· Web viewReading: LAFS.7.RL.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.7.RL.1.2

Teacher(s): Tasha DiCoio Aimee Platt Sandra Scott Grade/Subject: Seventh Grade Language Arts

Unit Dates:1/04—03/10

Unit 3: Writing a Literary Analysis

Florida Standard(s):Benchmarks, descriptions

Reading:LAFS.7.RL.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.7.RL.1.2 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.

LAFS.7.RL.1.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

LAFS.7.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

LAFS.7.RL.2.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

LAFS.7.RL.3.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

LAFS.7.RL.3.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

LAFS.7.RL.4.1 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Language LAFS.7.L.3.5 (b) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. c. Distinguish among the connotations

(associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

Writing LAFS.7.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

LAFS.7.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

LAFS.7.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”). b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

Speaking & Listening LAFS.7.SL.1.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

Unit Learning Reading: Students will be able to:

Goals: Explicitly analyze what a text says. Formulate inferences from textual material. Cite resources that support analysis. Determine a theme or central idea. Analyze theme or central idea development over the course of a text. Write/provide an objective summary. Analyze the structure of a drama or poem. Analyze the meaning of a drama or poem. Analyze the relationship between the poem/drama’s form and structure. Cite details or example where the author develops the point of view of various characters or narrators. Compare/contrast points of view of different characters or narrators. Analyze how the author develops points of view of different characters or the narrators. Analyze how the author contrasts different points of view in a single text.

Writing: Students will be able to: Write informative/explanatory texts to examine a topic, convey ideas, or explain concepts and information. Write with organization. Organize ideas, concepts, and information using definitions, classifications, comparison/contrast, and cause/effect. Write with analysis of relevant content. Introduce, preview, and develop a topic with relevant facts, definitions, concrete details, quotations, and examples. Analyze key ideas and details as evidence of understanding text. Reflect on key ideas and details as evidence of understanding text.

Unit Essential Questions:

How can I provide proof of what I have learned from different kinds of text? How can I use the theme to determine what the work says about the subject of the text? How does the text structure help me understand the text? Why does the structure of the text matter? How does the text structure of a poem or drama impact meaning of the text? How can contrasting point of view between characters influence how the story is told?How can I use information to express an idea? How can I use domain-specific vocabulary to express ideas accurately? How can I use evidence to support my purpose?

Unit Assessments:

Formative Assessments Pre-Test Comparative Essay The Song of Wandering Aengus Sonnet 43 Another Place Another Time Sorry Wrong Number

Summative Assessment Post-Test After reading two poems about poetry, Inside a Poem and Introduction to Poetry, write a literary analysis in which you compare the themes

in each poem. Support your discussion with evidence from the texts. Progress

MonitoringSee WICR Strategies and Accommodations at the end of the Unit.

Higher Order Question(s)

LAFS.7.RL.1.1* What is meant by the statement/quote __? *What information do the authors provide on __? *What does each author explicitly say about __? *What would most likely happen to/with __? *What evidence supports your conclusion? * What inference can you make about __ based on the information the author provides? *What pieces of evidence supports your conclusion? *What is the author trying to do by providing you with __?

LAFS.7.RL.1.2*What central ideas are expressed in the text? *How does the author expand on __ in paragraph/section __? * Summarize the text objectively*How are the multiple central ideas related? *How does the author develop the theme over the course of the text? *What specific instances/events/details in the text strengthen the author’s central idea/theme? *How does the author connect to the theme(s) of ___?

LAFS.7.RL.1.3*How does the setting shape the different characters?*How do character choices affect the plot?* What would happen to the plot if the setting of the story were changed?*If the characteristics of a main character were changed, how would the plot be affected?

LAFS.7.RL.2.4*What is the meaning of __ in paragraph __? *Which words help you understand the meaning of __? *What is the effect of using the word __ in paragraph __? *What is the impact of the repetition of the word __ ? *How does the use of the phrase __ shape the tone or meaning of the text? *Why might the author have used the rhyme scheme he/she does? *What connotations are made based on the author’s word choice?

LAFS.7.RL.2.5*What does this section/chapter/scene convey? *How does the structure of this section/chapter/scene help the author convey __? *Why might the author have ordered events in this way? *Why did the author include __ in this chapter/scene? *What is the author trying to convey?

LAFS.7.RL.3.7* How do directors use camera angles and music similar to connotation and word choice?*Why do movies and dramas typically have less scenes and description than a book or poem?

LAFS.7.RL.3.9* How does the fictional characterization of __ compare to the historical characterization? * What might the author be trying to say as a commentary about that person/ time period through their fictional account?

Unit Key Vocabulary

Claim Connotation Stanza Tone Central Idea Point of View Chronological SufficientArgument Inference Relevance Mood Theme Purpose Sequence CitationScene Act Character Setting Plot Multimedia Figurative Drama

Accommodations ESOL AccommodationsE1: Making use of contextual clues—gestures, expressions, body languageE2: Using multiple mediaE3: Using linguistic modifications: repetition, slow speech, restating, controlled vocabulary, controlled sentence lengthE4: Individualized instruction and assistanceE5: Peer TutoringE6: Using written and pictorial forms to teach: maps, graphs, charts, pictures, audiovisual aids, lists, semantic maps, webs, flow charts, outlinesE7: Adjusting or shortening assignmentsE8: Hands of ExperiencesE9: Small group instructionE10: Cooperative Learning

E11: Defining content area language or terms for studentsE12: Using alternative assessmentsE13: Reducing oral and written directions and information to easy to understand steps or partsE14: Using role playE15: Adapting written text and materials to facilitate comprehension

ESE AccommodationsAssignments1: Extended Time2: Preferential Seating3: Check for Comprehension beyond what is normally provided to student4: Provide peer assistanceTests1: Extended Time5: Read aloud directions6: Alternative testing format

Unit 3—

Learning Goals: Unpacking and Testing- Students in Rows Students will demonstrate their current understanding of the Unit standards.

Essential Questions: 1. How can understanding the standards help me to better master the standard?

Week 1 Time Frame

Monday, 01/02

Tuesday, 01/03

Wednesday, 01/04

Rigor Level 3

Thursday, 01/05

Rigor Level 3

Friday, 01/06

Rigor Level 3

Daily Objective

N/A No School Professional Development Day

Students will Unpack the Standards for the Unit

Students will Unpack the Standards for the Unit

Students will take the Pre-test

BELL RINGER

5 Min

I DO: 15 Min

WE DO: 10 Min

YOU DO: 20 Min

Homework N/A Superintendent’s Reading Challenge

Superintendent’s Reading Challenge


EXIT TICKET:

5 Min

Unit 2—

Learning Goals: Time Management Skills- Students in Rows Explicitly analyze what a text says. Formulate inferences from textual material. Cite resources that support analysis. Determine a theme or central idea. Analyze theme or central idea development over the course of a text. Write/provide an objective summary.

Essential Questions:1. How can I use the theme to determine what the work says about the subject of the text?

Week 2 Time Frame

Monday, 01/09

Rigor Level 3 Tuesday, 01/10

Rigor Level 3 Wednesday, 01/11

Rigor Level 3

Thursday, 01/12

Rigor Level 4

Friday, 01/13

Rigor Level 3

Daily Objective

N/A Students will determine a theme or central idea and explicitly analyze what a text says and cite resources that support analysis.

Students will determine a theme or central idea and explicitly analyze what a text says and cite resources that support analysis.

Students will determine a theme or central idea and explicitly analyze what a text says and cite resources that support analysis.

Students will determine a theme or central idea and formulate inferences from textual material and cite resources that support analysis.


BELL RINGER

5 Min

I DO: 15 Min Review Theme Gift of the Magi Gift of the Magi The Golden Curse The Golden Curse

WE DO: 10 Min

YOU DO: 20 Min






EXIT TICKET:

5 Min

Unit 3—

Learning Goals: Stations According to Pre-Tests 5 Explicitly analyze what a text says. Formulate inferences from textual material. Cite resources that support analysis. Determine a theme or central idea. Analyze theme or central idea development over the course of a text. Write/provide an objective summary.

Essential Questions:1. How can I provide proof of my analysis of theme from different kinds of text?

Week 3 Time Frame

Monday, 01/16

Tuesday, 01/17

Rigor Level 3

Wednesday, 01/18

Rigor Level 4

Thursday, 01/19

Rigor Level 4

Friday, 01/20 Rigor Level 3

Daily Objective

N/A Martin Luther King Jr. Day


Students will analyze theme or central idea development over the course of a text then write/provide an objective summary citing evidence.

Students will analyze theme or central idea development over the course of a text then write/provide an objective summary citing evidence.

Students will demonstrate understanding of theme or central idea development over the course of a text then write an objective summary citing evidence.

BELL RINGER

5 Min Review Notes

I DO: 15 Min The Spider Curse The Spider Curse Icarus Icarus

WE DO: 10 Min

YOU DO: 20 Min Stations Stations Stations Post-Test





EXIT TICKET:

5 Min

Unit 3—

Learning Goals: Stations According to Student Choice Explicitly analyze what a text says. Formulate inferences from textual material. Cite resources that support analysis. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or

plot). Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the

same period as a means of understanding how authors of fiction use or alter history.

Essential Questions:1. How does setting shape character?2. How does setting shape plot?3. How do characters shape plot?4. How is a fictional portrayal of a historical account similar or different from an actual account?

Week 4 Time Frame

Monday, 01/23

Rigor Level 4

Tuesday, 01/24

Rigor Level 4

Wednesday, 01/25

Rigor Level 4

Thursday, 01/26

Rigor Level 4

Friday, 01/27

Rigor Level 4

Daily Objective

N/A Students will determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings

Students will determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings

Students will analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.



BELL RINGER

5 Min

I DO: 15 Min Figurative Language

WE DO: 10 Min Stations Stations Stations Stations

YOU DO: 20 Min Wind called my Name & Old Bridge

Figurative Language Packet

Betty Lou and the Boa Constrictor & Simile Practice

Twisted Tongues/ Magazine Newspaper Titles FUN for Students on Track






EXIT TICKET:

5 Min

Unit 3—

Learning Goals: PL with Tight Check Points and Rewards Explicitly analyze what a text says. Formulate inferences from textual material. Cite resources that support analysis. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative

meanings Analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a

poem or section of a story or drama.

Essential Questions:1. How can I determine the meanings of words and phrases as they are used in a text?2. How does alliteration, rhyme or word choice affect a verse or stanza of a poem or section of a story/drama?

Week 5 Time Frame

Monday, 01/30

Rigor Level 3

Tuesday, 01/31

Rigor Level 3

Wednesday, 02/01

Rigor Level 4

Thursday, 02/02

Rigor Level 3

Friday, 02/03

Rigor Level 3

Daily Objective

N/A Students will analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Students will analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Students will analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

4 ½ Week Test Computer LabAND/ORStudents will compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

4 ½ Week Test Computer LabAND/ORStudents will compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

BELL RINGER

5 Min

I DO: 15 Min Learning about Drama

WE DO: 10 Min

YOU DO: 20 Min “The Necklace” New VS Old

“The Necklace” New VS Old “The Necklace” New VS Old “The Necklace” New VS Old

“The Necklace” New VS Old






EXIT TICKET:

5 Min TIGHT CHECK POINT TIGHT CHECK POINT TIGHT CHECK POINT TIGHT CHECK POINT TIGHT CHECK POINT

Unit 3—

Learning Goals: Full Personalized Learning Explicitly analyze what a text says. Formulate inferences from textual material. Cite resources that support analysis. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version

Essential Questions:1. How can a drama or poem’s form or structure affect its meaning?2. How does a written story/drama/poem compare/contrast to its multimedia version?

Week 6 Time Frame

Monday, 02/06

Rigor Level 4

Tuesday, 02/07 Rigor Level 4

Wednesday, 02/08

Rigor Level 4

Thursday, 02/09

Rigor Level 4

Friday, 02/10

Rigor Level 4

Daily Objective

N/A Students will analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

Students will analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

Students will analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

Students will compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version

Students will compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version

BELL RINGER

5 Min

I DO: 15 Min

WE DO: 10 Min

YOU DO: 20 Min

Christmas Carol Close Reader 35-36



Christmas Carol Comparisons

Christmas Carol Comparisons






EXIT TICKET:

5 Min Progress Reports

Unit 3—

Learning Goals: Full Personalized Learning Explicitly analyze what a text says. Formulate inferences from textual material. Cite resources that support analysis. Analyze the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

Essential Questions:1. How can lighting, sound, color or camera focus and angles in a film affect the story?

Week 7 Time Frame

Monday, 02/13

Rigor Level 4

Tuesday, 02/14 Rigor Level 4

Wednesday, 02/15

Rigor Level 4

Thursday, 02/16

Rigor Level 4

Friday, 02/17

Rigor Level 3

Daily Objective

N/A Students will analyze the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

Students will analyze the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).



Students will Demonstrate Mastery on the Post Test

BELL RINGER

5 Min

I DO: 15 Min

WE DO: 10 Min

YOU DO: 20 Min Sorry, Wrong Number

Sorry, Wrong Number Sorry, Wrong Number Sorry, Wrong Number Sorry, Wrong Number






EXIT TICKET:

5 Min

Unit 3—

Learning Goals: Writing Bootcamp Write informative/explanatory texts to examine a topic, convey ideas, or explain concepts and information. Write with organization. Organize ideas, concepts, and information using definitions, classifications, comparison/contrast, and cause/effect. Write with analysis of relevant content. Introduce, preview, and develop a topic with relevant facts, definitions, concrete details, quotations, and examples. Analyze key ideas and details as evidence of understanding text. Reflect on key ideas and details as evidence of understanding text.

Essential Questions:1. How can I analyze and organize key ideas and details to write an Informative or Argumentative essay?

Week 8 Time Frame

Monday, 02/20

Rigor Level 4

Tuesday, 02/21

Rigor Level 3

Wednesday, 02/22

Rigor Level 3

Thursday, 02/23

Rigor Level 3

Friday, 02/24

Rigor Level 3

Daily Objective

N/A Presidents Day Students will review how to write an Informative and Argumentative Essay

Students will review how to write an Informative and Argumentative Essay



BELL RINGER

5 Min

I DO: 15 Min

WE DO: 10 Min

YOU DO: 20 Min Writing Bootcamp INFORMATIVE

Writing Bootcamp ARGUMENTATIVE

Writing Bootcamp LS PRACTICE SHEET

Writing Bootcamp ESSAY BREAKDOWN





EXIT TICKET:

5 Min

Unit 3—

Learning Goals: Write informative/explanatory texts to examine a topic, convey ideas, or explain concepts and information. Write with organization. Organize ideas, concepts, and information using definitions, classifications, comparison/contrast, and cause/effect. Write with analysis of relevant content. Introduce, preview, and develop a topic with relevant facts, definitions, concrete details, quotations, and examples. Analyze key ideas and details as evidence of understanding text. Reflect on key ideas and details as evidence of understanding text.

Essential Questions:1. How can I analyze and organize key ideas and details to write a comparative literary essay.

Week 9 Time Frame

Monday, 02/27

Rigor Level 4

Tuesday, 02/28

Rigor Level 4

Wednesday, 03/01

Rigor Level 4

Thursday, 03/02

Rigor Level 4

Friday, 03/03

Rigor Level 4

Daily Objective

N/A FSA WRITING Students will organize ideas, concepts, and information using definitions, classifications, comparison/contrast, and cause/effect.

Students will reflect on key ideas and details as evidence of understanding text.

Students will write a comparative literary essay analyzing key ideas and details as evidence of understanding the text.

Students will write a comparative literary essay analyzing key ideas and details as evidence of understanding the text.

BELL RINGER

5 Min

I DO: 15 Min

WE DO: 10 Min

YOU DO: 20 Min

Road Not Taken Road Not Taken Highway Man Highway Man





EXIT TICKET:

5 Min

Unit 3—

Learning Goals: Explicitly analyze what a text says. Formulate inferences from textual material. Cite resources that support analysis. Students will demonstrate master of Reading and Writing Standards.

Essential Questions:1. How can I use theme, connotation, structure and character development to analyze a poem/drama/story in an essay?

Week 10 Time Frame

Monday, 03/06

Rigor Level 2

Tuesday, 03/07

Rigor Level 2

Wednesday, 03/08

Rigor Level 3

Thursday, 03/09

Rigor Level 3

Friday, 03/10

Rigor Level 3

Daily Objective

N/A Students will demonstrate mastery of the reading standard with the Nine Weeks Eduphoria Exam

Students will demonstrate mastery of the reading standard with the Nine Weeks Eduphoria Exam

Students will demonstrate mastery of the reading standard with a Poetry Essay



BELL RINGER

5 Min

I DO: 15 Min

WE DO: 10 Min

YOU DO: 20 Min Poetry Comparison Essay for Road Not Taken & Highwayman

Poetry Comparison Essay for Road Not Taken & Highwayman

Poetry Comparison Essay for Road Not Taken & Highwayman

9 Week Exam 9 Week Exam






EXIT TICKET:

5 Min

WICR Strategies used during each unit.WritingWriting activities that helpstudents understand thecontent

InquiryQuestioning strategiesthat help studentsunderstand the content

CollaborationWorking together with apartner or in a group ofstudents to understand, toproblem solve, or tocomplete a task/project

ReadingAny strategies in readingthat help studentsunderstand

Writing-to-Learn• summaries Process writing• using a rubric as evaluationOn-demand/Timed writing• writing that is completed in class within a set amount of time• grade is evaluated using a rubricCornell Notes• taking notes on the most important information • summarizing• using the notes to studyReflective writing• students write about what they have learned and what they still need

Higher level questioningin classes• Costa’s Level 1: Studentsfind the answers right therein the text.

• Costa’s Level 2: Studentsmust figure out the answerfrom information in thetext.

• Costa’s Level 3: Studentsapply what they havelearned or use what theyhave learned to evaluate orcreate.

Think Pair Share

Sharing ideas with apartner or in a group

Carousel/Gallery Walk

Problem solving in groups

Projects in groups

Before reading activities• vocabulary activities• accessing prior knowledge• making predictions

During reading activities• marking the text• Cornell notes• graphic organizers

After reading strategies• summarizing• group projects

Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students Read directions for the student Check for understanding Allow to leave class for assistance Extra time for exams Daily agenda

Allow student time to step out to de-escalate

Testing in small groups Use of a planner/binder for

organization English Language Dictionary

Extended time on assignments =1 day

Preferential seating Written direction given Break directions into chunks

Read Aloud to Students Visual manipulatives Cooperative Learning, Vocabulary, Description,

Introduction, .

Documents

· Web viewReading: LAFS.7.RL.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.7.RL.1.2