SSK Unit 4.2 Planning Guide

More documents

Recommendations

Info

Unit 3: Expository TextsUnit OverviewHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLPlanning Guide User InformationTime AllocationsUnit 31weekExpository Texts– This unit reviews the genre of informational nonfiction with an emphasis on expository texts.Students analyze author’s style and purpose through the study of organizational patterns, text features, and sentenceconstruction as well as draft, revise, edit, and publish an expository essay.Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) (district clarifications/elaborations in italics)VocabularyR ELA.7.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or otherlinguistic roots and affixes.ReadingELA.7.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to enhancecomprehension.ELA.7.Fig19C Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; makingtextual, personal, and world connections; visualizing).R ELA.7.Fig19D Make complex inferences about text and use textual evidence to support understanding.R ELA.7.Fig19F Make connections between and across texts, including media (e.g., film, play, music, print media),and provide textual evidence.R ELA.7.10A Evaluate a summary of the original text for accuracy of the main ideas, supporting details, and overallmeaning.R ELA.7.10C Use different organizational patterns (e.g., proposition-and-support, problem-and-solution, cause-effect,compare-contrast, inductive, deductive, chronological order) as guides for summarizing and forming an overview ofdifferent kinds of expository text.R ELA.7.10D Synthesize and make logical connections between ideas within a text and across two or three textsrepresenting similar or different genres, and support those findings with textual evidence.S ELA.7.12B Explain the function of the graphical components of a text.WritingR ELA.7.14B Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, causeeffect,compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing.R ELA.7.17A.i Write a multi-paragraph essay to convey information about a topic that presents effective introductionsand concluding paragraphs.R ELA.7.17A.ii Write a multi-paragraph essay to convey information about a topic that contains a clearly statedpurpose or controlling idea.R ELA.7.17A.iii Write a multi-paragraph essay to convey information about a topic that is logically organized withappropriate facts and details and includes no extraneous information or inconsistencies.R ELA.7.17A.iv Write a multi-paragraph essay to convey information about a topic that accurately synthesizes ideasfrom several sources.R ELA.7.17A.v Write multi-paragraph essays to convey information about a topic that uses a variety of sentencestructures, rhetorical devices, and transitions to link paragraphs.R ELA.7.14C Revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple,compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 1 of 12
how well questions of purpose, audience, and genre have been addressed.HISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLS ELA.7.19A.viii identify, use, and understand the function of transitions for sentence to sentence, paragraph toparagraph coherence in the context of reading, writing, and speaking.S ELA.7.19B Write complex sentences and differentiate between main versus subordinate clauses.R ELA.7.19C Identify, use and understand the function of a variety of complete sentences (e.g., simple, compound,complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistenttenses.R ELA.7.14D Edit drafts for grammar, mechanics, and spelling.R ELA.7.20A Use conventions of capitalization correctly and consistently.R ELA.7.20B.i Recognize and use punctuation marks including commas in compound sentences and after introductorywords, phrases, and clauses.R ELA.7.21A Spell correctly, including using various resources to determine and check correct spellings. English Language Proficiency Standards (ELPS)• ELPS C.1e Internalize new basic and academic language by using and reusing it in meaningful ways in speaking andwriting activities that build concept and language attainment;• ELPS C.2i Demonstrate listening comprehension of increasingly complex spoken English by following directions,retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, andtaking notes commensurate with content and grade-level needs;• ELPS C.4g Demonstrate comprehension of increasingly complex English by participating in shared reading, retellingor summarizing material, responding to questions, and taking notes commensurate with content area and grade levelneeds.College and Career Readiness Standards (CCRS)• CCRS 1.A4 Recognize the importance of revision as the key to effective writing. Each draft should refine key ideasand organize them more logically and fluidly, use language more precisely and effectively, and draw the reader to theauthor’s purpose.• CCRS 1.A5 Edit writing for proper voice, tense, and syntax, assuring that it conforms to standard English, whenappropriate.• CCRS 2.A4 Draw and support complex inferences from text to summarize, draw conclusions, and distinguish factsfrom simple assertions and opinions.Key Concepts• genre– informational nonfiction(expository texts)Academic Vocabulary• affixes• graphical components• paraphraseEssential Understandings/Guiding Questions• reading process• graphical components• inference• organizational pattern• subordinate conjunction - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard• stylistic elements• text features• summary• text features• thesis• Word roots and affixes provide the foundation to discover the meaning of unfamiliar words1. What is the difference between a prefix and a suffix?2. How do affixes affect the meaning of a word?3. Why is it important to understand the root of a word?• Discovering the organizational pattern of an expository text assists readers in locating and understanding specificinformation within the text.1. What are the various organizational patterns?2. How do organizational patterns affect the information in a text?4. How does knowing the organizational pattern of a text help a reader?• Expository writing is structured through the use of an organizational pattern with a thesis statement and supporting© Houston ISD Curriculum2012 – 2013Page 2 of 12
Page 1: HOUSTON ISD SUMMER SCHOOL - PLANNIN
Page 4: Instructional ConsiderationsHISD PL
Page 7 and 8: Instructional ConsiderationsHISD PL
Page 9 and 10: Instructional Strategies/Activities
Page 11 and 12: College and Career Readiness Standa
Page 17: ResourcesAdopted Instructional Mate
Page 21 and 22: Instructional ConsiderationsReading
Page 29 and 30: ResourcesHolt McDougal, 2010. Lesso
Page 31 and 32: Academic Vocabulary• argument•
Page 37: Resources• Literature Grade 7. Il

SSK Unit 4.2 Planning Guide

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?