15-20 minute directions common core standards...

GRADE

COMMON COREStandards Plus®

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Language ArtsGRADE 7


COMMON CORE Standards Plus®

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A Nonprofit Group of Educators

www.corestandardsplus.orgPhone: 877.505.9152 • Fax: 909.484.6004

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Standards Plus® ISBN: 978-1-61032-286-7

9 7 8 1 6 1 0 3 2 2 8 6 7

CCL7-WB 7

Language Arts

SAMPLE LESSONS

Includes 2 weeks of

sample lessons out

of 34 total weeks

15-20 minutesupplemental lessons with scripted teacherdirections

Sample Performance Tas

k on Pages 39-48

Language Arts & Mathematics | Grades K-8

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CCSS Total number ofCommon CoreStandards Plus

Lessons

EBSREvidence Based

Selected Response(PARCC)

TECRTechnology-Enhanced Constructed Response

(PARCC)

PCRProse Constructed

Response(PARCC)

Reading LiteratureRL7.1- RL7.10 33 ü ü ü

Reading Informational Text

RI7.1- RI7.1034 ü ü ü

WritingW7.1- W7.10 36 ü Not Tested üSpeaking & ListeningSL7.1- SL7.6

3 Embedded Embedded üLanguage

(Conventions & Vocabulary)

L7.1- L7.6

89 ü Not Tested ü

Common Core Standards Plus® – 7th Grade Language ArtsCorrelation to PARCC and CCSS


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Beginyourtransitiontodigitallearning:

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COMMON COREStandards Plus® TECHNOLOGY COMPONENTS

• Teach daily, direct instruction lessons using printed teacher and student editions.

• Assess students weekly using web-based evaluations (weekly evaluations are also included in the printed materials).

• Extend learning through access to online performance tasks (performance tasks are also included in the printed materials).

• Analyze student data by standard using online reporting.

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Benefits of Common Core Standards Plus

PARCC

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What is Common Core

Standards Plus?

Performance TasksStudents Deepen and Apply Their Knowledge

• Appliesdailylessoncontentandconcepts

• Increasesstudentunderstanding

CommonCoreStandardsPlus®isasupplemental curriculumthatincludes:

Integrated ProjectsStudents Adapt Knowledge to Real-World Situations

• Requiresextendedthinking,planning,andreporting

• Integrateslearningacrossmultipleconceptsandstandards

• Step-by-stepDirectInstructionlessonswrittendirectlytotheCommonCore

• TeachCommonCorecontentandconceptswithhighlevelacademicvocabulary

• WeeklyEvaluationscanbeusedasformative assessments

15-20 Minute Daily Lessons and Weekly Evaluations (Short Answer – Constructed and Selected Response)

Students Learn Essential Common Core Knowledge

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ls 1

, 2,

3D

OK

Le

vels

2,

3,

4D

OK

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4

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Here’s What’s Included

Teacher Edition w/ CDIncludes:

136Constructed&SelectedResponseDailyLessons

34Constructed&SelectedResponseEvaluations13PerformanceTasks3IntegratedProjects

All lessons and projects include Direct Instruction lesson plans.

CD includes viewable PDF lessons for whole class projection.

Student Editions

Includes student response pages and additional resources for:


34Constructed&SelectedResponseEvaluations13PerformanceTasks3IntegratedProjects

Includes complex texts, rubrics, writing prompts, and more!

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Grade 3 – Common Core Standards Plus® – Language Arts – EngageNY Correlation

Reading Lessons Writing Lessons * Use the Performance Lessons to reinforce content and build application skills.

Week Standards Plus® Daily Lessons (L), Evaluations (E), Performance Lessons (P) Standards TE pgs. DOK

Enga

ge N

Y Mod

ule 1

1 Reading Literature L1‐4, E1 RL.3.1, RL.3.3 272‐281 1‐2

2 Reading Literature L13‐16, E4 RL.3.5 308‐317 1‐2

3 Vocabulary Acquisition & Use L1‐4, E1 L.3.4a 220‐229 1‐2

4 Reading Informational Text L5‐8, E2 RI.3.2 376‐385 1‐2

Performance Lesson 8 – Main Idea Graphic Organizer and Poster* RI.3.2 386‐390 3

5 Writing – Informative/Explanatory L9‐12, E3 W.3.2 – Inf. / Exp. 458‐467 1‐2

6 Writing – Informative/Explanatory L13‐16, E4 W.3.2 – Inf. / Exp. 468‐477 1‐2

Performance Lesson 11 – Compare 2nd and 3rd Grade* W.3.2a‐d 478‐481 3

Enga

ge N

Y Mod

ule

2A 7 Reading Informational Text L1‐4, E1

RI.3.1, RI.3.3 360‐369 1‐2

Performance Lesson 7 – Literal and Inferred Questions* RI.3.1, RI.3.3 370‐374 3

8 Reading Informational Text L17‐20, E5 RI.3.1, RI.3.3 416‐425 1‐2

9 Reading Informational Text L13‐16, E4 RI.3.5 402‐411 1‐2

10 Knowledge of Language L1‐4 & E1 L.3.3a, b 202‐211 1‐2

11 Grammar & Usage L5‐8, E2 L.3.1a, d, e 140‐149 1‐2

Enga

ge N

Y Mod

ule

3A 12 Reading Literature L5‐8, E2

RL.3.5 282‐291 1‐2

13 Reading Literature L17‐20, E5 RL.3.5 318‐327 1‐2

Performance Lesson 6 – Point of View Movie Poster* RL.3.2, RL.3.4, RL.3.6 328‐333 3

14 Vocabulary Acquisition & Use L9‐12, E3 L.3.5a, b 240‐249 1‐2

15 Grammar & Usage L1‐4, E1 L.3.1a, b, c 130‐139 1‐2

16 Vocabulary Acquisition & Use L5‐8,E2 L.3.4b, c 230‐239 1‐2

17 Writing – Opinion L1‐4, E1 W.3.1 – Opinion 434‐443 1‐2

18 Writing – Opinion L5‐8, E2 W.3.1 – Opinion 444‐453 1‐2

Performance Lesson 10 – The Best Super Power* W.3.1, W.3.1a‐d 454‐455 3

Enga

ge N

Y Mod

ule

3B 19 Reading Literature L9‐12, E3

RL.3.7 292‐301 1‐2

Performance Lesson 5 – Character Study and Comic Strip* RL.3.1, RL.3.3, RL.3.5, RL.3.7 302‐307 3

20 Reading Informational Text L9‐12, E3 RI.3.6, RI.3.8 392‐401 1‐2

Performance Lesson 9 – Point of View and Text Connections* RI.3.5, RI.3.6, RI.3.8 412‐414 3

21 Writing – Narrative L17‐20, E5 W.3.3 – Narrative 482‐491 1‐2

22 Writing – Narrative L21‐24, E6 W.3.3 – Narrative 492‐501 1‐2

Performance Lesson 12 – Rewriting a Fairy Tale* W.3.3a‐d 502‐505 3

23 Grammar & Usage L13‐16, E4 L.3.1a, g 160‐169 1‐2

24 Grammar & Usage L17‐20, E5 L.3.1h, i 170‐179 1‐2

Enga

ge N

Y Mod

ule 4 25 Grammar & Usage L9‐12, E3

L.3.1a, f 150‐159 1‐2

Performance Lesson 3 – Writing Varied Sentences* L.3.1a ‐ L.3.1i 180‐183 3

26 Vocab. Acquisition & Use L13‐16, E4 L.3.5c 250‐259 1‐2

Performance Lesson 4 – Context and Word Relationships* L.3.4a‐c. L.3.5a‐c 260‐264 3

Unscheduled Lessons – The following lessons have not been scheduled. They teach tested s

tandards and should be taught prior to testing.

Because they are conventions lessons, they may be used to support writing development.

These stan

dards a

re assessed in

Enga

ge NY Mod

ules 2A, 3A, & 3B Spelling L1‐4, E1

L.3.2c 26‐35 1‐2

Spelling L5‐8, E2 L.3.2d 36‐45 1‐2

Capitalization L1‐4, E1 L.3.2a, b, c 52‐61 1‐2



Performance Lesson 1 – Writing an Autobiography* L.3.2a 82‐84 3

Punctuation L1‐4, E1 L.3.2b, c, d 90‐99 1‐2



Performance Lesson 2 – Envelope and Friendly Letter* L.3.2b, c, d 120‐122 3

Updated 3/27/2014 ELA K‐5

Page 2 of 18

Priority Standard(s) 1. W 3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section.

Common Core Standards Plus Lessons Writing Lesson 9 (W.3.2a) – TE Page #: 458 Writing Lesson 10 (W.3.2a, W.3.2b) – TE Page #: 460 Writing Lesson 11 (W.3.2a, W.3.2b, W.3.2d) – TE Page #: 462 Writing Lesson 12 (W.3.2a, W.3.2b, W.3.2d) – TE Page #: 464 Writing Evaluation 3 (W.3.2a, W.3.2b, W.3.2d) – TE Page #: 466

Writing Lesson 13 (W.3.2a, W.3.2b, W.3.2c, W.3.2d) – TE Page #: 468 Writing Lesson 14 (W.3.2a, W.3.2b, W.3.2c, W.3.2d) – TE Page #: 470 Writing Lesson 15 (W.3.2a, W.3.2b, W.3.2c, W.3.2d) – TE Page #: 472 Writing Lesson 16 (W.3.2a, W.3.2b, W.3.2c, W.3.2d) – TE Page #: 474 Writing Evaluation 4 (W.3.2a, W.3.2b, W.3.2c, W.3.2d) – TE Page #: 476

Writing Performance Task #11 (W.3.2) – TE Page #: 478 2. RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers. Common Core Standards Plus Lessons

Reading Informational Text Lesson 1 (RI.3.1, RI.3.3) – TE Page #: 360 Reading Informational Text Lesson 2 (RI.3.1, RI.3.3) – TE Page #: 362 Reading Informational Text Lesson 3 (RI.3.1, RI.3.3) – TE Page #: 364 Reading Informational Text Lesson 4 (RI.3.1, RI.3.3) – TE Page #: 366 Reading Informational Text Evaluation 1 (RI.3.1, RI.3.3) – TE Page #: 368

3. RI 3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Common Core Standards Plus Lessons Reading Informational Text Performance Task #7 (RI.3.1, RI.3.3) – TE Page #: 370

4. SL 3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

SAMPLE

To make the most out of the materials

you already have, we provide custom

pacing calendars that align our lessons

with your District Units or Textbooks.

As a part of our nonprofit mission,

we provide this service at NO COST

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District Created Unit


6

See the next 7 pages for an index that lists ALL of our

Language Arts Grade 7 Lessons.

This includes 34 weeks of daily lessons and evaluations, 13 performance tasks, and 3 integrated projects.

Please note - the lesson index

is organized by standard.

LESSONS DO NOT NEED TO

BE TAUGHT IN THE INDEX ORDER.

We’l l even suggest a lesson sequence

that works best for your school.


7

Common Core Standards Plus – Language Arts – Grade 7

Strand Lesson Focus Standard(s)

Read

ing Literature

(Reading

Lite

rature Stand

ards: RL.7.1– RL.7.6, R

L.7.9)

1 Text Evidence

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.

2 Text Evidence

3 Text Evidence

4 Text Evidence

E1 Evaluation – Text Evidence

Text for Lessons 5‐8, Evaluation 2: The Dragon’s Tail

5 Story Elements RL.7.3: Analyze how particular elements of a story or drama interact.

6 Theme 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. 7 Theme

8 Story Elements RL.7.3

E2 Evaluation – Story Elements and Theme RL.7.2, RL.7.3

9 Point of View RL.7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. 10 Point of View

11 Summary RL.7.2

12 Summary

E3 Evaluation – Point of View and Summary RL.7.2, RL.7.6

P12 The Fisherman and His Wife RL.7.1, RL.7.2, RL.7.3, RL.7.6

13 Word Meaning in Text RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative & connotative meanings; analyze the impact of rhymes & other repetitions of sounds on a specific verse or stanza of a poem or section of a story or drama.

14 Word Meaning in Text

15 Structure in Poetry RL.7.4, RL.7.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. 16 Structure in Poetry

E4 Evaluation – Word Meaning and Structure

17 Sound in Poetry RL.7.4

18 Sound in Poetry

19 Sound and Structure in Poetry

RL.7.4, RL.7.5 20 Sound in Poetry

E5 Evaluation – Sound and Structure in Poetry

Text for Lessons 21‐24, Evaluation 6: The Two Questions

21 Drama Structure RL.7.5

22 Dramatic Elements RL.7.3

23 Fiction vs. History 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.

24 Meaning of Words and Phrases RL.7.4

E6 Evaluation – Analyzing Drama RL.7.3, RL.7.4, RL.7.5, RL.7.9

P13 The Nightingale to the Workman RL.7.1, RL.7.2, RL.7.3, RL.7.4, RL.7.5, RL.7.6, RL.7.9

Common Core Standards Plus - LA Grade 7 Lesson Index


Common Core Standards Plus - LA Grade 7 Lesson IndexCommon Core Standards Plus – Language Arts – Grade 7


Read

ing Inform

ationa

l Text

(Reading

Inform

ational Text S

tand

ards: RI.7.1, R

I.7.2, R

I.7.3, R

I.7.4, R

I.7.5, R

I.7.6, R

I.7.8)

1 Interactions

RI.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.

2 Interactions

3 Interactions

4 Text Evidence

E1 Evaluation – Text Evidence

5 Interactions RI.7.3: Analyze the interactions between individuals, events, and ideas in a text. 6 Interactions

7 Word Meaning RI.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. 8 Word Meaning

E2 Evaluation – Interactions and Word Meaning RI.7.1, RI.7.4

Text for Lessons 9‐12, Evaluation 3: Clouds

9 Central Ideas

RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

10 Central Ideas

11 Summary

12 Summary

E3 Evaluation – Central Ideas & Objective Summary

13 Text Structure

RI.7.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

14 Text Structure

15 Text Structure

16 Text Structure

E4 Evaluation – Text Structure

P5 The Day that Changed Everything RI.7.1, RI.7.2, RI.7.3, RI.7.4, RI.7.5

17 Author’s Purpose and Point of View RI.7.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. 18 Author’s Purpose and Point of View

19 Word Choice / Meaning and Tone RI.7.4

20 Word Choice / Meaning and Tone

E5 Evaluation – Author’s Purpose; POV; Word Choice, Meaning and Tone

RI.7.4, RI.7.6

21 Trace and Evaluate Arguments

RI.7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.




E6 Evaluation – Trace and Evaluate an Argument

P6 Election Night Victory Speech RI.7.4, RI.7.6, RI.7.8

Less

ons

provided

as

samples

. S

ee p

ages

18-47.





Argument Writing

Writing

(Writing Standards: W

.7.1a‐e, W

.7.2a‐f, W.7.3a‐e)

1 Planning an Argument from a Prompt W.7.1: Write arguments to support claims with clear reasons and relevant evidence.

2 Writing an Introductory Paragraph W.7.1a: Introduce claim(s); acknowledge alternate or opposing claims; organize the reasons & evidence logically.

3 Supporting a Claim with Logic and Evidence W.7.1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. 4 Supporting Claims with Logic and Evidence

E1 Evaluation – Argument W.7.1, W.7.1a, W.7.1b

5 Conclusion from an Argument Prompt W.7.1e: Provide a concluding statement or section that follows from and supports the argument presented.

6 Clarifying Claims, Reasons, and Evidence W.7.1c: Use words, phrases, & clauses to create cohesion & clarify relationships among claim(s), reasons, and evidence.

7 Establish and Maintain Formal Style W.7.1d: Establish and maintain a formal style.

8 Clarify Claims, Reasons, Evidence in Formal Style W.7.1, W.7.1c, W.7.1d

E2 Evaluation – Self‐Check W.7.1, W.7.1c, W.7.1d, W.7.1e

P7 Cell Phones at School W.7.1, W.7.1a, W.7.1b, W.7.1c, W.7.1d, W.7.1e

Informative/Explanatory Writing 9 Making a Plan for an Essay W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts,

and information through the selection, organization, and analysis of relevant content.

10 Introduce a Topic Clearly W.7.2a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, & information, using strategies such as definition, classification, comparison/ contrast, cause/ effect; include formatting, graphics, and multimedia when useful to aiding comprehension.

11 Developing a Topic W.7.2b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

12 Developing a Topic W.7.2a, W.7.2b

E3 Evaluation – Self‐Evaluation W.7.2, W.7.2a, W.7.2b

13 Writing a Conclusion W.7.2f: Provide a concluding statement/section that follows from and supports the information/explanation presented.

14 Using Transitions to Clarify Ideas W.7.2c: Use appropriate transitions to create cohesion and clarify the relationships among ideas &concepts.

15 Precise Language, Vocabulary, and Style W.7.2d: Use precise language and domain‐specific vocabulary to inform about or explain the topic. W.7.2e: Establish and maintain a formal style. 16 Revising Information

E4 Evaluation – Self‐Evaluation W.7.2c, W.7.2d, W.7.2e, W.7.2f

P8 A Family Vacation W.7.2, W.7.2a, W.7.2b, W.7.2c, W.7.2d, W.7.2e, W.7.2f

Narrative Writing 17 Planning a Writing Narrative

W.7.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.

18 Drafting an Introduction W.7.3a: Engage & orient the reader by establishing a context & point of view & introducing a narrator and/or characters; organize an event sequence that unfolds naturally & logically.

19 Writing Well‐Structured Event Sequences W.7.3b: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. 20 Developing Events

E5 Evaluation – Self‐Evaluation W.7.3, W.7.3a, W.7.3b

21 Conveying Sequence and Signal Shifts W.7.3b, W.7.3c: Use a variety of transition words, phrases, clauses to convey sequence & signal shifts from one time‐frame/setting to another.

22 Developing Experiences, Events, Characters W.7.3b

23 Writing a Conclusion W.7.3e: Provide a conclusion that follows from and reflects on the narrated experiences or events.

24 Conveying Events W.7.3d: Use precise words & phrases, relevant descriptive details, sensory language to capture the action and convey experiences and events.

E6 Evaluation – Self‐Evaluation W.7.3, W.7.3b, W.7.3c, W.7.3d, W.7.3e

P9 Time Travel W.7.3, W.7.3a, W.7.3b, W.7.3c, W.7.3d, W.7.3e


PERFORMANCE TASKS

Reading Literature Strand Lesson Lesson Title Standards



Reading Informational Text Strand Lesson Lesson Title Standards



Writing Strand Lesson Lesson Title Standards




Language Strand Lesson Lesson Title Standards

P1 Working with Adjectives L.7.2, L.7.2a

P2 Phrases and Sentences L.7.1a, L.7.1b, L.7.1c

P3 Modify This L.7.1c

P4 Improving Word Choice L.7.3a

P10 Medieval Times and Knights L.7.4a, L.7.4b

P11 King Arthur L.7.5a, L.7.5b, L.7.5c

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© 2013 Learning Plus Associates



PERFORMANCE TASKS

Reading Literature Strand Lesson Lesson Title Standards



Reading Informational Text Strand Lesson Lesson Title Standards



Writing Strand Lesson Lesson Title Standards




Language Strand Lesson Lesson Title Standards






P11 King Arthur L.7.5a, L.7.5b, L.7.5c

Perfomance task provided as a sam

ple. S

ee pages 39-48.





Langua

ge

Gram

mar and

Usage

(Language Standards: L.7.1a‐L.7.1c)

1 Phrases

L.7.1a: Explain the function of phrases and clauses in general and their function in specific sentences.

2 Phrases

3 Clauses

4 Clauses

E1 Evaluation – Phrases and Clauses

5 Recognizing and Correcting Modifiers L.7.1c: Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. 6 Recognizing and Correcting Modifiers

7 Identifying Dependent Clauses L.7.1b: Choose among simple, compound, complex, and compound‐complex sentences to signal differing relationships among ideas. 8 Writing Compound‐Complex Sentences

E2 Evaluation – Modifiers; Compound‐Complex Sentences L.7.1b, L.7.1c


9 Using Subordination

L.7.1b

10 Using Coordination and Subordination

11 Choosing Among Different Sentence Types

12 Choosing Among Different Sentence Types

E3 Evaluation – Sentence Structure

13 Modifiers

L.7.1c

14 Misplaced Modifiers

15 Dangling Modifiers – Fix Spacing

16 Misplaced and Dangling Modifiers

E4 Evaluation – Modifiers


Langua

ge

Capitalization (Lang. Stand

ard: L.7.2) 1 Capitalizing Proper Nouns

L.7.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

2 Capitalizing Proper Nouns

3 Capitalizing Quotations

4 Capitalizing Quotations

E1 Evaluation – Capitalizing Quotations & Proper Nouns

5 Capitalization of Titles

L.7.2

6 Capitalization of Titles

7 Capitalization of Parts of a Formal Letter

8 Capitalization of Parts of a Formal Letter

E2 Evaluation – Capitalizing Parts of Letters and Titles

Langua

ge

Punctuation

(Lang. Stand

.: L.7.2, L.7.2a) 1 Commas L.7.2: Demonstrate command of the conventions of

standard English capitalization, punctuation, and spelling when writing. 2 Commas

3 Commas L.7.2a: Use a comma to separate coordinate adjectives.

4 Commas

E1 Evaluation ‐ Correct Punctuation L.7.2, L.7.2a

5 Using Hyphens

L.7.2

6 Using Brackets

7 Punctuation

8 Punctuating Quotations

E2 Evaluation ‐ Punctuate Correctly





Langua

ge

Spelling

(Language Standard: L.7.2b

) 1 Homophones

L.7.2b: Spell correctly.

2 Adding Suffixes

3 Adding Suffixes and Inflections

4 Adding Suffixes and Inflections

E1 Evaluation – Identifying Correct Spelling

5 Frequently Misspelled Words

L.7.2b

6 Frequently Misspelled Words

7 Spelling Foreign Words

8 Spelling Foreign Words

E2 Evaluation – Using Correct Spelling

Langua

ge

Know

ledg

e of Lan

guag

e (Lang. Stand

.: L.7.3a) 1 Choosing Precise and Concise Language

L.7.3a: Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

2 Choosing Precise and Concise Language

3 Recognize and Eliminate Wordiness

4 Recognize and Eliminate Redundancy

E1 Evaluation – Word Choice


Langua

ge

Vocabu

lary Acquisition an

d Us

e (Language Standards: L.7.4a‐b, L.7.5a‐c)

1 Multiple Meanings and Context

L.7.4a: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

2 Multiple Meanings and Context

3 Context Clues

4 Context Clues

E1 Evaluation – Context Clues

5 Greek and Latin Roots

L.7.4b: Use common grade‐appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).



8 Greek and Latin Affixes

E2 Evaluation – Greek and Latin Roots and Affixes


9 Figures of Speech

L.7.5a: Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

10 Figures of Speech

11 Allusions

12 Allusions

E3 Evaluation – Figures of Speech

13 Analogies

L.7.5b: Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

14 Analogies

15 Analogies

16 Analogies

E4 Evaluation – Analogies

17 Connotation/Denotation

L.7.5c: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).




E5 Evaluation – Connotation/Denotation

P11 King Arthur L.7.5a, L.7.5b, L.7.5c 13www.standardsplus.org - 1.877.505.9152

© 2013 Learning Plus Associates


INTEGRATED PROJECTS Integrated Project # 1: Seven Wonders of the World

Reading Informational Text Standards Addressed: RI.7.1, RI.7.4, RI.7.10

Writing Standards Addressed: W.7.2, W.7.2a, W.7.2b, W.7.2d, W.7.4, W.7.5, W.7.6, W.7.7, W.7.8, W.7.9, W.7.9b, W.7.10

Speaking & Listening Standards Addressed: SL.7.1, SL.7.1a, SL.7.1b, SL.7.1c, SL.7.1d, SL.7.5, SL.7.6

Language Standards Addressed: L.7.1, L.7.1a, L.7.1b. L.7.1c, L.7.2, L.7.2a, L.7.2b, L.7.3, L.7.3a,

L.7.4, L.7.5, L.7.6 Prerequisite Common Core Standards Plus Strands: Capitalization, Punctuation, Grammar & Usage, Spelling, Knowledge of Language.

Product: A written, edited, and proofread travel guide to one of the Seven Wonders of the Ancient World.

Overview: The students will research one of the Seven Wonders of the Ancient World. They will write a travel guide, including an illustration and a map of the wonder’s location. They will share their draft guides in groups that have chosen the same wonder. They will edit and proofread the travel guide for all conventions and word choice prior to final publication. They will share their travel guides in mixed groups or in front of the class. Since this is a learning activity, all components will be completed in class.

Integrated Project # 2: The Duties of a Biographer Reading Informational Text Standards Addressed:

RI.7.1, RI.7.3, RI.7.4, RI.7.5, RI.7.6, RI.7.8, RI.7.10

Writing Standards Addressed: W.7.1, W.7.1a‐W.7.1e, W.7.2, W.7.2a‐W.7.2f, W.7.4, W.7.5,

W.7.6, W.7.7, W.7.8, W.7.9, W.7.9b, W.7.10 Speaking & Listening Standards Addressed: SL.7.1, SL.7.1a, SL.7.1b, SL.7.3, SL.7.4

Language Standards Addressed: L.7.1, L.7.2, L.7.3, L.7.4, L.7.5, L.7.6

Prerequisite Common Core Standards Plus Strands: Reading Informational Text and Writing

Product: A brief, written argument to support a claim about the purpose of a biography. A researched and written biography in the same style chose in the argument.

Overview: The students will use the information presented in Frederick Niecks’ Frederick Chopin as a Man and Musician to argue whether he had the right idea about the intent of a biography. They will write a brief argument to support their claim. Then they will research a historical figure and write a brief biography in the same style they chose in their argument. They will orally present their biographies to the class. Since this is a learning activity, all components will be completed in class.

Integrated Project # 3: The Stuff of Legends Reading Literature Standards Addressed:

RL.7.1, RL.7.2, RL.7.3, RL.7.4 RL.7.5, RL.7.6, Rl.7.7, RL.7.9, RL.7.10

Writing Standards Addressed: W.7.2, W.7.3, W.7.4, W.7.5, W.7.6, W.7.7,

W.7.8, W.7.9, W.7.9a, W.7.10 Speaking & Listening Standards Addressed: SL.7.1, SL.7.1a‐SL.7.1d, SL.7.2, SL.7.6

Language Standards Addressed: L.7.1, L.7.2, L.7.3, L.7.4, L.7.4a‐L.7.4d, L.7.5, L.7.5a‐L.7.5c, L.7.6

Prerequisite Standards Plus Strands: Vocabulary Acquisition and Use and Reading Literature

Product: A written and presented epic poem that tells the tale of King Alfred and the Cakes.

Overview: The students will read and analyze a historical account of King Alfred of England (871‐899). Then they will use reader’s theater to read the play King Alfred and the Cakes. Through group discussion, the students will compare the historical account with the play, analyze themes and characters, and summarize the events surrounding King Alfred’s time on the island. The students will identify vocabulary that is used to tell the tale. The students will write and orally present an epic poem with several stanzas to tell the tale of King Alfred and the Cakes. Since this is a learning activity, all components will be completed in class.

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Want to see more lessons? Call 1-877-505-9152 to schedule a 20-minute

meeting to review a complete Teacher Edition.


15-20 Minute Daily Lessons and Weekly Evaluations (Short Answer – Constructed and Selected Response)

Students Learn Essential Common Core Knowledge

• DirectInstructionlessonswrittendirectlytotheCommonCore

• TeachCommonCorecontentandconceptswithhighlevelacademicvocabulary

Language Arts Grade 7 includes 136 Daily Lessons and34 Weekly Evaluations

Designed to be overtly

taught, not assigned.


Sample lessons are on pages 18-25 & 28-35. Sample evaluations are on pages 26-27 & 36-37.

17

“Standards Plus

makes me think.”

- Student, Rex Bell Elementary

Want to see more lessons?

Call 1-877-505-9152 to schedule a 20-min

ute

meeting to review a complete Teacher

Edition.

Common Core Standards Plus® – Language Arts – Grade 7 Strand: Reading Informational Text Focus: Author’s Purpose and Point of View Lesson: #17 Reading Informational Text Standard: RI.7.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. Lesson Objective: Students will determine an author’s purpose and point of view and analyze how the author distinguishes his or her position from that of others in a text. Introduction: “Last week we studied text structure in informational texts. Now we will practice determining the author’s point of view and purpose in various texts. We will also study how authors show the difference between their position and others.” Instruction: “To find author’s purpose, ask yourself why you think the author wrote the text (e.g., to entertain, inform, persuade). Remember that sometimes authors have more than one purpose. Study the text features and structure for clues. To find author’s point of view (perspective on the topic and events including feelings), look for clues about the author’s feelings. Think about your own feelings and perspective on the topic compared to the author’s. Do you feel the same or differently? How do authors distinguish their position from that of others? Authors must anticipate their audience and address their concerns or arguments. An audience may be neutral, friendly, hostile, or unknown depending on the topic. Authors may address others directly by name or group, or they may insert opposing ideas using words that show a contrast of opinion such as however, even though, although, but, and even so.” Guided Practice: Project the Student Page. Read directions aloud. “Today we’ll do all three questions together and in the next lesson you will work independently. (Read passage aloud.) Why do you think the author wrote this and what clues are there? (See key. Record answers for question one.) Now let’s do question two. How does the author feel about the extension? (See key. Record answers.) For question three, let’s look for any words the author uses to address those who disagree with him or show that he has a different opinion than others. (See key. Record answers.) Independent Practice: Due to the nature of the lesson, the independent practice will take place in the next lesson. Review: Review the answers for all items together once again. Closure: “Understanding an author’s purpose and point of view will aid in comprehension.” Answers 1. Purpose: To persuade and inform (Line 1).

2. Frustrated math teacher–against the extension and says students who need the extra help need breaks too; reduction in breaks will hurt morale (Lines 2-4).

3. Addresses parents, teachers, school administrators, and community members directly, calling them “misguided.”

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Common Core Standards Plus® – Language Arts – Grade 7 Strand: Reading Informational Text Focus: Author’s Purpose and Point of View Lesson: #17 Reading Informational Text Standard: RI.7.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. Directions: Read the letter below and answer the questions in the space provided.

1. What is Gregory James’ purpose for writing and how do you know?

__________________________________________________________ __________________________________________________________

2. What is his point of view or position on the topic? Highlight or underline evidence. __________________________________________________________ __________________________________________________________

3. How does Gregory show readers that he disagrees with others on this topic?

__________________________________________________________ __________________________________________________________

LETTERS TO THE EDITOR Re “Local Schools Extend School Year,” article, Feb. 10.

1As a teacher who was not in favor of the proposed calendar, I must speak out. 2Our students, who are most in need of time to master the standards, will now

have just four days off between this school year and summer school. 3They will

then have eight days off between summer school and the new school year. 4If it

is the intention of these misguided parents, teachers, school administrators, and

community members to help students succeed, maybe they should consider

what happens when students grow to hate school!

Gregory James, high school math teacher

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Common Core Standards Plus® – Language Arts – Grade 7 Strand: Reading Informational Text Focus: Author’s Purpose and Point of View Lesson: #18 Reading Informational Text Standard: RI.7.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. Lesson Objective: Students will determine an author’s purpose and point of view and analyze how the author distinguishes his or her position from that of others in a text.

Introduction: “Today we will practice determining the author’s point of view and purpose in various texts. We will also study how authors show the difference between their position and that of others.”

Instruction: “Remember that to find author’s purpose, ask yourself why you think the author wrote the text (e.g., to entertain, inform, persuade). Sometimes authors have more than one purpose. To find author’s point of view (perspective on the topic and events including feelings), look for clues about the author’s feelings. Authors must anticipate their audience and address their concerns or arguments. An audience may be neutral, friendly, hostile, or unknown depending on the topic. Authors may address others directly by name or group, or they may insert opposing ideas using words that show a contrast of opinion such as however, even though, although, but, and even so.”

Guided Practice: Project the Student Page. Read directions aloud. “In the last lesson we read a letter to the editor and completed the questions together as practice, so today you will work independently on a similar article and questions.”

Independent Practice: Review the directions together.

Review: After a few minutes, review together. Require students to explain their text support.

Closure: “What are some key words that helped with determining point of view?”

Answers: 1. Purpose: To persuade and inform. (Line 1) 2. She is a disgusted parent who disagrees with the extension, feels the

board and Dr. Paul’s committee acted unfairly, and worries about summer school programs and jobs and lack of time to prepare at such short notice. (Lines 1-4, 8-9)

3. Throughout the letter she states her disagreement with others: Dr. Paul’s committee who met in secret, the board who made a surprise decision, teachers who just wanted a raise, parents who wanted free babysitting. (Lines 1, 3, 4, 7)

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Common Core Standards Plus® – Language Arts – Grade 7 Strand: Reading Informational Text Focus: Author’s Purpose and Point of View Lesson: #18 Reading Informational Text Standard: RI.7.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. Directions: Read the letter to the editor and answer the questions.

1. What is Harriet Millhouse’s purpose for writing and how do you know? _________________________________________________________ _________________________________________________________

2. What is her point of view or position on the topic? Highlight or underline evidence. _________________________________________________________ _________________________________________________________

3. How does Harriet show readers that she disagrees with others on this topic? _________________________________________________________

_________________________________________________________

LETTER TO THE EDITOR Re “Local Schools Extend School Year,” article, Feb. 10.

1The surprise move by the local school board should get each of them ousted in the next election. 2I have never seen such an obvious move to serve the desires of a few to the detriment of the masses. 3 Dr. Jack Paul should be ashamed of himself! 4 His committee met in secret, and they were chosen to represent just one side of the issue.

5I have to wonder at a district that would make such a change with just four months remaining in the school year. 6Why so late? 7Well, the teachers were able to secure a raise attached to the increased school year (and an extra week at Christmas!), and the parents who want free babysitting for most of August got what they wanted. 8What about summer jobs and summer school programs? 9This decision comes too late to adequately prepare for a seven-week summer break. 10What were they thinking?

Harriet Millhouse, parent

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Common Core Standards Plus® – Language Arts – Grade 7 Strand: Reading Informational Text Focus: Word Choice/ Meaning and Tone Lesson: #19 Reading Informational Text Standard: RI.7.4: Analyze the impact of a specific word choice on meaning and tone. Lesson Objective: Students will analyze the impact of specific word choices on meaning and tone. Introduction: “Earlier this week we analyzed an author’s purpose and point of view. Authors express their point of view or feelings about a topic by carefully choosing each word to create a certain tone and meaning. Today we will analyze the impact of specific word choices.” Instruction: “To analyze the impact of specific word choices in a text, remember that the words an author chooses to use create its meaning and tone. Tone is a term used to describe the author’s attitude toward the subject and audience of a text. Different types of texts usually have different tones. A persuasive ad would probably contain many positive words that would entice someone to buy a product, while an obituary may contain words that express sadness about a death or great respect for all the person’s accomplishments. To understand what we read, we have to consider the connotations (additional meanings connected to a word besides its literal definition) associated with the words the author uses. Words can have positive, negative, or neutral connotations that create the overall meaning and tone of the text.” Guided Practice: Project the Student Page. Read directions aloud. Direct students to reread Harriet’s letter silently. “Let’s do question one together. What connotations come to mind for surprised? (Possible answers: excitement, positive or shocking, negative.) The word ousted might make you think of an official being pushed out of office or fired. If the author had used let go or quietly resigned, the tone would be more neutral. What tone does the author create when she uses surprised and ousted? (See key. Record together.) Think about the connotations associated with the other underlined words as you finish on your own.” Independent Practice: Review the directions together. Review: After a few minutes, review together. Closure: “What is tone?” Answers: 1. Negative; shocked, angry

2. Negative; worried 3. Negative; disgusted 4. misguided and hate in Line 4

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Common Core Standards Plus® – Language Arts – Grade 7 Strand: Reading Informational Text Focus: Word Choice/ Meaning and Tone Lesson: #19 Reading Informational Text Standard: RI.7.4: Analyze the impact of a specific word choice on meaning and tone. Directions: Reread the letters to the editor, paying special attention to the underlined words. Next answer the questions that follow in the space provided.

1. What tone is created by the words surprised and ousted in Line 1?

__________________________________________________________

2. What tone is created by the word detriment in Line 2? __________________________________________________________

3. What tone is created by the word ashamed in Line 3? __________________________________________________________

4. Which words in Gregory’s letter create a tone similar to the tone used in Harriet’s letter? __________________________________________________________

LETTER TO THE EDITOR Re “Local Schools Extend School Year,” article, Feb. 10.

1The surprise move by the local school board should get each of them ousted in the next election. 2I have never seen such an obvious move to serve the desires of a few to the detriment of the masses. 3 Dr. Jack Paul should be ashamed of himself! 4 His committee met in secret, and they were chosen to represent just one side of the issue.

5I have to wonder at a district that would make such a change with just four months remaining in the school year. 6Why so late? 7Well, the teachers were able to secure a raise attached to the increased school year (and an extra week at Christmas!), and the parents who want free babysitting for most of August got what they wanted. 8What about summer jobs and summer school programs? 9Thisdecision comes too late to adequately prepare for a seven-week summer break. 10What were they thinking?

Harriet Millhouse, parent

Re “Local Schools Extend School Year,” article, Feb. 10.

1As a teacher who was not in favor of the proposed calendar, I must speak out. 2Our students who are most in need of time to master the standards will now have just four days off between this school year and summer school. 3They will then have eight days off between summer school and the new school year. 4If it is the intention of these misguided parents, teachers, school administrators, and community members to help students succeed, maybe they should consider what happens when students grow to hate school!

Gregory James, high school math teacher

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Common Core Standards Plus® – Language Arts – Grade 7 Strand: Reading Informational Text Focus: Word Choice/ Meaning and Tone Lesson: #20 Reading Informational Text Standard: RI.7.4: Analyze the impact of a specific word choice on meaning and tone. Lesson Objective: Students will analyze the impact of specific word choices on meaning and tone. Introduction: “Authors express their point of view or feelings about a topic by carefully choosing each word to create a certain tone and meaning. Today we will continue analyzing the impact of specific word choices.” Instruction: “Remember, tone is a term used to describe the author’s attitude toward the subject and audience of a text. Different types of texts usually have different tones. A persuasive ad would probably contain words that would entice someone to buy a product, while an obituary may contain words that express sadness about a death or great respect for all the person’s accomplishments. To understand what we read, we have to consider the connotations (additional meanings connected to a word besides its literal definition) associated with the words the author uses. Words can have positive, negative, or neutral connotations that create the overall meaning and tone of the text.” Guided Practice: Project the Student Page. Read directions aloud. Direct students to read the passage silently. “Let’s do question one together. What connotations come to mind for famous? (Possible answers: images of success, wealth, glamour.) What tone does the author create with the word famous? (See key. Record together.)” Independent Practice: “Think about the connotations associated with the other underlined words as you finish on your own.” Review the directions together. Review: After a few minutes, review together. Closure: “The words an author chooses to use in a text create its meaning and tone. What does connotation mean?” Answers: 1. Positive; respectful tone

2. Positive; respectful tone 3. Positive; respectful tone 4. Greatest accomplishment; more human (Line 7)

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Common Core Standards Plus® – Language Arts – Grade 7 Strand: Reading Informational Text Focus: Word Choice/ Meaning and Tone Lesson: #20 Reading Informational Text Standard: RI.7.4: Analyze the impact of a specific word choice on meaning and tone. Directions: Reread the passage below, paying special attention to the underlined words. Next, answer the questions that follow in the space provided.

Steve Jobs

1Steve Jobs was a famous American entrepreneur. 2He was the co-founder, chairman and Chief Executive Officer of Apple Inc. 3He is known for beginning the development of the personal computer in the 1970s, but his best work happened in the last ten years. 4Due to conflict with the board at Apple in 1985, he left to start another computer company and he dabbled in the animation industry working with Pixar and Disney. 5He returned to Apple in the late ‘90s and took it from near bankruptcy to being the world’s most valuable publicly traded company in 2011. 6He may have passed away at the age of 56 on October 5, 2011, but his influence on technology will be felt far into the future.

7Even though he is credited with developing the iPod, iPhone, and iPad technologies, his greatest accomplishment was making the process of using computers more human. 8He thought that new technology tools were useless unless real people wanted to use them. 9Jobs said in his first appearance as Apple CEO in 1997 that it was important to start with customer experience and work backwards to the technology instead of making the technology and then trying to figure out where to sell it. 10He believed that technology wasn’t just about working at a desk in an office, but that it was about many other things, like trying to find new songs, looking through family photos, and searching for a good place to eat. 11Anyone who has ever zoomed on a touch screen, browsed the Web on a mobile browser, or downloaded something from an app store has been affected by the life of Steve Jobs.

1. What tone is created by the word famous in Line 1? ______________________________________________________

2. What tone is created by the word best in Line 3? ______________________________________________________

3. What tone is created by the word most valuable in Line 5? ______________________________________________________

4. Which words in paragraph 2 create a tone similar to that used in paragraph 1? ______________________________________________________

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Common Core Standards Plus® – Language Arts – Grade 7 Strand: Reading Informational Text Focus: Author’s Purpose; POV; Word Choice, Meaning, and Tone Evaluation: #5 The weekly evaluation may be used in the following ways:

As a formative assessment of the students’ progress. As an additional opportunity to reinforce the vocabulary, concepts, and

knowledge presented during the week of instruction. Standards: RI.7.4 Analyze the impact of a specific word choice on meaning and tone. RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. Procedure: Read the directions aloud and ensure that students understand how to respond to each item.

If you are using the weekly evaluation as a formative assessment, have the students complete the evaluation independently.

If you are using it to reinforce the week’s instruction, determine the items that will be completed as guided practice, and those that will be completed as independent practice.

Review: Review the correct answers with students as soon as they are finished. Answers: Answers will vary. Possible answers include:

1. (RI.7.4) To inform and persuade; show disapproval of the move. (Line 1)

2. (RI.7.4) He is upset that he has to give up his summer job to go to school longer. He feels this will hurt his chances for going to college. He thinks this decision will harm others. (Lines 1-4)

3. (RI.7.6) He mentions his disagreement with the superintendent in Line 4 responding to the superintendent’s quote in the original article where he said that everyone would benefit.

4. (RI.7.4) Sarcastic use of the word “Thanks,” mistaken, not everyone, suffer.

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Common Core Standards Plus® – Language Arts – Grade 7 Strand: Reading Informational Text Focus: Author’s Purpose; POV; Word Choice, Meaning, and Tone Evaluation: #5 Directions: Read the letter to the editor below and answer the questions that follow in the space provided.

1. What is Umberto Marquez’s purpose for writing and how do you know? _______________________________________________________ _______________________________________________________

2. What is his point of view or position on the topic? Highlight or underline evidence. _______________________________________________________ _______________________________________________________

3. How does he show readers that he disagrees with others on this topic? _______________________________________________________

_______________________________________________________

4. Which words create a frustrated tone in this article? _______________________________________________________

Re “Local Schools Extend School Year,” article, Feb. 10. 1 Thanks to the school board’s recent decision, I have had to give up a

good paying job at the parks department because I will be unavailable

to work in August. 2 How does this help me succeed? 3How will I

afford college now? 4Our superintendent is mistaken. 5Not everyone

will benefit. 6In fact, many will suffer.

Umberto Marquez, Junior Bentown High

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Common Core Standards Plus® – Language Arts – Grade 7 Strand: Reading Informational Text Focus: Trace and Evaluate Arguments Lesson: #21 Reading Informational Text Standard: RI.7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. Lesson Objective: Students will trace the argument and specific claims in a text. Introduction: “This week we will study another type of informational writing: persuasive texts such as speeches, essays, and letters. Throughout life, people will try to convince you to believe or act in certain ways. The skills you practice here will help you navigate the information you encounter. A good writer of persuasive texts presents a convincing argument to an audience using clear claims and adequate reasons and evidence for support. Today we will find the argument and claims presented in a speech written by a former U.S. senator when he was a lawyer in a small town. He gave the speech while representing a man who sued another man for the killing of his dog.” Instruction: “To trace an argument, first identify the main idea of the text and decide what the author wants you to believe or do. Think about what claims the author makes that relate to the main idea. Claims are statements the writer makes to the audience anticipating that they will agree. Writers must back up their claims with evidence such as clear reasons, examples, facts, and statistics. Now we will practice what we have learned by finding the argument and claims the author makes.” Guided Practice: Project the Student Page. Read the directions aloud. Read the passage aloud. “Let’s do the first two questions together. Think about what the author’s main idea is here. What is the topic and what is his position on it? (See key. Record together.) What is the first point or claim the author makes that he wants the audience to agree with? (See key. Note one claim.) Now you will find another claim on your own.” Independent Practice: Review the directions. Review: After several minutes, review the answers, requiring students to cite line numbers and explain claims. Closure: “What is a claim?” Answers:

1. Argument: A man’s best friend is his dog. 2. Claim 1: Line 9 – A man’s dog stands by him in prosperity and in

poverty, in health and in sickness. 3. Claim 2: Line 16 – A man’s dog will accompany and protect him

no matter what.

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Common Core Standards Plus® – Language Arts – Grade 7 Strand: Reading Informational Text Focus: Trace and Evaluate Arguments Lesson: #21 Reading Informational Text Standard: RI.7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. Directions: Read the passage and answer the questions in the space below.

Tribute to the Dog by George Graham Vest 1Gentlemen of the Jury: The best friend a man has in the world may turn against

him and become his enemy. 2His son or daughter that he has reared with loving care may prove ungrateful. 3Those who are nearest and dearest to us, those whom we trust with our happiness and our good name may become traitors to their faith. 4The money that a man has, he may lose. 5It flies away from him, perhaps when he needs it most. 6A man’s reputation may be sacrificed in a moment of ill-considered action. 7The people who are prone to fall on their knees to do us honor when success is with us, may be the first to throw the stone of malice when failure settles its cloud upon our heads.

8The one absolutely unselfish friend that man can have in this selfish world, the one that never deserts him, the one that never proves ungrateful or treacherous is his dog. 9A man's dog stands by him in prosperity and in poverty, in health and in sickness. 10He will sleep on the cold ground, where the wintry winds blow and the snow drives fiercely, if only he may be near his master's side. 11He will kiss the hand that has no food to offer. 12He will lick the wounds and sores that come in encounters with the roughness of the world. 13He guards the sleep of his pauper master as if he were a prince. 14When all other friends desert, he remains. 15When riches take wings, and reputation falls to pieces, he is as constant in his love as the sun in its journey through the heavens.

16If fortune drives the master forth, an outcast in the world, friendless and homeless, the faithful dog asks no higher privilege than that of accompanying him, to guard him against danger, to fight against his enemies. 17And when the last scene of all comes, and death takes his master in its embrace and his body is laid away in the cold ground, no matter if all other friends pursue their way, there by the graveside will the noble dog be found, his head between his paws, his eyes sad, but open in alert watchfulness, faithful and true even in death.

1. What argument does the author put forth in this text?

________________________________________________________

2. What is the first claim the author makes? (Note Line # ______ and explain below.)

________________________________________________________

________________________________________________________

3. What is another claim the author makes? (Note Line # ______ and explain below.)

________________________________________________________

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Common Core Standards Plus® – Language Arts – Grade 7 Strand: Reading Informational Text Focus: Trace and Evaluate Arguments Lesson: #22 Reading Informational Text Standard: RI.7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. Lesson Objective: Students will trace the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence relevant and sufficient to support the claims. Introduction: “A good writer of persuasive texts presents a convincing argument to an audience that contains clear claims and adequate reasons and evidence for support. Today we will find and evaluate the reasoning and evidence provided in yesterday’s speech.” Instruction: “To trace and evaluate an argument, first identify the main idea of the text and decide what the author wants you to believe or do. Next evaluate the claims and support the author provides to determine if you should agree or take action. Think about what statements or claims the author makes that relate to the main idea. Are the claims valid or invalid? Does the author provide sound (sensible) reasons and examples to support the claims? Does the author use reasons, examples, facts, or statistics as evidence? Is the evidence relevant (pertinent) and sufficient (enough)? Finally, decide whether the proof offered is adequate to convince the audience. Now we will find and evaluate the support the author provides.” Guided Practice: Project the Student Page. Read directions aloud. Direct students to reread passage silently. “Let’s do the first question together. (Read question one aloud.) Yesterday we noted the first claim in Line 9. Is this a valid claim? Why or why not? What evidence is provided for the claim? Is it adequate? (See key. Record together.) Yesterday we noted the second claim in Line 16. Is this a valid claim? Why or why not? Now you will find and evaluate the support for the claim made in Line 16 on your own.” Independent Practice: Review the directions. Review: After several minutes, review the answers, requiring students to cite line numbers and explain evaluation of support. Closure: “Was the writer’s argument strong enough to convince you that a dog is man’s best friend? Why or why not?” (Note that the lawyer did win the case.) Answers

1. Support: Lines 10-15. It is adequate as it provides many examples of the ways a dog is there for the owner in good times and bad.

2. Support: Line 17. It is adequate as it provides one powerful example of how the dog accompanies and protects its owner even in death.

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Common Core Standards Plus® – Language Arts – Grade 7 Strand: Reading Informational Text Focus: Trace and Evaluate Arguments Lesson: #22 Reading Informational Text Standard: RI.7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. 1. Identify Main Idea - What the author wants us to believe 2. Evaluate the claims 3. Is the proof accurate?

Directions: Read the passage and answer the questions in the space below.

Tribute to the Dog by George Graham Vest 1Gentlemen of the Jury: The best friend a man has in the world may turn against him

and become his enemy. 2His son or daughter that he has reared with loving care may prove ungrateful. 3Those who are nearest and dearest to us, those whom we trust with our happiness and our good name may become traitors to their faith. 4The money that a man has, he may lose. 5It flies away from him, perhaps when he needs it most. 6A man's reputation may be sacrificed in a moment of ill-considered action. 7The people who are prone to fall on their knees to do us honor when success is with us, may be the first to throw the stone of malice when failure settles its cloud upon our heads.

8The one absolutely unselfish friend that man can have in this selfish world, the one that never deserts him, the one that never proves ungrateful or treacherous is his dog. 9A man's dog stands by him in prosperity and in poverty, in health and in sickness. 10He will sleep on the cold ground, where the wintry winds blow and the snow drives fiercely, if only he may be near his master's side. 11He will kiss the hand that has no food to offer. 12He will lick the wounds and sores that come in encounters with the roughness of the world. 13He guards the sleep of his pauper master as if he were a prince. 14When all other friends desert, he remains. 15When riches take wings, and reputation falls to pieces, he is as constant in his love as the sun in its journey through the heavens.

16If fortune drives the master forth, an outcast in the world, friendless and homeless, the faithful dog asks no higher privilege than that of accompanying him, to guard him against danger, to fight against his enemies. 17And when the last scene of all comes, and death takes his master in its embrace and his body is laid away in the cold ground, no matter if all other friends pursue their way, there by the graveside will the noble dog be found, his head between his paws, his eyes sad, but open in alert watchfulness, faithful and true even in death.

1. What support is provided for the first claim? Note line numbers _________. Is the support adequate? Why or why not? If not, what could be added?

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2. What support is provided for the second claim? Note line numbers _______. Is the support adequate? Why or why not? If not, what could be added?

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Common Core Standards Plus® – Language Arts – Grade 7 Strand: Reading Informational Text Focus: Trace and Evaluate Arguments Lesson: #23 Reading Informational Text Standard: RI.7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. Lesson Objective: Students will trace the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence relevant and sufficient to support the claims. Introduction: “Today you will trace and evaluate the argument and specific claims in a student speech, assessing whether the reasoning is sound and the evidence relevant and sufficient to support the claims. The student wrote this speech to present at a city council meeting before a vote to prohibit bicycles and skateboards in the park.” Instruction: “Remember, there are several steps to follow when tracing and evaluating an argument. First, identify the main idea of the text and decide what the author wants you to believe or do. Next, evaluate the claims and support the author provides to determine if you should agree or take action. Finally, decide whether the proof offered is adequate to convince the audience.” Guided Practice: Project the Student Page. Read directions and speech aloud. “Let’s do the first two questions together. (Read question 1 aloud.) Think about David Garcia’s main idea or topic and his position on it. (See key. Record response.) What is David Garcia’s first claim that he wants the audience to agree with? Is it valid? (See key. Note claim.) What support does he provide? (Assess together. See key. Record response.)” Independent Practice: “Now complete questions 2 and 3 independently.” Review: After several minutes, review the answers, requiring students to explain text support. Closure: “Did the writer’s argument convince you? Why or why not?

Answers: 1. Argument: There is a way to have bicycles and skateboards in the park and still ensure the safety of everyone.

2. Claim: Designating the outer pathway as a bicycle path will eliminate accidents (Lines 6 and 9); Support: enough space and proper direction (Lines 7 and 8); Adequate examples of how it would work.

3. Claim: Designating the inner pathway for skateboards and scooters will work in the same way (Line 11); support: none/ not adequate.

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Common Core Standards Plus® – Language Arts – Grade 7 Strand: Reading Informational Text Focus: Trace and Evaluate Arguments Lesson: #23 Reading Informational Text Standard: RI.7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Speech to Glenville City Council 1Good evening, ladies and gentlemen. 2My name is David Garcia, and I would like

you to reconsider prohibiting bicycles and skateboards from Glenville Park. 3I understand that it is the safety of our citizens that you are attempting to protect, but I believe that there are too many advantages to bicycling and skateboarding to prohibit them. 4My friends and I went to the park this weekend, and we walked all of the pathways. 5I believe that there is a way to have bicycles and skateboards in the park and still ensure the safety of everyone.

6I propose that we designate the outer pathway as a bicycle path. 7It is more than six feet wide, so I propose that a yellow line be painted down the middle, and bikes on the right follow the path in a clockwise direction. 8Bikes on the left should follow the path in a counterclockwise direction. 9This should eliminate accidents. 10I also think yield signs where the pathways cross other paths would be a good idea. 11The inner pathway of the park could be set up for skateboards and scooters in the same way.

12I appreciate you allowing me to address you this evening, and I hope that you will consider my proposal. 13There are safe ways to allow the citizens of Glenville to get the advantages of the exercise of riding bicycles and skateboards without endangering anyone. 14Thank you.

Directions: Read the passage above and answer the questions in the space provided below.

1. What argument does David Garcia put forth in this text?

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2. What is one claim David Garcia makes? Note line numbers. What evidence is used for support? Is it sufficient? Why or why not?

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3. What is another claim David Garcia makes? Note line numbers. What evidence is used for support? Is it sufficient? Why or why not?

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Common Core Standards Plus® – Language Arts – Grade 7 Strand: Reading Informational Text Focus: Trace and Evaluate Arguments Lesson: #24 Reading Informational Text Standard: RI.7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. Lesson Objective: Students will trace the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. Introduction: “Today you will trace and evaluate the argument and specific claims in the first part of an essay written by a high school student for a business class. You will assess whether the reasoning is sound and the evidence relevant and sufficient to support the claims.” Instruction: “Review the steps for tracing and evaluating an argument. First, identify the main idea of the text and decide what the author wants you to believe or do. Next, evaluate the claims and support the author provides to determine if you should agree or take action. Finally, decide whether the proof offered is adequate to convince the audience.” Guided Practice: Project the Student Page. Read directions and passage aloud. “Let’s do the first two questions together. (Read question 1 aloud.) Think about the author’s main idea or topic and position on it. (See key. Record response.) What is the first claim that the writer wants the audience to agree with? Is it valid? (See key. Note claim.) What support does the writer provide? (Assess together. See key. Record response.)” Independent Practice: Review the directions. “Complete questions 3 and 4 on your own.” Review: After several minutes, review the answers, requiring students to cite line numbers and explain evaluation of support. Closure: “A good argument contains clear claims and adequate evidence.” Answers:

1. Argument: Wal-Mart is bad for the economy in some ways. 2. Claim: Doesn’t employ as many Americans as it could due to

outsourcing to foreign countries (Line 5); support will vary, see Lines 6-10.

3. Answers will vary; require text evidence. 4. Students may note that the reasoning is a little off since providing

jobs will put more money in the hands of Americans, but paying low prices will also do this.

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Common Core Standards Plus® – Language Arts – Grade 7 Strand: Reading Informational Text Focus: Trace and Evaluate Arguments Lesson: #24 Reading Informational Text Standard: RI.7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. Directions: Read the passage. Then answer the questions that follow in the space below.

Wal-Mart (Part 1) 1Wal-Mart was established in 1962 by Samuel Walton in Rodgers, Arkansas.

2It has grown to be a multibillion-dollar company whose stores employ over two million people across the United States. 3Wal-Mart’s business practices are often questioned since it is such a large and influential company. 4In some ways, Wal-Mart is bad for our economy.

5Wal-Mart doesn’t employ as many Americans as it could because it outsources to foreign countries. 6As stated in an article on laborrights.org, Wal-Mart uses sweatshops in Asia to produce many of their products. 7The workers in Asia make their products for low pay, sometimes being forced to work marathon shifts to meet tight deadlines. 8This reduces manufacturing costs so that Wal-Mart can sell their products at a lower price. 9People in the U.S. need jobs, and Wal-Mart should use more local factories and pay Americans to work there. 10Employing Americans in local factories would increase money available to people in our communities who would be able to buy more and help Wal-Mart and other businesses grow.

1. What argument does the author put forth in this text? ________________________________________________________

2. What is one claim the author makes? Note line numbers. ________________________________________________________

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3. Write an example of one reason, example, fact, or statistic provided for support of the claim. ________________________________________________________

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4. Is the reasoning sound in this part of the essay? Is the evidence relevant and sufficient in this part of the essay? Why or why not? ________________________________________________________

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Common Core Standards Plus® – Language Arts – Grade 7 Strand: Reading Informational Text Focus: Trace and Evaluate an Argument Evaluation: #6

The weekly evaluation may be used in the following ways:

As a formative assessment of the students’ progress. As an additional opportunity to reinforce the vocabulary, concepts, and

knowledge presented during the week of instruction. Standard: RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. Procedure: Read the directions aloud and ensure that students understand how to respond to each item.

If you are using the weekly evaluation as a formative assessment, have the students complete the evaluation independently.

If you are using it to reinforce the week’s instruction, determine the items that guided practice, and those that will be completed as independent will be completed as practice.

Review: Review the correct answers with students as soon as they are finished. Answers: Answers will vary. Possible answers include:

1. (RI.7.8) Claim: Many small businesses have had to close due to Wal-Mart’s low prices. (Line 1)

2. (RI.7.8) Answers may vary; require text evidence (Lines 2-4) 3. (RI.7.8) Answers may vary; require text evidence. Students may point

out that the support in paragraph 1 is vague. It would be more powerful to include examples of specific businesses and shop owners and statistics related to closure of small businesses. Note that the purpose of paragraph 2 is for counter-argument.

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Use Evaluations as a

formative assessment

or an additional lesson.

Common Core Standards Plus® – Language Arts – Grade 7 Strand: Reading Informational Text Focus: Trace and Evaluate an Argument Evaluation: #6

Directions: Reread Part I of the Wal-Mart essay located in Lesson 24. Next read the passage below and answer the questions that follow in the space provided.

Wal-Mart (Part 2) 1Many small businesses have had to close due to the low prices of Wal-Mart.

2Wal-Mart can sell their products at a low price not only because of using overseas manufacturers, but also because they buy in huge quantities from large companies that use mass production. 3When Wal-Mart sells their products for such low prices it hurts the local businesses because they can’t afford to lower their prices. 4One example is of an owner of a clothes shop who can’t compete with Wal-Mart’s low prices, so sales are down, and she has barely enough money to get by every day.

5Wal-Mart is good for our economy in some ways too. 6As stated on Bloomberg Business Week’s website, Wal-Mart’s annual revenue is $444 billion dollars. 7This money does stimulate our economy. 8Our citizens are buying items at Wal-Mart, which helps large companies and even local farmers whose products are made in the U.S. and sold in Wal-Mart. 9Large businesses are helped by Wal-Mart, but small businesses are not.

10Overall Wal-Mart hurts small businesses and is helping other countries when it could help ours more. 11They need to have more factories in the United States to provide people here with more job opportunities. 12Wal-Mart has grown so big that it has some negative effects on our economy.

1. What claim does the author make in paragraph one of this passage? Note line numbers.

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2. Write an example of one reason, example, fact, or statistic provided in support of the claim.

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3. Is the reasoning sound and the evidence relevant and sufficient in this part of the essay? Why or why not?

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Sample Performance Task

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Performance TaskStudents Deepen and Apply Their Knowledge

• Appliesdailylessoncontentandconcepts

• Increasesstudentunderstanding



Language Arts Grade 7 includes

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Lesson Objective:Studentswillworkindependentlyoringroupstoreadaspeechforunderstanding.Studentswilldefinevocabularyaswellasunderstandtheconnotationofthewordsandphrasesinthetext.Studentswillidentifythespeaker’spointofviewandthelanguageusedtoevokeanemotioninthelistener.Studentswilltracethepurposeinthetextandassesswhetherornotanargumentisclearlymadetosupportthetext.

Overview: StudentswillreviewthecontentfoundinCommonCoreStandardsPlusReadingInformationalTextLessons17-24,E5-E6.

Students will:• Readaspeechandidentifyitspurposeorpointofview.• Identifysupportingdetails.• Citedetailstosupporttheiranswerstothequestions.• Explainhowtheauthordistinguisheshispositionfromanother.• Definewordsandphrasesfromthetextusingtextualclues.• Recognizepositive,negative,andneutralconnotationsinwordsusedinthetext.• Assesstheeffectivenessofthetext.• Presentaprojectthatistiedtotheoverallmessageofthetext.

Guided Practice: • Reviewhowtorecognizepointofviewandopposingviewsinatext.• Reviewtheuseofsupportingdetails.• Reviewhowtousetextualcluestodefinewords.• Reviewconnotation.• Reviewhowtodeterminethemessageofatextandhowthemessageissupported.

Standard Reference: RI.7.4:Determinethemeaningofwordsandphrasesastheyareusedinatext,includingfigurative,connotative,andtechnicalmeanings;analyzetheimpactofaspecificwordchoiceonmeaningandtone.RI.7.6:Determineanauthor’spointofvieworpurposeinatextandanalyzehowtheauthordistinguisheshisorherpositionfromthatofothers.RI.7.8:Traceandevaluatetheargumentandspecificclaimsinatext,assessingwhetherthereasoningissoundandtheevidenceisrelevantandsufficienttosupporttheclaims.

Required Student Materials: • Student Pages: WB Pgs. 127-134• Markers and/or highlighters• Lined paper, construction paper, and magazines• Scissors and glue

Common Core Standards Plus® – Language Arts – Grade 7Performance Task #6 – Strand: Reading Informational Text


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Independent Practice: (Required Student Materials: WB Pgs. 127-134) • Reviewthedirectionswithstudents.• Remindstudentsto:

• Readthetextcarefully.• Usetextevidencetointerpretthetext.• Lookforexamplesofpointofviewduringtheirreading.• Rereadthepassagetogainagreaterunderstandingoftheintent.

Review & Evaluation: • Studentsshouldworkindependentlyoringroupstoevaluateeachsectionoftheassignment.• Choosegroupsorindividualstoexplaintheirfindingsagivensectiontotheclass.• HavegroupsorindividualspresentPartIIIandexplaintheirchoicesforwordsandimagesused.


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Barack Obama Election Night Victory Speech Grant Park, Illinois November 4, 2008 1If there is anyone out there who still doubts that America is a place where all things are possible; who still wonders if the dream of our founders is alive in our time; who still questions the power of our democracy, tonight is your answer. 2It’s the answer told by lines that stretched around schools and churches in numbers this nation has never seen; by people who waited three hours and four hours, many for the very first time in their lives, because they believed that this time must be different; that their voice could be that difference. 3It’s the answer spoken by young and old, rich and poor, Democrat and Republican, black, white, Latino, Asian, Native American, gay, straight, disabled and not disabled – Americans who sent a message to the world that we have never been a collection of Red States and Blue States: we are, and always will be, the United States of America. 4It’s the answer that led those who have been told for so long by so many to be cynical, and fearful, and doubtful of what we can achieve to put their hands on the arc of history and bend it once more toward the hope of a better day. 5It’s been a long time coming, but tonight, because of what we did on this day, in this election, at this defining moment, change has come to America. 6I just received a very gracious call from Senator McCain. He fought long and hard in this campaign, and he’s fought even longer and harder for the country he loves. He has endured sacrifices for America that most of us cannot begin to imagine, and we are better off for the service rendered by this brave and selfless leader. I congratulate him and Governor Palin for all they have achieved, and I look forward to working with them to renew this nation’s promise in the months ahead. 7I want to thank my partner in this journey, a man who campaigned from his heart and spoke for the men and women he grew up with on the streets of Scranton and rode with on that train home to Delaware, the Vice President-elect of the United States, Joe Biden. 8I would not be standing here tonight without the unyielding support of my best friend for the last sixteen years, the rock of our family and the love of my life, our nation’s next First Lady, Michelle Obama. Sasha and Malia, I love you both so much, and you have earned the new puppy that’s coming with us to the White House. And while she’s no longer with us, I know my grandmother is watching, along with the family that made me who I am. I miss them tonight, and know that my debt to them is beyond measure. 9To my campaign manager David Plouffe, my chief strategist David Axelrod, and the best campaign team ever assembled in the history of politics – you made this happen, and I am forever grateful for what you’ve sacrificed to get it done. 10But above all, I will never forget who this victory truly belongs to – it belongs to you.

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11I was never the likeliest candidate for this office. We didn’t start with much money or many endorsements. Our campaign was not hatched in the halls of Washington – it began in the backyards of Des Moines and the living rooms of Concord and the front porches of Charleston. 12It was built by working men and women who dug into what little savings they had to give five dollars and ten dollars and twenty dollars to this cause. It grew strength from the young people who rejected the myth of their generation’s apathy; who left their homes and their families for jobs that offered little pay and less sleep; from the not-so-young people who braved the bitter cold and scorching heat to knock on the doors of perfect strangers; from the millions of Americans who volunteered, and organized, and proved that more than two centuries later, a government of the people, by the people and for the people has not perished from this Earth. This is your victory. I know you didn’t do this just to win an election and I know you didn’t do it for me. You did it because you understand the enormity of the task that lies ahead. For even as we celebrate tonight, we know the challenges that tomorrow will bring are the greatest of our lifetime – two wars, a planet in peril, the worst financial crisis in a century. Even as we stand here tonight, we know there are brave Americans waking up in the deserts of Iraq and the mountains of Afghanistan to risk their lives for us. There are mothers and fathers who will lie awake after their children fall asleep and wonder how they’ll make the mortgage, or pay their doctor’s bills, or save enough for college. There is new energy to harness and new jobs to be created; new schools to build and threats to meet and alliances to repair. 13The road ahead will be long. Our climb will be steep. We may not get there in one year or even one term, but America – I have never been more hopeful than I am tonight that we will get there. I promise you – we as a people will get there. 14There will be setbacks and false starts. There are many who won’t agree with every decision or policy I make as President, and we know that government can’t solve every problem. But I will always be honest with you about the challenges we face. I will listen to you, especially when we disagree. And above all, I will ask you join in the work of remaking this nation the only way it’s been done in America for two-hundred and twenty-one years – block by block, brick by brick, calloused hand by calloused hand. 15What began twenty-one months ago in the depths of winter must not end on this autumn night. This victory alone is not the change we seek – it is only the chance for us to make that change. And that cannot happen if we go back to the way things were. It cannot happen without you. 16So let us summon a new spirit of patriotism; of service and responsibility where each of us resolves to pitch in and work harder and look after not only ourselves, but each other. Let us remember that if this financial crisis taught us anything, it’s that we cannot have a thriving Wall Street while Main Street suffers – in this country, we rise or fall as one nation; as one people. 17Let us resist the temptation to fall back on the same partisanship and pettiness and immaturity that has poisoned our politics for so long. Let us remember that it was a man from this state who first carried the banner of the Republican Party to the White House – a party founded on the values of self-reliance, individual liberty, and national unity. Those are values we all share, and while the Democratic Party

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has won a great victory tonight, we do so with a measure of humility and determination to heal the divides that have held back our progress. As Lincoln said to a nation far more divided than ours, “We are not enemies, but friends…though passion may have strained it must not break our bonds of affection.” And to those Americans whose support I have yet to earn – I may not have won your vote, but I hear your voices, I need your help, and I will be your President too. 18And to all those watching tonight from beyond our shores, from parliaments and palaces to those who are huddled around radios in the forgotten corners of our world – our stories are singular, but our destiny is shared, and a new dawn of American leadership is at hand. To those who would tear this world down – we will defeat you. To those who seek peace and security – we support you. And to all those who have wondered if America’s beacon still burns as bright – tonight we proved once more that the true strength of our nation comes not from our the might of our arms or the scale of our wealth, but from the enduring power of our ideals: democracy, liberty, opportunity, and unyielding hope. 19For that is the true genius of America – that America can change. Our union can be perfected. And what we have already achieved gives us hope for what we can and must achieve tomorrow. 20This election had many firsts and many stories that will be told for generations. But one that’s on my mind tonight is about a woman who cast her ballot in Atlanta. She’s a lot like the millions of others who stood in line to make their voice heard in this election except for one thing – Ann Nixon Cooper is 106 years old. 21She was born just a generation past slavery; a time when there were no cars on the road or planes in the sky; when someone like her couldn’t vote for two reasons – because she was a woman and because of the color of her skin. 22And tonight, I think about all that she’s seen throughout her century in America – the heartache and the hope; the struggle and the progress; the times we were told that we can’t, and the people who pressed on with that American creed: Yes we can. 23At a time when women’s voices were silenced and their hopes dismissed, she lived to see them stand up and speak out and reach for the ballot. Yes we can. 24When there was despair in the dust bowl and depression across the land, she saw a nation conquer fear itself with a New Deal, new jobs and a new sense of common purpose. Yes we can. 25When the bombs fell on our harbor and tyranny threatened the world, she was there to witness a generation rise to greatness and a democracy was saved. Yes we can. 26She was there for the buses in Montgomery, the hoses in Birmingham, a bridge in Selma, and a preacher from Atlanta who told a people that “We Shall Overcome.” Yes we can. 27A man touched down on the moon, a wall came down in Berlin, a world was connected by our own science and imagination. And this year, in this election, she touched her finger to a screen, and cast her vote, because after 106 years in America, through the best of times and the darkest of hours, she knows how America can change. Yes we can.

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28America, we have come so far. We have seen so much. But there is so much more to do. So tonight, let us ask ourselves – if our children should live to see the next century; if my daughters should be so lucky to live as long as Ann Nixon Cooper, what change will they see? What progress will we have made? 29This is our chance to answer that call. This is our moment. This is our time – to put our people back to work and open doors of opportunity for our kids; to restore prosperity and promote the cause of peace; to reclaim the American Dream and reaffirm that fundamental truth – that out of many, we are one; that while we breathe, we hope, and where we are met with cynicism, and doubt, and those who tell us that we can’t, we will respond with that timeless creed that sums up the spirit of a people: 30Yes We Can. Thank you, God bless you, and may God Bless the United States of America. ___________________________________________________________________________________ Directions Part One: Reread the passages mentioned below and answer the questions in the spaces provided. 1. In paragraph I, President-‐elect Obama says anything is possible in America. What examples does

he provide throughout his speech to support that idea? Cite at least two examples from the text.

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2. What is President-‐elect Obama’s point of view about the changes in America that he points out beginning in paragraph 5 and continuing throughout his speech? How do you know? Cite text evidence to support your response.

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3. What is President-‐elect Obama’s point of view or feeling in paragraph 15? How do you know? Cite text evidence to support your response.

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4. How does President-‐elect Obama address the alternate viewpoint in paragraph 18 of those who would tear the world down? Explain and cite text evidence to support your response.

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5. Is the President-‐elect’s tone positive, negative, or neutral in paragraph 12? How do you know?

Cite text evidence to support your response. Why do you think he chose this tone?

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6. What point does President-‐elect Obama attempt to make about the changes in America by using the example of Ann Nixon Cooper in paragraphs 20-‐28? Cite text evidence as you explain.

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7. President-‐elect Obama makes reference to the people throughout the country who struggle for a number of reasons. Cite examples in the text that he uses to make this point clear.

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8. Does President-‐elect Obama’s speech effectively illustrate a change in America at the time of his election? Why or why not? Cite examples from the text to make your argument.

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9. Why does the President-‐elect end the speech with the line used in paragraph 30? What does he mean, and how does it tie up the message of his speech?

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Directions Part II: Find each underlined word in the paragraph noted. Determine the word’s meaning from the context of the surrounding words and sentences. Note the meaning on the line below. Put an X in the blank next to the connotation the word brings to mind as it is used in the sentence. 1. defining (paragraph 5) ___ positive ___ negative ___ neutral

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2. unyielding (paragraph 8) ___ positive ___ negative ___ neutral

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3. hatched (paragraph 11) ___ positive ___ negative ___ neutral

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4. apathy (paragraph 12) ___ positive ___ negative ___ neutral

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5. enormity (paragraph 12) ___ positive ___ negative ___ neutral

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6. setbacks (paragraph 14) ___ positive ___ negative ___ neutral

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7. calloused (paragraph 14) ___ positive ___ negative ___ neutral

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8. thriving (paragraph 16) ___ positive ___ negative ___ neutral

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Reread each paragraph and answer the questions that follow on the lines provided. 9. Reread paragraph 16 and find the underlined phrase. How does President-‐elect Obama appeal to

America with the use of this phrase?

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10. Reread paragraph 18 and find the underlined phrase. What feeling does the president-‐elect hope

to convey to those listening to his speech with the use of this phrase?

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11. How is the phrase answer that call used in paragraph 29 to appeal to listeners?

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12. Explain the meaning of the second underlined phrase in paragraph 29.

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Directions Part III: The speech you have just read is what President Obama spoke after winning his first Presidential Election. Using the information in the speech, create a poster using images and words to convey the message he attempts to present to America in his speech. You may opt to use magazine pictures and/or words in your presentation, or you may opt to draw the pictures yourself. Make sure your poster appeals to the American public and clearly conveys President Obama’s message.

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Sample Integrated Project

Teacher Lesson Plan Pages

are on pages 50-52

Student Pages

are on pages 53-59

Integrated ProjectStudents Adapt Knowledge to Real-World Situations

• Requiresextendedthinking,planning,andreporting

• Integrateslearningacrossmultipleconceptsandstandards



Language Arts Grade 7 includes

3 projects


Common Core Standards Plus® – Language Arts – Grade 7Integrated Project #2: The Duties of a Biographer

Prerequisite Common Core Standards Plus Strands:

ReadingInformationalTextandWriting

Project Objective:

Thestudentswillwriteabriefargumenttosupporttheirclaimaboutthepurposeofabiogra-phy.Thentheywillresearchandwriteabriefbiographyinthesamestyletheychoseintheirargument.

Project Description:

ThestudentswillusetheinformationpresentedinFrederickNiecks’"Frederick Chopin, as a Man and Musician"toarguewhetherNieckshadtherightideaabouttheintentofabiogra-phy.Eachwillwriteabriefargumenttosupporttheirclaim.Thentheywillresearchahistor-icalfigureandwriteabriefbiographyinthesamestyletheychosetoargue.Theywillorallypresenttheirbiographiestotheclass.Sincethisisalearningactivity,allcomponentswillbecompletedinclass.

Project Components:

• Whatisthetaskofthebiographer?• Writingtheargument• Selectingahistoricalfigure• Researchingthehistoricalfigure• Writingthebiography• Presentingthebiography

Teaching elements for each project component are found on the following pages.

Standards Taught/Reinforced:

RI.7.1,RI.7.3,RI.7.4,RI.7.5,RI.7.6,RI.7.8,RI.7.10,W.7.1,W.7.1a,W.7.1b,W.7.1c,W.7.1d,W.7.1e,W.7.2,W.7.2a,W.7.2b,W.7.2c,W.7.2d,W.7.2e,W.7.2f,W.7.4,W.7.5,W.7.6,W.7.7,W.7.8,W.7.9,W.7.9b,W.7.10,SL.7.1,SL.7.1a,SL.7.b,SL.7.3,SL.7.4,L.7.1,L.7.2,L.7.3,L.7.4,L.7.5,L.7.6

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What Is the Task of the Biographer? (Required Student Materials: WB Pgs. 182-184)

• Readthe"PrefacetotheFirstEdition"of"FrederickChopin,asaManandMusician."

• DiscussNiecks’opinionsaboutthepurposeforabiography.

• HavestudentsdetermineiftheyagreeordisagreewithNiecks.

• Studentsshouldannotateandhighlightthetexttocitetextevidencethatsupportsoropposestheoppositiontotheirclaims.

• Eachstudentmustselectapositionandclaimpriortothenextcomponentoftheproject.

Writing the Argument: (Required Student Materials: WB Pgs. 185-186)

• Reviewtheelementsofanargument,andhavethestudentscompletethegraphicorganizerfortheargument(St.Ed.Pg.185).

• Introducetherubricforwrittenarguments(St.Ed.Pg.186).

• Discusseachelementontherubricandhowtoearnascoreof4foreachelement.

• Providetimeforthestudentstowriteadraftoftheirargumentsandtopeeredittheirwork.

• Providetimeforthestudentstowritethefinaldraftoftheirarguments.

Selecting a Historical Figure:

• Discusspossiblefigures.Youmaywishtohavethestudentsusetheirhistorytextbookordoalittleresearchtoconsiderpossiblefigurestoresearch.Remindstudentsthattheyneedtoselectsomeoneonwhomtheywillfindadequateinformation.

• Thestudentsshouldconsiderthetimeperiodinwhichthefigurelived.

• Theyshouldalsoconsiderthesourcesfortheirinformation.Primarysourcesandreputablesourceswillprovidethemwithfactualinformationtouseintheirbiographies.

• Eachstudentmustselectahistoricalfiguretoresearch,writeabiographyabout,andpresenttotheclass.


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Researching the Historical Figure: (Required Student Materials: St. Ed. Pg. 187)

NOTE:Thestudentsmustselectahistoricalfigurebeforecontinuingwiththeproject.

• Havethestudentswritethenameofthehistoricalfiguretheyhaveselectedatthe

topoftheworksheet(St.Ed.Pg.187).

• Gothroughtheworksheet,pointbypoint,givingstudentstheopportunitytorecordtheirinitialthoughts.

• Havethestudentsresearchthefigure.Remindstudentsthatthefinalbiographywill

bewritteninthestyletheyarguedinthesecondcomponentoftheproject.

Writing the Biography: (Required Student Materials: St. Ed. Pg. 188)

• Havestudentsreturntotheirargumentessays.Theyshouldreviewwhattheyar-

guedastheintentofthebiographer.

• Introducetherubricforthebiography(St.Ed.Pg.188).


• Providetimeforthestudentstowriteadraftoftheirbiographiesandtopeereditthework.

• Providetimeforthestudentstowritethefinaldraftoftheirbiographies.

Presenting the Biography: (Required Student Materials: St. Ed. Pg. 188)

• Introducetherubricfororalpresentations(St.Ed.Pg.188).


• Notecardsshouldbeusedtohelpthestudentsmakeeyecontactwiththeclass.

• Instructaudiencetolistenforcluesabouthowthepresenterfeelsabouttheintentofthebiographer.

• Theprojectshouldconcludewithageneraldiscussionaboutthejobofabiographerandhowintentshapestheresearchandwriting.


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Frederick Chopin – As a Man and Musician By Frederick Niecks

Preface to the First Edition (Public Domain)

While the novelist has absolute freedom to follow his artistic instinct and intelligence, the biographer is fettered by the subject-‐matter with which he proposes to deal. The former may hopefully pursue an ideal, the latter must rest satisfied with a compromise between the desirable and the necessary. No doubt, it is possible to thoroughly digest all the requisite material, and then present it in a perfect, beautiful form. But this can only be done at a terrible loss, at a sacrifice of truth and trustworthiness. My guiding principle has been to place before the reader the facts collected by me as well as the conclusions at which I arrived. This will enable him to see the subject in all its bearings, with all its pros and cons, and to draw his own conclusions, should mine not obtain his approval. Unless an author proceeds in this way, the reader never knows how far he may trust him, how far the evidence justifies his judgment. For—not to speak of cheats and fools—the best informed are apt to make assertions unsupported or insufficiently supported by facts, and the wisest cannot help seeing things through the coloured spectacles of their individuality. The foregoing remarks are intended to explain my method, not to excuse carelessness of literary workmanship. Whatever the defects of the present volumes may be—and, no doubt, they are both great and many—I have laboured to the full extent of my humble abilities to group and present my material perspicuously, and to avoid diffuseness and rhapsody, those besetting sins of writers on music. The first work of some length having Chopin for its subject was Liszt's "Frederic Chopin,"

which, after appearing in 1851 in the Paris journal "La France musicale," came out in book-‐form, still in French, in 1852 (Leipzig: Breitkopf and Hartel.—Translated into English by M. W. Cook, and published by William Reeves, London, 1877). George Sand describes it as "un peu exuberant de style, mais rempli de bonnes choses et de tres-‐belles pages." These words, however, do in no way justice to the book: for, on the one hand, the style is excessively, and not merely a little, exuberant; and, on the other hand, the "good things" and "beautiful pages" amount to a psychological study of Chopin, and an aesthetical study of his works, which it is impossible to over-‐estimate. Still, the book is no biography. It records few dates and events, and these few are for the most part incorrect. When, in 1878, the second edition of F. Chopin was passing through the press, Liszt remarked to me:— "I have been told that there are wrong dates and other mistakes in my book, and that the dates

and facts are correctly given in Karasowski's biography of Chopin [which had in the meantime been published]. But, though I often thought of reading it, I have not yet done so. I got my information from Paris friends on whom I believed I might depend. The Princess Wittgenstein [who then lived in Rome, but in 1850 at Weimar, and is said to have had a share in the production of the book] wished me to make some alterations in the new edition. I tried to please her, but, when she was still dissatisfied, I told her to add and alter whatever she liked." From this statement it is clear that Liszt had not the stuff of a biographer in him. And,

whatever value we may put on the Princess Wittgenstein's additions and alterations, they did not touch the vital faults of the work, which, as a French critic remarked, was a symphonie funebre rather than a biography. The next book we have to notice, M. A. Szulc's Polish Fryderyk Chopin i Utwory jego Muzyczne (Posen, 1873), is little more than a chaotic, unsifted collection of notices, criticisms, anecdotes, &c., from Polish, German, and French books and magazines. In 1877 Moritz Karasowski, a native of Warsaw, and since 1864 a member of the Dresden orchestra, published

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[Type text] his Friedrich Chopin: sein Leben, seine Werke und seine Briefe (Dresden: F. Ries.—Translated into English by E. Hill, under the title Frederick Chopin: "His Life, Letters, and Work," and published by William Reeves, London, in 1879). This was the first serious attempt at a biography of Chopin. The author reproduced in the book what had been brought to light in Polish magazines and other publications regarding Chopin's life by various countrymen of the composer, among whom he himself was not the least notable. But the most valuable ingredients are, no doubt, the Chopin letters which the author obtained from the composer's relatives, with whom he was acquainted. While gratefully acknowledging his achievements, I must not omit to indicate his shortcomings—his unchecked partiality for, and boundless admiration of his hero; his uncritical acceptance and fanciful embellishments of anecdotes and hearsays; and the extreme paucity of his information concerning the period of Chopin's life which begins with his settlement in Paris. In 1878 appeared a second edition of the work, distinguished from the first by a few additions and many judicious omissions, the original two volumes being reduced to one. But of more importance than the second German edition is the first Polish edition, "Fryderyk Chopin: Zycie, Listy, Dziela," two volumes (Warsaw: Gebethner and Wolff, 1882), which contains a series of, till then, unpublished letters from Chopin to Fontana. Of Madame A. Audley's short and readable "Frederic Chopin, sa vie et ses oeuvres" (Paris: E. Plon et Cie., 1880), I need only say that for the most part it follows Karasowski, and where it does not is not always correct. Count Wodzinski's "Les trois Romans de Frederic Chopin" (Paris: Calmann Levy, 1886)—according to the title treating only of the composer's love for Constantia Gladkowska, Maria Wodzinska, and George Sand, but in reality having a wider scope—cannot be altogether ignored, though it is more of the nature of a novel than of a biography. Mr. Joseph Bennett, who based his "Frederic Chopin" (one of Novello's Primers of Musical Biography) on Liszt's and Karasowski's works, had in the parts dealing with Great Britain the advantage of notes by Mr. A.J. Hipkins, who inspired also, to some extent at least, Mr. Hueffer in his essay Chopin ("Fortnightly Review," September, 1877; and reprinted in "Musical Studies"—Edinburgh: A. & C. Black, 1880). This ends the list of biographies with any claims to originality. There are, however, many interesting contributions to a biography of Chopin to be found in works of various kinds. These shall be mentioned in the course of my narrative; here I will point out only the two most important ones—namely, George Sand's "Histoire de ma Vie," first published in the Paris newspaper "La Presse" (1854) and subsequently in book-‐form; and her six volumes of "Correspondance," 1812-‐1876 (Paris: Calmann Levy, 1882-‐1884). My researches had for their object the whole life of Chopin, and his historical, political,

artistical, social, and personal surroundings, but they were chiefly directed to the least known and most interesting period of his career—his life in France, and his visits to Germany and Great Britain. My chief sources of information are divisible into two classes—newspapers, magazines, pamphlets, correspondences, and books; and conversations I held with, and letters I received from, Chopin's pupils, friends, and acquaintances. Of his pupils, my warmest thanks are due to Madame Dubois (nee Camille O'Meara), Madame Rubio (nee Vera de Kologrivof), Mdlle. Gavard, Madame Streicher (nee Friederike Muller), Adolph Gutmann, M. Georges Mathias, Brinley Richards, and Lindsay Sloper; of friends and acquaintances, to Liszt, Ferdinand Hiller, Franchomme, Charles Valentin Alkan, Stephen Heller, Edouard Wolff, Mr. Charles Halle, Mr. G. A. Osborne, T. Kwiatkowski, Prof. A. Chodzko, M. Leonard Niedzwiecki (gallice, Nedvetsky), Madame Jenny Lind-‐Goldschmidt, Mr. A. J. Hipkins, and Dr. and Mrs. Lyschinski. I am likewise greatly indebted to Messrs. Breitkopf and Hartel, Karl Gurckhaus (the late proprietor of the firm of Friedrich Kistner), Julius Schuberth, Friedrich Hofmeister, Edwin Ashdown, Richault & Cie, and others, for information in connection with the publication of Chopin's works. It is impossible to enumerate all my obligations—many of my informants and many furtherers of my labours will be mentioned in the body of the book; many, however, and by no means the least helpful, will

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[Type text] remain unnamed. To all of them I offer the assurance of my deep-‐felt gratitude. Not a few of my kind helpers, alas! are no longer among the living; more than ten years have gone by since I began my researches, and during that time Death has been reaping a rich harvest. The Chopin letters will, no doubt, be regarded as a special feature of the present biography.

They may, I think, be called numerous, if we consider the master's dislike to letter-‐writing. Ferdinand Hiller—whose almost unique collection of letters addressed to him by his famous friends in art and literature is now, and will be for years to come, under lock and key among the municipal archives at Cologne—allowed me to copy two letters by Chopin, one of them written conjointly with Liszt. Franchomme, too, granted me the privilege of copying his friend's epistolary communications. Besides a number of letters that have here and there been published, I include, further, a translation of Chopin's letters to Fontana, which in Karasowski's book (i.e., the Polish edition) lose much of their value, owing to his inability to assign approximately correct dates to them. The space which I give to George Sand is, I think, justified by the part she plays in the life of

Chopin. To meet the objections of those who may regard my opinion of her as too harsh, I will confess that I entered upon the study of her character with the impression that she had suffered much undeserved abuse, and that it would be incumbent upon a Chopin biographer to defend her against his predecessors and the friends of the composer. How entirely I changed my mind, the sequel will show. In conclusion, a few hints as to the pronunciation of Polish words, which otherwise might

puzzle the reader uninitiated in the mysteries of that rarely-‐learned language. Aiming more at simplicity than at accuracy, one may say that the vowels are pronounced somewhat like this: a as in "arm," aL like the nasal French "on," e as in "tell," e/ with an approach to the French "e/" (or to the German "u [umlaut]" and "o [umlaut]"), eL like the nasal French "in," i as in "pick," o as in "not," o/ with an approach to the French "ou," u like the French ou, and y with an approach to the German "i" and "u." The following consonants are pronounced as in English: b, d, f, g (always hard), h, k, I, m, n, p, s, t, and z. The following single and double consonants differ from the English pronunciation: c like "ts," c/ softer than c, j like "y," l/ like "ll" with the tongue pressed against the upper row of teeth, n/ like "ny" (i.e., n softened by i), r sharper than in English, w like "v," z/ softer than z, z. and rz like the French "j," ch like the German guttural "ch" in "lachen" (similar to "ch" in the Scotch "loch"), cz like "ch" in "cherry," and sz like "sh" in "sharp." Mr. W. R. Morfill ("A Simplified Grammar of the Polish Language") elucidates the combination szcz, frequently to be met with, by the English expression "smasht china," where the italicised letters give the pronunciation. Lastly, family names terminating in take a instead of i when applied to women.

April, 1888.


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[Type text] Argument Structure:

Paragraph 1:

Thesis statement: Make a claim.

Introduction: Include a hook (startling situation or interesting question).

Identify three strong reasons to support the claim.

Paragraphs 2, 3, and 4:

Develop reasons (one per paragraph) to support the claim using evidence.

Paragraph 5:

Conclusion: Strong closing statement; restate the claim.

Issue:

Claim:

Pros (Arguments for) Cons (Arguments against)

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[Type text] Argument Rubric:

4 3 2 1 • The first paragraph

clearly introduces the issue, presents the claim, includes an engaging hook, and identifies three reasons to support the claim.

• The first paragraph introduces the issue, presents the claim, includes a hook, and identifies three reasons to support the claim.

• The first paragraph names the issue, may identify the claim, and identifies two or more reasons to support the claim.

• The first paragraph may fail to name the issue and the claim, and may identify one or more reasons related to the claim.

• The body paragraphs support the claim with clearly stated reasons and relevant evidence, use credible sources, and demonstrate a clear understanding of the topic.

• The body paragraphs support the claim with reasons and relevant evidence, use credible sources, and demonstrate an understanding of the topic.

• The body paragraphs explain the claim with some reasons and evidence and demonstrate a limited understanding of the topic.

• The point of view is not established.

• Uses a variety of words, phrases, and clauses to clarify the relationship between claim and reasons.

• Uses words, phrases, and clauses to clarify the relationship between claim and reasons.

• Uses some words, phrases, and clauses to clarify the relationship between claim and reasons.

• Does not use words, phrases, and clauses to clarify the relationship between claim and reasons.

• Clearly establishes and maintains a formal style.

• Establishes and maintains a formal style.

• Attempts to establish and maintain a formal style.

• Does not establish and maintain a formal style.

• Provides a well-‐developed conclusion with a concluding statement and restatement of the claim.

• Provides a conclusion with a concluding statement and restatement of the claim.

• Attempts to provide a concluding statement or section that follows from the argument.

• Does not provide a concluding statement or section that follows from the argument.

• Use of conventions includes no errors.

• Use of conventions includes few errors that do not interfere with understanding.

• Use of conventions includes several errors that may interfere with understanding.

• Use of conventions includes many errors that interfere with understanding.

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[Type text] Historical figure: ________________________________________________________

When did this person live?

Where did this person live?

Why is this person significant?

What period of this person’s life will you include in your biography?

How do you hope the audience will feel about the figure when you present the biography?

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[Type text] Biography Rubric

4 3 2 1 • The historical figure is

clearly identified and the biography quickly and firmly establishes the significance of the figure.

• The historical figure is identified and the biography establishes the significance of the figure.

• The historical figure is identified and the biography attempts to establish the significance of the figure.

• The historical figure is identified.

• The biography includes relevant facts and strong evidence to support the significance of the figure.

• The biography includes facts and evidence to support the significance of the figure.

• The biography includes some facts about the figure.

• The biography includes a few facts about the figure.

• The biography is written from a point of view that is clearly in support or opposition of Niecks’ claim for the intent of the biographer.

• The biography is written from a point of view that is in support or opposition of Niecks’ claim for the intent of the biographer.

• It is unclear if the biography is written from a point of view that is in support or opposition of Niecks’ claim for the intent of the biographer.

• The point of view is not established.

• The biography maintains a formal style throughout.

• The biography maintains a formal style.

• The biography has limited formal style, or it may switch registers.

• The biography lacks a formal style.

• Use of conventions includes no errors.

• Use of conventions includes few errors that do not interfere with understanding.

• Use of conventions includes several errors that may interfere with understanding.

• Use of conventions includes many errors that interfere with understanding.

Presentation Rubric:

4 3 2 1 • The biography is organized

and sequenced to allow the listener to easily learn about the historical figure.

• The biography is organized and sequenced to allow the listener to learn about the historical figure.

• The biography shows limited organization and information may lack proper sequencing.

• The biography may be lacking or poorly organized and make little or no sense to the listener.

• The student delivers an oral presentation that clearly identifies if he/she is in agreement with or opposed to Niecks’ claim.

• The student delivers an oral presentation that identifies if he/she is in agreement with or opposed to Niecks’ claim.

• The student delivers an oral presentation in which the audience has difficulty identifying if he/she is in agreement with or opposed to Niecks’ claim.

• The student delivers an oral presentation in which the audience is unable to determine if he/she is in agreement with or opposed to Niecks’ claim.

• The student has the material nearly memorized and uses notes to prompt the presentation.

• The student knows the material well and uses notes to prompt the presentation.

• The student knows the material somewhat and uses notes to read the presentation.

• The student does not know the material and has difficulty using notes to read the presentation.

• The student maintains eye contact with the audience and has very few interruptive utterances (um, like, etc.).

• The student uses appropriate eye contact with the audience and has few interruptive utterances (um, like, etc.).

• The student has some eye contact with the audience and has many interruptive utterances (um, like, etc.).

• The student has little or no eye contact with the audience and has frequent interruptive utterances (um, like, etc.).

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Includes:136Constructed&SelectedResponseDailyLessons

34Constructed&SelectedResponseEvaluations15PerformanceTasks

3IntegratedProjects

All lessons and projects include Direct Instruction lesson plans.

CD includes viewable PDF lessons for whole class projection.

Student EditionsIncludes student response pages

and additional resources for:


34Constructed&SelectedResponseEvaluations15PerformanceTasks

3IntegratedProjects

Includes complex texts, rubrics, writing prompts, and more!

Here’s what’s included:

Teacher Edition w/ CD

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Call 1-877-505-9152 to schedule a 20-minute meeting to

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