Professional Documents
Culture Documents
Grade: 7
Subject: ELA
Duration: 32 Instructional Days
Designer: Scholastic Codex II, Modified by Emily Giblin, Francesca Lathourakis, Mary Beth Morrison & Rebecca Krauss
Unit Question: How can we identify, analyze and explain figurative language?
Rationale: In social studies, students will learn that the country is blooming. It is on the verge of a war with England and soon the concepts of
America as a free nation and Americans as its people will spark a question in people: What does it mean to be American? Students will
explore this theme in poetry. Figurative language is most obvious in poetry but carries over into literature and some non-fiction. In an effort to
better equip students with the critical thinking skills to decipher those texts, students will have an in depth study of different kinds of figurative
language and how to analyze that language.
Stage 1 Desired Results:
Established Goals
Transfer Goals
Common Core
Students will be able to independently use their learning to
Learning
Standards
ELA
Paraphrase and explain key concepts in writing and speaking
CCLS
Cite specific details from the text
1. Cite several pieces of textual
Begin annotating a piece of nonfiction using underlining, note taking and questioning
evidence to support analysis of
Begin closed reading by summarizing on demand with a focus on central idea
what the text says explicitly as
well as inferences drawn from
Begin participating in reciprocal reading
the text.
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. Analyze how particular
elements of a story or drama
interact (e.g., how setting
shapes the characters or plot).
4. Determine the meaning of
words and phrases as they are
used in a text, including
figurative and connotative
WORD GEN
Use academic language in writing and oral response
UNDERSTANDINGS:
Students will understand that
1.
2.
Meaning
ESSENTIAL QUESTIONS:
Students will be considering
3.
4.
5.
6.
7.
8.
2. Write
informative/explanatory texts
to examine a topic and convey
ideas, concepts, and
information through the
selection, organization, and
analysis of relevant content.
KNOWLEDGE:
Students will know that
Acquisition of Knowledge
SKILLS:
Students will be skilled at
expectations.)
Stage 2 Evidence:
Evaluative Criteria
Coding
M/T
After analyzing different pieces of American literature, students will create a piece of compare and contrast writing regarding authors ideas
of what it means to be an American.
T
Extensions & Modifications:
Below level students will be supported with level appropriate texts to analyze and scaffolds to aid in the creation of their writing piece.
Students may use graphic organizers and sentence starters to support their writing.
Students may write their own vision of what it means to be American using current events and current lyrics/ poetry.
PERFORMANCE TASKS:
-
Closed reading & short response to one of the American poems: How does the author feel about being American?
Creation of own poems using a similar style as one of the selected poets
1.
Discussion Prompts
2.
3.
Exit Slips Students will answer literal, inferential and analytical questions based on class reading.
4.
Daily Do Now Students will respond to writing prompts that preview, review or ask critical thinking questions.
5.
Double Entry Journals Students will practice writing observations and reactions
6.
The Writing Process Students will be monitored and graded for their class work based on their brainstorming, research, drafts
and final assessments
Formative Assessments:
7.
8.
Closed Reading of the poems I Hear America Singing, I, too and I,Too, Sing America
Closed reading of a passage from Kira-Kira:
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Coding
M
M/T
A
DRP
Reading Comprehension
Word Gen
Previous Performance Tasks
LEARNING EVENTS
PROGRESS MONITORING:
assess understanding
Teacher will ask students to self assess
using the rubric
Teacher will conference with students and
provide feedback
Modifications
PACING CALENDAR
Day
EQ
Objective
AIM
Task
ELA: SWBAT
measure their
application of
reading skills by
taking a reading
preassessment.
ELA: SWBAT
measure their
application of
writing skills by
taking a reading
preassessment.
tribes by reading
information and
completing a
graphic organizer.
4
ELA: How do we
determine a central
idea?
ELA: SWBAT
explain the central
idea of a nonfiction
text by identifying
the texts most
important features.
ELA: How do we
determine a central
idea?
SS: How did technology
impact colonization?
ELA: SWBAT
explain the central
idea of a nonfiction
text by looking at
the most important
details and
analyzing the
authors message.
document?
ELA: How do we
develop a summary?
ELA: How do we
develop a summary?
strategy after
analyzing a
document.
10
11
12
13
ELA: How do we
explain authors
purpose using
annotations?
purpose by
examining the
features and
structure of a text.
SS: How do we
annotate a text?
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
literary devices.
31
32
Legend:
EQ: A question to consider over time that leads to deeper understandings.
Objective: The heart of the lesson; what students will do and how they will do it. (SEE TLaC 4 Ms)
It should be measureable, manageable, made first and most important.
Aim: What you want students to answer by the end of the lesson
Task: What you want students to accomplish and complete by the end of the lesson (should build
toward culminating task).