Quarter 4 Weeks 7 & 8 May-10 and 13-17, 2019

TeacherMelissa Forney
Subject AreaELA/Reading
Grade Level7th
Week #32 & 33
Unit of InstructionNarrative writing, informational writing, map drawing, oral presentation
Standard(s) Taught

Write arguments to support claims with clear reasons and relevant evidence.
LAFS.7.W.1.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
LAFS.7.W.1.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
LAFS.7.W.1.1c Use words, phrases, and clauses to create cohesion clarify the relationships among claim(s), reasons, and evidence.
LAFS.7.W.1.1d Establish and maintain a formal style.
LAFS.7.W.1.1e Provide a concluding statement or section that follows from and supports the argument presented.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event
sequences.
LAFS.7.W.1.3a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally
and logically.
LAFS.7.W.1.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
LAFS.7.W.1.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
LAFS.7.W.1.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
LAFS.7.W.1.3e Provide a conclusion that follows from and reflects on the narrated experiences or events.
LAFS.7.W.2.4 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.)
LAFS.7.W.2.5
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. 

Learning Targets and Learning Criteria

Students will participate in Top Island, a project on which they will work with a partner. I assign partners so they are with someone compatible but whom they don’t usually work. There are work stations all over the room–large tables covered with tablecloths or 4 desks put together covered with cardboard. These will be their work stations.

Students will work on designing a deserted island somewhere in a temperate zone around the world. They will design and write the story of how they got to the island–a result of some sort of accident. They will design and draw the island on large sheets of butcher paper. Both students will participate in ALL stages of this project. Their maps will be from bird’s eye views and should contain details of shelter, water source, entertainment, how they procure food, supplies they will use. 

Each day we will watch videos on how to build a shelter, how to open a coconut with no tools, where to find water, etc. so students can incorporate this information into their maps and writing.

One partner will write the story of how they arrived at the island, one will write the story of how they were rescued, and they will both write about one interesting or exciting thing that happened during the year they were stuck on the island.

Classroom Activities

Students will work in partners. EACH PARTNER WILL EARN HIS OWN GRADE.

Students were given a checklist to help them design their islands and not leave anything out.

Students will contribute creative ideas to their island drawing.

Students will use good writing skills.

Students will each contribute to the oral presentation.

Students will listen attentively to each group’s presentation, ask questions, and offer positive feedback. 

Assignments Due

These assignments are due on Friday, May 10. Presentations will be due Tuesday, May 14.

Additional Resources