NCSA2016Conference
Grade7EnglishLanguageArtsPerformanceTask Topic: Conflict Grade Level: 7 Related Standards R.1, R.2, R.3, W.1, W.2, W.3 Enduring Understanding: Literature and writing provide opportunities for us to learn from conflict. Essential Questions: • What is conflict? • How can conflict be resolved? • What can we learn from conflict? Resources Literature Informational Fable, The Lion and the Mouse by Aesop Conflict Word Cloud http://aesopfables.com/cgi/aesop1.cgi?3&TheLionandtheMo
http://worditout.com/ use&lionmouse.jpg TIME for KIDS Online Article, Boo! It’s a Good Time for You Short Story Excerpt, To Build a Fire by Jack London http://www.timeforkids.com/news/boo‐it%E2%80%99s‐
http://www.jacklondons.net/Media/to_build_a_fire_pri good‐you/189006 nt_ver.html Writing Types Note taking Prompts Reminders/Things to Consider Guiding Questions Opinion/Argumentative • What type of conflict(s) had the greatest impact on each of the characters and why? • How were the characters changed by conflict? • How did the characters react to others because of the conflict? Which one of the characters/people from the readings faced the most difficult conflict? Write an essay justifying your choice. Include three pieces of evidence from the texts as support. PERSUASIVE/ARGUMENTATIVE This type of writing is defined as presentation of reasons and examples to influence action or thought. To be effective, this type of writing requires a writer to state clearly an opinion and supply reasons, details, and/or facts and specific examples that support that opinion. Reference the attached Writing Process for assistance. Informative/Explanatory • What is prejudice? • What is fear? • What are some ways in which people react to prejudice and fear? Explain how prejudice and fear create conflict? Cite three specific examples from the texts as support. EXPOSITORY This type of writing presents reasons, explanations, analysis, clarification, definition, or steps in a process. Logical order should be used with appropriate sequencing of ideas or steps in a process. To be effective, this type of writing should contain a beginning (thesis), middle (supporting reasons, details and/or facts), and a conclusion.
Reference the attached Writing Process for assistance. Narrative • How can conflict impact people and why? • How are people changed by conflict? • How do people react to others because of conflict? Pick one of the readings. Finish writing the story with a positive solution to the conflict as the ending of the story. Include three specific examples from the texts as support. Using the Word Cloud, write a story that incorporates all the words provided and shows a character making change. NARRATIVE This type of writing relates a sequence of events that occur over some period of time. Both what happens and the order in which the events occur are communicated to the reader. To be effective, this type of writing requires a writer to give a clear sequence of events (fictional or non‐fictional) and to provide elaboration for it (storytelling). Reference the attached Writing Process for assistance. The Lion and the Mouse
A LION was awakened from sleep by a Mouse running over his face. Rising up angrily,
he caught him and was about to kill him, when the Mouse piteously entreated, saying:
"If you would only spare my life, I would be sure to repay your kindness." The Lion
laughed and let him go. It happened shortly after this that the Lion was caught by some
hunters, who bound him by strong ropes to the ground. The Mouse, recognizing his
roar, came and gnawed the rope with his teeth and set him free, exclaiming:
"You ridiculed the idea of my ever being able to help you, expecting to receive from me
any repayment of your favor; now you know that it is possible for even a Mouse to con
benefits on a Lion."
No act of kindness, no matter how small, is ever wasted.
http://aesopfables.com/cgi/aesop1.cgi?3&TheLionandtheMouse&lionmouse.jpg
To Build A Fire
By Jack London
First published in The Century Magazine, v.76, August, 1908
NOTE: This is the famous, second version of a story first published in a more juvenile treatment for
the Youth's Companion on May 29, 1902.
Excerpt, http://www.jacklondons.net/Media/to_build_a_fire_print_ver.html
Day had broken cold and grey, exceedingly cold and grey, when the man turned aside from the
main Yukon trail and climbed the high earth- bank, where a dim and little-travelled trail led
eastward through the fat spruce timberland. It was a steep bank, and he paused for breath at the top,
excusing the act to himself by looking at his watch. It was nine o'clock. There was no sun nor hint
of sun, though there was not a cloud in the sky. It was a clear day, and yet there seemed an
intangible pall over the face of things, a subtle gloom that made the day dark, and that was due to
the absence of sun. This fact did not worry the man. He was used to the lack of sun. It had been
days since he had seen the sun, and he knew that a few more days must pass before that cheerful
orb, due south, would just peep above the sky- line and dip immediately from view.
The man flung a look back along the way he had come. The Yukon lay a mile wide and hidden
under three feet of ice. On top of this ice were as many feet of snow. It was all pure white, rolling in
gentle undulations where the ice-jams of the freeze-up had formed. North and south, as far as his
eye could see, it was unbroken white, save for a dark hair-line that curved and twisted from around
the spruce- covered island to the south, and that curved and twisted away into the north, where it
disappeared behind another spruce-covered island. This dark hair-line was the trail--the main trail-that led south five hundred miles to the Chilcoot Pass, Dyea, and salt water; and that led north
seventy miles to Dawson, and still on to the north a thousand miles to Nulato, and finally to St.
Michael on Bering Sea, a thousand miles and half a thousand more.
But all this--the mysterious, far-reaching hairline trail, the absence of sun from the sky, the
tremendous cold, and the strangeness and weirdness of it all--made no impression on the man. It
was not because he was long used to it. He was a new-comer in the land, a chechaquo, and this was
his first winter. The trouble with him was that he was without imagination. He was quick and alert
in the things of life, but only in the things, and not in the significances. Fifty degrees below zero
meant eighty odd degrees of frost. Such fact impressed him as being cold and uncomfortable, and
that was all. It did not lead him to meditate upon his frailty as a creature of temperature, and upon
man's frailty in general, able only to live within certain narrow limits of heat and cold; and from
there on it did not lead him to the conjectural field of immortality and man's place in the universe.
Fifty degrees below zero stood for a bite of frost that hurt and that must be guarded against by the
use of mittens, ear-flaps, warm moccasins, and thick socks. Fifty degrees below zero was to him
just precisely fifty degrees below zero. That there should be anything more to it than that was a
thought that never entered his head.
As he turned to go on, he spat speculatively. There was a sharp, explosive crackle that startled him.
He spat again. And again, in the air, before it could fall to the snow, the spittle crackled. He knew
that at fifty below spittle crackled on the snow, but this spittle had crackled in the air. Undoubtedly
it was colder than fifty below--how much colder he did not know. But the temperature did not
matter. He was bound for the old claim on the left fork of Henderson Creek, where the boys were
already. They had come over across the divide from the Indian Creek country, while he had come
the roundabout way to take a look at the possibilities of getting out logs in the spring from the
islands in the Yukon. He would be in to camp by six o'clock; a bit after dark, it was true, but the
boys would be there, a fire would be going, and a hot supper would be ready. As for lunch, he
pressed his hand against the protruding bundle under his jacket. It was also under his shirt, wrapped
up in a handkerchief and lying against the naked skin. It was the only way to keep the biscuits from
freezing. He smiled agreeably to himself as he thought of those biscuits, each cut open and sopped
in bacon grease, and each enclosing a generous slice of fried bacon.
Boo! It’s Good For You
Being scared can be beneficial to your health
Oct 31, 2014 | By Cameron Keady with TIME Reporting
ANGELA BUTLER—GETTY IMAGES
Decorations like jack-o-lanterns are used to both entertain and spook people on Halloween.
Scary stuff can cause your body to produce healthy chemicals that make you feel happy and
secure.
The Positives of Fear
Being frightened can be good for you. Think about your favorite scary book or movie. What
happens when something goes bump in the night, or a door creaks or slams, or glass shatters? It
often makes us jump. This reaction is provoked by fear.
Fear makes your brain flood with healthy chemical substances that excite your mood and release
feelings of euphoria, or great excitement. According to Dr. Margee Kerr, a sociologist who
studies fear, this “powerful chemical punch” includes endorphins and dopamine—a natural
compound in the body that creates feelings of happiness.
When you’re spooked, your body also produces a chemical called oxytocin. This hormone helps
people bond with one another. When people share the experience of being scared, it can make
them feel closer. So, if you’re at a haunted house with some pals, that experience can help
solidify your friendship. “Watch people walking out of a haunted house, and you’ll see lots of
smiles and high fives,” Kerr says.
A Healthy Scare
There is also some evidence that being scared can help a person manage stressful situations.
Things like giving a presentation in front of your class or performing in a school play can make
us fearful and anxious. But these experiences help build a sort of endurance to fear that makes us
more confident. “You become more comfortable with the physical experience of fear, and so
you’re better able to work though it during tense situations,” Kerr explains.
Though some haunting may be healthy, it’s important to remember that people experience fear in
different ways. What may be fun for one person could be too scary for another. And Kerr notes
that kids younger than six and or seven can’t separate real and make-believe, so seeing
something frightening could have lasting, negative effects.
But for most people who are old enough, a little “boo” now and then isn’t so bad. In fact, it may
be positively spook-tacular.
http://www.timeforkids.com/news/boo-it%E2%80%99s-good-you/189006
1. Prewriting
The Writing
Process
Think about it.
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consider who will read it and why
form ideas
discuss ideas with others
read and observe
gather and record data
brainstorm a list of words and thoughts
think about what you want to say
plan how you will say it
2. Drafting
Write it down.
3. Revising
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Make it better.
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organize your thoughts
choose ideas and develop them
sequence what you want to say
write a first draft
have others read it and offer
suggestions
read what you wrote
think about what others said
rearrange words or ideas
add or take out parts
change words or ideas to better ones
complete any unfinished thoughts
replaces overused or unclear words
4. Editing
Make it correct.
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5. Publishing
Share it with others.
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read it aloud to a person or group
bind it in a book
record it
display it for others to see
illustrate it, perform it, or set it to music
make it a part of a portfolio of your
work
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make sure all sentences are complete
check spelling, capitalization,
punctuation, and all mechanics
look for words not used correctly
mark needed corrections
talk it over with someone
have some else check your work (peer)
recopy it correctly and neatly
©2005 K. CLAWSON
ASD