RE07 Curriculum Map
From Brush Schools Wiki
Go back to main Reading page.
Contents |
September
Content and Essential Skills
Who Am I? Read fiction/nonfiction short stories that answer "Who Am I?": from Homesick by Jean Fritz, Barrio Boy by Ernesto Galarza, Fish Cheeks by Amy Tan, Naming of Names by Ray Bradbury.
Read aloud the nonfiction book Out of the Dust which will tie into Esperanza Rising.
Read Esperanza Rising along with Connections by Pam Munoz Ryan.
Essential Questions/Content:
- Vocabulary
- What is the personal connection (relating to the text).
- What conflicts arise?
- Elements of an autobiography
- What is the story saying about a particular character?
Standard 1: Students read and understand a variety of materials. Ongoing all year
Standard 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing. Ongoing all year.
Standard 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
Standard 6: Students read and recognize literature as a record of human experience. Ongoing all year
Skills
- Using a full range of strategies to comprehend technical writing, newspapers, magazines, poetry, short stories, plays, and novels in addition to the types of reading material mentioned above. Students extend their thinking and understanding as they read stories about people from similar and different backgrounds.
- Using literary terminology accurately, including setting, character, conflict, plot, resolution, theme,and foreshadowing.
- Compare and contrast texts with similar characters, plots, and/or themes.
- Summarize text read in the story.
- Determine the main idea or essential message in a text.
- Make reasonable inferences from information that is implied but not directly stated.
- Infer by making connections between separated sections of a text.
- Find support in the text for main ideas.
- Use word recognition skills to comprehend text (for example, roots, prefixes, and suffixes).
- Build on vocabulary from new words introduced from the selected reading selections.
- Distinguish between fact and opinion.
- Make predictions, draw conclusions, and analyze what they read, hear, and view.
- Use organizational features of printed text such as bold face print of vocabulary.
- Use available media resources, including technology, to research and produce a document.
Assessment
Daily work and classroom discussion which include answering questions that check comprehension of facts, inference, speculating, comparing, contrasting, classifying, connecting and evaluating.
Students also respond to what they have listened to and read in the selections by general response, making a connection, summarizing the text, making a timeline, etc.
Resources
Holt, Rinehart, and Winston's Elements of Literature (seventh grade text book)
Out of the Dust by Karen Hess
Esperanza Rising With Connections by Pam Munoz Ryan
Additional read aloud: Running Out Of Time by Margaret Haddix
Optional
This year we scrapped the Homestead Unit since it doesn't really go with any of our curriculum.
We chose to read Out of the Dust as our first read aloud since the time period in which it takes place (the 1930's during the Depression) connects with the 1930 time period of Esperanza Rising.
We are reading aloud to our kids quite a bit this year to generate a passion for reading. The students really seem to enjoy this time.
October
Content and Essential Skills
Read fiction book: Continue reading Esperanza Rising by Pam Munoz Ryan. Read the following fiction/nonfiction selections that connect with the story of Esperanza Rising:
- From Little House on the Prairie by Laura Ingalls Wilder;
- A List of 10 things by Loubel Cruz;
- Cesar Chavez by Gloria D. Miklowitz.
Essential Questions/Content:
1. Vocab
2. What is the internal and external conflicts in Esperanza Rising and the connections.
3. Theme/main idea of starting over, overcoming adversity, and accepting those who are different.
4. Charactarization
5. Historical Fiction
6. Cause and Effect
7. If you eliminated the character............, how would that change the story?
STANDARD 1:
Students read and understand a variety of materials.
Ongoing all year
STANDARD 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing. Ongoing all year.
STANDARD 6: Students read and recognize literature as a record of human experience. Ongoing all year
Skills
- Students read out loud, in pairs, groups, and silently.
- Using a full range of strategies to comprehend technical writing, newspapers, magazines,short stories, plays, and novels in addition to the types of reading material mentioned above. Students extend their thinking and understanding as they read stories about people from similar and different backgrounds.
- Using literary terminology accurately, including setting, character, conflict, plot, resolution, theme,and foreshadowing.
- Compare and contrast texts with similar characters, plots, and/or themes.
- Summarize text read in the story.
- Determine the main idea or essential message in a text.
- Make reasonable inferences from information that is implied but not directly stated.
- Infer by making connections between separated sections of a text.
- Find support in the text for main ideas.
- Use word recognition skills to comprehend text (for example, roots, prefixes, and suffixes).
- Build on vocabulary from new words introduced from the selected reading selections.
- Distinguish between fact and opinion;
- Make predictions, draw conclusions, and analyze what they read, hear, and view.
- Use organizational features of printed text such as chapter preview and summaries, prefaces, annotations, bold face print, and appendices.
- Read, respond to, and discuss a variety of novels, poetry, short stories, non-fiction, and plays.
- Read, respond to, and discuss literature that represents points of view from places, people, and events that are familiar and unfamiliar.
- Use literature terminology accurately, including setting, character, conflict, plot, resolution, dialect, and point of view.
Assessment
Daily work and classroom discussion which include answering questions that check comprehension of facts, inference, speculating, comparing, contrasting, classifying, connecting and evaluating.
Participating in large/small group discussion such as Buzz Topics Quizes on daily reading that check comprehension for recalling facts.
Journaling and reflecting on selected reading material for this month.
A final writing project that connects to the story of Esperanza Rising.
Choices include:
1. A report on the Great Depression and how it affected migrant workers.
2. Borderlands: A report on the Mexican Civil War and the stance of the United States on this issue and how/or how they did not support it.
Resources
Esperanza Rising by Pam Munoz Ryan
Esperanza Rising by Pam Munoz Ryan- The Study Guide
Additional Read-a-loud: Running out of Time by Margaret Haddix and The Shadow Club by Neal Shusterman
Video on Cesar Chavez connected to the connection on him in the book of Esperanza Rising
Optional
Students wrote a report in September to tie in with Esperanza. They either wrote on the Great Depression or the Mexican Revolution.
November
Content and Essential Skills
Read and listen to the teleplay Brian's Song from our textbook and watch the 1970's version Brian's Song which follows it almost exact.
Teach visualizing and verbalizing a comprehension technique (make a movie in your head).
Read a Christmas Carol.
Essential questions/content:
1. Vocab
2. Comparing/Contrasting characters as well as the written play vs. the movie format.
3. How do you read and understand a teleplay?
4. What is the conflict?
5. What do you visualize when you read..........?
6. Make personal connections with the text.
Block III: Continue with Esperanza Rising.
STANDARD 1: Students read and understand a variety of materials. Ongoing all year.
STANDARD 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing. Ongoing all year.
STANDARD 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
STANDARD 6: Students read and recognize literature as a record of human experience. Ongoing all year.
Skills
- Students read out loud, in pairs, groups, and silently.
- Using a full range of strategies to comprehend technical writing, newspapers, magazines,short stories, plays, and novels in addition to the types of reading material mentioned above. Students extend their thinking and understanding as they read stories about people from similar and different backgrounds.
- Using literary terminology accurately, including setting, character, conflict, plot, resolution, theme,and foreshadowing.
- Compare and contrast texts with similar characters, plots, and/or themes;
- Summarize text read in the story;
- Determine the main idea or essential message in a text;
- Make reasonable inferences from information that is implied but not directly stated;
- Infer by making connections between separated sections of a text;
- Find support in the text for main ideas;
- Use word recognition skills to comprehend text (for example, roots, prefixes, and suffixes);
- Build on vocabulary from new words introduced from the selected reading selections.
- Distinguish between fact and opinion;
- Make predictions, draw conclusions, and analyze what they read, hear, and view.
- Use organizational features of printed text such as chapter preview and summaries, prefaces, annotations, bold face print, and appendices;
- Paraphrase, summarize, organize, and synthesize information;
Assessment
Daily work and classroom discussion which include answering question that check comprehension of facts, inference, speculating, comparing, contrasting, classifying, connecting and evaluating.
Quizes on daily reading that check comprehension for recalling facts.
Journaling and reflecting on selected reading material for this month.
Final comprehension and vocabulary test that assess the skills for this piece of literature.
A final writing project that connects to the story of Esperanza.
Choices include:
1. A report on the Great Depression and how it affected migrant workers.
2. Borderlands: A report on the Mexican Civil War and the stance of the United States on this issue and how or how they did not support it.
3. Reader's Theater: Students had to pick a chapter or scene from the book and make it into a reader's theater script as well as perform it.
4. Researching Pam Munoz Ryan on the internet and critiquing a variety of websites.
5. Read another book by Pam Munoz Ryan and compare and contrast the two books.
Resources
Holt Rhinehart Elements of Literature Textbook
Brian's Song Video
Linda-Mood Belle material for Visualizing and Verbalizing
A Christmas Carol by Charles Dickens
Study Guide for A Christmas Carol by Charles Dickens
Optional
We read just part of the Brian's Song play, next year I would like to take more time and read the whole play.
December
Content and Essential Skills
Block III read the book Sounder by William H. Armstrong.
Block I & II read the book A Christmas Carol by Charles Dickens.
Essential questions and content:
1. Vocab
2. Sequencing
3. Atmosphere & Mood
4. What is the internal conflict?
5. Why did Charles Dickens write The Christmas Carol?
6. What might society learn from this piece of classic literature?
STANDARD 1: Students read and understand a variety of materials. Ongoing all year.
STANDARD 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing. Ongoing all year.
STANDARD 6: Students read and recognize literature as a record of human experience. Ongoing all year.
Skills
- Students read out loud, in pairs, groups, and silently.
- Using a full range of strategies to comprehend technical writing, newspapers, magazines,short stories, plays, and novels in addition to the types of reading material mentioned above. Students extend their thinking and understanding as they read stories about people from similar and different backgrounds.
- Using literary terminology accurately, including setting, character, conflict, plot, resolution, theme,and foreshadowing.
- Compare and contrast texts with similar characters, plots, and/or themes.
- Summarize text read in the story.
- Determine the main idea or essential message in a text.
- Make reasonable inferences from information that is implied but not directly stated.
- Infer by making connections between separated sections of a text.
- Find support in the text for main ideas.
- Use word recognition skills to comprehend text (for example, roots, prefixes, and suffixes).
- Build on vocabulary from new words introduced from the selected reading selections.
- Distinguish between fact and opinion.
- Make predictions, draw conclusions, and analyze what they read, hear, and view.
- Read, respond to, and discuss a variety of novels, poetry, short stories, non-fiction, and plays.
- Read, respond to, and discuss literature that represents points of view from places, people, and events that are familiar and unfamiliar.
- Use literature terminology accurately, including setting, character, conflict, plot, resolution, dialect, and point of view.
Assessment
Daily work and classroom discussion which include answering question that check comprehension of facts, inference, speculating, comparing, contrasting, classifying, connecting and evaluating.
Quizes on daily reading that check comprehension for recalling facts.
Journaling and reflecting on selected reading material for this month.
Sounder: Cause and effect graph as well as a timeline
Final comprehension and vocabulary test that assess the skills for this piece of literature.
Resources
A Christmas Carol by Charles Dickens
A Christmas Carol by Charles Dickens- Study Guide
DVD: A Christmas Carol with Patrick Stewart
Sounder by William H. Armstrong
Sounder by William H. Armstrong-Study Guide
Optional
I would like to spend more time on A Christmas Carol next year. There is a lot of activities in the guide I would like to use that we did not get to this year.
We would like to possibly take seventh grade next year to watch the play A Christmas Carol. It would be important to ask PTOC for money at the beginning of the year for field trip money.
January
Content and Essential Skills
Short Stories: "Rikki-Tikki Tavi," "After Twenty Years," "A Day's Wait," and "The Last Dinosaur,"
Vocabulary that goes with each story
Literary Terminology: conflict, foreshadowing, point of view, mood, figures of speech: personification, simile, metaphor,and character development
Essential Questions:
1. What are the events/conflicts of the story?
2. What is the climax/final conflict?
3. What is the resolution of the story?
4. What foreshadowing clues does the author give in his story? What do the clues foreshadow?
5. What point of view is the story told? Why do you think the author chose to have the story told in this way?
6. What is the mood of the story? How is it portrayed?
7. What is an example of personification from this story?
8. What is an example of a metaphor from this selection? What is being compared?
9. What is an example of a simile from this selection? What is being compared?
STANDARD 1: Students read and understand a variety of materials. Ongoing all year.
STANDARD 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing. Ongoing all year.
STANDARD 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
STANDARD 6: Students read and recognize literature as a record of human experience. Ongoing all year.
Skills
- Using literary terminology accurately, including setting, character, conflict, plot, resolution, theme,and foreshadowing.
- Summarize text read in the story.
- Determine the main idea or essential message in a text.
- Make reasonable inferences from information that is implied but not directly stated.
- Infer by making connections between separated sections of a text.
- Find support in the text for main ideas.
- Use word recognition skills to comprehend text (for example, roots, prefixes, and suffixes).
- Build on vocabulary from new words introduced from the selected reading selections.
- Distinguish between fact and opinion.
- Make predictions, draw conclusions, and analyze what they read, hear, and view.
- Use organizational features of printed text such as bold face print of vocabulary.
General:
- Identifying details
- Visualizing the story
- Retelling the story
- Interpreting
- Vocab
- Predicting
- Infering
- Building fluency
- Evaluate
- Fact and Opinion
- Comprehension
Assessment
Daily work within their reading workbook and classroom discussion which include answering question that have students use prior knowledge, identify details, visualize, retell, interpret, predict, infer, compare, contrast, speculate, connect and evaluate.
Students also respond to what they have listened to and read by doing a variety of journal activities.
Resources
Holt, Rinehart, and Winston's Elements of Literature (7th grade text book and workbook)
Optional
This went well this year. We gave extra emphasis on literary elements such as foreshadowing, figure of speech, conflict, an point of view in light of CSAP.
February
Content and Essential Skills
Short Story: "A Mason-Dixon Memory"
Read Fiction Book: Roll of Thunder Hear My Cry by Mildred Taylor.
Block III read fiction book: Bud Not Buddy by Christopher Paul Curtis.
Literary terminology: irony, tone, figures of speech, comprehension
1. What are examples of irony in this story?
2. What is the tone of this story?
Point out examples of figurative speech.
Comprehension questions: See Skills.
STANDARD 1: Students read and understand a variety of materials. Ongoing all year.
STANDARD 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing. Ongoing all year.
STANDARD 6: Students read and recognize literature as a record of human experience. Ongoing all year.
Skills
- Students read out loud, in pairs, groups, and silently.
- Using a novel students extend their thinking and understanding as they read stories about people from similar and different backgrounds.
- Using literary terminology accurately, including setting, character, conflict, plot, resolution, theme,and foreshadowing.
- Compare and contrast texts with similar characters, plots, and/or themes.
- Summarize text read in the story.
- Determine the main idea or essential message in a text.
- Make reasonable inferences from information that is implied but not directly stated.
- Infer by making connections between separated sections of a text.
- Find support in the text for main ideas.
- Use word recognition skills to comprehend text (for example, roots, prefixes, and suffixes).
- Build on vocabulary from new words introduced from the selected reading selections.
- Distinguish between fact and opinion.
- Make predictions, draw conclusions, and analyze what they read, hear, and view.
- Use organizational features of printed text such as chapter preview and summaries, prefaces, annotations, bold face print, and appendices.
- Use library and interlibrary catalog databases and organizational features of electronic information (for example, microfiche headings and numbering, Internet, electronic mail, CD-ROM, laser disc).
- Locate and select relevant information.
- Paraphrase, summarize, organize, and synthesize information;
- Read, respond to, and discuss a variety of novels, poetry, short stories, non-fiction, and plays;
- Read, respond to, and discuss literature that represents points of view from places, people, and events that are familiar and unfamiliar.
- Use literature terminology accurately, including setting, character, conflict, plot, resolution, dialect, and point of view.
Assessment
Daily work and classroom discussion which include answering questions that check comprehension of facts, inference, speculating, comparing, contrasting, classifying, connecting and evaluating.
Participate in group classroom discussion that asks students to evaluate, infer, and speculate on events of the novel. Students also make their own discussion questions.
Question sheets on daily reading that check comprehension for recalling facts.
Journaling and reflecting on selected reading material for this month.
Resources
Roll of Thunder Hear My Cry by Mildred Taylor
Roll of Thunder Hear My Cry by Mildred Taylor - The Study Guide
Bud Not Buddy by Christopher Paul Curtis
The Holt Reader, An Interactive Worktext
Optional
Worked well this year, the question sheets and discussion after certain chapters kept students accountable. More books were ordered this year so that each class will have their own set.
March
Content and Essential Skills
Continue from February
Read Fiction Book: Roll of Thunder Hear My Cry by Mildred Taylor.
Block III read fiction book: Bud Not Buddy by Christopher Paul Curtis.
Literary terminology: irony, tone, figures of speech, comprehension
1. What are examples of irony in this story?
2. What is the tone of this story?
Point out examples of figurative speech.
Comprehension questions: See Skills.
STANDARD 1: Students read and understand a variety of materials. Ongoing all year.
STANDARD 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing. Ongoing all year.
STANDARD 6: Students read and recognize literature as a record of human experience. Ongoing all year.
Skills
- Students read out loud, in pairs, groups, and silently.
- Using a novel students extend their thinking and understanding as they read stories about people from similar and different backgrounds.
- Using literary terminology accurately, including setting, character, conflict, plot, resolution, theme,and foreshadowing.
- Compare and contrast texts with similar characters, plots, and/or themes.
- Summarize text read in the story.
- Determine the main idea or essential message in a text.
- Make reasonable inferences from information that is implied but not directly stated.
- Infer by making connections between separated sections of a text.
- Find support in the text for main ideas.
- Use word recognition skills to comprehend text (for example, roots, prefixes, and suffixes).
- Build on vocabulary from new words introduced from the selected reading selections.
- Distinguish between fact and opinion.
- Make predictions, draw conclusions, and analyze what they read, hear, and view.
- Use organizational features of printed text such as chapter preview and summaries, prefaces, annotations, bold face print, and appendices.
- Use library and interlibrary catalog databases and organizational features of electronic information (for example, microfiche headings and numbering, Internet, electronic mail, CD-ROM, laser disc).
- Locate and select relevant information.
- Paraphrase, summarize, organize, and synthesize information;
- Read, respond to, and discuss a variety of novels, poetry, short stories, non-fiction, and plays;
- Read, respond to, and discuss literature that represents points of view from places, people, and events that are familiar and unfamiliar.
- Use literature terminology accurately, including setting, character, conflict, plot, resolution, dialect, and point of view.
Assessment
Daily work and classroom discussion which include answering questions that check comprehension of facts, inference, speculating, comparing, contrasting, classifying, connecting and evaluating.
Participate in group classroom discussion that asks students to evaluate, infer, and speculate on events of the novel. Students also make their own discussion questions.
Question sheets on daily reading that check comprehension for recalling facts.
Journaling and reflecting on selected reading material for this mont
Resources
Roll of Thunder Hear My Cry by Mildred Taylor
Roll of Thunder Hear My Cry by Mildred Taylor - The Study Guide
Bud Not Buddy by Christopher Paul Curtis
The Holt Reader, An Interactive Worktext
Optional
Worked well this year, the question sheets and discussion after certain chapters kept students accountable. More books were ordered this year so that each class will have their own set.
April
Content and Essential Skills
Read and/or listen to fiction/nonfiction folktales and mythology and journal in order to personally respond and connect to the stories. Students will also respond in ways to connect using prior knowledge, identify details, visualize, retell, interpret, predict, and infer. All these aid to the comprehension of the story. Students will also become familiar and use new vocabulary introduced in the stories. Students will use their workbooks to do this.
Myths and folktales from the reading textbook:
"Echo and Narcissus"
"Flight of Icarcis"
"The Labor of Hercules"
"Aschenputtel"
"The Algonquin Cinderella"
"Yeshen"
"Ori and the Great Bird"
"The Hummingbird King"
Block III finished the book Bud Not Buddy before joining in the above stories.
Second half of April: Poetry Project and Ringo
Students will complete the poetry project and ringo packet which has students reading a variety of poems by various authors.
STANDARD 1: Students read and understand a variety of materials. Ongoing all year.
STANDARD 2: Students write and speak for a variety of purposes and audiences.
STANDARD 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing. Ongoing all year.
STANDARD 6: Students read and recognize literature as a record of human experience. Ongoing all year.
Skills
- Using a full range of strategies to comprehend technical writing, newspapers, magazines, poetry, short stories, plays, and novels in addition to the types of reading material mentioned above. Students extend their thinking and understanding as they read stories about people from similar and different backgrounds.
- Using literary terminology accurately, including setting, character, conflict, plot, resolution, theme, and foreshadowing.
- Compare and contrast texts with similar characters, plots, and/or themes.
- Summarize text read in the story.
- Determine the main idea or essential message in a text.
- Make reasonable inferences from information that is implied but not directly stated.
- Infer by making connections between separated sections of a text.
- Find support in the text for main ideas.
- Use word recognition skills to comprehend text (for example, roots, prefixes, and suffixes).
- Build on vocabulary from new words introduced from the selected reading selections.
- Distinguish between fact and opinion.
- Make predictions, draw conclusions, and analyze what they read, hear, and view.
- Use organizational features of printed text such as bold face print of vocabulary.
- Write in a variety of genres such as personal narratives, informational brochures, essays, stories, and letters for specific purposes such as to entertain, to persuade, and to inform.
- Develop ideas and content with significant details, examples, and/or reasons.
- Organize ideas so that there is an inviting introduction, logical arrangement of ideas, and a satisfying conclusion.
- Use transitions to link ideas.
- Plan, draft, revise, and edit for a legible final copy.
Assessment
Daily work within their reading workbook and classroom discussion which include answering question that have students use prior knowledge, identify details, visualize, retell, interpret, predict, infer, compare, contrast, speculate, connect and evaluate.
Students also respond to what they have listened to and read by doing a variety of journal activities.
Poetry Ringo Sheet: Find and read a poem written by each of the following 64 poets. Some of the names might be repeated, but you must find a new poem for each line. After reading the poem, write the poem's title correctly on the line following the poet's name.
Poetry Project (Grading based on number of projects completed)
Projects:
Project #1: Read ten peoms by a pelthora of poets and keep a poetry log of the peoms you have read. Also, write a paragraph response including what the poem means and how it makes you feel and think.
Project #2 Copy and illustrate one of your favorite poems.
Project #3 Choose a favorite poem and make it into a shape poem.
Project #4 Pick your four favorite poets and copy a poem by each. Explain why he/she is your favorite author.
Project #5 Choose 3 poems which you'd like to read to the class.
Project #6 Do a follow-up project on your favorite poem and recite the poem and present the project to the class.
Resources
Holt, Rinehart, and Winston's Elements of Literature (Seventh grade textbook and coordinating workbook)
Poetry Books by a variety of authors. We used both the school and public library.
Optional
May
Content and Essential Skills
Read a Fiction Book of choice: Pigman Local News Anything But the Truth Summer of the Swans The Hobbit Monkey Island Solitary Blue Confessions of Charlotte Doyle Bud Not Buddy Sing Down the Moon
Students will respond to their novels with status of the class, buzz topics, and frewrites which will check comprehension as well as allow a way for students to connect to the book. Buzz topics and freewrites relate to the literary elements of the book as well as a way to connect to the novel.
Read the teleplay: Brian's Song
STANDARD 1: Students read and understand a variety of materials. Ongoing all year STANDARD 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing. Ongoing all year. STANDARD 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
STANDARD 6: Students read and recognize literature as a record of human experience. Ongoing all year
Skills
- Students read out loud, in pairs, groups, and silently.
- Using a novel students extend their thinking and understanding as they read stories about people from similar and different backgrounds.
- Using literary terminology accurately, including setting, character, conflict, plot, resolution, theme,and foreshadowing.
- Compare and contrast texts with similar characters, plots, and/or themes.
- Summarize text read in the story.
- Determine the main idea or essential message in a text.
- Make reasonable inferences from information that is implied but not directly stated.
- Infer by making connections between separated sections of a text.
- Find support in the text for main ideas.
- Use word recognition skills to comprehend text (for example, roots, prefixes, and suffixes).
- Build on vocabulary from new words introduced from the selected reading selections.
- Distinguish between fact and opinion.
- Make predictions, draw conclusions, and analyze what they read, hear, and view.
- Use organizational features of printed text such as chapter preview and summaries, prefaces, annotations, bold face print, and appendices.
- Use library and interlibrary catalog databases and organizational features of electronic information (for example, microfiche headings and numbering, Internet, electronic mail, CD-ROM, laser disc).
- Locate and select relevant information.
- Paraphrase, summarize, organize, and synthesize information;
- Read, respond to, and discuss a variety of novels, poetry, short stories, non-fiction, and plays;
- Read, respond to, and discuss literature that represents points of view from places, people, and events that are familiar and unfamiliar.
- Use literature terminology accurately, including setting, character, conflict, plot, resolution, dialect, and point of view.
Assessment
Daily work and classroom discussion which include answering questions that check comprehension of facts, inference, speculating, comparing, contrasting, classifying, connecting and evaluating.
Participate in group classroom discussion that asks students to evaluate, infer, and speculate on events of the novel. Students also make their own discussion questions.
Question sheets on daily reading that check comprehension for recalling facts.
Journaling and reflecting on selected reading material for this month.
Final group poster advertising a novel chosen, this will include coming up with catchy/creative slogans.
Resources
Novels:
Loser
Missing
Star Girl
The Westing Game
Al Capone Does My Shirts
The Silent Boy
The Hobbit
Optional
