GRADE 7 RESOURCE PACKET GPB LIVE-STREAMING

and dangling modifiers Address serial commas in sets ofcoordinate adjectivesL2: Capitalization, punctuation, andspelling when writing Use a comma to separatecoordinate adjectivesL3: Choose language that expressesideas precisely and concisely,recognizing and eliminatingwordiness and redundancyLanguage IntegrationVocabulary ELACCL4-6L4: Determine or clarify the meaning ofunknown and multiple-meaningwords and phrases using multiplestrategies including context andreference materials Greek or Latin affixes and rootsL6: Acquire and use accuratelyacademic and domain-specificvocabularyL5: Figurative language, Biblical and mythological allusions Synonyms Connotations and denotationsSpeaking and ListeningELACCSL1-6SL1: Express ideas clearly incollaborative discussions Acquire and show evidence ofknowledge of topic Work well in group, set goals Modify views when warrantedSL2: Analyze material presented in Place attention on conventions in rubric Provide direct instruction on comma usage with coordinate adjectives Identify text examples of coordinate adjective lists Compare and contrast author’s prose styles with attention to dictionGive attention to concise language in class discussionEmploy thesaurus for precisionEliminate extraneous/flowery language in writing processIdeas/Tasks for Integration Provide direct instruction in literary terms to scaffold analysis, citing examples from texts (diction, syntax, tone,imagery, figurative language, audience, purpose, theme, structure) Use online and paper reference materials in class Give attention to Greek and Latin vocabulary in Joseph Campbell as teachable moment for roots Conduct vocabulary study in each text Study figurative language and connotative language in texts Give attention to figurative language in writing/rubric Identify allusions in texts (Hobbit: Shakespearean and Greek mythological allusions; Arthurian Legend: mythicaland biblical allusions; Bradbury: American folklore allusions; etc.)Ideas/Tasks for Integration Engage in routine daily discussion of ideas Express ideas in Paper 3 (Archetypes in Arthurian Legend) may be written in pairs or teams as an academicpresentation that includes a visual component such as poster, Prezi, or PowerPoint Engage in debate, formal and informal as issues arise Engage in Peer Review of paper 3 presentations Conduct evaluation of web resources in research processGeorgia Department of EducationDr. John D. Barge, State School SuperintendentJanuary 2012 GPB Professional Learning Resource PacketGrade 7, page 6

diverse media and formatsSL3: Delineate and evaluate a speaker’sargumentSL4: Present claims and findingsSL5: Include multimedia componentsSL6: Adapt speech to a variety ofcontexts and tasks Evaluate arguments presented in pivotal monologues from film clips accompanying texts (for example, Gandalf’sargument persuading Bilbo to go on the adventure, or Merlin’s speech arguing that Arthur must get hold of himselfand fight for Camelot after Arthur is wounded and weakened) Engage in Paper 3 Collaboration Engage in Paper 3 Collaboration Note the differences in vocabulary and level of discourse between informal discussion and formal presentation;note differences in speech patterns of characters of different types (royalty versus commoner, wizard versusmonster, astronaut versus farmer)The standards above represent material that must be conveyed to students in this instructional unit. After brainstorming ideas for each category, proceed to Part II of the planning template, where youwill create tasks that integrate the standards into appropriate instructional activities. Read the standards recommended for each section and use the Text Complexity Rubric to ensure that all textchoices are appropriately rigorous. The unit is not limited to the texts you choose, but these will represent a minimum.Georgia Department of EducationDr. John D. Barge, State School SuperintendentJanuary 2012 GPB Professional Learning Resource PacketGrade 7, page 7

CCGPS UNIT PLANNING GUIDE FOR UNIT 1, MODULE 1PART II: STANDARDS-BASED TASK PLANNERUse this template to plan individual tasks designed to scaffold the skills taught in the unit. Each major Culminating Assessment will be supported by all necessary Skill Building Tasks. Integrate all theactivities brainstormed in Part I within your Skill Building Tasks, using the check boxes on Part I to ensure recursive inclusion of all items. Refer to your grade-level curriculum map to determine thenumber of assessments appropriate for your unit. Each Assessment Task should have several Skill Building Tasks.ASSESSMENT 1: integrating reading selections from the unit into a writing taskINFORMATIONAL/EXPLANATORY: Literary Analysis, The Hobbit (320 pages, 19 chapters, chapters average 15 pages in length): Identify theme, audience,and purpose. Identify and analyze literary strategies used to convey theme and purpose including but not limited to plot, setting, characters, characterization,diction, syntax, tone, imagery, figurative language, symbols (motif). Why did Tolkien make the choices he did, and how were those choices intended to impactreaders? Use primary text only for citations (ideas must be your own); use Shanahan’s graphic organizer to identify theme Use the graphic organizer to discuss and determine theme:(Students identify what a character was like before and afterbeforeafterthe major crisis of a story, then ponder what it was theauthor wanted us to learn from this - and what did thecrisischaracter learn)and use précis format to create essay outline(How to write a ules/rhetorical-precis/sample/peirce sample precis click.html )ESSENTIAL QUESTIONHow do authors use specific literary elements to convey theme and purpose?SKILL BUILDILNG TASKSNote: the following tasks represent one possible configuration for the delivery of instruction to scaffold successful performance on the Culminating Assessment above. This schedule may be amendedas necessary to fit your unique instructional needs. In particular, note that the recommended homework is sufficient only to include the minimum concepts set forth in this plan. Significant additionalhomework may be required if necessary.SKILL/CONCEPT: Pre-readingTASK: Establish text context, guageNETSSTANDARDELACC7RI1, 2,9ELACC7W7, 8,9ELACC7SL1 b.c. d.ELACC7SL2 Have students begin a notebook section in the recommended academic style (Cornell, double entry journal, etc.)taking notes on today’s informationShare PowerPoint/Webquest on SmartBoard providing background on J.R.R. Tolkien and the historical context ofThe Lord of the Rings trilogy, including the prequel we will read: The HobbitActivate background knowledge, especially of the recent popular movie adaptationsHave students use computer stations to briefly review the pre-WWII political situation in pre-1940 England while thebook was being written, determining which sites are academically appropriateExamine various cover art and dust-cover blurbs about the textsConclude with a discussion making predictions about the textNETS2b.c.NETS3bGeorgia Department of EducationDr. John D. Barge, State School SuperintendentJanuary 2012 GPB Professional Learning Resource PacketGrade 7, page 8

SKILL/CONCEPT:Read and annotate textTASK: Group and independent reading/note takingSTRANDReadingSTANDARDELACC7RL1, 3,6ELACC7W9 Provide explicit instruction in how to effectively takes notes on the textProvide very brief overview of the kinds of evidence students should be looking for in text (this will be covered morein depth later)Conduct group read-aloud of Chapter 1Conduct peer note-check for exit. Notes will focus on elements of plot, character/characterization, literaryelements/prose style of author, literary/mythological/Biblical allusions, and unknown words (explore these!) Writing SpeakingELACC7SL6andListeningHomework: Read Chapter 2, annotate with attention to Tolkien’s literary strategies using your own background knowledge ofELACC7L4Languagediction, syntax, imagery, figurative language, tone, style, etc. These elements will be discussed in class tomorrow.NETSSKILL/CONCEPT: Literary terms, author’s prose styleTASK: Illustrate terms, search text, diagram sentences, echo writeSTRANDSTANDARDReadingRL4, SL4 ad, L67L1ab, L5 Discuss plot and character in Chapter 2, modeling appropriate notesIntroduce literary concepts to be analyzed in assessment writing, providing definitions and examples from text ofeach (ensure that students take appropriate notes): diction, syntax, tone, figurative language, imagery, symbolism Conduct group read-aloud Chapter 3 (student notes should reflect information gathering on at least one or twoliterary elements)Homework: Locate and write down 2 examples of each of the following in the text:1. Simple sentence2. Compound sentence3. Compound/complex sentence4. Complex sentenceNETS6a,bNETSSKILL/CONCEPT: Compare text versions, understand author’s purpose in choicesTASK: View clips, group discussion of artistic choices, employ literary ageSTANDARDELACC7RL1, 4,7ELACC7W9, 10ELACC7SL1 ad, 2ELACC7L5abc View Chapters 4 - 9 from the film version of The Hobbit; students will have written texts in hand during the viewing toperiodically check for matches in dialogue and descriptionDiscuss and take notes on the following:*Determine in what ways the film depiction matched or diverged from what you visualized as you read*As you skim through your text while you watch the clip, identify dialogue matches or places where the filmdiffers from the written text significantlyDetermine reasons for the changes that were made to the film versionHaving read aloud, read independently, and viewed a film clip, articulate your ideas about the word choices Tolkienhas made; for example old fashioned or modern, simple or sophisticated, varying by character; connotations oflanguageNETSGeorgia Department of EducationDr. John D. Barge, State School SuperintendentJanuary 2012 GPB Professional Learning Resource PacketGrade 7, page 9

SKILL/CONCEPT: Sentence fluencyTASK: Understand the composition and the function of phrases and clauses in -C Conduct independent in-class reading of Chapter 10, having students note particularly elegant or interestingsentences for later discussion Examine a few chosen sentences, explaining sentence components to students1. What are the elements of a phrase?2. What are the elements of a clause?3. How do phrases and clauses work together to make compound, complex, and compound/complex sentences.4. What do you think an optimum mixture of these types of sentences would look like? Would it vary depending on the authoror the piece and its tone and purpose?Homework: Read and annotate Chapters 11 and 12, paying specific attention to literary elements.NETSSKILL/CONCEPT: Evaluation of verbal argumentTASK:Evaluate Gandalf’s argument to Bilbo from the film version of textSTRANDSTANDARD ReadingELACC7RL4 CC7SL2, 3 Lead the class in an informal discussion of the strategies we tend to use to persuade people to do things (guilt,repetition, shame, peer pressure, pride, etc.)View Chapter 1 of The Hobbit in the film version, wherein Gandalf and his comrades bring their powers ofpersuasion to bear on the timid hobbit in order to engage him as a burglar in their quest; (students will take noteswith special attention to the persuasive strategies used on Bilbo)Have students complete an exit card describing the strategies they identified and how well they think thosestrategies workedNETS2aSKILL/CONCEPT: Understanding the assessment for this taskTASK: Group peer review chart, rubric gLanguageNETSSTANDARDELACC7RL4,RI4ELACC7W2, 4,5 ELACC7SL2, 5 ELACC7L1-L6 Place the prompt for this culminating writing task (see above) on chart paper or smart boardLead students in a thorough deconstruction of all parts of the prompt so that they thoroughly understand what theywill be asked to do in the assessmentExamine the vocabulary of the prompt and share student models of good workthProvide worksheets and copies of the 7 grade standards to students and engage them (in teams, pairs, or wholegroups) in determining what they expect to see on a rubric for this assignmentProvide students with a copy of the actual rubric you will use, or modify it in class based on the feedback fromdiscussionReview the grammatical concepts included in this study (phrases and clauses) and make sure they are meaningfullyincluded in the rubricHave students return to their groups and brainstorm a check-list of peer review items; that is, what should you checkyour paper for before the final edit to make sure it meets the requirements of the rubric (for example, check sentencefluency to make sure you have employed diverse and interesting sentence construction; check for passive voice;Georgia Department of EducationDr. John D. Barge, State School SuperintendentJanuary 2012 GPB Professional Learning Resource PacketGrade 7, page 10

check that all items are backed up by evidence and that evidence is properly cited, etc.)SKILL/CONCEPT: Analyzing literary elements of textTASK: Model and discuss together the literary elements in chapters 11-13STRAND STANDARDELACC7RL1, 2,3,5,6ELACC7W9ReadingWritingSpeakingandListening ELACC7SL1a-dLanguageConduct group read-aloud Chapter 13Review literary elements: diction, syntax, tone, figurative language, imagery, and symbolismUse discussion of syntax to review phrase, clause, and sentence structure/fluencyAsk the following questions: How would students describe Tolkien’s syntactic style? (Does he use long or shortsentences? How are they composed? What effect does their structure have on the reader?)Take questions from students on their progress in compiling information on WHY the author uses certain literarydevices and HOW those devices work on the readerELACC7L4a-d,5, 6NETSSKILL/CONCEPT: Literary AllusionTASK: Discuss the concept of literary allusion; examine allusions in the textSTRANDSTANDARDReadingELACC7RL4, 6 Conduct group read-aloud Chapter 14Lead students in a discussion on the concept of literary allusion ("a brief reference, explicit or indirect, to a person,place or event, or to another literary work or passage”)Provide explicit instruction on allusion and the important ways in which it differs from a direct referenceProvide several easy to understand examples of allusionNote allusions commonly discussed in The Hobbit: Shakespeare’s King Lear and to Greek mythology, especiallyregarding the waters of forgetfulness and Gollum’s home beneath the earth - see the Internet and literary journals formore detail; importantly, students may find their own resonances in the text, which may be explored in classStudents will take appropriate notes, integrating the information into their literary analyses as appropriateELACC7W9Writing Speaking ELACC7SL1a-dandListeningELACC7L5Language NETSSKILL/CONCEPT: Active listening, annotationTASK:Audio presentation of 2 chapters with vocabulary and prose ageNETSSTANDARDELACC7RL1, 4,6, 7ELACC7W9ELACC7SL4, 1ELACC7L4a-dNETS2a,b Have students actively listen to a professionally produced audio book version of The Hobbit for Chapters 15, 16 (1718 homework) After hearing the text read aloud by a professional reader, students should be prepared to discuss their aestheticperception of the sound of the words. From a purely artistic point of view, guide them in thinking about whether theprose sounds flowing, musical, staccato, clipped, etc. Following this general conversation, which need not be too academic, have students examine text passages fromthese two chapters. In teams or pairs they can perform a brief analysis of a passage, noting interesting wordchoices, the number of sentences in a paragraph, the number of words in a sentence, and the distribution of simple,compound, complex, and compound/complex sentences Students can compose an exit card attempting to articulate Tolkien’s choices in diction and syntax in their givenpassage, focusing on WHY these choices were made and HOW they are meant to impact the readerHomework: Read and annotate chapters 17 and 18Georgia Department of EducationDr. John D. Barge, State School SuperintendentJanuary 2012 GPB Professional Learning Resource PacketGrade 7, page 11

SKILL/CONCEPT: Evaluating the author’s literary devices in advance of analysisTASK:In-class dramatic reading of novel’s conclusionSTRANDSTANDARDELACC7RL3, 5,10ELACC7RI1, 2,6ELACC7W1, 9Reading Conduct group read-aloud Chapter 19, the conclusionReflect on the overall structure of the chapters, including the arc of the plotReflect on characters and the ways in which the author provided characterizationReview the writing prompt and rubric for Culminating AssessmentHave students take notes; cumulative notes from study segment may be used in the course of the writingassessmentHomework: Students will read and annotate “Windows on the life and work of J.R.R. Tolkien,” by Chris Armstrong andSteven Gertz (Literary Criticism) before constructing their culminating assessment. This piece will provide scaffolding in whatthe analysis of literary elements and devices should look and sound like, as well as providing valuable insights into Tolkien’shistory and geNETSSKILL/CONCEPT: Literary analysis essayTASK:Students will write in class, complete for ageELACC7L2, 1 3,5, 6 Using their notes, the text, and referring to the prompt and the rubric provided, students will begin the writingprocess to produce a cogent thesis describing the literary devices employed by Tolkien in his classic work TheHobbit. Students may be expected to complete at least a complete rough draft of this work within the class period,allowing them an opportunity to request clarification or support (to the extent appropriate) from the instructor. Thefinal draft of this essay (recommended length 2 pages, 500 words) will be due at the beginning of the next classperiod. This essay will be discussed and reviewed at the outset of the next unit segment (science fiction short stories) andthwill become the anchor piece in the student’s 7 grade writing portfolio. The graded paper, along with peer reviewcommentary, rough draft, and teacher-completed rubric with commentary should all be in the portfolio.NETSGeorgia Department of EducationDr. John D. Barge, State School SuperintendentJanuary 2012 GPB Professional Learning Resource PacketGrade 7, page 12

CCGPS UNIT PLANNING GUIDE FOR UNIT 1, MODULE 2PART II: STANDARDS-BASED TASK PLANNERUse this template to plan individual tasks designed to scaffold the skills taught in the unit. Each major Culminating Assessment will be supported by all necessary Skill Building Tasks. In

In the Ray Bradbury story “The Martian,” the Martian native involuntarily shifts his appearance and attitude to suit whoever he is with, subconsciously becoming what they want him to be, and the strain of this finally kills him. Do you believe that your attitude, beliefs, appearance, or