Tell a Tale Seventh GradeInstructional Guide
Title: Tell a Tale
Contact Author: Adrin Fisher
Suggested Quarter:First
WV CCRS:
ELA.7.2 determine a theme or central idea of a literary text and analyze its development over the course of the text; provide an objective summary of the text.
ELA.7.7 determine the meaning of words and phrases as they are used in a literary text, including figurative andconnotativemeanings; 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.
ELA.7.22write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details and well-structured event sequences.
- engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- use narrative techniques, such as dialogue, pacing and description, to develop experiences, events and/or characters.
- use a variety oftransition words, phrases andclausesto convey sequence and signal shifts from one time frame or setting to another.
- use precise words and phrases, relevant descriptive details and sensory language to capture the action and convey experiences and events.
- provide a conclusion that follows from and reflects on the narrated experiences or events.
ELA.7.23 produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
ELA.7.37 demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
ELA.7.40 demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- interpret figures of speech (e.g., literary, biblical, and mythologicalallusions) in context.
- use the relationship between particular words (e.g., synonym/antonym,analogy) to better understand each of the words.
- distinguish among theconnotations(associations) of words with similardenotations(definitions) (e.g.,refined, respectful, polite, diplomatic, condescending).
Performance Objectives:
Know: Steps of the writing process
How to use a web-based, interactive tool
How to diagram a simple, 5-part plot
How to identify and use various types of figurative language
How to identify the theme and its development over the course of a story
How to write and punctuate dialogue in paragraph form
Do: Manage technology and use some advanced features of computer programs
Write and develop an illustrated children’s book that demonstrates a positive theme, includes figurative language, follows the plot diagram (exposition, rising action, climax, falling action, and resolution), and exhibits a strong grasp of the conventions of standard written English.
Develop a product for a specific task, purpose and audience
Big Idea:Narrative writing with a focus on theme
Enduring Understandings:
Effective writers can gain and keep the readers’ attention.
Figurative language is a powerful tool to get a point across.
Structural analysis of writing is a practical strategy for reading.
Theme is the author’s main message; works of fiction may be designed to reveal a theme.
Text and visual aids are specifically designed for a particular audience.
Essential Questions:
How does understanding the structure of a story improve your comprehension?
How do understanding literary elements and techniques improve your overall understanding of a literary work?
How do effective writers hook and hold their readers?
Learning Plan and Notes to Instructor:
Notes:
The intent of this unit is to teach students how to write a narrative that follows the plot diagram (also called Freytag’s Pyramid), incorporates figurative language, and presents a definite, positive theme.The culminating project is a children’s book, written and illustrated by each student.
Unit Summary:
The purpose of this unit is to teach elements of the plot, figurative language, and theme by using children’s books.Students will learn abstract concepts by using material that is familiar and easily accessible.
Students begin by exploring the five parts of the plot (exposition, rising action, climax, falling action, and resolution) and the meaning of theme.Using direct instruction and modeling of children’s books (such asThe Cat in the Hatby Dr. Seuss,Enemy Pieby Derek Munson, and/or any other children’s book with a positive theme), demonstrate how to fill in a plot graphic organizer with brief phrases that describe the main actions of the story.Use whole and small group instruction to teach theme, figurative language (such as similes, metaphors, personification, etc.) and mechanics related to dialogue.
Prior to starting this performance assessment:
- Students should be familiar with a way of outlining information, either by using a traditional format or a graphic organizer.
- Students should have used the writing process (including using varied prewriting strategies, taking notes, creating an outline, and writing a piece based on that outline) and peer-edited their original work.
- Students should be familiar with figurative language.
Differentiated Instruction:
In order for all students to successfully complete the learning activities, academic prompts and culminating assessment, Differentiated Instruction is integrated throughout the unit.
- Content is differentiated by interest because students choose a theme and topic of personal interest.
- Readiness is determined by teacher observation and pre-assessment.Each academic prompt, as well as the performance assessment, can include scaffolding.
- Process is differentiated through the use of whole class, small group, paired, and individual activities.
Academic Prompts:
Prompt 1:Plot It Out
Using your teacher’s model, choose a children’s book provided by the teacher.Record words and phrases that describe the action of the story on the plot diagram interactive web tool.Log on to the directions and type in major events and descriptions of those events.Proofread and edit your work.Print out your plot diagram to turn in.
Prompt 2:Summarize It
Read three children’s books provided by the teacher.Write a one-paragraph summary of each book, using your knowledge of the plot diagram as a guide.Include transitional words to show the passage of time in the story. Identify the theme in each story.
Prompt 3:Theme Scheme
In one or two paragraphs, explain how choosing a theme in advance can guide the author’s plot.Next, choose a theme and fill in a brief plot mountain diagram of an original story that would demonstrate that theme.Use the plot diagram interactive at in your theme as the title of your project.Proofread and edit your work.Print out your plot diagram.
Prompt 4:Go Figure
Choose a character from a children’s book you have read.Create a character sketch using several examples of figurative language such as simile, metaphor, personification, and hyperbole.Your (figurative) sketch should cover all aspects of the character.
Prompt 5:Write a Fight
Pretend you’re listening in on a fight between two people—be careful not to use real names!Write down what you hear using correct punctuation and formatting for direct quotations in dialogue.(Note:do notuse a script or interview format.)Incorporate some examples of figurative language.
Culminating Assessment or Product:
You are a famous author and illustrator of children’s books.Your editor has asked you to write a story that follows the plot diagram, incorporates figurative language and dialogue, and teaches a positive theme.
First, choose the theme you will present.Second, outline your original story using the plot diagram.Then, use the writing process to include figurative language and dialogue.Finally, create a blank book, paste in your text and illustrate your story.
You will read and show your book to your editor and a focus group of specially selected children.Your book will be evaluated on development and organization, theme, originality, figurative language, color and artwork, and workmanship.
Links and Other Resources:
Student Materials:
Approximately 30 children’s books with positive themes.Suggestions include:
Why Mosquitoes Buzz in People’s Earsby Verna Aardema
The Blunder of the Rougesby Tim Egan
Burnt Toast on Davenport Streetby Tim Egan
Henry and the Kite Dragonby Bruce Edward Hall
Walter the Farting Dog:Trouble at the Yard Saleby William Katzwinkle
Yakov and the Seven Thievesby Madonna
Mr. Peabody’s Applesby Madonna
Enemy Pieby Derek Munson
Basho and the River Stonesby Tim Myers
The Story of the Three Kingdomsby Walter Dean Myers
Captain Raptor and the Moon Mysteryby Kevin O’Malley
Calabash Cat and His Amazing Journeyby James Rumford
Sequoyahby James Rumford
Always Remember Meby Marisabina Russo
Where the Wild Things Areby Maurice Sendak
The Loraxby Dr. Seuss
Oh, the Places You’ll Goby Dr. Seuss
The Giving Treeby Shel Silverstein
Sylvester and the Magic Pebbleby William Steig
Max the Dragonby Peter Stern
Joseph Had a Little Overcoatby Simms Taback
Raising Yoders Barnby Jane Yolen
Lon Po Po: A Red-Riding Hood Story from Chinaby Ed Young
Computers with Internet access
Printer
Related Websites:
Related Rubrics:
Academic Prompt #1: Plot It Out
Using your teacher’s model, choose a children’s book provided by the teacher. Record words and phrases that describe the action of the story on the plot mountain diagram interactive web tool. Log on to Follow the directions and type in major events and descriptions of those events. Proofread and edit your work. Print out your plot diagram.
Performance Traits / YES / NO / Points Possible / Points EarnedPrinted plot mountain includes title and author / 5
Plot events are in order / 10
All major events are included / 10
Printed plot mountain diagram is neat / 5
Printed plot mountain diagram has almost no spelling or grammatical errors / 5
Academic Prompt #2: Summarize It
Read three children’s books provided by the teacher. Write a one-paragraph summary of each book, using your knowledge of the plot diagram as a guide. Include transitional words to show the passage of time in the story. Identify the theme in each story.
Children’s Book Summary Rubric
4 / 3 / 2 / 1Development and Organization
Main Idea / The main idea of the original is accurate but paraphrased. / The main idea is accurate but incomplete OR may not be in your own words. / The main idea is inaccurate and/or incomplete OR may not be in your own words. / The main idea is wrong AND/OR definitely not in your own words.
Details / Enough vital details are included. Your opinions are not. / Some vital details are included. You may have included your opinions. / Too few vital details are included. You may have included your opinions. / You missed the point. You may have included your opinions.
Organization / Your ideas are arranged in a logical order with transitions. / Your ideas are arranged in logical order with no transitions. / Your ideas are muddled and/or you have no transitions. / Your ideas have no order.
Theme/Moral / You identify a reasonable theme/moral in one sentence. / You identify a slightly unreasonable theme/moral. / The theme/moral you identify is unreasonable. / You do not identify a theme/moral.
Style
Word Choice / You have chosen efficient and precise words. / You have some weaker word choices. / Your word choice is imprecise and vague. / Your word choice is redundant or trendy.
Sentence Formation / Your sentence structure is varied and correct. / Your sentence structure is somewhat varied. / Your sentence structure is repetitive and/or weak. You have some fragments and/or run-ons. / Your sentence structure is poor. You have many fragments and/or run-ons.
Correctness
Mechanics, Grammar, and Spelling / There are few or no errors in mechanics, grammar, or spelling. / There are some errors in mechanics, grammar, or spelling. / There are several errors in mechanics, grammar, or spelling. / There are many errors in mechanics, grammar, or spelling.
Academic Prompt #3: Theme Scheme
In one or two paragraphs, explain how choosing a theme in advance can guide the author’s plot. Next, choose a theme and fill in a brief plot diagram of an original story that would demonstrate that theme. Use the plot diagram interactive at Fill in your theme as the title of your project. Proofread and edit your work. Print out your plot diagram to turn in.
Performance Traits / YES / NO / Points Possible / Points EarnedExplanation is in paragraph form / 5
Explanation uses examples to show how a plot is guided by a theme / 10
Explanation demonstrates control over the conventions of standard written English / 5
A theme is included and the plot demonstrates that theme / 10
Plot events match the order of the diagram (e.g., exposition, rising action, etc.) / 10
Printed plot diagram is neat / 5
Printed plot diagram has almost no spelling or grammatical errors / 5
Academic Prompt #4: Go Figure
Choose a character from a children’s book you have read. Create a character sketch using several examples of figurative language such as simile, metaphor, personification, and hyperbole. Your (figurative) sketch should cover all aspects of the character.
Performance Traits / YES / NO / Points Possible / Points EarnedCharacter sketch is in paragraph form / 5
Character sketch gives a complete (figurative) picture of the chosen character / 5
Character sketch includes several examples of different types of figurative language / 15
Character sketch demonstrates control over the conventions of standard written English / 10
Academic Prompt #5: Write a Fight
Pretend you’re listening in on a fight between two people—be careful not to use real names! Write down what you hear using correct punctuation and formatting for direct quotations in dialogue. (Note: do not use a script or interview format.) Incorporate some examples of figurative language.
Performance Traits / YES / NO / Points Possible / Points EarnedFight is in paragraph form / 5
Fight includes some examples of figurative language / 5
Fight demonstrates command of the conventions of standard written English / 20
Name(s)______Period: ______Date: ______
Tell a TaleChildren’s Book Rubric
6 / 5 / 4 / 3 / 2 / 1Development and Organization:
The extent to which the story follows the plot outline. / Story clearly exhibits all five parts of plot: exposition, rising action, climax, falling action, and resolution. / Story exhibits all five parts of the plot. / Story has one weak part of the plot. / Story has two weak parts of the plot. / Story has no apparent plot. / Story is incomplete.
Theme/Moral: The story has a positive theme and/or teaches a positive moral. / Story has a definite positive theme or moral. / Story has a clear, positive theme or moral. / Story has an unclear theme or moral. / Story has a negative theme or moral. / Story has no moral or theme. / Story has no moral or theme.
Originality:
The extent to which the story shows original thinking. / Story has original characters acting in original ways. / Story has characters very similar to existing characters, but who act in original ways. / Characters are loosely copied from other sources. / Both plot and characters are obviously copied from other sources. / Plot and characters are directly copied from other sources. / Missing plot and/or characters altogether.
Figurative Language:
The extent to which the story includes figurative language. / Story includes several well-constructed instances of figurative language. / Story includes several instances of figurative language. / Story includes some instances of figurative language. / Story includes a few instances of figurative language. / Story includes one instance of figurative language. / Story includes no figurative language.
Color and Artwork:
The extent to which the book uses appropriate color and artwork. / Book or storyboard has a wide range of color.
Artwork is original and sophisticated. The amount of artwork is perfect for the story. / Book or storyboard uses color well.
Artwork is original and well done. The amount of artwork is very good. / Book or storyboard uses some color.
Artwork is original. The amount of artwork is good. / Book or storyboard uses color poorly.
Artwork is copied or traced. The amount of artwork is adequate. / Book or storyboard has no color.
Artwork is poor. The amount of artwork is inadequate. / Book or storyboard has no color.
Artwork is missing.
Workmanship: The extent to which the student’s book displays effort, neatness, and correct grammar/
punctuation. / Book displays excellent workmanship (effort, neatness, and correct grammar/
punctuation.). / Book displays a high level of workmanship (effort, neatness, and correct grammar/
punctuation.). / Book displays a good level of workmanship (effort, neatness, and correct grammar/
punctuation.). / Book displays a basic level of workmanship (effort, neatness, and correct grammar/
punctuation.). / Book displays little evidence of workmanship. / Book displays minimal or no evidence of workmanship.