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Unit 4: Survival in the Wild
Unit: English Language Arts (ELA) , Grade(s) Grade 07
Placeholder
Duration: 9 Weeks
Unit
Unit Plan(s)
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Grade
Unit Name
Extended Text
Supporting
Text
Identification
Unit Overview
7th
Subject
Survival In the Wild
Hitler Youth: Growing Up In Hitler’s
Shadow, Susan Bartoletti
Literary
Crispin:The Cross Lead” pg. 686
“Thank You, M’am” p.62
“Rikki­Tikki­Tavi” p.72
Unit 4
ELA
Timeline
Extended Text Alternate
Unit 4
#
9 weeks
Hole In My Life, Jack Gantos
Informational
An American Childhood ­ Anne Dillard – pg.118
A World Turned Upside Down: How the Black Death Affected Europe
Mary Mortan Cowan – pg.902
“Like Black Smoke: A World Turned Upside Down” p. 894
Homeless – Anna Quindlen – pg. 357
Survival in the Wild is a close examination of characters and explores how setting plays a role in the characters’
development. This is a critical theme for Seventh Graders as they are coming to terms with how their environment
affects them as individuals as well as their decision making skills. The “Wild” in Survival of the Wild is an abstract
concept and can describe a setting that is tumultuous, yet is essential to the progression of the character.
This unit introduces the theme of “Survival in the Wild” and uses it as a springboard for discussions of characters’
pursuits of the unknown. Students will compose an informative/explanatory essay that addresses the essential question
of how an individual survives through life altering situations and environments.
Unit Curriculum Map
Unit
Standards
(Common Core
Standards)
Reading: Informational
RI.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.
RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals
or events, or how individuals influence ideas or events.
RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the
whole and to the development of the ideas.
RI.7.6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her
position from that of others.
RI.7.7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s
portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
Reading: Literature
RL.7.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
Writing: Informative/Explanatory
W .7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content.
W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to
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interact and collaborate with others, including linking to and citing sources.
Writing: Narrative
W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well­structured event sequences.
W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional
related, focused questions for further research and investigation.
Conventions of Standard English
L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
L.7.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Speaking and Listening
Comprehension and Collaboration
SL.7.1. Engage effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with
diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.7.2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
Enduring Understandings
Essential Questions
READING.
1. Good readers are able to delineate between concrete
and abstract concepts.
2. Engaging texts have well developed characters and
events that interact effectively.
3. Good readers can analyze text and cite evidence to
validate the author’s point of view.
4. Good readers are able to use a variety of strategies to
determine the text organizational structure.
READING
1. How do I differentiate between concrete and abstract concepts? (CLI 4)
(CLI 7)
2. What similarities exist among characters who survive in the “wild”
(tumultuous situations)? (CLI 4) (CLI 7)
3. What strategies do I use to analyze text and determine an author’s point
of view? (CLI 2) (CLI 5)
4. What strategies do I use to determine the organizational structure of a
text? (CLI 1) WRITING
Narrative
1. Good writers relate personal or imagined experiences and
or events though descriptive details and well­structured event
sequences to create an engaging narrative.
Informative
1. Good writers examine a topic and convey ideas by
utilizing information through analysis of relevant content.
Content
Reading
A1. Textual evidence
A2. Organizational structure
A3. Point of view
A4. Characterization
A5. Interaction/Influence of ideas, events
B. Writing (Informational)
B1. Topic Sentence
B2. Thesis Sentence
B3. Selection and development of ideas and concepts
B4. Citations (APA/MLA)
B5. Use of Internet
C. Writing (Narrative)
WRITING
Narrative
1. How do I relate personal or imagined experiences or event to create an
engaging narrative? (CLI 3) (CLI 5) (CLI 6)
Informative
2. How do I examine a topic using relevant information to create an
informative essay? (CLI 3) (CLI 5) (CLI 6)
Skills
A. Reading
A1
Prove the theme of text by citing evidence
A2
Analyze text features to determine the organizational structure A3
Evaluate the author’s point of view by citing evidence from the text.
A4
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C1. Dialogue
C2. Descriptive/Sensory Details
C3. Structured Sequence
Synthesize the characters development by citing evidence from the
text A5
Analyze the interactions between individuals, events, and ideas in a
text
B. Writing (Informational)
B1­B3
Construct a topic, thesis, and idea(s) development using mind maps
(graphic organizers)
B4
Formulate citations based on collected research
B5
Investigate related information using the Internet
C. Writing (Narrative)
C1­3.
Create dialogue, sensory details, and structured sequence to enhance
the narrative’s elements of plot.
Essential
Vocabulary
Assessment(s)
Historical Fiction
Spin
Counter­claim Quote
Conflict
Political Platform
Paraphrase
Order of Importance
Citation
Party Affiliation
Extraneous
Logical Order
Setting
Journalism
Inference
Chronological Order
Tone
Propaganda
Biography
Compare/Contrast
Mood
Logical Fallacy
Autobiography Cause/Effect
Editorial
Sample Performance Assessment – Sample Selected Response (MC) [Unit Test] – (7RI3) (7R15)(7RI6)(7L1)(7L3)(7L5) Content Assessment via CRCT. Teachers should review and utilize state provided resources.
Unit Instructional Guide
Capacities of
the Literate
Individual
(Aligned to the
Essential
Questions)
CLI 1. They demonstrate independence. Students can, without significant scaffolding, comprehend and evaluate
texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or
multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request
clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and confirm they have
been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide­
ranging vocabulary. More broadly, they become self­directed learners, effectively seeking out and using resources to
assist them, including teachers, peers, and print and digital reference materials.
CLI 2. They build strong content knowledge. Students establish a base of knowledge across a wide range of
subject matter by engaging with works of quality and substance. They become proficient in new areas through research
and study. They ad read purposefully and listen attentively to gain both general knowledge and discipline­specific
expertise.
CLI 3. They respond to the varying demands of audience, task, purpose, and discipline. Students adapt their
communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing,
speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the
composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They
also know that different disciplines call for different types of evidence (e.g., documentary evidence in history,
experimental evidence in science).
CLI 4. They comprehend as well as critique. Students are engaged and open­minded—but discerning—readers
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and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question
an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.
CLI 5. They value evidence. Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to
the reader or listener, and they constructively evaluate others’ use of evidence.
CLI 6. They use technology and digital media strategically and capably. Students employ technology
thoughtfully to enhance their reading, writing, speaking, listening and language use. They tailor their searches online to
acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use
those best suited to their communication goals.
CLI 7. They come to understand other perspectives and cultures. Students appreciate that the twenty­first­
century classroom and workplace are settings in which people from often widely divergent cultures and those who
represent diverse experiences and perspectives must learn and work together. Students actively seek to understand
other perspectives and cultures through reading and listening, and they are able to communicate effectively with people
of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic
and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can
vicariously inhabit worlds and have experiences much different from their own.
Misconceptions
1. Students have an understanding of the abstract concept of “wild”
2. Students have a solid understanding of how the environment impacts their decisions
3. Students can easily delineate between what is beyond and within their control
4. Students have background knowledge in European history
Writing Activities (Explanations and Examples)
Routine Writing Across all Genres:
­notes
­summaries
­process journals
­Short responses
2­3Narrative (W.7.3) (W.7.6).:
Write a brief narrative of what the boy did after he left Mrs. Luella Bates Washington Jones’ house.
Write your own ending to “Crispin: The Cross of Lead”
Write your own survival story. It may range from surviving in the wilderness, an urban setting, or a difficult day at school. Make
sure to develop the setting, conflict, character/s, and necessary elements of a plot. Incorporate previously studied literary
techniques. 4­6Informative/Explanatory (include works cited page) (W .7.2 ) (W.7.3) (W.7.6) (W.7.7) :
§ Choose a youth program to research such as Boys and Girls Club, Big Brothers/Big Sisters, Girl Scouts, mentoring
programs, etc. and write an informative essay about its effects on the young people it serves. § Explain the effects of the Black Death on Europe at that time. § Research the survival adaptations of the mongoose or the cobra and write an essay explaining how the animal is
equipped to survive in its natural habitat.
§ Research homelessness and write an explanation of its causes and effects. Additional Resources
McDougal Littell Literature
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(Additional specific suggestions for
Differentiated Instruction are found in
Model Lessons.)
Struggling Learner
Read Aloud
Small Group
Chunking the Text
Marking the Text
Assignment Choice
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Project Based Learning
Peer Support
One on One instruction
Assistive Technology
Provide wait time when asking
questions
graphic organizers, outlines, study
guides, labeling of pictures, adapted
text, and highlighted text.
Textbook
World­Class
Instructional
Design and
Assessment
(WIDA)
Global Literacy
Differentiated Instruction
WIDA
The ACCESS for ELL’s measures
proficiency across four domains:
Speaking
Reading
Writing
Listening
Above Grade Level
Provide choices
Let the students establish their learning
goals and self­assessment strategies.
Promote discovery learning
If a student already understands the
concept, move onward.
Give Project Based Learning
Find out what these students already
know
Avoid Rote Practice (No drill and
practice)
Peer support
Self/reflection and critique
Remember that gifted children often grasp
concepts more quickly. Be prepared for
this. Have challenging activities ready.
K­8 Access Center
Carol Ann Tomlinson
Article and Examples
Resources
Sheltered Instruction Strategies
Adaptive Modifications
Strategies need to be put in place to
address all four domains.
Curriki
CCSS Resources
Global Competence
Definition
Media Literacy
Global Competence Matrix
Edsteps
Resources
Asia Society
www.unitedstreaming.com
www.classzone.com (writing resources, grammar games, on­line textbook), www.my.hrw.com (Holt on­line essay
scoring for various writing genres), www.brainpop.com (short video clips of reading, writing, and grammar skills)
www.readwritethink.org
http://www.gutenberg.org/
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Digital Literacy
http://discoveryeducation.com http://video.nationalgeographic.com/video/animals/reptiles­animals/snakes/cobra­vs­mongoose­predation/ ­for use
with Rikki­Tivi­Tavi
PBS Teacher PreK­12
http://www.curriculum21.com/clearinghouse
Common Sense resources
From McDougal Littell Literature:
The Monsters Are Due on Maple Street p. 136
Icarus and Daedalus p. 648
Phaethon, Son of Apollo p. 652
Brer Possum’s Dilemma p. 698
Waters of Gold p. 702
Sally Ann Thunder Ann Whirlwind p. 714
Two Ways to Count to Ten p. 724
Related Literature
The Race Between Toad & Donkey p. 730
Outside Texts:
Woman Hollering Creek: And Other Stories, Sandra Cisneros
Best Shorts: Favorite Stories For Sharing, Avi
Little Worlds: A Collection of Short Stories for the Middle School, Peter Guthrie
American Dragons: Twenty­five Asian American Voices, Lawrence Yep
Poetry:
Feel a Little Jumpy Around You: Paired Poems by Men and Women, Naomi Shihab Nye & Paul B.
JaneczkoExcerpt from Holes p. 92 Call of the Wild, Chapter 3
https://www.georgiastandards.org/Common­Core/Pages/ELA­K­5.aspx
https://www.georgiastandards.org/Pages/default.aspx
State Resources
http://www.corestandards.org/the­standards/english­language­arts­standards
https://www.georgiastandards.org/Common­Core/Pages/ELA.aspx
http://www.dekalb.k12.ga.us/www/documents/english­language­learners/english­learners­language­handbook.pdf
(Dekalb County School District ESOL/WIDA Handbook)
http://flesolcobbcentral.typepad.com/esol/widaaccess_standards/ (Cobb County ESOL)
Download 6­8­can­dos­for­language­objectives
Download 60_Content­Reading­Strategies­Activities
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Standards Covered
LA.7.ELACC7L: Language
LA.7.: Conventions of Standard English
LA.7.ELACC7L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LA.7.: Knowledge of Language
LA.7.ELACC7L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
LA.7.ELACC7RI: Reading Informational
LA.7.: Craft and Structure
LA.7.ELACC7RI5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of
the ideas.
LA.7.ELACC7RI6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
LA.7.: Integration of Knowledge and Ideas
LA.7.ELACC7RI7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how
the delivery of a speech affects the impact of the words).
LA.7.: Key Ideas and Details
LA.7.ELACC7RI1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LA.7.ELACC7RI3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals
influence ideas or events).
LA.7.ELACC7RL: Reading Literary
LA.7.: Craft and Structure
LA.7.ELACC7RL6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
LA.7.ELACC7SL: Speaking and Listening
LA.7.: Comprehension and Collaboration
LA.7.ELACC7SL1: Engage effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on grade 7 topics,
texts, and issues, building on others’ ideas and expressing their own clearly.
LA.7.ELACC7SL2: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the
ideas clarify a topic, text, or issue under study.
LA.7.ELACC7W: Writing
LA.7.: Production and Distribution of Writing
LA.7.ELACC7W6: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with
others, including linking to and citing sources.
LA.7.: Research to Build and Present Knowledge
LA.7.ELACC7W7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for
further research and investigation.
LA.7.: Text Types and Purposes
LA.7.ELACC7W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
LA.7.ELACC7W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well­structured
event sequences.
Materials
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Lessons:
1. English Language Arts Gr 7 Unit 5: Model Lesson 1
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Additional Properties
Author: Itaski Boller­Arnette, Netoba Watson, Lauren Fogarty, Wanda Riley, Michele Davis, Diane K. Dunn
Publisher: DeKalb County School District
Cost/Fee: No
Restricted Use: No
Rights: All Rights Reserved.
Keywords:
Created by: Weinstein, Daryl (7/1/2012 9:11:00 PM)
Last modified by: Weinstein, Daryl (10/3/2012 1:23:00 PM)
Other revisions of this resource:
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