Teacher Name: J. Pigg Class/Grade Level: 7 th Reading 2 nd Six Weeks Unit Title: Unit 02: Understanding Fiction and Drama

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1 TeacherName:J.Pigg Class/GradeLevel:7 th Reading 2 nd SixWeeks UnitTitle:Unit02:UnderstandingFictionandDrama TEKS:07NELA02 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. A). determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes. B). use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words. E). use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. 07NELA03 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. A). describe multiple themes in a work of fiction. B). describe conventions in myths and epic tales (e.g., extended simile, the quest, the hero's tasks, circle stories). C). analyze how place and time influence the theme or message of a literary work. 07NELA05 Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. A). explain a playwright's use of dialogue and stage directions. 07NELA06 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. A). explain the influence of the setting on plot development. B). analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts. C). analyze different forms of point of view, including first-person, third-person omniscient, and third-person limited. 07NELA08 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. A). determine the figurative meaning of phrases and analyze how an author's use of language creates imagery, appeals to the senses, and suggests mood. 07NELA13 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. A). interpret both explicit and implicit messages in various forms of media. B). interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message. C). evaluate various ways media influences and informs audiences. 07NELA29 Figure 19:Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. A). establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension. B). ask literal, interpretive, evaluative, and universal questions of text. C). reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; creating sensory images). D). make complex inferences about text and use textual evidence to support understanding. E). summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. F). make connections between and across texts, including other media (e.g., film, play), and

2 provide textual evidence. Readers create connections to make text personally relevant and useful. How can making connections help with comprehension? Concepts: Interpretation Connections, Meaning Elements Plot, Setting, Point of View, Theme Understanding the connections between literary elements facilitates the reader s ability to make meaning of text. How can analyzing the elements of fiction help readers understand the story more deeply? Concepts: Interpretation Meaning Elements Dialogue, Stage Directions Playwrights use dramatic elements to increase dramatic action and convey the meaning of a play. How does a playwright use dialogue and staging to convey meaning? Concepts: Perception Ideas and Feelings Form Personal Narrative Interpretation Connections, Clarifications Authors communicate ideas and feeling about their own lives and the world around them in order to connect with others and to clarify their own thinking. How do authors develop narratives that communicate important ideas? How do authors express their ideas and clarify their thinking? Concepts: Form Fictional Story Interpretation Connections, Clarifications Elements Plot, Setting, Characters, Theme, Tone, Voice, Style, Dialogue Techniques Sensory Detail, Imagery, Simile, Metaphor, Hyperbole, Personification, Pun, Irony, Oxymoron Authors use techniques and elements to enable the reader to experience and connect with the events and characters. How do authors develop engaging imaginative stories? Concepts: Interpretation Connection Perception Thoughts Readers use strategies to support interpretation of text. What strategies do readers use to help with interpretation of text? What strategies do readers use to help in comprehension of text? What do effective readers do when they come across a word they do not know or understand?

3 Concepts: Interpretation Vocabulary, Comprehension Understanding new words and concepts enhances comprehension and oral and written communication. How can knowing word parts help you determine the meaning of unknown words? Why do readers and writers use dictionaries and other resources? How do you determine the meaning of a word you do not know? PerformanceIndicators: Afterreadingamythoranepictale,writeanessaydescribingmultiplethemeswithinthetext.Analyzehowthe themesaredevelopedthroughtheconventionsofthemythorepictales(e.g.,extendedsimile,thequest,thehero s task,circlestories)andhowtheplaceandtimeinfluencethethemes.providetextevidence,includingquotations whenappropriate.(7.fig19a,7.fig19b,7.fig19c,7.fig19d,7.fig19e;7.3a,7.3b,7.3c;7.17c)[elps]1h;4d,4e,4f, 4G,4J,4K;5C,5D,5E,5F,5GNoEmbeddedKeyUnderstandings07NELA06.1Afterreadingclassical,traditional, and/ormodernliteratureselections,chooseoneselectionandcreateastorymaptoidentifyliteraryelementssuch asplot,setting,characters,pointofview,andthemes.writeareflectiontoexplaintheinfluenceoftheseliterary elementsonthedevelopmentoftheplotandincludepersonalconnectionsandthoughtsaboutthetext.(7.fig19a, 7.Fig19B,7.Fig19C,7.Fig19D,7.Fig19E;7.3A,7.3C;7.6A,7.6B,7.6C;7.17C)[ELPS]1H;4D,4E,4F,4G,4I,4J;5GNo EmbeddedKeyUnderstandings07NELA08.1Afterreadingseveralplaysorexcerptsofplaysfromavarietyof multiculturalbackgrounds,chooseoneplayorexcerptandanalyzeeffectiveliterarytechniquesusedbythe playwright,includingdialogueandstagedirection.sharetheanalysiswithasmallgroupusingeffectivespeaking skills.(7.fig19a,7.fig19b,7,fig19c;7.5a;7.27a)[elps]1g,1h;2d,2g,2i;3c,3d,3e,3f,3g,3h,3i;4i,4j,4k;5f, 5GNoEmbeddedKeyUnderstandings LessonActivity1:InvestigatingMyths 10/3:. Reading Appetizer: 5-10 min. 2. Explain that in Daily Lessons 1-6, students will be reading myths and epic tales. 3. Ask: How can making connections and establishing a purpose for reading help you understand mythology? Discuss responses. 4. Refer to the Anchor Chart: Characteristics of Myths and define myth and the common characteristics of myths. Review the types of questions readers might ask before, during, and after reading myths. Ask if any other questions should be added. 5. Introduce the selected myth. Explain the myth s origins. 6. Establish students purpose for reading the text. Students will describe the common characteristics of myths and answer the questions displayed on the Anchor Chart: Characteristics of Myths. 7. Distribute and read the myth aloud, modeling appropriate fluency 10/4: 1. Writing Appetizer: 10 minutes 2. Display the chart with the three prompts from Daily Lesson 1 Writing. Review the three prompts.

4 3. Reread the ideas generated in the Teacher Writer s Notebook in Daily Lesson 1. Think Aloud about which one of the ideas will make the best personal narrative that will have a clearly defined focus or controlling idea. 4. Display a variety of graphic organizers. Think Aloud and choose one that will be helpful in planning the personal narrative. 5. Draw the selected graphic organizer in the Teacher Writer s Notebook. Think Aloud and answer the following question: What will be the focus or controlling idea for the personal narrative? What message do I want to communicate to my audience? Record the focus or controlling idea above the graphic organizer. 6. Begin to model planning the events in the personal narrative on the selected graphic organizer. Think Aloud about how each event connects to controlling idea. 1. Students discuss the text along with the questions in small groups and record responses in their Reader s Notebook. 2. Challenge students to identify any connections between the epic tale and modern society (language, literature, film, names, mascots, etc.). 1. Students reread the generated ideas in their Writer s Notebook from Daily Lesson 1. Students select an idea to become a personal narrative with a clearly defined focus or controlling idea. 2. Students think about and record their focus or controlling idea. 3. Students select a graphic organizer and plan the events in their personal narrative. Students consider how each event connects to the controlling idea. 10/5: 1. Reading Appetizer: 5 minutes 2. Ask: What is theme? Why is theme important in literary works? Discuss responses. 3. Explain that sometimes a literary work will have more than one theme. 4. Display either the myth from Daily Lesson 1 or the excerpt from the epic tale from Daily Lesson 2 5. Reread the text if necessary. 6. Ask: What would be one theme for this story? Discuss and record responses include text evidence to support the ideas including how the conventions of myths/epic tales help develop the theme. 7. Ask: What would be other possible themes for this story? Discuss and record responses include text evidence to support the ideas including how the conventions of myths/epic tales help develop the theme. 8. Ask: How does the time and place of the story influence the themes? Discuss and record responses include text evidence to support the ideas. 9. Instruct students to reread the other text (either the myth or the excerpt from an epic tale) with a partner and record themes and text evidence in their Reader s Notebooks. Tell them to also discuss and record notes on how the time and place of the story influence the themes. 10/6: 1. Reading Appetizer: 5 minutes

5 2. Ask: What is theme? Why is theme important in literary works? Discuss responses. 3. Explain that sometimes a literary work will have more than one theme. 4. Display either the myth from Daily Lesson 1 or the excerpt from the epic tale from Daily Lesson 2 5. Reread the text if necessary. 6. Ask: What would be one theme for this story? Discuss and record responses include text evidence to support the ideas including how the conventions of myths/epic tales help develop the theme. 7. Ask: What would be other possible themes for this story? Discuss and record responses include text evidence to support the ideas including how the conventions of myths/epic tales help develop the theme. 8. Ask: How does the time and place of the story influence the themes? Discuss and record responses include text evidence to support the ideas. 9. Instruct students to reread the other text (either the myth or the excerpt from an epic tale) with a partner and record themes and text evidence in their Reader s Notebooks. Tell them to also discuss and record notes on how the time and place of the story influence the themes. 10/7: 1. Display the Anchor Charts: Anchor Charts: Characteristics of Myths from Daily Lesson 1 and Characteristics of Epic Tales from Daily Lesson Review the characteristics and conventions of myths and epic tales. 3. Display and review the recorded notes about theme in the modeled myth or epic tale from Daily Lesson 3 Reading. 4. Tell students that one way to show that understanding of texts is to write a response that includes text evidence. The response can even be in the form of an essay. 5. Model writing a literary response essay in the Teacher Reader s Notebook. Write a paragraph for each of the identified themes. Include text evidence to support ideas including how characteristics of the myth/epic tale develop the theme. Also, include one paragraph that describes how the time and place influence the themes. 6. Tell students that they are going to choose a new myth or an excerpt from an epic tale to read with a partner. Instruct students to take notes on the characteristics of the myth/epic tale and answer the questions displayed on the Anchor Charts. Tell students to also take notes on the themes of the story and include text evidence to support their ideas. 1. Writing Appetizer: 5 minutes 2. Display the personal narrative plan developed in the Teacher Writer s Notebook in Daily Lesson Reread what was drafted in the Teacher Writer s Notebook in Daily Lesson In the Teacher Writer s Notebook, continue drafting the personal narrative using the plan from Daily Lesson 2. Be very explicit in selecting words and phrases that communicate the importance of or reasons for actions and/or consequences in the personal narrative. Include personal thoughts and feeling to communicate the message more clearly. 1. With a partner, students select a myth or an excerpt from an epic tale. Students read aloud with their partner. 2. Students discuss and record notes about the characteristics of the myth/epic tale in their Reader s Notebooks.

6 3. Students also record answers to the questions on the Anchor Chart that corresponds with their selected text. 4. Students discuss and record notes about the multiple themes in the story and provide text evidence to support their ideas. 5. Students discuss and record notes about how the place and time influence the themes. 1. Students review their plan created in their Writer s Notebook in Daily Lesson Students continue to draft their personal narratives. Students carefully choose their words and phrases in order to communicate the importance of or reasons for actions and/or consequences in the personal narrative. They include personal thoughts and feeling to communicate the message more clearly. Closure 1. Tell students that they will use their notes to write a literary response essay in Daily Lesson Collect Reader s Notebooks to assess students entries to determine who may need support writing their response essay in Daily Lesson 5. 10/10: NO SCHOOL 10/11: 1. Reading Appetizer: 3-5 minutes 2. Prepare to display the Anchor Charts: Characteristics of Myths from Daily Lesson 1 and Characteristics of Epic Tales from Daily Lesson Display the literary responses essay modeled in Daily Lesson 4. Model adding a direct quotation to support the ideas in the essay. Think Aloud about how the quotation helps support the ideas. Model using correct punctuation. 4. Review the expectations for the literary response essay. Allow students to ask clarifying questions. 1. Display the personal narrative plan developed in the Teacher Writer s Notebook in Daily Lesson Reread what was drafted in the Teacher Writer s Notebook in Daily Lessons 3 and In the Teacher Writer s Notebook, finish drafting the personal narrative using the plan from Daily Lesson 2. Be very explicit in selecting words and phrases that communicate the importance of or reasons for actions and/or consequences in the personal narrative. Include personal thoughts and feeling to communicate the message more clearly. 1. Divide students into three groups. Assign each group a root word. 2. Students write their assigned root word in a circle on a blank page in their Vocabulary Notebook. As a group, students brainstorm as many words that have their root word. Each student records the words in around the circled root word. 3. Discuss each group s brainstormed words. Add 2-3 words to the Word Wall under the appropriate root word. 4. Present a word that students most likely will not know, but that uses one of the root words. 5. Ask students to write their own definition of the word, taking into consideration the root word. 1. Students use their notes from Daily Lesson 4 reading to write a literary response essay in their Reader s Notebook. Students write a paragraph for each of the identified themes, including text evidence and direct quotations to support ideas. Students include how the characteristics of the myth/epic tale develop the theme. Students also include one paragraph that describes how the time and place influence the themes. Lesson Activity 2: Investigating Fiction 10/12: 1. Display the selected fictional short story and read the title. Ask: What type of text is this? Fiction. How do you know? Discuss responses.

7 2. Ask: Why do readers read fiction? What is the purpose of fictional text? Discuss responses. 3. Display the Handout: Story Map. Review the different elements of plot. Clear up any misconceptions. 4. Distribute the selected fictional short story and the Handout: Story Map to each student. 5. Read the fictional short story aloud to the first stopping point. Pause to complete the relevant parts of the displayed Handout: Story Map. Students also take notes on their Handout: Story Map. 6. Ask: What words or phrases helped you to picture the story so far? What words helped create the mood of the story? Discuss responses. 1. Writing Appetizer: 3-5 minutes 2. Display the Anchor Chart: Subordinating Conjunctions. Review the definition and provide examples in isolation and in context. 3. Display the Anchor Chart: Complex Sentences. Introduce the concept of complex sentences including the definitions of the following terms: complex sentence, independent clause, subordinate (or dependent) clause. Read each complex sentence on the chart and identify the independent and subordinate (dependent) clauses in each. 4. Ask: What is revision? Why do authors revise? Discuss responses. 5. Review the 4 R s of revision on the Anchor Chart: Replace, Remove, Refine, and Reorganize. These are the four main actions a writer can take during the revision stage: Replace: replace words, sentences, or ideas with more effective ones Remove: remove any words, sentences, or ideas that aren t working Refine: refine your ideas by adding more details or explanation Reorganize: reorganize or move around words, sentences, or ideas so the writing makes more sense 6. Display the Anchor Chart: Revision Checklist. Highlight or place a sticker next to the areas for revision focus. 7. In the Teacher Writer s Notebook, model revision the personal narrative draft. Model each of the four R s including adding subordinating conjunctions and complex sentences. 1. Read the fictional short story aloud to the second stopping point. 2. Instruct students to complete the relevant parts of the Handout: Story Map with a partner. 3. As a class, discuss what was added to the Handout: Story Map. 4. With a partner, students finish reading the selected fictional short story and continue to complete the Handout: Story Map. 10/13: Unit 1 Cscope Assessment 10/14: Cont. Unit 1 Cscope Assessment 10/17: 1. Reading Appetizer: 3-5 minutes 2. Display the fictional short story and the completed Handout: Story Map from Daily Lesson 6 Reading. Review the plot elements. 3. Display the Anchor Chart: Analyzing Characters in Plot Development. Explain the steps in analysis. Identify the character s unique human qualities Identify the character s internal conflict and motivation Identify the character s external conflict, motivation, and responses

8 Determine its effect from the characters unique human qualities, motivations and conflicts Explain how characters (through motivation and conflict) influence the development of the plot 4. Select one of the characters from the fictional short story and model going through the steps in analysis. Record notes in the Teacher Reader s Notebook. 1. Display the Anchor Chart: Transitions. Review the definition and give examples in isolation and in context. 2. Display the Anchor Chart: Revision Checklist and highlight or put a sticker next to 2-3 places to focus on for revision. 3. Review the four R s of revision: Remove, Replace, Refine, and Reorganize. 4. In the Teacher Writer s Notebook, model revision the personal narrative draft. Model each of the four R s including adding transitions for sentence-to-sentence and transitions for paragraph-to-paragraph. 1. Provide each student with a copy of the text and a highlighter. 2. Students read the text individually or with a partner. 3. When students come to an underlined word, they look for and highlight context clues to help them determine the meaning of the word. 4. Instruct students to write a short definition for each underlined word in the margins of the paper. 1. With a partner, students select another character from the fictional short story. 2. Students discuss each step in analysis and record notes in their Reader s Notebook. 1. Students work individually or in pairs to review the revisions they made to their personal narratives in Daily Lesson Students continue to revise their draft. Students use the Anchor Chart: Revision Checklist to guide them in their revisions. 3. Students add sentence-to-sentence transitions and paragraph-to-paragraph transitions when applicable. Engage in Small Group Instruction as appropriate. Closure 1. As a class, discuss the context clues found and the meaning of each underlined word. 1. As a class, discuss the other characters and their influence on plot development. 10/18:. Display the fictional short story and the completed Handout: Story Map from Daily Lesson 6 Reading. Review the plot elements. 2. Ask: What is theme or themes of the fictional short story? Discuss responses. 3. Ask: What was the setting of the fictional short story? Discuss and record the elements of setting including the place and time. Also discuss any physical, psychological, cultural or historical background. 4. Ask: How does the setting (time and place) affect the theme(s) of the story? Discuss responses. 5. Ask: How did the elements of setting influence the plot development? Discuss and record specific ways in which the setting influenced the plot. Provide text evidence to support ideas. 1. Writing Appetizer: 10 minutes

9 2. Display the Editing Checklist (either an Anchor Chart or a Handout). Review the rules for capitalization, punctuation, and other mechanics. 3. In the Teacher Writer s Notebook, model editing the personal narrative draft for capitalization, punctuation, and other mechanics. Use a colored pen or pencil to show the markups. Specifically, model using commas after introductory words, phrases, and clauses. 1. Divide the students into pairs. Assign half of the pairs to change the place of the fictional short story. Assign the other half of the pairs to change the time of the fictional short story. 2. With their partner, students decide the new time or place of the fictional short story. 3. Students discuss and record in their Reader s Notebooks how the change in time or place would influence the plot development. 1. Students use the Editing Checklist as a resource to edit their personal narrative drafts for capitalization, punctuation, and other mechanics. Students use a colored pen or pencil to show their markups. Students specifically look for the use of commas after introductory words, phrases, and clauses. Closure 1. Each pair partners up with another pair who changed the other setting element (i.e., those who changed the time, collaborate with those who changed the place). Students share how their change would influence the plot and theme of the story. 10/19: 1. Reading Appetizer: 3-5 minutes 2. Display the Anchor Chart: Point of View. Discuss the different points of view including the advantages and disadvantages of each. 3. Display the fictional short story and the completed Handout: Story Map from Daily Lesson 6 Reading. Review the plot elements. 10/20: 1. Display the Handout: Story Map. Review the elements of plot. 2. If applicable, read the selected fictional short story aloud and analyze the elements of plot while completing the Handout: Story Map. (optional) 1. Ask: What is publishing? Why do authors publish? Discuss responses. 2. In the Teacher Writer s Notebook, Think Aloud and model making final revisions to the personal narrative draft. 3. Explain expectations for publishing the personal narrative. Go over formatting standards for word processing if applicable. 4. Share how students work will be celebrated. 1. Distribute the selected fictional short story for student practice. Distribute the Handout: Story Map or instruct students to draw a story map in their Reader s Notebook. 2. With a partner, student read the selected fictional short story and discuss the plot elements while completing a story map (either a handout or a created one). 1. Students work independently to make the final revisions in their personal narratives.

10 2. Students publish their narratives, by either handwriting or using a word processor. 3. As students work on their final drafts, conduct Teacher-Student Conferences with individual students or small groups on specific trouble areas, such as craft, grammar, and mechanics. Closure 1. As a class, discuss and analyze the development of plot in the selected fictional short story. 10/21: 1. Reading Appetizer: 3-5 minutes 2. Display the fictional short story and the completed Handout: Story Map from Daily Lesson 6 or 10 Reading. Review the plot elements. 3. Display the Anchor Chart: Analyzing Characters in Plot Development. Review the steps in analysis. 4. Select one of the characters from the fictional short story from Daily Lesson 10 and model going through the steps in analysis. Record notes in the Teacher Reader s Notebook. (optional) 1. Tell students that they are going to write an imaginative story. Explain that many authors use their own personal experiences as starting point for creating an imaginative story. 2. Reread the personal narrative created in Daily Lessons Think Aloud about how the narrative could become an imaginative story with action, a believable setting, interesting characters, and a plot. 3. Think Aloud and decide whether to use the personal narrative as a starting point for an imaginative story or whether there is another idea for an imaginative story. 4. Select an idea for development into an imaginative story. Record the theme or controlling idea of the story in the Teacher Writer s Notebook. 1. Distribute the dictionaries and one previously prepared note card to each pair of students. Students search for the word in their dictionaries. 2. Randomly choose students to give information from the entry such as the part of speech, the definition, etc. Practice until the students understand the terminology of dictionary entries. 1. With their same partner as Daily Lesson 10, students review the plot development in their fictional short story using the completed Handout: Story Map or one created in their Reader s Notebook. 2. With their partner, students select a character from the fictional short story and discuss the steps in analysis on the Anchor Chart: Analyzing Characters in Plot Development. Students record notes in their Reader s Notebook throughout the discussion. 1. Students reread the personal narrative they developed in Daily Lessons 1-10 and decide if the ideas included in the narrative could become an imaginative story. If not, students brainstorm other ideas and select an idea to become an imaginative story. 2. Students record their ideas for their imaginative story in their Writer s Notebook. Students also record the theme or controlling idea for their imaginative story. Engage in Small Group Instruction as appropriate. Closure 1. Ask: Why do readers and writer use dictionaries? Discuss responses. 1. As a class, discuss the characters and their influence on plot development. 10/24:

11 LessonActivity3:Date DateEngageorExploreorExplainorElaborateorEvaluate Verybriefexplanationofthestudentactivity StudentResponsibility,Date: StudentResponsibility,Date: StudentResponsibility,Date: LessonActivity4:Date DateEngageorExploreorExplainorElaborateorEvaluate Verybriefexplanationofthestudentactivity StudentResponsibility,Date: StudentResponsibility,Date: StudentResponsibility,Date: LessonActivity5:Date DateEngageorExploreorExplainorElaborateorEvaluate Verybriefexplanationofthestudentactivity StudentResponsibility,Date: StudentResponsibility,Date: StudentResponsibility,Date: LessonActivity6:Date DateEngageorExploreorExplainorElaborateorEvaluate Verybriefexplanationofthestudentactivity StudentResponsibility,Date: StudentResponsibility,Date: StudentResponsibility,Date:

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