Unit 6

Table of Contents

Developing Analytical Reading Practices: Interpretation

Section / Page Number
Standards / 2
Unit Essential Questions / 3
Unit Goals and Sub Goals (Task Analysis) / 3
Unit Language / 4
Unit Assessments Checklist / 5-6
Unit Assessment Rubric / 7-8
Sample Unit Calendar / 9
Appendix A: Mini-Lesson Correlation Chart / 10-11
Appendix B: Anchor Charts / 12
Appendix C: Works Cited / 13

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Grade 7
Content Unit 6 / Dates of Unit:
Unit Title:
Stage 1 / Identify Desired Results
Standards:
(Alpha-numeric listing of standards incorporated in the unit) /
  • 7.RL.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • 7.RL.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.
  • 7.RL.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.
  • 7.RL. 5 -Analyze how drama’s or poem's form or structure(e.g., soliloquy, sonnet) contributes to its meaning.
Supporting Standards
  • RI.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • RI.2 - Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
  • RI.4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
  • RI.5 - Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
  • L.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

How do I interpret the deeper meaning of a text?
Essential Questions: (These goals should be aligned to Essential Questions.) / How do we know what a text is really about? / How do I make meaning based on what author’s say? / How does the structure or form of a poem or drama help me understand the meaning of the text?
Goals:
(These should be aligned to the Goals above) / Students will be able to interpret various themes/ central ideas from the text. / Students will be able to understand figurative and literal language. / Students will be able to analyze the form and structure of a poem or drama to make meaning form the text.
Learning Targets
(aligned to goals) /
  1. I can analyze a text as a whole to interpret multiple themes.
/ 5. I can define and distinguish between literal language (it means exactly what it says) and figurative language (something that you say is not exactly what you mean) / 8. I can recognize the difference between the form/ structure used in stories and the form/ structure used in poems.
  1. I can support my interpretation of text with multiple pieces of textual evidence.
/ 6. I can identify various forms of figurative language (e.g., simile, metaphor, hyperbole, personification, alliteration, assonance, onomatopoeia). / 9. I can analyze the form/ structure of a poem (e.g., rhyming, line breaks, free verse) and explain how a poet’s choice of the form/ structure affects the overall meaning.
  1. I can compare and contrast the central ideas or themes from my book to other books I have read or am reading.
/ 7. I can analyze how authors use figurative language to create sensory images in the mind of the reader. / 10. I can analyze why author’s use rhyme and repetition of sound (alliteration and assonance) to impact the readers and draw him or her to a particular section of the text.
  1. I can apply the theme(s) or lessons that the characters in my book learn to my own life.

Stage 2 / Determine Assessment Evidence
Academic Language (What language will students need to sound like experts?)
Academic Language Function(s):
  • Compare and Contrast
  • Drawing Conclusions
  • Proposition and Support
/ Academic Language Stems:
Easy for Beginners
  • The ___ is/are ___ (adjectives) and/but …
  • The ___ are not/is not ___ (adjectives)…
  • The story is ___.
  • One similarity/difference is _____.
  • I think/believe that _____ because _____.
Medium for Intermediate
  • By comparing/contrasting _____ to _____, it becomes clear that_____.
  • In my opinion, _____ based on _____.
  • Based on_____ , I believe_____.
  • I inferred that_____, due to the fact that_____.
  • I consider_____ because_____.
  • _____ proves that _____.
Difficult for Advanced and Fluent
  • In conclusion the ___ is more ___ than ___.
  • As a conclusion, I …..
  • As a way to summarize my thoughts, it….
  • According to…, I opine that…
  • Upon reflection, I am confident that…
  • Due to…, one might suspect that…

Academic Vocabulary:
  • Analyze
  • Interpret
  • Theme
  • Textual evidence
  • Poem
  • Form/structure
  • Figurative language
  • Sensory image
  • Rhyme
  • Repetition

Assessment Tools: /
  • Goals Rubric
  • Assessment Checklist

Unit of Study Assessment Checklist

Student Name / 1. I can analyze a text as a whole to interpret multiple themes. / 2. I can support my interpretation of text with multiple pieces of textual evidence. / 3. I can compare and contrast the central ideas or themes from my book to other books I have read or am reading. / 9. I can analyze the form/ structure of a poem (e.g., rhyming, line breaks, free verse) and explain how a poet’s choice of the form/ structure affects the overall meaning. / 5. I can define and distinguish between literal language (it means exactly what it says) and figurative language (something that you say is not exactly what you mean) / Notes
Student Name / 6. I can identify various forms of figurative language (e.g., simile, metaphor, hyperbole, personification, alliteration, assonance, onomatopoeia). / 7. I can analyze how authors use figurative language to create sensory images in the mind of the reader. / 8. I can recognize the difference between the form/ structure used in stories and the form/ structure used in poems. / 4. I can apply the theme(s) or lessons that the characters in my book learn to my own life. / 10. I can analyze why author’s use rhyme and repetition of sound (alliteration and assonance) to impact the readers and draw him or her to a particular section of the text. / Notes

Unit of Study Assessment Rubric

Unit 6 Developing Analytical Practices

Learning Target / Mastery / Proficient / Developing / Beginning
  1. I can analyze a text as a whole to interpret multiple themes.
/ I can analyze a text as a whole and independently interpret multiple themes. / I can analyze a text as a whole and independently interpret at least one theme. / With occasional teacher or peer support, I can interpret a theme of a text. / With teacher support, I can interpret a theme of the text using teacher-provided details.
  1. I can support my interpretation of text with multiple pieces of textual evidence.
/ I can clearly support my interpretations withmultiple pieces of specific evidence from the text. I can explain how my interpretation deepens my understanding of the text. / I can support my interpretations withmultiple pieces of specific evidence from the text. / I can form an interpretation of the text and support it with pieces of textual evidence. / I can share interpretations of parts of the text, but they are usually unsupported by details from the text.
  1. I can compare and contrast the central ideas or themes from my book to other books I have read or am reading.
/ I can compare and contrast the central ideas or themes from my text to multiple other texts I have read or am reading and can explain the similarities and differences in the ways the author developed the theme. / I can compare and contrast the central ideas or themes from my text to at least one other text I have read or am reading and can explain the similarities and differences in the ways the author developed the theme. / I can interpret the central idea or theme from my text and identify at least one other text I have read or am reading that shares a similar theme. / I can interpret the central idea or theme from my text.
  1. I can analyze how authors use figurative language to create sensory images in the mind of the reader.
/ I can analyze the figurative language that authors use in a text and describe the sensory images that I get as I read. I can explain how these sensory images deepen my understanding of the text as a whole. / I can analyze the figurative language that authors use in a text and describe the sensory images that I get as I read. / I can analyze the figurative language that authors use in a text and explain my interpretation of the text. / I can analyze a specific use of figurative language with teacher support.
  1. I can analyze the form/ structure of a poem (e.g., rhyming, line breaks, free verse) and explain how a poet’s choice of the form/ structure affects the overall meaning.
/ I can analyze the form/structure of a poem and explain how the choice of the form/structure affects the overall meaning of the text, citing specific textual evidence. I can also explain analyzing the form/structure deepens my understanding of the poem as a whole. / I can analyze the form/structure of a poem and explain how the choice of the form/structure affects the overall meaning of the text, citing specific textual evidence. / I can analyze the form/structure of a poem and explain how the choice of the form/structure affects the overall meaning of the text. / I can identify the form/structure of a poem.
Stage 3 / Plan Learning Experiences and Instruction

SAMPLE UNIT CALENDAR

Monday / Tuesday / Wednesday / Thursday / Friday
I can analyze a text as a whole to interpret multiple themes. / I can support my interpretation of text with multiple pieces of textual evidence. / I can compare and contrast the central ideas or themes from my book to other books I have read or am reading. / I can apply the theme(s) or lessons that the characters in my book learn to my own life.
I can define and distinguish between literal language (it means exactly what it says) and figurative language (something that you say is not exactly what you mean) / I can identify various forms of figurative language (e.g., simile, metaphor, hyperbole, personification, alliteration, assonance, onomatopoeia).
I can analyze how authors use figurative language to create sensory images in the mind of the reader. / I can recognize the difference between the form/ structure used in stories and the form/ structure used in poems. / I can analyze the form/ structure of a poem (e.g., rhyming, line breaks, free verse) and explain how a poet’s choice of the form/ structure affects the overall meaning.
/ I can analyze why author’s use rhyme and repetition of sound (alliteration and assonance) to impact the readers and draw him or her to a particular section of the text. /

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Appendix A: Supporting Mini-lesson Correlation Chart

Teaching Point / Reference to Minilessons
  1. I can analyze a text as a whole to interpret multiple themes.
/ Calkins, L. (2010). Units of Study for Teaching Reading. In L. Calkins & K. Tolan. Building a Reading Life. Portsmouth: Heinemann.
Authoring Ideas about Texts (pg. 154-167)
Tracing Ideas through Texts (pg. 168-181)
Intensifying Interpretations by Finding Motifs (pg. 182-189
  1. I can support my interpretation of text with multiple pieces of textual evidence.
/ Calkins, L. (2010). Units of Study for Teaching Reading. In L. Calkins & K. Tolan. Following Characters into Meaning, Vol. 2. Portsmouth: Heinemann.
Synthesizing Insights into Ideas about Books(pg. 100-119)
  1. I can compare and contrast the central ideas or themes from my book to other books I have read or am reading.
/ Calkins, L. (2010). Units of Study for Teaching Reading. In L. Calkins & K. Tolan. Building a Reading Life. Portsmouth: Heinemann.
Seeing Texts through the Prism of Theories (pg. 120-137)
Calkins, L. (2010). Units of Study for Teaching Reading. In L. Calkins & K. Tolan. Tackling Complex Texts. Portsmouth: Heinemann.
Finding Themes Through Different Texts (pg. 164-175)
  1. I can apply the theme(s) or lessons that the characters in my book learn to my own life.
/ Calkins, L. (2010). Units of Study for Teaching Reading. In L. Calkins & K. Tolan. Following Characters into Meaning, Vol. 2. Portsmouth: Heinemann.
Tracing Ideas Through Texts (pg. 168-181)
5. I can define and distinguish between literal language (it means exactly what it says) and figurative language (something that you say is not exactly what you mean) / Calkins, L. (2010). Units of Study for Teaching Reading. In L. Calkins & K. Tolan. Constructing Curriculum: Alternate Units of Study. Portsmouth: Heinemann.
Finding the Funny: Don’t Let Irony and Figurative Language Pass by Unnoticed! (CD Resources)
6. I can identify various forms of figurative language (e.g., simile, metaphor, hyperbole, personification, alliteration, assonance, onomatopoeia). / Calkins, L. (2010). Units of Study for Teaching Reading. In L. Calkins & K. Tolan. Constructing Curriculum: Alternate Units of Study. Portsmouth: Heinemann.
Finding the Funny: Don’t Let Irony and Figurative Language Pass by Unnoticed! (CD Resources)
7. I can analyze how authors use figurative language to create sensory images in the mind of the reader. / Calkins, L. (2010). Units of Study for Teaching Reading. In L. Calkins & K. Tolan. Constructing Curriculum: Alternate Units of Study. Portsmouth: Heinemann.
Finding the Funny: Don’t Let Irony and Figurative Language Pass by Unnoticed! (CD Resources)
8. I can recognize the difference between the form/ structure used in stories and the form/ structure used in poems. / N/A
9. I can analyze the form/ structure of a poem (e.g., rhyming, line breaks, free verse) and explain how a poet’s choice of the form/ structure affects the overall meaning. / N/A
10. I can analyze why author’s use rhyme and repetition of sound (alliteration and assonance) to impact the readers and draw him or her to a particular section of the text. / N/A

Appendix B: Anchor Charts

Linder, R. (2014). Chart Sense: Common Sense Charts to Teach 3-8 Informational Text and

Literature. Atlanta: The Literacy Initiative.

Appendix C: Works Cited

Calkins, L. (2010). Units of Study for Teaching Reading. In L. Calkins & K. Tolan. Building a Reading Life. Portsmouth: Heinemann.

Calkins, L. (2010). Units of Study for Teaching Reading. In L. Calkins & K. Tolan. Tackling Complex Texts. Portsmouth: Heinemann.

Calkins, L. (2010). Units of Study for Teaching Reading. In L. Calkins & K. Tolan. Constructing Curriculum: Alternate Units of Study. Portsmouth: Heinemann.

Calkins, L. (2010). Units of Study for Teaching Reading. In L. Calkins & K. Tolan. Following Characters into Meaning, Vol. 1. Portsmouth: Heinemann.

Calkins, L. (2010). Units of Study for Teaching Reading. In L. Calkins & K. Tolan. Following Characters into Meaning, Vol. 2. Portsmouth: Heinemann.

Linder, R. (2014). Chart Sense: Common Sense Charts to Teach 3-8 Informational Text and

Literature. Atlanta: The Literacy Initiative.

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