West Haven Public Schools Unit Planning Organizer
Subject: English Language Arts____ Grade ___7___
Unit 6- Myths and Legends Pacing __30__
Essential Question(s):
1. What qualities make a story worthy of passing along from one generation to another?
2. What cultural values are shown in Greek and Roman mythology?
Big Idea(s): Finding the Evidence
1. Basic story themes have remained the same. People communicate their values, ideas, fears, and desires.
2. Good stories tell about courage, adventure, justice, love, and humor.
Common Core State Standards (includes West Haven’s “Priority” Common Core Standards in BOLD and “Supporting” Standards)
RI 1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
RI 8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
RI 6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
RL 1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.4: 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.
RL 3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
RL 10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
RL 6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
W.1.d: Establish and maintain a formal style.
W.2.b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.8: Gather relevant information from multiple print and digital sources, using search terms effectively; asses the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
W.9.b: Apply grade 7 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”.
SL.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, detail, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.a: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.4c: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.4d: 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).
W.6: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
SL.5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
L.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
L.2.b: Spell correctly.
L.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
“Unwrapped” Concepts and Skills, and Bloom Levels (BL)
Concepts (Need to Know) / Skills (Able to Do) / BLR.L.1
· Cite textual evidence
R.L.2
· Determine a theme
R.L.4
· Context clues
R I.1
· To draw inferences
R.I.3
· Analyze interactions between individuals, events, ideas
RI. 6
· Point of view
RL
R I 9
· Bias
L.4, L.4d
· Greek and Latin roots
L.3, L.4, L.4a
· Parts of Speech (review) / R.L 1
Analyze the text
Set a purpose
R.L.2
Draw conclusions about multiple themes,
Recurring themes
R.L.4
Determine the meaning of words in text
RI.1
Identify opinions
Recognize unsupported inferences
R.I.3
analyze
RI 6
Support point of view with persuasive arguments
RL 10
Identify Cultural values in Legends
Characteristics of myths
L.4, L.4a
Determine meaning of unknown words
Clarify multiple-meaning words
Utilize sources both print/digital
L.4a, L.4c, L.4d
Find a word’s position or function within a sentence
- discover multi-use of a word within a structured sentence
- Select and identify through use of print/digital sources, parts of speech of a word:
- noun
- Verb
- Adjective
- Adverb
- Preposition
- Interjection
L.4d, L.4c, W.9
Simplify information from print/digital sources
-
- Make use of reference materials to use in Cornell notes
-Identify pertinent information and eliminate extraneous verbiage
-paraphrase (interpret)
SL.5, L.4c
-Demonstrate command of standard English when speaking
- Consult/choose reference material for pronunciation of a word / 4
5
2
3
4
5
3
4
2
3
1
4
1, 3
4
3
3
5
2
3
Assessments
Common Formative Pre- Assessment (Followed by Data Team Analysis):
Holt Assessment
“Dipsticks” (Informal Progress Monitoring Checks):
1. Holt Literature, (S) “Response and Analysis,” 1-6, and “Reading Check”, p. 662
2. Holt Literature, (S) ”Vocabulary Development-Practice”,” 1-2, p. 663
3. Holt Literature (S) “Response and Analysis” 1-6 and “Reading Check” p.670
4. Holt Literature, (S) “Response and Analysis,” 1-7 and “Reading Check” p.680
5. Holt Literature (S) “Quickwrite-Make the Connection,” p.682
6. Holt Literature (S) “Response and Analysis,” 1-6 and “Reading Check,” p. 686 (Cause and Effect Chart)
7. Holt Literature (S) “Response and Analysis,” 1-6 and “Reading Check,” a-e, p. 808
8. Holt Literature (S) “Quickwrite- Make the Connection” p.792
9. Holt Literature (S) “Quickwrite- Make the Connection” p. 820 (Hero and Quest)
10. Holt Literature (S) “Response and Analysis,” 1-5 and “Reading Check,” a-I, p.831
11. Holt Assessment (S) “Test Practice,” p. 818 (“He’s No King”)
T= teacher’s manual S= Student’s textbook P= Teacher-created skill packet
Cornell notes
Writing Resource book (Writer’s Craft) exercises pp. 115
(S) Study and Research Skills pp. 335-339
Common Formative Post- Assessment (Followed by Data Team Analysis):
Holt Assessment
Instructional Planning
Suggested Resources/Materials:
Holt: Elements of Literature:
1. pp. 646-649 Skills Focus
2. pp. 654- “The Origin of the Seasons”
3. pp. 664- “Orpheus, The Great Musician”
4. pp. 675- “The Flight of Icarus”
5. pp. 681- “Midas and the Golden Touch”
6. Holt, p.792- “King Arthur The Sword” Compare/Contrast #7
7. Holt pp.816,818- “He’s no King”
8. New Holt- p.682Young Arthur by R. San Sauci Compare/ Contrast #6
9. Pp. 821- “Merlin and the Dragons”
10. P.834- Sir Gawain and the Loathly Lady
11. New Holt- pp. 690-705 Sir Gawain and the Green Knight
Writer’s Craft Text (T) Holt Spelling Activities (S) Holt Language Handbook Sheets (L)
(T) Writing Paraphrases and Summaries, pp. 341-343
(L) The Parts of Speech pp.1-13 worksheets 1-10
(S) Latin/Greek roots and word parts pp. 48-49, 60-61, 72-73, 76-77
Vocabulary Workshop, lessons 11 and 12 (pp.41-48)
Suggested Research-based Effective Instructional Strategies:
Vocabulary/Word WallStereotypes
Bias
Myth
Legend
Tone
Moral
Irony
Conflict / Enrichment/Extension
1. p.638 (new Holt)
Advanced Learners
2. Compare/contrast
Young Arthur Retold by Robert D. San Souci with King Arthur by Hudson Talbott.
3. Compare/contrast
Sir Gawain and The Green Knight p.692 (New Holt) with Sir Gawain p.834 / Interdisciplinary Connections
1. p. 687 (New Holt)
What was Life Like in Britain in the Middle Ages?
2. “Activity Art Companion” p. 657, Holt Literature
Root words
Parts of speech
Cornell notes
Main idea
Supporting details
Plagiarism / Holt Language handbook Worksheets pp.147-149
Holt Spelling pp.72-77
Holt Language Handbook worksheets 1-11 pp.1-13
Writer’s Craft Text p. 341-343
Writer’s Craft text pp 194-205
“He’s No King”, Advanced Learners, p. 817 / Use of dictionary and /or
Digital resources to define and clarify usage
Powerpoint presentation
Difference in use of same word in content of a sentences.
Cornell notes rubric
MLA format powerpoint
Bibliographic Formats (Bailey Middle School Library Media Center)
List of Greek/Latin Topics for research
Grade 7, ELA, Unit 6- Revised June 2014