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Standards
CCSS.ELA-LITERACY.RL.7.2
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.
CCSS.ELA-LITERACY.RL.7.3
Analyze how particular elements of a story or
drama interact (e.g., how setting shapes the
characters or plot).
7.5 (R) The student will read and demonstrate
comprehension of a variety of fictional texts,
narrative nonfiction, and poetry.
a) Describe the elements of narrative structure
including setting, character development, plot
structure, theme, and conflict.
g) Make inferences and draw conclusions
based on the text.
7.7 (W) The student will write in a variety of
forms with an emphasis on exposition,
narration, and persuasion.
b) Use a variety of prewriting strategies
including graphic organizers to generate and
organize ideas.
c) Organize writing structure to fit mode or
topic.
Content/Topic
Text(s)
Perspective
Utopia/Dystopia
Ethos/Pathos/Logos
Voice
UKDs
The student will understand that:
perspectives vary based on background,
experience, belief, etc.
perspective can be manipulated to change a
person or societys opinion
it can be difficult to understand another
persons perspective
Students will know: Point of view, perspective,
imagery, utopia, voice, ethos, pathos, logos
The student will be able to:
discuss how their personal beliefs may
change how they view a story or situation
(Comprehending)
compare the short story we read with The
Giver (Evaluating)
come up with three varying openings for
introducing their perfect world (Synthesis)
...evaluate how they feel about certain topics
(Evaluating)
participate in a debate (Application)
Strategy/Strategies
and Why Chosen
Anticipation Guide
(revisited)
Follow-up/Writing
Activity
Quickwrite: How will
you convince people
to come to live in
your utopia?
Three openings
practice with voice in
terms of ethos, pathos, Writing assignment on
and logos
voice: Persuade
someone to live in
Order of organization your perfect world.
(putting a reverse
Then change your
poem in order)
voice and try to
convince the same
person to not live in
the perfect world and
explain why
Discuss their reasonings again in terms of ethos, pathos, and logos. Try to get students to
think in the mindset of others in the class, trying to think of the logic instead of their
emotions, or focusing on the ethical dilemmas instead of what they think makes sense.
o Let them know that youll be looking over them before next class, but youd like
to swap them around and have other peers choose which opening they like the
best.
Have them fill out an exit slip discussing which of the three they like the most and which
one they think they can be most convincing with.
Reading the short stories aloud and having them follow along
helps ELL students. Theyre given the opportunity to follow
along, but if theyre struggling they can listen to the teacher
and hopefully pick up on whats most important.
In addition, putting the poem together one line at a time
allows the students to focus on small sections at a time, as
opposed to having to read a full poem from the start. This
gets them more comfortable with the language.