Roselle Schools - L.V.M. Middle School

INTEGRATED LANGUAGE ARTS CURRICULUM GUIDE GRADE 7
Objectives	Core Curr. Content Standards	Instructional Activities	Assessment (Cross-curricular) (Multi-cultural)	Resources	GEPA HSPA Terra Nova
READING - THEME 1 The student will be able to: * Identify character traits and emotions.	3.4	"The Obsidian Ring" can be used as a base for understanding characterization. Have students look for author description and what a character does, says, feels or thinks in the story. Model by using a graphic organizer. Character Action/Description Trait In groups - students collaborate by describing a character. (T.E. 34.) Special Education: - Tape record story and responses, computerize organizer.		Readers’/Writer’s Notebook p. 12 Teaching Chart 3	R. I S-9
* Use context clues to determine word meaning.	3.4	Explain the strategies for context clue meanings (T.E. 37) and give an example of each type (synonym, antonym, example, appositive, definition, comma set off). Use Teaching Chart 5. Special Education: - Peer tutor.		Readers’/Writer’s Notebook p. 13 Skills Practice p. 6	R. IV S-9
READING - THEME 1 The student will be able to: * Use prior knowledge and text clues to predict logical outcomes.	3.4	Students may practice the teacher’s model of a graphic organizer. Read è Predict è Verify î ì Change/Make New Predictions (T.E. 56.) Display Teaching Chart 8 and apply the cycle. Special Education: - Draw or use computer to create story boards. Peer tutor, optimum seating. Refer students to The Football Player and make predictions how Jim’s father will react (pp. 37-38). Special Education: - Tape story, record predictions.		Readers’/Writer’s Notebook p. 18 Skills Practice p. 10	R. V S-9
		Read aloud a passage about Leroy "Satchel" Paige (T.E. 118). Special Education: - Tape record. Have students look for clues to predict outcomes other than the author’s choice. Special Education: - Peer tutor.		Skills Practice p. 29
READING - THEME 1 The student will be able to: * Identify stated and implied main ideas and supporting details.	3.4	Explain the strategy used for identifying main ideas and details. (T.E. 76.) Special Education: - Enlarge charts and give to students. Model strategy by using Teaching Chart 13. Special Education: - Create chart on computer program. Have students use the strategy using Blues Busters. A graphic organizer may aid visual learners. Main Idea í ê î Detail Detail Detail (T.E. 77.)		Reader’s/Writer’s Notebook p. 23 Skills Practice p. 16	W. I R. II S-9
* Understand similarities and differences (compare/contrast).	3.4	Use the story Anne Frank: The Diary of a Young Girl, to illustrate comparisons. Point out clue words that signal comparisons, such as like, but, etc. Special Education: - Record story, peer tutor, enlarge diagram.		Reader's/Writer's Notebook p. 29 Skills Practice p. 22 Video life of Anne Frank
READING - THEME 1 The student will be able to: * Understand similarities and differences (compare/contrast). (Continued.)	3.4	Use a Venn Diagram (Companion p. 251) to illustrate similarities and differences. Apply strategy to Teaching Chart 18.			S-9
* Understand the connotative and denotative meanings of words.	3.4	Define denotation and connotation. Display Teaching Chart 23. Use sentences from Satchel Paige to describe the differences. (T.E. 116.) Have students write poems about their favorite sports personality using connotative meanings. (T.E. 117.) Special Education: - Record stories/poems, video tape, computer with write out loud program.		Reader's/Writer's Notebook p. 34 Skills Practice p. 28
WRITING - THEME 1 The student will be able to: * Write and answer questions in a clear coherent manner.	3.3	Use the story The Obsidian Ring to discuss the difficulty of moving from one area to another. Ask students what they would want to know and model writing a question. Have students write additional questions about moving and choose one to write a response Rafael would give. Special Education: - Dictate, tape recorder, computer with write out loud program.	May use grammar mini-lesson (T. 176) to review the four kinds of sentences.	Reader's/Writer's Notebook p. 11 Companion p. 205	S-9
* Extend comprehension through writing.	3.3	Students may refer back to the story The Football Player and then respond to statements on an agreement scale. Have students write a paragraph explaining agreement or disagreement (T.E. 52). Special Education: - Dictate, computer program.	Writing assignment may focus on main verbs and helping verbs. (T. 177).	Companion p. 206	W. II W. I
* Write to enhance and extend characterization.	3.3	Review the story Blues Busters and have students write a brief description of one band member for the album cover. Special Education: - Draw illustration.	May use mini-lesson on descriptive adjectives and adverbs. (T. 178.)	Companion p. 207	S-9
WRITING - THEME 1 The student will be able to: * Think and reflect through their writing.	3.3	Find a quote from Anne Frank: The Diary of a Young Girl that was inspiring. Write a statement explaining the quote and why it was chosen. Live a day in the life of Anne Frank. Write a diary entry. Special Education: - Peer tutor, record story, computer assistance.	Link grammar mini-lesson (T. 179) using pronouns and their antecedents.	A Remarkable Legacy filed in Curriculum Connections Box. Companion p. 208	S-9
		Use Leroy Satchel Paige to review accomplishments (pp. 80-82). Write about what you would like to do to make a difference in the world. Special Education: - Outline story.		Companion p. 209	W. I
* Learn and practice expressive/ narrative writing.	3.3	Model narrative progression of writing. Discuss purpose and audience. Student pp. 38-41 Reader’s Writer’s Notebook. Engage students in writing a personal narrative about a special event that was a turning point for them.		Reader's/Writer's Notebook pp. 38-41	S-9
WRITING - THEME 1 The student will be able to: * Learn and use pre-writing and writing strategies.	3.3	Group discussion on brainstorming, clustering, free writing, revising, proofreading. (T. 135-136.)		Reader's/Writer's Notebook pp. 40-41	W. I S-9
LISTENING/SPEAKING/VIEWING THEME 1 * Learn about characterization through text dialogue (tone, emphasis, hesitancy, etc.)	3.1 3.2	Have pairs of students work collaboratively discussing Miguel’s and Rafael’s conversation pp. 21-22 in The Obsidian Ring. Look for personality traits or characteristics and compare. Special Education: - Tape record, draw or use computer to illustrate. Use The Football Player and have students find parts that illustrate differences in attitude between parents and children. Special Education: - Role play. Read the dialogue between Eddie and Reese (pp. 54-55) of Blues Busters for clues of character thoughts and feelings. This example offers few clues and prior knowledge is necessary. Special Education: - Record story.			R. I S-9
LISTENING/SPEAKING/VIEWING THEME 1 The student will be able to: * Speak to convey information, thoughts and feelings.	3.1 3.2	Have students work in small groups and describe Anne Frank’s "secret annex." Have students discuss how they might arrange the space and what they would do to make the day pass quickly. (T. 96.) Special Education: - Draw or computer to illustrate.
CROSS CURRICULAR CONNECTIONS THEME 1 * Learn about diverse cultures and customs.	3.3 3.4 3.5	After reading The Obsidian Ring, various activities may be planned to explore the country of Mexico. Groups may collaborate on Sightseeing Tours - important sights in Mexico. English-Spanish Phrase Book Question Book - important questions to know about a country. Food Book - various foods with pictures from Mexico. (T.E. 33.) Special Education: - Video tape tours, language tapes, cooking activity - visit to ethnic restaurant.
CROSS CURRICULAR CONNECTIONS THEME 1 The student will be able to: * Learn about diverse cultures and customs. (Continued.)	3.3 3.4 3.5	The Football Player will motivate research on judo and its history. (T.E. 54.) Special Education: - Peer tutor, record report, computer generated report. Research the history of blues music and share an audio tape from blues musicians, Blues Busters. (T.E. 73.) Special Education: - Peer tutor, record report, computer generated report.			S-9
* Connect past events to the present.	3.4	Research and map out the European territories that Germany controlled during World War II. Special Education: - Video tape information. Inadequate food supply was an endurance during World War II. Find the minimum diet necessary for survival and the average U.S. diet today. Special Education: - Peer tutor, computer reference book, Internet. Read other trade books about this period of history. Special Education: - Peer tutor, computer reference book, Internet.		Home Connection Letters for extended reading and activities to reinforce Unit I skills and strategies. The Diary of Anne Frank, Goodrich & Hackett; The Upstairs Room, J. Reiss (T.E. 98.)	S-9
CROSS CURRICULAR CONNECTIONS THEME 1 The student will be able to: * Connect past events to the present. (Continued.)	3.4	Find out more about Leroy "Satchel" Paige and other African Americans who became leaders in their fields. Special Education: - Books on tape, computer encyclopedia.		They Showed the Way: Forty American Negro Leaders, C. Rollins	S-9
READING - THEME 2 The student will be able to: * Summarize passages by restating the main ideas and major supporting details.	3.4	Create an outline or semantic map with the students to illustrate summarizing. (T.E. 200.) Use Chart 27. Have students construct a semantic map and create a summary. Special Education: - Peer tutor, use computer. Have students summarize the events of Housekeeper Wanted for Gentleman Cat up to p. 128. Ask for predictions about the story’s conclusion.		Reader's Writer's Notebook p. 48 Skills Practice p. 40	W. I R. III S-9
* Paraphrase passages to better understand ideas.	3.4	Read aloud a passage from a selection. Ask students to name the important ideas and then write a sentence telling the same information in their own words. (T.E. 223.) Special Education: - Dictate or record information.			R. II R. V
		Practice using Teaching Chart 33.		Teaching Chart 33 Skills Practice p. 48
READING - THEME 2 The student will be able to: * Identify and understand the author’s purpose.	3.4	Explain the three main purposes for writing: to entertain, to inform, to persuade. Special Education: - Guided practice chart breaking down information. Strategies (T. 80-81). Practice with Teaching Chart 35. Apply to determine purposes as students read The Wounded Wolf/Of Wolves and Men. Use a diagram to illustrate how to recognize purpose with The Wounded Wolf. Selection Þ Indicators Þ Purpose Special Education: - Give students copy of diagram. Teaching Chart 36 may be used to guide students.		Teaching Chart 35 Skills Practice p. 49 Teaching Chart 36 Reader's Writer's Notebook p. 60 Skills Practice pp. 52-53	W. I S-9
* Read and interpret information on graphs.	3.4	Display Teaching Chart 37 and make comparisons based on the bar graph. Continue graph reading using Teaching Chart 41. Special Education: - Peer tutor, computer graphing.		Teaching Charts 37, 41 Reader's Writer's Notebook p. 61 Skills Practice pp. 54, 59	S-9
READING - THEME 2 The student will be able to: * Students will make inferences about feelings and attitudes.	3.4	Model strategy for making inferences. (T.E. 262.) Special Education: - Practice chart with student. Use the following diagram with Only One Woof. Story Clues–Experience Clues–Inference Practice may continue with Teaching Chart 40.		Reader's Writer's Notebook p. 66 Skills Practice p. 58	S-9
* Apply reading strategies to various trade books.	3.4	Students may work in small groups, paired readers or individually and discuss chapters read. (T.E. 302.)		The Talking Earth, Jean George Old Yeller, Fred Gipson	R. V R. VI
WRITING - THEME 2 * Extend comprehension through writing.	3.3	Use a character from Housekeeper Wanted for Gentleman Cat and while reading a poem about the cat, observe the personality and appearance noted. (T.E. 217.) Special Education: - Give student copy of chart, dictate paragraph or use computer.
READING - THEME 2 The student will be able to: * Extend comprehension through writing. (Continued.)	3.3	Write a poem about an animal or person using the Poem Chart (T.E. 217).			W. I
* Write in an informative fashion by classifying similarities and differences	3.3	After reading The Wounded Wolf, write a paragraph about what you learned from the reading. Students may use the unit stories for ways animals communicate. Demonstrate a cluster map to record findings. (T.E. 299.)			S-9
		Have students organize an essay comparing and contrasting animal communication. Special Education: - Use computer programs to organize and write assignment.		Reader's Writer's Notebook pp. 74-75	W. I
LISTENING/SPEAKING/VIEWING THEME 2 * Practice fluency and expression during oral reading.	3.2	Assign students paragraphs for oral reading from Housekeeper Wanted for Gentleman Cat. Discuss volume and inflection to express characterization. After several silent readings have students take turns to read orally. (T.E. 217.) Special Education: - Tape record.
LISTENING/SPEAKING/VIEWING THEME 2 The student will be able to: * Practice fluency and expression during oral reading. (Continued.)	3.2	Ask students to review The Wounded Wolf to find passages where characters display similar behavior to the imaginary wolf. Have students read the passages aloud and explain the behavior. (T.E. 239.) Special Education: - Peer tutor, tape record.			R. V
		Have students practice fluency with a peer reading. Each will read aloud while the partner listens without referring to the text. (T.E. 278.) Special Education: - Role play.			R. VI
CROSS CURRICULAR CONNECTIONS THEME 2 * Extend knowledge through research.	3.5	Students will research further information about cats, breeds and characteristics. Comparisons and contrasts may be used and displayed on a chart. (T.E. 197.) Special Education: - Guided practice chart.		Internet Library Resources	S-9
CROSS CURRICULAR CONNECTIONS THEME 2 The student will be able to: * Extend knowledge through research. (Continued.)	3.5	Students may choose a country to research where immigrants have left to come to the U.S. Maps can be developed as a group or individual project. Special Education: - Computer atlas, peer tutor. Research with a partner, comparing wolves with coyotes and foxes. (T. 241.) Special Education: - Computer encyclopedia. Prepare a map with North America and show where wolves are located. Special Education: - Computer atlas.			S-9
		Have students interview people involved with students who are physically challenged. Write a summary of what they learned. Special Education: - Tape record interview.			W. I
* Use imagination and create original characters and scenes.	3.5	Create your own breed of cat. What would it look like and how would it behave? Special Education: - Draw or computer illustrate.
CROSS CURRICULAR CONNECTIONS THEME 2 The student will be able to: * Use imagination and create original characters and scenes. (Continued.)	3.5	Design an apartment for the physically challenged. (T. 281.) Special Education: - Draw or computer illustrate.			R. VI
READING - THEME 3 The student will be able to: * Interpret figurative language.	3.4	Point out the different forms of comparison such as similes, metaphors, hyperbole and personification. Give examples. (T. 86-87.) Model the use of figurative language using Daedulus and Icarus. (T. 26.) Practice with Teaching Chart 49. Have students look for and interpret figurative language as they read Daedulus and Icarus. Special Education: - Record story, peer tutor, record reactions, computer.	Provide students with descriptive pictures from magazines. Have each student write a description which includes figurative language. Companion p. 267.	Teaching Charts 49-50 Skills Practice pp. 73, 76 Reader's Writer's Notebook p. 84	W. I
* Understand and complete analogies.	3.4	Explain the definition and purpose of an analogy. Give examples and model strategy. (T.E. 364.) Teaching Chart 51 may be used.		Teaching Charts 51, 66 Reader's Writer's Notebook p. 85 Skills Practice pp. 77, 96 Transparencies Reading Plan Media Showcase	W. I
READING - THEME 3 The student will be able to: * Recognize and evaluate text generalizations.	3.4	Point out general statements in Wings to Fly. Explain valid and faulty generalizations. A diagram may be used listing: generalization–support–word clues. (T.E. 380.) Practice with Teaching Chart 55. Special Education: - Guided practice chart, peer tutor.		Teaching Chart 55 Reader's Writer's Notebook p. 90 Skills Practice p. 82
* Discriminate between fact, opinion and biased information.	3.4	Read the introduction to The People Could Fly and point out facts and opinions. Model questions to consider when discriminating. Practice with Teaching Chart 60. Explain what biased information is. Model with sentences on p. 398 of T.E. Special Education: - Record story, peer tutor, create chart with definitive examples.		Teaching Chart 60 Reader's Writer's Notebook p. 97 Skills Practice pp. 88-89	S-9
* Monitor and evaluate comprehension and use a reading strategy to fix any problems.	3.4	Ask students to think about the last story they read. If the material was difficult, what did they do? Special Education: - Dictate response or record.		Teaching Charts 63-64 Skills Practice pp. 91, 94 Reader's Writer's Notebook p. 102	R. VI S-9
READING - THEME 3 The student will be able to: * Monitor and evaluate comprehension and use a reading strategy to fix any problems. (Continued.)	3.4	Point out strategy. Model using example in Reading Strategies p. T. 29. Practice with Teaching Chart 63. May use diagram p. 418 for self monitoring.			S-9
* Recognize the features of science fiction.	3.4	Point out the elements of science fiction - Semantic Map. (T. 94.) Look for clue words and features of science fiction using Teaching Chart 68. Use Dark They Were and Golden-Eyed. Invite students to identify features of science fiction. Special Education: - Copy map, word box, peer tutor.		Teaching Charts 68-69 Skills Practice pp. 97, 100 Reader's Writer's Notebook p. 107
* Recognize setting and characterization in a story.	3.4	Discuss setting, using Dark They Were, and Golden-Eyed. May use a simple chart for recording clues. (T.E. 441.) Clues to Places Clues to Time Apply clues to Daedalus and Icarus and find out how important the setting is to the story. Special Education: - Enlarge copy of chart, give clue words, draw setting.		Skills Practice p. 102	R. I S-9
READING - THEME 3 The student will be able to: * Use root words to determine meaning.	3.4	Point out the root meanings and write a sentence using a "root word" word. (T. 365.) Special Education: - Peer tutor, scribe.		Teaching Chart 52 Skills Practice p. 78	S-9
		Use Teaching Chart 52, using root word meanings and context clues to determine vocabulary. Special Education: - Verbal response, computer program.			S-9
WRITING - THEME 3 * Extend comprehension through writing.	3.3	Have students reread the last page of Daedalus and Icarus and imagine another ending. Invite students to write a new ending. (T. 359.) Special Education: - Create a picture board.		Companion p. 216	W. I
		Read Wings to Fly. Have students think and write interesting questions to ask Leonard DA Vinci. Another could answer the questions as DA Vinci might have. (T. 377) Special Education: - Record story and interview.		Companion p. 217.
WRITING - THEME 3 The student will be able to: * Extend comprehension through writing. (Continued.)	3.3	Read The People Could Fly and describe what the feelings of the slaves might have been. (T. 393.) Special Education: - Peer tutor, tape record, word processor.		Companion p. 218
		Have students write a setting modeled on a Unit 3 story. Special Education: - Peer tutor, illustrate computer assisted. Have students write a narrative poem that tells a story or an event. (T. 400.)			W. I
LISTENING/SPEAKING/VIEWING THEME 3 The student will be able to: * Read passages aloud and use the implied tone.	3.1 3.2	Read Wings to Fly and discuss voices in the selection. Have students select short passages to read aloud and practice silently first. (T. 377.) Special Education: - Record story, record response. Encourage students to read "in character" expressing feelings and emotions. Model with passage on p. 217. Special Education: - Tape record, video tape. Have students choose a part in West with the Night and after silent practice, share reading with class. Remind students to show the feelings and emotions the author wanted to express (p. 415). Special Education: - Tape record. Have students work in pairs and read dialogue and eliminate directions. I Shot an Arrow.		Starwalk Text Home Connection Companion	R. VI
CROSS CURRICULAR CONNECTIONS THEME 3 The student will be able to: * Gain knowledge and appreciate various cultures.	3.4	Use Daedalus and Icarus to motivate students to further their knowledge of the Greek islands and the Aegean Sea. Have students copy the shapes of land and sea and illustrate what would be seen. (T. 360.) Special Education: - Peer tutor, co-op learning, computer atlas, computer illustrations.		Starwalk Text Reference Materials	S-9
		After reading The People Could Fly, discuss the cultural traditions that Africans brought to America. Groups may research the contributions of African Americans and assemble information in visual and written form. (T. 394.) Special Education: - Tape story, co-op group research, computer assistance.			S-9
		The story West With the Night leads students to the beginnings of flight. Have students research Chinese, French and German contributions and make drawings. Compare and contrast the balloons. (T. 416.) Special Education: - Computer graphics, peer tutor.			R. VI
CROSS CURRICULAR CONNECTIONS THEME 3 The student will be able to: * Use various reference materials to explore the many aspects of the themes.	3.3 3.4 3.5	Students may research gliders, airplanes without engines. Models can be made to demonstrate. Students can explore information from encyclopedias, videos, museums. (T. 361.) Special Education: - Peer tutors. After reading Wings to Fly, have pairs of students gather artwork of Leonard DA Vinci. Direct students to art history books and magazines in the library. Special Education: - Record story, co-op learning group.		Home Connection Reference Materials Publishing Software Journeys of Imagination	S-9
		Use books and encyclopedias to find information about early non-stop flights. Chart the distances and compare. West With the Night. (T. 417.) Special Education: - Peer tutors, computer graphing.			S-9
		After reading Dark They Were and Golden-Eyed, have students gather information about Mars and share with the class. (T. 436.)			S-9
CROSS CURRICULAR CONNECTIONS THEME 3 The student will be able to: * Use various reference materials to explore the many aspects of the themes. (Continued.)	3.3 3.4 3.5	Read I Shot an Arrow and follow up with research activities concerning asteroids. Role play question and answer press conference. (T. 457.)			S-9
* Create multi-media materials to enhance learning.	3.1 3.2 3.4 3.5	Have students work in pairs to create a folk tale about freedom. Use The People Could Fly as a model. Special Education: - Peer groups. Encourage visual images of freedom, such as a bird, rainbow, etc. Have the students share with the class. (T. 394.) Special Education: - Computer graphics. After reading The People Could Fly, have students work in small groups to select a familiar folk song and write lyrics. Have the groups perform and discuss the mood of the new version. (T. 395.) Special Education: - Tape recorder, computer music program.		Trade Books Calling B for Butterfly, Louise Lawrence Dragonwings, Lawrence Yep
CROSS CURRICULAR CONNECTIONS THEME 3 The student will be able to: * Create multi-media materials to enhance learning. (Continued.)	3.1 3.2 3.4 3.5	Read West With the Night and have students discuss the qualifications for a pilot. Special Education: - Record story, peer tutor. Create a help wanted ad for a transatlantic flight. Share ideas. (T. 417.) Special Education: - Draw or computer illustrate.
READING - THEME 4 The student will be able to: * Recognize relationships with multiple cause and effects.	3.4	Use The Dog of Pompeii to focus on multiple cause and effect relationships. Point out signal words and give examples. Special Education: - Record story, peer tutor. Model strategy with a cause and effect diagram. (T. 540.) Practice strategy with Teaching Chart 75. Special Education: - Guided practice sheets. Provide practice with Reader's Writer's Notebook p. 126 and Skills Practice p. 116.		Teaching Charts Reader's Writer's Notebook Skills Practice Audio Listening Lesson Library Media Showcase Video - Egypt: Quest for Eternity Expressions Through Time, Library 3 Home Connections	S-9
		Review with Teaching Chart 91. Invite students to identify causes and effects. Skills Practice p. 135.			S-9
* Choose the appropriate meaning of a multiple meaning word.	3.4	Use Teaching Chart 81 and display sentences from The Cave Near Tikal. Ask students to identify the meaning of the italicized word, using context clues. (T. 560.) Skills Practice p. 123. Special Education: - Peer tutor, record answer.			S-9
READING - THEME 4 The student will be able to: * Identify an author’s point of view.	3.4	Explain first and third person point of view. (T. 561.) Display Teaching Chart 82 and have students determine the point of view from The Cave of Tikal. Skills Practice p. 124. Special Education: - Peer tutor, copy chart. Use Origins: Through Tewa Eyes to find passages where the author expresses point of view. Model with a diagram: Persuasive Technique - Words/Phrases - Author’s Viewpoint Practice with Teaching Chart and Reader's Writer's Notebook. Skills Practice p. 140. Special Education: - Record story, guided practice with diagram, peer tutor.		Teaching Charts Reader's Writer's Notebook Skills Practice Audio Listening Lesson Library Media Showcase Video - Egypt: Quest for Eternity Expressions Through Time, Library 3 Home Connections	S-9
* Recognize the characteristics of a story and evaluate based on those criteria.	3.4	Review the literary elements of a story, i.e., character, plot and how judgments are made on how well an author developed these essential elements. (T. 604.) Use The Treasures of Tomb 26 to model.			R. I S-9
READING - THEME 4 The student will be able to: * Recognize the characteristics of a story and evaluate based on those criteria. (Continued.)	3.4	Use Teaching Chart 90 to check understanding. Provide practice with Reader's Writer's Notebook p. 144 and Skills Practice p. 134. Special Education: - "Say back" techniques, verbal or recorded responses.		Teaching Charts Reader's Writer's Notebook Skills Practice Audio Listening Lesson Library Media Showcase Video - Egypt: Quest for Eternity Expressions Through Time, Library 3 Home Connections	R. I
WRITING - THEME 4 * Explore and write in a persuasive mode.	3.3	Help generate ideas and find topics to state a position. Model how information is needed to support the position. A planning chart (T. 581) can help students develop an organizer as a prewriting strategy. Special Education: - Guided planning chart, peer tutor.			W. I
* Use writing for informative purposes.	3.3	Use the illustrations from The Treasures of Tomb 26 to depict how items are explained for future reference. Think of an item that could be misinterpreted in the future. Illustrate and label (i.e., toaster, pressure cooker). (T. 600.) Special Education: - Peer tutor.			W. I
LISTENING/SPEAKING/VIEWING THEME 4 The student will be able to: * Listen for descriptive details to create a mental image.	3.2	Explain the process of visualization as a conversation you have with yourself about what you are reading. Read aloud the Listening Lesson "A Tale from the Jungle" and have students describe images of the ancient city. Model by verbalizing some thoughts or feelings. (T.E. 522.) Additional strategies on pp. T. 48-51. Special Education: - Tape record responses. Reinforce visualization with The Tomb of King Tutankhamen. Encourage students to construct mental images of passages. Identify clue words that helped to form images. (T. 576.) Practice with Teaching Chart 85 and Reader's Writer's Notebook p. 138. Skills Practice p. 128. Special Education: - Peer tutor, record story.
LISTENING/SPEAKING/VIEWING THEME 4 The student will be able to: * Use listening skills to understand how a theme is conveyed.	3.2	Invite students to listen to the poem "Ozymandias" on p. 323 of their text to hear how the unit theme is developed and how the author explores a civilization and its effects. Special Education: - Record poem. Read the poem aloud and then have students reread for descriptive details. Ask students to describe the mood and find the descriptive words used. (T. 583.) Special Education: - Record responses on tape or computer. Read the poem "Hands" aloud and explore the point of view conveyed. (T. 584.) Special Education: - Record poem, peer tutor.
* Capture the tone of the story characters and reread aloud.	3.1	Use the conversation in The Dog of Pompeii between Rugus, Attilio and the stranger pp. 294-295. Special Education: - Record story.
CROSS CURRICULAR CONNECTIONS THEME 4 The student will be able to: * Extend and apply his/her reading knowledge through research and art mediums.	3.4 3.5	After reading The Dog of Pompeii discuss the various treasures unearthed, including mosaics. Invite students to research the artwork from Roman times. Use small torn pieces of paper in various colors to imitate or design a design. Glue in place. (T. 534.) Special Education: - Computer encyclopedia or living history program, use buddy system. After finishing The Cave Near Tikal, have students create a word picture (glyph) to represent their favorite sport or hobby. (T. 556.) Special Education: - Record story, draw or computer illustrate.		Starwalk text Reference Materials Trade Books Treasure Island, R.L. Stevenson Theme Books Home Connections	R. V S-9
		Work with a small group and research King Tutankhamen’s tomb, the Great Pyramid, etc. Have students draw a diagram of a tomb and label parts. (T. 574.) Special Education: - Computer illustrate.			S-9
CROSS CURRICULAR CONNECTIONS THEME 4 The student will be able to: * Work individually and in groups to research scientific questions from readings.	3.4 3.5	After reading The Dog of Pompeii, students may write questions about volcanoes they would like to know more about. While working in small groups, give each member a question and coordinate the research into a writer and/or oral presentation. (T. 539.) Special Education: - Record story and responses, peer tutor, computer report. The story Origins: Through Tewa Eyes will lead to the process of germination from early times. Use nonfiction books and articles to learn about germination and the process. Students can draw the process and explain. (T. 621.) Special Education: - Record story and responses, peer tutor, computer report.		Starwalk text Reference Materials Trade Books Treasure Island, R.L. Stevenson Theme Books Home Connections	S-9
CROSS CURRICULAR CONNECTIONS THEME 4 The student will be able to: * Learn and appreciate the cultures from the past.	3.4	Explore picture writing such as Egyptian hieroglyphics, Babylonian cunci form and Mayan glyphs after reading The Cave Near Tikal. Share research with some samples of picture writing. (T. 556.) Special Education: - Record story and responses, peer tutor, computer report.			S-9
		After reading The Tomb of King Tutankhamen, discuss archaeologists’ procedures. Have students research the process and the findings from early Egyptian times. (T. 574.) Special Education: - Record story and responses, peer tutor, computer report.			S-9
* Create personal situations to enhance his/her knowledge.	3.4	After reading The Dogs of Pompeii, students may write a diary entry describing their feelings about a volcano eruption. Pretend you and your family and friends were there. What happened? (T. 538.) Special Education: - Record story, tape responses, use word processor.
CROSS CURRICULAR CONNECTIONS THEME 4 The student will be able to: * Create personal situations to enhance his/her knowledge. (Continued.)	3.4	Have students do research on a natural disaster and prepare a television news report. (T. 538.) Special Education: - Video tape. Have students imagine they are living in ancient Tikal as they finish reading The Cave Near Tikal. What would a typical day in a rain forest be like? Have them write a one page diary entry. (T. 555.) Special Education: - Tape record or computer entry. Plan a documentary about the life of King Tutankhamen, using illustrations and narration. (T. 573.) Special Education: - Computer encyclopedia and/or living history.			S-9
		Have students research and write a nonfiction article about the people and events of a Native American tribe. Compare rituals, customs and traditions to the Tewa from Origins: Through Tewa Eyes. (T.E. 621.) Special Education: - Computer sources/word processing, peer tutor.			S-9

NOTE SPECIAL EDUCATION MODIFICATIONS SUGGESTIONS. SEE IEP FOR SPECIFIC ACCOMMODATIONS.

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