· web viewperson, place, or thing in history, or a reference to another literary text....

MALDEN PUBLIC SCHOOLSGrade 7 INSIDE Level A District Pacing Guide

Inside Level A National GeographicLearning Focus: VocabularyBenchmark: see T.E. LA 6-8.1.6.9CCSS-RI-RL-4, CCSS-RI-RL-10

WIDA STANDARDSMA DESE STANDARDS

COMMON CORE STANDARDS

OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL

TOOLS

VocabularyBenchmark: see T.E. LA.6-8.1.6.9

CCSS-RI-RL-4CSS-RI-RL-10

Benchmark: see T.E. LA.6-8.1.6.9 The student will determine the correct meaning of words with multiple meanings in context.Clarification: The student will analyze words that have multiple meanings and determine the correct meaning of the word as used in the text.CCSS RI & RL 6-8.4Clarification:Knowledge Targets

Students must identify figurative language in text.

Students must know an analogy is a comparison between things with similar features.

Students must know an allusion is a reference to a person, place, or thing in history, or a reference to another literary text.

Students must know words have connotations (associations or

Suggested Daily Doable Objectives

I can use context clues to determine the meaning of multiple meaning words.

I will learn to utilize words with multiple meanings appropriately based on their context within the text.

I can determine how the author's use of words and phrases controls the meaning/tone of the text.

I will learn to explain how changing the context of word (how it is used) can change the definition of the word.1

Opening Routine: 5 minIntroduce Benchmark and objective, review EQ and CBC/AgendaObjective:

SAMPLE BENCHMARK-RELATED ESSENTIAL QUESTIONS: Teacher will pick one of these two!

1. How does using context clues help the reader understand the specific meaning of multiple meaning words?

2. How do readers use their knowledge of multiple meaning words to better understand text?

THEMATIC/SELECTION-RELATED ESSENTIAL QUESTION1. How do you introduce yourself when meeting new people?

Text Selection: New at School/Many People to Meet

Genre: Realistic Fiction/Photo Essay

Ticket to leave-Wrap up! Vocabulary Instruction: Deep teaching of 5 words that are crucial to

the topic and/or understanding of the texts or, Independent practice-http://esl-lab.com/ Quick write Benchmark Driven Power Point Presentation (See Teacher

Resources)

Please Follow the gradual release (see below)I do (Explicit Instruction): Teacher gives rationale and models through think-aloud and/or demonstrations. This lesson must be taught explicitly and deeply by the teacher.

We do (Teacher Guided Practice): Teacher practices with students, asks higher order

Core Text:Inside Level A Teacher’s EditionReading Selection:Unit 1: Glad To Meet You:

New at School TE p. 16

Many People to Meet TE p. 22

Poetry Selection: Hello, Good Bye TE

p. 4Vocabulary Support:

Personal Information TE p. 9

Grammar Focus: Pronouns TE p. 4

and 5 Present Tense Verbs

TE p. 6 Statements and

Exclamations TE p. 18

Writing Focus: Write an Email TE p.

32Teacher Resources:

http://insideng.com http://

www.discoveryeducation.com/

1 Adapted by: Jennifer McCabe, M.Ed. ELL Director, Malden Public Schools


Inside Level A National GeographicWIDA STANDARDS

MA DESE STANDARDSCOMMON CORE

STANDARDS


TOOLS

secondary meanings) as well as denotations (the dictionary definition of a word) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

Students must know tone is the author's attitude toward the topic.

Students must understand every text has a tone, and that an author's choice of words and phrases controls the tone of the text.

Reasoning Targets Students must determine

how the author's use of words and phrases controls the meaning/tone of the text.

Students must explain how the author's use of figurative language further illustrates/expands the tone and meaning of the text.

Students must explain how the author's use of connotative meanings conveys the author's stance/tone within a text.

Students must explain how analogies expand an author's ideas and attitude about the topic.

thinking questions, and provides explicit corrective feedback.

We do (Collaboration): Students practice with other students through pairs, groups … a product should be produced.

You do (Independent Practice): Students work alone to demonstrate knowledge. This can be done in independent group or as an exit slip at the end of the class. The assignment should demonstrate understanding of the objective

Differentiated Instruction : 3 Rotation Daily for 20 minGroups should be determined by most recent data.__3___Rotation Daily

Teacher Led Independent Group TechnologyRequired:Explicit deep teaching of the benchmark using reading selection.

Suggested Activities:LOW: Use Context Clues to teach vocabulary. Chunk reading selection. Use graphic organizer(s). Provide selection summaries. Use visuals to scaffold plot development and teach vocabulary. GIST, SWAG, WIN, MOPP throughout reading. Plot development

INTERMEDIATE:All of the above plus: Thematic analysis

Required:Independent Reading: AR Book with active reading log Informational Text Question Stem Cards/ Task Cards Vocabulary Activity (Frayer Model, word array, etc.) Integrated Grammar Practice USA Today Newspaper

Suggested Activities:

Achieve 3000

Imagine Learning

Discovery Education

http://esl.lab.com/

http:// www.ereadingworksheets.com

..\..\Multiple meaning words ppt..ppt

..\..\ ConnotationsDenotations_ppt.ppt

..\..\ connotationdenotation[1]ppt.ppt

One sentence summary frames:http://sharepoint.chiles.leon.k12.fl.us/lcsreadingstrategies/main%20idea%20plot%20and%20purpose/One%20Sentence%20Summary.pdf

http://www.sanchezclass.com/reading-graphic-organizers.htm

Main idea graphic organizers:http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf

CELLA Testing Supporting Materials:https://www.casas.org/product-overviews/curriculum-management-instruction/sample-test-items/life-and-work-listening




STANDARDS


TOOLS

Students must explain allusions within a text, and how allusions add background knowledge and depth to a text.

CCSS RI & RL 6-8.10Clarification:Read and comprehend complex literary and informational texts independently and proficiently.

Benchmark Prerequisites Synonym Antonym Same meaning Used in same way Convey the

same/different/opposite meaning

Most similar/ most opposite

Benchmark Vocabulary Context Clues Multiple Meanings Synonyms Antonyms Drawing Conclusions Making Inferences

Character Analysis

ADVANCED:All of the above plus: Use Question Stem Cards/Task Cards Write story summaries.

LOW:

INTERMEDIATE:

ADVANCED:

Please Follow the gradual release (see below)

I do (Explicit Instruction); We do (Teacher Guided Practice); We do (Collaboration); You do (Independent Practice).

Closure: 5 minWrap-up lesson, review learning objectives, relate back to Essential Question, assign Home learning, Exit Slip, etcSuggested Exit Slip:

. Revisit essential question

. Turn and talk. Students should produce an end product

Grading Rubric: 5 minUse rubric provided below or:

Use rubrics provided on www.insideng.com or Create your own

Points Earned

Possible Points

Teachers Explicit Corrective Feedback:

I participated in class by raising my hand and sharing with others.

15 pts.

I used Turn and Talk while sharing with my partner.

10 pts.

I completed my final writing assignment to the best of

10 pts.

https://www.casas.org/product-overviews/curriculum-management-instruction/sample-test-items/life-and-work-reading

ELL Active Reading Strategies

Preview text features

S.W.A.G. W.I.N. and GIST M.O.P.P Think Alouds Think-Pair-

Share Role play Turn and talk Stop and Jot

Selection Vocabulary First Home Meet Next People

http://www.insideng.com/




STANDARDS


TOOLS

my ability.I edited my writing for the grammar focus which is _______________________.

25 pts.

I used correct punctuation. 25 pts.I completed the exit activity. 10 pts.I follow the instructions in every assignment presented today.

5 pts.






TOOLS



Continually focus on Vocabulary instruction, especially context

cluesBenchmark: see T.E. LA. LA.6-8.1.6.8 The student will identify advanced word/phrase relationships and their meanings.Clarification: The student will analyze the meanings of words, phrases, and word relationships by using strategies including, but not limited to, context clues and word structure.CCSS RI & RL 6-8.4Clarification:Knowledge Targets




Students must know words have connotations


I will learn how to (skill) ___________. By using/doing (process) ___________ in order to _____________. I will know I’ve mastered it when I am able to (end product) ______________.

I will learn to determine the meaning of an unknown word using affixes and roots.

I will learn to compare and contrast words within a text based on their meanings. (Synonyms, Antonyms, Analogies)

I will learn to determine how the author's use of words and phrases controls the meaning/tone of the text.



1. How does using word parts help the reader understand the meaning of unknown words?

2. How do readers use their knowledge of the author’s use of words and phrases to better understand text?

SELECTION RELATED ESSENTIAL QUESTION SAMPLE1. How can food bring people together?

Text Selection: Something Good For Lunch/U.S. Tour of Food

Genre: Realistic Fiction/Essay


the topic and/or understanding of the texts or, Independent practice-http://esl-lab.com/ Quick write Benchmark Related Power Point Presentation (See teacher

resources)


I do (Explicit Instruction): Teacher gives rationale and models through think-aloud and/or demonstrations. This lesson must be taught explicitly and deeply by the teacher.

We do (Teacher Guided Practice): Teacher practices with students, asks higher order

Core Text:Inside Level A Teacher’s EditionReading Selection:Unit 2: Set the Table:

Something Good For Lunch TE p. 46

U.S. Tour of Food TE p. 52

Poetry Selection: Tasty Salad TE p. 36

Vocabulary Support: Vocabulary Color,

Shapes and Sizes TE p. 37

Vocabulary: Describe/Foods TE p. 38

Grammar Focus: Action Verbs TE p.

39 Negative Sentences

TE p. 48Writing Focus:

Write a How-To Card TE p. 61

Teacher Resources: http://insideng.com http://


http:// www.ereadingworksh




STANDARDS


TOOLS

(associations or secondary meanings) as well as denotations (the dictionary definition of a word) (e.g., stingy, scrimping, economical, unwasteful, thrifty).







Students must explain how analogies expand an author's ideas and attitude

thinking questions, and provides explicit corrective feedback.






INTERMEDIATE:All of the above plus: Thematic analysis



Achieve 3000

Imagine Learning

Discovery Education

http://esl.lab.com/

eets.com ..\..\Word

Relationships ppt..ppt ..\..\

Prefixes_and_Suffixes ppt.ppt

..\..\prefixes and suffixes ppt.ppt

http:// www.englishforeveryone.org/PDFs/Level_8_Analogies_1.pdf




CELLA Testing Supporting Materials:https://www.casas.org/product-overviews/curriculum-management-instruction/




STANDARDS


TOOLS

about the topic. Students must explain

allusions within a text, and how allusions add background knowledge and depth to a text.



Character Analysis


LOW:

INTERMEDIATE:

ADVANCED:


I do (Explicit Instruction); We do (Teacher Guided Practice); We do (Collaboration); You do (Independent Practice)





Use rubrics provided on www.insedng.com or Create your own

Points Earned

Possible Points



15 pts.


10 pts.

I completed my final writing assignment to the best of

10 pts.

sample-test-items/life-and-work-listening



Preview text features S.W.A.G. W.I.N. and GIST Think-Pair-Share Role play Turn and talk Stop and Jot M.O.P.P Think Alouds

Selection Vocabulary Color Foods Shapes Sizes Visit




STANDARDS


TOOLS

my ability.I edited my writing for the grammar focus which is ______________________

25 pts.


5 pts.






TOOLS




cluesBenchmark LA.6-8. 1.6.3 The student will use context clues to determine meanings of unfamiliar words.Clarification: The student, using context clues, will identify the meaning of an unfamiliar word.

Revisit Benchmark LA.6-8.1.6.9 The student will determine the correct meaning of words with multiple meanings in context.

CCSS RI & RL 6-8.4Clarification:Knowledge Targets



Students must know an allusion is a reference to a person, place, or thing in history, or a reference to



I will learn to determine the meaning of words using context clues.

I will learn to create sentences that provide context clues to determine the meaning of a given word.

I will learn to differentiate between the connotative and denotative meaning of a word. (Prerequisite Skill for CC)



1. How context clues help the reader understand the specific meaning of unknown words?

2. How do readers use their knowledge of the author’s use of connotative meaning of a word to better understand text?

SELECTION RELATED ESSENTIAL QUESTION SAMPLE1. What’s in a Job?

Text Selection: Let Ben Take It/Geologists: Rock Scientists

Genre: Realistic Fiction/Expository Text



resources)Please Follow the gradual release (see below)


We do (Teacher Guided Practice): Teacher practices with students, asks higher order thinking questions, and provides explicit corrective feedback.

Core Text:Inside Level A Teacher’s EditionReading Selection:Unit 3: On the Job:

Let Ben Take It TE p. 76

Geologist: Rock Scientists TE p. 82

Poetry Selection Jobs TE p. 66

Vocabulary Support: Ask and Answer

Questions/Tools and Careers TE p. 69

Grammar Focus: Present Tense Verbs.

TE p. 67 Yes-or-No Questions

TE p. 68 Written Conventions:

Questions with Who, What, Where and When? TE p. 78

Writing Focus: Write About an

Interview TE p. 91Teacher Resources:



http://




STANDARDS


TOOLS

another literary text. Students must know

words have connotations (associations or secondary meanings) as well as denotations (the dictionary definition of a word) (e.g., stingy, scrimping, economical, unwasteful, thrifty).












INTERMEDIATE:All of the above plus: Thematic analysis Character Analysis

ADVANCED:All of the above plus: Use Question Stem Cards/Task Cards

Required:Independent Reading: AR Book with active reading log Informational Text Question Stem Cards/ Task Cards Vocabulary Activity (Frayer Model, word array, etc.) Inside Writing USA Today Newspaper Reading Horizon


LOW:

INTERMEDIATE:

ADVANCED:

Achieve 3000

Imagine Learning

Discovery Education

http://esl.lab.com/

www.ereadingworksheets.com

..\..\Multiple meaning words ppt..ppt

E:\Context Clues ppt..ppt

..\..\Context Clues ppt..ppt

http:// www.woodland.k12.mo.us/faculty/rgarner/Reading/context_clues.htm

..\..\ connotationdenotation[1]ppt.ppt



Main idea graphic organizers:http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdfCELLA Testing Supporting Materials:




STANDARDS


TOOLS





Benchmark Pre-requisites Synonym Antonym Same meaning Used in same way Convey the

same/different/opposite meaning

Most similar/ most opposite

Write story summaries.


I do (Explicit Instruction); We do (Teacher Guided Practice); We do (Collaboration); You do (Independent Practice)




Grading Rubric: 5 min

Use rubric provided below or:Use rubrics provided on www.insideng.com or Create your own

Points Earned

Possible Points



15 pts.


10 pts.

I completed my final writing assignment to the best of my ability.

10 pts.

https://www.casas.org/product-overviews/curriculum-management-instruction/sample-test-items/life-and-work-listening




Selection Vocabulary Learn Scientist Use Rock Study





STANDARDS


TOOLS

I edited my writing for the grammar focus which is _______________________

25 pts.


5 pts.


Inside Level A National GeographicLearning Focus: Plot DevelopmentBenchmark: see T.E. LA 6-8.2.1.2CCSS RI & RL 6-8.2RI & RL 6-8.1CSS-RI-RL-10




TOOLS

Plot DevelopmentBenchmark: see T.E. LA.6-8.2.1.2

CCSSCCSS RI & RL 6-8.2

RI & RL 6-8.1CSS-RI-RL-10


cluesBenchmark LA.6-8 2.1.2 : The student will locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, conflict/resolution, and theme in a variety of fiction. The student will identify, analyze, and interpret elements of plot development (foreshadowing, flashback, theme, and setting) within or across texts. The student will also identify, analyze, and interpret other literary elements, such as character development, character point of view, and conflict and resolution within or across texts. In addition, the student will identify, analyze, and interpret how plot events in the text contribute to conflict and resolution within or across texts.



I will learn to describe the relationship between events and characters.*Plot Development/Character Development

I will learn to identify and analyze character traits.*Character Development



3. How does understanding character traits help the reader gain better understanding of the text?

4. How do readers use their knowledge of plot development to better understand text?

SELECTION RELATED ESSENTIAL QUESTION SAMPLE1. What can we learn about ancient civilizations?

Text Selection: Rush!/The Mighty Maya

Genre: Realistic Fiction/Personal Narrative



resources)



Core Text:Inside Level A Teacher’s EditionReading Selection:Unit 4: Numbers Count:

Rush! TE p. 106 The Mighty Maya TE

p. 112Poetry Selection

Numbers Everywhere TE p. 96

Vocabulary Support: Cardinal Numbers TE

p. 97Grammar Focus:

Negative Sentences TE p. 98

Written Conventions: Contractions with Not TE p. 108

Writing Focus: Write About a Fact

Sheet TE p. 121Teacher Resources:







STANDARDS


TOOLS

CCSS RI & RL 6-8.2Clarification:Knowledge Targets

a. Students must know an author's use of motif (i.e. central idea) can help illuminate the theme of a particular text.

Reasoning Targetsa. Students must analyze

how the interrelationships of literary elements influence the development of plot and subplots, complex characters, and themes in text.

b. Students must analyze how a theme or central idea develops over the course of the text, including evidence from the text as support.

c. Students must explain how specific details from the text refine or create subtle distinctions that shape the theme.

d. Students must use a range of textual evidence to support summaries and interpretations of texts (e.g., purpose, plot/subplot, central idea, theme).

Product Targetsa. Students will provide an







INTERMEDIATE:


Suggested

Achieve 3000

Imagine Learning

http://esl.lab.com/

E:\Plot Deveopment PPt..ppt

http:// www.authorstream.com/Presentation/ttravis-57878-Theme-Education-ppt-powerpoint/





https://www.casas.org/product-




STANDARDS


TOOLS

objective summary.CCSS RI & RL 6-8.1Clarification:Reasoning Targets

Students must know textual evidence is a quote, paraphrase, or summary from a text that supports a specific argument or claim that is being made.

Reasoning Targets Students must draw

inferences from literary text to make and support an analysis.

Students must support their conclusions with explicit and implicit textual evidence.

Students must determine the textual evidence that best supports their conclusions.

Students must explain the relationship between their conclusions and the evidence for their conclusions.


Benchmark Pre-requisites

All of the above plus: Thematic analysis Character Analysis


Activities:

LOW:

INTERMEDIATE:

ADVANCED:


I do (Explicit Instruction); We do (Teacher Guided Practice); We do (Collaboration); You do (Independent Practice).






Points Earned

Possible Points



15 pts.

overviews/curriculum-management-instruction/sample-test-items/life-and-work-reading



Selection Vocabulary City Hundreds Population Thousands Two





STANDARDS


TOOLS

Main Idea and Supporting Details

Making Inferences Drawing Conclusions Sequence of Events Recognize Text Structures Recognize Text Features

Benchmark Vocabulary Plot Setting Characters Climax Conflict Resolution Theme Fiction Tone Trait


10 pts.


10 pts.

I edited my writing for the grammar focus which is _______________________.

25 pts.


5 pts.

Learning Focus: Figurative LanguageBenchmark: see T.E. LA 6-8.2.1.7RI & RL 6-8.1, RI & RL 6-8.2 & CCSS RI & RL 6-8.4 & CSS-RI-RL-10




TOOLS

Figurative LanguageBenchmark: see T.E. LA.6-8.2.1.7

CCSS RI & RL 6-8.4RI & RL 6-8.1RI & RL 6-8.2CSS-RI-RL-10

Continue with Vocabulary Benchmarks


I will learn how to (skill) ___________. By using/doing (process) ___________ in order to _____________. I will



1. How does the author’s use of figurative language enhance meaning in a reading selection?

Core Text:Inside Level A Teacher’s EditionReading Selection:Unit 5: City Sights:

Meet Jo TE p. 138 San Francisco TE p.

144




STANDARDS


TOOLS

LA.6-8.2.1.7: The student will locate and analyze an author’s use of allusions and descriptive, idiomatic, and figurative language in a variety of literary text, identifying how word choice sets the author’s tone and advances the work’s theme. The student will identify, analyze, interpret, and evaluate the author’s use of descriptive and/or figurative language and will determine how the author’s use of language impacts meaning in a variety of grade-level appropriate texts.Clarification: The student will identify, analyze, interpret, and evaluate the author’s use of descriptive or figurative language and will determine how the author’s use of language impacts meaning in a variety of grade-appropriate texts. Descriptive Language (e.g., tone, irony, mood, imagery, alliteration, onomatopoeia, allusion, satire) Figurative Language (e.g., simile, metaphor, symbolism, personification, hyperbole, pun)CCSS RI & RL 6-8.4Clarification:Knowledge Targets



know I’ve mastered it when I am able to (end product) ______________.

I will learn to identify examples of figurative language within a text.

2. How does understanding figurative language help the reader understand a reading selection?

SELECTION RELATED ESSENTIAL QUESTION SAMPLE1. What makes a neighborhood?

Text Selection: Meet Jo/San Francisco

Genre: Newspaper Article/Travel Article



resources)Please Follow the gradual release (see below)






Poetry Selection My City TE p. 126

Vocabulary Support: Ask For and Give

Information: Neighborhood TE p. 127

Grammar Focus: Regular Past Tense

Verbs TE p. 129 Statements with

There Is and There Are TE p. 130

Written Conventions: Pronoun-Verb Contractions TE p. 140

Writing Focus: Journal Page TE p.

153Teacher Resources:




..\..\..\ Figurative_lang_overview ppt..ppt

One sentence summary frames:http://sharepoint.chiles.leon.k12.fl.us/




STANDARDS


TOOLS


Students must know words have connotations (associations or secondary meanings) as well as denotations (the dictionary definition of a word) (e.g., stingy, scrimping, economical, unwasteful, thrifty).






Students must explain



INTERMEDIATE:All of the above plus: Thematic analysis Character Analysis




LOW:

INTERMEDIATE:

ADVANCED:

Achieve 3000

Imagine Learning

Discovery Education

http://esl.lab.com/


I do (Explicit Instruction); We do (Teacher Guided Practice); We do (Collaboration); You do (Independent Practice):

Closure: 5 minWrap-up lesson, review learning objectives, relate back to Essential Question,

lcsreadingstrategies/main%20idea%20plot%20and%20purpose/One%20Sentence%20Summary.pdf






Preview text features GIST Think-Pair-Share Role play Turn and talk Stop and Jot




STANDARDS


TOOLS

how the author's use of connotative meanings conveys the author's stance/tone within a text.



CCSS RI & RL 6-8.2Clarification : Knowledge Targets

b. Students must know an author's use of motif (i.e. central idea) can help illuminate the theme of a particular text.

Reasoning Targetse. Students must analyze

how the interrelationships of literary elements influence the development of plot and subplots, complex characters, and themes in text.

f. Students must analyze how a theme or central idea develops over the course of the text, including evidence from the text as support.

g. Students must explain

assign Home learning, Exit Slip, etc.Suggested Exit Slip:





Points Earned

Possible Points



15 pts.


10 pts.


10 pts.

I edited my writing for the grammar focus which is ______________________

25 pts.


5 pts.

M.O.P.P. Think Alouds

Selection Vocabulary Buildings Live Neighborhood Store Town





STANDARDS


TOOLS

how specific details from the text refine or create subtle distinctions that shape the theme.

h. Students must use a range of textual evidence to support summaries and interpretations of texts (e.g., purpose, plot/subplot, central idea, and theme).

Product Targetsb. Students will provide an

objective summary.CCSS RI & RL 6-8.1Clarification:Reasoning Targets

Students must know textual evidence is a quote, paraphrase, or summary from a text that supports a specific argument or claim that is being made.

Reasoning Targets Students must draw

inferences from literary text to make and support an analysis.

Students must support their conclusions with explicit and implicit textual evidence.

Students must determine the textual evidence that best supports their




STANDARDS


TOOLS

conclusions. Students must explain the

relationship between their conclusions and the evidence for their conclusions.

CCSS RI & RL 6-8.10Clarification:Read and comprehend complex literary and informational texts independently and proficiently

Benchmark Pre-requisites Make Inferences Understand Main Idea Understand Theme Understand Multiple

Meaning Words Understand Structure of

Poetry

Benchmark Vocabulary Metaphor Simile Personification Onomatopoeia Allusion Alliteration Rhyme

· web viewperson, place, or thing in history, or a reference to another literary text....

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