Unit Title:Unit 3: Reading Historical Texts & Drama

Content Area: English/Language Arts

Grade: 7

Instructional Weeks:6

Common Core Standard(s):
RI.7.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2Determine 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.7.4Determine 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.7.5Analyze 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.
RI.7.9Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
RI.7.10By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
RL.7.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.2Determine 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.
RL.7.3Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
RL.7.4Determine 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.
RL.7.5Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning
RL.7.6Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
RL.7.10By 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.
SL.7.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
L.7.4aUse context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
C Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
DVerify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.5cDistinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.6Acquire 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.

Learning Targets:

I can…

  • Define cite
  • Find several pieces of textual evidence for support
  • Make inferences
  • Determine two or more central ideas
  • Explain how two or more central ideas develop throughout the text
  • Write or present an unbiased summary
  • Determine the meaning of unknown words
  • Define figurative language
  • Define connotative meaning
  • Define technical meaning
  • Explain how specific words impact the meaning and tone
  • Explain how the author uses the structure to develop ideas
  • Explain the difference between the presentation of evidence in tow or more written works of the same topic
  • Explain the difference between the interpretations of facts in tow or more written works on the same topic
  • Comprehend nonfiction writing at my grade level
  • Determine theme
  • Analyze theme development
  • Define characters, setting, plot
  • Explain how the different story elements interact
  • Define figurative language
  • Explain the impact of figurative language on a particular part of a literary piece
  • Determine the meaning of a word
  • Explain how poetic or dramatic structure affects the meaning
  • Define point of view
  • Explain the similarities and differences of the characters’ points of view
  • Explain how the author develops the characters’ point of view
  • Comprehend many genres of literature at my grade level
  • Participate in one-on-one, group, and teacher-led discussions
  • Prepare for and participate appropriately in a discussion
  • Present claims logically
  • Emphasize salient points
  • Use pertinent descriptions, fact, and details
  • Use appropriate eye-contact, volume and pronunciation
  • Use multimedia components in a presentation to clarify claims
  • Use formal language in a classroom setting

Essential Questions
What do good readers do?
Am I clear about what I just read?
How do I know?
Author’s choice: Why does it matter?
What makes a story a “great” story?
In what ways does creative choice impact an audience?
Whose story is it, and why does it matter?
What makes collaboration meaningful?
Making meaning from a variety of sources: What will help?
What makes a presentation great?
“What I say” versus “how I say it”, does it really matter? / Key Vocabulary
Textual evidence, analyze, inference, explicit, central idea, summary, objective, figurative language, literal language, denotative, connotative, technical, tone, mood, organizational structure, point of view, evidence, compare, contrast, interpretation, reading strategy, comprehension, theme, opinion, story/drama elements, form/structure, drama, poem, first person, third person, limited, omniscient, collaborate, elaborate, integrate, warranted, salient, claim, finding, pertinent, sequence, clarification, media component, visual display, formal, informal / Resources

Daily Lesson Log

Date / Target(s) / Target Type
(K, R, S, P) / Activity / Assessment
(i.e. Bell Ringer, Flashback, Questioning, Class Discussion, Think/Pair/Share, Student Presentations, Unit Test, Common Assessment, etc…)
(Day1) or Date