -analyzing characteristics of biographies and autobiographies How do we share our stories? -read -analyze -compare and contrast biographies and autobiographies -Identify purpose and characteristics of biography, autobiography, personal essay, historical drama, and diary -Compare and contrast a fictional portrayal of a character and a historical account of the same period -Analyze the interactions between individuals, events, and ideas in a text -Identify chronological order -Make inferences and draw conclusions -Summarize -Write a personal narrative -Use correct capitalization -Use conjunctive adverbs -Conduct an interview -Present an anecdote -Understand and use Latin and Anglo-Saxon roots -Understand Anglo-Saxon affixes -biography -autobiography -demonstrate -goal -impact -link -undertake Unit Eight Face the Facts: Information, Argument, and Persuasion Oley Valley School District Planned Course Instruction 10

11 20 days/4 weeks -read, analyze, and evaluate informative and persuasive writing Can you believe everything you read? RL10, RI1-2, RI4-10, W1, W1a-e, W2, W2a-b, W2d, W4-5, W10, SL2-6, L1, L2, L2b, L4b, L5, L5b, L6 -distinguish facts from opinions -identify and analyze persuasive techniques -Identify and use text features to locate and comprehend information -Distinguish factual claims from opinions -Analyze the structure an author uses to organize a text -Understand elements of an argument -Analyze persuasive techniques and rhetorical fallacies -Write a persuasive essay -Use commas and colons correctly -Understand appositive phrases -Deliver a persuasive speech -Use root words and prefixes to help determine the meanings of words -Use context clues to understand idioms -persuade -argument -fact -opinion -area -domain -hypothesis -objective -resolve Unit Nine Investigation and Discovery: The Power of Research Oley Valley School District Planned Course Instruction 11

12 20 days/4 weeks W2a-f, W4-8, W9b, SL1, SL1bd, SL5, L1b, L2 -plan, develop, and conduct research How can I find answers? -planning research -evaluating sources -avoiding plagiarism -Plan research -Develop relevant research questions -Use library and media center resources -Evaluate information and sources, including nonfiction books, periodicals, and websites -Collect your own data -Write a research paper -Formulate a major research question -Locate and evaluate sources -Take notes -Prepare a source list -Summarize and paraphrase -Quote directly and avoid plagiarism -Present clear and accurate perspectives on the topic -Document sources and prepare a works cited list -Choose complex sentences to signal different relationships -evaluate -focus -locate -primary -process -plagiarism Oley Valley School District Planned Course Instruction 12

13 Grammar Units Completed throughout the year L1, L2, L3, W10, W6 -use proper grammar and conventions with speaking and writing Why is grammar important? -parts of speech -proper conventions -proper sentence structure -identify and use parts of speech -write well-structured sentences -find and correct errors in writing -speak using proper grammar (formal and informal speeches) -parts of speech -sentence types -subject -predicate -fragment -run-on -noun -common noun -proper noun -concrete noun -abstract noun -singular -plural -possessive -pronoun -subject pronoun -object pronoun -reflexive pronoun -intensive pronoun -interrogative pronoun -demonstrative pronoun -antecedent Oley Valley School District Planned Course Instruction 13

14 Oley Valley School District Planned Course Instruction 14 -verb -helping verb -action verb -linking verb -verb phrases -direct object -indirect object -predicate noun -predicate adjective -tense -adjective -adverb -article -proper adj. -predicate adj. -intensifiers -comparative -superlative -double negatives -preposition -prep. phrase -adjective phrase -adverb phrase -conjunction -coordinating -correlative -interjection -gerund -verbal -infinitive -participle -phrase -clause -dependent

15 Oley Valley School District Planned Course Instruction 15 -independent -simple sentence -compound sentence -adjective clause -adverb clause -noun clause -compound sentence -complex sentence -number -period -question mark -exclamation mark -comma -apostrophe -quotation marks -colon -semicolon -appositive -direct quotation -indirect quotation -italics -underlining -dialogue -hyphen -dash

16 Spelling Units Throughout the year L2 -understanding the spelling of various types of words How important is spelling for writing skills? -how to spell various types of words based on prefix, suffix, and root rules -practice spelling orally -complete written spelling activities -use knowledge of prefixes, suffixes, and roots to spell correctly -silent e -suffix -prefix -root -ate/ion -base word -compound -contractions -hyphen -silent letters -final y -ly and -ally -ance/ence/ent -prepositional prefixes -prefix ad -hard/soft c/g -unstressed vowels /VAC -doubling final consonants -suffixes able/ible -prefixes com/in -assimilated prefixes Oley Valley School District Planned Course Instruction 16

17 -letters qu -j/ge/dje -Greek forms -Latin forms -ous/us/ize/ise -prefix -ex -paired prefixes -words from French -silent gh Throughout the year PA/Common Core Standards CCSS L.7.1, L.7.3, L.7.4, L.7.5, L.7.6 Key Concept -understanding the meanings, ranges of application, and context usage of vocabulary words How can students demonstrate meanings, application, and context usage of specific vocabulary words? -how to use vocabulary in various forms and context (reading, writing, and speaking) -identify meanings of vocabulary words in various contexts -use vocabulary words in speaking and writing -understand prefix, suffix, and root structures of vocabulary words -implement context clue strategies to determine meanings of vocabulary words -analogies -prefixes -suffixes -roots -context clues -connotation -denotation -Sadlier Workshop Level B vocabulary words - units 1 through 15 Oley Valley School District Planned Course Instruction 17

18 Literature/Novels one per semester PA/Common Core Standards R1.2.7, R1.3.7, W1.4.7, SL1.5.7 Key Concept -making connections between novels and relating them to realworld experiences How do pieces of literature relate to the readers' individual experiences? How do characters, setting, and plot affect the overall story? -how to read and discuss various types of literature -how to understand novel vocabulary using context clues -how to use inferences to predict story outcomes -read/discuss A Night to Remember; Bud, Not Buddy; and Sorry, Wrong Number -read fluently aloud -discuss vocabulary from the novel -apply knowledge of key literary terms -respond in writing to guided questions, character analysis, and elements of theme -fiction -non-fiction -drama -plot -setting -characters -resolution -rising action -climax -falling action -theme -inferences -conflict -figurative language Oley Valley School District Planned Course Instruction 18

19 Oley Valley School District Planned Course Instruction 19