Академический Документы
Профессиональный Документы
Культура Документы
W.7.3 Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
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.
RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes
the characters or plot).
RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas
influence individuals or events, or how individuals influence ideas or events).
I Can Statements :
Unit Vocabulary:
Close Read
Inferences
Textual Evidence
Direct Quote
Protagonist
Character
Theme
1
Resources, Technology, Formative and/or Summative
Daily Agenda Assessments, Assignments, and a Daily Activity for
citing text based evidence in conversations and/or
writing
Monday (A Day)
Resources: Achievethecore.org // Narrative Writing
Cold Write – Narrative Writing prompt
Students will read an informational text called “Black
Blizzard” about the Dust Bowl and be asked to write a
narrative essay using details that accurately and effectively Assessment: Cold Write
represent this event.
2
Tuesday (B Day)
Bellringer
Journal Entry // Has there ever been a time in
your life when you lied to make people perceive Resources: Copy of “The Necklace” by Guy de
you as something that you weren’t? If so, what Maupassant text
made you want to do that? If not, why do you
think others do it?
Assessment: Student appointments, class discussion
4 Corners – Students will complete a 4 corners
activity where they will be asked 7 different
questions about their opinions on themes from the
story and asked to stand in specific corners based
on their answers. At the end of the story, we will
see if opinions have changed.
3
Wednesday (A Day)
Thursday (B Day)
Bellringer – What is a moral or lesson that could be Resources: Aesop’s Fables, Flocabulary.com
learned from “The Necklace?”
Technology: PowerPoint, Elmo, Flocabulary video
Theme
Show a Flocabulary video on Theme Assessment: Student themes, exit slip
Present students with a lesson on theme
Give the students a copy of an Aesop Fable. In
pairs, students will read their Fable and determine
theme for it. Students will share their fables with
the class and discuss themes.
Exit Slip
#WhatILearned – Students will be given a question on
theme and asked to answer it using color codes on the Exit
Slip board.
4
Friday (A Day)
Bellringer – Create a Sequel Resources: Fleshing out Character worksheet, Close read
Students will be asked to write a sequel to the story while excerpts handout, Flocabulary.com
staying true to character.
Technology: Flocabulary video
“Fleshing out the Character”
Students will be completing a graphic organizer, Assessment: Fleshing out Character worksheet, Close
examining Madame Loisel inside and out. read excerpts handout
Students will not only determine characterization,
but also character motivation as well as the
author’s attitude toward the character.