1. 7th Grade Parcc
Task A

2. What the Standard Really Means
RI 7.1
Students have to be able to pull answers that are stated right there in the text as well as inferred in the text. They must cite evidence from the text to support their answer.
RI 7.2
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

3. Teacher Slide *A Note about Context Clue Practice
Beginning this week we will use the vocabulary from the test passage. Since this is an A/B format, we can make sure to point out how the part B evidence supports our answer. Each article has a vocabulary question. Please model your thinking when you model. Talk about why a a choice is eliminated and go back to the passage to show evidence.
Last week we did not use a test passage since we are now, the vocabulary will be text specific.

4. Sample Plan
Monday-*Take notes with a focus*Identifying theme-mini-lesson practice
Tuesday-Teacher model-read and ‘chunk’ text. Identify theme in passage
Wednesday-Student practice-read and ‘chunk’ text. Identify theme in passage
Thursday-Break down the PCR-pull out evidence
Friday-Review rubric (if you are going to use as a grade) and students will write PCR.

5. What’s my focus for reading?
Summarizing Fiction
Identifying theme
We will get the ‘gist’ of fiction reading this week

6. Summarizing
What Is It?
To summarize is to put in your own words a shortened version of written or spoken material, stating the main points and leaving out everything that is not essential.

7. Summarizing Why Is It Important?
Summarizing allows both students and teachers to monitor comprehension of material.
Summarizing helps students understand the organizational structure of lessons or texts.
When we are reading for a test, we are just doing “chunks” of summaries to help us remember what we have read.

8. Summarizing Fiction
How to do it? The absolute quickest and easiest way is to stop at the end of any change in event and ask “Who did what? Why?” For test purposes we aren’t writing out a full summary, we are summarizing ‘chunks’ of the fiction to help track our understanding of what we read.

9. Summary Practice
In an instant the race had begun and Charles, with arms swinging back and forth, used all his strength to forge a place in the lead. Beads of sweat percolated through his skin. Regardless, his
mind was focused on one objective ̶ winning. From the corner of his left eye, Charles could see another runner gain ground beside him. For months, he had trained for this two-minute race. Months
of practice and sacrifice would be wasted if he did not win. Something deep inside him stirred. He could see the other runners ahead of him, but Charles had to win. With all his strength, he pumped his legs harder and harder. Fighting through the pain of his stretching muscles he inched his body forward gaining a lead. He was doing it. All of a sudden, he won.
We will be using this short story for dual purpose-we will first read and summarize and then we will talk about theme. Teaching points-We don’t necessarily summarize each paragraph in fiction, sometimes it works out that way, but mostly we just stop after big events. When you model with the longer passage, they will have a better idea. It works that the first paragraph is one event-Who? Charles Doing what? Running hard. Why? To win a race. Second Paragraph/event- Who? Charles Doing what? Pushing himself to win even through pain. Why? Because he had trained hard and really wanted it. NOTE-I am not writing out a full summary, I am just helping kids track their thinking while reading fiction. You may want to create an anchor chart of how to summarize in chunks for fiction.

10. Possible Anchor Chart
When summarizing fiction for a test, we are just tracking our thinking. One way to do that is to stop after ‘events’ and ask-Who? Did what? Why? This gives us a quick reminder of what we read, and allows us to know where to go back to find evidence for our writing.
This is just an example of one you can make.

11. Adding in THEME
Ok. Let’s review theme. We have to remember that theme is NOT one word though. It is OK to find the one word topical theme to get started and then develop that into our ‘bumper sticker’ theme. A bumper sticker theme is the lesson you learned about the topical theme.
Teacher slide

12. Teacher slide!
I am including pics of anchor charts I have used in the past. I used to start the year with the topics and “formula” then, we would look at ways we could ‘categorize’ themes. I am including that one for you also just in case you feel it is a better fit for your kids.

13. Let’s talk about central idea/theme
You have probably discussed topical themes. That is a good way to start, but we can’t stop there. A theme is not a topic, it is the lesson the author wants us to learn. And since you are 6th graders then we need to know how that lesson is taught through the main character(s) in the story.
Say we read a text and you said it was all about ‘friendship’ then you have to ask two key questions about the topic to develop the theme.
What lesson did I learn about friendship?
How did the main character teach me that lesson?
Remember-it is not enough to stop at a topical theme. We have to get our kids recognizing the theme as it is developed through the main character(s). It is the character’s actions throughout the story that we will be able to reference as evidence. Anytime we read-we can ask-what was the central theme? How did the character teach us that theme? Create a TOPICAL theme and then ask the magic questions (next slide).

14. Formula for Theme/Central Idea Success!
After reading the text, ask “What was this text trying to teach me?”
If you start with a topical theme, then ask “What did I learn about_______?”
How did the main character(s) help teach me this theme?
I would make an anchor chart of this to help remind kids

15. OK. We are going to read our short text again
OK! We are going to read our short text again. Our goal this time is to determine the theme and then determine how the theme was developed through the main character. I will model my thinking with the first text. PAY ATTENTION! You will be doing the second text!

16. In an instant the race had begun and Charles, with arms swinging back and forth, used all his strength to forge a place in the lead. Beads of sweat percolated through his skin. Regardless, his
mind was focused on one objective ̶ winning. From the corner of his left eye, Charles could see another runner gain ground beside him. For months, he had trained for this two-minute race. Months
of practice and sacrifice would be wasted if he did not win. Something deep inside him stirred. He could see the other runners ahead of him, but Charles had to win. With all his strength, he pumped his legs harder and harder. Fighting through the pain of his stretching muscles he inched his body forward gaining a lead. He was doing it. All of a sudden, he won.
After reading aloud, do your think aloud-”OK, I read that Charles had trained hard and wanted to win. Here in the first paragraph Charles was using all his strength, he had beads of sweat on his skin. I see in the second paragraph that he saw other runners in front of him. He pumped his legs harder and fought the pain. In the end he won. I am thinking that the topical theme is ‘don’t give up’ and the lesson I learn about ‘don’t give up’ is-Even though it is sometimes hard, if you want something, you don’t give up. Charles developed the theme (taught me this lesson) when
he kept running even though he was in pain and tired. He kept running because he wanted to win the race he had trained hard for.

17. Your Turn! Dazzle me with your brilliance.
Teachers, decide if you want this to be alone or with partners. Personally, I like partners so they can question each other.
Your Turn! Dazzle me with your brilliance.

18. Amanda knew that everyone might laugh, but she did not care
Amanda knew that everyone might laugh, but she did not care. She placed the last sauerkraut dumpling onto the tray and ladled sauce over it. This recipe had been in her family for at least five generations with her grandmother bringing it with her when she first immigrated into this country.
Most of the other dishes that the students would share during home economics class would be typical dishes that everyone had heard of before such as spaghetti or hamburgers or meatloaf. Amanda was proud of her heritage which is why she decided to share her family dish although she thought her dish would seem odd to others.
The dish was a success! Everyone loved it. Dania approached Amanda after class.
“The food was great! I wish I would have made the dish that my mother makes for me at home. I seriously thought everyone would laugh and think it was weird,” said Dania.
“I thought about that too, but then I realized this is who I am. I figured that others could either take me or leave me. Thanks though for the compliment,” Amanda replied.
Have kids summarize first! Then develop the theme. Just like you did as a model with the other text. The first event is all about the dish Amanda took to her class and that is really paragraphs 1 and 2- so, Who? Amanda Did what? Chose to bring a family dish rather than a typical dish Why? Because she was proud of her heritage. Next big event is the success of the dish and that is the rest of the story so: Her dish was a success and she was glad she stayed true to herself.

19. What is your Summary?
The first event is all about the dish Amanda took to her class and that is really paragraphs 1 and 2- so, Who? Amanda Did what? Choose to bring a family dish rather than a typical dish Why? Because she was proud of her heritage. Next big event is the success of the dish and that is the rest of the story so: Her dish was a success and she was glad she stayed true to herself. Now we know what the story was about, we can find the theme.
Sample-

20. Apply your theme formula
After reading the text, ask “What was this text trying to teach me?”
If you start with a topical theme, then ask “What did I learn about_______?”
How did the main character(s) help teach me this theme?
I would make an anchor chart of this to help remind kids

21. Amanda knew that everyone might laugh, but she did not care
Amanda knew that everyone might laugh, but she did not care. She placed the last sauerkraut dumpling onto the tray and ladled sauce over it. This recipe had been in her family for at least five generations with her grandmother bringing it with her when she first immigrated into this country.
Most of the other dishes that the students would share during home economics class would be typical dishes that everyone had heard of before such as spaghetti or hamburgers or meatloaf. Amanda was proud of her heritage which is why she decided to share her family dish although she thought her dish would seem odd to others.
The dish was a success! Everyone loved it. Dania approached Amanda after class.
“The food was great! I wish I would have made the dish that my mother makes for me at home. I seriously thought everyone would laugh and think it was weird,” said Dania.
“I thought about that too, but then I realized this is who I am. I figured that others could either take me or leave me. Thanks though for the compliment,” Amanda replied.
Let kids do this on their own and then review. Sample-I think it is about Amanda staying true to herself. SO I can say the theme is always being true to who you are, Amanda taught us this lesson through her actions when she chose to take a family dish that others may laugh at rather than take a more typical dish. She decided it was more important to be herself than to try to make others like her for someone she is not.

22. What’s my focus for reading?
Teacher model summary chunking and finding theme.
Context Clue Practice
Additional ESBR practice

23. SO…we know will read through the ‘lens’ of finding the theme in each text. That is our main focus. Since we know that the theme is the lesson the author wants us to take away, then as we read we will be looking for that message. We will ‘chunk’ our thinking in short summaries to help us remember what we have read as well as to help us know where to go to find evidence for our quotes.

24. Our fancy organizer (aka paper)
Count of Monte Cristo
Blessings
Kids can fill one in after you have done yours if you want. They could also just use the one you make to refer to.

25. Let’s take a close look at the directions
Read the passage from The Count of Monte Cristo, in which Edmond Dantes has been imprisoned for over four years and has recently stopped eating the prison food. It’s important to read this because it sometimes gives us clues that help us better understand what we read. Edmond Dantes is in prison, he is also no longer eating food. That means he must feel hopeless and wants to no longer live.

26. Par 1-2 Edward is in prison and he hears a noise that is louder than usual.
Par 3-The sound made him think of liberty or freedom. (Since he is in prison, I know that he would very much like to be free)
Par 4-5 He thought he was dreaming but the sounded lasted longer than usual

27. Par 6-9 (this carries over to the next slide, so read and then chart your thoughts) The jailor entered. Dante didn’t want him to hear the sound-so he talked to the jailor loudly. The jailor thought he was nuts an put down the food and left.

29. Par 11-he is thinking but because he hasn’t eaten his brain is fuzzy
12-He decided the only way to figure out the noise is to eat and to not have a fuzzy brain.

30. Par 13-17 He figured out it was a prisoner escaping and he became full of hope!

31. What do we think the theme is of this excerpt?
Well, as I was reading with the lens of theme, I kept looking for what it was Dantes was needing. I felt he wanted hope more than anything. Actually, hope was mentioned several times, and that helped me figure out a starting point! So, I am going to start with the topic of hope and ask- “What did I learn about hope?” I learned that hope is powerful enough to want to make a man live even when he is miserable. I say that because after Dantes heard the noise, he wanted to know exactly what it was and to do that he had to stop abstaining, or giving up, from eating food in order to help him think better. Dantes helped to develop this theme through his actions. He heard the noise and he wanted to know what it was. He didn’t want the jailor to hear it, so even though he had not spoken to the jailor in a long time, he spoke to him so the jailor wouldn’t hear the noise. He needed to hear the noise because it gave him hope that a prisoner is escaping. I am thinking that if he knows another prisoner can escape then one day he can also. When he started questioning where the noise came from, he started to worry about if the noise was really a prisoner or a worker. He needed it to be a prisoner. This was when he decided he should eat so that he would know for sure. He ate and came up with a plan. When the plan helped him figure out that it was a prisoner and he was full of hope!
This is my thinking out loud. It is often hard for our kids to finding a starting point with theme in complex texts like this. I want them to hear the out loud thinking. You may just want to not show this slide to them and you have if as a reference as you write it out. We will be asking kids to do this with the second text. The blue represents what I believe is the theme of this excerpt. Kids will need to refer to this later so make sure you write it on a chart 

32. Well I am pulling out my old knowledge of prefixes here
Well I am pulling out my old knowledge of prefixes here! I know that re means again and the only one that fits is B. Also, that fits because it is about the noise happening again. Part B has me thinking. I am looking for evidence that a noise is going to happen again. Resume means start again so I am choosing B as my choice.

33. Well skippy. This supports our theme. The answer is B
Well skippy! This supports our theme! The answer is B. Heaven taking pity on him meant he had hope so I am choosing B for this also.

34. Ok…central idea is the theme, we know the noise gave him hope
Ok…central idea is the theme, we know the noise gave him hope. We decided hope was part of our theme, so I am choosing D since he was energized by hope! C is the evidence.

35. Students get the gist from the second article (summary chunks) and identify theme.
Context Clue Practice
Additional ESBR practice

36. Your Turn! Dazzle me with your brilliance.
Teachers, decide if you want this to be alone or with partners. Personally, I like partners so they can question each other.
Your Turn! Dazzle me with your brilliance.

37. Our fancy new organizer (aka paper)
The Count of Monte Cristo
Blessing
Have students get out their notes from yesterday and add on their new notes today.

38. “Blessings”
This is a scene from a play. When we are just given a scene, there are LOTS of things we don’t know. So, let’s look at what we do know. Lights up on the “looking spot” lets me know that the setting is very important. Reading with the lens of finding the theme means I am going to have to really search out the overall lesson or idea I am supposed to take away. I think this one might require two readings. Why don’t you read it one time-no annotating-just read it. Then you can read it and see if you and a partner can determine a theme.
I can’t express enough how much I dislike this text. That being said. I think the kids should read it for an idea of what is about alone. Then, you may want to pair them. They can annotate about who it’s about, what they are doing and then what lesson they take away from it..

45. What do we think the theme is of this excerpt?
Ok…I am thinking that what sticks out to me is that Jesse at first didn’t want these people living with him. It seems like change is pretty hard for him. I feel like that is the lesson I am supposed to take away, that change is sometimes hard. Now, it feels like both of the characters have difficulties with parts of change, so I think they both are helping to develop the theme. Jesse by learning to accept these people in his house and Rene seems to like it best when she is by herself and she is having to learn to be around others as well. Towards the end, they seem to be better with each other and it makes me think that even though it is different, they may get used to the change. When Rene asks if Jesse was eating dinner with them, she seems to really want him to.
Theme is in purple. I am just doing my thinking out loud here. Make sure the kids have their thinking written down as it is going to help them write their PCR. They also need to keep up with their notes…

46. Re-reading that line I see that scale means to climb-C
Re-reading that line I see that scale means to climb-C. B is my back up evidence.

47. Well…I think the it is showing how they react to each other, rene laughs, Jesse looks at Rene even Rene waiting for an answer. I am choosing A. The back up is C.

48. Stage directions really just tell the actors what or how to do something. It did set up a light hearted mood-it had Rene laugh, it told them to exit playfully. It didn’t offer any foreshadowing, directions don’t summarize and they certainly don’t compare point of view. The answer is A and the evidence is F.

49. Breaking down the PCR
Pull our evidence for our texts

50. What’s the PCR?
****You have read a passage from The Count of Monte Cristo and a scene from Blessings. Think about the similarities and differences in how the two authors developed the themes in each text. Well, since they mentioned this I feel like it needs to be in there so we add this to the essay. Write an essay in which you identify a theme from each text and analyze how each theme is developed. Be sure to include specific details from both selections.
So, we have two parts to this theme plus we need our evidence. We have already done the first part, we have identified a theme. So, now we will work on the compare and contrast of how each text developed the theme. Also, we will find the evidence.
Ok, so…it doesn’t say they have to have the same theme, it just says that we have to identify a theme from EACH text and then analyze how that theme was developed in each text.

51. Refer to your summary chunks so you will be able to know where to go to pull your evidence.
The Count of Monte Cristo
Blessings
Our notes will be handy for referring back to.

52. Part 1-we will use our notes-ta dah. The first part of the PCR is done
Part 1-we will use our notes-ta dah! The first part of the PCR is done! YAY US! Now, we are going to analyze how each theme is developed and look for evidence that will support how the theme is developed.

53. Use your thinking from earlier this week!
Well, as I was reading with the lens of theme, I kept looking for what it was Dantes was needing. I felt he wanted hope more than anything. Actually, hope was mentioned several times, and that helped me figure out a starting point! So, I am going to start with the topic of hope and ask- “What did I learn about hope?” I learned that hope is powerful enough to want to make a man live even when he is miserable. I say that because after Dantes heard the noise, he wanted to know exactly what it was and to do that he had to stop abstaining, or giving up, from eating food in order to help him think better. Dantes helped to develop this theme through his actions. He heard the noise and he wanted to know what it was. He didn’t want the jailor to hear it, so even though he had not spoken to the jailor in a long time, he spoke to him so the jailor wouldn’t hear the noise. He needed to hear the noise because it gave him hope that a prisoner is escaping. I am thinking that if he knows another prisoner can escape then one day he can also. When he started questioning where the noise came from, he started to worry about if the noise was really a prisoner or a worker. He needed it to be a prisoner. This was when he decided he should eat so that he would know for sure. He ate and came up with a plan. When the plan helped him figure out that it was a prisoner and he was full of hope!
Ok…I am thinking that what sticks out to me is that Jesse at first didn’t want these people living with him. It seems like change is pretty hard for him. I feel like that is the lesson I am supposed to take away, that change is sometimes hard. Now, it feels like both of the characters have difficulties with parts of change, so I think they both are helping to develop the theme. Jesse by learning to accept these people in his house and Rene seems to like it best when she is by herself and she is having to learn to be around others as well. Towards the end, they seem to be better with each other and it makes me think that even though it is different, they may get used to the change. When Rene asks if Jesse was eating dinner with them, she seems to really want him to.
You may choose to print this and give it to the kids. It might help for those that A. lost their notes B. Can’t read their notes C. Didn’t write any notes (I’m pretty sure you get my gist )

54. Make sure you gather evidence!
So, you are talking through how the character(s) developed the theme. It is developed through what they say and how they act. So, when you pull your evidence ( a specific part in the text that backs up what you are writing) you need to make sure your evidence supports how the character developed the theme!

55. Next part
****You have read a passage from The Count of Monte Cristo and a scene from Blessings. Think about the similarities and differences in how the two authors developed the themes in each text. Well, since they mentioned this I feel like it needs to be in there. 1st text-Think about…What was the source of hope in the first text? What did it make the character want to do? How did the author use the character to develop the theme? 2nd text-Think about…What was the source needing change? How did the author use these characters to begin to want to change? So…what is different about these two texts that affected the theme? Setting, amount of characters. How did the authors approach the theme differently? Find evidence!!!!

56. Put your evidence and why that evidence works on the back of this page
Put your evidence and why that evidence works on the back of this page! That way you don’t lose it. Yes, you will need it tomorrow.
The Count of Monte Cristo
Blessings
Our notes will be handy for referring back to.

57. Writing our PCR. (I know how excited you are
Writing our PCR!!! (I know how excited you are!!!) Let’s review our PCR and see how we can organize our writing. IF you are using this as a grade, review the rubric with the kids.

58. Do a quick rubric review if you are taking this for a grade.

59. What’s the PCR?
You have read a passage from The Count of Monte Cristo and a scene from Blessings. Think about the similarities and differences in how the two authors developed the themes in each text. Write an essay in which you identify a theme from each text and analyze how each theme is developed. Be sure to include specific details from both selections.
Ok, so…it doesn’t say they have to have the same theme, it just says that we have to identify a theme from EACH text and then analyze how that theme was developed in each text.

60. How to organize our writing!
Possible way to organize your essay
Intro paragraph-Name the stories and do a quick theme identification for each text.
Paragraph 2-How the first text (be sure to name it) developed the theme. Need evidence!
Paragraph 3-How the second text (name it) developed the theme. Need evidence!
Paragraph 4-what was the same and what was different how the authors developed the theme.
**See it won’t be that hard!
The next slide gives a snippit of a sample

61. (intro) Both texts taught a lesson to the reader
(intro) Both texts taught a lesson to the reader. In The Count of Monte Cristo we learn about hope. In “Blessings” we learn about change. (this is short and to the point, but it uses the words from the prompt) (par 2) In The Count of Monte Cristo the main character, Edward Dantes, is in prison. He feels hopeless. When he hears a noise that he thinks could be a prisoner escaping, he suddenly begins to have hope. This is where the theme begins to develop. The theme of hope gives a man a reason to live was shown when….. (you get the idea) **Now, you finish and make sure you pull evidence for each paragraph. When you are doing paragraph 3 remember to name the text, the character a SHORT SHORT summary of the text, the theme and how the character developed it. (par 4) In The Count of Monte Christo, the author used a noise to be the source of hope. It was one character that developed the theme and his surroundings made him him feel hopeless. The noise is what made him keep wanting to live. (get another piece of evidence) The theme was developed different in “Blessings.” The need to change was developed between two characters. It was through their conversations that they began to understand each other and even get used to being around each other (get another piece of evidence).
Kids will need some guidance-so guide. Talk about what each paragraph needs to contain. I am putting the organization and PCR on the next slide together. Remember don’t just say it, explain the why for each paragraph.

62. Today’s Writing Challenge!
Possible way to organize your essay
Intro paragraph-Name the stories and do a quick theme identification for each text.
Paragraph 2-How the first text (be sure to name it) developed the theme. Need evidence!
Paragraph 3-How the second text (name it) developed the theme. Need evidence!
Paragraph 4-what was the same and what was different how the authors developed the theme.
PCR Think about the similarities and differences in how the two authors developed the themes in each text Write an essay in which you identify a theme from each text and analyze how each theme is developed. Be sure to include specific details from both selections.
So, students will use their notes, their evidence they collected yesterday and write today. Remind them that if it is spelled correctly in the story it better be spelled correctly in their PCR!