ELA CCGPS UNIT PLAN: 4th 9 WEEKS
This unit is provided as a sample of available resources and tasks; it is for informational purposes only. It is your responsibility to investigate the resources listed here to determine their value and appropriateness for your district. GaDOE does not endorse or recommend the purchase or use of any particular resource.
READING FOCUS : Informational
THEME: Demonstrating Character, from Average to Exceptional!
EXTENDED TEXT:
The Long Walk to Freedom by Nelson Mandela, Autobiography, 1120L
SHORT TEXTS (mixture literary and informational):
1. Thurgood Marshall and the Supreme Court, by Deborah Kent, Biography short story (32 pages) 900L
2. Jane Addams: Champion of Democracy, by Judith Fradin and Dennis Fradin, (Chapter 11, 12, & 13 -minimum- excerpted; you may wish to read much more of this text), Non-Fiction, 1190L
3. Double Life of Pocahontas, by Jean Fritz, Non Fiction short story (96 pages) 910L
4. In Their Own Words: Pocahontas, by George Sullivan, Non-Fiction short story (112 pages) 1230L
5. “Pocahontas,” by William Makepeace Thackeray, poem
6. I Know Why the Caged Bird Sings, by Maya Angelou, (Chapter 6, 7, & 8 excerpted), Realistic Fiction,1070L
7. Gifted Hands, (kids edition) by Ben Carson, (Chapter 3, 4, 6, 8, 18, & 19 excerpted) Autobiography short story, 950L
8. John F. Kennedy: A Photographic Story of A Life, by Howard Kaplan, (Chapter 4, 5, & 6 excerpted) Biography,1090L
9. The Lorax, by Dr. Seuss, Fiction short story
SUPPLEMENTAL MATERIALS:
1. Pocahontas: www.scrapbook.com/poems/doc/1815/345.html
2. Pocahontas Peacemaker or Traitor: Reel American History - Films - List - Lehigh University
3. Walt Disney Movie: “Pocahontas”
4. Universal Studios and Illumination Entertainment Movie: “The Lorax”
5. John Smith’s archived account of the events surrounding Pocahontas: http://www.archive.org/stream/generalhistorieo02smituoft#page/n7/mode/2up
6. Ben Carson Biography
7. Turner Network Movie: “Gifted Hands”8. Fact Fragment Frenzy: This interactive activity requires students to locate key vocabulary in a passage and drag it over to a work area to create their own
fact fragments. The work can be printed out as an assessment of their understanding of the thought process involved in finding key words.
9. Editing checklist: Editing Checklist for Self- and Peer Editing - ReadWriteThink
12. Editing checklist: Editing Checklist
13. One version of Aesop’s Fable, “The Lion and the Mouse,” The Lion and the Mouse - DLTK's Educational Activities14. Jane Addams - Biography - Nobelprize.org
WRITING FOCUS: Informative/Explanatory
ASSESSMENT TASKS (These writing prompts will serve as the assessments for this unit.)
Informative/Explanatory writing should focus on why literary and rhetorical choices are made by the author, and how those choices are intended to affect or impact the reader based solidly in text evidence; argumentative/opinion writing must advance a specific claim or claim(s) and provide strong and logical support, based solidly in text, for claims.
1. INFORMATIVE: For 30 years, Nelson Mandela was imprisoned because of his work for racial equality. Once he was released, he won South Africa’s first free election easily. Using facts from Mandela’s biography explain the reasons why Mandela was able to persevere and eventually become the leader of his country. List specific character traits and evidence of those traits from the text, as well as describing Mandela’s vision for himself and his country and the elements of integrity in that stance that helped him to succeed.
2. ARGUMENTATIVE: In 1954, Thurgood Marshall argued and won in the case Brown vs. Board of Education in Supreme Court against segregation in public schools denying “equal educational opportunities” to some students. Think of an educational problem, such as students who misbehave in class, perceived favoritism to boys or girls in the classroom, funding for education, etc., to argue as a violation of your rights to an equal education. Write an argument using support from texts read in class or additional texts from your own independent research representing your point of view. Support your claims with clear reasons and relevant evidence.
3. INFORMATIVE: Jane Addams worked as a pioneer social worker in America. She took care of children, nursed the sick, fed the poor, helped find jobs for people, and developed the Hull House, a place where people could go to get food, shelter, and help. Write a biographical sketch of Jane Addams explaining the elements in her life that led her to a career helping others. Pay specific attention to events that might have shaped her outlook on life. Explain the effect of her actions in her community and the legacy of her beliefs. Remember that this is an informative/expository essay, so stick to factual evidence and details.
4. INFORMATIVE: Pocahontas, the daughter of a power Indian chief, helped maintain peace between the English colonist and the Native Americans when colonists from England first arrived in America. As history has revealed, the settlers might have died without the Native Americans’ help, and yet some of Pocahontas’s own people saw her as a traitor. Even though there are two sides to this question, your assignment is to write an informative essay that presents the facts of this case without bias. Using texts read in class and your own independent research if desired, relate the facts of Pocahontas’s interaction with the settlers and their chances of survival with and without her help. Present facts from both sides of this question without bias (this may be tricky!)
NOTE: AT LEAST 3 OF THE MINIMUM OF 4 ANALYSIS ESSAYS MUST BE WITH THE GENRE FOCUS IDENTIFIED FOR THE UNIT
NARRATIVE/RESEARCH/ROUTINE WRITING
NARRATIVE
1. On October 22, 1962, President John F. Kennedy demanded that the U.S.S.R. (Russia) get rid of missiles in Cuba. The missiles were aimed at the U.S., and the U.S. had missiles aimed at Russia. For a while, it looked like the U.S.S.R. would refuse, and war might began, but finally the U.S.S.R. cooperated and both agreed to remove some missiles. If you were the President, of your own country and had the power to make laws, start or stop wars, end hunger, etc. what would you do? Write about an imaginary country where you are the president. Make your country the way you wish it could be.
2. Dr. Ben Carson overcame poverty, racism, low-academic achievement, and a violent temper to become a world- renowned neurosurgeon. Carson is quoted having said, “We don't need to be talking about Madonna, and Michael Jordan, and Michael Jackson. I don't have anything against these people, I really don't. But the fact of the matter is, that's not uplifting anybody. That's not creating the kind of society we want to create." With all of our many imperfections, we still have the opportunity to contribute to society. Think about what kind of difference you would like to make in the world. Write a predicted chronological essay of your life from the time you were 10 until you reach 30. Include possible past and future events, mistakes, and achievements.
RESEARCH CONNECTION(S)
Author biography/background
Historical context
Field trips/museums
ROUTINE WRITING Notes, summaries, process journals, and short responses across all genres
· Journaling
· Short Response
· Quick Writes
· Note Taking
· Summaries
PLANS FOR ASSESSMENT 1: integrating reading selections from the unit into a writing task
For 30 years, Nelson Mandela was imprisoned because of his work for racial equality. Once he was released, he won South Africa’s first free election easily. Using facts from Mandela’s biography explain the reasons why Mandela was able to persevere and eventually become the leader of his country. List specific character traits and evidence of those traits from the text, as well as describing Mandela’s vision for himself and his country and the elements of integrity in that stance that helped him to succeed.
SKILL BUILDING TASKS
Note: tasks may take more than a single day. Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening standards must be incorporated so that all standards are adequately addressed throughout the year.
ESSENTIAL QUESTION: Why is it important to have rituals and routines established?
TASK: Rituals and routines
Standards:
ELACC7W2e. Establish and maintain a formal style.
ELACC7SL1a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Instruction:
· Over the next 9 weeks, you will complete several task that is intended to create awareness and character that will last a lifetime.
· Establish listening, questioning, classroom jobs, partnerships, small groups, and conferencing procedures and requirements.
· Discuss daily responsibilities (e.g. being prepared, job requirements, centers/activities transition, sourcebook & journal maintenance, etc.).
· Explain the differences in a sourcebook, where they store tools necessary for regular use, and journal, where responses and thoughts are kept.
ESSENTIAL QUESTION: How do I respond to both literary and informational texts in my journal?
TASK: Discuss note-taking
Standards:
ELACC7RI2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
ELACC7RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
ELACC7RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
ELACC7RI5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
ELACC7RL7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
ELACC7L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Instruction:
· In note-taking, we will analyze the author’s writing style & structure:
Ø sentence length, structure, variation, and position
Ø the use of sensory details, figurative language, and other literary devices
Ø the use of sound devices--alliteration, onomatopoeia, rhythm, repetition
Ø the use of dialogue
Ø word choice
Ø tone
Ø the use of local color
Ø the use of irony
· Model note-taking, using a short, easy read such as The Lorax.
· Discuss and model making predictions and connections.
· Practice with Part One “A Country Childhood” (read 20 pages) of The Long Walk to Freedom.
· Clarify the meaning of the text, discuss, take questions, scaffold note-taking.
· Make connections to other texts.
· Close in whole group sharing impressions, opinions, style, etc.
· Allow time to record information in journal.
HOMEWORK: Assign desired number of pages of reading from extended text, with note-taking.
ESSENTIAL QUESTION: How is true tolerance exhibited?
TASK: Partner share and discussion of character traits and tolerance
Standards:
ELACC7RI1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELACC7W2a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELACC7W2d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
ELACC7L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
ELACC7L4d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Instruction:
· Complete a KWL chart or graphic organizer of character traits about Nelson Mandela
· Discuss reading and review notes together.
· Identify important vocabulary words and meanings associated with tolerance and the text.
· Have students come up with ways to explain tolerance: the consideration for individual differences, views, and beliefs of other people.
· Have students record in their source book the following vocabulary words and their meanings.
Ø Acceptance- Recognition of the diversity of others, their opinions, practices, and culture.-
Ø Forgiveness - Benefiting yourself and others by ceasing to feel resentment towards others.
Ø Sportsmanship/cooperation - Working together for a common purpose. The ability to take winning and losing without gloating or complaining.
Ø Courtesy -Polite, civil, and courteous behavior towards others in words and action.
· Have students discuss with partner when they demonstrated or observed the four attributes of tolerance.
· Choose 4 partner groups who are willing to create a role-play scenario of each attribute for class.
· Other students should take notes of their partner’s comments for discussion during whole-group.
· All partners groups share the others understanding of tolerance with class, bringing this discussion into the context of Mandela’s story. How do these topics connect both to his story and to the lives of the students?
HOMEWORK: Assign desired number of pages of reading from extended text, with note-taking.
ESSENTIAL QUESTION: How can reading with a partner enhance my experience of a text?
TASK: Partnered close reading
Standards:
ELACC7RI1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELACC7RI2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
ELACC7RI10c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
ELACC7W2b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Instruction:
· Model partner reading of the chosen chapter of the text.