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Language Arts Grade 7
Standard 1: Students engage in the research process
Standard 2: Students engage in the reading process
Standard 3: Students engage in the writing process
Standard 4: Students engage in the speaking and listening process
Standard 5: Students understand media
Standard 6: Students understand and use principles of language
| Standard 1: Students engage in the research process | ||
| PLANNING RESEARCH | FLP Lesson | Lesson Description |
| 7.1.1. Generate and evaluate questions relevant to research topic | Germ Busters | Through a controlled experiment, students learn one way bacteria can be spread and the importance of hand washing for personal hygiene and food safety. |
| It All Starts with A | Students conduct surveys to learn what agriculture provides people. | |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about favorite celebrations, they research various cultures' harvest festivals and prepare a celebration presentation for the class. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| ACCESSING INFORMATION | ||
| 7.1.2. Use a variety of sources, such as computer catalogs, magazines, and newspapers, to access information | Germ Busters | Students conduct an experiment about microbial growth in order to determine the importance of washing hands. |
| It All Starts with A | Students conduct surveys to learn what agriculture provides people. | |
| From Fiber to Fashion | Students study clothing labels, research fabric production, and evaluate consumer options for their clothing. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| EVALUATING RESEARCH INFORMATION | ||
| 7.1.3. Question the accuracy and relevance of information | Germ Busters | Students conduct an experiment about microbial growth in order to determine the importance of washing hands. |
| Gala Fiesta Jamboree | Students select harvest festivals to research and share with the class. They identify accurate information in their research to use in their presentation. | |
| Be Label Able | Students graph the weight of several nutritional components identified on cereal box labels to select the healthiest cereal. They use this information to design and market a new cereal. | |
| Why I Buy | In this lesson students are made aware of the external influences they receive when making purchasing decisions. After examining those influences, the students will conduct their own consumer preference trials. After collecting, graphing and analyzing the data, students decide which brand of a product they will purchase and why. | |
| It All Starts with A | Students conduct surveys to learn what agriculture provides people. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| ORGANIZING RESEARCH INFORMATION | ||
| 7.1.4. Organize research information | Germ Busters | Students evaluate the data they gathered during an experiment about microbial growth. |
| It All Starts with A | Students conduct surveys to learn what agriculture provides people. | |
| Be Label Able | Students graph the weight of several nutritional components identified on cereal box labels to select the healthiest cereal. They use this information to design and market a new cereal. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| 7.1.5. Present research findings, including information and evidence from a variety of sources | Gala Fiesta Jamboree | Students select harvest festivals to research and share with the class. They use note-taking strategies to organize their information during the research. |
| Germ Busters | Students record observations of a controlled experiment over the period of three weeks. | |
| Be Label Able | Students graph the weight of several nutritional components identified on cereal box labels to select the healthiest cereal. They use this information to design and market a new cereal. | |
| Why I Buy | In this lesson students are made aware of the external influences they receive when making purchasing decisions. After examining those influences, the students will conduct their own consumer preference trials. After collecting, graphing and analyzing the data, students decide which brand of a product they will purchase and why. | |
| It All Starts with A | Students conduct surveys to learn what agriculture provides people. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| 7.1.6. Arrange sources in bibliographical format | To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. |
| PRESENTATION | ||
| 7.1.7. Write a research report using a thesis statement | To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. |
| EVALUATE THE RESEARCH | ||
| 7.1.8. Evaluate the research process | To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. |
| 7.1.9. Evaluate a research product using a rubric | ||
| Standard 2: Students engage in the reading process | ||
| LITERARY AND INFORMATIONAL GENRES | FLP Lesson | Lesson Description |
| 7.2.1. Differentiate characteristics of fiction and nonfiction genres | ||
| READING STRATEGIES FOR INTERPRETING MEANING OF TEXTS | ||
| 7.2.2. Use graphic organizers; summarizing; paraphrasing; and vocabulary building strategies, including context clues, to enhance understanding and aid comprehension of the meaning of texts | Germ Busters | Students evaluate the data they gathered during an experiment about microbial growth. |
| It All Starts with A | Students conduct surveys to learn what agriculture provides people. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| 7.2.3. Generate and revise predictions to aid comprehension and understanding of the meaning of texts | To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. |
| 7.2.4. Use prior knowledge and experiences to aid text comprehension | To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. |
| PURPOSES FOR READING | ||
| 7.2.5. Read to be informed, entertained, and persuaded | Gala Fiesta Jamboree | Students select harvest festivals to research and share with the class. They identify accurate information in their research to use in their presentation. |
| Soil Is Not Trivial | Using facts about the Dust Bowl, students write questions and play a trivia activity focused around the establishment of a national soil conservation program and the importance of soil. Students then explore and/or develop a plan to address a local soil conservation issue. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| 7.2.6. Read to develop life-long reading skills and habits | To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. |
| LITERARY ELEMENTS AND TECHNIQUES | ||
| 7.2.7. Identify literary elements; i.e., foreshadowing, point of view, plot development, protagonist, antagonist, and theme | ||
| 7.2.8. Locate figurative language in literary texts; i.e., personification, simile, metaphor, and hyperbole | Gala Fiesta Jamboree | Students select harvest festivals to research and share with the class. They identify accurate information in their research to use in their presentation. |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| 7.2.9. Identify sound devices in literary texts; i.e., alliteration, onomatopoeia, rhyme, repetition, and rhythm | ||
| 7.2.10. Explain the relationships between literature and historical periods, cultures, and society | ||
| VOCABULARY | ||
| 7.2.11. Use vocabulary building skills and strategies; e.g., synonyms/antonyms, prefixes/suffixes, analogies, multiple meaning words context clues, word reference aids – dictionary, glossary, thesaurus to determine the meaning of unfamiliar words and make sense of text | Germ Busters | Students conduct an experiment about microbial growth. When learning new terms, word recognition strategies may be used. |
| From Apple Cores to Healthy Soil | Students perform a composting experiment that reveals how soil organisms, temperature, air and water are able to decompose organic waste and enrich soil. Word recognition strategies are used to determine the meaning of unfamiliar words. | |
| Buzzy, Buzzy Bee | Students review the process and sequence of plant pollination. Word recognition strategies are used to determine the meanings of unfamiliar words. | |
| Tree-mendous | Students play a fast -paced word classification game that helps them to gain an appreciation for the variety of ways people use and benefit from trees. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| Standard 3: Students engage in the writing process | ||
| INFORMATIVE WRITING | FLP Lesson | Lesson Description |
| 7.3.1. Produce research-based writing; e.g., news article, book reports, essay | Germ Busters | Students share their findings of microbial growth on three potatoes (one that has not been handled, one that has been handled with unwashed hands, and one that has been handled with washed hands) in a variety of ways, ranging from illustrations to narrations, all of which can be displayed in the school and community. |
| Investigating Insects | Students observe and record at least five behaviors of insects. | |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about their favorite celebrations, they research various cultures' harvest festivals and prepare a celebration presentation for the class. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| NARRATIVE WRITING | ||
| 7.3.2. Produce narrative writing; e.g., short story, poetry, drama | Expression Connection | Students write poetry using words and ideas from a word association game about farming. |
| Loco for Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and writing a cinquain poem about chocolate, based on a sensory experience. They also write a legend about the origins of chocolate, based on an Aztec myth. | |
| PERSUASIVE WRITING | ||
| 7.3.3. Produce persuasive writing; e.g., business letter, essays, opinions | Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. |
| From Apple Cores to Healthy Soil | Students identify organic wastes and identify reasons for recycling it. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| Why I Buy | In this lesson students are made aware of the external influences they receive when making purchasing decisions. After examining those influences, the students will conduct their own consumer preference trials. After collecting, graphing and analyzing the data, students decide which brand of a product they will purchase and why. | |
| Could It Be Something They Ate? | Students record information from an experiment with microbes to learn about the importance of safe food handling. | |
| Cleared for Takeoff | Students learn about the important roles aviation plays in agriculture, as well as the requirements for a career in aviation. Students also compose two entries in a pilot log book. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| PREWRITING | ||
| 7.3.4. Use strategies to write for different audiences and purposes; e.g., informative, narrative, persuasive | Germ Busters | Students share their findings of microbial growth on three potatoes (one that has not been handled, one that has been handled with unwashed hands, and one that has been handled with washed hands) in a variety of ways, ranging from illustrations to narrations, all of which can be displayed in the school and community. |
| Investigating Insects | Students observe and record at least five behaviors of insects. | |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about their favorite celebrations, they research various cultures' harvest festivals and prepare a celebration presentation for the class. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| Loco for Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and writing a cinquain poem about chocolate, based on a sensory experience. They also write a legend about the origins of chocolate, based on an Aztec myth. | |
| From Apple Cores to Healthy Soil | Students identify organic wastes and identify reasons for recycling it. | |
| Could It Be Something They Ate? | Students record information from an experiment with microbes to learn about the importance of safe food handling. | |
| Cleared for Takeoff | Students learn about the important roles aviation plays in agriculture, as well as the requirements for a career in aviation. Students also compose two entries in a pilot log book. | |
| DRAFTING | ||
| 7.3.5. Use prewriting strategies to create a draft emphasizing details | Germ Busters | Students share their findings of microbial growth on three potatoes (one that has not been handled, one that has been handled with unwashed hands, and one that has been handled with washed hands) in a variety of ways, ranging from illustrations to narrations, all of which can be displayed in the school and community. |
| Investigating Insects | Students observe and record at least five behaviors of insects. | |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about their favorite celebrations, they research various cultures' harvest festivals and prepare a celebration presentation for the class. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| Loco for Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and writing a cinquain poem about chocolate, based on a sensory experience. They also write a legend about the origins of chocolate, based on an Aztec myth. | |
| From Apple Cores to Healthy Soil | Students identify organic wastes and identify reasons for recycling it. | |
| Could It Be Something They Ate? | Students record information from an experiment with microbes to learn about the importance of safe food handling. | |
| Cleared for Takeoff | Students learn about the important roles aviation plays in agriculture, as well as the requirements for a career in aviation. Students also compose two entries in a pilot log book. | |
| 7.3.6. Incorporate grade-level appropriate vocabulary in writing | Germ Busters | Students share their findings of microbial growth on three potatoes (one that has not been handled, one that has been handled with unwashed hands, and one that has been handled with washed hands) in a variety of ways, ranging from illustrations to narrations, all of which can be displayed in the school and community. |
| Investigating Insects | Students observe and record at least five behaviors of insects. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| Loco for Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and writing a cinquain poem about chocolate, based on a sensory experience. They also write a legend about the origins of chocolate, based on an Aztec myth. | |
| From Apple Cores to Healthy Soil | Students identify organic wastes and identify reasons for recycling it. | |
| Could It Be Something They Ate? | Students record information from an experiment with microbes to learn about the importance of safe food handling. | |
| Cleared for Takeoff | Students learn about the important roles aviation plays in agriculture, as well as the requirements for a career in aviation. Students also compose two entries in a pilot log book. | |
| REVISING AND EDITING | ||
| 7.3.7. Use criteria to evaluate own and others’ writing | ||
| 7.3.8. Use feedback and multiple drafts to revise text for specific purposes; e.g., clarity of ideas, organization, word choice, fluency | Germ Busters | Students share their findings of microbial growth on three potatoes (one that has not been handled, one that has been handled with unwashed hands, and one that has been handled with washed hands) in a variety of ways, ranging from illustrations to narrations, all of which can be displayed in the school and community. |
| Investigating Insects | Students observe and record at least five behaviors of insects. | |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about their favorite celebrations, they research various cultures' harvest festivals and prepare a celebration presentation for the class. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| Loco for Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and writing a cinquain poem about chocolate, based on a sensory experience. They also write a legend about the origins of chocolate, based on an Aztec myth. | |
| From Apple Cores to Healthy Soil | Students identify organic wastes and identify reasons for recycling it. | |
| Could It Be Something They Ate? | Students record information from an experiment with microbes to learn about the importance of safe food handling. | |
| Cleared for Takeoff | Students learn about the important roles aviation plays in agriculture, as well as the requirements for a career in aviation. Students also compose two entries in a pilot log book. | |
| 7.3.9. Edit for grammar, mechanics, usage, and spelling | Germ Busters | Students share their findings of microbial growth on three potatoes (one that has not been handled, one that has been handled with unwashed hands, and one that has been handled with washed hands) in a variety of ways, ranging from illustrations to narrations, all of which can be displayed in the school and community. |
| Investigating Insects | Students observe and record at least five behaviors of insects. | |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about their favorite celebrations, they research various cultures' harvest festivals and prepare a celebration presentation for the class. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| Loco for Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and writing a cinquain poem about chocolate, based on a sensory experience. They also write a legend about the origins of chocolate, based on an Aztec myth. | |
| From Apple Cores to Healthy Soil | Students identify organic wastes and identify reasons for recycling it. | |
| Could It Be Something They Ate? | Students record information from an experiment with microbes to learn about the importance of safe food handling. | |
| Cleared for Takeoff | Students learn about the important roles aviation plays in agriculture, as well as the requirements for a career in aviation. Students also compose two entries in a pilot log book. | |
| FINAL DRAFT | ||
| No benchmark expectations at this level | ||
| PUBLICATION/PRESENTATION | ||
| 7.3.10. Incorporate visual aids in publications | Germ Busters | Students share their findings of microbial growth on three potatoes (one that has not been handled, one that has been handled with unwashed hands, and one that has been handled with washed hands) in a variety of ways, ranging from illustrations to narrations, all of which can be displayed in the school and community. |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about their favorite celebrations, they research various cultures' harvest festivals and prepare a celebration presentation for the class. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| Standard 4: Students engage in the speaking and listening process | ||
| PLANNING FOR AN AUDIENCE/PURPOSE | FLP Lesson | Lesson Description |
| 7.4.1. Speak with a purpose using delivery techniques appropriate for different audiences to inform, demonstrate, entertain, or persuade | Gifts from the Sun | Students role-play the components of photosynthesis and discuss the importance of photosynthesis to plants and other living things. |
| Expression Connection | Students share "farm stories" as an intro to word associations and writing poetry about farming. | |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about favorite celebrations, they research various festivals and prepare a celebration for the class. | |
| Be Label Able | Students graph the weight of several nutritional components identified on cereal box labels to select the healthiest cereal. They use this information to design and market a new cereal. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. The students are then able to share their letters with the class. | |
| 7.4.2. Use supporting materials for topic development; e.g., research, personal experience, literature, interview | Expression Connection | Students share "farm stories" as an intro to word associations and writing poetry about farming. |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about favorite celebrations, they research various festivals and prepare a celebration for the class. | |
| Be Label Able | Students graph the weight of several nutritional components identified on cereal box labels to select the healthiest cereal. They use this information to design and market a new cereal. | |
| Loco For Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and playing a traditional Mexican rhythm game. Students learn how chocolate is produced from cacao, and where cacao is grown today. Students also use language to express their thoughts, feelings and creativity about chocolate and its history. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. The students are then able to share their letters with the class. | |
| CONVERSATION, GROUP DISCUSSION, AND ORAL PRESENTATION | ||
| 7.4.3. Incorporate research into presentations | Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about favorite celebrations, they research various festivals and prepare a celebration for the class. |
| Be Label Able | Students graph the weight of several nutritional components identified on cereal box labels to select the healthiest cereal. They use this information to design and market a new cereal. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. The students are then able to share their letters with the class. | |
| 7.4.4. Construct questions in response to a speaker | Tomatoes to Ketchup, Chickens to Omelettes | Students build connections between raw and processed food items by cutting out pictures, matching pictures, and making collages. They analyze the processes raw foods undergo when processed. When discussing the processes, the students are encouraged to ask questions of one another. |
| Loco For Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and playing a traditional Mexican rhythm game. Students learn how chocolate is produced from cacao, and where cacao is grown today. Students also use language to express their thoughts, feelings and creativity about chocolate and its history. | |
| 7.4.5. Speak to entertain an audience; e.g., story telling | Expression Connection | Students share "farm stories" as an intro to word associations and writing poetry about farming. |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about favorite celebrations, they research various festivals and prepare a celebration for the class. | |
| VERBAL AND NONVERBAL COMMUNICATION | ||
| 7.4.6. Use volume, eye contact, rate, and pronunciation effectively in oral presentations | Expression Connection | Students share "farm stories" as an intro to word associations and writing poetry about farming. |
| From Apple Cores to Healthy Soil | Students discuss their findings in a composting experiment. | |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about favorite celebrations, they research various festivals and prepare a celebration for the class. | |
| Tomatoes to Ketchup, Chickens to Omelettes | Students build connections between raw and processed food items by cutting out pictures, matching pictures, and making collages. They analyze the processes raw foods undergo when processed. When discussing the processes, the students are encouraged to ask questions of one another. | |
| Loco For Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and playing a traditional Mexican rhythm game. Students learn how chocolate is produced from cacao, and where cacao is grown today. Students also use language to express their thoughts, feelings and creativity about chocolate and its history. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. The students are then able to share their letters with the class. | |
| Standard 5: Students understand media | ||
| MEDIA GENRES | FLP Lesson | Lesson Description |
| 7.5.1. Identify existing and developing media | Tomatoes to Ketchup, Chickens to Omelettes | Students build connections between raw and processed food items by cutting out pictures, matching pictures, and making collages. They analyze the processes raw foods undergo when processed. |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| USING MEDIA FOR A PURPOSE | ||
| 7.5.2. Construct media messages; e.g., slide shows, brochures, news articles, commercials, and advertisements | Tomatoes to Ketchup, Chickens to Omelettes | Students build connections between raw and processed food items by cutting out pictures, matching pictures, and making collages. They analyze the processes raw foods undergo when processed. |
| Be Label Able | Students use information obtained from several cereal boxes to design and market a new healthy cereal. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| INTERPRETING MEDIA | ||
| 7.5.3. Assess the relevancy and accuracy of information in media messages | To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. |
| Be Label Able | Students graph the weight of several nutritional components identified on cereal box labels to select the healthiest cereal. They use this information to design and market a new cereal. | |
| Why I Buy | In this lesson students are made aware of the external influences they receive when making purchasing decisions. After examining those influences, the students will conduct their own consumer preference trials. After collecting, graphing and analyzing the data, students decide which brand of a product they will purchase and why. | |
| 7.5.4. Locate examples of freedom of expression in media messages | Why I Buy | Students are made aware of the external influences they receive when making purchasing decisions. After examining those influences, the students will conduct their own consumer preference trails. After graphing and analyzing the data, students decide which brand of a product they will purchase and why. |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| 7.5.5. Define plagiarism and its consequences | ||
| Standard 6: Students understand and use principles of language | ||
| LANGUAGE CONVERSIONS/MECHANICS | FLP Lesson | Lesson Descriptions |
| 7.6.1. Use grade-appropriate conventions of grammar; i.e., Capitalization: dialogue, title of people and things; Punctuation: commas, quotation marks, apostrophes, colons/business letters and in time, underlining/italicizing; Usage: double negatives | Germ Busters | Students share their findings of microbial growth on three potatoes (one that has not been handled, one that has been handled with unwashed hands, and one that has been handled with washed hands) in a variety of ways, ranging from illustrations to narrations, all of which can be displayed in the school and community. |
| Investigating Insects | Students observe and record at least five behaviors of insects. | |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about their favorite celebrations, they research various cultures' harvest festivals and prepare a celebration presentation for the class. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| Loco for Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and writing a cinquain poem about chocolate, based on a sensory experience. They also write a legend about the origins of chocolate, based on an Aztec myth. | |
| From Apple Cores to Healthy Soil | Students identify organic wastes and identify reasons for recycling it. | |
| Could It Be Something They Ate? | Students record information from an experiment with microbes to learn about the importance of safe food handling. | |
| Cleared for Takeoff | Students learn about the important roles aviation plays in agriculture, as well as the requirements for a career in aviation. Students also compose two entries in a pilot log book. | |
| 7.6.2. Use sentence structure; i.e., simple, compound, complex | Germ Busters | Students share their findings of microbial growth on three potatoes (one that has not been handled, one that has been handled with unwashed hands, and one that has been handled with washed hands) in a variety of ways, ranging from illustrations to narrations, all of which can be displayed in the school and community. |
| Investigating Insects | Students observe and record at least five behaviors of insects. | |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about their favorite celebrations, they research various cultures' harvest festivals and prepare a celebration presentation for the class. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| Loco for Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and writing a cinquain poem about chocolate, based on a sensory experience. They also write a legend about the origins of chocolate, based on an Aztec myth. | |
| From Apple Cores to Healthy Soil | Students identify organic wastes and identify reasons for recycling it. | |
| Could It Be Something They Ate? | Students record information from an experiment with microbes to learn about the importance of safe food handling. | |
| Cleared for Takeoff | Students learn about the important roles aviation plays in agriculture, as well as the requirements for a career in aviation. Students also compose two entries in a pilot log book. | |
| 7.6.3. Use grade-appropriate mechanics and usage; i.e., capitalization | Germ Busters | Students share their findings of microbial growth on three potatoes (one that has not been handled, one that has been handled with unwashed hands, and one that has been handled with washed hands) in a variety of ways, ranging from illustrations to narrations, all of which can be displayed in the school and community. |
| Investigating Insects | Students observe and record at least five behaviors of insects. | |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about their favorite celebrations, they research various cultures' harvest festivals and prepare a celebration presentation for the class. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| Loco for Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and writing a cinquain poem about chocolate, based on a sensory experience. They also write a legend about the origins of chocolate, based on an Aztec myth. | |
| From Apple Cores to Healthy Soil | Students identify organic wastes and identify reasons for recycling it. | |
| Could It Be Something They Ate? | Students record information from an experiment with microbes to learn about the importance of safe food handling. | |
| Cleared for Takeoff | Students learn about the important roles aviation plays in agriculture, as well as the requirements for a career in aviation. Students also compose two entries in a pilot log book. | |
| LITERARY ELEMENTS AND TECHNIQUES | ||
| 7.6.4. Use figurative language; i.e., simile, metaphor, alliteration, personification, onomatopoeia, and hyperbole | Germ Busters | Students share their findings of microbial growth on three potatoes (one that has not been handled, one that has been handled with unwashed hands, and one that has been handled with washed hands) in a variety of ways, ranging from illustrations to narrations, all of which can be displayed in the school and community. |
| Investigating Insects | Students observe and record at least five behaviors of insects. | |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about their favorite celebrations, they research various cultures' harvest festivals and prepare a celebration presentation for the class. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| Loco for Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and writing a cinquain poem about chocolate, based on a sensory experience. They also write a legend about the origins of chocolate, based on an Aztec myth. | |
| From Apple Cores to Healthy Soil | Students identify organic wastes and identify reasons for recycling it. | |
| Could It Be Something They Ate? | Students record information from an experiment with microbes to learn about the importance of safe food handling. | |
| Cleared for Takeoff | Students learn about the important roles aviation plays in agriculture, as well as the requirements for a career in aviation. Students also compose two entries in a pilot log book. | |