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    The focus of quarter three for ELA 7 is the concept of coming of age through conflict. Students will explore this concept through the reading of non-fiction, poetry, and S.E. Hinton's The Outsiders. Through various texts, students will build on their skills of annotation, incorporation, and analysis of textual evidence, construction of an extended response, determining main and central ideas of texts, the use of context clues to define unknown vocabulary words, and some identification of figurative language in various texts. Students will develop a deep understanding of character growth and development and how various experiences and conflicts affect characters and contribute to their growth. Over the course of the year, these are all skills that will be built upon and assessed in an increasingly challenging fashion. These skills will be constantly implemented and used to explore an overarching question and two focus questions:  

      

    Overarching: How does culture/environment affect our identity? 

      Other Essential Questions

     1. How do experiences help us learn about ourselves? 

    1. How do relationships affect who we are as individuals?

      

    Main Objectives:

    • Students will become familiar with content-specific words and phrases and figurative language.
    • Students will analyze key quotes from the chapters that focus on the essential questions.
    • Students will collaborate with peers while answering text-dependent questions.
    • Students will demonstrate their understanding of theme.

     

     

     

    Content Standards:
    • CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    • CCSS.ELA-Literacy.RL.7.4 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.
    • CCSS.ELA-Literacy.RL.7.5 Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning
    • CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    • CCSS.ELA-Literacy.RI.7.2 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.
    • CCSS.ELA-Literacy.RI.7.3 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).
    • CCSS.ELA-Literacy.RI.7.4 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.
    •      CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
    •      CCSS.ELA-Literacy.W.7.1. an Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
    •       CCSS.ELA-Literacy.W.7.1. b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
    •         CCSS.ELA-Literacy.W.7.1. e Provide a concluding statement or section that follows from and supports the argument presented.
    •         CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
    •        CCSS.ELA-Literacy.SL.7.1. b Follow rules for collegial discussions, track progress toward specific goals and deadlines and define individual roles as needed.
    •        CCSS.ELA-Literacy.SL.7.1.c Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.CCSS.ELA-Literacy.SL.7.1. d Acknowledge new information expressed by others and, when warranted, modify their own views.
    •        CCSS.ELA-Literacy.SL.7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.CCSS.ELA-Literacy.L.7.3. a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
    •    *CCSS.ELA-Literacy.L.7.4 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.
    • CCSS.ELA-Literacy.L.7.4. 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.29
    • CCSS.ELA-Literacy.L.7.4.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.
    • CCSS.ELA-Literacy.L.7.4. d 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).
    • CCSS.ELA-Literacy.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

     

     

     

     

     

     

     

     

     

     

     

     

    Result 1 

     

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    Students will be able to use various texts to write about overarching and focus questions pertaining to this quarter. 

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    Overarching Question: How does culture affect our identity? 

      

    Focus Questions: How do experiences help us learn about ourselves? How do relationships affect who we are as individuals?  

    Result 2 

     

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    Students will be able to identify traits of characters and support their thinking with evidence/details from text. 

    Students will be able to identify basic uses of figurative language in various texts 

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    How do authors create characters and shape their identities? 

    Result 3 

     

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    Students will be able to identify and differentiate between main and central ideas in both fiction and non-fiction texts 

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    How do authors convey their ideas through writing? How does authors send readers a message? 

    Result 4 

     

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    Students will be able to annotate texts to demonstrate their thinking and how they interact with textsin order to uncover deeper meaning, identify significance, and determine unknown words  

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    How do we closely read a text? 

    Result 5 

     

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    Students will be able to construct a proper short response, citing evidence to support a claim 

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    How do we properly use evidence to answer a question and support our thinking?