Unit 1 Week 1 Objective Board

TEKS + DOL

Monday · Unit 1 Lesson 1

TEKS 7.5F, 7.5G, 7.6C

DOL

I can evaluate details and text evidence to make inferences about character’s actions in Grounded.

TEKS + DOL

Tuesday · Unit 1 Lesson 2

TEKS 7.7B, 7.9F

DOL

I can demonstrate my learning by analyzing how character’s qualities influence the plot and how language impacts voice, mood, and tone.

TEKS + DOL

Wednesday · Unit 1 Lesson 3

TEKS 7.5G, 7.8Di, 7.8Dii

DOL

I can evaluate the controlling idea by identifying supporting evidence and important details in The Case of the Disappearing Words: Saving the World’s Endangered Languages.

TEKS + DOL

Thursday · Unit 1 Lesson 4

TEKS 7.8Diii, 7.6D

DOL

I can analyze how organizational patterns develop the controlling idea in The Case of the Disappearing Words: Saving the World’s Endangered Languages.

TEKS + DOL

Friday · Unit 1 Lesson 5

TEKS 7.9(A), 6.6(C)

DOL

I will demonstrate my understanding of an author’s purpose for writing and support my understanding using relevant text evidence and original commentary.

Class Scaffolds

Monday · Unit 1 Lesson 1

Evidence Reminder

The strongest evidence has the strongest relationship to the question.

Question Ladder

1. What happened?
2. What does it reveal?
3. Why does that matter?

Sentence Stems

The detail “___” reveals ___ because ___.
This detail is stronger because ___.

Academic Language

detail, evidence, infer, reveal, relationship, justify.

Class Scaffolds

Tuesday · Unit 1 Lesson 2

Character Analysis

1. Identify the quality.
2. Connect the quality to a choice.
3. Trace the result.
4. Explain the influence on the resolution.

Sentence Stem

Because the character is ___, they choose to ___, which causes ___ and influences the resolution by ___.

Author’s Language Stem

The words “___” create a ___ tone, mood, or voice because ___.

Academic Language

character quality, choice, event, resolution, voice, tone, mood, influence.

Class Scaffolds

Wednesday · Unit 1 Lesson 3

Detail Sort

Topic · Important Detail · What the Detail Shows.

Controlling-Idea Frame

The article explains that ___ because ___.

Evidence Check

Does this detail support the whole article or only one section?

Academic Language

topic, controlling idea, supporting evidence, relevant, text feature, credibility.

Class Scaffolds

Thursday · Unit 1 Lesson 4

Organizational Patterns

Cause and effect · classification · chronological order · problem and solution.

Analysis Stem

The author organizes this section using ___, which helps the reader ___.

Paraphrase Check

Same meaning · new wording · essential information only.

Summary Check

Include essential details in the article’s logical order.

Class Scaffolds

Friday · Unit 1 Lesson 5

Purpose Verbs

explain, clarify, examine, emphasize, inform, persuade.

Response Stem

The author’s purpose is to ___ so that readers ___.

Evidence and Commentary

The text states, “___.” This supports the author’s purpose because ___.

Evidence Check

Is the evidence relevant, concise, and directly connected to the author’s purpose?

Thinking Steps

Monday · Unit 1 Lesson 1

Evaluate the Details

Identify the purpose.
Examine the details.
Determine what each detail reveals.
Choose and justify the strongest detail.

Thinking Steps

Tuesday · Unit 1 Lesson 2

Character Analysis

Identify the character quality.
Connect the quality to a choice.
Trace the result of the choice.
Explain the influence on the resolution.

Analyzing Author’s Language

Identify purposeful language.
Determine what the language suggests.
Name the effect.
Explain meaning and influence.

Thinking Steps

Wednesday · Unit 1 Lesson 3

Determining a Controlling Idea

Identify the topic.
Gather important details.
Determine what the details show.
State and check the controlling idea.

Thinking Steps

Thursday · Unit 1 Lesson 4

Analyze the Article’s Structure

Identify the main idea of each section.
Identify the organizational pattern.
Explain how the pattern supports the controlling idea.
Paraphrase the section in your own words.
Summarize the text in logical order.

Thinking Steps

Friday · Unit 1 Lesson 5

Analyze Author’s Purpose

Identify the topic and the author’s message.
Choose a precise purpose verb.
Select relevant quoted or paraphrased evidence.
Explain how the evidence supports the author’s purpose.
Check that the explanation reflects the entire text.

Objective + DOL

Monday · Unit 1 Lesson 1

Learning Objective

I can evaluate details, make inferences, and use text evidence and academic language in discussions and writing to explain what the narrator and Grandma Sofia’s actions reveal about their relationship in Grounded.

DOL

1. Based on the details in paragraph 4, what can the reader infer about why driving is important to Grandma Sofia?A. Driving allows her to feel adventurous, confident, and independent.B. Driving allows her to avoid answering questions about her past.C. Driving proves to her family that she can still manage responsibilities.D. Driving gives her opportunities to spend time alone with the narrator.

2. In paragraph 8, the details about how Grandma would feel without her car provide support for which key idea in the selection?A. Family members sometimes express concern in ways that seem unfair.B. Independence can be an important part of how people view themselves.C. Personal belongings become more valuable as people grow older.D. Memories of the past can prevent people from accepting change.

3. Which sentence from the selection best supports the inference that the narrator understands Grandma’s emotional connection to driving?A. “To me, she talked in Spanish. I talked back in English.”B. “She had a 1960s red Chevy Impala convertible that was all her own.”C. “I knew that without her wheels she’d feel ordinary—just another grandma, hovering and wise.”D. “Sometimes it felt like Grandma and I were on the sidelines and my parents were in the middle.”

4. How do the narrator’s thoughts in paragraph 13 differ from her thoughts in paragraph 10?A. She changes from being frustrated about her punishment to being afraid that her parents will discover her plan.B. She changes from being determined to attend the party to becoming concerned about Grandma’s feelings and comfort.C. She changes from believing Grandma will help her to becoming disappointed by how slowly Grandma drives.D. She changes from wanting to spend time with Grandma to believing Grandma should no longer drive by herself.

5. Which response best explains how the narrator’s actions and reactions develop a key idea in Grounded?A. The narrator identifies with Grandma’s desire for independence but eventually values Grandma’s comfort more than attending the party, showing that considering another person’s needs can create understanding.B. The narrator uses Grandma’s independence to disobey her parents but later agrees to return home, showing that younger people must rely on older family members to make responsible decisions.C. The narrator worries that Grandma will lose her car and later notices that Grandma is uncomfortable driving at night, showing that people must give up their independence as they grow older.D. The narrator and Grandma avoid discussing why each wants to return home, showing that family relationships are stronger when people keep difficult thoughts to themselves.

Objective + DOL

Tuesday · Unit 1 Lesson 2

Learning Objective

I can analyze how the character’s qualities influence the events and resolution of Grounded by using text evidence and academic language to explain how the author’s language creates voice, mood, and tone.

DOL

1. Read this sentence from paragraph 10: “I was itching to go to the party.” What tone does the author’s use of the word itching create?A. Uncertain and nervousB. Eager and impatientC. Reflective and regretfulD. Calm and satisfied

2. How does the narrator’s impulsive quality influence the events in paragraphs 10 and 11?A. It causes her to watch Grandma closely and become concerned about herB. It causes her to wait until her parents return before making a decisionC. It causes her to ask Grandma to drive her to the party even though she is groundedD. It causes her to tell Grandma the truth before they leave home

3. Read this excerpt from paragraph 13: “I felt bad about Grandma. I felt bad about disobeying my parents. But how could I say any of this?” How does the repetition of the words “I felt bad” contribute to the tone of the selection?A. It creates a guilty and conflicted tone by emphasizing the narrator’s growing concern about her actionsB. It creates an angry and defensive tone by showing that the narrator blames Grandma for the situationC. It creates an eager and impatient tone by showing that the narrator is still focused on attending the partyD. It creates a confident and determined tone by showing that the narrator has decided to tell Grandma the truth

4. How does Grandma Sofia’s perceptive and understanding quality most influence the resolution of the conflict?A. She drives slowly until the narrator becomes frustrated and asks to leave the carB. She turns on the radio to distract the narrator from thinking about the partyC. She explains that driving at night makes her uncomfortable, convincing the narrator to return homeD. She asks, “Shall we turn back?” giving both characters a chance to make the right decision

5. Read these sentences from Grounded: “I was itching to go to the party.” “I felt bad about Grandma. I felt bad about disobeying my parents.” “Shall we turn back?” Which analysis best explains how the author’s language develops the narrator’s character and contributes to the resolution?A. The shift from an eager tone to a remorseful tone reveals that the narrator becomes more considerate, allowing her to accept giving up the party and returning home.B. The narrator’s increasingly uncertain voice reveals that she is mainly afraid her parents will discover what she has done, causing her to agree to return home.C. The uneasy mood created during the drive reveals that Grandma is no longer confident behind the wheel, forcing the narrator to take responsibility for ending the trip.D. The change from an impatient tone to a relieved tone reveals that the narrator has lost interest in the party, making the original conflict unimportant.

Objective + DOL

Wednesday · Unit 1 Lesson 3

Learning Objective

I can evaluate important details and use academic vocabulary in complete sentences to explain the controlling idea, identify supporting evidence, and analyze how text features and sections support my understanding.

DOL

1. Which detail from paragraphs 1 and 2 best supports the key idea that the disappearance of languages is a widespread and urgent problem?A. The Taa language uses between 80 and 120 different consonants.B. Navajo speakers created a military code during World War II.C. About half of the world’s approximately 7,000 languages are expected to disappear by 2100.D. Some children stop learning a language because they want jobs in the dominant culture.

2. The caption beside paragraphs 1 and 2 explains that parents in the Brittany region of France were once forbidden from giving their children Breton names. What does the photograph and caption help the reader understand?A. Government restrictions can contribute to the loss of a language and its connected culture.B. Breton became endangered because its speakers could not agree on how to pronounce words.C. Celtic languages are spoken only by older people living in France.D. Breton parents stopped using their language because it contained too few words.

3. What is the controlling idea of the article?A. Endangered languages should be recorded before they disappear because they contain unique vocabulary, stories, and scientific information.B. Although languages are disappearing, preserving and reviving them protects cultural knowledge and allows communities to carry their languages forward.C. Teaching children through schools and families is the most effective way to prevent a language from becoming extinct.D. Languages become endangered when dominant cultures pressure younger speakers to adopt a more common language.

4. Which TWO details best support the key idea that a language is more likely to return to active use when it is taught to young speakers and adapted for modern life?A. Linguists record speakers singing songs, telling stories, and naming native plants.B. Hawaiian “language nests” require preschool children to communicate in Hawaiian.C. Yiddish speakers can listen to weekly radio programs in their language.D. Ben-Yehuda encouraged Hebrew classes and created words for modern objects such as bicycles and ice cream.E. The Taa language combines clicks of the tongue with other sounds.

5. Part A: Why does the author include the section titled “The Language That Came Back to Life” near the end of the article?A. To introduce a separate topic about the history of IsraelB. To provide a developed example of how a language can move from limited use to widespread useC. To prove that only ancient languages can be successfully revivedD. To show that creating a dictionary is more important than teaching people to speak a languagePart B: Which detail from the section best supports the answer to Part A?A. In 1881, Eliezer Ben-Yehuda immigrated to Jerusalem.B. Many people knew Hebrew mainly from reading religious texts.C. Families used Hebrew at home, classes were established, new words were created, and the language eventually gained more than four million speakers.D. Hebrew originally had approximately 8,000 words.

Objective + DOL

Thursday · Unit 1 Lesson 4

Learning Objective

I can analyze how the author uses multiple organizational patterns to develop the controlling idea and use academic language in complete sentences to paraphrase sections and summarize the text.

DOL

1. In the section “Categories of Danger,” the author groups languages as vulnerable, definitely endangered, severely endangered, critically endangered, and extinct. Which organizational pattern does the author use in this section?A. Cause and effectB. Chronological orderC. Classification and categorizationD. Problem and solution

2. How does cause-and-effect organization of “Why They Disappear” help the reader understand the article?A. It compares the different levels of danger that languages experience.B. It connects pressures from dominant cultures and governments to the loss of languages and cultures.C. It presents the steps communities should follow to restore a language.D. It describes the order in which several endangered languages disappeared.

3. Which sentence best paraphrases the information in paragraphs 10–12?A. Linguists record endangered languages because recordings are the best way to protect every language from becoming extinct.B. Linguists record endangered languages, while communities also use technology, media, literature, schools, and instruction for children to keep the languages in active use.C. Communities should stop recording endangered languages and focus only on teaching children to speak them in schools.D. Technology and schools have successfully revived every endangered language that communities have attempted to preserve.

4. Which is the best summary of the article?A. Many languages are endangered because dominant cultures, government pressure, and fewer young speakers reduce their use. Because languages preserve cultural knowledge and identity, communities use recordings, technology, schools, and new vocabulary to preserve or revive them.B. Communities use schools, technology, recordings, and new vocabulary to preserve languages. Languages disappear when young people stop speaking them, and many languages contain unusual words that cannot be translated.C. Languages have unusual words and different categories of danger. Hebrew came back to life after people began using it, so every endangered language can be revived through schools.D. About 7,000 languages exist, and some are vulnerable, severely endangered, or extinct. The article lists ways languages can be recorded and explains several examples of language loss.

5. Part A: Which statement best analyzes how the author organizes the article to develop its controlling idea?A. The author first explains the causes and stages of language loss, then explains why languages matter, and finally presents solutions and an example of successful revival.B. The author organizes every section in chronological order to show when different languages disappeared.C. The author begins with solutions to language loss and then provides reasons that the solutions may not work.D. The author uses classification throughout the article to place every language into a specific category.Part B: Which detail best supports the analysis in Part A?A. The article lists five categories ranging from vulnerable to extinct.B. The article explains that speakers sometimes adopt the language of a dominant culture.C. The article ends with the sequence of actions that helped Hebrew grow from limited use to more than four million speakers.D. The article gives examples of words that are difficult to translate into English.

Objective + DOL

Friday · Unit 1 Lesson 5

Learning Objective

I can analyze an argumentative text and determine the author’s purpose for writing by explaining the purpose using relevant text evidence.

DOL

Read The Case of the Disappearing Words and respond to the following:What is the most likely reason the author wrote the selection? Support your answer with evidence from the selection.