ALEX Classroom Resource

  

A Portrait of Our World: Making Connections and Developing Comprehension

  Classroom Resource Information  

Title:

A Portrait of Our World: Making Connections and Developing Comprehension

URL:

http://readwritethink.org/classroom-resources/lesson-plans/portrait-world-making-connections-30777.html

Content Source:

ReadWriteThink
Type: Lesson/Unit Plan

Overview:

Engage middle school students in a meaningful study of the lives of students from across the globe through the use of contemporary nonfiction and fiction. Students create personal autobiographies, sequence story events, and prepare well-crafted summaries while learning to use higher-level comprehension strategies such as Question-Answer Relationships and the Bio-Cube. Additionally, students conduct a critical study of the NCSS Notable Tradebook Nasreen's Secret School: A True Story From Afghanistan by Jeanette Winter, comparing and contrasting their own lives to Nasreen's and expanding their geographical knowledge of the Middle East.

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 6
11 ) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.6.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.11- Answer who, what, where, when, and why questions about informational text, using textual evidence for support.


English Language Arts
ELA2015 (2015)
Grade: 6
15 ) Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. [RI.6.5]

English Language Arts
ELA2015 (2015)
Grade: 6
23 ) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.6.3]

a. Engage and orient the reader by establishing a context and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally and logically. [W.6.3a]

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. [W.6.3b]

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. [W.6.3c]

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. [W.6.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.6.3e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.23- Compose narrative texts by introducing characters and/or a narrator, organizing events in sequence, and providing an ending related to the event sequence.


English Language Arts
ELA2015 (2015)
Grade: 6
24 ) 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 21-23 above.) [W.6.4]

English Language Arts
ELA2015 (2015)
Grade: 6
27 ) Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. [W.6.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.27- Conduct a short research project and construct a product.


English Language Arts
ELA2015 (2015)
Grade: 7
10 ) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.7.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.10- Answer who, what, when, where, and why questions of informational text, using textual evidence as support.


English Language Arts
ELA2015 (2015)
Grade: 7
30 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.7.1]

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.7.1a]

b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. [SL.7.1b]

c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. [SL.7.1c]

d. Acknowledge new information expressed by others and, when warranted, modify their own views. [SL.7.1d]

English Language Arts
ELA2015 (2015)
Grade: 8
30 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.8.1]

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.8.1a]

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. [SL.8.1b]

c. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. [SL.8.1c]

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. [SL.8.1d]

Tags: autobiographies, Bio Cube, Cube Creator, Jeanette Winter, Nasreens Secret School A True Story From Afghanistan, nonfiction and fiction, sequence, story events, summaries, vocabulary
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Author: Cassie Raulston