PDF Lesson Plans War Comes to Willy Freeman

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Learn how to enable JavaScript on your browser. Shop Indie eBooks. See All Customer Reviews. Shop Books. Read an excerpt of this book! Add to Wishlist. USD Sign in to Purchase Instantly. Explore Now. Buy As Gift. Overview The War Comes to Willy Freeman lesson plan contains a variety of teaching materials that cater to all learning styles. The lessons and activities will help students gain an intimate understanding of the text; while the tests and quizzes will help you evaluate how well the students have grasped the material.

Product Details. Average Review. In Unit 2, students are asked to look for evidence from the text to identify Tom's character. Same questions that represent how this program meets this expectation include but are not limited to the following:. In each Unit, students are presented with opportunities to work across texts. The instructional materials for Grade 6 fully meet the expectations of indicator 2d.

The materials contain sets of high-quality sequences of text-dependent questions and activities that build to each culminating task. Many tasks are focused on writing productions; however, students engage in speaking and listening as well as reading and writing to prepare for tasks, providing learning through integrated skills. Some examples of culminating tasks that showcase students' demonstration of topics and themes through a combination of skills include the following examples:.

The materials for Grade 6 meet the expectations of indicator 2e. Materials include a cohesive, year-long plan for students to interact and build key academic vocabulary words in and across texts. Vocabulary instruction is designed for students to master up to new words every year. Words are chosen for their support of comprehension of texts, unfamiliar words that appear in middle school texts.

Repeated encounters with vocabulary- through texts, activities, interactive multimedia, teacher talk, games, audio and video shorts-- support students as they interact with new words and practice them in and out of contexts. For students, vocabulary is addressed through a daily vocabulary lesson. These short lessons are presented through the Amplify Vocabulary App. With animations, the app introduces important vocabulary that will be encountered in that day's lesson. Each unit is also organized to begin with vocabulary prior to students diving in to the text s.

Teachers are also guided via a "words to use" section in the Teacher Guide to use these words for modeling and exposure, as noted in indicator 1i. This practice with vocabulary is intentionally built to span the whole year's worth of instruction. The "Reveal tool" is an online feature that identifies reveals new words for the student and gives a contextual definition to enable students to continue reading with minimal interruption. The tool tracks the words a student needs help with so the teacher can access this later.

It also puts them in a personal glossary for the students. A sampling of the words students will encounter and study in their year-long work with the instructional materials:. The instructional materials reviewed for Grade 6 meet the expectation of indicator 2f. Students are provided with prompts to make observations and reflect about their own writing to build skills and knowledge for future writings.

Standard practices for writing are set in motion in the first unit and continue throughout the year with different writing tasks. Lessons include targeted writing instruction, writing skill drills, and revision assignments. Also included in the materials is guidance to teachers about how to use Over-the Shoulder Conferences to provide immediate and meaningful feedback as students write. Teachers are directed to use affirmation comments, skill reminders and oral revision remarks to support students. In Unit A, Dahl and Narrative, the progression of writing the narrative starts with getting the interest of the students and their own stories.

In the first unit, students are provided with multiple prompts both text-dependent and not to generate ideas. For example:. After they are more comfortable with their stories, students read the Dahl text and respond to prompts connected to the text to focus on the details a narrative element they will practice later. In other units, students work to synthesize details into a cull writing piece. Write about 2 details: 1. Pick one detail and describe how it turned out to be a useful clue for Sherlock Holmes. Pick another detail that you or someone else once thought might be important, but it turned out not to be, and explain why.

What details from the text seem ordinary but actually might be suspicious? Using textual evidence, explain why. The program also supports the writing process by having students use texts as mentor texts and examples from which to practice their own writing craft. Some examples illustrating this:. If you finish with time to spare, think about the attitude you want each character to show. Add two more details to every character to help show that attitude.

At the end of the year, there is Beginning Story Writing in Unit G that culminates several of the writing tasks introduced throughout the year. In this unit, students have an opportunity to focus on fiction writing: moving from the personal narrative in previous units to the fictional narrative. Students receive targeted writing instruction, skill drills, and revision assignments.

The materials for Grade 6 fully meet the expectations of indicator 2g. Materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials. There are two culminating research units in the Grade 6 materials. The first one falls after third in the sequence of seven units, while the second one comes six out of seven.

Both projects develop over the course of the unit, introducing the students to a variety of genres and information relevant to the topic. In Unit C, The Chocolate Collection, students begin learning the difference between primary, secondary, and tertiary sources, in addition to learning to identify the credibility and uses of sources. Students generate their own research questions but are provided sources to start with. The unit focuses on argument writing after students have learned the research methods and concerns.

Students review two commercial websites and find an article from each website. One of the articles should be written by a reliable author and the other one by an unreliable author. An example of the progression of writing that happens within a Unit includes the following examples:. Students spend six lessons researching and writing a minimum four-paragraph essay. Detail for students to learn research writing practice includes specific checklists, such as guiding questions:.

Students are guided through the writing with editing, revision, research and peer response. Teacher shares models, rubrics and over the shoulder conferences. A concern for program is that students have a choice with some Units and may choose to write only in the informative or argument for a final research product.

Although this may occur, students are working with both writing tasks throughout both research units, which both require students to read and analyze informative, narrative and argument text types. The instructional materials for Grade 6 fully meet the expectations of indicator 2h, supporting students' independent reading development.. It sets out three goals. Assignments are lighter than those around core texts not graded, and involve choice to hold students accountable while still making the focus on the reading itself.

During independent reading students set weekly goals, reflect on their own reading, and log progress by describing and critiquing one strategy they have used and when they decide on another strategy they could try TE, page Throughout the curriculum, there are opportunities and TIPS for teachers to help guide students and take responsibility for their learning.

The TE gives some guidelines on how to help students and more input for guiding these discussions with students. This helps kids set goals and helps teachers guide them. The Reading Tracker following page of TPG requires that students log progress weekly in relation to a goal that they have set for weekly reading pages. It also requires reflection on reading by responding to prompts done when student is halfway through the reading. Reflection relates to how challenging the text is for the student, paraphrasing text, noticing aspects of the story structure supported with text evidence.

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Students also track their reading path by identifying texts by genres of fiction and non-fiction, identity of the character time of the setting, and location of the setting. Reading choices and reading progress has consequences in the game which supports independent reading. Teachers are encouraged to solicit the assistance of families in the independent reading through home-school letters. The instructional materials also include texts that are worthy of student's time and attention, and provide many opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.

The use and design of the instructional materials facilitate student learning. The design of the materials is consistent, simple, and not distracting. The annual pacing guide makes lesson structure and pacing clear. The thirty-six weeks of instruction is reasonable for a school year. All resources include clear directions, explanations, and standards alignments.

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The instructional materials reviewed for Grade 6 meet the expectations that materials are well-designed and take into account effective lesson structure and pacing. The lesson architecture appears on pages of the TPG. The daily lesson begins with 5 minutes of Building Vocabulary where students work independently on the vocabulary activities while the teacher checks in with students. In the minute Prepare for Independent Work part of the lesson, students wrap up their learning with sharing, discussion, and introducing the Solo.

The daily lesson ends with minutes of Independent Work time where students complete the Solo, read independently, play in the World of Lexica, create a video for ProjectEd, or Build more vocabulary with VocabApp. For example, in the Tom Sawyer lesson segment, for three minutes students highlight text from the swimming trick scene that shows how Tom acts with Aunt Polly and Sid so that they will have passages ready for the Character Matrix app.

One minute is devoted to discussion, and two minutes are devoted to highlighting. The instructional materials reviewed for Grade 6 meet the expectations that the teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.

The annual pacing guide for 6th grade appears on pages of the TPG. The instructional materials reviewed for Grade 6 meet expectations that the student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids e. The Student digital materials contain ample practice resources within each lesson segment.

The predictable format that is used throughout each lesson makes it easy for students to follow along and engage with the texts as well as the activities. Tasks are chunked to provide frequent practice with a skill throughout the lesson. The directions are clearly written, and texts and work spaces are provided conveniently alongside. Writing is strongly supported in the organization of the student materials. The instructional materials reviewed for Grade 6 meet the expectations for materials including publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.

An overview and alignment for each unit appears in the TPG on pages The specific standards are identified by lesson as being taught explicitly or practiced in the sub units. The instructional materials reviewed for Grade 6 contain visual design whether in print or digital that is not distracting or chaotic, but supports students in engaging thoughtfully with the subject. The student online edition is well laid out with a predictable format and ease of use. There are supporting graphics that are not distracting that serve as recognizable links within the content rather than as illustrations.

The use of drop down menus and expanding windows keeps the screen clean. When students are reading text or engaging in tasks, the design provides easy access to everything students need without extra distraction. The instructional materials meet expectations for teacher learning and understanding of the standards.

The materials include a teacher's edition with annotations and suggestions on how to present the content. The materials include adult-level explanations and examples and explanations of the role of specific standards in the context of the overall materials. The instructional approaches of the program are explained in the context of the overall curriculum. Strategies for informing stakeholders about the program and about how they can support student progress and achievement are provided, and overall, the materials do support teacher learning and understanding of the standards.

Materials reviewed for Grade 6 meet the expectation for materials containing a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

Throughout the lesson, suggestions on how to present the content are provided. Materials also include specific guidance for embedded technology. The Teacher Program Guide includes unit overviews that show the connection between standards and the Amplify program. The guide provides program organization maps broken down by sub-units to indicate how the Common Core Standards are aligned to the instructional program.

The Amplify approach to standards based instruction is further clarified in their document on skill instruction and practice. Materials reviewed for Grade 6 meet the expectations for materials containing explanations of the instructional approaches of the program and identifying research-based strategies.

The instructional materials meet expectations for providing teacher resources and tools to collect ongoing data about student progress on the standards. Formative and summative assessment opportunities are provided throughout the materials. All assessments clearly indicate which standards are being emphasized, and teachers are provided guidance on how to interpret student performance and suggestions for follow-up.

Routines and opportunities to monitor student progress are included throughout the materials. Materials reviewed for Grade 6 meet the expectations for materials regularly and systematically offering assessment opportunities that genuinely measure student progress. There are ample opportunities for assessment placed throughout the program to serve formative needs and to pinpoint summative progress towards standards.

Over-the-shoulder conferences are a staple of the Amplify ELA program and enable teachers to provide nuanced feedback and subtle individualized direction while every student works on a common activity.

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Over-the-shoulder conferencing is such a key part of the Amplify lessons that a technical feature to support it has been built into the digital lesson structure. When teachers see the symbol and click on it, they see squares that describe characteristics of student behavior or student work, specific to the activity that teachers should look for.

When teachers click on one of these squares, the system provides direction to the teacher about how to support students approaching the activity in different ways. The instructional materials include Summative Assessments. End of Unit Essays require the student to write about the text and cite evidence from the text. End of Unit assessments integrate reading and writing skills. The twice yearly summative assessment provides analysis that is tied directly to standards.

Materials reviewed for Grade 6 meet the requirement for assessments clearly denoting which standards are being emphasized. Amplify ELA includes three grades that are each built on seven units of instruction. Pages in the teachers edition outline which standards are taught in each unit and sub-unit. Materials reviewed for Grade 6 meet the expectations of assessments providing sufficient guidance to teachers for interpreting student performance and suggestions for follow-up. The Teacher Program Guide provides rubrics and scoring practices for the following skills:.

Writing assessments are provided to guide the teacher on what skills to target for each student. Used in conjunction with formative writing assessments, teachers can support areas of growth for the needs of each student. Within the lessons, teachers have access to suggestions for what to say in a particular situation to students in the over-the-shoulder conferences. In addition, the daily reports also provide suggestions for ways teachers can intervene to improve student productivity.

Materials reviewed for Grade 6 meet the expectation for including routines and guidance that point out opportunities to monitor student progress. Materials reviewed for Grade 6 indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation. The materials include a Digital library, and Lexica motivates students to read outside of school.

The materials include a Reading Tracker. Pages in the teachers guide provide a student guide to the digital library and offer students choices and selections. Strategies to support independent reading include Book talks, teacher modeling via think-alouds, book sharing, and partner reading. Accountability and Progress are tracked by digital readers, book sharing conversations, one-on-one conversations, and reading trackers. The instructional materials meet expectations for providing teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.

The materials provide teachers with strategies for meeting the needs of a range of learners and opportunities for teachers to use a variety of grouping strategies. Materials regularly provide support for students who read, write, speak, or listen below grade level or in a language other than English and additional extensions and advanced opportunities are available for students who read, write, speak, or listen above grade level.

Materials reviewed for Grade 6 meet the expectations for providing teachers with strategies for meeting the needs of range of learners so that the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards. As noted in the TE on pages , Amplify uses Universal Design to meet all students where they are and encourage growth.

The following is a list of the strategies used to engage all learners:. Materials reviewed for Grade 6 partially meet expectations for materials regularly providing all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with opportunities to work with grade level text and meet or exceed grade level standards. Lessons are coded for different levels. In each lesson there is a differentiation lesson with multiple variations. It is located right at the bottom of the first page and is available to all students.

Teachers can combine the lessons and the differentiation easily. Teachers are provided with supports to guide them through the instruction with a variety of learners disabilities, reading below level, advanced, and EL. Supports include grouping strategies, focusing different students to different parts of the reading, and stopping before discussions to do partner read alouds.

Targeted support for students who are learning English is limited. Flex Days are embedded in each unit to allow students to catch up or move ahead with a variety of activites, including Quests, vocabulary, and language work. Students can work on revisions during these days as well, although there is limited specific support for teachers to assure implementation of this differentiation. On these days, teachers can direct students individually to work on the skills they need, although may need to identify outside resources to support this work. Three levels of differentiation are provided for the most difficult primary source documents in the Collection.

Adapted versions, paraphrased versions, and Spanish version are provided. Alternative vocabulary exercises are also available. Flex Days provide time for advanced students to read from the Amplify library and expand vocabulary and language knowledge through games. Supplemental texts to provide additional reading and engagement for advanced learners are identified to accompany all units in the Amplify library. The instructional materials include extensions and advanced opportunities throughout. For example, over the Shoulder conferences include guidance for the teachers to push students more deeply about a particular topic.

Throughout the materials, teachers are provided challenge questions to support the advanced learners. Challenge Writing Prompts are also available. Materials reviewed for Grade 6 meet the expectations of providing ample opportunities for teachers to use grouping strategies during lessons. Within the lessons, students work in collaborative groups and pair-share partners, and teachers are provided with tips on how to organize students. Teachers are encouraged to group students by ability and by language use at different times.

Students have the opportunity to work with heterogeneous and homogeneous groups. When students work with partners, sometimes they choose their partners and other times the teacher chooses. The instructional materials support effective use of technology to enhance student learning. Materials reviewed are compatible with multiple Internet browsers and operating systems, follow universal programing style, and are accessible on mobile devices. Materials support the effective use of technology throughout modules and lessons and can be easily customized for individual learners.

The instructions materials partially meet expectations that digital materials either included as supplementary to a textbook or as part of a digital curriculum are web-based, compatible with multiple Internet browsers e. Some difficulties were encountered when downloading the materials. The downloads didn't work on a PC using Explorer or Firefox. The downloads didn't work on a Mac using Firefox On a laptop running Windows 10 Home version , everything was accessible using Chrome version The teacher and student digital program were accessible using Firefox version Using Internet Explorer 11, the teacher and student digital program were accessible, but the texts could not be accessed.

The instructional materials reviewed for Grade 6 support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate. The instructional materials meet expectations that digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. The materials are easily differentiated to meet the different needs of students. The materials provide real time data to give feedback and help teachers respond to student needs.

The eWriter includes feedback tools, so teacher feedback is immediate for students. They can view and comment as students are in the process of writing and make immediate adjustments. The materials reviewed can be easily customized for local use. Differentiation and extension opportunities available throughout the instructional materials allow many opportunities to personalize learning as appropriate for students.


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Teachers are also able to add notes to the materials. For example, teachers can use Spotlight to showcase student work for other students to see. Seventh Grade. The Grade 7 instructional materials meet expectations for text quality and complexity and alignment to the standards with tasks and questions grounded in evidence. The Grade 7 instructional materials meet expectations for alignment to the standards with tasks and questions grounded in evidence, and the instructional materials provide many opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.

The instructional materials meet expectations for Gateway 2,in which materials support building students' knowledge with texts, vocabulary, and tasks. Students who read, write, speak, or listen below grade level or in a language other than English are provided with some opportunities to work with grade level text and meet or exceed grade level standards.

War Comes To Willy Freeman Study Guides

Anchor texts include rich texts and topics that are engaging for a Grade 7 student. The instructional materials reviewed for Grade 7 meet the expectations for anchor texts being of publishable quality and worthy of careful reading. Anchor texts include rich language and topics and stories engaging for Grade 7 students. Anchor text sets include a mix of genres, including novels, informational texts, autobiographies, poetry, speeches, letters, historical documents.

The instructional materials reviewed for Grade 7 fully meet the expectations for reflecting the distribution of text types and genres required by the standards. Supplemental texts within the units are also a mixture of literature and informational texts.


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Text sets include a mix of genres, including novels, informational texts, autobiographies, poetry, speeches, letters, historical documents. Text sets illustrating the mix of informational texts and literature include the following:. Throughout the instructional materials, a wide distribution of genres and text types is found, including, but not limited to the following examples:.

The instructional materials reviewed for Grade 7 fully meet the expectations of indicator 1c. Following are some representative examples of how the program meets the requirements of indicator 1c in terms of overall rigor and complexity. As the initial read in the first Unit of Grade 7, this would seem to be an appropriate quantitative measure to use early in the school year when quantitative and Reader and Task complexity are considered.

Vocabulary is generally familiar and contemporary, and the conversational nature of the memoir is written as a young girl would speak. The subject specific vocabulary relating to the Chinese culture and politics would move it to the moderately complex level. Sentence structure in primarily simple and compound, with some complex construction e.

The meaning, on the surface appears to be slightly complex. Some aspects of the text would seem to be topically easy for Grade 7 students to understand because they could easily relate to many of the life experiences and feelings of the main character; however, there may be a disconnect due to the unfamiliarity of the cultural and political values presented during the Chinese cultural revolution which would cause an increase in the knowledge demand component of qualitative complexity to the moderately complex level.

Example text: "Seventeen years after Liberation, the newspapers told us, our schools were not bringing us up to be good red socialists and communists, as we had thought, but revisionists. We thanked heaven that Chairman Mao had started this Cultural Revolution, and that the Central Committee of the Communist Party had uncovered the mess in our schools.

Otherwise we would not even have known that we were in trouble. What a frightening idea! The Reader and Task considerations would indicate this text is appropriately placed for Grade 7. The text is clearly used to get students into close reading and responding to questions with text-based evidence. The quantitative measure for this text is Lexile, and the qualitative measures are very complex in meaning, vocabulary life experiences and cultural knowledge. It is moderately complex in text organization, conventionality, and sentence structure.

Reader tasks require students to look deeply at race and human struggles. Activities are associated through the Quest to provide more context for students who may not be familiar with the hardships discussed in the play. The qualitative measures are slightly complex for purpose, text organization and conventionality.

It is moderate complex for sentence structure and subject knowledge, and complex for vocabulary. The biographical story of Phineas Gage is used as a lead in to explore challenging scientific content. This leads to a comparison of two more complex scientific theories of the Phrenologists and Whole Brainers. While text features are not extensively used, there are extensive graphics that range from primary source photographs, to intricate scientific diagrams. Conventionality, and sentence structures are very complex and vocabulary is dense in academic language.

The discipline specific subject matter, coupled with intertextual reference to outside theories makes knowledge demands very complex. The gap is called a synapse. It is bridged by signaling chemicals called neurotransmitters. A message travels as an electrical impulse through the axon, down the body of the nerve cell, to the axon terminal. There the electrical impulse is converted into a chemical neurotransmitter to float across the synapse to the next neuron. The Reader and Task considerations indicate lower level tasks such as sequencing, explicit comprehension questions, and students use paired discussion to clarify understanding of scientific content.

The use of sentence stems support citing text evidence in written response to the reading. In later lessons, the students compare and contrast information and synthesize information from the text to support a claim. Unit E includes Shakespeare's Romeo and Juliet which has a quantitative measure of Lexile, which puts it in the grade span. However, the qualitative measures are very complex for meaning, text organization, and subject knowledge.

It is exceedingly complex for vocabulary, and conventionality, as well as antiquated structures employed by Shakespeare. The instructional materials for Grade 7 fully meet the expectations of indicator 1d, supporting students as they grow their literacy skills over the course of the school year. By the end of Grade 7, students have support and opportunities to be reading texts that meet the requirements for the end of the Grade 7 and possibly beyond. The aggregate score assigned the reading selections in the Grade 7 curriculum appears to increase over the course of the year in complexity.

Over the school year, students are engaging with challenging texts in increasingly sophisticated and rigorous ways. The materials for Grade 7 fully meet the expectations of indicator 1e. There is also provided a complexity index that places the text holistically within the 6th-8th grade band. The program uses quantitative, qualitative, and reader and tasks measures to place the unit within a grade band. This is seen within units when, for example, Unit 7C, Brain Science , students begin with learning about informational literacy, and begin constructing an evidence-based argument.

Also, Poetry and Poe Unit 7D requires students to evaluate the credibility of a fictional narrator moving to a compare and contrast essay on different perspectives. The instructional materials for Grade 7 fully meet the expectations for indicator 1f, providing opportunities for students to engage in a range and volume of reading to achieve grade level reading over the course of the school year.

The Grade 7 instructional materials meet expectations for alignment to the standards with tasks and questions grounded in evidence. The Grade 7 instructional materials fully meet the expectations of indicator 1g. The Grade 7 unit has several opportunities for students to respond to text-dependent questions in the form of Multiple Choice Questions MCQ.

The units in the Grade 7 are dense with text- dependent questions in the form of multiple choice questions used to assess reading comprehension as well as constructed responses that delve more deeply into the texts. Some text-dependent questions and tasks that students will encounter in the Grade 7 materials include the examples listed here:. Unit A- For Red Scarf Girl, the text dependent questions are combined multiple choice text dependent questions to check comprehension and constructed responses with short answer responses.

Both types of questions require students to understand the text on multiple levels. UNIT C: Brain Science combines multiple choice text dependent questions to check comprehension with constructed responses to further understanding of the materials. Much of the emphasis in this unit is for students to track their misunderstandings within the text, and then to work through those misunderstandings.

Questions in this unit require students to not only use text, but to formulate their own responses leading to argument and informative writing. Some examples are:. UNIT D: Poetry and Poe combines multiple choice text dependent questions to check comprehension with constructed responses, which combines multiple choice text dependent questions to check comprehension with constructed responses. Some questions tap prior knowledge and experience, but then build to deeper text-dependent questions.

There are numerous SOLO multiple choice comprehension checks that contain text dependent questions. Here are a few examples of questions in this unit:. UNIT F: The Gold Rush Collection contains a scavenger hunt where students comb texts by doing close reading to answer a number of text dependent questions. In addition, there are several opportunities for constructed response where students are applying the knowledge gained through the scavenger hunt to new questions. The Grade 7 instructional materials fully meet the expectations of indicator 1h, as sequences of text-dependent questions and tasks to build to culminating tasks to support students' literacy learning.

There are different types of writing required within the culminating tasks. Questions, as evidenced in 1g, build their knowledge to a deeper understanding of text and the craft of writing through multiple questions addressing character, setting, and other writing elements. The culminating task in Unit A is an essay: "Choose one moment from the text that shows what she was like before this change. Use details from this moment to describe what Ji-li is like before the change. The culminating task in Unit B is an essay: Identify the theme and its effect on the development of one of the characters.

Be sure to cite evidence quotes and inferences to support your claim. Choose to write about either Walter or Mama. Begin by describing one way your character changes from the beginning to the end of the play. Compare this How does this character act in the beginning of the play when obstacles get in the way of what he or she wants? To this How does this character act in the end of the play when obstacles get in the way of the same thing that he or she wants? Walter and Mama want many things, but for this essay, focus on: Mama wants to improve life for her family.

Walter wants to be the head of the family. NOTE: Focus on just one thing that each character wants in both scenes so that you can focus your comparison on the change in actions across two scenes. The culminating task for Unit C is to develop a research question, research to find information, and then write a short piece in response to the question. With the scavenger hunt format emphasizing close reading of a variety of sources to answer specific questions.

Brain Science has students writing a culmination essay: Compare Phineas's behavior and brain to those of an adolescent. This requires that students pull information from multiple texts. The quest that is incorporated into this unit, Perception Academy, is provides opportunity for debate, however this was not clear from the descriptions in the guides. The unit concludes with a media project and presentation. Students will create an interactive timeline using myhistro.

2018 School of Information Convocation

This project requires students to revisit their research to find relevant information for the timeline. Within Sub Unit 4 there is an opportunity for a Socratic seminar. Students create open-ended questions from the texts in the unit to form the seminar content. The materials fully meet the expectations for indicator 1i, providing students frequent opportunities to practice academic vocabulary and syntax in their evidence-based discussions. Samples of how students get practice in modeling academic vocabulary include work with Socratic seminars and debates.

Some examples of this are listed here:. The Grade 7 materials fully meet the expectations of indicator 1j. For example: in Unit 1 subunit 3 lesson 1: Students point out specific details in the poster and explain how each might have shaped how people felt about Chairman Mao. This is a whole class opportunity. As an example from the Brain Science unit, students move through the periods of a school day as though they have one of the perception disorders detailed in the Oliver Sacks book, The Man Who Mistook His Wife for a Hat.

The instructional materials meet the expectation of a mix of on-demand and process writing and short, focused projects. Notebook structures such as the Misunderstanding Notebook used in Unit C support this type of student demonstration in a low-stakes environment. One Unit selection of on-demand writing includes:. Process writing builds over the school year. The lessons usually start with a focus on the body of the essay before considering its other parts. As the year progresses, each essay assignment adds a new structural element on which students focus.

By the end of the year, students are writing essays that flow from their internalized understanding of argumentative structure, rather than adhering to the rules of a formula. Revision is addressed in the context of authentic writing. An example that sums up how process writing is employed:. Unit F: Students spend six lessons researching and writing a five-paragraph essay. Students also learn how to create in-text citations, frames for quotes, and a Works Cited page. The unit concludes with a media project and presentation where students create an interactive timeline using myhistro.

Materials provide opportunities that build students' writing skills over the course of the school year. The materials for Grade 7 fully meet the expectations of indicator 1m, providing frequent opportunities for students to practice evidence-based writing. The Grade 7 materials include daily writing instruction and practice, end of unit writing, and digital platform writing work.

Materials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context. Student writes a minimum of 95 words, and most sentences are complete and punctuated correctly. The instructional materials for Grade 7 fully meet the expectations of indicator 2a.

Texts within units are connected by topics and sometimes theme, which is appropriate for grades Students build knowledge via multiple texts and activities. Some examples of how students grow their knowledge in these units include the following examples:. The Character and Conflict unit includes a collection of texts that vary from a press release to poetry and plays. The materials for Grade 7 fully meet the expectations of indicator 2b.

The tasks associated with language, key ideas, details, craft, and structure are logically sequenced and appropriate in their increasing complexity. The early units are more accessible due to the more common language and more contemporary themes and topics presented. As the year progresses, students encounter more difficult language and complex interpretation, through the complex scientific texts in Brain Science, and the less familiar structures and archaic language in Poetry and Poe and Romeo and Juliet. Finally, as the year ends, students must work more independently with higher level texts while doing their research for the Gold Rush Unit.

Following are samples that illustrate how students are provided practice and support to understand and grow knowledge around different elements of texts:. Select 10 words from the reading that best capture how Ji-li feels. Students analyze different word choice as it impacts and supports the text. This unit then pushes students to use close textual analysis to notice larger structural moves that the authors make across the narratives.

Students are supported in this analysis through charts that are made and displayed on the wall. Following are some examples of prompts for students showing how this works in this Unit:. Some lessons focus student work very specifically on the content vocabulary and knowledge from the topic at hand. In Unit C, Brain Science, students reread the passage that was read aloud, choose a visual representation of the term "myelination," and explain the evidence for their choices in writing. In Unit E, Romeo and Juliet, students highlight words and phrases that offer clues about the setting, characters, and plot of the play.

They then share their findings to understand the how the antiquated language develops the plot and character and shows the larger theme. Attention is paid to phrases and word choice throughout the materials. For example, in Unit F, Gold Rush Collection, students attend to the repeated patterns in the writing to support their understanding of how the text was constructed: "This document is broken up into sections. What are some of the words and ideas that all or most of the sections seem to have in common? You may want to even just list some of the words you see repeated over and over again in each section.

The Grade 7 materials fully meet the expectations of indicator 2c. There are ample opportunities for students to gain practice and build knowledge with text dependent questions and tasks throughout the year with multiple texts within the units. Some of these questions relate to one text and others require students to use information from multiple texts.

The strong layering of topics within each unit leads to deeper understandings and integration of knowledge and ideas. Additionally, this is further supported by the connections between units within the grade level and across grade levels. In Unit A, Red Scarf Girl, students engage with multiple choice text dependent questions to check comprehension with constructed responses ex.

How hopeful do you think Ji-li is at this moment in her story? Which details in the Prologue lead you to think so? Use details from the setting to show your thinking. Think of one or two reasons and explain them using details from the text. Students use the story and the other associated texts including the propaganda posters to grow their understanding of the texts themselves and the topic.

Unit F supports students' knowledge through their work with multiple text and types such as Roughing It! Student tasks include having students answer questions and engage in tasks using evidence from multiple texts. The materials for 7th Grade fully meet the expectations of indicator 2d. Reading, writing, and speaking and listening are employed together to support students' integrated skills as they grow their knowledge and skills.

Throughout the year, there are multiple opportunities for s Socratic seminars after students have studied texts. Students create open-ended questions from the texts in the unit to form the seminar content and share and build their new learning through this structure. Additionally, culminating tasks include essays and presentations. Following are some tasks that represent how the program works with this indicator:. Unit A- Red Scarf Girl contains a culmination essay: Choose one moment from the text that shows what she was like before this change.

This prompt is supported by the tasks done while reading the text which also focused on a moment in time and the changes in the main character over time. Unit C, Brain Science: To really develop and demonstrate a deep level of understanding of the non-fiction texts, students practice writing that describes basic facts, explains concepts, and convinces the reader of an opinion.

The culminating task for this Unit is an essay: Compare Phineas's behavior and brain to those of an adolescent. To complete this task that answers the prompt while demonstrating their new knowledge of brain science, students pull information from multiple texts. Unit F concludes with a media project and presentation, for which students create an interactive timeline using myhistro.

The materials for grade 7 meet the expectations of indicator 2e. Vocabulary Instruction is embedded in daily lessons. The first 5 minutes of each class is devoted to vocabulary using the vocab. The app focuses on both text specific words as well as academic language. Students start at a certain level and increase levels based on progress. The instructional materials for Grade 7 fully meet the expectations of indicator 2f. Writing progresses throughout each unit and a final assignment is to write an essay covering the unit. Essays build throughout the year and differ in how students typically write essays.

Students work with poetry, prose, informational and argumentative writing, and narrative and story writing. Each assignment adds a new structural element to the essay so that by the end the essay is flowing with an internalized understanding of argumentative structure. The O verview section that begins each unit explains the logic behind its sequencing of elements and provides details about each unit writing.

At the end of the Unit, students engage with an Essay Prompt: What is one way Ji-li changes over the course of her story? Choose one moment from the text that shows what she was like before this change. In Unit C: Brain Science, students to work with challenging informational texts and complex ideas.

In order to help them, the writing in the beginning includes jotting down their misunderstandings as they the read to more fully grasp the difficult concepts being introduced, and the teacher is provided support to identify misunderstandings and skills where extra practice is needed. Questions and prompts follow a sequence and are then culminated in a writing task at the end of the Unit. Over the course of the year, students also work on process writing, developing components and integrating their writing skills into the units at hand. Some specific support includes the following mini lessons and supports, which occur over the course of the school year:.

The materials for Grade 7 fully meet the expectations of indicator 2g. There are two culminating research units in the Grade 7 materials. The first one falls third in the sequence of seven units, while the second one comes six out of seven. In Unit C, Brain Science, students practice identifying the differences among primary, secondary, and tertiary sources, in addition to learning to identify the credibility and uses of sources.

The primary purpose of this unit is for students to become practiced at reading and writing about informational, non-fiction texts and to learn how to build knowledge from those texts around one topic. The reader has to distinguish between what we know about the brain today and what the scientists thought was true at various points in history. Students track their misunderstandings throughout the unit to experience what a scientist experiences.

Students work through a case study to see how the brain works and then move to more accessible texts and end with a Quest that requires multiple case studies to help students compare and contrast various brain injuries. Throughout the unit, students are writing short response to compare the case studies and other perspectives in the readings. For the Argumentative Writing section, students complete more research and look for details to support ideas. By the end of this unit, students will write an extensive paper comparing the brain of a character and an adolescent.

Students spend time "working like a scientist" throughout this unit. They are given multiple opportunities to explore and ask questions. In the end, they will work on a Quest. Students carry out investigations constructing explanations and designing solutions. After researching and taking notes, students use their lists as jumping off points to develop their observations about how Phineas's behavior compared to that of an adolescent.

The teacher shares models, rubrics and over- the- shoulder conferences, all of which are fully supported in the teacher materials. The materials for Grade 7 fully meet the expectations of indicator 2h. The 7th grade materials support students' independent reading via teacher plans and student supports.