Unit 1-Learning from Relationships Standards/benchmarks

RL 7.1 (Zebra) RL 7.2 (7th Grade) RL7. 3 (7th Grade, Names and Nombres) IA. 1 IA. 2 RL. 7. 4 (vocabulary Short story chart/quizzes) RL 7.6 (7th Grade, Rikki, Tikki, Tavi) RL 7.7 (Rikki, Tikki, Tavi movie) RL 7. 10 SL. 7.1 (conversation circles) SL 7.2 (informational text) SL 7.4 (speaking in front of class) SL 7.5/SL 7.6 (Multiple intelligence project) IA. 6 (Multiple intelligence project) L 7.1 (personal essay, book report) L 7.2 (writing assignments) L 7.3 (writing) L 7.4 (vocabulary quizzes, conversation circles) L 7.6 (vocabulary quizzes, conversation circles, and short story vocabulary chart)
Story
7th grade-3 days

Literary Element/Device
Setting Connecting Theme

Reading Skill /Strategy

Build background Connecting Context clues

Grammar skills
Subjects and predicates

Assessment
Selection quiz (5 short answer)

Learning Targets I can.

* identify setting. * connect to what I read. * provide details from a story to support what I say. * provide evidence to support what I think is the theme of the story. * write a clear sentence. *use context clues to determine the meaning of a word. *provide examples of cause and effect. *compare external and external conflict. *design a graphic organizer to

Thank You, Mam-3 days (regular)

Conflict Plot structure

Cause and effect Synonyms

Verbs

Writing: response to literatureR39 in

textbook Viewing: video

Names / Nombres-3 days

Setting

Authors purpose Personal essay

Combining complete sentences

Chart 4 m/c 5 vocab. 1 short ans. 1 essay

Zebra-4 days (honors)

Character traits/motives Plot advancement

Inference Analogy

Sentence fragments

Persuasive speech- R100 in textbook

represent the four stages of a plot. *combine ideas to avoid repetition in my writing. *compose a paragraph in response to a piece of writing. *write a paragraph that has unity *compose a paragraph that is coherent *provide details of a setting. *identify an authors purpose for writing. *create a web to show details of a personal essay. *Combine short, choppy sentences to make my writing smoother. *compare/contrast characters traits and motives *analyze a story to see how the plot advances *make an inference about characters based on details from the story *recognize analogies *identify a sentence fragment *compose a complete sentence *identify characteristics of a biography. *compare a biography and an autobiography. *evaluate evidence to support a claim. *create a timeline of events in history. Understand and appreciate a personal essay Understand characteristics and purpose of an essay Understand the role of firstperson point of view in personal essay Identify authors purpose *distinguish between internal and external conflict *evaluate how a storys conflicts contribute to the climax

Eleanor Roosevelt-5 days

Characteristics of biographies

Chronological order Using evidence to support claims

Timeline

Homeless-2 days (only if have time)

First person POV, characteristics of an essay

Identifying authors purpose, comparing texts

Direct objects

Homeless brochure/Pers onal narrative

The War of the Wall-4 days

Climax Conflict in story Point of view Theme

Cause/effect

Pronoun agreement

Quiz Chart 4 m/c 5 vocab.

1 short ans. 1 essay

Rikki-Tikki-Tavi-4 days Primal Compassion

Personification

Predicting

Sentence length

Video Animal research-Pg. 136

After Twenty Years/a retrieved reformation-5 days (if have time)

Surprise ending

Monitor Foreshadowing Compare text

Subjects

Author study project-Pg. 176

Writing piece: Personal Narrative

*identify/explain different point of views *observe how an event can change a point of view *identify personification. *make predictions based on what I read. *compose a chart citing examples of personification. *vary the length of my sentences. *combine sentences or break them up to vary my sentence length. *research for information. *write a research essay in comparison to the main character. *distinguish clues to help determine the ending. *monitor my understanding by stopping occasionally to check my understanding. *compose an outline to show the steps of the plot and foreshadowing in each step. *change the position of the subject to add variety to my writing. *compare main characters and plot across texts. *identify and define personal narrative. *write a personal narrative that has 5 paragraphs. *create a sequence chain to develop my ideas. *use a written text as a model for writing. *revise a draft to add sensory details. *analyze chronological pattern of organization. *deliver a personal narrative. I can use ideas and details from a text to support my opinion and make literary connections.

Conversation circles Project

I can analyze how figurative language and literary devices help me add to the meaning of a text.

I can identify common themes across a text.

I can read silently for 45 minutes.

I can use reading strategies to help me interpret events in a book.

I can discuss with classmates events that are happening in a book.

I can identify main idea and purpose in a book

I can analyze the setting and the importance it has in a book.

I can analyze mood and tone in a book.

I can distinguish the type of genre a book is.

I can analyze the conflict in a book.

I can identify major and minor characters in a book.

Unit One Reading Strategies Test

I can use the reading strategies I have learned in

unit 1.

I can answer the essential question from unit 1.