7RL-Key+Ideas+&+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). || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**=== 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis:**===
 * ===**Common Core Standards**===
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**=== || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**===
 * analyze (c****ontrast, compare, relationships, theme, inspect, distinguish)**
 * evaluate (determine,prove, support)** ||
 * Standard RL 7.1**
 * Cite evidence from the text to support what is read.
 * Cite evidence from the text to support inferences made.
 * Standard RL 7.2**
 * Determine the theme or central idea and it's development throughout the text.
 * Summarize what is read using proper support from the text.
 * Elements of a selection: characterization, setting, plot, theme, mood/tone.
 * Analyze the relationships between characters.
 * Standard RL 7.3**
 * Analyze how elements such as setting, mood, tone, etc, can influence characters and their relationships.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍ **I can statements:**

 * I can define the word 'cite'.
 * I can find several pieces of textual evidence for support.
 * I can make an inference.
 * I can summarize what I read.
 * I can determine the central idea or theme of a selection.
 * I can determine how characters can be influenced by elements within a selection.
 * I can determine the setting of a selection.
 * I can determine the mood and tone of a selection.
 * I can create a plot map for a selection.
 * I can draw conclusions from what I read.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary:**

 * inferences,
 * character development
 * literal
 * irony (verbal, situational, dramatic),
 * protagonist,
 * antagonist,
 * monologue,
 * cite

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Sample Assessments:**
Students make inferences and draw conclusions based upon the relationship between the support (key details) thye find in the text and the background information they bring to the reading of a selection.

Have students compose research questions about the time period of a piece of text, finding resources (print and digital) to answer their questions. Students can enter their information on a semantic web that can be displayed on a bulletin board that depicts how the events of the time might have shaped the plot and/or characters in the text. This map can then be used to guide students in writing summaries of the time period.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation:**
Use of reading quads. Small group. Graphic organizers. Cartoon strips.Coice board activities.,

Catchy-category work sheet for vocabulary words, Classroom binders- Each student will keep a classroom binder that stays in the classroom, Each binder is separated into sections such as grammar, vocabulary, writing, assessment data etc. Each student has a continuing record of specific items he or she needs to work on. For example, use a sheet called "watch out words"-as students come accross words that they don't know how to spell correctly and add those words to the Watch Out word List. Each student then chooses 5 words from their list to turn into the teacher which becomes their individual spelling test words at the end of the week. This strategy can also be used for vocab.and defining literary elements as well. Data notebooks with assessment scores for each student-have mini-conferences with each student to identify specific objectives that he/she needs to improve.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**
Notetaking and summarizing- (two column note taking,) use annotating strategy while reading story as a class or small groupchunking the information,-(use a story map to chunk main story events) highlighting key features-(use RUNNER strategies) use a foldable to write key words from questions before reading the selection-determine wheather each question is a book question or a brain question Re-read stories with partners, use post it flags to mark key words, events, or text features parallel teaching with a co-teacher if possible,

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**
comparison tool (graphic organizers, thinking maps)

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**===
 * Write For the Future
 * Textbook
 * Web resources
 * LearnNC
 * Titles from bookroom

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**=== Use Thinking Maps and other graphic organizers:: :