DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 UNIT INTRODUCTION UNIT INTRODUCTION OVERVIEW SELECTION SELECTION Learning Anchor Text Anchor Text Two from The Joy Luck Two Kinds from The Joy Luck Club Club Amy Tan Amy Tan SE pp 2-5 SE pp 5-9 SE pp 10-11 SE pp 12-25 SE pp 26-27 Unit Launch Text Essential Question MAKING MEANING MAKING MEANING Students will deepen their Students will read What can one generation perspective about different They will then learn from another? Concept Vocabulary Close Read the Text “Grounded.” generations by reading, be able to participate in lamented, indignity, reproach, Students will review the Close writing, speaking, listening, discussions about Whole-Class Learning discordant, squabbling, Read Model and complete the and presenting. generations. Strategies devastated close read sections in the Unit Goals Video selection. Listen actively Word Network First Read Close Read the Text Clarify by asking Academic Vocabulary Students add new to their Students Notice, Annotate, questions dialogue, consequence, Word Network as they read Connect, Respond as they Analyze the Text Monitor understanding perspective, notable, texts in the unit. read the selection the first Students will respond to Interact and share ideas contradict Word Network time. questions about the text, Whole-Class Learning citing textual evidence. Strategies Home Connection Letter Summary First-Read Guide: Fiction Spanish Home Connection Students a summary of Analyze Craft & Structure Table of Contents Preview Letter the Launch Text. Read the Selection Character and of View Preview the selections in the Unit 1 Answer Key Selection Audio Students will analyze unit and discuss how they Launch Activity Two Kinds: Accessible character traits, motives and relate to the EQ and unit STANDARDS Students participate in an Leveled Text of view. topic. L.7.6 activity related to the unit Analyze Craft and Structure: theme. Comprehension Check Character and Point of View Students complete Analyze and Structure: QuickWrite comprehension questions. Character and Point of View Students write a response to Two First Read (RP) the QuickWrite prompt: What Extension Questions are the most effective tools STANDARDS for establishing and RL.7.1; RL.7.6 Research to Clarify preserving freedom? Students research one unfamiliar detail from the text. Evidence Log Students add notes and Research to Explore evidence that will be used to Students conduct research on inform the an aspect of the text they find Assessment. interesting. Evidence Log STANDARDS Assessment: Refining Your RL.7.10 Thinking
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 UNIT INTRODUCTION SE pp 2-5 UNIT INTRODUCTION SE pp 5-9 OVERVIEW Learning SE pp 10-11 SELECTION Anchor Text Two from The Joy Luck Club Amy Tan SE pp 12-25 SELECTION Anchor Text Two Kinds from The Joy Luck Club Amy Tan SE pp 26-27 Unit Students will deepen their perspective about different generations by reading, writing, speaking, listening, and presenting. Unit Goals Video Academic Vocabulary dialogue, consequence, perspective, notable, contradict Home Connection Letter Spanish Home Connection Letter Unit 1 Answer Key STANDARDS L.7.6 Launch Text Students will read “Grounded.” They will then be able to participate in discussions about generations. Word Network Students add new to their Word Network as they read texts in the unit. Word Network Summary Students a summary of the Launch Text. Launch Activity Students participate in an activity related to the unit theme. QuickWrite Students write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom? Evidence Log Students add notes and evidence that will be used to inform the Assessment. Evidence Log Assessment: Refining Your Thinking Essential Question What can one generation learn from another? Whole-Class Learning Strategies Listen actively Clarify by asking questions Monitor understanding Interact and share ideas Whole-Class Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. MAKING MEANING Concept Vocabulary lamented, indignity, reproach, discordant, squabbling, devastated First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Fiction Read the Selection Selection Audio Two Kinds: Accessible Leveled Text Comprehension Check Students complete comprehension questions. Two First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. Research to Explore Students conduct research on an aspect of the text they find interesting. STANDARDS RL.7.10 MAKING MEANING Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. Analyze Craft & Structure Character and of View Students will analyze character traits, motives and of view. Analyze Craft and Structure: Character and Point of View Analyze and Structure: Character and Point of View (RP) STANDARDS RL.7.1; RL.7.6