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Autobiographies, Biographies, and an Expository Essay
How do authors capture a human life?
19-21 Days
1/8/13
Academic Vocabulary
Reading/Vocabular
y
Reading/Vocabular
y
Biography
Autobiography
Speaker
Point of View
Metaphor
Denotation
Connotation
Diction
Tone
Allusion
Writing/Conventions
Listening and
Speaking
Writing:
Listening and
Speaking:
Expository Essay
Interviewing
o Elaborated
Example
Group Discussion
o Thesis
Statement
o Topic Sentence
o Hooks
o Conclusions
Conventions:
Apostrophes
Combining
Sentences
Adjectives
Unit Resources
Teacher Resources
Holt McDougal Literature Grade 7 Texas TE
Instructional Support Materials
Best Practices Toolkit
Resource Manager
Student Resources
Holt McDougal Literature Text
Interactive Reader Grade 7
Houghton Mifflin Harcourt Texas Write
Source Grade 7
Interactive Reader
PowerNotes DVD
Audio Anthology CD
WriteSmart CD-ROM
Writing Center on thinkcentral.com
WordSharp
Writing Workshop: Short Story Unit p 432
Writing Resources
Image Grammar by Harry R. Noden
Inside Out: Strategies for Teaching
Writing by Dan Kirby, Dawn Latta Kirby,
and Tom Liner
Reviving the Essay: How to Teach
Structure without Formula by Gretchen
Bernabei
Content
Standards/Specificity
Reading/Comprehension of
Informational Text/Expository Text
Students analyze, make inferences and draw
conclusions about expository text and provide
evidence from text to support their
understanding. Students are expected to:
10(A) evaluate a summary of the original text
for accuracy of the main ideas, supporting
details, and overall meaning
10(B) distinguish factual claims from
commonplace assertions and opinions;
10(C)use different organizational patterns as
guides for summarizing and forming an
overview of different kinds of expository text;
o Diction
o Tone
o Allusion
o Metaphor
Literary Elements:
Literary Elements.docx
4-Square.docx
Selection Test
B-C.pdf
Key.pdf
After Reading:
Discuss how both poems reflect a
respect for people who contribute to
our country.
Students should complete the literary
analysis to prepare for the selection
test:
Question
Support.pdf
AND
Biography and Autobiography
Its NOT About the Bike by Lance Armstrong
HM p. 816 and
23 Days in July by John Wilcockson HM p.
820
*Also in Interactive Reader pp. 316 - 329
OR
The Noble Experiment by Jackie Robinson as
told to Alfred Duckett HM p. 834 and
Jackie Robinson Makes Headlines HM p. 846
Before Reading:
Review point of view and the role it
plays in autobiography vs. biography:
Point of View.pdf
Selection Test
B-C.pdf
Key.pdf
Selection Test
Answer Sheet.docx
Key.pdf
Key.pdf
Selection Test
Answer Sheet.docx
During Reading:
For 23 Days in July/ Its Not About
the Bike, students should record the
clues to the theme and purpose:
Author's Purpose
and Theme.doc
After Reading:
Analyze the photographs and discuss
historical background information to
help students understand the world in
which the character lived and the
opportunities they had to make a
difference. How did world events
affect the choices made in life?
Students should complete a literary
analysis to prepare them for the
selection test:
The Noble Experiment:
Literary Analysis.pdf
Literary Analysis.pdf
Valentines Day
This exercise gives students an opportunity to
practice context clues and fact vs. opinion:
History of Valentine's
Day.docx
Intervention Strategies:
Students work in pairs and decide a part of
SIOP Strategies:
the passage that could be a journal entry a
Reinforce the idea that the people in
character in the story might write.
biographies and autobiographies really
Content
Standards/Specificity
(iv)
(v)
includes no extraneous
information or inconsistencies
Accurately synthesizes ideas from
several sources; and
Uses a variety of sentence
structures, rhetorical devices, and
transitions to link paragraphs.
The Writing
Teacher's Strategy Guide.pdf
Expository Prompt:
Contribution
Prompt.docx
Dr Seuss
Poster.docx
Prewriting Page.doc
Blackout Bingo.docx
Self-Evaluation:
Expository Essay
Checklist.docx
Intervention Strategies:
Provide additional activities for students
struggling with sentence structures,
conventions, or spelling.
Reply to response journals and model
effective written responses.
Directions for
Interview.docx
SIOP Strategies:
Assign homework to listen to CD of the
selection before or after the class reads the
selection.
III. Speaking
B. Develop effective speaking styles for both
group and one-on-one situations.
Guiding Question: What aspects of small
1. Participate actively and effectively in one- and whole group discussion are expected at
on-one oral communication situations.
the high school level and beyond?
2. Participate actively and effectively in group The student will:
discussions.
Participate actively in group discussion.
Be prepared to use text evidence in
discussion.
IV. Listening
B. Listen effectively in informal and formal
situations.
2. Listen actively and effectively in one-onone communication situations.
3. Listen actively and effectively in group
discussions.
Instructional Strategies
(Do)
Suggested Connections:
Have students create a biography about
the person they interviewed. Encourage
them to include visual representations
such as timelines, photographs, etc.
Students should present the biography.
Biography
Paragraph.docx