Dog Lost: Connecting Expository Text to Narratives
1 Hook/background info
2 1st read: reading for understanding
1. Teacher will monitor for understanding.
2. Teacher uses information from quiz to shape instruction in step 3.
1. Using previous information, students will go to their Binder on NewsELA and access the article about pitbulls overcrowding Chicago-area shelters. They will read it once at the self-designated lexile and then take the quiz to check for understanding and to show teacher where to focus direct instruction.
3 2nd read: read for clarification and to identify central idea (guided practice)
1. Teacher projects original article.
2. Teacher reads each paragraph aloud and asks students to identify key vocbulary words.
- Teacher adds challenging vocabulary to Vocab Smart for weekly study
3. Teacher asks students to identify main idea of article.
1. Students have self-lexiled form of article on Chromebooks.
2. Students read self-lexiled form and use context clues to clarify challenging vocabulary.
- Students study as weekly words
3. Students identify main idea, and find evidence from article to support their claim.
- Students will keep this on a t-chart
4 Read to compare: Dog Lost (guided practice/independent practice)
1. Teacher reads Dog Lost, chapters 1- 10
- Teachers stops occasionally to ask students to compare.
1. As teacher stops, students identify an event in Dog Lost that is similar to one of the evidence choices from the news article.
2. Students will add Dog Lost events to the 2nd side of the t-chart when they see an event that is similar to one in the article
5 Synthesis: prewriting (guided/independent practice)
1. Teacher models how to fill in graphic organizer on how to write a story about the key idea in a story.
Students will fill in an organizer to make specific choices as to setting, mood words, characters (protagonist and antagonist), dialogue choices and action choices. Extra credit points will be awarded if a student can successfully integrate a direct textual reference to the article AND to the book in their story.
6 Synthesis: drafting and collaboration (independent practice)
1. Teacher will monitor student progress and will conference with students to ensure students stories convey central idea common to Dog Lost and pitbull news article.
1. Students will use Google Docs to write, share, collaborate, and publish short stories.
Key Standards Supported
|RI.7: Integration of Knowledge and Ideas|
|RI.7.7||Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).|
|RI.7.8||Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.|
|RI.7.9||Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.|
|Key Ideas and Details|
|RI.7.1||Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.|
|RI.7.2||Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.|
|RI.7.3||Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).|
|Range of Reading and Level of Text Complexity|
|RI.7.10||By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.|
|RL.7: Integration of Knowledge and Ideas|
|RL.7.7||Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).|
|RL.7.8||(Not applicable to literature)|
|RL.7.9||Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.|
|Key Ideas and Details|
|RL.7.1||Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.|
|RL.7.2||Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.|
|RL.7.3||Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).|
|W.7: Production and Distribution of Writing|
|W.7.4||Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)|
|W.7.5||With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.|
|W.7.6||Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.|
|Range of Writing|
|W.7.10||Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.|
|Research to Build and Present Knowledge|
|W.7.7||Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.|
|W.7.8||Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.|
|W.7.9||Draw evidence from literary or informational texts to support analysis, reflection, and research.|
|W.7.9a||Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).|
|W.7.9b||Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).|
|Text Types and Purposes|
|W.7.1||Write arguments to support claims with clear reasons and relevant evidence.|
|W.7.1a||Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.|
|W.7.1b||Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.|
|W.7.1c||Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.|
|W.7.1d||Establish and maintain a formal style.|
|W.7.1e||Provide a concluding statement or section that follows from and supports the argument presented.|
|W.7.2||Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.|
|W.7.2a||Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.|
|W.7.2b||Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.|
|W.7.2c||Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.|
|W.7.2d||Use precise language and domain-specific vocabulary to inform about or explain the topic.|
|W.7.2e||Establish and maintain a formal style.|
|W.7.2f||Provide a concluding statement or section that follows from and supports the information or explanation presented.|
|W.7.3||Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.|
|W.7.3a||Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.|
|W.7.3b||Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.|
|W.7.3c||Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.|
|W.7.3d||Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.|
|W.7.3e||Provide a conclusion that follows from and reflects on the narrated experiences or events.|