7th+Grade



7th Grade Curriculum Map


 * Embedded Skills Activites **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Author’s Point of View-R //**

To infer the author's position or perspective based upon stated and implied information
 * Definition **

narrative viewpoint first person point of view third person point of view limited viewpoint omniscient viewpoint
 * Synonyms **

D/S/E || Identify viewpoints from different text types || Read and identify viewpoints using reading passages
 * Scope and Sequence Level **

Class discussions on viewpoint and target audience

(see lesson plans below: "POV," "POV2") || Change narrative passage to alternate POV

Rewrite fairy tale from the pov of the antagonist || Purpose-R //**
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Author’s


 * Definition **

to infer what the author was thinking and determine the author’s intent (to entertain, to inform, to express an opinion, or to persuade

theme message
 * Synonyms **


 * Scope and Sequence Level **

D/S/E || Modeled examples || Predict purpose

Read and identify

Forum Discussion

www.readwritethink.org || Formal debate Writing piece ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Follow a Sequence of Instructions-R //**

to proceed, step-by-step, through a series of directions or a defined process directions directivesrequirements
 * Definition **
 * Synonyms **

S/E || "Faux" survey (complete complicated set of directions including read everthing before doing any work, last line reads if you live in the same state where you go to school, do not complete the survey) || Task oriented assignments/activities How-to activity -- have students pair up, one gives and one follows instuctions without looking (assembling blocks, creating a drawing, decorate a cookie, etc). Compare and discuss results. || Accomplishment of task Process-based projects (checkpoints through entire project) ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Identify Features of Electronic Text-R //**


 * Definition **

to read and recognize elements of electronic text (ex: graphics, navigation bars, links, etc.)

**Synonyms web-sites**

D/S/E || i-Search || Webquests of authors, literature
 * Scope and Sequence Level **

Validity of sources, double-checking sources || Web scavenger hunt

Research-based project incorporating online sources ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Infer-R //**

to determine meaning not directly stated by using content and prior knowledge
 * Definition **

draw conclusions
 * Synonyms **


 * Scope and Sequence Level ** || Short reading of comprehension passages with questions

www.discoveryschool.com (logic and inference puzzles) || Making predictions in literature (read opening chapter of novel and predict conflicts, etc.)

Show key items/objects to class before beginning a novel and have them predict their importance/role within the novel (i.e. //Holes// show peach, lipstick tube, onion, sunflower seeds, shovel, sneaker and have students include these items in their predictions/inferences)

Infer meaning from character's speech and actions

Identifying foreshadowing

Class discussions || Character journals Literary essays

Infer meaning from novel's ending (i.e. //The Giver)// ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret character from Dialogue, Action, Thoughts-R //**

to consider the way a character acts and thinks or is described to determine his/her personality
 * Definition **

** Synonyms ** character analysis


 * Scope and Sequence Level ** || Instruction in characterization techniques

Teacher led examples of social interactions || * [|"Whoodat?" - Novel/Short Story Graphic Organizer]

Graphic organizer Questioning || <<<This organizer can be modified as a portion of a more formal summative assessment or checked/turned in for a formative assessment

Character speeches

Original skit using dialogue/dialect

Dinner party for all characters from various literature (ex: menu, seating, conversation)

Oscars (Academy Awards) for characters ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Data, Charts, and Graphs-R //**

to make meaning from text presented in these various forms
 * Definition **


 * Synonyms **


 * Scope and Sequence Level ** || Samples and models || Cross-curricular content

Sports statistics

Informational text || Writing based on statistical findings (charts/graphs)

Comparison/contrast essay -- rival products using data, charts, etc ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Graphic Organizers-R //**

to recognize the structure/purpose of the information in the graphic organizer
 * Definition **


 * Synonyms **


 * Scope and Sequence Level ** || Samples/models || Create and use graphic organizers

[|www.freeology.com]

[|www.eduplace.com/graphicorganizer] || Require graphic organizers for writing pieces: compare/contrast, character sketches, persuasive, narrative ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Literary Devices-R //**


 * Definition **

literary elements/terms **
 * Synonyms


 * Scope and Sequence Level ** || Instructional examples of literary devices

Samples from short literary pieces || Identify literary devices within text

Evaluate use of literary devices through literary journals, class discussions, WebQuests, Jeopardy games || Original narrative piece using literary devices

Create scrapbooks, yearbooks, magazines, etc. based on the devices found in the literature ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Poetry-R //**

to understand the figurative and/or literal meaning of a piece, taking into consideration what is implied poetry analysis
 * Definition **
 * Synonyms **


 * Scope and Sequence Level ** || Introduce using music lyrics from popular songs

Introduce poetic elements with samples and instruction

Introduce using children's poetry (Silverstein, Prelutsky) || Form questions about poem's meaning

Class discussion

Write original poems in the style of a published poet

(see lesson plans below: "Metaphor," "Simile & Metaphor") || Written critiques, of a poet's work (2-3 poems)

Rewrite poem as prose or turn prose passage into poetry

Rewrite poem as a news/tabloid/gossip article/column ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Vocabulary-R //**

to understand vocabulary in a particular way, based on context, syntax, and structure, in order to make sense of the text as a whole
 * Definition **

undestand vocab.
 * Synonyms **


 * Scope and Sequence Level ** || Introduce/instruction on context clues

Instruction on 'vocabulary' of vocabulary - synonym, antonym, connotation, denotation, syntax, literal/figurative usage || Give nonsense words, have students use context clues to create meaning

Use of dictionary/thesaurus (word of the week)

Newspaper articles: locate unfamiliar words, write definition, parts of speech, write original sentences using words || Create a dictionary using unfamiliar words including definitions, antonyms, synonyms, sentences, visuals, etc.

Group analysis of vocabulary connecting to other content areas, writing simpler definitions, creating mneumonic devices to recall vocab ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Locate Stated Information-R //**

to discover the location of specific details included in text
 * Definition **
 * Synonyms **


 * Scope and Sequence Level ** || Instruction on scanning and skimming

Model process || Use short reading comprehensions with pointed questions

Use other content areas and their reading assignments to practice finding stated information || Students create original questions and answer key for literary pieces. Give to other students to complete. ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recall Fact and Detail-R //**

to retrieve specific information and occurrences from memory
 * Definition **


 * Synonyms **


 * Scope and Sequence Level ** || Teacher introduces active questioning strategies

Teacher models scanning for specific information, using "key words" to quickly locate this information

Reinforcement throughout year, using a variety of text types || Students are presented with specific detail questions and asked to determine appropriate "key words," then locate the information in the passage || Formal assessment paralleling state assessment

Students develop specific detail questions for an existing text and explain why these are good questions ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recognize Cause and Effect-R //**

to identify why an event, action, or decision causes another event, action, or decision Synonyms **
 * Definition **


 * Scope and Sequence Level ** || Teacher models clear examples of cause-effect pairs

Teacher provides causes and asks students to infer effects

Teacher provides effects and asks students to infer causes || Students construct cause-effect chains for specific texts

__Scaffolding__: Initially, cause-effect chains are mostly complete; students fill in gaps

Later, students are required to fill in more and more of each chain

Expository text ("Exploring the Titanic"), students apply cause-effect chains to the text. || Essays describing cause-effect relationship ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recognize Different Levels of Meaning in Text-R //**

identify and distinguish between multiple layers of meaning of text including literal and figurative, stated and implied
 * Definition **

literal meaning inferential meaning
 * Synonyms **


 * Scope and Sequence Level ** || Introduce concepts - explicit/implicit, denotative/connotative

Provide real-world examples (sarcasm, figurative language) || Students discuss levels of meaning in trageted passages (narrative, persuasive, poetry)

Students chart levels of meaning on "iceberg" diagram (on the surface/below the surface) || Denotation/connotation writing pieces

Questions targeted at implicit meaning ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Set Purpose for Reading-R //**

to anticipate the central message or the author’s intent of a piece of written text in order to find significant facts and details
 * Definition **


 * Synonyms **

("What is my purpose for reading a set of VCR instructions?") || Class discussions of reading purpose throughout the year with varied texts
 * Scope and Sequence Level ** || Teacher discusses various purposes for reading (locate information/respond to literative/critically evaluate) with appropraite examples

Making predictions || Extra scaffolding question on existing assessments requiring students to determine purpose/nature of task ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Understand Text as a Whole-R //**

to completely comprehend a text by considering unique features and structures associated with the genre
 * Definition **


 * Synonyms **


 * Scope and Sequence Level ** || Identify comprehension strategies

Sample passages

Identify and apply all aprt of text including titles, headings, data, glossaries, etc. || Instruction and application of reading strategies: -predict -visualize -clarify -questioning -connecting -evaluate

Practice summaries of full text || Students keep reading logs/journals implementing reading strategies

Students create their own "test" assessing their comprehension ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Understand Text Structures-R //**

to determine whether text is narrative, informational, electronic, or poetic, and to recognize how the organization of the text impacts the ways in which readers make meaning from it
 * Definition **


 * Synonyms **


 * Scope and Sequence Level ** || Identify different text structures

Instruction on different text structures || Read, identify, and answer questions on different text types

Read electronic texts and identify common elements

Complete Venn diagram on various text types as another || Rewrite one type of text as another

Include notation/journaling explaining choices, reasons for changes/differences ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Construct a Thesis and Support with Fact-W //**

the process of clearly stating the main point and supporting it with factual details
 * Definition **

main idea supporting information **
 * Synonyms


 * Scope and Sequence Level ** || Definition of thesis

Samples

Teacher modeling || Sample paragraphs (from literature, articles, online) and identify thesis and supporting facts - highlight

Sample thesis statements - students add supporting facts [|http://teachingtoday.glencoe.com] || Expository, persuasive, literary essays using a thesis - statement supporting facts, details, and examples ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Construct Fluent Sentences-W //**

to construct sentences that flow well and have varied length and structure
 * Definition **


 * Synonyms **


 * Scope and Sequence Level ** || Read poems that have rhythm, rhyme, meter, flow

Read sentences with fluency/flow

Read choppy, short sentences

Discuss differences

Instruct on key components: different lengths, different beginnings, different sentence types || "Train" activity - one students gets short sentence, adds a word, passes to next to add another word. Do this with a row until a fluent sentence is formed.

Edit each other's work

"Puzzle" pieces with indiviudal words, formulate in full, fluent sentences || Students share one chapter of their memoirs. Evaluate based on flow sentences, what you hear, not what you see.

Sentences create and use rubric for sentence fluency ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Critique-W //**

to review or evaluate in a detailed manner
 * Definition **

review evaluate assess
 * Synonyms **


 * Scope and Sequence Level ** || Definition of word

Teacher models process || Oral critiques of literary text

Read published critiques and discuss

Write critiques of movies/television shows || Write literary reviews, critiquing specific literary devices

Evaluate author's writing style in formal essay discussing 6+1 traits ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Establish a Consistent Point of View in Writing-W //**


 * Definition **

narrative viewpoint
 * Synonyms **


 * Scope and Sequence Level ** || Models of different POVs in text

Identify different POVs from literature || Edit writing pieces

Rewrite a literary passage from different characters' perspectives (i.e. a climactic scene showing various charaters' reactions) (see lesson plans below: "POV," "POV2") || Rewrite a passage from 3rd person POV to 1st person POV staying true to that viewpoint

Create graphic novels and stay in one viewpoint ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Generate Ideas / Brainstorm-W //**

the process of producing possible ideas
 * Definition **

mind-mapping spit-balling prewriting
 * Synonyms **

** Scope and Sequence Level ** -webs -charts -outlines -lists
 * D -** Guided Practice
 * S -** Independently Demonstrated
 * E -** Applied Knowledge || Sample/Model skill using graphic organizers and class discussions || Practice using different methods:

Brainstorm ideas for school improvement, field trips, student handbook || Use brainstorming/prewriting for all writing pieces; include in portfolio

Brainstorm ideas for next assignment (student-created writing assignments) ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Make Effective Word Choices-W //**


 * Definition **


 * Synonyms **


 * Scope and Sequence Level ** || Instruction of thesaurus use

www.wordle.net || "Word Wall List:" replace worn out words with new and improved on wall

Evaluate word choice in different writing pieces

Rewrite general descriptive piece as specific descriptive piece

Edit each other's writing and revise word choice || Rewrite a positive descriptive piece or critique as a negative one using effective word choice

Creative writing: describe a new villian

Write a postcard describing a setting using limited amount of words to create a word picture ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Note-Taking-W //**


 * Definition **


 * Synonyms **


 * Scope and Sequence Level ** || Teacher introduces key concepts of note-taking (speed, shortcuts, "your notes have to make sense to you")

Teacher models note-taking formats || Students take notes in response to a variety of reading/listening tasks || Students construct responses based on their notes ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Organize Writing-W //**


 * Definition **


 * Synonyms **


 * Scope and Sequence Level ** || Teacher presents examples of disorganized writing and demonstrates how writing can be made stronger by organizing it

Teacher models outlining, thesis, supporting details || Ongoing tasks involving use of the writing process to organize writing || Teacher/peer evaluation of work using 6+1 traits ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recall Fact and Detail from Oral Text-W //**


 * Definition **


 * Synonyms **


 * Scope and Sequence Level ** || See "Recall fact and detail" ||  ||   ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recognize Different Levels of Meaning in Oral Text-W //**


 * Definition **


 * Scope and Sequence Level ** || See "Recognize different levels of meaning in text" ||  ||   ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Set Purpose for Listening-W //**


 * Definition **

listening skills listening comprehension
 * Synonyms **


 * Scope and Sequence Level ** || DI - what to listen for (vocabulary) -how to set-up note-taking sheet

Discussion - 1st vs. 2nd listen || Have students listen for understanding and summarize important information || Listening comprehension discussions and written assessments ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Conventions of English Language-W //**

grammar and usage mechanics spelling
 * Definition **


 * Scope and Sequence Level ** || Sentence diagramming

Parts of speech - shifting from one form to another

Slang vs. academia translators || Grammar foldables

Editing passages

Mad Libs

Independent practice || Any writing assignment ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Effective Writer’s Voice-W //**


 * Definition **

writing style
 * Synonyms **


 * Scope and Sequence Level ** || Teacher provides examples of strong voice and weak voice in writing || Students evaluate writing (their own/other writers') for voice

Students infer purpose, mood, and tone based on voice

[|http://home.cogeco.ca/~rayser3/firstweek] || Students attempt to mimic existing writers' styles

Students attempt to recognize other authors' writing based on voice ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Graphic Organizers-W //**


 * Definition **


 * Synonyms **


 * Scope and Sequence Level ** || DI and discussion with established graphic organizers

wordle.net

www.eduplace.com/graphicorganizer || Word webs

Mind maps

Outlines

Vocabulary while you read

Literature: section by section (or chapter) organization || Listening comprehension

Long-response essays ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Sophisticated Vocabulary-W //**


 * Definition **


 * Synonyms **


 * Scope and Sequence Level ** || Define "sophisticated vocabulary"

Identify in text

Thesaurus use || Compare literature passages with sophisticated passages vs. unsophisticated passages (Ex. __The Giver__ vs. __The Outsiders__) to determine characteristics

Rewrite simple passages using sophisticated vocabulary || Writing pieces requiring sophisticated vocabulary

Rewrite a children's story for an older audience using sophisticated vocabulary ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Compare and Contrast //**
 * // R & W //**


 * Definition **

similarities and differences
 * Synonyms **


 * Scope and Sequence Level ** || Use information about students to compare/contrast (schedules, sports, siblings, etc.) || Use graphic organizers - Venn diagrams

Compare/contrast characters from different pieces || Literary essay comparing/contrasting rival products

Compare/contrast movie vs. book version ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Importance //**
 * // R & W //**


 * Definition **

key parts memorable information
 * Synonyms **


 * Scope and Sequence Level ** || Instruction on highlighting strategy

Short expository passages || Highlight important facts in content area reading

Read, answer questions, highlight important facts in reading comprehension passages parallel to state assessment || Read article and outline important ideas, facts, examples

Write summaries

Use literary/expository passage to cut out important words and phrases and reassemble into a poem capturing the main idea of the text ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Theme //**
 * // R & W //**


 * Definition **

message lesson moral
 * Synonyms **


 * Scope and Sequence Level ** || Instruction in theme

Children's fairy tales/fables identifying theme || Identify theme in various literary pieces

Rank themes from one novel

Connect themes to real life with journals, news articles, poetry || Write an original children's story including strong themes

Literary essay analyzing/ applying/ evaluating author's themes ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Distinguish Between Fact and Opinion //**
 * // R & W //**


 * Definition **


 * Synonyms **


 * Scope and Sequence Level ** || Compare/contrast DI

Personal vs. Academic Essay (writing styles/forms)

Analysis of language typical to each (In my opinion... vs. Studies show...) || Sentence translation (change language to make factual sentences into opinion, vice versa)

Independent analysis and evaluation of approach, writing format

Character Rumor Mill (based on actions of character, create stereotype or rumor to spread about them) || Writing projects

Mock Trial

Debates

Editorials (to blend both appropriately) ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Paraphrase //**
 * // R & W //**


 * Definition **


 * Synonyms **


 * Scope and Sequence Level ** || Famous speech analysis

Vocabulary (definition modeling)

DI of research process

Reinstatement during discussion || Self-defined vocabulary

WebQuest, iSearch

DBQs

Writer's Workshop (with partner- "what you wrote vs. what I got") || Research-based products

Class sharing of paper topics

Oral presentations of literature, speeches, etc. ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Sequence //**
 * // R & W //**


 * Definition **


 * Synonyms **


 * Scope and Sequence Level ** || Cause and effect charting || Graphic organizers

Outlining || Storyboarding

Chapter summaries ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Summarize //**
 * // R & W //**


 * Definition **

to briefly and clearly state the most important information


 * Synonyms **

(see lesson plans below: "Double Nickel") Book clubs
 * Scope and Sequence Level ** || Classroom text analysis || Graphic organizers for literature

Outlining

Venn diagrams || Literature Circles

Book reports

Research papers

Oral Presentations ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Supporting Details //**
 * // R & W //**

To present facts, information, and examples that justify or prove the main idea (thesis)
 * Definition **


 * Synonyms **


 * Scope and Sequence Level ** || Mind mapping

Text scans (class highlighting) || Outlining

iSearch

Reading Comprehension Passages

Think/Pair/Share - Peer Edit (Why/Where does this need help?)

Bell work/ Free writing || Writing Pieces - Research Papers - Persuasive Essays - Expository

Previous NYS Assessments

Classroom Debate Discussion ||

= Please use the space below to begin uploading lessons/activities. The embedded skills are listed below to help with organization. = = = = = Determine Author’s Point of View

Determine Author’s Purpose

Follow a Sequence of Instructions

Identify Features of Electronic Text

Infer

Interpret Character from Dialogue, Actions, Thoughts

Interpret Data, Charts, and Graphs

Interpret Graphic Organizers

Interpret Literary Devices Interpret Poetry Interpret Vocabulary

Locate Stated Information

Recall Fact and Detail

Recognize Cause and Effect Recognize Different Levels of Meaning in Oral Text

Set Purpose for Reading Understand Text as a Whole Understand Text Structures

Construct a Thesis and Support with Fact Construct Fluent Sentences Critique Establish a Consistent Point of View in Writing

Generate Ideas/Brainstorm

Make Effective Word Choices Note-taking
 * (see 6 Traits docs under "Construct Fluid Sentences")**

Organize Writing Recall Fact and Details from Oral Text

Recognize Different Levels of Meaning in Oral Text

Set Purpose for Listening Use Conventions of English Language Use Effective Writer’s Voice Use Graphic Organizers Use Sophisticated Vocabulary
 * (See 6 Traits Docs under "Construct Fluid Sentences")**

Compare and Contrast Determine Importance

Determine Theme Distinguish Between Fact and Opinion

Paraphrase

Sequence

Summarize

Use Supporting Details

Understanding Text as a Whole Connecting Song Lyrics to The Outsiders