Unit 4B Formulating Connections across Literary Texts
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
UNIT OVERVIEW This unit bundles student expectations that address strategies used to interpret relationships across and between literary genres and media and for students to summarize, synthesize, and make connections. Students examine a variety of literary texts representing a wide range of themes in literary works in order to support understanding of written and visual text, as well as, enhance writing. In previous units, students explored literary works for the purpose of analyzing genre features and to use reading and writing processes to understand and communicate meaning. During this unit, students use previously learned knowledge and skills to examine a variety of literary genres presenting similar ideas while recognizing features specific to each genre. Students analyze literary texts and media by making comparisons in purpose and perspective and make text, personal, and world connections. Students describe multiple themes in works of fiction. The exploration of a variety of genres continues to develop personal reading preferences and provide a foundation for participation in discussions. Students continue to compose original text using the fundamentals of the writing process to communicate their own understanding. Students explore language while continuing to build on the principle that vocabulary, spelling, punctuation, and grammar are critical to the ability to comprehend and communicate effectively. Word study is inclusive of genre specific vocabulary, literary terms, and appropriate vocabulary from the literature and is supported before, during, and after reading. In Unit 05A, students make connections between multiple informational texts.
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
UNIT UNDERSTANDINGS
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts PERFORMANCE ASSESSMENT(S)
English Language Arts and Reading Grade 7 Unit 04B PA 01 Click on the PA title to view related rubric.
OVERARCHING CONCEPTS UNIT CONCEPTS Interpretation – Connections, Meaning Elements – Plot, Setting, Character Form – Fictional Short Story
SUGGESTED DURATION : 10 days UNIT UNDERSTANDINGS Understanding the connections between literary elements facilitates the reader’s ability to make meaning of text.
After reading a fictional short story, create a plot line identifying key events in the story. Next to each event, identify the main character’s internal and external responses to the events. In a short paragraph, explain how the character’s responses to each event were driven by their motivations and conflicts. In addition, include how the setting influences plot development. Standard(s): 7.6A , 7.6B , 7.17C , 7.Fig19C , 7.Fig19D , 7.Fig19E ELPS.c.1E , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5G
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts PERFORMANCE ASSESSMENT(S)
English Language Arts and Reading Grade 7 Unit 04B PA 02 Click on the PA title to view related rubric.
OVERARCHING CONCEPTS UNIT CONCEPTS Techniques – Sensory Detail, Imagery, Simile, Metaphor, Hyperbole, Personification, Pun, Irony, Oxymoron Form – Literary Works
SUGGESTED DURATION : 10 days UNIT UNDERSTANDINGS Authors use techniques and elements to enable the reader to experience and connect with the events and characters.
While reading a variety of literary works, create a chart to record words, phrases, and sentences that appeal to your senses. On the chart, record the meaning of collected words, phrases, and sentences. With a partner, discuss how the authors’ use of language creates imagery and suggests mood. Standard(s): 7.8A , 7.28A , 7.Fig19C , 7.Fig19D ELPS.c.1E , ELPS.c.1H , ELPS.c.2C , ELPS.c.3E , ELPS.c.3G , ELPS.c.3H , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.5G
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts PERFORMANCE ASSESSMENT(S)
English Language Arts and Reading Grade 7 Unit 04B PA 03 Click on the PA title to view related rubric.
OVERARCHING CONCEPTS UNIT CONCEPTS
SUGGESTED DURATION : 10 days UNIT UNDERSTANDINGS
Interpretation – Connection, Relevance Perspective – Beliefs Form – Literary Works
Readers create connections to make text personally relevant and useful.
Perspective – Ideas, Feelings Interpretation – Connection, Clarification
Authors communicate their ideas and feelings about their own lives and the world around them in order to connect with others and to clarify their own thinking.
Conventions – Grammar, Punctuation, Capitalization, Spelling
Authors use conventions of written language to communicate clearly and effectively.
After reading two different types of literary works, use a T-chart to record similarities and differences between the works. Provide textual evidence to support your ideas. Standard(s): 7.17C , 7.Fig19C , 7.Fig19D , 7.Fig19F ELPS.c.1H , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.5G
English Language Arts and Reading Grade 7 Unit 04B PA 04 Click on the PA title to view related rubric. Using a teacher-provided prompt, write a one-page personal narrative that has a clearly defined focus and conveys thoughts and feelings about an experience. Standard(s): 7.14A , 7.14B , 7.14C , 7.14D , 7.14E , 7.16A ELPS.c.5C , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts PERFORMANCE ASSESSMENT(S)
English Language Arts and Reading Grade 7 Unit 04B PA 05 Click on the PA title to view related rubric.
OVERARCHING CONCEPTS UNIT CONCEPTS
SUGGESTED DURATION : 10 days UNIT UNDERSTANDINGS
Interpretation – Connections Perception – Thoughts
Readers use strategies to support interpretation of text.
Interpretation – Relationships, Knowledge, Vocabulary
Understanding new words and concepts enhances comprehension and oral and written communication.
Write multiple response entries including thoughts, connections, and/or strategies that deepen understanding of literary texts and media. Provide evidence from the text to support ideas. Standard(s): 7.17C , 7.Fig19A , 7.Fig19B , 7.Fig19C , 7.Fig19D , 7.Fig19E , 7.Fig19F ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F , ELPS.c.5G
English Language Arts and Reading Grade 7 Unit 04B PA 06 Click on the PA title to view related rubric. Record multiple entries in a Vocabulary Notebook that demonstrate knowledge of new words, their meanings, and origins. Standard(s): 7.2A , 7.2B , 7.2C , 7.2D , 7.2E ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H , ELPS.c.4A , ELPS.c.5B , ELPS.c.5F , ELPS.c.5G
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts PERFORMANCE ASSESSMENT(S)
SUGGESTED DURATION : 10 days
OVERARCHING CONCEPTS UNIT CONCEPTS
UNIT UNDERSTANDINGS
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS MISCONCEPTIONS: Some students confuse the theme of a literary work with the topic. The topic is the subject while the theme is a comment, an observation, a lesson or an insight about the subject. Topics can be stated in one or two words. Themes should be stated in complete sentences.
UNIT VOCABULARY Theme – the central or universal idea of a piece of fiction or the main idea of a nonfiction essay Purpose – the intended goal of a piece of writing; the reason a person writes
UNIT ASSESSMENT ITEMS Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Creator if your district has granted access to that tool.
SYSTEM RESOURCES Grade 7 ELAR STAAR Resources - Literary Nonfiction Grade 7 ELAR STAAR Resources - Fiction Grade 7 ELAR STAAR Resources - Poetry Grade 7 ELAR STAAR Resources - Paired Grade 7 ELAR STAAR Resources - Drama Conventions Alignment Tools: Grade 7 Grade 7 ELAR STAAR Resources - Editing Grade 7 ELAR STAAR Resources - Revising
OTHER RESOURCES None identified
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts INSTRUCTIONAL COMPONENTS
TEKS
SUGGESTED DURATION : 10 days ONGOING TEKS
FORMATIVE ASSESSMENT EXAMPLES
This chart provides an organizational structure for the TEKS included in this unit. Ongoing TEKS may be reviewed during whole group and small group instruction or applied by students through meaningful practice. Word Study
TEKS Vocabulary Development: 7.2A, 7.2B, 7.2C, 7.2D
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
Ongoing TEKS Vocabulary Development: 7.2E
Observation Data Teacher-Student Conference Checklist
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS Reading
TEKS TEKS Theme and Genre: 7.3A, 7.3B, 7.3C Poetry: 7.4A Drama: 7.5A Fiction: 7.6A, 7.6B, 7.6C Literary Nonfiction: 7.7A Sensory Language: 7.8A Culture and History: 7.9A Comprehension Skills.: 7.Fig19C, 7.Fig19D, 7.Fig19E, 7.Fig19F
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
ONGOING TEKS Ongoing TEKS Fluency: 7.1A Media Literacy: 7.13A, 7.13B, 7.13C Listening: 7.26A, 7.26B, 7.26C Teamwork: 7.28A Comprehension Skills.: 7.Fig19A
FORMATIVE ASSESSMENT EXAMPLES Rubric Reader’s Notebook Writer’s Notebook Vocabulary Notebook Oral Reading Fluency Check Oral Quiz Written Quiz Portfolio
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS Writing
TEKS TEKS Writing: Writing Process: 7.14A, 7.14B, 7.14C, 7.16A Conventions: 7.19A.iii, 7.19A.v, 7.19B, 7.19C Handwriting, Capitalization, and Punctuation: 7.20B.ii
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
ONGOING TEKS
FORMATIVE ASSESSMENT EXAMPLES
Ongoing TEKS Writing Process: 7.14D, 7.14E Conventions: 7.19A.i, 7.19A.ii, 7.19A.iv, 7.19A.vi, 7.19A.vii, 7.19A.viii Handwriting, Capitalization, and Punctuation: 7.20A, 7.20B.i Spelling: 7.21A Listening: 7.26A, 7.26B, 7.26C Teamwork: 7.28A
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
The phase 2 College Readiness English Language Arts and Reading vertical alignment team found that the College Readiness Standards in English Language Arts and Reading are well aligned with the Texas Essential Knowledge and Skills. TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Legend:
Legend:
Bold black text in italics: Knowledge and Skills Statement (TEKS) and Texas College and Career Readiness Standard (TxCCRS) Bold black text: Student Expectation (TEKS) Bold red text in italics: Student Expectation identified by TEA as a Readiness Standard for STAAR Bold green text in italics: Student Expectation identified by TEA as a Supporting Standard for STAAR Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit(s) 7.2
TxCCRS
Blue text: Supporting information / Clarifications from TCMPC (Specificity) Bold blue text:Standards for Ensuring Success from Kindergarten to College and Career Spring 2012 Update, 2012 Texas Education Agency/University of Texas System Blue text in italics: Unit-specific clarification Black text: Texas Education Agency (TEA)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: E/LAS.II.B - English/Language Arts/Reading. Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing.
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
TEKS#
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7.2A
Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes. Readiness Standard
Determine THE MEANING OF GRADE-LEVEL ACADEMIC ENGLISH WORDS DERIVED FROM LATIN, GREEK, OR OTHER LINGUISTIC ROOTS AND AFFIXES Possible examples: Latin: e.g., vis (vision, invisible) Greek: e.g., hydro (hydrogen, hydroplane) Affixes and roots as found in grade-level academic words and texts Affix – a word element, such as a prefix or suffix, that occurs before or after a root or base word to modify its meaning (e.g., the prefix un- and the suffix -able in unbelievable) Academic English words 1. words used in the learning of academic subject matter in formal educational context that are associated with literacy and academic achievement, including specific academic terms, technical language, and speech registers related to each field of study 2. words used during instruction and exams, and in textbooks These could include words that are specific to content (e.g., hyperbole, metaphor, and meter) or that are related to learning tasks (e.g., compare/contrast, differentiate, and infer). STAAR Note: Questions associated with 7.2A may refer students back to the paragraph in the passage that contains the word being assessed. Context, along with word parts, is important in determining word meaning. Refer to 7.2B for the standard addressing context clues. Students have access to dictionaries during the STAAR exam. Dictionaries can assist students in
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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determining word meaning. Refer to 7.2E for the standard addressing dictionary skills. 7.2B
Use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words. Readiness Standard
Use CONTEXT Context – the words, sentences, or passages that precede or follow a specific word, sentence, or passage To determine or clarify THE MEANING OF UNFAMILIAR OR AMBIGUOUS WORDS Including, but not limited to: Identify and use relationships among surrounding words, phrases, sentences, and paragraphs Use examples within the sentence, paragraph, or larger sections of text Use definition within the sentence and/or paragraph Use restatement within the sentence Ambiguous – vague, unclear STAAR Note: Students have access to dictionaries during the STAAR exam. Dictionaries can assist students in determining word meaning. Refer to 7.2E for the standard addressing dictionary skills. However, students should consider the dictionary definitions in conjunction with contextual meaning.
7.2C
Complete analogies that describe part to whole or whole to part.
Complete ANALOGIES THAT DESCRIBE PART TO WHOLE OR WHOLE TO PART
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
TEKS#
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Example: Ink is to pen as page is to book (part to whole) Pen is to ink as book is to page (whole to part) Analogy – a vocabulary exercise in which an association between a concept and its attribute is present (e.g., hot:cold as north:____.) 7.2D
Identify the meaning of foreign words commonly used in written English with emphasis on Latin and Greek words (e.g., habeus corpus, e pluribus unum, bona fide, nemesis).
Identify THE MEANING OF FOREIGN WORDS COMMONLY USED IN WRITTEN ENGLISH WITH EMPHASIS ON LATIN AND GREEK WORDS Including, but not limited to: Habeas corpus E pluribus unum Bona fide Nemesis Other possible examples: Pro bono Vice versa In memoriam Others as found in grade-appropriate texts
7.Fig19
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: TxCCRS
CDS.I.D - Cross-Disciplinary Standards/Key Cognitive Skills. Academic behaviors
TxCCRS
CDS.II.A - Cross-Disciplinary Standards/Foundational Skills. Reading across the curriculum
7.Fig19B
Ask literal, interpretive, evaluative, and universal questions of text.
Ask LITERAL, INTERPRETIVE, EVALUATIVE, AND UNIVERSAL QUESTIONS OF TEXT Including, but not limited to: Before, during, and after reading Literal question – knowledge level, fact-based question (e.g., who, what, when, where, why, and how questions), questions asked for clarification Interpretive question – may have more than one answer and requires that the answer(s) be supported with evidence from the text (e.g., What does this mean?) Evaluative question – asks for an opinion, a belief, or a point of view. Responses may represent different perspectives and should be supported with evidence from the text. (e.g., Do you agree or disagree? What do you feel about this? What do you believe about this? What is your opinion about
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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this?) Universal question – an open-ended question that is raised by ideas in the text and transcend social and cultural boundaries and speak to a common human experience (e.g., What does the character believe in? What is the main character willing to fight for? How does this story give you a better understanding of human nature?) 7.Fig19C
Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; creating sensory images).
Reflect ON UNDERSTANDING TO MONITOR COMPREHENSION Including, but not limited to: Summarize and synthesize (refer to 7.Fig19E) Make connections – textual, personal, and world (refer to 7.Fig19F) Create sensory images (pictures created by using the five senses- sight, smell, sound, touch, taste) Summarize – to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. Synthesize – combine elements and parts to form a coherent whole
7.Fig19D
Make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
Make COMPLEX INFERENCES ABOUT TEXT Including, but not limited to:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
TEKS#
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Literary Text (e.g., poetry, drama, fiction, literary nonfiction) Structural elements Literary elements Sensory language Figurative language Purpose of elements and language in sections of text and/or specific sentences Note: Refer to the specificity of the Knowledge and Skills Statements for each literary genre for additional information on inferring in each type of literary text. Informational Text (e.g., expository, persuasive, embedded procedural text/graphics) Purpose of informational text Main idea of whole texts and sections of texts Details that support the central idea or controlling idea Note: Refer to the specificity of the Knowledge and Skills Statements for each informational genre for additional information on inferring in each type of informational text. Complex inference – goes beyond the explicit text. A complex inference can be a subtle inference. Subtle inference – is one in which the bits of information are not as easily connected Generalization – a conclusion about a group of persons, places, or things Drawing conclusions – a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information. Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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Inductive reasoning – the process of determining general principles by logic or observation from specific data; reasoning from parts to whole (e.g., all ice I’ve ever felt is cold; therefore, all ice is cold) Deductive reasoning – the process of logical reasoning from general principles to specific instances based on the assumed truth of the principle; reasoning from wholes to parts. Use TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING Textual evidence – specific details or facts found in the text that support what is inferred 7.Fig19E
Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
Summarize, Paraphrase, Synthesize TEXTS IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER WITHIN A TEXT AND ACROSS TEXTS Summary includes, but is not limited to: Brief, coherent sentences that communicate the key information, ideas, or events in logical order Main ideas from the beginning, middle, and end Summarize – to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. Paraphrase – restate the meaning of something in different words. Paraphrasing alters the exact wording of the source and transmits its ideas or information without evaluation or
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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interpretation. Synthesize – combine elements and parts to form a coherent whole STAAR Note: Students may be required to summarize in multiple genres, including drama, literary nonfiction, expository text, and fiction. 7.Fig19F
Make connections between and across texts, including other media (e.g., film, play), and provide textual evidence. Readiness Standard
Make CONNECTIONS BETWEEN AND ACROSS TEXTS, INCLUDING OTHER MEDIA Including, but not limited to: Similarities and differences in: topic overarching ideas details description theme organization purpose mood tone character thoughts, actions, and traits point of view Possible texts and media: Fiction
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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Literary nonfiction Poetry Film (drama) Play (drama) Expository text Persuasive text Web-based article Documentary Advertisement Provide TEXTUAL EVIDENCE Textual evidence – specific details or facts found in text that support what is inferred 7.3
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
Analyze, Make inferences, Draw conclusions ABOUT THEME IN DIFFERENT CULTURAL, HISTORICAL, AND CONTEMPORARY CONTEXTS Including, but not limited to: Determine the theme (message/lesson) in various literary genres (e.g., poetry, drama, fiction, literary nonfiction) Make inferences about details that support the theme (message/lesson) Analyze, Make inferences, Draw conclusions ABOUT GENRE IN DIFFERENT CULTURAL, HISTORICAL, AND CONTEMPORARY CONTEXTS
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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Including, but not limited to: Distinguish characteristics of various genres Provide EVIDENCE FROM THE TEXT TO SUPPORT THEIR UNDERSTANDING Including, but not limited to: Identify text evidence that supports the theme in various literary genres STAAR Note: This Knowledge and Skills Statement may be assessed with Figure 19D. TxCCRS
7.3A
E/LAS.II.C - English/Language Arts/Reading. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods. Describe multiple themes in a work of fiction. Supporting Standard
Describe MULTIPLE THEMES IN A WORK OF FICTION Theme – the central or universal idea of a piece of fiction or the main idea of a nonfiction essay. Themes are ideas or concepts that relate to morals and values and speak to the human experience. Note: Some literature has more than one theme, while most shorter pieces have just one theme.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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7.3B
Describe conventions in myths and epic tales (e.g., extended simile, the quest, the hero's tasks, circle stories). Supporting Standard
Describe CONVENTIONS IN MYTHS AND EPIC TALES Including, but not limited to: Extended simile The quest The hero’s tasks Circle stories Possible conventions (common characteristics) of myths: Derives from traditional or ancient stories told orally Includes supernatural beings or heroes Teaches a lesson or explains a belief or a natural happening Seeks to answer some of life’s fundamental questions (e.g., Who are we? Why are we here?) Possible conventions (common characteristics) of epic tales: May be told as a long narrative poem Describes deeds of a traditional or historical hero Includes various narrative and literary techniques Circle story – a convention in myths and epic tales in which the story begins and ends in the same place. The “place” is usually a physical setting. Myth – a body of traditional or sacred stories to explain a belief or a natural happening Epic tale – a long narrative story dealing with supernatural beings or heroes
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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7.3C
Analyze how place and time influence the theme or message of a literary work. Supporting Standard
Analyze HOW PLACE AND TIME INFLUENCE THE THEME OR MESSAGE OF A LITERARY WORK Including, but not limited to: Steps in analysis Identify the setting Identify the purpose, significance, and elements of setting Explain the influences of the setting on the theme or message Setting – the time and place in which a narrative occurs. Elements of setting may include the physical, psychological, cultural, or historical background against which the story takes place.
7.4
Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to:
Understand, Make inferences, Draw conclusions ABOUT THE STRUCTURE AND ELEMENTS OF POETRY Including, but not limited to: Make inferences related to the whole poem Make inferences related to the organization of a poem Make inferences related to a section (e.g., specific lines or stanzas) of the poem Make inferences related to particular techniques (e.g., punctuation, dialogue, organization, word choice, figurative language, repetition, comparison) in the poem Make inferences related to particular sentence structures (e.g., short sentences) Make inferences related to speaker and/or character thoughts, feelings, and actions when
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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applicable Summarize poems in ways that maintain meaning Summarize – to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. Provide EVIDENCE FROM THE TEXT TO SUPPORT THEIR UNDERSTANDING Including, but not limited to: Identify text evidence that supports inferences in poetry STAAR Note: This Knowledge and Skills Statement may be assessed with Figure 19D and/or Figure 19E. Questions may require students to consider the author's (poet's) purpose when making inferences. TxCCRS
7.4A
E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths. Analyze the importance of graphical elements (e.g., capital letters, line length, word position) on the meaning of a poem. Supporting Standard
Analyze THE IMPORTANCE OF GRAPHICAL ELEMENTS ON THE MEANING OF A POEM Including, but not limited to:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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Steps in analysis Identify/locate/recognize capital letters, line length, and/or word position Determine why the author uses the graphic element(s) Explain how the graphic element(s) contribute to the meaning Graphical element – capital letters, line length, and word position; also called the “shape” of the poem Note: When analyzing poetry, structure, literary devices, and word choice can reveal tone, an important aspect of any textual analysis. 7.5
Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to:
Understand, Make inferences, Draw conclusions ABOUT THE STRUCTURE AND ELEMENTS OF DRAMA Including, but not limited to: Make inferences related to the whole script Make inferences related to a part of the script (e.g., scene, paragraph) Make inferences related to structure of drama (e.g., scenes, lines of dialogue, stage directions, props) within part or all of the script Make inferences related to particular elements of drama (e.g., setting, character, plot, events) Summarize dramatic text in ways that maintain meaning and logical order Summarize – to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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Provide EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING Including, but not limited to: Identify text evidence that supports inferences in drama STAAR Note: This Knowledge and Skills Statement may be assessed with Figure 19D and/or Figure 19E. TxCCRS
7.5A
E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths. Explain a playwright's use of dialogue and stage directions. Supporting Standard
Explain A PLAYWRIGHT’S USE OF DIALOGUE Dialogue – the line spoken between characters in fiction or a play. Dialogue in a play is the main way in which plot, characters, and other elements are established. Possible uses of dialogue: To contribute to the movement of the plot To control the pace of the story (e.g., a relaxed conversation slows the pace of a thriller while short, harsh sentences convey arguments that raise the tension) To reveal a character's personality, feelings, growth, motives, perspective, and actions Explain
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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A PLAYWRIGHT’S USE OF STAGE DIRECTIONS Stage directions – a playwright’s descriptive comments that provide information about characters, dialogue, setting, and actions Possible uses of stage directions: To describe the setting of the play and the props being used To tell how a character is speaking (e.g., quietly, out of breath, shouting, etc.) To explain the characters’ actions (e.g., gestures, running across stage, shaking hands, etc.) in relation to their personality, feelings, growth, motives, perspective To indicate the causes(s) of plot elements (e.g., conflict, resolution) Playwright – a person who writes plays 7.6
Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
Understand, Make inferences, Draw conclusions ABOUT THE STRUCTURE AND ELEMENTS OF FICTION Including, but not limited to: Make inferences related to the whole story Make inferences related to a part of the story Make inferences related to structure of fiction (e.g., organization, paragraphs) Make inferences related to particular elements of fiction Character – actions, thoughts, motivation, qualities/traits Point of view Setting Plot
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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Summarize fictional text in ways that maintain meaning and logical order Summarize – to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. Provide EVIDENCE FROM THE TEXT TO SUPPORT THEIR UNDERSTANDING Including, but not limited to: Identify text evidence that supports inferences in fiction STAAR Note: This Knowledge and Skills Statement may be assessed with Figure 19D and/or Figure 19E. Many STAAR items that assess summary include two choices that are plausible. Students must be able to compare the choices to determine which one is the BEST. TxCCRS
7.6A
E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths. Explain the influence of the setting on plot development. Readiness Standard
Explain THE INFLUENCE OF THE SETTING ON PLOT DEVELOPMENT
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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Setting – the time and place in which a narrative occurs. Elements of setting may include the physical, psychological, cultural, or historical background against which the story takes place. Plot – the basic sequence of events in a story. In conventional stories, plot has three parts: rising action, climax, and falling action. Setting can influence the following plot elements: Exposition – an introduction that provides necessary details about characters and setting; the main problem or conflict is introduced Rising action – the part of the story that develops the problem/conflict through a series of events that build interest and/or suspense; these events lead up to the climax/turning point Climax/turning point – the highest point in the story where the problem/conflict reaches its peak; the turning point can be the event right before the climax, or can also be considered the climax Falling action – the event(s) after the climax/turning point leading to the resolution Denouement/Resolution – the conclusion to the story that reveals the solution to the problem/conflict; not all stories have clear resolutions Note: Students should also be able to identify how character thoughts and actions contribute to plot development. 7.6B
Analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts. Readiness Standard
Analyze THE DEVELOPMENT OF THE PLOT THROUGH THE INTERNAL AND EXTERNAL RESPONSES OF THE CHARACTERS, INCLUDING THEIR MOTIVATIONS AND CONFLICTS Internal response of a character – a response demonstrated though inner thoughts and feelings
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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External responses of a character – a response demonstrated by the character through speech or action Including, but not limited to: Steps of analysis Identify the character’s unique human qualities Identify the character’s internal conflict and motivation Identify the character’s external conflict, motivation, and responses Determine its effect from the characters unique human qualities, motivations, and conflicts Explain characters’ influence (through motivation and conflict) on plot development Possible examples of unique human qualities: Courage/fear Ambition/laziness Honesty/dishonesty Conflict – in literature, the opposition of persons or forces that brings about dramatic action central to the plot of a story. Conflict may be internal, as a psychological conflict within a character, or external (e.g., man versus man, man versus nature, or man versus society). Possible character motivations for decisions, actions, and changes: Intellectual motivation Emotional motivation Physical motivation Importance of status
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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7.6C
Analyze different forms of point of view, including first-person, third-person omniscient, and third-person limited. Supporting Standard
Analyze DIFFERENT FORMS OF POINT OF VIEW Including, but not limited to: Steps in analysis Identify point of view Determine the advantage or disadvantage of the particular point of view Including, but not limited to: First-person – narrated by a character or characters inside the story using the pronoun “I” – usually the main character is narrating, but a minor character could also narrate or sometimes there can be multiple first-person narrators Third-person omniscient – the narrator tells the story in third person from an all-knowing perspective. The knowledge is not limited by any one character's view or behavior as the narrator knows everything about all characters. Third-person limited – the narrator restricts his or her knowledge to one character’s view or behavior Advantages of first-person point of view: Credibility – a strange or fantastic story is easier to believe if told by someone who is supposedly relaying a first-hand experience. It is far more natural for a character to reveal her own thoughts than it is for the author to tell what she is thinking and feeling. Intimacy – The “I” narrator seems to address the reader directly from the heart, sharing his/her personal observations and insights with an interested listener. Disadvantages of first-person point of view:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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The reader can see, hear, and know only what the narrator sees, hears, and knows. Advantage of third-person omniscient: Obvious freedom and unlimited scope Disadvantage of third-person omniscient: Relative loss of involvement and intimacy Advantage of third-person limited: Encourages personal connections to one character Disadvantage of third-person limited: Surrenders the privileges of seeing and knowing everything and typically follows one character throughout the story, presenting only those incidents in which the character is involved The reader’s perception of other characters is colored by the narrator’s predispositions, prejudices, and personal limitations 7.7
Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to:
Understand, Make inferences, Draw conclusions ABOUT THE VARIED STRUCTURAL PATTERNS AND FEATURES OF LITERARY NONFICTION Including, but not limited to:
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Make inferences related to the whole literary nonfiction text including author's purpose Make inferences related to a part of the literary nonfiction text including author's purpose Make inferences related to the structure of literary nonfiction text (e.g., organization, Page 31 of 55
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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paragraphs) including author's purpose Make inferences related to features (elements) of literary nonfiction text (e.g., characterization, point of view, setting, events) Make inferences related to specific details in literary nonfiction text including author's purpose Make inferences related to literary devices (e.g., analogy, metaphor, simile) Summarize literary nonfiction text in ways that maintain meaning and logical order Summarize – to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. Respond by providing EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING Including, but not limited to: Identify text evidence that supports inferences in literary nonfiction text STAAR Note: This Knowledge and Skills Statement may be assessed with Figure 19D and/or Figure 19E. TxCCRS
7.7A
E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths. Describe the structural and substantive differences between an autobiography or a
Describe
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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diary and a fictional adaptation of it. Supporting Standard
THE STRUCTURAL AND SUBSTANTIVE DIFFERENCES BETWEEN AN AUTOBIOGRAPHY OR A DIARY AND A FICTIONAL ADAPTATION OF IT Autobiography – the life story of a person, as told by himself or herself Diary – tells a person’s actions, feelings, beliefs, and perceptions at a particular time. It can be written in either first- or third-person point of view typically in the style of journal writing. Fictional adaptation – based on a real event. The adaptation can be fictional, true, or an elaboration of the original text. The adaptation may be written in the same style as an autobiography or diary. Literary nonfiction – a type of narrative based on actual persons, places, and things. In literary nonfiction, a writer may construct text in any number of ways and is not limited to the organizational patterns normally associated with nonfiction texts. (e.g., biography, autobiography, memoir) Note: When comparing for structure, consider how the pieces are constructed or put together including examining organizational patterns. When comparing for substantive differences, consider the most important elements that create meaning in each piece (e.g., theme, character, setting, conflict, etc.).
7.8
Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to:
Understand, Make inferences, Draw conclusions ABOUT HOW AN AUTHOR’S SENSORY LANGUAGE CREATES IMAGERY IN LITERARY TEXT Including, but not limited to:
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Make inferences related to sensory language Make inferences related to figurative language (e.g., idiom, simile, metaphor, personification) Draw conclusions about how sensory language creates imagery, mood, and symbolism Page 33 of 55
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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Sensory language – words an author uses to help the reader experience the sense elements of the story. Sensory language is language that appeals to one or more of the five senses: sight, sound, touch, smell, and taste. Figurative language – language not intended to be taken literally but layered with meaning through the use of imagery, metaphors, and other literary devices Provide EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING STAAR Note: This Knowledge and Skills Statement may be assessed with Figure 19D. 7.8A
Determine the figurative meaning of phrases and analyze how an author's use of language creates imagery, appeals to the senses, and suggests mood. Readiness Standard
Determine THE FIGURATIVE MEANING OF PHRASES Analyze HOW AN AUTHOR’S USE OF LANGUAGE CREATES IMAGERY, APPEALS TO THE SENSES, AND SUGGESTS MOOD Including, but not limited to: Steps in analysis Identify the figurative meaning of phrases Identify the sense(s) the language appeals to and its(their) role in imagery Identify the words or phrases that contribute to the overall mood Explain how the literary language appeals to the senses and mood
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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Examples of literary language/devices: Simile Metaphor Hyperbole Personification Idiom Oxymoron Pun Irony Mood – the atmosphere or feeling created by the writer in a literary work or passage. Mood can be expressed through imagery, word choice, setting, voice, and theme. For example, the mood evoked in Edgar Allen Poe’s work is gloomy and dark. Oxymoron – combines two contradictory terms (e.g., sweet sorrow) Pun – a play on words, sometimes on different senses of the same word and sometimes on the similar sense or sound of different words (e.g., The ballet shoes made a point.) 7.9
Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
Analyze, Make inferences, Draw conclusions ABOUT THE AUTHOR’S PURPOSE IN CULTURAL, HISTORICAL, AND CONTEMPORARY CONTEXTS Including, but not limited to: Determine the purpose of an entire informational text Determine the purpose of a paragraph(s) or section(s) of an informational text
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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Determine the purpose of a specific sentence or detail from an informational text Make inferences and draw conclusions within cultural and historical contexts Possible verbs to describe purpose: To inform, explain, tell, demonstrate, share, reveal, teach, communicate, discuss, outline, educate To illustrate, show, describe, simulate To compare, contrast To provide, give information/examples, give reasons To persuade, express an opinion, prove, encourage, argue, convince, challenge, advocate To reinforce (an idea), emphasize, highlight To suggest, imply To celebrate To question To introduce Provide EVIDENCE FROM THE TEXT TO SUPPORT THEIR UNDERSTANDING STAAR Note: This Knowledge and Skills Statement may be assessed with Figure 19D. TxCCRS
7.9A
E/LAS.II.C - English/Language Arts/Reading. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods. Explain the difference between the theme of a literary work and the author's purpose in an
Explain
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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expository text. Supporting Standard
THE DIFFERENCE BETWEEN THE THEME OF A LITERARY WORK AND THE AUTHOR’S PURPOSE IN AN EXPOSITORY TEXT Including, but not limited to: Identify the theme in a literary work and it’s relation to the author’s purpose Identify the author’s purpose in an expository text Describe the difference between the theme and the author’s purpose Possible author’s purpose in an expository text: To inform To explain Theme – the central or universal idea of a piece of fiction or the main idea of a nonfiction essay Purpose – the intended goal of a piece of writing; the reason a person writes
7.14
TxCCRS
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: E/LAS.I.A - English/Language Arts/Writing. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in wellorganized paragraphs, and the use of appropriate language that advances the author's purpose.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across the curriculum
7.14A
Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.
Plan A FIRST DRAFT Including, but not limited to: Determine appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews, etc.) Select a focused topic Determine the purpose or intended meaning of the topic Determine an appropriate audience Generate and categorize ideas and details about the selected topic (e.g., webbing, graphic organizer, listing, etc.) Purpose – the intended goal of a piece of writing; the reason a person writes Audience – the intended target group for a message, regardless of the medium Examples of purposes for writing: To entertain To explain To describe To inform To persuade To respond
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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Develop A THESIS OR CONTROLLING IDEA Thesis – a statement or premise supported by arguments; the subject or theme of a speech or composition Controlling idea – the main point or underlying direction of a piece of writing. A controlling idea makes the reader ask a question that will be answered by reading more or helps the reader understand the author’s purpose for writing the paragraph or essay. Note: This is the first step in the writing process, often referred to as prewriting or planning. 7.14B
Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing. Readiness Standard
Develop DRAFTS Including, but not limited to: Construct a draft using a selected organizational strategy according the genre and purpose Include and build upon ideas and details that are strongly related and contribute to the thesis or controlling idea of the piece Develop a coherent draft that is focused, organized, and well controlled with meaningful transitions and connections Choose words that are purposeful and precise and support the overall meaning (or purpose) of the piece Examples of possible organizational patterns (strategies):
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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Sequential order Chronological order Order of importance Cause-and-effect Compare and contrast Problem/solution Description Organizational pattern (strategy) – the pattern an author constructs as he organizes his or her ideas and provides supporting details Organization of a paper – the development of ideas in a coherent manner. In a well-organized paper, main points should be supported, each idea should flow sequentially and logically to the next idea, transitions should connect ideas, and extraneous sentences should not be included. Transitional words and phrases – words or phrases that help to sustain a thought or idea through the writing. They link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas. Word choice – the author’s thoughtful use of precise vocabulary to fully convey meaning to the reader Note: This is the second step in the writing process, often referred to as drafting. The focus is on developing ideas and the message not on mechanics. 7.14C
Revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of
After rethinking HOW WELL QUESTIONS OF PURPOSE, AUDIENCE, AND GENRE HAVE BEEN ADDRESSED
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effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed. Readiness Standard
Purpose – the intended goal of a piece of writing; the reason a person writes Audience – the intended target group for a message, regardless of the medium Genre – the type or class of a work, usually categorized by form, technique, or content Revise DRAFTS Revise – changing, adding, or deleting words, phrases, or sentences to clarify and/or to enhance the message to ensure the purpose, audience, and genre have been addressed Revisions may include, but are not limited to: Ensure precise word choice and vivid images Maintain consistent point of view Use varied sentences, simple, compound, and complex, that are purposeful and well controlled to enhance the effectiveness of the piece Check internal (within the paragraph) and external (within the complete piece) coherence Improve transitions and sentence-to-sentence connections to enhance the flow of the piece Coherent – logically ordered, with consistent relations of parts to the whole (e.g., a coherent essay) Internal coherence – a logical organization and fluid progression of ideas and /or sentences; a piece of writing with internal coherence does not contradict itself External coherence – organizing the major components of a written composition- introduction, body, conclusion, or in the case of a multi-paragraph essay, the paragraphs- in a logical sequence so that they flow easily and progress from one idea to another while still holding
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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true to the central idea of the composition Word choice – the author’s thoughtful use of precise vocabulary to fully convey meaning to the reader Revisions may include, but are not limited to: Revise entire sentences including, but not limited to: Run-on sentences and comma splices Fragments Order of words and phrases (e.g., misplaced prepositional phrases) Repetition Transitional sentence Revise/change/replace single words and phrases including, but not limited to: General vs. specific Formal vs. informal Synonym vs. antonym Transitional words/phrases Pronoun specificity (antecedents) Inappropriate vs. appropriate Add/insert entire sentences including, but not limited to: Closing/concluding sentences that emphasizes the overall message or controlling idea Relevant details in appropriate places Add/insert single words and/or phrases including, but not limited to: Transitions Delete unnecessary sentences/details Combine sentences into a single sentence while maintaining meaning and clarity and avoiding comma splices, run-ons, and fragments Note: Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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While this is considered the third step in the writing process, revision may be ongoing throughout the writing process. 7.16
Writing/Personal. Students write about their own experiences. Students are expected to:
TxCCRS
E/LAS.I.A - English/Language Arts/Writing. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in wellorganized paragraphs, and the use of appropriate language that advances the author's purpose.
TxCCRS
CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across the curriculum
7.16A
Write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences.
Write A PERSONAL NARRATIVE Including, but not limited to: Focus on a realistic personal experience Use an organizational structure that is appropriate to the purpose (e.g., sequential, cause/effect, problem/solution, logical order, etc.) Use literary devices that contribute to the overall meaning Convey the experience and communicate its importance or meaning Communicate changes and/or insights that developed as a result of the experience Provide details that are vivid and expressive and contribute to understanding the personal experience
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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Personal narrative – an expressive literary piece written in first person that centers on a particular event in the author’s life and may contain vivid description as well as personal commentary and observations Literary device – a specific convention or structure—such as imagery, irony, or foreshadowing —that is employed by the author to produce a given effect. Literary devices are important aspects of an author’s style. 7.19
Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:
TxCCRS
Edit writing for proper voice, tense, and syntax, assuring that it conforms to standard English, when appropriate.
TxCCRS
CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across the curriculum
TxCCRS
Write clearly and coherently using standard writing conventions.
7.19A
Identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: Readiness Standard
Identify, Use, Understand THE FUNCTION OF THE FOLLOWING PARTS OF SPEECH IN THE CONTEXT OF READING, WRITING, AND SPEAKING:
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STAAR Note: Questions related to parts of speech may include the following: Subject/verb agreement Consistent verb tense 7.19A.iii
adverbial and adjectival phrases and clauses Supporting Standard
Phrase – a sentence fragment that does not include a subject and a verb Clause – a sentence fragment that contains a subject and a verb Adjectival phrase – a prepositional or participle phrase that acts like an adjective and modifies a noun or a pronoun (e.g., The dog, showing off, is mine.) Adjectival clause – a group of words with a subject and a verb that acts as an adjective by describing a noun or pronoun (e.g., The young man who is sitting near the door is my son.). Relative pronouns (who, whom, whose, which, that) usually introduce the adjectival clause but clauses may also begin with relative adverbs (when, where, why). Adverbial phrase – a prepositional phrase that modifies a verb, adjective, or another adverb (e.g., The tennis courts stay open late into the evening.) Adverbial clause – a group of words with a subject and a verb that acts as an adverb by modifying a verb, adjective, or another adverb (e.g., I will go home when the party is over.)
7.19A.v
prepositions and prepositional phrases and their influence on subject-verb agreement Supporting Standard
Including, but not limited to:
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
When a prepositional phrase is between the subject and the verb, the verb must agree with the subject (e.g., The books on the shelf are dusty.) Page 45 of 55
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Preposition – a word that relates its object to another word in the sentence (e.g., at in at school or of in of your writing) Prepositional phrase – a phrase that begins with a preposition and is followed by an object (e.g., on the road and by her) 7.19B
Write complex sentences and differentiate between main versus subordinate clauses. Supporting Standard
Write COMPLEX SENTENCES Complex sentence – a sentence with an independent clause and at least one dependent clause (e.g., I cleaned the room when the guests left.) Differentiate BETWEEN MAIN VERSUS SUBORDINATE CLAUSES Independent clause – a group of words containing a subject and a verb that can stand alone as a complete sentence; also called a main clause Subordinate clause – a clause containing a subject and a verb that modifies a main or independent clause but cannot stand alone; also called a dependent clause (e.g., until he goes in I will wait until he goes)
7.19C
Use a variety of complete sentences (e.g., simple, compound, complex) that include
Use
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses. Readiness Standard
A VARIETY OF COMPLETE SENTENCES THAT INCLUDE PROPERLY PLACED MODIFIERS, CORRECTLY IDENTIFIED ANTECEDENTS, PARALLEL STRUCTURES, AND CONSISTENT TENSES Including, but not limited to: Use simple sentences Use compound sentences Use complex sentences Use sentences that do not shift in tense, number, or person Consider modifiers, antecedents, and parallel structures Simple sentence – a sentence with one clause (e.g., The chicken crossed the road.) Compound sentence – a sentence composed of at least two independent clauses linked with a conjunction (e.g., Sam talked, and Emma listened.) Complex sentence – a sentence with an independent clause and at least one dependent clause (e.g., I cleaned the room when the guests left.) Modifier – words that modify or make more specific the meanings of other words; includes words or phrases that act as adjectives and adverbs (e.g., The tired child fell off the swing.). The modifying phrase is next to or in clear relation to the intended word. Antecedent – a noun that a pronoun refers to (e.g., Iris is the antecedent of she in Iris tried, but she couldn't find the book) Parallel structure – the use of the same grammatical structure (i.e., noun phrases, verb phrases) within a sentence or in a bulleted list. Example of parallel structure: I like to swim, to dance, and to camp. Example of non-parallel structure: I like to swim, to dance, and go camping.
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Consistent tense – using the same verb tense throughout a sentence, paragraph, or essay. Shifting from one verb tense to another should be done only when demonstrating a shift in time. STAAR Note: Questions that address a variety of sentence structures may include the following types of distractors: Run-on Fragment Comma splice Misplaced modifier 7.20
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:
7.20B
Recognize and use punctuation marks including: Readiness Standard
Recognize, Use
semicolons, colons, and hyphens Supporting Standard
Possible uses of semicolons:
7.20B.ii
PUNCTUATION MARKS INCLUDING:
Between independent clauses in a compound sentence without coordinating conjunction Example: We bought a house on the west side of town; they bought theirs on the east side. Before a conjunctive adverb (e.g., however, otherwise, therefore, also, consequently, etc.) used Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
to connect independent clauses. A comma goes after the conjunctive adverb. Example: It is late; otherwise, I would go to the movies. To separate a series of phrases or clauses that have punctuation, like commas, in them Example: The winning team included three boys from the same school: Joe Smith, the catcher; Jose Martinez, the short stop; and Dave Larsen, the right fielder. Conjunctive adverb – an adverb (e.g., however, nonetheless, therefore) that introduces or connects independent clauses and that shows cause and effect, comparison, contrast, or some other relationship between the clauses Possible uses of colons: After an independent clause that introduces a list that follows Example: On vacation, we traveled through three states: Texas, New Mexico, and Arizona. After the salutation in a business letter Example: To whom it may concern: Possible uses of hyphens In a compound adjective (two adjectives joined together to describe the same noun) Example: Gary Paulsen is a well-known author. In compound numbers Example: The president must be thirty-five years old. With prefix ex- (meaning former), self-, and all- (e.g., ex-husband, self-righteous, all-inclusive); with the suffix -elect (e.g., president-elect) Example: The mayor-elect was self-confident he would do a good job for the city. To divide words at the end of line when space is limited (make the breaks at syllable junctures) Example: The intelligent boy was re-warded for his courage.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Choose appropriate ELPS to support instruction. ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A
use prior knowledge and experiences to understand meanings in English
ELPS.c.1B
monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D
speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E
internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F
use accessible language and learn new and essential language in the process
ELPS.c.1G
demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. commensurate with grade-level learning expectations
ELPS.c.1H
develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2
The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A
distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B
recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C
learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D
monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E
use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F
listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G
understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H
understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I
demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3
The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A
practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B
expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C
speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D
speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E
share information in cooperative learning interactions
ELPS.c.3F
ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H
narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I
adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J
respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4
The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A
learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B
recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C
develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D
use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G
demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H
read silently with increasing ease and comprehension for longer periods
ELPS.c.4I
demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J
demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.4K
demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet gradelevel learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A
learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B
write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C
spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D
edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E
employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F
write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G
narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 03/09/2016
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
SUGGESTED DURATION : 10 days
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SUGGESTED DURATION : 10 days
UNIT OVERVIEW This unit bundles student expectations that address strategies used to interpret relationships across and between literary genres and media and for students to summarize, synthesize, and make connections. Students examine a variety of literary texts representing a wide range of themes in literary works in order to support understanding of written and visual text, as well as, enhance writing. In previous units, students explored literary works for the purpose of analyzing genre features and to use reading and writing processes to understand and communicate meaning. During this unit, students use previously learned knowledge and skills to examine a variety of literary genres presenting similar ideas while recognizing features specific to each genre. Students analyze literary texts and media by making comparisons in purpose and perspective and make text, personal, and world connections. Students describe multiple themes in works of fiction. The exploration of a variety of genres continues to develop personal reading preferences and provide a foundation for participation in discussions. Students continue to compose original text using the fundamentals of the writing process to communicate their own understanding. Students explore language while continuing to build on the principle that vocabulary, spelling, punctuation, and grammar are critical to the ability to comprehend and communicate effectively. Word study is inclusive of genre specific vocabulary, literary terms, and appropriate vocabulary from the literature and is supported before, during, and after reading. In Unit 05A, students make connections between multiple informational texts.
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS
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UNIT UNDERSTANDINGS
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts PERFORMANCE ASSESSMENT(S)
English Language Arts and Reading Grade 7 Unit 04B PA 01 Click on the PA title to view related rubric.
OVERARCHING CONCEPTS UNIT CONCEPTS Interpretation – Connections, Meaning Elements – Plot, Setting, Character Form – Fictional Short Story
SUGGESTED DURATION : 10 days UNIT UNDERSTANDINGS Understanding the connections between literary elements facilitates the reader’s ability to make meaning of text.
After reading a fictional short story, create a plot line identifying key events in the story. Next to each event, identify the main character’s internal and external responses to the events. In a short paragraph, explain how the character’s responses to each event were driven by their motivations and conflicts. In addition, include how the setting influences plot development. Standard(s): 7.6A , 7.6B , 7.17C , 7.Fig19C , 7.Fig19D , 7.Fig19E ELPS.c.1E , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5G
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts PERFORMANCE ASSESSMENT(S)
English Language Arts and Reading Grade 7 Unit 04B PA 02 Click on the PA title to view related rubric.
OVERARCHING CONCEPTS UNIT CONCEPTS Techniques – Sensory Detail, Imagery, Simile, Metaphor, Hyperbole, Personification, Pun, Irony, Oxymoron Form – Literary Works
SUGGESTED DURATION : 10 days UNIT UNDERSTANDINGS Authors use techniques and elements to enable the reader to experience and connect with the events and characters.
While reading a variety of literary works, create a chart to record words, phrases, and sentences that appeal to your senses. On the chart, record the meaning of collected words, phrases, and sentences. With a partner, discuss how the authors’ use of language creates imagery and suggests mood. Standard(s): 7.8A , 7.28A , 7.Fig19C , 7.Fig19D ELPS.c.1E , ELPS.c.1H , ELPS.c.2C , ELPS.c.3E , ELPS.c.3G , ELPS.c.3H , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.5G
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts PERFORMANCE ASSESSMENT(S)
English Language Arts and Reading Grade 7 Unit 04B PA 03 Click on the PA title to view related rubric.
OVERARCHING CONCEPTS UNIT CONCEPTS
SUGGESTED DURATION : 10 days UNIT UNDERSTANDINGS
Interpretation – Connection, Relevance Perspective – Beliefs Form – Literary Works
Readers create connections to make text personally relevant and useful.
Perspective – Ideas, Feelings Interpretation – Connection, Clarification
Authors communicate their ideas and feelings about their own lives and the world around them in order to connect with others and to clarify their own thinking.
Conventions – Grammar, Punctuation, Capitalization, Spelling
Authors use conventions of written language to communicate clearly and effectively.
After reading two different types of literary works, use a T-chart to record similarities and differences between the works. Provide textual evidence to support your ideas. Standard(s): 7.17C , 7.Fig19C , 7.Fig19D , 7.Fig19F ELPS.c.1H , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.5G
English Language Arts and Reading Grade 7 Unit 04B PA 04 Click on the PA title to view related rubric. Using a teacher-provided prompt, write a one-page personal narrative that has a clearly defined focus and conveys thoughts and feelings about an experience. Standard(s): 7.14A , 7.14B , 7.14C , 7.14D , 7.14E , 7.16A ELPS.c.5C , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts PERFORMANCE ASSESSMENT(S)
English Language Arts and Reading Grade 7 Unit 04B PA 05 Click on the PA title to view related rubric.
OVERARCHING CONCEPTS UNIT CONCEPTS
SUGGESTED DURATION : 10 days UNIT UNDERSTANDINGS
Interpretation – Connections Perception – Thoughts
Readers use strategies to support interpretation of text.
Interpretation – Relationships, Knowledge, Vocabulary
Understanding new words and concepts enhances comprehension and oral and written communication.
Write multiple response entries including thoughts, connections, and/or strategies that deepen understanding of literary texts and media. Provide evidence from the text to support ideas. Standard(s): 7.17C , 7.Fig19A , 7.Fig19B , 7.Fig19C , 7.Fig19D , 7.Fig19E , 7.Fig19F ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F , ELPS.c.5G
English Language Arts and Reading Grade 7 Unit 04B PA 06 Click on the PA title to view related rubric. Record multiple entries in a Vocabulary Notebook that demonstrate knowledge of new words, their meanings, and origins. Standard(s): 7.2A , 7.2B , 7.2C , 7.2D , 7.2E ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H , ELPS.c.4A , ELPS.c.5B , ELPS.c.5F , ELPS.c.5G
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts PERFORMANCE ASSESSMENT(S)
SUGGESTED DURATION : 10 days
OVERARCHING CONCEPTS UNIT CONCEPTS
UNIT UNDERSTANDINGS
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS MISCONCEPTIONS: Some students confuse the theme of a literary work with the topic. The topic is the subject while the theme is a comment, an observation, a lesson or an insight about the subject. Topics can be stated in one or two words. Themes should be stated in complete sentences.
UNIT VOCABULARY Theme – the central or universal idea of a piece of fiction or the main idea of a nonfiction essay Purpose – the intended goal of a piece of writing; the reason a person writes
UNIT ASSESSMENT ITEMS Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Creator if your district has granted access to that tool.
SYSTEM RESOURCES Grade 7 ELAR STAAR Resources - Literary Nonfiction Grade 7 ELAR STAAR Resources - Fiction Grade 7 ELAR STAAR Resources - Poetry Grade 7 ELAR STAAR Resources - Paired Grade 7 ELAR STAAR Resources - Drama Conventions Alignment Tools: Grade 7 Grade 7 ELAR STAAR Resources - Editing Grade 7 ELAR STAAR Resources - Revising
OTHER RESOURCES None identified
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts INSTRUCTIONAL COMPONENTS
TEKS
SUGGESTED DURATION : 10 days ONGOING TEKS
FORMATIVE ASSESSMENT EXAMPLES
This chart provides an organizational structure for the TEKS included in this unit. Ongoing TEKS may be reviewed during whole group and small group instruction or applied by students through meaningful practice. Word Study
TEKS Vocabulary Development: 7.2A, 7.2B, 7.2C, 7.2D
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
Ongoing TEKS Vocabulary Development: 7.2E
Observation Data Teacher-Student Conference Checklist
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS Reading
TEKS TEKS Theme and Genre: 7.3A, 7.3B, 7.3C Poetry: 7.4A Drama: 7.5A Fiction: 7.6A, 7.6B, 7.6C Literary Nonfiction: 7.7A Sensory Language: 7.8A Culture and History: 7.9A Comprehension Skills.: 7.Fig19C, 7.Fig19D, 7.Fig19E, 7.Fig19F
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
ONGOING TEKS Ongoing TEKS Fluency: 7.1A Media Literacy: 7.13A, 7.13B, 7.13C Listening: 7.26A, 7.26B, 7.26C Teamwork: 7.28A Comprehension Skills.: 7.Fig19A
FORMATIVE ASSESSMENT EXAMPLES Rubric Reader’s Notebook Writer’s Notebook Vocabulary Notebook Oral Reading Fluency Check Oral Quiz Written Quiz Portfolio
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS Writing
TEKS TEKS Writing: Writing Process: 7.14A, 7.14B, 7.14C, 7.16A Conventions: 7.19A.iii, 7.19A.v, 7.19B, 7.19C Handwriting, Capitalization, and Punctuation: 7.20B.ii
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
ONGOING TEKS
FORMATIVE ASSESSMENT EXAMPLES
Ongoing TEKS Writing Process: 7.14D, 7.14E Conventions: 7.19A.i, 7.19A.ii, 7.19A.iv, 7.19A.vi, 7.19A.vii, 7.19A.viii Handwriting, Capitalization, and Punctuation: 7.20A, 7.20B.i Spelling: 7.21A Listening: 7.26A, 7.26B, 7.26C Teamwork: 7.28A
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
The phase 2 College Readiness English Language Arts and Reading vertical alignment team found that the College Readiness Standards in English Language Arts and Reading are well aligned with the Texas Essential Knowledge and Skills. TEKS#
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UNIT LEVEL SPECIFICITY
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Legend:
Legend:
Bold black text in italics: Knowledge and Skills Statement (TEKS) and Texas College and Career Readiness Standard (TxCCRS) Bold black text: Student Expectation (TEKS) Bold red text in italics: Student Expectation identified by TEA as a Readiness Standard for STAAR Bold green text in italics: Student Expectation identified by TEA as a Supporting Standard for STAAR Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit(s) 7.2
TxCCRS
Blue text: Supporting information / Clarifications from TCMPC (Specificity) Bold blue text:Standards for Ensuring Success from Kindergarten to College and Career Spring 2012 Update, 2012 Texas Education Agency/University of Texas System Blue text in italics: Unit-specific clarification Black text: Texas Education Agency (TEA)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: E/LAS.II.B - English/Language Arts/Reading. Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing.
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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7.2A
Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes. Readiness Standard
Determine THE MEANING OF GRADE-LEVEL ACADEMIC ENGLISH WORDS DERIVED FROM LATIN, GREEK, OR OTHER LINGUISTIC ROOTS AND AFFIXES Possible examples: Latin: e.g., vis (vision, invisible) Greek: e.g., hydro (hydrogen, hydroplane) Affixes and roots as found in grade-level academic words and texts Affix – a word element, such as a prefix or suffix, that occurs before or after a root or base word to modify its meaning (e.g., the prefix un- and the suffix -able in unbelievable) Academic English words 1. words used in the learning of academic subject matter in formal educational context that are associated with literacy and academic achievement, including specific academic terms, technical language, and speech registers related to each field of study 2. words used during instruction and exams, and in textbooks These could include words that are specific to content (e.g., hyperbole, metaphor, and meter) or that are related to learning tasks (e.g., compare/contrast, differentiate, and infer). STAAR Note: Questions associated with 7.2A may refer students back to the paragraph in the passage that contains the word being assessed. Context, along with word parts, is important in determining word meaning. Refer to 7.2B for the standard addressing context clues. Students have access to dictionaries during the STAAR exam. Dictionaries can assist students in
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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determining word meaning. Refer to 7.2E for the standard addressing dictionary skills. 7.2B
Use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words. Readiness Standard
Use CONTEXT Context – the words, sentences, or passages that precede or follow a specific word, sentence, or passage To determine or clarify THE MEANING OF UNFAMILIAR OR AMBIGUOUS WORDS Including, but not limited to: Identify and use relationships among surrounding words, phrases, sentences, and paragraphs Use examples within the sentence, paragraph, or larger sections of text Use definition within the sentence and/or paragraph Use restatement within the sentence Ambiguous – vague, unclear STAAR Note: Students have access to dictionaries during the STAAR exam. Dictionaries can assist students in determining word meaning. Refer to 7.2E for the standard addressing dictionary skills. However, students should consider the dictionary definitions in conjunction with contextual meaning.
7.2C
Complete analogies that describe part to whole or whole to part.
Complete ANALOGIES THAT DESCRIBE PART TO WHOLE OR WHOLE TO PART
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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Example: Ink is to pen as page is to book (part to whole) Pen is to ink as book is to page (whole to part) Analogy – a vocabulary exercise in which an association between a concept and its attribute is present (e.g., hot:cold as north:____.) 7.2D
Identify the meaning of foreign words commonly used in written English with emphasis on Latin and Greek words (e.g., habeus corpus, e pluribus unum, bona fide, nemesis).
Identify THE MEANING OF FOREIGN WORDS COMMONLY USED IN WRITTEN ENGLISH WITH EMPHASIS ON LATIN AND GREEK WORDS Including, but not limited to: Habeas corpus E pluribus unum Bona fide Nemesis Other possible examples: Pro bono Vice versa In memoriam Others as found in grade-appropriate texts
7.Fig19
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: TxCCRS
CDS.I.D - Cross-Disciplinary Standards/Key Cognitive Skills. Academic behaviors
TxCCRS
CDS.II.A - Cross-Disciplinary Standards/Foundational Skills. Reading across the curriculum
7.Fig19B
Ask literal, interpretive, evaluative, and universal questions of text.
Ask LITERAL, INTERPRETIVE, EVALUATIVE, AND UNIVERSAL QUESTIONS OF TEXT Including, but not limited to: Before, during, and after reading Literal question – knowledge level, fact-based question (e.g., who, what, when, where, why, and how questions), questions asked for clarification Interpretive question – may have more than one answer and requires that the answer(s) be supported with evidence from the text (e.g., What does this mean?) Evaluative question – asks for an opinion, a belief, or a point of view. Responses may represent different perspectives and should be supported with evidence from the text. (e.g., Do you agree or disagree? What do you feel about this? What do you believe about this? What is your opinion about
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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this?) Universal question – an open-ended question that is raised by ideas in the text and transcend social and cultural boundaries and speak to a common human experience (e.g., What does the character believe in? What is the main character willing to fight for? How does this story give you a better understanding of human nature?) 7.Fig19C
Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; creating sensory images).
Reflect ON UNDERSTANDING TO MONITOR COMPREHENSION Including, but not limited to: Summarize and synthesize (refer to 7.Fig19E) Make connections – textual, personal, and world (refer to 7.Fig19F) Create sensory images (pictures created by using the five senses- sight, smell, sound, touch, taste) Summarize – to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. Synthesize – combine elements and parts to form a coherent whole
7.Fig19D
Make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
Make COMPLEX INFERENCES ABOUT TEXT Including, but not limited to:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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Literary Text (e.g., poetry, drama, fiction, literary nonfiction) Structural elements Literary elements Sensory language Figurative language Purpose of elements and language in sections of text and/or specific sentences Note: Refer to the specificity of the Knowledge and Skills Statements for each literary genre for additional information on inferring in each type of literary text. Informational Text (e.g., expository, persuasive, embedded procedural text/graphics) Purpose of informational text Main idea of whole texts and sections of texts Details that support the central idea or controlling idea Note: Refer to the specificity of the Knowledge and Skills Statements for each informational genre for additional information on inferring in each type of informational text. Complex inference – goes beyond the explicit text. A complex inference can be a subtle inference. Subtle inference – is one in which the bits of information are not as easily connected Generalization – a conclusion about a group of persons, places, or things Drawing conclusions – a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information. Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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Inductive reasoning – the process of determining general principles by logic or observation from specific data; reasoning from parts to whole (e.g., all ice I’ve ever felt is cold; therefore, all ice is cold) Deductive reasoning – the process of logical reasoning from general principles to specific instances based on the assumed truth of the principle; reasoning from wholes to parts. Use TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING Textual evidence – specific details or facts found in the text that support what is inferred 7.Fig19E
Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
Summarize, Paraphrase, Synthesize TEXTS IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER WITHIN A TEXT AND ACROSS TEXTS Summary includes, but is not limited to: Brief, coherent sentences that communicate the key information, ideas, or events in logical order Main ideas from the beginning, middle, and end Summarize – to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. Paraphrase – restate the meaning of something in different words. Paraphrasing alters the exact wording of the source and transmits its ideas or information without evaluation or
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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interpretation. Synthesize – combine elements and parts to form a coherent whole STAAR Note: Students may be required to summarize in multiple genres, including drama, literary nonfiction, expository text, and fiction. 7.Fig19F
Make connections between and across texts, including other media (e.g., film, play), and provide textual evidence. Readiness Standard
Make CONNECTIONS BETWEEN AND ACROSS TEXTS, INCLUDING OTHER MEDIA Including, but not limited to: Similarities and differences in: topic overarching ideas details description theme organization purpose mood tone character thoughts, actions, and traits point of view Possible texts and media: Fiction
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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Literary nonfiction Poetry Film (drama) Play (drama) Expository text Persuasive text Web-based article Documentary Advertisement Provide TEXTUAL EVIDENCE Textual evidence – specific details or facts found in text that support what is inferred 7.3
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
Analyze, Make inferences, Draw conclusions ABOUT THEME IN DIFFERENT CULTURAL, HISTORICAL, AND CONTEMPORARY CONTEXTS Including, but not limited to: Determine the theme (message/lesson) in various literary genres (e.g., poetry, drama, fiction, literary nonfiction) Make inferences about details that support the theme (message/lesson) Analyze, Make inferences, Draw conclusions ABOUT GENRE IN DIFFERENT CULTURAL, HISTORICAL, AND CONTEMPORARY CONTEXTS
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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Including, but not limited to: Distinguish characteristics of various genres Provide EVIDENCE FROM THE TEXT TO SUPPORT THEIR UNDERSTANDING Including, but not limited to: Identify text evidence that supports the theme in various literary genres STAAR Note: This Knowledge and Skills Statement may be assessed with Figure 19D. TxCCRS
7.3A
E/LAS.II.C - English/Language Arts/Reading. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods. Describe multiple themes in a work of fiction. Supporting Standard
Describe MULTIPLE THEMES IN A WORK OF FICTION Theme – the central or universal idea of a piece of fiction or the main idea of a nonfiction essay. Themes are ideas or concepts that relate to morals and values and speak to the human experience. Note: Some literature has more than one theme, while most shorter pieces have just one theme.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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7.3B
Describe conventions in myths and epic tales (e.g., extended simile, the quest, the hero's tasks, circle stories). Supporting Standard
Describe CONVENTIONS IN MYTHS AND EPIC TALES Including, but not limited to: Extended simile The quest The hero’s tasks Circle stories Possible conventions (common characteristics) of myths: Derives from traditional or ancient stories told orally Includes supernatural beings or heroes Teaches a lesson or explains a belief or a natural happening Seeks to answer some of life’s fundamental questions (e.g., Who are we? Why are we here?) Possible conventions (common characteristics) of epic tales: May be told as a long narrative poem Describes deeds of a traditional or historical hero Includes various narrative and literary techniques Circle story – a convention in myths and epic tales in which the story begins and ends in the same place. The “place” is usually a physical setting. Myth – a body of traditional or sacred stories to explain a belief or a natural happening Epic tale – a long narrative story dealing with supernatural beings or heroes
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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7.3C
Analyze how place and time influence the theme or message of a literary work. Supporting Standard
Analyze HOW PLACE AND TIME INFLUENCE THE THEME OR MESSAGE OF A LITERARY WORK Including, but not limited to: Steps in analysis Identify the setting Identify the purpose, significance, and elements of setting Explain the influences of the setting on the theme or message Setting – the time and place in which a narrative occurs. Elements of setting may include the physical, psychological, cultural, or historical background against which the story takes place.
7.4
Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to:
Understand, Make inferences, Draw conclusions ABOUT THE STRUCTURE AND ELEMENTS OF POETRY Including, but not limited to: Make inferences related to the whole poem Make inferences related to the organization of a poem Make inferences related to a section (e.g., specific lines or stanzas) of the poem Make inferences related to particular techniques (e.g., punctuation, dialogue, organization, word choice, figurative language, repetition, comparison) in the poem Make inferences related to particular sentence structures (e.g., short sentences) Make inferences related to speaker and/or character thoughts, feelings, and actions when
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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applicable Summarize poems in ways that maintain meaning Summarize – to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. Provide EVIDENCE FROM THE TEXT TO SUPPORT THEIR UNDERSTANDING Including, but not limited to: Identify text evidence that supports inferences in poetry STAAR Note: This Knowledge and Skills Statement may be assessed with Figure 19D and/or Figure 19E. Questions may require students to consider the author's (poet's) purpose when making inferences. TxCCRS
7.4A
E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths. Analyze the importance of graphical elements (e.g., capital letters, line length, word position) on the meaning of a poem. Supporting Standard
Analyze THE IMPORTANCE OF GRAPHICAL ELEMENTS ON THE MEANING OF A POEM Including, but not limited to:
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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Steps in analysis Identify/locate/recognize capital letters, line length, and/or word position Determine why the author uses the graphic element(s) Explain how the graphic element(s) contribute to the meaning Graphical element – capital letters, line length, and word position; also called the “shape” of the poem Note: When analyzing poetry, structure, literary devices, and word choice can reveal tone, an important aspect of any textual analysis. 7.5
Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to:
Understand, Make inferences, Draw conclusions ABOUT THE STRUCTURE AND ELEMENTS OF DRAMA Including, but not limited to: Make inferences related to the whole script Make inferences related to a part of the script (e.g., scene, paragraph) Make inferences related to structure of drama (e.g., scenes, lines of dialogue, stage directions, props) within part or all of the script Make inferences related to particular elements of drama (e.g., setting, character, plot, events) Summarize dramatic text in ways that maintain meaning and logical order Summarize – to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source.
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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Provide EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING Including, but not limited to: Identify text evidence that supports inferences in drama STAAR Note: This Knowledge and Skills Statement may be assessed with Figure 19D and/or Figure 19E. TxCCRS
7.5A
E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths. Explain a playwright's use of dialogue and stage directions. Supporting Standard
Explain A PLAYWRIGHT’S USE OF DIALOGUE Dialogue – the line spoken between characters in fiction or a play. Dialogue in a play is the main way in which plot, characters, and other elements are established. Possible uses of dialogue: To contribute to the movement of the plot To control the pace of the story (e.g., a relaxed conversation slows the pace of a thriller while short, harsh sentences convey arguments that raise the tension) To reveal a character's personality, feelings, growth, motives, perspective, and actions Explain
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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A PLAYWRIGHT’S USE OF STAGE DIRECTIONS Stage directions – a playwright’s descriptive comments that provide information about characters, dialogue, setting, and actions Possible uses of stage directions: To describe the setting of the play and the props being used To tell how a character is speaking (e.g., quietly, out of breath, shouting, etc.) To explain the characters’ actions (e.g., gestures, running across stage, shaking hands, etc.) in relation to their personality, feelings, growth, motives, perspective To indicate the causes(s) of plot elements (e.g., conflict, resolution) Playwright – a person who writes plays 7.6
Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
Understand, Make inferences, Draw conclusions ABOUT THE STRUCTURE AND ELEMENTS OF FICTION Including, but not limited to: Make inferences related to the whole story Make inferences related to a part of the story Make inferences related to structure of fiction (e.g., organization, paragraphs) Make inferences related to particular elements of fiction Character – actions, thoughts, motivation, qualities/traits Point of view Setting Plot
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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Summarize fictional text in ways that maintain meaning and logical order Summarize – to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. Provide EVIDENCE FROM THE TEXT TO SUPPORT THEIR UNDERSTANDING Including, but not limited to: Identify text evidence that supports inferences in fiction STAAR Note: This Knowledge and Skills Statement may be assessed with Figure 19D and/or Figure 19E. Many STAAR items that assess summary include two choices that are plausible. Students must be able to compare the choices to determine which one is the BEST. TxCCRS
7.6A
E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths. Explain the influence of the setting on plot development. Readiness Standard
Explain THE INFLUENCE OF THE SETTING ON PLOT DEVELOPMENT
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
SUGGESTED DURATION : 10 days
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Setting – the time and place in which a narrative occurs. Elements of setting may include the physical, psychological, cultural, or historical background against which the story takes place. Plot – the basic sequence of events in a story. In conventional stories, plot has three parts: rising action, climax, and falling action. Setting can influence the following plot elements: Exposition – an introduction that provides necessary details about characters and setting; the main problem or conflict is introduced Rising action – the part of the story that develops the problem/conflict through a series of events that build interest and/or suspense; these events lead up to the climax/turning point Climax/turning point – the highest point in the story where the problem/conflict reaches its peak; the turning point can be the event right before the climax, or can also be considered the climax Falling action – the event(s) after the climax/turning point leading to the resolution Denouement/Resolution – the conclusion to the story that reveals the solution to the problem/conflict; not all stories have clear resolutions Note: Students should also be able to identify how character thoughts and actions contribute to plot development. 7.6B
Analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts. Readiness Standard
Analyze THE DEVELOPMENT OF THE PLOT THROUGH THE INTERNAL AND EXTERNAL RESPONSES OF THE CHARACTERS, INCLUDING THEIR MOTIVATIONS AND CONFLICTS Internal response of a character – a response demonstrated though inner thoughts and feelings
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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External responses of a character – a response demonstrated by the character through speech or action Including, but not limited to: Steps of analysis Identify the character’s unique human qualities Identify the character’s internal conflict and motivation Identify the character’s external conflict, motivation, and responses Determine its effect from the characters unique human qualities, motivations, and conflicts Explain characters’ influence (through motivation and conflict) on plot development Possible examples of unique human qualities: Courage/fear Ambition/laziness Honesty/dishonesty Conflict – in literature, the opposition of persons or forces that brings about dramatic action central to the plot of a story. Conflict may be internal, as a psychological conflict within a character, or external (e.g., man versus man, man versus nature, or man versus society). Possible character motivations for decisions, actions, and changes: Intellectual motivation Emotional motivation Physical motivation Importance of status
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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7.6C
Analyze different forms of point of view, including first-person, third-person omniscient, and third-person limited. Supporting Standard
Analyze DIFFERENT FORMS OF POINT OF VIEW Including, but not limited to: Steps in analysis Identify point of view Determine the advantage or disadvantage of the particular point of view Including, but not limited to: First-person – narrated by a character or characters inside the story using the pronoun “I” – usually the main character is narrating, but a minor character could also narrate or sometimes there can be multiple first-person narrators Third-person omniscient – the narrator tells the story in third person from an all-knowing perspective. The knowledge is not limited by any one character's view or behavior as the narrator knows everything about all characters. Third-person limited – the narrator restricts his or her knowledge to one character’s view or behavior Advantages of first-person point of view: Credibility – a strange or fantastic story is easier to believe if told by someone who is supposedly relaying a first-hand experience. It is far more natural for a character to reveal her own thoughts than it is for the author to tell what she is thinking and feeling. Intimacy – The “I” narrator seems to address the reader directly from the heart, sharing his/her personal observations and insights with an interested listener. Disadvantages of first-person point of view:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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The reader can see, hear, and know only what the narrator sees, hears, and knows. Advantage of third-person omniscient: Obvious freedom and unlimited scope Disadvantage of third-person omniscient: Relative loss of involvement and intimacy Advantage of third-person limited: Encourages personal connections to one character Disadvantage of third-person limited: Surrenders the privileges of seeing and knowing everything and typically follows one character throughout the story, presenting only those incidents in which the character is involved The reader’s perception of other characters is colored by the narrator’s predispositions, prejudices, and personal limitations 7.7
Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to:
Understand, Make inferences, Draw conclusions ABOUT THE VARIED STRUCTURAL PATTERNS AND FEATURES OF LITERARY NONFICTION Including, but not limited to:
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
Make inferences related to the whole literary nonfiction text including author's purpose Make inferences related to a part of the literary nonfiction text including author's purpose Make inferences related to the structure of literary nonfiction text (e.g., organization, Page 31 of 55
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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paragraphs) including author's purpose Make inferences related to features (elements) of literary nonfiction text (e.g., characterization, point of view, setting, events) Make inferences related to specific details in literary nonfiction text including author's purpose Make inferences related to literary devices (e.g., analogy, metaphor, simile) Summarize literary nonfiction text in ways that maintain meaning and logical order Summarize – to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. Respond by providing EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING Including, but not limited to: Identify text evidence that supports inferences in literary nonfiction text STAAR Note: This Knowledge and Skills Statement may be assessed with Figure 19D and/or Figure 19E. TxCCRS
7.7A
E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths. Describe the structural and substantive differences between an autobiography or a
Describe
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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diary and a fictional adaptation of it. Supporting Standard
THE STRUCTURAL AND SUBSTANTIVE DIFFERENCES BETWEEN AN AUTOBIOGRAPHY OR A DIARY AND A FICTIONAL ADAPTATION OF IT Autobiography – the life story of a person, as told by himself or herself Diary – tells a person’s actions, feelings, beliefs, and perceptions at a particular time. It can be written in either first- or third-person point of view typically in the style of journal writing. Fictional adaptation – based on a real event. The adaptation can be fictional, true, or an elaboration of the original text. The adaptation may be written in the same style as an autobiography or diary. Literary nonfiction – a type of narrative based on actual persons, places, and things. In literary nonfiction, a writer may construct text in any number of ways and is not limited to the organizational patterns normally associated with nonfiction texts. (e.g., biography, autobiography, memoir) Note: When comparing for structure, consider how the pieces are constructed or put together including examining organizational patterns. When comparing for substantive differences, consider the most important elements that create meaning in each piece (e.g., theme, character, setting, conflict, etc.).
7.8
Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to:
Understand, Make inferences, Draw conclusions ABOUT HOW AN AUTHOR’S SENSORY LANGUAGE CREATES IMAGERY IN LITERARY TEXT Including, but not limited to:
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
Make inferences related to sensory language Make inferences related to figurative language (e.g., idiom, simile, metaphor, personification) Draw conclusions about how sensory language creates imagery, mood, and symbolism Page 33 of 55
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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Sensory language – words an author uses to help the reader experience the sense elements of the story. Sensory language is language that appeals to one or more of the five senses: sight, sound, touch, smell, and taste. Figurative language – language not intended to be taken literally but layered with meaning through the use of imagery, metaphors, and other literary devices Provide EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING STAAR Note: This Knowledge and Skills Statement may be assessed with Figure 19D. 7.8A
Determine the figurative meaning of phrases and analyze how an author's use of language creates imagery, appeals to the senses, and suggests mood. Readiness Standard
Determine THE FIGURATIVE MEANING OF PHRASES Analyze HOW AN AUTHOR’S USE OF LANGUAGE CREATES IMAGERY, APPEALS TO THE SENSES, AND SUGGESTS MOOD Including, but not limited to: Steps in analysis Identify the figurative meaning of phrases Identify the sense(s) the language appeals to and its(their) role in imagery Identify the words or phrases that contribute to the overall mood Explain how the literary language appeals to the senses and mood
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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Examples of literary language/devices: Simile Metaphor Hyperbole Personification Idiom Oxymoron Pun Irony Mood – the atmosphere or feeling created by the writer in a literary work or passage. Mood can be expressed through imagery, word choice, setting, voice, and theme. For example, the mood evoked in Edgar Allen Poe’s work is gloomy and dark. Oxymoron – combines two contradictory terms (e.g., sweet sorrow) Pun – a play on words, sometimes on different senses of the same word and sometimes on the similar sense or sound of different words (e.g., The ballet shoes made a point.) 7.9
Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
Analyze, Make inferences, Draw conclusions ABOUT THE AUTHOR’S PURPOSE IN CULTURAL, HISTORICAL, AND CONTEMPORARY CONTEXTS Including, but not limited to: Determine the purpose of an entire informational text Determine the purpose of a paragraph(s) or section(s) of an informational text
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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Determine the purpose of a specific sentence or detail from an informational text Make inferences and draw conclusions within cultural and historical contexts Possible verbs to describe purpose: To inform, explain, tell, demonstrate, share, reveal, teach, communicate, discuss, outline, educate To illustrate, show, describe, simulate To compare, contrast To provide, give information/examples, give reasons To persuade, express an opinion, prove, encourage, argue, convince, challenge, advocate To reinforce (an idea), emphasize, highlight To suggest, imply To celebrate To question To introduce Provide EVIDENCE FROM THE TEXT TO SUPPORT THEIR UNDERSTANDING STAAR Note: This Knowledge and Skills Statement may be assessed with Figure 19D. TxCCRS
7.9A
E/LAS.II.C - English/Language Arts/Reading. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods. Explain the difference between the theme of a literary work and the author's purpose in an
Explain
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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expository text. Supporting Standard
THE DIFFERENCE BETWEEN THE THEME OF A LITERARY WORK AND THE AUTHOR’S PURPOSE IN AN EXPOSITORY TEXT Including, but not limited to: Identify the theme in a literary work and it’s relation to the author’s purpose Identify the author’s purpose in an expository text Describe the difference between the theme and the author’s purpose Possible author’s purpose in an expository text: To inform To explain Theme – the central or universal idea of a piece of fiction or the main idea of a nonfiction essay Purpose – the intended goal of a piece of writing; the reason a person writes
7.14
TxCCRS
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: E/LAS.I.A - English/Language Arts/Writing. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in wellorganized paragraphs, and the use of appropriate language that advances the author's purpose.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across the curriculum
7.14A
Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.
Plan A FIRST DRAFT Including, but not limited to: Determine appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews, etc.) Select a focused topic Determine the purpose or intended meaning of the topic Determine an appropriate audience Generate and categorize ideas and details about the selected topic (e.g., webbing, graphic organizer, listing, etc.) Purpose – the intended goal of a piece of writing; the reason a person writes Audience – the intended target group for a message, regardless of the medium Examples of purposes for writing: To entertain To explain To describe To inform To persuade To respond
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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Develop A THESIS OR CONTROLLING IDEA Thesis – a statement or premise supported by arguments; the subject or theme of a speech or composition Controlling idea – the main point or underlying direction of a piece of writing. A controlling idea makes the reader ask a question that will be answered by reading more or helps the reader understand the author’s purpose for writing the paragraph or essay. Note: This is the first step in the writing process, often referred to as prewriting or planning. 7.14B
Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing. Readiness Standard
Develop DRAFTS Including, but not limited to: Construct a draft using a selected organizational strategy according the genre and purpose Include and build upon ideas and details that are strongly related and contribute to the thesis or controlling idea of the piece Develop a coherent draft that is focused, organized, and well controlled with meaningful transitions and connections Choose words that are purposeful and precise and support the overall meaning (or purpose) of the piece Examples of possible organizational patterns (strategies):
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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Sequential order Chronological order Order of importance Cause-and-effect Compare and contrast Problem/solution Description Organizational pattern (strategy) – the pattern an author constructs as he organizes his or her ideas and provides supporting details Organization of a paper – the development of ideas in a coherent manner. In a well-organized paper, main points should be supported, each idea should flow sequentially and logically to the next idea, transitions should connect ideas, and extraneous sentences should not be included. Transitional words and phrases – words or phrases that help to sustain a thought or idea through the writing. They link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas. Word choice – the author’s thoughtful use of precise vocabulary to fully convey meaning to the reader Note: This is the second step in the writing process, often referred to as drafting. The focus is on developing ideas and the message not on mechanics. 7.14C
Revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of
After rethinking HOW WELL QUESTIONS OF PURPOSE, AUDIENCE, AND GENRE HAVE BEEN ADDRESSED
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed. Readiness Standard
Purpose – the intended goal of a piece of writing; the reason a person writes Audience – the intended target group for a message, regardless of the medium Genre – the type or class of a work, usually categorized by form, technique, or content Revise DRAFTS Revise – changing, adding, or deleting words, phrases, or sentences to clarify and/or to enhance the message to ensure the purpose, audience, and genre have been addressed Revisions may include, but are not limited to: Ensure precise word choice and vivid images Maintain consistent point of view Use varied sentences, simple, compound, and complex, that are purposeful and well controlled to enhance the effectiveness of the piece Check internal (within the paragraph) and external (within the complete piece) coherence Improve transitions and sentence-to-sentence connections to enhance the flow of the piece Coherent – logically ordered, with consistent relations of parts to the whole (e.g., a coherent essay) Internal coherence – a logical organization and fluid progression of ideas and /or sentences; a piece of writing with internal coherence does not contradict itself External coherence – organizing the major components of a written composition- introduction, body, conclusion, or in the case of a multi-paragraph essay, the paragraphs- in a logical sequence so that they flow easily and progress from one idea to another while still holding
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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true to the central idea of the composition Word choice – the author’s thoughtful use of precise vocabulary to fully convey meaning to the reader Revisions may include, but are not limited to: Revise entire sentences including, but not limited to: Run-on sentences and comma splices Fragments Order of words and phrases (e.g., misplaced prepositional phrases) Repetition Transitional sentence Revise/change/replace single words and phrases including, but not limited to: General vs. specific Formal vs. informal Synonym vs. antonym Transitional words/phrases Pronoun specificity (antecedents) Inappropriate vs. appropriate Add/insert entire sentences including, but not limited to: Closing/concluding sentences that emphasizes the overall message or controlling idea Relevant details in appropriate places Add/insert single words and/or phrases including, but not limited to: Transitions Delete unnecessary sentences/details Combine sentences into a single sentence while maintaining meaning and clarity and avoiding comma splices, run-ons, and fragments Note: Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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While this is considered the third step in the writing process, revision may be ongoing throughout the writing process. 7.16
Writing/Personal. Students write about their own experiences. Students are expected to:
TxCCRS
E/LAS.I.A - English/Language Arts/Writing. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in wellorganized paragraphs, and the use of appropriate language that advances the author's purpose.
TxCCRS
CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across the curriculum
7.16A
Write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences.
Write A PERSONAL NARRATIVE Including, but not limited to: Focus on a realistic personal experience Use an organizational structure that is appropriate to the purpose (e.g., sequential, cause/effect, problem/solution, logical order, etc.) Use literary devices that contribute to the overall meaning Convey the experience and communicate its importance or meaning Communicate changes and/or insights that developed as a result of the experience Provide details that are vivid and expressive and contribute to understanding the personal experience
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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Personal narrative – an expressive literary piece written in first person that centers on a particular event in the author’s life and may contain vivid description as well as personal commentary and observations Literary device – a specific convention or structure—such as imagery, irony, or foreshadowing —that is employed by the author to produce a given effect. Literary devices are important aspects of an author’s style. 7.19
Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:
TxCCRS
Edit writing for proper voice, tense, and syntax, assuring that it conforms to standard English, when appropriate.
TxCCRS
CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across the curriculum
TxCCRS
Write clearly and coherently using standard writing conventions.
7.19A
Identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: Readiness Standard
Identify, Use, Understand THE FUNCTION OF THE FOLLOWING PARTS OF SPEECH IN THE CONTEXT OF READING, WRITING, AND SPEAKING:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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STAAR Note: Questions related to parts of speech may include the following: Subject/verb agreement Consistent verb tense 7.19A.iii
adverbial and adjectival phrases and clauses Supporting Standard
Phrase – a sentence fragment that does not include a subject and a verb Clause – a sentence fragment that contains a subject and a verb Adjectival phrase – a prepositional or participle phrase that acts like an adjective and modifies a noun or a pronoun (e.g., The dog, showing off, is mine.) Adjectival clause – a group of words with a subject and a verb that acts as an adjective by describing a noun or pronoun (e.g., The young man who is sitting near the door is my son.). Relative pronouns (who, whom, whose, which, that) usually introduce the adjectival clause but clauses may also begin with relative adverbs (when, where, why). Adverbial phrase – a prepositional phrase that modifies a verb, adjective, or another adverb (e.g., The tennis courts stay open late into the evening.) Adverbial clause – a group of words with a subject and a verb that acts as an adverb by modifying a verb, adjective, or another adverb (e.g., I will go home when the party is over.)
7.19A.v
prepositions and prepositional phrases and their influence on subject-verb agreement Supporting Standard
Including, but not limited to:
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When a prepositional phrase is between the subject and the verb, the verb must agree with the subject (e.g., The books on the shelf are dusty.) Page 45 of 55
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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Preposition – a word that relates its object to another word in the sentence (e.g., at in at school or of in of your writing) Prepositional phrase – a phrase that begins with a preposition and is followed by an object (e.g., on the road and by her) 7.19B
Write complex sentences and differentiate between main versus subordinate clauses. Supporting Standard
Write COMPLEX SENTENCES Complex sentence – a sentence with an independent clause and at least one dependent clause (e.g., I cleaned the room when the guests left.) Differentiate BETWEEN MAIN VERSUS SUBORDINATE CLAUSES Independent clause – a group of words containing a subject and a verb that can stand alone as a complete sentence; also called a main clause Subordinate clause – a clause containing a subject and a verb that modifies a main or independent clause but cannot stand alone; also called a dependent clause (e.g., until he goes in I will wait until he goes)
7.19C
Use a variety of complete sentences (e.g., simple, compound, complex) that include
Use
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses. Readiness Standard
A VARIETY OF COMPLETE SENTENCES THAT INCLUDE PROPERLY PLACED MODIFIERS, CORRECTLY IDENTIFIED ANTECEDENTS, PARALLEL STRUCTURES, AND CONSISTENT TENSES Including, but not limited to: Use simple sentences Use compound sentences Use complex sentences Use sentences that do not shift in tense, number, or person Consider modifiers, antecedents, and parallel structures Simple sentence – a sentence with one clause (e.g., The chicken crossed the road.) Compound sentence – a sentence composed of at least two independent clauses linked with a conjunction (e.g., Sam talked, and Emma listened.) Complex sentence – a sentence with an independent clause and at least one dependent clause (e.g., I cleaned the room when the guests left.) Modifier – words that modify or make more specific the meanings of other words; includes words or phrases that act as adjectives and adverbs (e.g., The tired child fell off the swing.). The modifying phrase is next to or in clear relation to the intended word. Antecedent – a noun that a pronoun refers to (e.g., Iris is the antecedent of she in Iris tried, but she couldn't find the book) Parallel structure – the use of the same grammatical structure (i.e., noun phrases, verb phrases) within a sentence or in a bulleted list. Example of parallel structure: I like to swim, to dance, and to camp. Example of non-parallel structure: I like to swim, to dance, and go camping.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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Consistent tense – using the same verb tense throughout a sentence, paragraph, or essay. Shifting from one verb tense to another should be done only when demonstrating a shift in time. STAAR Note: Questions that address a variety of sentence structures may include the following types of distractors: Run-on Fragment Comma splice Misplaced modifier 7.20
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:
7.20B
Recognize and use punctuation marks including: Readiness Standard
Recognize, Use
semicolons, colons, and hyphens Supporting Standard
Possible uses of semicolons:
7.20B.ii
PUNCTUATION MARKS INCLUDING:
Between independent clauses in a compound sentence without coordinating conjunction Example: We bought a house on the west side of town; they bought theirs on the east side. Before a conjunctive adverb (e.g., however, otherwise, therefore, also, consequently, etc.) used Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
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to connect independent clauses. A comma goes after the conjunctive adverb. Example: It is late; otherwise, I would go to the movies. To separate a series of phrases or clauses that have punctuation, like commas, in them Example: The winning team included three boys from the same school: Joe Smith, the catcher; Jose Martinez, the short stop; and Dave Larsen, the right fielder. Conjunctive adverb – an adverb (e.g., however, nonetheless, therefore) that introduces or connects independent clauses and that shows cause and effect, comparison, contrast, or some other relationship between the clauses Possible uses of colons: After an independent clause that introduces a list that follows Example: On vacation, we traveled through three states: Texas, New Mexico, and Arizona. After the salutation in a business letter Example: To whom it may concern: Possible uses of hyphens In a compound adjective (two adjectives joined together to describe the same noun) Example: Gary Paulsen is a well-known author. In compound numbers Example: The president must be thirty-five years old. With prefix ex- (meaning former), self-, and all- (e.g., ex-husband, self-righteous, all-inclusive); with the suffix -elect (e.g., president-elect) Example: The mayor-elect was self-confident he would do a good job for the city. To divide words at the end of line when space is limited (make the breaks at syllable junctures) Example: The intelligent boy was re-warded for his courage.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Choose appropriate ELPS to support instruction. ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A
use prior knowledge and experiences to understand meanings in English
ELPS.c.1B
monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D
speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E
internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F
use accessible language and learn new and essential language in the process
ELPS.c.1G
demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts ELPS#
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SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. commensurate with grade-level learning expectations
ELPS.c.1H
develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2
The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A
distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B
recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C
learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D
monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E
use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F
listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G
understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H
understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I
demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3
The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A
practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B
expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C
speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D
speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E
share information in cooperative learning interactions
ELPS.c.3F
ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H
narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I
adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J
respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4
The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
Page 52 of 55
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A
learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B
recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C
develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D
use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G
demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H
read silently with increasing ease and comprehension for longer periods
ELPS.c.4I
demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J
demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
Page 53 of 55
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.4K
demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet gradelevel learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A
learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B
write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C
spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D
edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E
employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F
write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G
narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 03/09/2016
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
Page 54 of 55
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 04B: Formulating Connections Across Literary Texts
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
SUGGESTED DURATION : 10 days
Page 55 of 55
