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August 2012

Buncombe County Schools

Learning Targets for ELA Common Core Standards

2012-2013

Grade 7 Reading Literature

Grade Specific Standard / Learning Targets
(I can statements) / Activities/Strategies
(What strategies/activities could we use to teach this learning target?) / Resources
(What text could we use to teach this learning target?) / Formative AssessmentSuggestions
(What are ways to formatively check for understanding while teaching this learning target?)
1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. / --I can cite evidence from several pieces of text to support an analysis of the text. / --Sticky Note annotations
--Multi-Flow Map (Think/Pair/Share)
--Group discourse/debate concerning character motivation with text cited
--Given a different scenario, act out how a given character would most likely react.
--Analysis of essays (poetry, character, etc) / Junior Great Books
Paideiaseminar materials
Holt-McDougal textbook
Read Magazine / --SSR Conferencing
--Quick Write
--Turn and Talk
--Sticky Notes
--Visual image
--Multi-Flow Map Partner Sharing
--Self-Assessment rubricfor participation in discourse/debate
--Seminar annotations focused on text support
--Peer and Self Assessment rubrics for role play
2. Determine a theme or central idea of a text and analyze its development over the course of the text, provide an objective summary of the text. / --I can determine a theme or central idea.
--I can analyze a theme’s development over the course of a text
--I can objectively summarize text. / --Define/give examples of theme
--Novels, short stories, fables (stated themes)
--”theme” plot structure
--Sticky Notes
--Beginning – Middle – End (BME) (3 sentences)
--Model
--Circle Maps / --Fable
--The Adventures of Tom Sawyer
--”Thank you M’am” (Holt McDougal Literature)
--Literature Book
--TheWednesday Wars
--One Crazy Summer
--Ender’s GameWar Child by E. Jal
--“Strange FruitSomeone who Saw” (Junior Great Books) / --SSR Conferencing
--Turn and Talk
--Journal entries
--Exit Slips
--Seminar annotations
--Seminar peer and self assessments
3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). / --I can analyze the significance of the different elements of the story and how they interact. / --Partial Multi Flow map
--cause/effect examples
--Predict an ending
--Tree Map
--Mini Book Share / --Tangerine
story with meaningful setting of elements
--One Crazy Summer
setting
--Scary Mary vs. Mary Poppins
Boy vs. girl main character
What if...... / Predictions
--Verbal
--journal entries
--Take Home Reading topic
SSR conferencing
Exit tickets
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. / --I can determine the meaning behindfigurative language.
--I can identify the author’s purpose in using the figurative language.
--I can analyze the impact of repetitious sounds in a section of text (prose, verse, drama) / --Highlight figurative language
--”Translate” figurative language into literal language
--Draw idioms, similes and connotations
--Role-playing
--oral poetry performance
(In the Poet’s Shoes WebQuest)
--Poetry analysis (essays, etc)
--Seminar discussions
--Original poetry
--Write similes, metaphors about self
--Write figurative language about a visual text / --“Thin books” (picture books)
--TheWednesday Wars
--Puns
--Choose a poem
--Box of idiom cards
--Song lyrics
--Dark They Were, And Golden-Eyed
--“The Highwayman” / --Openers/poetry
--Writing explain why metaphors or simile is appropriate and explain the significance of the figurative language
--seminar self/peer assessments
--seminar annotations
--conferences
--exit passes
--EOG practice passages
5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. / --I can analyze how a drama’s form or structure contributes to its meaning.
--I can analyze how a poem’s form or structure contributes to its meaning.
--I can identify the structure of a poem.
--I can draw a connection between the structure and meaning of a poem.
--I can identify the structure of a drama, including stage directions, cast of characters, acts/scenes, and dialogue.
--I can draw a connection between the structure and meaning of a drama. / --Poetry Analysis Form
--Love That Dog discussion
--3 acts of A Christmas Carol
--The Monsters Are Due on Maple Street (compare & contrast written version to visual version—both original and 2003)
--Readers’ Theater
--write original poetry
--analyze parodies / --Love That Dog
--A Christmas Carol
--JR Scholastic dramas (more for information than entertainment)
--Shakespeare
--The Monsters Are Due on Maple Street
--selected poems, such as “Because I Could Not Stop for Death,” “The Highwayman” / --use samples group by style, characteristic of structure
--discuss each group- structure, stanza, rhyme, free verse etc
--drama – anticipation guide fill in between the lines
-- predict from scene to scene, effects of scene breaks, stage directions, dialogue, etc
--class discussions
--student modeling w/ smartboard
--exit passes
--conferences
--interactive powerpoint
6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. / --I can identify the points of views of different characters or narrators
--I can identify passages that show a character’s point of view
--I can analyze a character based on his actions, words, appearance, and what others say about him.
--I can analyze how an author develops point of view of different characters or narrators.
--I can analyze how an author contrasts point of view of different characters or narrators. / Assume Point of View of one character and write about all characters from that character’s point of view
Thinking Map
Character Analysis
character sketches
Compare & contrast the protagonist & antagonist
Rewrite story from antagonist’s point of view / Wednesday Wars
“AllSummerinaDay”
fables
myths
Scholastic READ XL; Copyright 2001
One story in for character analysis: "My Friend's got this Problem, Mr. Candler" by Mel Glenn. (poetry) / --skit from alternative POV perception vs. Reality
--POV of character who learned lesson
--retell from a different character's POV
--rubrics
--Thinking Maps
7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. / --I can identify the similarities and differences in two versions of a text and the effects of techniques unique to each medium. / Venn Diagram
T-Chart
Double Bubble Map
Movie essay (book elements vs. Movie elements) Which do you like better? Why? / ACT Performances
“AllSummerinaDay”
The Adventures of Tom Sawyer
Freak the Mighty
Where the Wild Things Arebook and movie
CinderellaAkeelah and the Bee
Bronx MasqueradeFreedom Writers / Shared Thinking Maps
Journal entry
Turn and talk
8. (Not applicable to literature)
9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. / --I can identify the difference between historical fiction and nonfiction.
--I can identify the differences between a fictional and non-fictional account of the same character or event.
--I can explain how and why an author used or altered history. / --Research historical allusions.
--Compare primary sources with fiction.
--Write story or journal based on researched historical event. / Wednesday Wars
Fever 1793
One Crazy Summer
Watsons Go to Birmingham
Johnny Tremain
Library of Congress
Primary sources
Titanic
Holocaust or other genocides / --KWL
-- compare real vs. fictional
--rubrics
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. / --I can proficiently read and comprehend complex text with help as needed.
--I can determine when I am not comprehending and can apply strategies to increase understanding. / SSR with conferencing
Take Home Reading with written responses
Guided reading / Library
Literature book
Selected class novels
Junior Great Books