Miami-Dade County Public Schools 2014 Summer …summerschool.dadeschools.net/pdfs14/LA-7gr-Participants...MIAMI-DADE COUNTY PUBLIC SCHOOLS DISTRICT SUMMER SCHOOL 2014 PACING GUIDE

7th - 1001040RC M/J Course Language Arts 2 Credit Recovery

Miami-Dade County Public Schools 2014 Summer Services Participant’s Packet Office of Academics and Transformation- Language Arts and Reading

Objectives

Preview the Course Recovery Curriculum Utilize classzone access materials for each lesson Examine the instructional objectives and delivery model

Model the steps for a gradual release of instruction Conduct a 5 day lesson-walk using the MacDougal Littell Teacher’s Edition textbook

MIAMI-DADE COUNTY PUBLIC SCHOOLS DISTRICT SUMMER SCHOOL 2014 PACING GUIDE

Office of Academics and Transformation – Department of Language Arts and Reading

M/J Language Arts 2 COURSE CODE: 1001040RC

7th Grade M/J Course Credit Recovery

PACING DATE(S)

Traditional Start

Monday Day 1

End Friday Day 20

20 Instructional Days

Day 1 - Day 20

Daily Instructional Routine Opening Whole Group Instruction

Literary Analysis Reading Strategy Vocabulary in Context

Guided Instruction Independent Practice Differentiated Instruction (Small Group Instruction) Reading-Writing Connection

WEEK 1 WEEK 2 WEEK 3 WEEK 4 Day 1-5 Day 6-10 Day 11-15 Day 16-20 Memoir Informational Non-Fiction Short Story Poetry

Dirk the Protector by Gary Paulsen

Literary Analysis: P.O.V. in a Memoir Reading Strategy: Cause and Effect Assessments:

Selection Test Culminating Writing

Pro Athletes’ Salaries Aren’t Overly Exorbitant

by Mark Singletary Do Professional Athletes Get Paid Too

Much? By Justin Hjelm

Literary Analysis: Argument Reading Strategy: Evaluate Reasoning Assessments:


The War of the Wall By Cade Bambara

Literary Analysis: Theme Reading Strategy Monitor Assessments:


The Delight Song of Tsoai-Talee by N. Scott Momaday

Four Skinny Tree by Sandra Cisneros

Literary Analysis: Mood & Figurative Language Reading Strategy: Set a purpose for reading Assessments:


McDougal Littell LITERATURE 7TH grade

http://www.classzone.com/cz/get_home.htm?bid=7015&img=re_ml_lit_7.gif&url=/books/ml_lit_gr07/book_home.htm&rt=T&state=GA&bn=McDougal Littell Literature, Grade 7



WEEK 1 Dirk the Protector by Gary Paulsen pgs. 268-278 Day 1-5 LESSON OBJECTIVES Students will . . .

explore the key idea of what a person needs to survive

identify point of view in a memoir

read a memoir

identify causes and effects

build vocabulary for reading and writing

identify idioms

avoid misplaced modifiers

use prepositional phrases correctly

BENCHMARKS LA.7.1.7.4 Identify cause-and-effect relationships in text. LA.7.2.2.4 Identify the characteristics of a variety of types of text and how they are alike and different. LA.7.1.6.1 Use new vocabulary that is introduced and taught directly. LA.7.3.3.2 Creating clarity and logic by rearranging words, sentences and paragraphs and developing relationships among ideas.

Day 1 Monday

Day 2 Tuesday

Day 3 Wednesday

Day 4 Thursday

Day 5 Friday

Opening Author Online (TE/SE

269) & Background (TE 271)

Whole Group Instruction Teach-Literary Analysis:

Point of View in a Memoir (TE/SE 269)

Independent Practice First Reading-Students

Independently Read (SE-270 -276);

Guided Practice Clarify Text-Discussion;

(On-line Resource pg. 177)

Home Learning –

Independent Reading

Opening

Review Literary Analysis: Point of View in a Memoir

Whole Group Instruction Teach-Reading Strategy:

Identify Cause and Effect (TE/SE 269); Introduce On-line Resource pg.179)

Guided Reading(TE/SE-270 -276) On-line Resource pg.179)

Independent Practice Comprehension Check

(SE 277- #’s 1,2,3)

Home Learning –

Independent Reading;

Opening

Review Reading Strategy: Cause and Effect

Whole Group Instruction Teach-Vocabulary In

Context (TE/SE 269); On-line Resource pg.181 &182)

Audio-Read(TE/SE-270 -276)

Independent Practice Vocabulary In Writing

(SE 278) Practice-Literary

Analysis questions (SE 277- #’s 4,5,6,7&8)

Home Learning –


Opening

Reviw Vocabulary In Context

Whole Group Instruction Teach-Vocabulary

Strategy: Idioms (TE/SE 278)

Independent Practice Paired Read for Idioms

(SE 270 -276); (On-line Resource pg. 184)

Practice-Vocabulary Strategy: Idioms (SE 183)

Reading-Writing Connection (Writing Prompt A. Analyze Cause and Effect)

Home Learning –

Independent Reading

Opening

Review Vocabulary Strategy: Idioms

Whole Group Instruction Teach-Grammar and

Writing – Avoid Misplaced Modifiers (TE/SE 279 and Practice)

Independent Practice Rereading-Students

Independently Read (TE/SE 270 -276); (On-line Resource pg. 185)

Culminating Writing Assessment: (Revise Writing Prompt A using Prepositional Phrases Correctly)

Selection Assessment

Home Learning –

Independent Reading



WEEK 1 Dirk the Protector by Gary Paulsen pgs. 268-278 Day 1-5

DIFFERENTIATED INSTRUCTION

Less-Proficient Readers

Targeted passages, short excerpts that deal with the key story events,

concepts, and skills, appear on page 270 (lines 1-14), page 275 (lines

158-181), page 276 (lines 194-217). If your students are having

trouble comprehending this selection, focus solely on these passages.

Read aloud each excerpt with your students. Monitor their

understanding of character, making inferences, and visualizing.

Additional Selection Questions and Question Support (Resource

Manager, page 171 and page 185) allow you to provide customized

practice with comprehension and literary analysis skills.

Advanced Learners/Pre-AP

Activity 1: Analyze Simile Point out the simile Paulsen uses in lines

112-113 to show how hungry Dirk is: the burger "disappeared down

his throat as if a hole had opened into the universe." Challenge

students to identify another characteristic of Dirk or Paulsen and use

an original simile to describe it. Have students share their similes with

the class.

https://www.classzone.com/cz/passiveLogin.htm?username=learningvillage&password=learningvillage&redirectUrl=/cz/books/ml_lit_gr07_fl/secured/resources/applications/ebook/index.jsp?page=270



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WEEK 2 Pro Athletes’ Salaries Aren’t Overly Exorbitant by Mark Singletary Day 6-10

Do Professional Athletes Get Paid Too Much? by Justin Hjelm pgs. 918-926 LESSON OBJECTIVES Students will . . .

explore the key idea of salaries

analyze the elements of argument (claim, support, counterargument)

analyze an argument

read editorials

evaluate reasoning


define idioms by using context clues

use commas correctly (items in a series, introductory phrases)

use writing to analyze literature

BENCHMARKS LA.7.2.2.4 Identify the characteristics of a variety of types of text and how they are alike and different. LA.7.6.3.3 Distinguish between propaganda and ethical reasoning strategies in print and non-print media LA.7.1.6.1 Use new vocabulary that is introduced and taught directly. LA.7.3.4.3 Punctuation of sentence structures.

Day 6 Monday

Day 7 Tuesday

Day 8 Wednesday

Day 9 Thursday

Day 10 Friday


919) ) & Background (TE 919)

Whole Group Instruction Teach-Elements of

Nonfiction: Argument (TE/SE 919)


Independently Read (SE-920 -924)

Guided Practice Clarify Text-Discussion Comprehension Check

(SE 925- #’s 1&2); (On-line Resource pg. 119)

Home Learning – Independent Reading

Opening Review Literary Analysis:

Argument (TE/SE 919)

Whole Group Instruction

Teach-Reading Strategy: Evaluate Reasoning (TE/SE 919); Introduce On-line Resource pg.121)

Guided Reading(TE/SE-920 -924)Complete On-line Resource pg.121)

IndependentPractice Literary Analysis

questions (SE 925- #’s 3,5,&6)

Home Learning –


Opening Review Reading Skill:

Evaluate(TE/SE 919)


Context (TE/SE 919); On-line Resource pg.123

Audio-Read(TE/SE-920 -924)

IndependentPractice Vocabulary In Writing (SE

926) Vocabulary - (On-line

Resource pg. 124)


Opening Review Vocabulary In

Context (TE/SE 919)


Strategy: Idioms (TE/SE 926)

IndependentPractice Paired Read for Idioms

(SE 920 -924); (On-line Resource pg. 125)

Reading-Writing Connection (Writing Prompt B-Extended Response: Explore the Key Idea)


Opening Review Vocabulary

Strategy: Idioms


Writing – Use Commas Correctly (TE/SE 927 and Practice)

IndependentPractice Rereading-Students

Independently Read (SE 920 -924); (On-line Resource pg. 126)

Writing- Teacher / Peer Conferencing

Culminating Writing Assessment: (Revise Writing Prompt B using Commas Correctly)





WEEK 2 Pro Athletes’ Salaries Aren’t Overly Exorbitant by Mark Singletary Day 6-10

Do Professional Athletes Get Paid Too Much? by Justin Hjelm pgs. 918-926




concepts, and skills, appear on in "Pro Athletes' Salaries Aren't

Overly Exorbitant" on page 921 (lines 81-90) and in "Do Professional

Athletes Get Paid Too Much?" on page 923 (lines 33-47) and page

924 (lines 103-112). If your students are having trouble

comprehending these selections, focus solely on these passages. Read

aloud each excerpt with your students. Monitor their understanding of

the elements of a strong argument.



practice with comprehension and critical analysis skills.


Activity 1: Make Judgments Both writers seem sincere, but their ways

of expressing their views and organizing their editorials differ. Ask

students which writer they would invite to speak at their annual sports

banquet and why. Have students create an imaginary invitation to the

writer of their choice, explaining the reasons that he has been invited

to their school.





https://my.hrw.com/Content?contentKey=ntQG2epQDUTYqydoMB75zY30sMQNrkValw2kljDnSvOcrvsXoFHkaRheocDb4SRWYI5lodeJs6CI%0AvhqBS41KNA%3D%3D&contentID=/mcdl_lit_09/Grade_07/Resource_Manager_Files/LT200807R80107__04D.pdf%20

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WEEK 3 The War of the Wall by Cade Bambara pgs. 326-336 Day 11-15 LESSON OBJECTIVES Students will . . .

explore the key idea of community

identify theme

read a short story and a magazine article

monitor reading comprehension by asking questions


understand and use denotations and connotations of words to unlock shades meaning

BENCHMARKS LA.7.1.7.3 Determine the main idea or essential message LA.7.1.7.8 Use strategies to repair comprehension of grade-appropriate text when self-monitoring. LA.7.1.6.6 Distinguish denotative and connotative meanings of words.

Day 11 Monday

Day 12 Tuesday

Day 13 Wednesday

Day 14 Thursday

Day 15 Friday


327) & Background (TE 327 & 329)

Whole Group Instruction Teach-Theme (TE/SE

327); (Resource Manager-Introduce Graphic Organizer pg. 53)

Independent Practice First Read-Students

Independently Read (SE-328-334)

Clarify Text-Discussion; (On-line Resource pg. 53)


Opening Review Literary Analysis:

Strategy: Theme(TE/SE 327)


Monitor (TE/SE 327); Resource Manager Introduce Graphic Organizer pg. 55)

Guided Reading(TE/SE-328-334)Complete On-line Resource pg.55)

Independent Practice Literary Analysis

questions (SE 335- #’s 1,2&3)

Home Learning –


Opening Review Reading Strategy:

Monitor(TE/SE 327)


Context (TE/SE 327); On-line Resouce pg.57and Frayer Model)

Audio-Read(TE/SE-328-334)

Independent Practice Vocabulary - (On-line

Resource pg. 58) Vocabulary In Writing (SE

336) Literary Analysis (SE 335-

#’s 4,5,6,7&8)

Home Learning –

Independent Reading

Opening Review Vocabulary In

Context (TE/SE 327)


Strategy: Denotations and Connotations (TE/SE 336)

Independent Practice Paired Read for

Denotations and Connotations (SE 328-334); (On-line Resource pg. 59)

Whole Group Instruction Guided Reading-Reading

For Information-Magazine Article “Back to the Wall”(TE/SE 337)

Independent Practice

Writing- (Discussion Prompts –Synthesize TE/SE 337)

Home Learning –

Independent Reading

Opening Review-Vocabulary

Strategy(TE/SE 336)

Whole Group Instruction Review-Previous

Grammar Skills Rereading-Students

Independenly Read (SE 328-334); (On-line pg. 60)

Guided Instruction Writing- Teacher / Peer

Conferencing

Independent Practice Culminating Writing

Assessment: (Revise Writing Prompt using Grammar Skills previously taught)





WEEK 3 The War of the Wall by Cade Bambara pgs. 326-336 Day 11-15




concepts, and skills, appear on page 328 (lines 1-14), page 332-333

(lines 145-166), page 334 (lines 200-220). If your students are having

trouble comprehending this selection, focus solely on these passages.

Read aloud each excerpt with your students. Monitor their

understanding of conflict, making inferences, and resolution.





Activity 1: Analyze Motivation [paired activity option] Have students

recall what they know about the narrator's relationship to Jimmy

Lyons (lines 11-14). Challenge them to create a flashback scene

involving these two characters that would help explain why the

narrator made such an effort to chisel Jimmy's name into the wall.

Their scenes should also help explain why the narrator resents the

painter's work so strongly.

Activity 2: Analyze a Minor Character Have students review the

scenes in which Side Pocket appears (lines 45-82 and 193-199) and

develop a brief character sketch of this colorful minor character. They

might fill out a chart with these categories: personality, manners,

favorite pastimes, favorite section of the library, role in the story.








WEEK 4 The Delight Song of Tsoai-Talee by N. Scott Momaday Day 16-20

Four Skinny Tree by Sandra Cisneros pgs. 600-607 LESSON OBJECTIVES Students will . . .

explore the key idea of comparison

identify mood

identify and interpret figurative language (metaphor, personification)

read poetry and prose

set a purpose for reading

write a compare-contrast paper

use writing to analyze literature

BENCHMARKS

LA.7.1.7.7 Compare and Contrast elements in multiple text.

LA.7.2.1.3 Locate various literary devices (eg., sound, meter, figurative and descriptive language), graphics, and structure and analyze how they contribute to mood and meaning in poetry.

LA.7.4.2.3 The student will write specialized informational/expository essays (e.g., process, description, explanation, comparison/contrast, problem/solution) that include a thesis statement, supporting details, an organizational structure particular to its type, and introductory, body, and concluding paragraphs

Day 16 Monday

Day 17 Tuesday

Day 18 Wednesday

Day 19 Thursday

Day 20 Friday

Opening

Author Online(TE/SE 601) & Background (TE 603)

Whole Group Instruction Teach-Literary Analysis:

Mood and Figurative Language (TE/SE 601)


Independently Read (SE-602 & 604);

Guided Pactice Clarify Text - Discussion Independent

Comprehension Check (SE 606- #’s 1,2&3)


Opening

Review Literary Analysis: Mood and Figurative Language


Set A Purpose For Reading (TE/SE 601); Introduce On-line Resources pg.155)

Guided Reading(TE/SE-602 & 604)Complete On-line Resource pg.155)

Independent Practice Literary Analysis

questions (SE 606- #’s 4&5)

Home Learning –

Independent Reading

Opening

Review-Reading Strategy: Set A Purpose For Reading

Whole Group Instruction Review-Mood and

Figurative Language/ Teach-Repetition; Standard Focus (TE/SE 601)

Independent Practice Audio-Read(TE/SE-602 &

604) (On-line Resource pg. 150)

Literary Analysis questions (SE 606- #’s 6&7)

Home Learning –

Independent Reading

Opening

Review-Repetition (TE/SE 602)


Writing: Compare and Contrast/Use Writing to Analyze Literature (TE/SE 601)

Independent Practice Paired Read for Idioms

(SE 602 & 604); Additional Selection

Questions(On-line Resource pg. 151)

Writing Assessment (Resource Manager pg. 152)

Home Learning –

Independent Reading

Opening

Review- Grammar and Writing: Compare and Contrast/Use Writing to Analyze Literature (TE/SE 601)

Independent Practice Reread-Student

Independently Read (SE 602 & 604)

Writing- Teacher / Peer Conferencing

Independent Practice Culminating Writing

Assessment: (Revise Writing Prompt using Grammar Skills previously taught)





WEEK 4 The Delight Song of Tsoai-Talee by N. Scott Momaday Day 16-20

Four Skinny Tree by Sandra Cisneros pgs. 600-607







Activity 1: Synthesize Have students write journal entries in which

they do one of the following: describe their reaction to the poem; use

a line or image as a starting point for reflection; identify connections

between themselves and the text or between this poem and another

work they have read; explore the poem's theme. Invite students to

share some of their entries in small groups.

Activity 2: Create a New Personification What if the "skinny trees"

are not angry after all? Challenge students to personify the trees in a

different way, perhaps using the art on page 605 as an inspiration.

They might begin by thinking of another adjective to replace skinny.

Have them write a brief response in the voice of one of the trees,

refuting the narrator's points of comparison and providing a new

interpretation. What new lesson might the trees impart?



• Author Online – Ask students to read the “Author Online” section and explain why the information was separated using the subheadings provided. (Discussion)

• Background – Teacher read-aloud background to students. Engage students in a discussion.

• Literary Analysis – Teach Point of View in a Memoir (1st person POV) using “Standards Focus” (TE pg.269)

• 1st Read – Students read independently

• Clarify Text – Students use the LA chart (OLR pg. 177) to guide students through the process of recording things the author states directly about himself and questions that they may have about him after reading the memoir.

• Review Reading Strategy: POV of in a Memoir

• Teach Cause and Effect – Use “Standards Focus” and “Reading Skill: Identify Cause and Effect” for guided instruction. (TE pg.269) Introduce (OLR pg.179)

• Guided Reading – Conduct a guided reading with students.

Stop at targeted sections of the text to ask guiding questions related to POV and Cause & Effect. Engage students in a rich discussion. Using a collaborative grouping technique students complete (OLR pg. 179) to identify cause-and effect relationships in the memoir

• Comprehension Check– Have students complete the quick comprehension check in the SE pg. 277 (1-3) as an exit slip.

•Review Reading Strategy: Cause and Effect

•Teach-Vocabulary In Context: Using a collaborative instruction model allow students to make a chart like the one shown on page 269 in the SE/TE and put the listed vocabulary words in the appropriate column. Use (OLR pg. 181) to conduct a guided Vocabulary Study. Students should write a student friendly definition for each word after the teacher reads each set of sentences and discuss the possible meaning of the word.

•Audio Reading: Students listens and follows an audio recording of the text paying close attention to vocabulary from the Vocabulary In Text lesson.

• Students independently complete the (OLR pg. 182).

•Vocabulary In Writing: Using SE/TE pg. 278, students write to demonstrate ability to apply learned vocabulary.

•Practice Literary Analysis: Students complete FCAT Exercises (4-8).

•Review Reading Strategy: Vocabulary in Context, ask students to revise the student friendly definitions from the vocabulary lesson. Through discussion and revisiting the text allow students to revise definitions as necessary.

•Teach Vocabulary Strategy: Idioms – Using guided instruction to teach TE/SE 278, have students read aloud each idiom and discuss what type of image is created.

•Paired Reading: Using a collaborative instruction method, allow students to reread the text paying close attention to idioms. Provide a reading check (OLR pg. 184) following the reread of the text.

•Practice Vocabulary Strategy: Idioms – Allow students to independently demonstrate ability to comprehend and apply idioms in writing using (OLR pg. 183).

•Reading-Writing Connection: Students will reread text lines 4-22 to respond to Writing Prompt . They are asked to recall the choices Paulsen made, then write a short response to analyze how Paulsen’s choices effected his survival. Students are expected to use more than one choice and explain how each choice made a difference.(TE pg. 279)

• Review Vocabulary Strategy: Idioms • Teach- Grammar and Writing-Avoid Misplaced Modifiers:

Use the SE/TE pg. 279 to address the use of prepositions. Through guided instruction, students will rearrange words, sentences, and paragraphs to develop relationships among ideas.

• Independent Reading: Students practice strategies that they learned during the other instructional contexts along the gradual release of responsibility.

• Culminating Writing Assessment: Revise the writing to Writing Prompt A from Thursday, Day 4.

• Selection Assessment: Use selection Test B/C to formally assess students mastery of the lesson benchmarks. (OLR pg. 189-190).

Less- Proficient Readers In combination with the Audio Anthology, use one or more Targeted Passages (Pg. 270, 275, 276) to ensure that students focus on key selection events, concepts and skills. 1) Targeted Passage [ Lines 1-14] This pass introduces the author and the conflict he faced at this point in his life: the struggle to survive alone on the streets. • Why did Paulsen become a “street kid”? • Where does he live? • What kind of work does he do in the summer? Why

doesn’t he do this work the rest of year? English Learners Have students use Word Questioning to learn this vocabulary: income (line 22), target (line 30), area (line 40), policy (line 79), remove (lines 118 and 192), constant (line 185).

Advanced Learners Pre-AP exercises in the bottom channel provide additional challenge for your advanced students. Use them for small groups or individuals. Point out the simile Paulsen uses in lines 112-113 to show how hungry Dirk is: the burger “disappeared down his throat as if a hole had opened into the universe.” Challenge students to identify another characteristic of Dirk or Paulsen and use an original simile to describe it. Have students share their similes with the class.

Documents

Miami-Dade County Public Schools 2014 Summer …summerschool.dadeschools.net/pdfs14/LA-7gr-Participants...MIAMI-DADE COUNTY PUBLIC SCHOOLS DISTRICT SUMMER SCHOOL 2014 PACING GUIDE