SSK Unit 4.2 Planning Guide

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Instructional ConsiderationsHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLExplain that the actions of characters in a story often lead the audience to an understanding of the theme of a story.Readers can learn about the world around them by experiencing the conflicts and resolutions in a work of fiction. Thisunderstanding begins with the ability to analyze characters by making inferences about their thoughts, actions, speech,etc. See Characterization Chart in Instructional Strategies. For ELL strategies/activities, see Milestones inResources. (ELA.7.3A, ELA.7.6B)Formative Assessment- To assess students’ understanding of characterization, utilize an assessment. See FormativeAssessment- Character Match in Assessment Connections. Review and reteach as needed.Emphasize that readers make inferences about a character based on events, actions, and dialogue in a text. Remindstudents that an inference is a combination of the text and the knowledge and experiences of a reader and emphasizethe need to support inferences with text evidence. See Best Practices Toolkit and Resource Manager Grade 7 inResources. Resource activities are also available in Spanish. For ELL strategies/activities, see Milestones inResources. (ELA.7.Fig19D)Instructional Accommodations for Diverse Learners The use of graphic organizers greatly enhances ELLs’ abilities to make inferences. Model anddemonstrate the strategy first, using guided practice and mixed-ability partner support before expectingindependent application. Partner ELL students with students more proficient in English. Be sure topreteach and accommodate the academic language and vocabulary needed to understand and tocomplete the corresponding graphic organizer. (ELPS C.3e, ELPS C.4j)Introduce Dialectical Journals. To deepen understanding and provide commentary for inferences and analysis, havestudents record their thinking on a Dialectical Journal graphic organizer which can then be placed in their LiteracyNotebooks. See Instructional Strategies for a “So What” Dialectical Journal entry and ELA Best Practices MS andLaying the Foundation: A Resource and <strong>Planning</strong> <strong>Guide</strong> for PreAP English Grade Seven in Resources. (ELA.7.Fig19D)Explain that figurative language and imagery play a large role in fictional stories. Emphasize that these elements oftencreate the mood of a text. Have students examine setting, details, figurative language, and imagery to analyze mood ina text. See Mood Web in Instructional Strategies.Explain theme. Assist students in understanding that the theme of a piece is not stated; it is inferred. Sometimes thetone of a piece provides clues to the theme. Model the process for inferring theme using mentor texts. See DIDS inInstructional Strategies and Resource Manager Grade 7 in Resources. Resource activities are also available inSpanish. (ELA.7.3A)Use discussion groups to engage students in higher level discussions. Introduce questions as a means of discussionand analysis. Explain the three levels of questioning: Level 1- Questions that can be answered directly from the text. Level 2- Questions that require analysis and interpretation to answer. Level 3- Questions that are open-ended and go beyond the text.These questions are to be written in their Literacy Notebooks and can later be used for discussion. See DialecticalJournal- Questioning in Instructional Strategies and ELA Best Practices MS in Resources. (ELA.7.Fig19D, ELA.7.3A,ELA.7.6B, ELA.7.6C)Encourage students to analyze characters in cooperative groups. For a more in-depth character analysis strategy, seePost-Mortem of a Protagonist in Instructional Strategies. (ELA.7.6B)Instructional Accommodations for Diverse Learners To assist ELLs in participating in cooperative groups, use a Canned Questions strategy. Students aregiven a series of question stems ranging from the lowest to the highest level of Bloom’s Taxonomy inorder to participate in discussions about a topic. See Seidlitz’s Navigating the ELPS in the EnglishLanguage Arts and Reading Classroom in Resources. (ELPS C.3e) - 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 5 of 8
Instructional ConsiderationsHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLSTAAR Connection- There are STAAR test released item for ELA.7.2B. Creating assessment items that have thesame or similar stems help students prepare for the STAAR exam. See Released STAAR Items, (Selection 2 Item 1) inAssessment Connections for examples. The Texas Education Agency has provided a helpful resource page that can beaccessed at the main TEA website.Instructional Accommodations for Diverse LearnersA student receiving special education services may receive instructional and assessmentaccommodations. The ARD/IEP committee must document instructional and assessmentaccommodations in the student’s IEP. See the Texas Education Agency forTexas Student Assessment Accommodations information.Instructional Strategies/ActivitiesReadingNonlinguistic RepresentationGraphic Organizers- Plot DiagramBegin by reviewing the elements of plot. Then have students create visual representations of the elements of plot toreinforce vocabulary development. See Plot Line Diagram and Best Practices Toolkit in Resources.Cues, Questions, and Advance OrganizersGraphic Organizers- Who’s Who? The Character Directory (ELA.7.6B)This graphic organizer allows students to record characters’ names, relationships/roles, locations, and descriptions.Encourage students to keep this information in their Literacy Notebooks. See Resources for Who’s Who? TheCharacter Directory, Burke’s Tools for Thought, and the English Companion website. This strategy is particularlyhelpful with striving readers and ELL students.Cues, Questions, and Advance OrganizersGraphic Organizers- Characterization Chart (ELA.7.6B)To assist students in identifying the modes of characterization and in making valid inferences, use a graphic organizer.Be sure to model how to complete the three sections. See Resources for a Characterization Chart template.What the Story Says Method of Characterization What It Tells Me about theCharacterCues, Questions, and Advance OrganizersGraphic Organizer- “So What” Dialectical Journal (ELA.7.Fig19D)Instruct students to complete a graphic organizer as they read and make connections to a text. Students are to recordtheir connection and then ask themselves, “How does this thinking help me better understand this text?” This questionprovides the ‘So What?’ of the graphic organizer. Students are not only interacting with a text but also metacognitivelybuilding their understanding. See “So What?” Dialectical Journal and Tovani’s Do I Really Have to Teach Reading?Content Comprehension Grades 6-12 in Resources.Connection to the TextSo What?Instructional Accommodations for Diverse Learners Pair struggling ELL’s with more proficient students to provide models as students begin to completethis on their own. Provide sentence starters (i.e., This reminds me of…) and modify the graphic organizer.Text EvidenceConnection - 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 6 of 8
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SSK Unit 4.2 Planning Guide

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