GRADE 7 ELA EXEMPLAR LESSON – Teacher Copy Quarter 1, Weeks 4 & 5: 09/3/12-09/14/12

Learning ObjectivesThe goal of this exemplar lesson is to provide students an opportunity to explore targeted passages of complex texts. Through teacher Read Alouds, audio listening, student independent reading and rereading, and scaffolded discussion of text-dependent questions, students will analyze elements of plot structure, and the author’s use of figurative language and word choice. Vocabulary is learned from context and writing fosters deeper understanding of text. The lesson culminates in an evidentiary writing activity. Teachers may need to further scaffold activities to address individual students’ needs depending on the intent of the lesson and specific learners’ needs.

Rationale: This lesson explores fictional text and analyzes various stages of plot development. Students will analyze elements of plot structure, including exposition, setting, character development, rising/falling action, conflict/resolution, theme, and other literary elements in Gary Soto’s short story “Seventh Grade.”

Text Title: “Seventh Grade” by Gary SotoMcDougal Littell Literature, pp. 30-41Genre/Text Structure: Fiction-Short Story

Targeted Text SelectionPages 32-38

Common Core State Standards (CCSS) RL.7.1-7.4, and 7.10; W.7.3

http://www.corestandards.org

Lesson SequencePERFORMANCE TASK /CULIMINATING INDEPENDENT WRITING ASSESSMENT (Carol Booth Olson Writing Lesson)Writing DirectionsWrite a letter from Teresa to a friend who moved away before school started. Describe Victor’s behavior and your reactions to it. Use specific details that show, rather than tell, Teresa’s thoughts and feelings. Keep the following key traits in mind as you compose your letter:

IdeasClearly describes Teresa’s experiences on the first day of seventh grade. Explain her feelings about Victor.

OrganizationIncludes a salutation, body, and closing appropriate to a friendly letterHooks the reader with an intriguing introductionClearly shows the reader the order in which the events occurredConcludes by summarizing Teresa’s feelings about Victor and the significance of the day

VoiceUses a friendly tone that is appropriate for Teresa’s audience and purposeReflects Teresa’s personality and style as presented in the story

Word ChoiceUses strong sensory words that show, rather than tell, Teresa’s experience

Sentence Fluency and ConventionsVaries sentence structure and length to help the paper flow and correctly follows the conventions of written English

Activity 1:GUIDING QUESTION(S):1. The teacher/students will read the first two paragraphs on page 32. The opening sections of the piece may be read aloud or played on audio at www.classzone.com. Rereading on day one is embedded in the text-dependent questions and discussion activities.

2. Students will independently read pages 32-38.

3. Students should discuss and write about the initial meaning they have made from reading p. 34, lines 15-24.

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MIAMI-DADE COUNTY PUBLIC SCHOOLSCurriculum and Instruction

Division of Language Arts/ReadingEnglish Language Arts (ELA) Exemplar Lesson

GRADE 7 ELA EXEMPLAR LESSON Quarter 1, Weeks 4 & 5: 09/3/12-09/14/12

What are your impressions of Victor and Michael?Activity 2:GUIDING QUESTION(S):Returning to the text, the teacher asks students to analyze each character. How do his/her words and actions influence the thoughts and/or actions of another character?

Possible Answers:Victor takes the opportunity of being in French class with Teresa to impress her by trying to speak French. Even though Victor feels like a fool for not being able to convince Mr. Bueller that he is speaking French, Teresa is impressed and begins a conversation with him, leading the readerto anticipate Teresa likes Victor and wants to spend time with him on a regular basis.

Mr. Bueller chooses not to humiliate Victor, even though he knows Victor is pretending to speak French. Based on these kind actions, Victor is relieved and considers Mr. Bueller to be “a good guy.” Mr. Bueller’s kindness has a positive effect on Victor, who becomes motivated to do well inFrench.

Teresa is a person that appears to be a very conscientious student. Her scholarly actions influenced the way Victor acted in school. She is good in math, she stays after class to talk to the teachers, and she reads books during homeroom. She doesn’t seem to worry about other kids calling her a“schoolgirl”. Victor is very interested in dating Teresa, and so begins to emulate some of her scholarly tendencies. He sat quietly during homeroom instead of squirming in his chair like the other kids. During lunchtime, he pretended to be quietly reading his math book instead of playing around with the other boys. Victor also took a risk by taking a French class, which was out of his comfort zone in order to impress Teresa with his French language knowledge.

2. Graphic organizers or Reader Response Journals serve as a means to organize thoughts for prewriting activities:Identify Events in the Plot: As students read, ask them to create a flowchart identifying the events in the plot.See Plot Flow Chart: http://www.kjwithers.com/uploads/3/9/9/8/3998950/seventh_grade_writing_prompt.pdf

Graphic Organizers at www.classzone.com

Activity 3:Respond in writing: Sometimes people go to great lengths to impress those who are important to us. In Soto’s short story “Seventh Grade,” Victor acts in ways that range from the silly to the downright embarrassing in an attempt to impress Teresa. It appears that he succeeds. But does he really?

The student will be able to interpret Victor’s motives and actions throughout the story and write to explain whether or not Victor was successful in achieving his goals. If Victor was successful in achieving his goals, give examples from the text. If he was not successful, explain why not, and give examples of his failed attempts toward his goals and clarify why he failed.

Activity 4:Essay: Story, Plot, and Time in Film, the Media connections at www.discoveryeducation.com.

Activity 5: Bob Marzano’s Power Thinking activities at www.classzone.comGUIDING QUESTION(S): Like Michael, Victor has a plan for attracting the attention of girls, particularly Teresa. He decides to impress Teresa with his supposed knowledge of French, although in reality he knows no more French than she does. What can happen when an individual uses an innocent deception to achieve a goal?

Write about a time in your life when you used a simple deception to try to achieve a goal. Did it work or not? Was it worth it, or did it have some unexpected consequences? Could you have achieved your goal in some other way? Write about your experience in a one-page journal entry.

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Targeted Text Selection - Vocabulary Teacher Activities and TechniquesText-Dependent Questions

Page 32-38, paragraphs 2, 13, 17, 20, 24, 34

Paragraph 2: Besides, Teresa, a girl he had liked since they were in catechism classes at Saint Theresa’s, was taking French, too. With any luck they would be in the same class. Teresa is going to be my girl this year, he promised himself as he left the gym full of students in their new fall clothes. She was cute. And good in math, too.

Paragraph 13: The students squirmed in their chairs and ignored him, they were anxious to go to first period. Victor sat calmly, thinking of Teresa, who sat two rows away, reading a paperback novel. This would be his lucky year. She was in his homeroom, and would probably be in his English and math classes. And, of course, French.

Paragraph 17: Victor lingered, keeping his head down and staring at his desk. He wanted to leave when she did so he could bump into her and say something clever.

Paragraph 20: As Teresa walked down the hall, Victor walked the other way, looking back, admiring how gracefully she walked, one foot in front of the other. So much for being in the same class, he thought. As he trudged to English, he practiced scowling.

Paragraph 24: "Teresa,” Victor said automatically. Some of the girls giggled. They knew he had a crush on Teresa. He felt himself blushing again.

Paragraph 34: Then he saw her. She was sitting with a girlfriend under a plum tree. Victor moved to a table near her and daydreamed about taking her to a movie. When the bell sounded, Teresa looked up, and their eyes met. She smiled sweetly and gathered her books. Her next class was French, same as Victor’s.

underlined words with insufficient contextual clues

catechism-formal classes in religious instruction

lingered-to continue to stay; delay leaving

Return to the text, and ask students a small set of guiding questions about the targeted section.(Q1) How does the author show the reader how much Victor likes Theresa? Use evidence from the text to support your answer.

Possible answer.Paragraph 2 – He liked Teresa since they were in catechism together.

Paragraph 13- In his homeroom class, Victor sat calmly thinking about Teresa.

Paragraph 17- He wanted to leave class when she did.

Paragraph 20 – He admired how gracefully she walked

Paragraph 24 – He blushed when the girls giggled because they knew he had a crush on Teresa.

In French class, he does something foolish to impress her.

Paragraph 34 – Victor moved to a table near her and dreamed of taking her to a movie.

In the end – He says Teresa is a great girl and he was going to enjoy seventh grade.

Page 34, line 16They shook hands, raza-style, and jerked their heads at one another in a saludo de vato. “How come you’re making a face?” asked Victor.

Page 34, lines 29-31They talked about recent movies, baseball, their parents, and the horrors of picking grapes in order to buy their fall clothes. Picking grapes was like living in Siberia, except hot and more boring.

Page 35, lines 63-66He watched her on the sly. As she turned to leave, he stood up and hurried to the door, where he managed to catch her eye.

Page 35, lines 77-86In English they reviewed the parts of speech. Mr. Lucas, a portly man, waddled down the aisle, asking, “What is a

portly-heavy or rotund of body

(Q2) What literary devices does the author use to give insight into the characters and advance the plot? Provide evidence from the text to support your answer.

Possible answer.The author uses Spanish, and figurative language, such as idioms and metaphors to enhance the readers’ understanding of the characters and their thoughts and feelings.

The author primarily uses dialogue, which moves the plot and helps the reader get to know the characters and their relationship to each other. For example, the conversation in class when Mr. Lucas says, “Yes, now somebody give me an example of a person – you, Victor.” And Victor, says,“Teresa.” Then the girls giggled.

Idiom: Victor managed to “catch her eye.” What is the meaning of this idiom? A- In this context the phrase means he managed to “get her attention.”

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noun?” “A person, place, or thing,” said the class in unison.“Yes, now somebody give me an example of a person--you, Victor Rodriguez.”"Teresa,” Victor said automatically. Some of the girls giggled. They knew he had a crush on Teresa. He felt himself blushing again.“Correct,” Mr. Lucas said. “Now provide me with a place.”Mr. Lucas called on a freckled kid who answered, “Teresa’s house with a kitchen full of big brothers.”

unison-a harmonious agreement or union

Metaphor: He also uses descriptive language, such as “Great rosebushes of red bloomed on Victor’s cheeks.” A-His cheeks turned bright red as he was blushing.

Page 37, lines 141-143Mr. Bueller understood that the boy didn’t know French and turned away. He walked to the blackboard and pointed to the words on the board with his steel-edged ruler. “Le bateau,” he sang.“Le bateau,” the students repeated.“Le bateau est sur l’eau,” he sang.“Le bateau est sur l’eau.”Victor was too weak from failure to join the class. He stared at the board and wished he had taken Spanish, not French. Better yet, he wished he could start his life over. He had never been so embarrassed. He bit his thumb until he tore off a sliver of skin.The bell sounded for fifth period, and Victor shot out of the room, avoiding the stares of the other kids, but had to return for his math book. He looked sheepishly at the teacher, who was erasing the board, then widened his eyes in terror at Teresa who stood in front of him. “I didn’t know you knew French,”she said. “That was good.”Mr. Bueller looked at Victor, and Victor looked back. Oh please, don’t say anything, Victor pleaded with his eyes. I’ll wash your car, mow your lawn, walk your dog--anything! I'll be your best student, and I’ll clean your erasers after school.Mr. Bueller shuffled through the papers on his desk. He smiled and hummed as he sat down to work. He remembered his college years when he dated a girlfriend in borrowed cars.

Page 38, lines 177-178“Yeah, right, bonjour,” Victor said. He turned and headed to his class. The rosebuds of shame on his face became bouquets of love. Teresa is a great girl, he thought. And Mr. Bueller is a good guy.

sheepishly-affected by or showing embarrassment caused by consciousness of a fault

(Q3) Analyze a character. How do his/her words and actions influence the thoughts and/or actions of another character?

What is the author’s attitude towards Mr. Bueller as shown through his words and actions?

Possible answer.Victor took a risk and attempted to speak French and, although he failed to say the correct answer in class, Mr. Bueller did not point out his mistake, and Teresa was still impressed. Afterclass she said, “I didn’t know you knew French,” and once again, Mr. Bueller didn’t acknowledge Victor’s mistake. Then Teresa asked him if he would help her with French. So “the rosebuds of shame” that came with his embarrassment in class, turned to “bouquets of love” for Teresa.

The author portrays Mr. Bueller as “a good guy.” We know this because of his reaction to Victor’s actions in French class. He shows understanding and empathy for his student who findshimself in an embarrassing situation, while trying to impress a girl he especially likes.

In line 177, the author says, “The rosebuds of shame on his face became bouquets of love.” What are the actions that led to this change of feeling in Victor?

Possible Answer:Teresa complimented Victor on his French and asked him if he would help her with her French. She added, “I won’t be bothering you, will I?”

Cross Genre Connections OR Across Text or Non-Text Sources:

Brown Girl, Blonde Okie –Gary Soto

Jackie and I cross-leggedIn the yard, plucking at

Grass, cupping fliesAnd shattering them against

Each other’s faces--Smiling that it’s summer,

(Q4)In this poem, how do the speakers see themselves and ultimately their own future?Sharing reactions to the poem. Ask students questions about their emotions/experiences: Have they ever felt inadequate because of their ethnicity?

Possible Answers:Jackie and her friend appear to be two adolescent “tomboys”, that are beginning to shift their focus from sports to boys they may love. However, as they reflect on each of their own appearances, they realize that they are disheveled and have

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No school, and we canSleep out under starsAnd the blink of jetsCrossing up our lives.The flies leave, or die,

And we are in the dark,Still cross-legged,

Talking not dogs or baseball,But whom will we love,

What brown girl or blondeOkie to open up to

And say we are sorryFor our faces, the filth

We shake from our hair,The teeth without direction.

“We’re ugly,” says JackieOn one elbow, and stares

Lost between jetsAt what this might mean.

In the dark I touch myNose, trace my lips, and pinchMy mouth into a dull flower.

Oh God, we’re in trouble.

imperfect features and that they may not be as successful as they hope to be.

In addition, as indicated by the title, “Brown Girl, Blonde Okie”, the girls become acutely aware of their own cultural backgrounds and how that impacts their own self-reflection for the possibility of finding love in the future.

Formative Assessment/ Rubrics,Reading and Writing Connection:http://www.classzone.com/cz/books/ml_lit_gr07_fl/secured/resources/applications/ebook/index.jsp

Class discussion(s) on text-dependent comprehension questions OR writing responses (graphic organizers, reader response journals, or prewriting activities) serve as formative assessments.

Summative Assessment/Culminating Independent Writing Task

Carol Booth Olson lesson plan found at www.classzone.comWriting Situation:Sometimes people go to great lengths to impress those who are important to us. In Soto’s short story “Seventh Grade,” Victor acts in ways that range from the silly to the downright embarrassing in an attempt to impress Teresa. It appears that he succeeds. But does he really?

Writing Directions:

Write a letter from Teresa to a friend who moved away before school started. Describe Victor’s behavior and your reactions to it. Use specific details that show, rather than tell, Teresa’s thoughts and feelings.

Extension Activities/Further Resources

Core Analysis Frame: Fictionhttp://www.classzone.com/cz/books/ml_lit_gr07_fl/resources/pdfs/literary_analysis_frames/MS_Fiction_Frames.pdf

On-line Author Study:http://www.classzone.com/cz/books/ml_lit_gr07_fl/secured/student/resources/applications/authoronline/Soto/Author_Pages/G_Soto.html

Technology:

www.discoveryeducation.com – (see links embedded in pacing guide)www.classzone.com

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English Language Learner (ELL) Resources and StrategiesKey Academic Vocabulary

Vocabulary Idioms/Figurative Language/Sayings

Literary Analysis

Writing Task

Have students use McDougal Littell Best Practices Toolkit Word Squares Transparency E10 to study this academic vocabulary from the selection: scowl (line 24), socked (line 37), conviction (41), principal (line 43), squirmed (line 47), period (lines 47, 51, 152), herded (line 51), clever (line 62), blushed (line 68), admiring (line 73), trudged (line 76), waddled (line 78), finally (line 91), scanning (line 97), glimpse (line 97), scraped (line 99), bustled (line 100), eventually (line 109), gathered (line 114), populace (line 124), embarrassed (line 150), sliver (line 151), shuffled (line 161), bothering (line 172), wisps (line 175), sprint (line 180), grade (line 182). This graphic organizer can be found at www.classzone.com or McDougal Littell EASY Planner.

Explain these phrases, expressions to students and then help students paraphrase and use them in their own sentences:

“…you’re making a face” (idiom) “…classes are you taking?” (idiom) “…tinny, three-beat bell propelled”(personification) “…watched her on the sly” (idiom) “…catch her eye” (idiom) “...be called on” (idiom) “...made it up as she went along” (idiom) “…lowered his eyes” (idiom) “…disguise his snooping”(personification) “…rosebushes of red bloomed on his cheeks” (hyperbole) “…river of nervous sweat” (hyperbole) “…Victor shot out of the room”(hyperbole) “…widened his eyes in terror”(idiom) “…couldn’t stand to look at ”(idiom) “…sweaty with shame” (idiom) “…picked up a few things from the movies”(personification) “…bouquets of love” (idiom)

Use McDougal Littell Best Practices Toolkit Plot Copy Master D30-31 and Transparency D59 and D60 for additional support in analyzing how the five stages of the story plot develop throughout the reading selection. This graphic organizer can be found at www.classzone.com or McDougal Littell EASY Planner.

Use McDougal Littell Best Practices Toolkit Personal Letter Transparency C33 for additional student support and guidance in writing to respond to the text. This graphic organizer can be found at www.classzone.com or McDougal Littell EASY Planner.

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Student Copy

Text Title: “Seventh Grade” by Gary SotoMcDougal Littell Literature, pp. 30-41Genre/Text Structure: Fiction-Short Story

Text SelectionPage 32-38; See Paragraphs

Vocabulary Text-Dependent Questions

Page 32-38, paragraphs 2, 13, 17, 20, 24, 34

Paragraph 2-Besides, Teresa, a girl he had liked since they were in catechism classes at Saint Theresa’s, was taking French, too. With any luck they would be in the same class. Teresa is going to be my girl this year, he promised himself as he left the gym full of students in their new fall clothes. She was cute. And good in math

Paragraph 13-The students squirmed in their chairs and ignored him, they were anxious to go to first period. Victor sat calmly, thinking of Teresa, who sat two rows away, reading a paperback novel. This would be his lucky year. She was in his homeroom, and would probably be in his English and math classes. And, of course, French.

Paragraph 17-Victor lingered, keeping his head down and staring at his desk. He wanted to leave when she did so he could bump into her and say something clever.

Paragraph 20. As Teresa walked down the hall, Victor walked the other way, looking back, admiring how gracefully she walked, one foot in front of the other. So much for being in the same class, he thought. As he trudged to English, he practiced scowling.

Paragraph 24. "Teresa,” Victor said automatically. Some of the girls giggled. They knew he had a crush on Teresa. He felt himself blushing again.

Paragraph 34. Then he saw her. She was sitting with a girlfriend under a plum tree. Victor moved to a table near her and daydreamed about taking her to a movie. When the bell sounded, Teresa looked up, and their eyes met. She smiled sweetly and gathered her books. Her next class was French, same as Victor’s.

Page 34, line 16They shook hands, raza-style, and jerked their heads at one another in a saludo de vato. “How come you’re making a face?” asked Victor.

Page 34, lines 29-31

catechism-formal classes in religious instruction

lingered-to continue to stay; delay leaving

(Q1) How does the author show the reader how much Victor likes Theresa? Use evidence from the text to support your answer.

(Q2) What literary devices does the author use to give insight into the characters and advance the plot? Provide evidence from the text to support your answer.

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They talked about recent movies, baseball, their parents, and the horrors of picking grapes in order to buy their fall clothes. Picking grapes was like living in Siberia, except hot and more boring.

Page 35, lines 63-66He watched her on the sly. As she turned to leave, he stood up and hurried to the door, where he managed to catch her eye.

Page 35, lines 77-86In English they reviewed the parts of speech. Mr. Lucas, a portly man, waddled down the aisle, asking, “What is a noun?”“A person, place, or thing,” said the class in unison.“Yes, now somebody give me an example of a person--you, Victor Rodriguez.”"Teresa,” Victor said automatically. Some of the girls giggled. They knew he had a crush on Teresa. He felt himself blushing again.“Correct,” Mr. Lucas said. “Now provide me with a place.”Mr. Lucas called on a freckled kid who answered, “Teresa’s house with a kitchen full of big brothers.”

Page 37, lines 127-143Mr. Bueller understood that the boy didn’t know French and turned away. He walked to theblackboard and pointed to the words on the board with his steel-edged ruler.“Le bateau,” he sang. “Le bateau,” the students repeated.“Le bateau est sur l’eau,” he sang.“Le bateau est sur l’eau.”Victor was too weak from failure to join the class. He stared at the board and wished he had taken Spanish, not French. Better yet, he wished he could start his life over. He had never been so embarrassed. He bit his thumb until he tore off a sliver of skin.The bell sounded for fifth period, and Victor shot out of the room, avoiding the stares of the other kids, but had to return for his math book. He looked sheepishly at the teacher, who was erasing the board, then widened his eyes in terror at Teresa who stood in front of him. “I didn’t know you knew French,” she said. “That was good.”Mr. Bueller looked at Victor, and Victor looked back. Oh please, don’t say anything, Victor pleaded with his eyes. I’ll wash your car, mow your lawn, walk your dog--anything! I'll be your best student, and I’ll clean your erasers after school.Mr. Bueller shuffled through the papers on his

portly-heavy or rotund of body

unison-a harmonious agreement or union

sheepishly-affected by or showing embarrassment caused by consciousness of a fault

(Q3) Analyze a character. How do his/her words and actions influence the thoughts and/or actions of another character?

What is the author’s attitude towards Mr. Bueller as shown through his words and actions?

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desk. He smiled and hummed as he sat down to work. He remembered his college years when he dated a girlfriend in borrowed cars.

Page 38, lines 177-178“Yeah, right, bonjour,” Victor said. He turned and headed to his class. The rosebuds of shame on his face became bouquets of love. Teresa is a great girl, he thought. And Mr. Bueller is a good guy.Cross Genre Connections OR Across Text or Non-Text Sources:

Brown Girl, Blonde Okie –Gary Soto

Jackie and I cross-leggedIn the yard, plucking at

Grass, cupping fliesAnd shattering them against

Each other’s faces--Smiling that it’s summer,

No school, and we canSleep out under starsAnd the blink of jetsCrossing up our lives.The flies leave, or die,

And we are in the dark,Still cross-legged,

Talking not dogs or baseball,But whom will we love,

What brown girl or blondeOkie to open up to

And say we are sorryFor our faces, the filth

We shake from our hair,The teeth without direction.

“We’re ugly,” says JackieOn one elbow, and stares

Lost between jetsAt what this might mean.

In the dark I touch myNose, trace my lips, and pinchMy mouth into a dull flower.

Oh God, we’re in trouble.

(Q4)In this poem, how do the speakers see themselves and ultimately their own future?Have you ever felt inadequate because of your ethnicity?

Write a SUMMARIZATION:

For further information regarding this document contact the Division of Language Arts/Reading, Secondary District Instructional Supervisors, Dr. Erin Cuartas, Ms. Laurie Kaplan or Dr. Sharon Scruggs-Williams, 305-995-3122; for ELL questions, contact the Division of Bilingual Education and WorldLanguages District Supervisor, Ms. Caridad Perez, 305-995-1962.

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