Grade 7
English
Language Arts
Grade 7
English Language Arts
Table of Contents
Unit 1: Content Area Reading/Informational Nonfiction ..............................................1
Unit 2: Modern Fantasy/Science Fiction........................................................................19
Unit 3: Ode to Me–Poetry ...............................................................................................42
Unit 4: Fiction--Short Stories and Novels......................................................................57
Unit 5: Propaganda/Persuasion ......................................................................................74
Unit 6: Speech and Drama ..............................................................................................90
Louisiana Comprehensive Curriculum, Revised 2008
Course Introduction
The Louisiana Department of Education issued the Comprehensive Curriculum in 2005. The
curriculum has been revised based on teacher feedback, an external review by a team of content
experts from outside the state, and input from course writers. As in the first edition, the
Louisiana Comprehensive Curriculum, revised 2008 is aligned with state content standards, as
defined by Grade-Level Expectations (GLEs), and organized into coherent, time-bound units
with sample activities and classroom assessments to guide teaching and learning. The order of
the units ensures that all GLEs to be tested are addressed prior to the administration of iLEAP
assessments.
District Implementation Guidelines
Local districts are responsible for implementation and monitoring of the Louisiana
Comprehensive Curriculum and have been delegated the responsibility to decide if
• units are to be taught in the order presented
• substitutions of equivalent activities are allowed
• GLES can be adequately addressed using fewer activities than presented
• permitted changes are to be made at the district, school, or teacher level
Districts have been requested to inform teachers of decisions made.
Implementation of Activities in the Classroom
Incorporation of activities into lesson plans is critical to the successful implementation of the
Louisiana Comprehensive Curriculum. Lesson plans should be designed to introduce students to
one or more of the activities, to provide background information and follow-up, and to prepare
students for success in mastering the Grade-Level Expectations associated with the activities.
Lesson plans should address individual needs of students and should include processes for reteaching concepts or skills for students who need additional instruction. Appropriate
accommodations must be made for students with disabilities.
New Features
Content Area Literacy Strategies are an integral part of approximately one-third of the activities.
Strategy names are italicized. The link (view literacy strategy descriptions) opens a document
containing detailed descriptions and examples of the literacy strategies. This document can also
be accessed directly at http://www.louisianaschools.net/lde/uploads/11056.doc.
A Materials List is provided for each activity and Blackline Masters (BLMs) are provided to
assist in the delivery of activities or to assess student learning. A separate Blackline Master
document is provided for each course.
The Access Guide to the Comprehensive Curriculum is an online database of
suggested strategies, accommodations, assistive technology, and assessment
options that may provide greater access to the curriculum activities. The Access
Guide will be piloted during the 2008-2009 school year in Grades 4 and 8, with
other grades to be added over time. Click on the Access Guide icon found on the first page of
each unit or by going directly to the url http://mconn.doe.state.la.us/accessguide/default.aspx.
Louisiana Comprehensive Curriculum, Revised 2008
Grade 7
English Language Arts
Unit 1: Content Area Reading/Informational Nonfiction
Time Frame: Approximately six weeks
Unit Description
This unit focuses on reading and responding to textbooks, essays, speeches, newspapers,
magazines, and real-world writing. Strategies such as QAR, DRTA, SQ3R, PQ4R, splitpage notetaking, graphic organizers, and outlining will be addressed using a broad range
of materials. Vocabulary and grammar instruction occurs within the context of the
resources. Opportunities for the student to use graphic organizers and rubrics, as well as
organizational features of printed text, the Internet, and other media to locate information;
to select and evaluate information; to choose and narrow a research topic; to synthesize
information by outlining, paraphrasing, and summarizing relevant information from
research; and to write a bibliography in a specified format occur within this unit.
Student Understandings
Nonfiction is a kind of writing that deals with actual events, people, places, things, and
ideas. The essential goal of this unit is for students to apply the reading process to
various types of informational texts, including essays, magazines, newspapers, textbooks,
such as science and social studies, instruction manuals, consumer and workplace
documents, reference materials, and multimedia and electronic resources while working
independently and cooperatively. Word maps, concept maps, or word diagrams will be
introduced, and the students will use graphic organizers with new vocabulary. Students
will be able to define informational nonfiction, biography, and autobiography.
Guiding Questions
1. Can students understand and analyze the differences in structure and purpose
among various categories of informational materials (textbooks, newspapers,
instructional manuals)?
2. Can students locate information by using a variety of consumer, workplace,
and public documents?
3. Can students analyze texts that use the sequential, comparison/contrast, and
cause/effect organizational patterns?
4. Can students identify and trace the development of an author’s argument,
point of view, or perspective in texts?
5. Can students correctly document sources in a works cited list or bibliography?
6. Can students apply a writing process effectively by writing a report containing
information collected from various resources?
Grade 7 ELAUnit 1Content Area Reading/Informational Non-fiction
1
Louisiana Comprehensive Curriculum, Revised 2008
Unit 1 Grade-Level Expectations (GLEs)
GLE #
01a.
01b.
04a.
04b.
05.
08b.
09a.
09b.
09c.
09e.
10.
14a.
14b.
14c.
14d.
14e.
15a.
GLE Text and Benchmarks
Develop vocabulary using a variety of strategies, including use of
connotative and denotative meanings (ELA-1-M1)
Develop vocabulary using a variety of strategies, including use of Greek,
Latin, and Anglo-Saxon base words, roots, affixes, and word parts (ELA-1M1)
Draw conclusions and make inferences in oral and written responses about
ideas and information in grade-appropriate texts, including instructional
materials (ELA-1-M3)
Draw conclusions and make inferences in oral and written responses about
ideas and information in grade-appropriate texts, including essays (ELA-1M3)
Interpret ideas and information in a variety of texts, including periodical
articles, editorials, and lyrics, and make connections to real-life situations
and other texts (ELA-1-M4)
Use knowledge of the distinctive characteristics to classify and interpret
elements of various genres, including nonfiction (e.g., essays, letters)
(ELA-6-M3)
Demonstrate understanding of information in grade-appropriate texts using
a variety of strategies, including sequencing events and steps in a process
(ELA-7-M1)
Demonstrate understanding of information in grade-appropriate texts using
a variety of strategies, including summarizing and paraphrasing information
(ELA-7-M1)
Demonstrate understanding of information in grade-appropriate texts using
a variety of strategies, including identifying stated or implied main ideas
and explaining how details support ideas (ELA-7-M1)
Demonstrate understanding of information in grade-appropriate texts using
a variety of strategies, including making inferences and drawing
conclusions (ELA-7-M1)
Explain the relationship between life experiences and texts to generate
solutions to problems (ELA-7-M2)
Analyze grade-appropriate print and non-print texts using various reasoning
skills, for example, identifying cause-effect relationships (ELA-7-M4)
Analyze grade-appropriate print and non-print texts using various reasoning
skills, for example, raising questions (ELA-7-M4)
Analyze grade-appropriate print and non-print texts using various reasoning
skills, for example, reasoning inductively and deductively (ELA-7-M4)
Analyze grade-appropriate print and non-print texts using various reasoning
skills, for example, generating a theory or hypothesis (ELA-7-M4)
Analyze grade-appropriate print and non-print texts using various reasoning
skills, for example, skimming/scanning (ELA-7-M4)
Write multi-paragraph compositions on student- or teacher-selected topics
organized with established central idea.
Grade 7 ELAUnit 1Content Area Reading/Informational Non-fiction
2
Louisiana Comprehensive Curriculum, Revised 2008
GLE #
15b.
15c.
15d.
15e.
16.
17a.
17b.
17c.
17d.
17e.
18a.
18b.
18c.
18d.
18e.
18f.
18g.
GLE Text and Benchmarks
Write multi-paragraph compositions on student- or teacher-selected topics
organized with organizational patterns (e.g., comparison/contrast, order of
importance, chronological order) appropriate to the topic (ELA-2-M1)
Write multi-paragraph compositions on student- or teacher-selected topics
organized with elaboration (e.g., fact, examples, and/or specific details)
(ELA-2-M1)
Write multi-paragraph compositions on student- or teacher-selected topics
organized with transitional words and phrases that unify ideas and points.
(ELA-2-M1)
Write multi-paragraph compositions on student- or teacher-selected topics
organized with overall structure including an introduction, a body/middle,
and a concluding paragraph that summarizes important ideas and details.
(ELA-2-M1)
Organize individual paragraphs with topic sentences, relevant elaboration,
and concluding sentences. (ELA-2-M1)
Develop grade-appropriate compositions on student- or teacher-selected
topics that include word choices (diction) appropriate to the identified
audience and/or purpose. (ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected
topics that include vocabulary selected to clarify meaning, create images,
and set a tone. (ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected
topics that include information/ideas selected to engage the interest of the
reader. (ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected
topics that include clear voice (individual personality). (ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected
topics that include variety in sentence structure. (ELA-2-M2)
Develop grade-appropriate compositions by identifying and applying
writing processes, such as selecting topic and form. (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying
writing processes, such as prewriting (e.g., brainstorming, researching,
raising questions, generating graphic organizers) (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying
writing processes, such as drafting. (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying
writing processes, such as conferencing (e.g., peer and teacher). (ELA-2M3)
Develop grade-appropriate compositions by identifying and applying
writing processes, such as revising based on feedback and use of various
tools (e.g., LEAP21 Writer’s Checklist, rubrics). (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying
writing processes, such as proofreading/editing. (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying
writing processes, such as publishing using technology (ELA-2-M3)
Grade 7 ELAUnit 1Content Area Reading/Informational Non-fiction
3
Louisiana Comprehensive Curriculum, Revised 2008
GLE #
22a.
22d.
23a.
24a.
24b.
24c.
25a.
25b.
25c.
26.
27.
39a.
39b.
39c.
39d.
40a.
GLE Text and Benchmarks
Write for various purposes, including letters of complaint supported with
complete and accurate information and reasons (ELA-2-M6)
Write for various purposes, including applications, such as memberships
and library cards (ELA-2-M6)
Use standard English punctuation, including commas to set off direct
quotations, nouns of direct address, and after introductory words or phrases
(ELA-3-M2)
Write paragraphs and compositions following standard English structure
and usage including varied sentence structures including complex sentences
(ELA-3-M2)
Write paragraphs and compositions following standard English structure
and usage, including antecedents that agree with pronouns in number,
person, and gender.(ELA-3-M3)
Write paragraphs and compositions following standards English structure
and usage including sentences without double negatives. (ELA-3-M3)
Apply knowledge of parts of speech in writing including infinitives and
participles. (ELA-3-M4)
Apply knowledge of parts of speech in writing including superlative and
comparative degrees of adjectives. (ELA-3-M4)
Apply knowledge of parts of speech in writing including adverbs. (ELA-3M4)
Spell high-frequency, commonly confused, frequently misspelled words
and derivatives (e.g., roots, affixes) correctly (ELA-3-M5)
Use a variety of resources (e.g., glossaries, dictionaries, thesauruses, spell
check) to find correct spellings (ELA-3-M5)
Locate and select information using organizational features of gradeappropriate resources, including complex reference sources (e.g., almanacs,
atlases, newspapers, magazines, brochures, map legends prefaces,
appendices) (ELA-5-M1)
Locate and select information using organizational features of gradeappropriate resources, including electronic storage devices (e.g., CDROMs, diskettes, software, drives) (ELA-5-M1)
Locate and select information using organizational features of gradeappropriate resources, including frequently accessed and bookmarked Web
addresses (ELA-5-M1)
Locate and select information using organizational features of gradeappropriate resources, including, features of electronic texts (e.g.,
hyperlinks, cross-referencing, Web resources, including online sources and
remote sites) (ELA-5-M1)
Locate and integrate information from a variety of grade-appropriate
resources, including, multiple printed texts (e.g., encyclopedias, atlases,
library catalogs, specialized dictionaries, almanacs, technical
encyclopedias) (ELA-5-M2)
Grade 7 ELAUnit 1Content Area Reading/Informational Non-fiction
4
Louisiana Comprehensive Curriculum, Revised 2008
GLE #
40b.
41.
42a.
42b.
42c.
43a.
43b.
43c.
44.
45a.
45b.
45c.
46.
a. GLE Text and Benchmarks
Locate and integrate information from a variety of grade-appropriate
resources, including, electronic sources (e.g., websites, databases) (ELA-5M2)
Explain the usefulness and accuracy of sources by determining their
validity (e.g., authority, accuracy, objectivity, publication date, coverage)
(ELA-5-M2)
Gather and select information using data-gathering strategies/tools,
including surveying (ELA-5-M3)
Gather and select information using data-gathering strategies/tools,
including interviewing (ELA-5-M3)
Gather and select information using data-gathering strategies/tools,
including paraphrasing (ELA-5-M3)
Generate grade-appropriate research reports that include information
presented in a variety of forms, including visual representations of
data/information (ELA-5-M3)
Generate grade-appropriate research reports that include information
presented in a variety of forms, including graphic organizers (e.g., outlines,
timelines, charts, webs) (ELA-5-M3)
Generate grade-appropriate research reports that include information
presented in a variety of forms, including works cited lists and/or
bibliographies (ELA-5-M3)
Use word processing and/or other technology to draft, revise, and publish a
variety of works, including reports and research documents (ELA-5-M4)
Give credit for borrowed information following acceptable use policy,
including integrating quotations and citations (ELA-5- M5)
Give credit for borrowed information following acceptable use policy,
including using end notes (ELA-5-M5)
Give credit for borrowed information following acceptable use policy,
including creating bibliographies and/or works cited lists (ELA-5-M5)
Interpret information from a variety of graphic organizers including
timelines, charts, schedules, tables, diagrams, and maps in gradeappropriate sources (ELA-5-M6)
Sample Activities
The notations [R] for Reading and [E] for English (writing) are used to indicate the focus
and intent of each activity. Please note that Bulletin 741 currently states that the
minimum required number of minutes of English Language Arts instruction per week
for Grade 7 is 550 minutes for schools with a six-period day and 500 minutes for
schools with a seven-period day. It is strongly recommended that a teacher preview
websites before students access them. Ongoing activities should be a part of daily
instruction.
Grade 7 ELAUnit 1Content Area Reading/Informational Non-fiction
5
Louisiana Comprehensive Curriculum, Revised 2008
Activity 1: Independent Reading (Ongoing): (GLEs: 04a, 04b, 05, 08b, 10, 14b, 14c,
16) [R]
Materials List: reading material covering a wide range of topics and readability levels,
Reading Response Learning Log BLM, Reading Diary Prompts BLM
Each day, students and teachers should read silently for an uninterrupted period of time.
Students will select their own books or reading materials which require neither testing for
comprehension nor book reports. Students will keep a reading response learning log
(view literacy strategy descriptions) of materials read. An example of a reading log is as
follows and found in Reading Response Learning Log BLM:
Reading Response Log
Selection Title and Genre
Date
Pages
read
Student Name___________________
Comments about what I’ve read:
Other examples of reading logs can be found at
http://www.readwritethink.org/lesson_images/lesson141/log.pdf
Students may also respond in reading journals or diaries after completing their books to
prompts (e.g., This reminds me of_____, What surprised me was_____, I think this novel
is_____.) Reading Diary Prompts BLM contains other prompts. Student response also
may be through a variety of other strategies (e.g. writing prompts, response logs, journals,
book talks, or, if available, Reading Counts/Accelerated Reader). SSR guidelines for
class use may be found at http://www.dowlingcentral.com/MrsD/area/literature/ssr.html
or at http://www.education-world.com/a_curr/curr038.shtml
Activity 2: Content Area Vocabulary (Ongoing): (GLEs: 01a, 01b, 27)[R]
Materials List: dictionaries, thesauruses, index cards or sentence strips, Vocabulary Card
BLM
Students will use and expand words learned in content areas. Students will keep a
vocabulary list in a vocabulary journal. To develop students’ knowledge of key
vocabulary, have them create vocabulary cards (view literacy strategy descriptions) for
terms related to the non-fiction genre. Distribute 3”x 5” or 5”x 7” index card to each
student and ask them to follow directions in creating a sample card. Student could draw
two cards on a sheet of paper, if no index cards are available. On the board, place a
targeted word in the middle of the card, as in the example below. Ask students to provide
a definition. It is best if a word can be defined in students’ own words. Write the
definition in the appropriate space. Next, invite students to list the word parts or
characteristics of the word and write that information in the appropriate space. Next, ask
for examples of the term and include one or two of the best ones in the designated area on
Grade 7 ELAUnit 1Content Area Reading/Informational Non-fiction
6
Louisiana Comprehensive Curriculum, Revised 2008
the card. Finally, create a simple illustration or a sentence with the term used in context
in the last area of the card.
An alternative way to create vocabulary cards, students will choose unfamiliar words,
write each word on the front of an index card, make sure the word is spelled correctly by
using a variety of sources such as the dictionary, thesaurus, glossary, or spell check on a
computer, and put the other four parts of the card on the back of the index card. The
students could then use these as flash cards for review. Teachers and students may also
go to http://www.quizlet.com to create flashcards and/or to take quizzes on vocabulary.
The teacher will display collections of non-fiction vocabulary words on a Word Wall.
The word walls should be used as a tool and a reminder to students of vocabulary words
being studied for this unit.
Vocabulary Card
Definition
History of a person's
life written by that
person
Word Parts:
Auto = Self
Bio = Life
Graphy = Written
Autobiography
Examples:
The Autobiography of
Benjamin Franklin;
Out of Africa Isak
Dinesen
Sentence in context
My grandmother is
writing an
autobiography by using
her diaries that detail
events in her life.
Grade 7 ELAUnit 1Content Area Reading/Informational Non-fiction
7
Louisiana Comprehensive Curriculum, Revised 2008
Activity 3: Writing Craft (Ongoing) (GLEs: 17a, 17b, 17c, 17d, 17e)[E]
Materials List: a variety of picture books, overhead projector, transparencies, or chart
paper, or computer with projector, student-writing notebooks (journals)
Teacher should begin preparing the students to be good writers. Each writing workshop
should begin with a mini lesson. Examples of typical mini lessons could include: word
choice, usage, or conventions; techniques for organizing; kinds of writings for students to
try; writing as a process; pieces of writing that demonstrate different techniques. Teacher
should teach or review the traits for effective writing. The following Internet sites have
the traits and the definitions of effective writing:
http://www.north-scott.k12.ia.us/writetraits/writetraits.html#top
http://www.englishcompanion.com/pdfDocs/sixtraitssummary.pdf
The teacher may read and or show a variety of simple books, such as Patricia Mac
Lachlan’s, What You Know First or Jane Yolen’s, Owl Moon, Sleeping Ugly, and I
Crocodile, that focus on voice, ideas, and organization for the writing craft. Students will
participate in a discussion on how authors develop their ideas, organize their books, use
voice, use effective words, create sentence fluency, and use the conventions of writing.
The teacher should then model several sentences, both from the books read and some
teacher/student made sentences that focus on ideas, organization, and word choice and
writing conventions; such modeling may be done orally on chart paper, the board, an
overhead, or the computer that has a projected screen and saying it. Students can then
participate in groups by practicing several sentences. Students are to practice the skills in
their independent writing in a bound composition writing journal notebook. Teacher will
remind students this is an ongoing activity, and they will be reviewing all work done
throughout the year.
Activity 4: Grammar/Usage Mini-Lessons (Ongoing) (GLEs: 23a, 24a, 24b, 25a,
25b, 25c, 26, 27) [E]
Materials List: writing samples, sentence strips, Velcro or sticky tack, journals or
learning logs
The teacher may use the daily oral language strategy with target skills (The teacher will
provide the students with a sentence or a group of sentences in need of editing to give
students consistent practice correcting grammatical errors.). Target skills should be
identified (e.g., varied sentence structure and patterns, phrases and clauses, punctuation,
infinitives, participles, superlative and comparative degrees of adjectives, adverbs,
pronouns and antecedents, sentences without double negatives, spelling). The students
may also discuss the common errors in student writing samples.
For this unit, the teacher will review how to use commas with students. The lesson
should emphasize the use of commas to set off nouns of direct address, and commas used
after introductory words or phrases. Students will practice using commas by placing the
Grade 7 ELAUnit 1Content Area Reading/Informational Non-fiction
8
Louisiana Comprehensive Curriculum, Revised 2008
comma in the correct place on sentence strips. Sentence strips without commas included
can be placed around the room. Commas can be put on a smaller strip with sticky tack or
Velcro stuck to it. Students are to pick a comma and put it in the correct position.
Students will then write sentences that include commas that set off nouns of direct
address and introductory words or phrases in their learning logs. Students’ writings
should include correct usage of commas to set off nouns of direct address and commas
used after introductory words or phrases as a piece of the rubric. Through the writing
process, students should use peer editing to work with the mechanics. Grammar
instruction should occur within the context of students’ reading and writing. Fun lessons
for grammar instruction may be found at the following site: http://www.educationworld.com/a_lesson/lesson/lesson334.shtml
Activity 5: Strategic Reading; Skimming, Scanning, Connecting (Ongoing) (GLEs:
14e)[R]
Materials List: science or social studies textbook, chart paper
Teacher will conduct mini-lessons throughout the unit on connecting text with other texts
or with what students already know. Teacher will model questions such as: What do I
know about the topic? Have I read other books like this? What connections am I making
now to self, other texts, and the world around me? Students will ask themselves these
questions when reading social studies or science texts, encyclopedias, or other nonfiction
texts.
The teacher will conduct a mini-lesson on reading a chart. Students will look at a chart in
a social studies book and discuss how the columns in the chart lead their eyes from left to
right, enabling them to connect information. Students will work in groups to analyze a
chart on either a teacher-given topic or one they have chosen themselves from either
social studies or science text or another non-fiction text.
Teacher will then model skimming (reading quickly to get the main idea of the text) to
find overall content of text and scanning (rapidly viewing the text in search of key terms,
phrases, or information) to find specific information. Students will choose a chapter that
is being studied in social studies or science to skim and scan for information. Students
will record information in a learning log to use later as a study guide.
Grade 7 ELAUnit 1Content Area Reading/Informational Non-fiction
9
Louisiana Comprehensive Curriculum, Revised 2008
Activity 6: Parts of a Book/Text Structure (GLEs: 08b, 09e, 14a, 14b, 14c, 14d,
14e)[R]
Materials List: science, social studies, or other textbook; chart paper; student’s
portfolio/journal or notebooks
Teacher will divide the class into pairs. Students will skim and scan a non-fiction
textbook, such as their social studies or science text to identify parts of a book and text
structure. The students will look over the cover and title of the book and discuss what
they expect to find in that book. Students will then examine the various features such as
the table of contents, glossary, index, and bibliography. From teacher-selected questions,
students will respond, using the title page, copyright page, table of contents, body,
appendix (if applicable), glossary, bibliography, and index to make predictions about the
text before reading. Teacher will model how to fill out the KWL chart graphic organizer
(view literacy strategy descriptions) by asking students what they know about a particular
subject that the teacher selected from a science or social studies book. As the students
answer what they know about the subject, teacher will fill out the K box in the KWL
chart. Students will then complete the “What I want to know” box on their own charts.
After reading the chapter, the students will then complete the “What I learned” box.
Students will then select a chapter, complete a textbook analysis or a preview checklist,
and use a KWL chart graphic organizer to set a purpose for reading. Students are to
complete a paragraph in their portfolios responding to the usefulness of the various parts
of the books (e.g., Why would a table of contents be useful when trying to select a book
to use for a specific topic? How can an index or glossary help make predictions about the
text?).
Activity 7: Reading for Information and Note-Taking (GLEs: 05, 09a, 09b, 09c, 09e,
14a, 14b, 14e, 42c) [R]
Materials List: articles, informational or expository texts
Teacher will do mini-lessons on SQ3R and PQ4R (preview, question, read, recite, record,
review; this mini lesson will emphasize the record for the note taking) and on how to use
the 5W method as a strategy for reading expository and informational texts. Teacher will
model the literacy strategy split-page note taking (view literacy strategy descriptions) by
placing on board, overhead, or PowerPoint® slide sample split-page notes from a teacherselected chapter of a text or article. The value of taking notes in this format will be
explained by saying it logically organizes information and ideas, separates big ideas from
supporting details, promotes active reading and listening, and allows inductive and
deductive prompting for remembering information. Students should draw a line from top
to bottom approximately 2 to 3 inches from the left edge on a sheet of paper. They
should try to split the page into one-third and two-thirds. Big ideas, key dates, names,
etc. should be written in the left column with supporting details in the right column.
Students should paraphrase and abbreviate as much as possible. For example:
Grade 7 ELAUnit 1Content Area Reading/Informational Non-fiction
10
Louisiana Comprehensive Curriculum, Revised 2008
“Watching Wonders” READ Vol.55 No.16, April 16, 2006, p 22-25.
Prey
Small green frog
Predator
Giant water bug
Giant Water bug’s
M.O.
Seizes victim with hooked forelegs and grasps tightly
Paralyzes victim with bite
Shoots poison that dissolves muscles, organs and bones,
but not skin
Sucks out the victim’s body
After teacher modeling, students will read various informational and expository
selections and take split-page notes. Note: Articles from Read, Weekly Reader, Time for
Kids, or any other student magazines can be used. Students will form groups to take
notes by paraphrasing information from nonfiction text.
.
Each group will select a chapter from one of their textbooks, such as science or social
studies, and use the PQ4R study method to skim, scan, and question each other and the
split-page notetaking strategy to compile their notes. Students will compare their notes
with other groups that took notes on the same text.
Teacher will conduct a mini-lesson on outlining and finding main idea and details. The
teacher will remind students that when they outline from a text, they will be using
strategies such as sequencing events and arranging steps in a process. The students will
select a chapter from their social studies or other textbook and outline the selections to
identify main idea and supporting details.
Activity 8: Text Structure (GLEs: 14a, 14b, 14c)[R]
Materials List: textbook, nonfiction magazine article, a variety of expository texts,
student-learning logs
A mini-lesson on writing structure will be conducted by the teacher. Students will read a
science textbook chapter or magazine article and identify the writing structure (e.g.,
cause-effect, classification, or problem-solution).
Next, students will read a variety of expository texts including essays, newspapers, and
magazine articles from a content area and will develop and answer literal, interpretative,
and evaluative questions about the texts. Students will apply knowledge by reading an
unfamiliar textbook selection or informational article, taking notes (using the split-page
note taking (view literacy strategy descriptions) strategy), and paraphrasing the selection.
Students will keep notes on these strategies in a learning log(view literacy strategy
descriptions). The learning logs will be assessed at the end of the unit by a teachercreated completion list.
Grade 7 ELAUnit 1Content Area Reading/Informational Non-fiction
11
Louisiana Comprehensive Curriculum, Revised 2008
Activity 9: Interpreting Information from a Graphic Organizer (GLEs: 04a, 04b,
09b, 15b, 15c, 15d, 15e, 16, 18b, 39a, 39b, 42a, 42b, 43a, 43b, 46) [E]
Materials List: note cards, various tables, charts, timelines, diagrams, maps from
textbooks, newspapers, expository, or technical text, computer software such as
Inspiration or Kidspiration(optional), Paragraph Formula BLM
Teacher and students will collect tables, graphs, timelines, charts, schedules, diagrams,
and maps from textbooks, newspapers, and expository or technical text. Students will be
placed in groups to draw conclusions and explain the information conveyed in the charts,
tables, etc. Teacher will lead a discussion on the significance of using charts, timelines,
diagrams and other graphics.
Students will then develop a table, graph, chart, or diagram to represent the information.
Students may collect the information from texts or may interview others or conduct a
survey on a topic in which they are interested. Students may use software such as
Inspiration® if available to generate.
Teacher will model how to write a paragraph, focusing on writing topic sentences, using
relevant details with the topic sentences, elaboration, using transitional words and
phrases, and writing concluding sentences. Teachers may use a Paragraph Formula BLM
to introduce students to writing a paragraph that has a topic sentence, two or more
supporting concrete ideas, an elaborating sentence and concluding sentence. The BLM
shows students how they might begin each of the sentences in the paragraphs. Students
may then use this as a checklist when peer or self-editing paragraphs.
Teacher will have students brainstorm (view literacy strategy descriptions) a topic
sentence from one of the graphs or charts collected earlier. Teacher will write the topic
sentence on the board, chart paper, or overhead. Teacher will explain that the topic
sentence introduces the paragraph. Teacher should also explain that good paragraphs
have supporting details and will have an elaboration or commentary sentence that
explains the topic. On the board, chart paper, or overhead, teacher will write supporting
detail sentences and a commentary sentence.
The teacher and students will then brainstorm a concluding sentence that restates the
topic sentence, and the teacher will post that to finish the paragraph. Using their
information, students will then write a multi-paragraph summary of data generated from
surveys. Students will use peer editing and then revise their paragraphs. Student work
will be assessed through a checklist or group participation rubric. Rubrics and checklists
can be found at www.louisianaschools.net/lde/uploads/3743.pdf for self/peer evaluation
or http://rubistar.4teachers.org/index.php
Grade 7 ELAUnit 1Content Area Reading/Informational Non-fiction
12
Louisiana Comprehensive Curriculum, Revised 2008
Activity 10: Research Skills/ Narrowing a Topic (GLEs: 14b, 18a, 18b) [E]
Materials List: overhead projector, transparency Narrowing a Topic BLM
Teacher will conduct a lesson on how to choose and narrow a topic. Teacher can use a
brainstorming (view literacy strategy descriptions) strategy using a Web graphic
organizer (view literacy strategy descriptions) or can walk the students through the
process shown on the overhead. The example in the Narrowing a Topic BLM deals with
language. Teacher will discuss why the student in the example decided the topic needed
narrowing at each point in the process, and how he/she went about finding sub-topics as
well as the kinds of questions the student most likely asked himself.
As a class, students will brainstorm using Narrowing a Topic or using a web, which
narrows down a broad topic (e.g., from dogs to Yorkshire Terriers). Students will
generate a list of narrowed topics from teacher/self-selected general categories. The
categories should come from a topic being studied in social studies or science class.
Students will select from the list to narrow a topic and apply a pre-writing process such as
brainstorming for their own research. Students will then develop questions they will
answer in their reports (e.g., Would a Yorkie make a good pet? What is the temperament
of a Yorkie? Where did Yorkies first show up? etc.).
Activity 11: Writing Business Letters (GLEs: 08b, 15b, 15e, 16, 17a, 17b, 17c, 17d,
17e, 18b, 18c, 18d, 18e, 18f, 18g, 22a, 22d, 24a, 24b, 24c, 25a, 25c, 27)[E]
Materials List: samples of applications or order forms, samples of business letters, BLM
Sample Business Letter, BLM Business Letter Rubric
Students will read examples and models of business letters. (See Sample Business Letter
BLM) Students, if permitted, may bring copies of letters from home. Students will label
each part (e.g., heading, inside address, salutation, body, complimentary closing, and
two-line signature) of various business letters.
The teacher will review and model the format of a letter of request, an order letter, and a
letter of complaint or adjustment. The teacher will also model how to fill out an
application requesting something (e.g., to win a new bike or ordering a magazine
subscription). The teacher should gather blank applications from magazine inserts or
sales catalogues for students to practice filling out. Students will brainstorm (view
literacy strategy descriptions) with the teacher a list of things people can request, order,
or complain about. Students will use the application forms provided to fill out and will
write drafts of their each type of letter previously modeled. Students can go to the
following site to draft an example business letter:
http://www.readwritethink.org/materials/letter_generator/
Next, students will write a letter of request for information to a state or federal agency on
the topic chosen from the previous activity. The information the students will inquire
Grade 7 ELAUnit 1Content Area Reading/Informational Non-fiction
13
Louisiana Comprehensive Curriculum, Revised 2008
about will be used in their research topics in later activities in this unit. Teacher will put
students in a pair/share group and the students will read letters aloud to their partner.
Each student will listen for clear and sufficient details, sentence variety, usage of
pronouns and antecedents, absence of double negatives, and the correct tone for specific
audiences.
Students will also peer- or self-edit, focusing on commas used to set off nouns of direct
address and commas used after introductory words or phrases, and proof for spelling.
Students will use a variety of resources to correct their letters. The students will revise
their letters.
The students will produce a final draft of their letters. If available, the students will use
word processing and/or other technology to draft the final copy. Students are to make a
copy of final letter to keep in their portfolio and will mail their original letters to the
appropriate party. Students will be provided feedback through an iLEAP writer’s
checklist, (http://www.louisianaschools.net/lde/uploads/2071.pdf) or
www.louisianaschools.net/lde/uploads/3743.pdf and/or the BLM Business Letter Rubric.
Teacher Note: An important part of this lesson is to mail out the letters in order to receive
responses. If students cannot bring stamps from home, check with the school
administration or a business to donate the cost of the stamps.
Activity 12: Using Basic Reference Books (GLEs: 39a, 39b, 39c, 39d, 40a, 40b) [R]
Materials List: checklist, various reference books from library, list of topics
Students will go to the library to locate reference books. Students will make a chart or
checklist of questions they can use for researching a particular topic. Checklist items
should include but not be limited to:
• Is the topic in a general encyclopedia?
• What does the encyclopedia index tell me?
• What is the guideword at the top of the page?
• Where can I find more information about this topic?
• Do I need to look in an atlas?
• What articles can I find in a periodical index?
• Is there information in the almanac for my topic?
The students will continue with these types of questions with other reference books not
listed here.
Students will create a reference book scavenger hunt. The scavenger hunt should be
designed with questions that the answers can be found in the various reference books
including, but not limited to encyclopedias, encyclopedia index, atlases, almanacs,
periodical indexes, Reader’s Guide, biographies, electronic software, electronic data
bases, book marked websites, other online sources, etc. To complete the scavenger hunt,
Grade 7 ELAUnit 1Content Area Reading/Informational Non-fiction
14
Louisiana Comprehensive Curriculum, Revised 2008
students will exchange their questions with a partner, and the partner will go to the library
to search for the source in which the answer can be found, write down the name of the
source and the answer to each of the questions. Example questions could include: Who
hit the most homeruns in 2002 in the National League? (Sports Almanac); What is the
highest elevation in Louisiana? (Atlas) The students will then evaluate the scavenger
hunt, using a student/teacher-created checklist.
Activity 13: Research Skills/Using Resources (GLEs: 9b, 39a, 39b, 39c, 40a, 40b, 41,
45c) [E]
Materials List: various resources to generate a research topic, Models of Bibliography
Entries BLM
Students will generate a list of narrowed topics from general categories. The teacher
should encourage the students to choose topics from social studies or science topics being
studied, or have been studied this school year. Students will choose a topic to research
for a report. Teacher and students should utilize the library where teacher will review the
organization and use of various resources (e.g., nonfiction book, encyclopedias, Reader’s
Guide, an electronic periodical index, Internet sites, and search engines). The teacher
will model how to write bibliographic entries (see Models of Bibliography Entries BLM);
how to compile the works cited page; and how to determine validity of sources. Students
will use various sources to research and determine the usefulness and validity of those
sources. A site that can be utilized is http://www.readwritethink.org/materials/hints-onprint/index.html. This site helps students determine relevance and helpfulness of a book.
The students may then begin summarizing and paraphrasing information from these
sources using split-page notetaking (view literacy strategy descriptions) for their reports.
Students will write bibliographical entries that will be used to create a works cited page
for their reports that will be written in Activity 15.
Activity 14: Research Skills/Creating a Project (GLEs: 04a, 04b, 09b, 09e, 14c, 14d,
14e) [R]
Materials List: overhead or board, paragraph(s) from a science or social studies text or
from a section in an encyclopedia, computers with PowerPoint®, posters, or any other
medium the student chooses for the projects
Students will take notes from their sources—paraphrasing, making inferences, and
drawing conclusions from the information by using the GISTing strategy (view literacy
strategy descriptions). GISTing is a summary writing process. Teachers will begin by
reminding students of the fundamental characteristics of a summary or gist by placing
these statements on the board or overhead:
• It is shorter than the original text.
• It is a paraphrase of the author’s words and descriptions.
• It focuses on the main points or events.
Grade 7 ELAUnit 1Content Area Reading/Informational Non-fiction
15
Louisiana Comprehensive Curriculum, Revised 2008
Teacher will model GISTing by using a section of a science or social studies book or an
encyclopedia article. Introduce the section by building on prior knowledge, discussing
key vocabulary, and other important ideas and information. Then the teacher should read
aloud each sentence and with the students’ help to generate gists of each one, combining
the sentence gists with one another until all the lines in the section are summarized.
Discuss with students the important details and ideas, and write them on the board. Help
students formulate important information and ideas into a single sentence and write that
on the board. Continue this process until you have finished a short section of the chapter
or section from an encyclopedia and have written 4-5 section gist statements on the
board. The teacher and students may also go to the following site that has an interactive
explanation on finding facts in texts.
http://www.readwritethink.org/materials/factfrenzy/opening.html
Students will then gist from their sources to take notes for their research topics.
The students will also analyze the text by reasoning—inductively or deductively,
generating a theory, and using skimming/scanning strategies. Students will create a
project (e.g., poster, PowerPoint® presentation, or some other visual representation of
gathered information) that includes graphic organizers they generated from their research.
Activity 15: Research Skills/Writing a Report (GLEs: 04b, 15a, 15c, 15e, 16, 18c,
18d, 18e, 18f, 18g, 43c, 44, 45a, 45b, 45c)[E]
Materials List: notes from research, LEAP 21 Writer’s Checklist, LEAP 21/GEE Writing
Rubric Student Copy BLM, LEAP 21/GEE Writing Rubric Teacher Copy BLM,
Research Process BLM
Teacher will give students the LEAP 21 Writer’s Checklist
http://www.louisianaschools.net/lde/uploads/2071.pdf and go over it with the students.
Students will draft a written report from notes previously taken by using word processing
technology that goes with their visual representation. Students will organize their reports
with an established main idea, use elaboration (e.g., facts, specific details), include
transitional words that unify ideas, and integrate quotations and citations in the report; the
overall structure will include an introduction, body, and conclusion that summarize
important details and ideas. Students will also include a works cited page with their
report. Students will apply the writing process, using peer- or self-evaluation to edit or
evaluate for ideas and organization, proofread for correct usage, mechanics, and spelling;
revise based on feedback, and publish a written report using word processing technology.
Student work will be assessed with the LEAP 21 Writer’s Checklist
(http://www.louisianaschools.net/lde/uploads/2071.pdf) or
(www.louisianaschools.net/lde/uploads/3743.pdf) and/or LEAP 21 Writing Rubric
(www.louisianaschools.net/lde/uploads/9842.pdf The entire research process can also be
assessed using the Research Process Rubric BLM.(optional)
Grade 7 ELAUnit 1Content Area Reading/Informational Non-fiction
16
Louisiana Comprehensive Curriculum, Revised 2008
Sample Assessments
General Guidelines
Use a variety of performance assessments to determine student understanding of content.
Select assessments that are consistent with the type of product that results from the
student activities, and develop a scoring rubric collaboratively with other teachers or
students. The following are samples of assessments that could be used for this unit:
General Assessments
•
•
•
•
•
•
The teacher will provide students with a checklist for collecting and documenting
new vocabulary words. Students will keep the vocabulary in a portfolio to be
turned in at the end of the unit for assessment. Students may be assessed on the
completion and correctness of the activity.
Students will use information learned to complete KWL charts. Charts will be
kept in unit portfolio. Teacher may assess charts on completeness and accuracy.
Students may use a trait rubric (i.e., ideas, organization, voice, word choice,
sentence fluency, conventions) to self-assess their written work. Six Trait Rubric
available at www.nwrel.org/assessment/pdfRubrics/6plus1traits.pdf.
Students’ writing products may be assessed using the LEAP 21 Writer’s Checklist
(http://www.louisianaschools.net/lde/uploads/2071.pdf) or
www.louisianaschools.net/lde/uploads/3743.pdf for self/peer evaluation.
Students will take notes and find main idea and supporting details from a
textbook, magazine, or other non-fiction source. A summary will be done.
Assessment may include:
Title of chapter and subtopics
Main idea with supporting facts from text
Correct sequential order
Students will keep a learning log throughout the course of this unit. Teacher will
check the log, looking for content, correctness, and accuracy. A teacher or classmade checklist may be developed.
Activity-Specific Assessments
•
Activity 11: Students will complete letters and be assessed on the following
criteria: (See Business Letter Rubric BLM)
Letter form maintained
Necessary information presented
Ideas well-organized
Ideas communicated clearly and concisely
Command of sentence structure
Excellent letter language
Grade 7 ELAUnit 1Content Area Reading/Informational Non-fiction
17
Louisiana Comprehensive Curriculum, Revised 2008
Correct usage
Correct capitalization, punctuation, and spelling
•
Activity 15: After completing Activity 15, the students will be assessed for at
least two items (e.g., visual/oral presentation and research report). (See BLM
LEAP/GEE Assessment) for the research writing that should include the
following criteria:
The writing:
Focuses on one aspect of a specific subject
Includes a thesis statement
Includes details which effectively support thesis
Informs a reader completely
Gives credit for ideas from other sources
Organization:
Includes beginning, middle, and ending clearly developed
Contains one main idea in each paragraph
Contains details that support main idea
Voice:
Shows the writer is interested in the subject
Speaks sincerely and knowledgeably
Word Choice:
Explains or defines unfamiliar terms
Uses appropriate level of language
Creates sentences which flow smoothly from one idea to the next
Mechanics and Usage:
Applies the rules of grammar, spelling, and punctuation
Follows appropriate format for research (including correct
documentation)
•
Activity 15: The following model is designed to focus on the process and skills
necessary to locate, choose, and utilize information. This assessment is to be used
on the final product. (See Research Process Rubric BLM)The criteria used are as
follows:
Title Page: Title, name, layout (e.g., neatly finished without errors)
Rough Draft: Evidence of revision (e.g., changing, deleting, adding)
Final Copy: Introduction, body, conclusion (e.g., well-developed, follows
a sequential order)
Works Cited Page: Three or more different sources, correct format (e.g.,
book, magazine, encyclopedia, websites)
Visual Product: Evidence of research reflection, neatly done
Grade 7 ELAUnit 1Content Area Reading/Informational Non-fiction
18
Louisiana Comprehensive Curriculum, Revised 2008
Grade 7
English Language Arts
Unit 2: Modern Fantasy/Science Fiction
Time Frame: Approximately six weeks
Unit Description
The unit focuses on reading and responding to science fiction and modern fantasy set in
the past, the present, and the distant future. The characteristics of fantasy and science
fiction are defined and described. Also, a study of story elements is included. Students
are given the opportunity to respond in both written and oral forms. As the fantasy and
science fiction genre is rich in visualization, students will create various art projects
(paintings, collages, mobiles). Opportunities to compare and contrast science fiction with
fantasy by listening to stories, poems, and plays and viewing clips of familiar movies will
be provided. Examples of classic and contemporary science fiction will be read, and
responses to the genre will be made using journaling, discussions, and writing reviews
with cooperative groups. Researching technological advances predicted by various
science fiction authors allows students the chance to edit and evaluate their writings.
Vocabulary and grammar instruction occur throughout the unit within the context of the
literature.
Student Understandings
The essential goals of this unit are to read, comprehend, interpret, and analyze modern
fantasy and science fiction as a literary genre. Fantasy is imaginative writing that takes
the reader into an invented, unrealistic world. Students will recognize that fantasy and
science fiction can carry readers on journeys in time and can result in life lessons for the
reader or listener. Science fiction is a special division of fantasy that involves or is based
on scientific principles. Students will recognize science fiction includes scientific fact and
speculation and often comments on important issues in society that result in life lessons
for the reader.
Guiding Questions
1. Can students identify and analyze the main elements of fantasy and science
fiction?
2. Can students interpret and analyze significant literary techniques: imagery,
satire, flashback, simile, irony, metaphor, foreshadowing?
3. Can students make critical comparisons across text, noting the author’s style
as well as literal and implied content of text?
4. Can students recognize universal truths and themes?
Grade 7 ELAUnit 2Modern Fantasy/Science Fiction
19
Louisiana Comprehensive Curriculum, Revised 2008
5. Can students explain interactions and conflicts (man vs. man, man vs. self,
man vs. nature, man vs. society) or conflicts between major and minor
characters and analyze how the interactions affect the plot?
6. Can students relate science fiction to personal experiences?
Unit 2 Grade-Level Expectations (GLEs)
GLE # GLE Text and Benchmarks
01a.
Develop vocabulary using a variety of strategies, including, use of connotative
and denotative meanings. (ELA-1-M1)
01b.
Develop vocabulary using a variety of strategies, including, use of Greek, Latin,
and Anglo-Saxon base words, roots, affixes, and word parts (ELA-1-M1)
02a.
Explain story elements, including the revelation of character motivation
through thoughts, words, and actions (ELA-1-M2)
02b.
Explain story elements, including plot sequence (e.g., exposition, rising action,
climax, falling action, resolution) (ELA-1-M2)
02c.
Explain story elements, including conflicts (e.g., man vs. man, nature, society,
self) and their effect on plot (ELA-1-M2)
02d.
Explain story elements, including effects of first- and third-person points of
view (ELA-1-M2)
02e.
Explain story elements, including theme development (ELA-1-M2)
03a.
Interpret literary devices, including symbolism (ELA-1-M2)
03b.
Interpret literary devices, including puns (ELA-1-M2)
03c.
Interpret literary devices, including analogies (ELA-1-M2)
04a.
Draw conclusions and make inferences in oral and written responses about
ideas and information in grade-appropriate texts, including instructional
materials(ELA-1-M3)
04b.
Draw conclusions and make inferences in oral and written responses about
ideas and information in grade-appropriate texts, including essays(ELA-1-M3)
05.
Interpret ideas and information in a variety of texts, including periodical
articles, editorials, and lyrics, and make connections to real-life situations and
other texts (ELA-1-M4)
06.
Identify universal themes (e.g., search for identity, love, friendship, family,
courage, adversity) and cultural viewpoints found in national, world, and
multicultural literature in oral and written responses (ELA-6-M1)
07.
Compare and contrast elements (e.g., plot, setting, character, theme) in multiple
genres in oral and written responses (ELA-6-M2)
08a.
Use knowledge of the distinctive characteristics to classify and interpret
elements of various genres, including fiction (e.g., science fiction/fantasy)
(ELA-6-M3)
08b.
Use knowledge of the distinctive characteristics to classify and interpret
elements of various genres, including nonfiction(e.g., essays, letters) (ELA-6M3)
09a.
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including, sequencing events and steps in a process. (ELA7-M1)
Grade 7 ELAUnit 2Modern Fantasy/Science Fiction
20
Louisiana Comprehensive Curriculum, Revised 2008
GLE #
09b.
09d.
09e.
09f.
10.
11.
12.
13.
14a.
14b.
14c.
14e.
15b.
15c.
15d.
15e.
16.
GLE Text and Benchmarks
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including summarizing and paraphrasing information
(ELA-7-M1) (see ELA-1-M2)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including comparing and contrasting literary elements and
ideas (ELA-7-M1) (see ELA-1-M2)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including, making inferences and drawing conclusions
(ELA-7-M1) (see ELA-1-M2)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including predicting the outcome of a story or situation
(ELA-7-M1) (see ELA-1-M2)
Explain the relationship between life experiences and texts to generate solutions
to problems (ELA-7-M2)
Use technical information and other available resources (e.g., websites,
interviews) to solve problems (ELA-7-M2)
Explain the effects of an author’s stated purpose for writing (ELA-7-M3)
Identify an author’s bias (objectivity) for, against, or neutral toward an issue
(ELA-7-M3)
Analyze grade-appropriate print and non-print texts using various reasoning
skills, for example, identifying cause-effect relationships (ELA-7-M4)
Analyze grade-appropriate print and non-print texts using various reasoning
skills, for example, raising questions (ELA-7-M4)
Analyze grade-appropriate print and non-print texts using various reasoning
skills, for example, reasoning inductively and deductively (ELA-7-M4)
Analyze grade-appropriate print and non-print texts using various reasoning
skills, for example, skimming/scanning (ELA-7-M4)
Write multi-paragraph compositions on student- or teacher-selected topics
organized with the following, organizational patterns (e.g.,
comparison/contrast, order of importance, chronological order) appropriate to
the topic. (ELA-2-M1)
Write multi-paragraph compositions on student- or teacher-selected topics
organized with the following, elaboration (e.g., fact, examples, and/or specific
details) (ELA-2-M1)
Write multi-paragraph compositions on student- or teacher-selected topics
organized with the following, transitional words and phrases that unify ideas
and points. (ELA-2-M1)
Write multi-paragraph compositions on student- or teacher-selected topics
organized with the following, overall structure including an introduction, a
body/middle, and a concluding paragraph that summarizes important ideas and
details (ELA-2-M1)
Organize individual paragraphs with topic sentences, relevant elaboration, and
concluding sentences (ELA-2-M1)
Grade 7 ELAUnit 2Modern Fantasy/Science Fiction
21
Louisiana Comprehensive Curriculum, Revised 2008
GLE #
17a.
17b.
17c.
17d.
17e.
18a.
18b.
18c.
18d.
18e.
18f.
18g.
19.
20b.
21.
22b.
22c.
23a.
23b.
GLE Text and Benchmarks
Develop grade-appropriate compositions on student- or teacher-selected topics
that include word choices (diction) appropriate to the identified audience and/or
purpose (ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected topics
that include vocabulary selected to clarify meaning, create images, and set a
tone (ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected topics
that include information/ideas selected to engage the interest of the reader
(ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected topics
that include clear voice (individual personality) (ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected topics
that include variety in sentence structure (ELA-2-M2)
Develop grade-appropriate compositions by identifying and applying writing
processes, such as selecting topic and form (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes, such as prewriting (e.g., brainstorming, researching, raising
questions, generating graphic organizers) (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes, such as drafting (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes, such as conferencing (e.g., peer and teacher) (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes, such as revising based on feedback and use of various tools (e.g.,
LEAP 21 Writer’s Checklist, rubrics) (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes, such as proofreading/editing (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes, such as publishing using technology (ELA-2-M3)
Develop grade-appropriate paragraphs and multi-paragraph compositions using
the various modes of writing (e.g., description, narration, exposition,
persuasion), emphasizing narration and exposition (ELA-2-M4)
Use the various modes to write compositions, including fictional narratives
(ELA-2-M4)
Develop writing using a variety of literary devices, including analogies,
symbolism, and puns (ELA-2-M5)
Write for various purposes, including evaluations of media, such as television,
radio, and the arts (ELA-2-M6)
Write for various purposes, including text-supported interpretations of elements
of grade-appropriate stories, poems, plays, and novels (ELA-2-M6)
Use standard English punctuation, including commas to set off direct
quotations, nouns of direct address, and after introductory words or phrases
(ELA-3-M2)
Use standard English punctuation, including semicolons or colons to separate
independent clauses (ELA-3-M2)
Grade 7 ELAUnit 2Modern Fantasy/Science Fiction
22
Louisiana Comprehensive Curriculum, Revised 2008
GLE #
24a.
24b.
25a.
25b.
25c.
26.
27.
28.
29.
32.
33.
36.
38a.
38b.
38c.
39a.
39b.
40a.
40b.
40c.
GLE Text and Benchmarks
Write paragraphs and compositions following standard English structure and
usage, including varied sentence structures, including complex sentences (ELA3-M3)
Write paragraphs and compositions following standard English structure and
usage, including varied sentence structures, including antecedents that agree
with pronouns in number, person, and gender (ELA-3-M3)
Apply knowledge of parts of speech in writing, including infinitives and
participles (ELA-3-M4)
Apply knowledge of parts of speech in writing, including superlative and
comparative degrees of adjectives (ELA-3-M4)
Apply knowledge of parts of speech in writing, including adverbs (ELA-3-M4)
Spell high-frequency, commonly confused, frequently misspelled words and
derivatives (e.g., roots, affixes) correctly (ELA-3-5)
Use a variety of resources (e.g., glossaries, dictionaries, thesauruses, spell
check) to find correct spellings (ELA-3-M5)
Adjust diction and enunciation to suit the purpose for speaking (ELA-4-M1)
Use standard English grammar, diction, syntax, and pronunciation when
speaking (ELA-4-M1)
Adjust volume and inflection to suit the audience and purpose of presentations
(ELA-4-M3)
Organize oral presentations with a thesis, an introduction, a body developed
with relevant details, and a conclusion (ELA-4-M3)
Deliver grade-appropriate research-based presentations (ELA-4-M4)
Participate in group and panel discussions, including explaining the
effectiveness and dynamics of group process (ELA-4-M6)
Participate in group and panel discussions, including applying agreed-upon
rules for formal and informal discussions. (ELA-4-M6)
Participate in group and panel discussions, assuming a variety of roles (e.g.,
facilitator, recorder, leader, listener) (ELA-4-M6)
Locate and select information using organizational features of gradeappropriate resources, including, complex reference sources (e.g., almanacs,
atlases, newspapers, magazines, brochures, map legends, prefaces, appendices)
(ELA-5-M1)
Locate and select information using organizational features of gradeappropriate resources, including electronic storage devices (e.g., CD-ROMs,
diskettes, software, drives) (ELA-5-M1)
Locate and integrate information from a variety of grade-appropriate resources,
including multiple printed texts (e.g., encyclopedias, atlases, library catalogs,
specialized dictionaries, almanacs, technical encyclopedias) (ELA-5-M2)
Locate and integrate information from a variety of grade-appropriate resources,
including electronic sources (e.g., websites, databases) (ELA-5-M2)
Locate and integrate information from a variety of grade-appropriate resources,
including other media sources (e.g., audio and video tapes, films,
documentaries, television, radio) (ELA-5-M2)
Grade 7 ELAUnit 2Modern Fantasy/Science Fiction
23
Louisiana Comprehensive Curriculum, Revised 2008
GLE #
42b.
42c.
44.
46.
GLE Text and Benchmarks
Gather and select information using data-gathering strategies/tools, including,
interviewing (ELA-5-M3)
Gather and select information using data-gathering strategies/tools, including,
paraphrasing. (ELA-5-M3)
Use word processing and/or other technology to draft, revise, and publish a
variety of works, including reports and research documents (ELA-5-M4)
Interpret information from a variety of graphic organizers including timelines,
charts, schedules, tables, diagrams, and maps in grade-appropriate sources
(ELA-5-M6)
Sample Activities
The notations [R] for Reading and [E] for English (writing) are used to indicate the focus
and intent of each activity. Please note that Bulletin 741 currently states that the
minimum required number of minutes of English Language Arts instruction per week
for Grade 7 is 550 minutes for schools with a six-period day and 500 minutes for
schools with a seven-period day. It is strongly recommended that a teacher preview
websites before students access them. Ongoing activities should be a part of daily
instruction.
Activity 1: Independent Reading (Ongoing): (GLEs: 04a, 04b, 05, 08b, 10, 14a, 14b,
14c, 16) [R]
Materials List: reading material covering a wide range of topics and readability levels,
books/materials stored in the classroom itself and a constant flow of new books and
reading material, Reading Response Learning Log BLM, Reading Diary Prompts BLM
Each day, students and teachers should read silently for an uninterrupted period of time.
Students will select their own books or reading materials which require neither testing for
comprehension nor book reports. Students will keep a reading response learning log
(view literacy strategy descriptions) of materials read. An example of a reading log is as
follows:
Reading Response Log
Selection Title and
Genre
Date
Pages
read
Student Name___________________
Comments about what I’ve read
Other examples of reading logs can be found at
http://www.readwritethink.org/lesson_images/lesson141/log.pdf
Grade 7 ELAUnit 2Modern Fantasy/Science Fiction
24
Louisiana Comprehensive Curriculum, Revised 2008
Students may also respond in reading journals or diaries after completing their books to
prompts (e.g., This reminds me of_____, What surprised me was_____, I think this novel
is_____.) See Reading Diary Prompts BLM for other prompts. Student response also may
be through a variety of other or other strategies (e.g. writing prompts, response learning
logs, journals, book talks, or, if available, Reading Counts/Accelerated Reader). SSR
guidelines for class use may be found at
http://www.dowlingcentral.com/MrsD/area/literature/ssr.html or at
http://www.education-world.com/a_curr/curr038.shtml
Activity 2: Science Fiction/Fantasy Vocabulary: Etymology (Ongoing) (GLEs: 01a,
01b, 40a) [R]
Materials List: Vocabulary Cards BLM, index cards, software such as Inspiration,
computers optional, vocabulary portfolio/notebook
Many scientific words used in science fiction selections have origins in Greek and Latin.
Students will participate in class discussions with the teacher using a variety of words
with Greek or Latin foundations. Students will generate a list of words encountered in
fantasy and science fiction reading selections and use a dictionary to locate each word’s
meaning and origin. To develop students’ knowledge of key vocabulary, create
vocabulary cards (view literacy strategy descriptions) for terms related to the fantasy and
science fiction genre. An example is shown below and in the Vocabulary Cards BLM.
The teacher will distribute 3”x 5” or 5”x 7” index cards to each student. The teacher will
model for the students how to complete the vocabulary cards by putting a blank example
on the board or overhead. Teacher will place a targeted word in the middle of the card, as
in the example below. Ask students to provide a definition. It is best if a word can be
defined in students’ own words. Write the definition and derivation (if applicable) in the
appropriate space. Next, invite students to list the characteristics or description of the
word and write that information in the appropriate space. Ask for examples of the term
and include one or two of the best ones in the designated area on the card. Finally, in the
last area of the card, create a simple illustration or a sentence with the term used in
context.
Once the sample card is created, ask students to make their own word cards for other
fantasy or science fiction terms. Allow them time to review the words on the cards.
Students will then find a partner to quiz and hold accountable for accurate information on
the cards. Students need multiple exposures and opportunities to reflect on and
manipulate key vocabulary in order to learn it well. Students may also create a word
puzzle from their lists of words using the Internet site www.puzzlemaker.com or any
other similar site for additional practice. Software such as Inspiration® may be used to
generate the vocabulary cards. Students will add these words and meanings to their
personal vocabulary lists. Class lists will be generated.
Grade 7 ELAUnit 2Modern Fantasy/Science Fiction
25
Louisiana Comprehensive Curriculum, Revised 2008
Definition/Derivation
Characteristics/
Descriptions
Magic; Gods,
Goddesses; Legends,
Nature
(GREEK) MYTH
Pertaining to a fictitious
story that may include
gods, heroes, fairies, or
other unreal phenomena
MYTHICAL
Examples
Hermes isOF
a mythical
EXAMPLES
TERM:
character.
Hermes is a mythical character.
Illustration/Sentence
The unicorns in the Harry
ILLUSTRATION/SENTENCE:
Potter series
areHarry
mythical
The unicorns
in the
creatures.
Potter series are mythical
creatures.
Activity 3: Writing Craft (Ongoing) (GLEs: 03a, 03b, 03c, 17a, 17b, 17c, 17d, 17e,
21)[E]
Materials List: a variety of picture books, overhead projector, transparencies, or chart
paper, or computer with projector, student writing notebooks (journals), RAFT Writing
Example BLM
Teacher should begin preparing the students to be good writers. Teacher should teach or
review the traits for effective writing. The following Internet sites have the traits and the
definitions of effective writing:
http://www.north-scott.k12.ia.us/writetraits/writetraits.html#top
http://www.englishcompanion.com/pdfDocs/sixtraitssummary.pdf
Because fantasy often relies on literary devices such as symbolism, puns, and analogies,
the teacher will conduct a mini-lesson on symbolism, analogies, and puns. Teacher will
provide a few puns, analogies or symbols and have the students complete a RAFT writing
(view literacy strategy descriptions). The teacher will explain this form of writing gives
students the freedom to project themselves into unique roles and look at content from
unique perspectives. RAFT writing has been used to explain processes, describe a point
of view, envision a potential job or assignment, or solve a problem. It is the kind of
writing that, when crafted appropriately, should be creative and informative. The teacher
will then ask students, individually or in small groups, to select a pun, analogy, or
symbol. Ask students to work in pairs to write the following RAFT:
R – Role (role of the writer–Journalist)
A – Audience (to whom or what the RAFT is being written–Anthropologists)
Grade 7 ELAUnit 2Modern Fantasy/Science Fiction
26
Louisiana Comprehensive Curriculum, Revised 2008
F – Form (the form the writing will take, as in letter, song, etc.–Journal Entry)
T – Topic (the subject focus of the writing–Explanation of the literary device)
Example writing:
August 13, 2008
Today, while exploring the caves in Southern Colorado, I discovered several
writings on the walls. Some of the writings were similes, metaphors, and analogies. The
most exciting part of the discovery was that I understood what some of the writings mean.
I grew up hearing some of these similes, metaphors and analogies because that was my
grandmother’s way of teaching all of us lessons. Similes and metaphors make
comparisons to things that sometimes don’t seem to be related. Similes use like or as to
compare; whereas, a metaphor just compares by saying one thing is another. An
example of a metaphor would be “Our old cat, a bolt of lightning, caught the bird.” Cat
is being compared to a bolt of lightning because he is very quick or fast.
In the cave one of the writings was: “Joe and Mike were like two peas in a pod.”
This is an example of a simile because it is using the word like to compare Joe and Mike
to peas in a pod. The saying means that Joe and Mike were really close to one another
and hard to separate, the same way that peas are really close in a pod. I also found
another writing that looked like this: Dog:cat::shirt:pants This analogy compares the
dog and cat, which are both animals with shirt and pants which are both articles of
clothing. I really like analogies because they compare unlike things.
There was another writing that was a pun. A pun is a figure of speech or word
play which consists of a deliberate confusion of similar words within a phrase or
phrases. This writing said, “I wondered why the baseball was getting bigger. Then it hit
me.” That was really funny.
I also noticed a drawing of a group of people in a circle holding hands. I think
the drawing is a symbol describing the closeness of the group who wrote on these walls.
Symbols are something that stands for something else.
I can’t wait to get back tomorrow and decipher more of the writings.
When finished, allow time for students to share their RAFTS with other partners or with
the whole class.
Students are to create a portfolio that will include a list with the meaning of each of the
analogies, puns, and symbols that they encounter in their readings and their RAFT
Grade 7 ELAUnit 2Modern Fantasy/Science Fiction
27
Louisiana Comprehensive Curriculum, Revised 2008
writings. Students will compose sentences that include these various literary devices and
add them to their journals. Students may also visit the web site http://www.sadlieroxford.com/phonics/analogies/analogiesx.htm to participate in an interactive activity to
work with analogies. The teacher will remind the students that writing is an ongoing
activity and that they will be reviewing all work done throughout the year.
Activity 4: Grammar/Usage Mini-Lessons (Ongoing) (GLEs: 23a, 24a, 24b, 25a,
25b, 25c, 26, 27) [E]
Materials List: writing samples
The teacher may use the daily oral language strategy with target skills. The teacher will
provide the students with a sentence or a group of sentences in need of editing to give
students consistent practice correcting grammatical errors. In this unit, teacher will target
sentence structure, phrases and clauses, sentences without double negatives, and spelling.
The students will also apply knowledge of the parts of speech, including adverbs and
superlative and comparative degrees of adjectives. The students may also discuss the
common errors in student writing samples. Through the writing process, students should
use peer editing to work with the mechanics. Grammar instruction should occur within
the context of students’ reading and writing. Grammar instruction lessons may be found
at:
http://www.education-world.com/a_lesson/lesson/lesson334.shtml or
http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/index.htm
Activity 5: Science Fiction or Fantasy? (GLEs: 02a, 02b, 02c, 02d, 02e, 07, 08a,
22b)[R]
Materials List: chart paper, markers, Characteristics of a Fantasy BLM, Characteristics of
a Science Fiction BLM
Students will brainstorm (view literacy strategy descriptions) in their reading journals
examples of fantasy or science fiction they have seen or read (e.g., Harry Potter, Star
Wars, and so on). As students share their ideas, the teacher will list responses on the
board. The teacher should then discuss with the students what makes each of their
examples science fiction or fantasy. Teacher will list students’ ideas on chart paper that
will be left up in the room The teacher will next lead a discussion about narrative
elements and the characteristics of a fantasy and science fiction. Give each student a copy
or have the students copy the characteristics from the Characteristics of Fantasy and the
Characteristics of Science Fiction BLMs. The students will compare the characteristics of
fantasy and science fiction to the brainstorming charts created earlier. The teacher and
students will define universal theme: the idea that holds the story together or the central
meaning of a piece of writing, which might include the need to be loved and accepted, the
need to achieve, to have courage, etc. The teacher will present a science fiction/fantasy
web or chart modeling similarities and differences in the plot, setting, problem or
Grade 7 ELAUnit 2Modern Fantasy/Science Fiction
28
Louisiana Comprehensive Curriculum, Revised 2008
conflict, and characters. Students will view film clips of a science fiction story and a
fantasy and then create an attribute chart that compares/contrasts the characteristics.
Through story mapping and discussion, students will respond to the selection and identify
the characteristics of science fiction and fantasy.
Activity 6: Elements of Fantasy/Science Fiction (GLEs: 02a, 02b, 02c, 02d, 02e, 08a,
09d, 09f, 38b, 38c, 42c)[R]
Materials List: a variety of excerpts from fantasy or science fiction stories, Reciprocal
Teaching BLM, Literary Techniques BLM, Story/Literary Elements BLM, Story
Elements Checklist, Character Representation Rubric BLM
The teacher will present mini-lessons on literary techniques (e.g., imagery, satire,
flashback, foreshadowing, irony, metaphor). Other mini-lessons conducted will focus on
story elements including the following: character development (the who), setting (the
where and when), plot (the what), point of view, mood, theme, and style (the how). The
teacher may use Literary Techniques BLM and Story Elements BLM when presenting the
mini-lessons. Also, teachers may want to access the following web sites for further
explanations.
http://mrbraiman.home.att.net/lit.htm
http://www.brainpop.com/english/writing/similesandmetaphors/
The teacher will select several excerpts from a variety of fantasy or science fiction
stories, such as The Lion, the Witch and the Wardrobe, Harry Potter, The Giver, A
Wrinkle in Time, Gathering Blue, etc., in which literary techniques have been used and
assign to groups of students.
The students will use the reciprocal teaching strategy (view literacy strategy
descriptions) while working in their groups. Reciprocal teaching focuses on the four
main comprehension processes of summarizing, questioning, clarifying, and predicting,
something good readers do automatically while struggling readers may not even
understand these processes are required. It also makes the students responsible for
creating the meaning of a story, rather than relying on a teacher’s summarization. The
teacher will give each student a copy of Reciprocal Teaching Chart BLM. Each member
of the group will be responsible for filling out his/her part of the chart. This chart will be
used as a guide for the students’ discussions.
• Students will form literature circles, and each student will be assigned a role in
the group such as:
Director of discussion—responsible for starting the meeting, creating
interesting and meaningful discussion questions, and soliciting
contributions from other members of the group
Passage master—person that directs the group to important and
meaningful passages and reads aloud these selections
Connector—person who helps the group make connections to the text
and the real world and provides examples from the text and examples
Grade 7 ELAUnit 2Modern Fantasy/Science Fiction
29
Louisiana Comprehensive Curriculum, Revised 2008
from everyday events
Illustrator—person who offers visual examples, responses, and
explanations of the written text; person who clarifies confusing parts
and attempts to answer questions posed
All students in the group will read the first section of the passage. The group members
will then fill out his/her portion of the reciprocal teaching chart. The Director of
Discussion will then ask the Illustrator to begin the discussion within the group by orally
summarizing the first section of the passage. The Illustrator will then pose confusing
questions about the passage, and the others will discuss. The Director will then share
predictions, the remainder of the group will agree on predictions made. The Passage
Master will then read aloud passages that confirm the predictions the group made. The
discussion will continue within the group until the questions in the chart have been talked
about. The roles in the group then switch one person to the right, and the next part of the
selection is read. Students repeat the process in their new roles and continue to employ
the reciprocal teaching strategy. This continues until the entire selection is read.
•
•
•
•
•
•
The students will then discuss and identify literary techniques (e.g., imagery,
satire, flashback, irony, metaphor, foreshadowing) by citing examples on an
attribute chart.
Students will make predictions, develop questions, and analyze author’s
techniques in creating fantasy.
Each literature circle group will share its findings with the whole class. Students
will then compare the fantasies/science fiction and generate a list of similarities,
creating a wall chart to record specific information or a summary on fantasies
read (e.g., characters, motifs, universal themes, origin).
Students are to complete reading of their short fantasy/science fiction. The
students will analyze plot sequence by using story maps and identify the
conflict’s effect on the plot.
Students will create a list of story questions about characters, setting, plot, point
of view, mood, theme, and style. These questions can be used as a review by
playing a Jeopardy game with them.
Finally, students will analyze a character and create a visual representation, such
as a poster or mural showing physical appearance, character’s voice, thoughts
and feelings, and character’s actions or deeds.
Teacher will assess student work by using Story Elements Checklist BLM, Character
Representation Rubric BLM or other teacher-made checklists or rubrics.
Activity 7: Fantasy/Science Fiction Book Review (GLEs: 02b, 09a, 09b, 09e, 17a,
17b, 17c, 17d, 17e, 19, 22c, 28, 29, 32)[R]
Materials List: a variety of books, markers, pencil colors or crayons, construction paper,
old magazines, drawing paper, Presentation Rubric BLM
Grade 7 ELAUnit 2Modern Fantasy/Science Fiction
30
Louisiana Comprehensive Curriculum, Revised 2008
Teacher will conduct a mini-lesson on book reviews. The students will listen to a short
fantasy story the teacher has selected. In a whole group setting, the students and teacher
will devise a book review for the selection that has been read aloud.
From the class list of fantasy novels, students will select a novel to be read
independently. As they read, students will respond in reading learning logs (view literacy
strategy descriptions) to a variety of teacher-suggested prompts, which may include
asking for the following: brief summaries, making inferences, drawing conclusions,
charting character development, sequencing plot, making predictions, etc. An example of
a prompt might be: In the story Harry Potter and the Sorcerer’s Stone, what made the
Hagrid so endearing to Harry, Hermoine, and Ron, yet not so endearing to Malfoy? The
teacher may allow time for the students to exchange log entries and explain their
responses.
Students will use their responses in their journals to write a book review, using word
choices appropriate to the audience along with information and ideas that keep the
interest of their audience. Teachers and students may go to the following web sites that
give ideas on how to write and present book reviews:
http://www.teachnet.com/lesson/langarts/foldedbkrpts071599.html
http://www.lkwdpl.org/study/bookrep/
The students will use a variety of sentences and a clear voice to encourage others to read
the novel. The students will also respond to the text through various media (e.g.,
dioramas, montage, collage, mosaic, illustrations, mobiles, posters, book jacket).
Students will present the book reviews and visuals to the class. Teacher will assess
student presentations with Presentation Rubric BLM or other teacher-made rubric.
Activity 8: Comparing Fantasy/Science Fiction Stories (GLEs: 09d, 11, 14e, 15b,
15c, 15d, 15e, 16, 18b, 18c, 18d, 18e, 22c, 39b)[R]
Materials List: paper, pen or pencil, computer(s) with Internet and software used in
library such as OPAC, (optional), Writer’s Checklist
Students will research via the Internet or an electronic storage device (OPAC or other
software used in the library or websites) or the teacher may provide a list (see Science
Fiction/Fantasy Booklist following the Sample Assessments) to find other fantasy/science
fiction stories. The students will read and respond to common themes or issues in fantasy
by comparing two fantasy stories. Students will use a graphic organizer (view literacy
strategy descriptions) for brainstorming (view literacy strategy descriptions) the
similarities.
The teacher will conduct a lesson on how to develop multiparagraph compositions. Using
their graphic organizer, the students will develop a multiparagraph composition that
includes an introduction, middle, and concluding paragraph, comparing the two fantasies.
The student will establish a central idea, use specific details from the story, and use
transitional words or phrases that clarify or unify ideas within the paragraphs. The
students will cite text examples for support. The students will confer with a peer or
Grade 7 ELAUnit 2Modern Fantasy/Science Fiction
31
Louisiana Comprehensive Curriculum, Revised 2008
teacher about the content of their papers. Students will be provided feedback through
iLEAP writer’s checklist, (http://www.louisianaschools.net/lde/uploads/2071.pdf). The
students will then revise their papers based on feedback.
Activity 9: Author’s Point of View (GLEs: 02a, 02b, 02c, 02d, 02e, 06, 12, 13) [R]
Materials List: fantasy or science fiction selection, Question the Author BLM,
encyclopedias, biographies of various authors, computer(s) with Internet, pencil, paper
The teacher will also conduct mini-lesson reviews on author’s point of view and theme
development. The teacher will read aloud a short fantasy or science fiction story or
excerpt. The students will discuss author’s point of view and the theme of the short story
by responding in their journals. To ensure students are learning to take responsibility for
constructing meaning from text, demonstrate how they can question the author QtA (view
literacy strategy descriptions). Put on chart paper the types of questions students are
expected to ask as they read and/or listen to science fiction and fantasy short stories. (See
below). Other questions can be added with the help of students as they learn the QtA
process. As a section of text is read, the teacher will model for the students the questionasking and –answering process using the questions below or related ones. In QtA, the
teacher will first read segments of the text and stop at pre-determined segments to have
the class discuss the ideas and events encountered. The teacher will then pose questions,
such as What is the author trying to say? and What do you think the author means by
that? and How does this connect with other text ideas? Use the Question the Author
BLM to model with the students. For the questions that have blanks, teacher is to add
appropriate information from the text to complete the question. The teacher should have
pre-segmented the text where the pupils may be expected to have difficulties. Based on
the teacher’s modeling of question asking, students then collaboratively construct
meaning by questioning the author and the author’s purpose. This gives students the
opportunity to learn from one another, to question and consider alternative possibilities,
and to test their own ideas in a safe environment.
In a subsequent section, invite students to do the same. Have students work in pairs to
engage in the QtA process together; move around the room to monitor and clarify.
Continue to model and elicit from students these types of questions until they begin to
QtA in a routine way as they read on their own and listen to text read to them. The teacher
should encourage students to use the approach to meaning making with all texts.
Goal
Initiate discussion.
Focus on author’s message.
Question
What is the author trying to say?
What is the author’s message?
What is the author talking about?
That is what the author says, but what does it
mean?
Why did the author choose this word?
Grade 7 ELAUnit 2Modern Fantasy/Science Fiction
32
Louisiana Comprehensive Curriculum, Revised 2008
Link information.
Identify difficulties with the way
the author has presented
information or ideas.
Encourage students to refer to the
text because they have
misinterpreted, or to help them
recognize that they have made an
inference.
Link information being read to
outside experiences.
How does that connect with what the author
already told me?
Have I seen this information in any other source?
Does that make sense?
Does the timeline of events make sense?
Did the author state or explain that clearly? Why
or why not?
What do I need to figure out or find out?
Did the author tell me that?
Did the author give me the answer to that?
What was the author’s impression of ________?
What was the author’s attitude toward ________?
What does that statement or description remind me
of _________?
What about the time period seems familiar or
similar to my own?
Activity 10: Meet the Author (GLEs: 12, 13, 17a, 28, 32, 39a, 39b, 40a, 40b, 42b,
42c) [R]
Materials List: fantasy or science fiction selection, Question the Author BLM,
encyclopedias, biographies of various authors, computer(s) with Internet, pencil, paper
Students will use a variety of sources, such as encyclopedias, Internet, Gale Group,
biographies, or the appendices of other source books, to research an author of science
fiction or fantasy (e.g., Isaac Asimov, Jules Verne, George Lucas, J. K. Rowling, C. S.
Lewis, etc.) Students will then formulate questions they would like to ask the author in an
interview. Questions should include, but not be limited to, family background, education,
books written, awards, etc.
Students will then use the QtA strategy (view literacy strategy descriptions) (see Question
the Author BLM) to formulate questions they would like to ask the author in an
interview. Questions should include, but not be limited to, family background, education,
books written, awards, why the author writes in the science fiction genre, etc. The
students will partner up with another student and have a mock interview. After the first
partner completes the interview, the students will change roles. After practicing the
interview a couple of times, students will perform the interview for the class.
Grade 7 ELAUnit 2Modern Fantasy/Science Fiction
33
Louisiana Comprehensive Curriculum, Revised 2008
Activity 11: True to Life? (GLEs: 36, 39a, 39b, 40a, 40b, 40c, 42c, 44, 46) [R]
Materials List: encyclopedias, computer(s), Internet access, digital camera (optional)
In groups, students will use information from Internet Web sites, documentaries, films,
encyclopedias, or other printed texts to research some technological advances made
during the last fifty years. Keywords such as “technological advances” or “recent
inventions” may be used to aide in the students’ research. Examples that students may
choose to research could include, iPods, laptop computers, cell phones, the robot that can
be programmed to vacuum, etc. Students will gather information; prepare charts and
timelines; and collect images, examples, and recordings to illustrate these advances. The
students will use various technologies to create a multimedia display such as a
PowerPoint® presentation, a student-created video, a mural of digital camera pictures,
etc. In their reading learning log (view literacy strategy descriptions), students will relate
these advances to ones mentioned in science fiction stories they have read. The students’
responses may be in paragraph form or in sentences that answer teacher-created prompts.
Activity 12: Predicting the Future (GLEs: 05, 10) [R]
Materials List: notebook, pencil or pen
The teacher will review several science fiction texts, science fiction articles from
periodicals, and the research students have done in previous activities in this unit to
interpret the information and ideas. Students will make connections to real-life situations
by brainstorming (view literacy strategy descriptions) what life might be like in the
future, including food, inventions, transportation, school, clothes, and houses. Students
will write a journal entry describing a normal day in the life of a seventh grader in 2100.
Students are to compare the above items to today to make real-life connections. Students
will explain if some of the technology in the future will generate solutions to today’s
problems.
Activity 13: Which Character Am I? (GLEs: 02a, 10, 17a, 17b, 17c, 17d, 18b, 18c,
18d, 18e, 18f, 18g) [E]
Materials List: paper, pen or pencil, Writer’s Checklist, iLEAP Writing Rubric BLM
The teacher will review the writing process with the students. Students, individually, will
make a list and identify the qualities of three fantasy characters with whom they relate.
As a prewriting activity, students will select one character and brainstorm (view literacy
strategy descriptions) how they are alike and different from the character. The students
will apply the writing process (brainstorming, drafting, conferencing, revising based on
feedback, proofreading to edit, and producing a final draft for portfolio inclusion) to
compose a multiparagraph essay on the ways they are alike and different from the
character chosen. The final draft may use electronic word processing technology.
Grade 7 ELAUnit 2Modern Fantasy/Science Fiction
34
Louisiana Comprehensive Curriculum, Revised 2008
Students will be provided feedback through iLEAP writer’s checklist,
(http://www.louisianaschools.net/lde/uploads/2071.pdf) Teacher may assess with iLEAP
Writing Rubric BLM or other teacher-made rubric.
Activity 14: Writing/Presenting Science Fiction/Fantasy (GLEs: 08a, 17b, 17c, 18b,
18c, 18e,18f, 18g, 20b, 23a, 23b, 24a, 25b, 26, 27, 28, 29, 32, 33, 38a, 44) [E]
Materials List: pencil, paper, dictionary, grammar resource book, computer (optional),
Fantasy/Science Fiction Rubric 1 BLM, Fantasy/Science Fiction Rubric 2 BLM
The students will write original fantasy or science fiction stories.
• Students may use the journal entry from Activity 12 to begin writing science
fiction stories. The narrative will include all the elements of a story and will have
characteristics of science fiction or fantasy embedded into it.
• Students will participate in whole group lessons presented by teacher on complex
sentence structure; superlative and comparative degrees of adjectives; using
commas to set off direct quotations, nouns of address, and after introductory
words or phrases; and using colons and semicolons.
• Students will use writing strategies to plan; draft; revise, by focusing on use of
varied and correct sentence structure, use of complex sentences, correct spelling,
and correct usage of punctuation to compose the stories. The students will then
self and peer edit by using a writer’s checklist.
(http://www.louisianaschools.net/lde/uploads/2071.pdf). The students will then
publish their fantasy/science fiction story. Students may choose to publish their
stories using word processing technology. The stories will be assessed with
Fantasy/Science Fiction Rubric 1 BLM, Fantasy/Science Fiction Rubric 2 BLM
or other teacher-made rubric.
• Students will create movie advertisement posters that illustrate the story they
wrote in the previous bullet. The poster will be neatly done and display the
elements of science fiction to capture the imagination of their audience.
• The teacher will place students in groups of four to six. Each student will present
their science fiction story as an oral summary and display the movie poster
advertisement within the group. The students’ oral presentations will be organized
with an introduction, a body that includes details, and a conclusion. Group
members may ask questions of the individual student after the oral summary is
given. Students will provide feedback through a class-created rubric. After all
students have presented their summaries to the group, they will complete a
teacher-created survey that explains the dynamics of the group.
Grade 7 ELAUnit 2Modern Fantasy/Science Fiction
35
Louisiana Comprehensive Curriculum, Revised 2008
Activity 15: Games Anyone? (GLEs: 02a, 02b, 02c, 02e, 15b, 15c, 15d, 17a, 17b, 17c,
18a, 18b, 18c, 18d, 18e, 18f, 18g)[E]
Materials List: poster or chart paper, markers, a variety of art materials, paper, pen or
pencil, Game Board Hints BLM, Game Board Rubric BLM
As a group, students will list and reflect on games they like to play or are familiar to
them. Students, individually or as a group, will design a board game or create a new sport
that relates to a fantasy story. The teacher may provide Game Board Hints BLM to the
students. Students are to incorporate characters, setting, conflict, plot, and theme within
the game. Students are also to include questions related to the fantasy stories and novels
that were read by the whole class.
In a whole class setting, the students will brainstorm what makes instructions clear and
easy to follow. Students will create a clear set of directions that explain how to play their
games. Students are to include a list of materials needed to play the game. Students or
the teacher should provide these materials on the day students are to play the game and
on the day of the presentation. Students will proofread the directions to check for correct
sequencing of the directions, correct mechanics, and correct spellings.
After games are completed, students will exchange game/sport with another group. The
students will play the game, following the directions given. The students who played the
game will then evaluate it on how clearly the instructions are written. Groups will then
get their game back along with the evaluations. Students will revise and publish a final
form of their game/sport.
The students will use the writing process to compose a multi-paragraph composition
comparing the game they created with another group’s game. Students are to elaborate on
the ease or difficulty of the game, how the directions were presented, and on the materials
that were used in each game. Teacher will assess the students’ paragraphs using a
teacher-made rubric or the LEAP 21 writing rubric.
http://www.louisianaschools.net/lde/uploads/9842.pdf
Sample Assessments
General Guidelines
Use a variety of performance assessments to determine student understanding of content.
Select assessments that are consistent with the type of product that results from the
student activities, and develop a scoring rubric collaboratively with other teachers or
students. The following are samples of assessments that could be used for this unit:
Grade 7 ELAUnit 2Modern Fantasy/Science Fiction
36
Louisiana Comprehensive Curriculum, Revised 2008
General Assessments
•
•
•
•
•
•
•
The teacher will provide students with a teacher-made checklist for collecting and
documenting new vocabulary words. Students will keep the vocabulary in a
portfolio to be turned in at the end of the unit for assessment. Students will be
assessed on the completion and correctness of the activity.
Students will be observed and evaluated individually while participating within
the literary circle group discussions.
Students will complete surveys rating the success of the group members working
on activities (self assessment and peer assessment). Using a checklist, the teacher
will observe students while they are working in groups, assessing whether they
stay on task, understand their roles, and complete their tasks correctly.
Students will confer with teacher to discuss and monitor the student’s knowledge.
A checklist will be provided for peer conferencing. Students will be assessed for
being on task and for cooperativeness.
Teacher and/or students will use a checklist to monitor for understanding of
narrative and fantasy/science fiction elements. (See example following the
Activity Specific Assessments.)
The students will be assessed on their understanding of complex sentence
structure, use of commas to set off direct quotations, and use of superlative and
comparative degrees of adjectives using teacher-made quizzes.
Activity-Specific Assessments
•
Activity 6: The teacher will assess students on their understanding of story
elements using the following checklist. Students may also use this checklist when
devising questions for Activity 4.
Story Elements Checklist
Key: N=never R=rarely S= sometimes U=usually
Understands Narrative Elements
___Setting
___Protagonists
___Antagonists
___Mood
___Events
___Imagery
___Satire
___Metaphor
___Theme
___Conflicts
Critical Thinking
___Makes reasonable predictions about what will happen
___Adjusts predictions during and after reading
Grade 7 ELAUnit 2Modern Fantasy/Science Fiction
37
Louisiana Comprehensive Curriculum, Revised 2008
___Makes inferences
___Understands cause and effect
___Compares and contrasts characters and events
___Describes characters’ traits
___Identifies themes
•
Activity 6: Students will be assessed on their character representation using the
following four-point rubric. See Character Representation Rubric BLM.
4 Points:
The character’s appearance is exactly the way text describes.
Quotations used show deep insight of character.
Actions clearly reveal character’s personality.
A clear and accurate understanding of the character’s thoughts and
feelings is portrayed.
The character’s personality is effectively and clearly portrayed.
Representation is very organized, neat, and shows the true character.
3 Points:
The character resembles the author’s description.
Quotations show some important character traits.
Actions reveal the character’s personality.
A relatively good understanding of the character’s thoughts and feelings is
portrayed.
The character’s personality is well defined.
Representation is neatly done, organized, and shows an understanding of
the character.
2 Points:
The character vaguely resembles the author’s description.
Quotations show only minor character traits.
Actions vaguely portray the character’s personality.
Some understanding of the character’s thoughts and feelings is portrayed.
The character’s personality is vaguely defined.
Representation is neatly done, somewhat organized, and presents a vague
picture of the character.
1 Point:
The character has no resemblance to the author’s description.
Little to no insight is shown by quotations.
Actions show no understanding of the character’s personality.
Representation shows little understanding of the character’s thoughts and
feelings.
The character’s personality is not defined.
Representation is messy or somewhat disorganized and shows an unclear
picture of the character.
Grade 7 ELAUnit 2Modern Fantasy/Science Fiction
38
Louisiana Comprehensive Curriculum, Revised 2008
•
Activity 7: After completing a book review, students will be assessed using the
following criteria:
Makes word choice appropriate to audience.
Uses a variety of sentences (e.g., simple, compound, complex).
Encourages others to read book.
Includes a visual (e.g., diorama, illustrations, poster, book jacket, etc.) that
accurately represents book.
•
Activity 12: The student will respond on the life of a seventh grader in the year
2100 and will be assessed using the following criteria:
Real-life connections are made.
Future food, schools, transportation, inventions, clothes, and houses are
compared with today’s.
Some of technology of the future will generate solutions to today’s
problems.
•
Activity 14: The students’ fantasy/science fiction story will be evaluated using
the following criteria: See Fantasy/Science Fiction Story Rubric BLM.
Organization:
Topic is clear.
Events are logical.
Clear organizational plan is evident.
Transitions are varied, smooth, and logical.
Plot contains a clear beginning and end.
Development:
Elements of narrative are well elaborated.
Characteristics of science fiction are embedded.
Elaboration is clear and appropriate.
Varied sentence patterns are used.
Vocabulary is appropriate to audience.
Details are vivid and specific.
Mechanics and Usage:
Words are spelled correctly.
Punctuation, including end marks, commas, colons, and
semicolons, is used correctly. No errors are present in subject/verb
agreement.
•
Activity 14: The student will create a movie advertisement poster that
illustrates his/her fantasy/science fiction story and will be assessed using the
following criteria. For a four-point scoring guide the following may be used:
1=Incomplete
2=Needs Improvement
Grade 7 ELAUnit 2Modern Fantasy/Science Fiction
3=Good
4=Superior
39
Louisiana Comprehensive Curriculum, Revised 2008
•
Activity 15: The following assessment will be used to evaluate the student’s final
game product:
Components
Title
Concept
Directions
Complexity
Design
Characteristics
Legible, neat, correct spelling, correct
grammar
Original, related to topic
Legible, clearly stated, sequential
Appropriate for intended audience
Neat, uncluttered, appealing
Fantasy/Science Fiction Reading Lists
Applegate, K. A., Animorphs
Asimov, Isaac, Fantastic Voyage
Asimov, Isaac, Foundation Trilogy
Avi, Midnight Magic
Bell, Hilary, A Matter of Profit
Blacker, Terence, Angel Factory
Card, Orson Scott, Ender’s Game
Cart, Michael, Tomorrowland: Stories About the Future
Christopher, John, The White Mountains
Clarke, Arthur Charles, 2001: A Space Odyssey
Conly, Jane Leslie, Rudest Alien on Earth
Cooper, Susan, The Dark Is Rising
Crichton, Michael, Jurassic Park
Crichton, Michael, Andromeda Strain
Dickinson, Peter, Eva
Engdahl, Sylvia, Enchantress From the Stars
Farmer, Nancy, The Ear, The Eye, and the Arm
Farmer, Nancy, House of the Scorpion
Fletcher, Susan, Dragon’s Milk
Haddix, Margaret Peterson, Among the Hidden
Haddix, Margaret Peterson, Among the Impostors
Haddix, Margaret Peterson, Running Out of Time
Haddix, Margaret, Turnabout
Herbert, Frank, Dune
Hesse, Karen, Phoenix Rising
Hoover, H. M., Orvis
Hoover, H. M., Return to Earth
Hoover, H. M., Shepherd Moon
Hoover, H. M., This Time of Darkness
Hughes, Monica, Invitation to the Game
Jeapes, Ben, The Xenocide Mission
Jones, Diana Wynn, Tale of Time City
Klause, Annette, Alien Secrets
Grade 7 ELAUnit 2Modern Fantasy/Science Fiction
40
Louisiana Comprehensive Curriculum, Revised 2008
Lasky, Kathryn, Star Split
L’Engle, Madeline, A Wrinkle in Time
L’Engle, Madeline, A Ring of Endless Light
LeGuin, Ursula K., A Wizard of Earthsea
Lowry, Lowis, The Giver
Lowry, Lowis, Gathering Blue
Marsden, John, Tomorrow, When the War Began
Mckinley, Robin, The Hero and the Crown
Paulsen, Gary, Transaal Saga
Peck, Richard, Lost in CyberSpace
Pierce, Tamora, Magic Steps
Roberts, Willo, The Girl with the Silver Eyes
Rowling, J. K., Harry Potter and the Sorcerer’s Stone
Rowling, J. K., Harry Potter and the Chamber of Secrets
Service, Pamela, Under Alien Stars
Schusterman, Neal, Downsider: A Novel
Skurzynski, Gloria, Virtual War
Sleator, William, Boxes
Sleator, William, The Duplicate
Sleator, William, House of Stairs
Sleator, William, Interstellar Pig
Sleator, William, The Night the Heads Came
Sleator, William, Rewind
Sleator, William, Strange Attractors
Tolan, Stephanie, Welcome to the Ark
Verne, Jules, Journey to the Center of the Earth
Waugh, Sylvia, Earthborn
Waugh, Sylvia, Space Race
Wells, H. G., The Time Machine
Yolen, Jane, Dragon’s Blood
Zindel, Paul, The Pigman
•
Online Source 1: http://www.woostersch.org/library/Middleschool.htm
•
Online Source 2: http://berkeleypubliclibrary.org/booklist/sci_fi_booklist.html
•
Online Source 3: http://www.carolhurst.com/titles/7th
•
Online Source 4: http://bookadventure.org
Grade 7 ELAUnit 2Modern Fantasy/Science Fiction
41
Louisiana Comprehensive Curriculum, Revised 2008
Grade 7
English Language Arts
Unit 3: Ode to Me–Poetry
Time Frame: Approximately five weeks
Unit Description
The unit focuses on reading and responding to classic and contemporary poetry. In order
to write poetry, students should first read poetry. The defining characteristics of lyric and
narrative poetry are identified, and a study of a poet’s message conveyed through the use
of various poetic techniques, including similes, metaphors, personification, hyperboles,
onomatopoeia, alliteration, symbol, imagery, and idioms, is included. Writing and
reciting poetry will provide students the opportunity to use the writing process and to
evaluate poetry. Vocabulary and grammar instruction occurs within the context of the
literature.
Student Understandings
Poetry is a way of expressing one’s innermost feelings. Poets create images that stir
imaginations, making people see the world in new and unexpected ways. As a result,
poetry should be read, heard, and enjoyed. Students will understand poetic techniques,
including similes, metaphors, personification, hyperboles, onomatopoeia, alliteration,
symbol, imagery, and idioms, and will appreciate the effects of figurative language and
sound devices in poetry. Students will also recognize and create a variety of poems using
different forms of poetry.
Guiding Questions
1.
2.
3.
4.
Can students describe the defining characteristics of poetry?
Can students distinguish between narrative and lyric poetry?
Can students identify elements and forms of poetry?
Can students describe how the poet’s and speaker’s points of view affect the
text?
5. Can students analyze figurative language in poetry?
6. Can students relate poetry to personal experiences?
Grade 7 ELAUnit 3Ode to Me– Poetry
42
Louisiana Comprehensive Curriculum, Revised 2008
Unit 3 Grade-Level Expectations (GLEs)
GLE #
01a.
03a.
03b.
03c.
04a.
04b.
05.
06.
07.
08b.
08c.
09d.
09g.
10.
14b.
14c.
15b.
16.
GLE Text and Benchmarks
Develop vocabulary using a variety of strategies, including use of
connotative and denotative meanings
Interpret literary devices, including symbolism (ELA-1-M2)
Interpret literary devices, including puns (ELA-1-M2)
Interpret literary devices, including analogies (ELA-1-M2)
Draw conclusions and make inferences in oral and written responses about
ideas and information in grade-appropriate texts, including instructional
materials (ELA-1-M3)
Draw conclusions and make inferences in oral and written responses about
ideas and information in grade-appropriate texts, including essays (ELA-1M3)
Interpret ideas and information in a variety of texts, including periodical
Articles, editorials, and lyrics, and make connections to real-life situations
and other texts (ELA-1-M4)
Identify universal themes (e.g., search for identity, love, friendship, family,
courage, adversity) and cultural viewpoints found in national, world, and
multicultural literature in oral and written responses (ELA-6-M1)
Compare and contrast elements (e.g., plot, setting, character, theme) in
multiple genres in oral and written responses (ELA-6- M2)
Use knowledge of the distinctive characteristics to classify and interpret
elements of various genres, including nonfiction (e.g., essays, letters) (ELA6-M3)
Use knowledge of the distinctive characteristics to classify and interpret
elements of various genres, including poetry (e.g., lyric, narrative) (ELA-6M3)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including comparing and contrasting literary elements
and ideas (ELA-7-M1)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including identifying literary devices (ELA-7-M1)
Explain the relationship between life experiences and texts to generate
solutions to problems (ELA-7-M2)
Analyze grade-appropriate print and non-print texts using various reasoning
skills, for example, raising questions (ELA-7-M4)
Analyze grade-appropriate print and non-print texts using various reasoning
skills, for example, reasoning inductively and deductively (ELA-7-M4)
Write multi-paragraph compositions on student-or teacher selected topics
organized with organizational patterns (e.g. comparison/contrast, order of
importance, chronological order) appropriate to the topic
Organize individual paragraphs with topic sentences, relevant elaboration,
and concluding sentences (ELA-2-M1)
Grade 7 ELAUnit 3Ode to Me– Poetry
43
Louisiana Comprehensive Curriculum, Revised 2008
GLE #
17a.
17b.
17c.
17d.
17e.
19.
21.
22c.
23a.
24a.
24b.
25a.
25b.
25c.
26.
27.
28.
29.
30.
GLE Text and Benchmarks
Develop grade-appropriate compositions on student- or teacher-selected
topics that include word choices (diction) appropriate to the identified
audience and/or purpose. (ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected
topics that include vocabulary selected to clarify meaning, create images,
and set a tone. (ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected
topics that include information/ideas selected to engage the interest of the
reader. (ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected
topics that include clear voice (individual personality). (ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected
topics that include variety in sentence structure. (ELA-2-M2)
Develop grade-appropriate paragraphs and multi-paragraph compositions
using the various modes of writing (e.g., description, narration, exposition,
persuasion), emphasizing narration and exposition (ELA-2-M4)
Develop writing using a variety of literary devices, including analogies,
symbolism, and puns (ELA-2-M5)
Write for various purposes, including text-supported interpretations of
elements of grade-appropriate stories, poems, plays, and novels (ELA-2-M6)
Use standard English punctuation, including commas to set off direct
quotations, nouns of direct address, and after introductory words or phrases
(ELA-3-M2)
Write paragraphs and compositions following standard English structure and
usage including varied sentence structures including complex sentences
(ELA-3-M2)
Write paragraphs and compositions following standard English structure and
usage, including antecedents that agree with pronouns in number, person,
and gender.(ELA-3-M3)
Apply knowledge of parts of speech in writing including infinitives and
participles. (ELA-3-M4)
Apply knowledge of parts of speech in writing including superlative and
comparative degrees of adjectives. (ELA-3-M4)
Apply knowledge of parts of speech in writing including adverbs. (ELA-3M4)
Spell high-frequency, commonly confused, frequently misspelled words and
derivatives (e.g., roots, affixes) correctly (ELA-3-M5)
Use a variety of resources (e.g., glossaries, dictionaries, thesauruses, spell
check) to find correct spellings (ELA-3-M5)
Adjust diction and enunciation to suit the purpose for speaking (ELA-4-M1)
Use standard English grammar, diction, syntax, and pronunciation when
speaking (ELA-4-M1)
Follow procedures (e.g., read, question, write a response, form groups) from
detailed oral instructions (ELA-4-M2)
Grade 7 ELAUnit 3Ode to Me– Poetry
44
Louisiana Comprehensive Curriculum, Revised 2008
GLE #
32.
36.
38a.
38c.
39b.
39c.
40a.
40b.
40c.
44.
GLE Text and Benchmarks
Adjust volume and inflection to suit the audience and purpose of
presentations (ELA-4-M3)
Deliver grade-appropriate research-based presentations (ELA-4-M4)
Participate in group and panel discussions, including explaining the
effectiveness and dynamics of group process (ELA-4-M6)
Participate in group and panel discussions, including assuming a variety of
roles (e.g., facilitator, recorder, leader, listener) (ELA-4-M6)
Locate and select information using organizational features of gradeappropriate resources, including electronic storage devices (e.g., CD-ROMs,
diskettes, software, drives) (ELA-5-M1)
Locate and select information using organizational features of gradeappropriate resources, including frequently accessed and book marked Web
addresses (ELA-5-M1)
Locate and integrate information from a variety of grade-appropriate
resources, including multiple printed texts (e.g., encyclopedias, atlases,
library catalogs, specialized dictionaries, almanacs, technical encyclopedias)
(ELA-5-M2)
Locate and integrate information from a variety of grade-appropriate
resources, including electronic sources (e.g., websites, databases) (ELA-5M2)
Locate and integrate information from a variety of grade-appropriate
resources, including other media sources (e.g., audio and video tapes, films,
documentaries, television, radio) (ELA-5-M2)
Use word processing and/or other technology to draft, revise, and publish a
variety of works, including reports and research documents (ELA-5-M4)
Sample Activities
The notations [R] for Reading and [E] for English (writing) are used to indicate the focus
and intent of each activity. Please note that Bulletin 741 currently states that the
minimum required number of minutes of English Language Arts instruction per week
for Grade 7 is 550 minutes for schools with a six-period day and 500 minutes for
schools with a seven-period day. It is strongly recommended that a teacher preview
websites before students access them. Ongoing activities should be a part of daily
instruction.
Activity 1: Independent Reading (Ongoing): (GLEs: 04a, 04b, 05, 08b, 10, 14b, 14c,
16) [R]
Materials List: reading material covering a wide range of topics and readability levels,
books/materials stored in the classroom and a constant flow of new books and reading
material, Reading Response Learning Log BLM found in Unit 1 BLMS, Reading Diary
Grade 7 ELAUnit 3Ode to Me– Poetry
45
Louisiana Comprehensive Curriculum, Revised 2008
Prompts BLM found in Unit 1 BLMs, a variety of poetry anthologies.
Each day, students and teachers should read silently for an uninterrupted period of time.
Students will select their own books or reading materials, which require neither testing
for comprehension nor book reports. Students will keep a reading response learning log
(view literacy strategy descriptions) of materials read. An example of a reading log is as
follows:
Reading Response Log
Student Name___________________
Selection ,Title and
Date Pages
Comments about what I’ve read
Genre
read
Other examples of reading learning logs can be found at
http://www.readwritethink.org/lesson_images/lesson141/log.pdf
Students may also respond in reading journals or diaries after completing their books to
prompts (e.g., This reminds me of_____, What surprised me was_____, I think this novel
is_____.) See Reading Diary Prompts BLM(Unit 1) for other prompts. Student response
also may be through a variety of other strategies (e.g. writing prompts, response logs,
journals, book talks, or, if available, Reading Counts/Accelerated Reader). SSR
guidelines for class use may be found at
http://www.dowlingcentral.com/MrsD/area/literature/ssr.html or at
http://www.education-world.com/a_curr/curr038.shtml
Activity 2: Poetry Vocabulary (GLEs: 01a)[R]
Materials List: overhead transparency of graphic organizer, overhead, transparency pens,
Poetry Vocabulary Self-Awareness Chart BLM, Poetic Devices BLM, Chart Poetry
Elements and Devices BLM
From poetry the students have read, they will generate a list of words and phrases that
may be unfamiliar to them or may evoke something in their senses to add to their
personal vocabulary notebook. Students will post words relative to the senses on a word
wall. Students will brainstorm (view literacy strategy descriptions) with these words to
create poetry. Students will generate a vocabulary self-awareness chart (view literacy
strategy descriptions). During this unit, teachers provide students with a list of words that
are related to poetry. (See Poetic Devices BLM) The students will complete a selfassessment of their knowledge of the words using a chart like the one below and the
Vocabulary Self-Awareness BLM. Do not give students definitions or examples at this
stage. Ask students to rate their understanding of each word with either a + (understand
well), a √ (limited understanding or unsure) or a – (don’t know). Over the course of the
unit readings and exposure to other information, students are to return to the chart and
add new information to it.
Grade 7 ELAUnit 3Ode to Me– Poetry
46
Louisiana Comprehensive Curriculum, Revised 2008
Word
Simile
Metaphor
Alliteration
+ √ -
Example
Definition
In a notebook, students will create a poet’s toolbox. In the toolbox, students will include
a vocabulary self-awareness chart (view literacy strategy descriptions). After reading a
variety of poems, the students may also create a chart where they name the first column
Type of Poem; in column two, Figure of Speech; in column three Definition; and in
column four, Example for their toolbox. The students will add to the toolbox after
various mini-lessons in the following activities. Students may also add the Chart Poetry
Elements and Devices BLM to their toolbox.
Activity 3: Writing Craft (Ongoing) (GLEs: 17a, 17b, 17c, 17d, 17e) [E]
Materials List: a variety of picture books, overhead projector, transparencies, or chart
paper, or computer with projector, student’s writing notebooks (journals)
Teacher should begin preparing the students to be good writers. Teacher should review
the traits for effective writing. The following Internet sites have the traits and the
definitions of effective writing:
http://www.north-scott.k12.ia.us/writetraits/writetraits.html#top
http://www.englishcompanion.com/pdfDocs/sixtraitssummary.pdf
Teacher should read a variety of picture books or poetry that focus on word choice and
voice such as Eve Bunting’s Six Sick Sheep, Jamie Curtis’s When I Was Little, Jerry
Spinelli’s Knots in My Yo-yo String, or Kalli Dakos’s Don’t Read This Book, Whatever
You Do! , which is a collection of poems full of voice and related to things that would
only happen in a classroom. Students will participate in a discussion on how authors
develop their ideas, organize their books, use voice, use effective words, create sentence
fluency, and use the conventions of writing. The teacher should then model several
sentences that focus on word choice and voice by writing them on chart paper, the board,
an overhead, or the computer that has a projected screen and by saying them orally.
Students can then participate in groups by practicing several sentences. Students are to
practice the skills in their independent writing in a bound composition writing journal
notebook. Teacher will remind students that this is an ongoing activity and that they will
be reviewing all work done throughout the year.
Activity 4: Grammar/Usage Mini-Lessons (Ongoing) (GLEs: 23a, 24a, 24b, 25a,
25b, 25c, 26, 27) [E]
Materials List: writing samples
The teacher may use the daily oral language strategy with target skills (The teacher will
provide the students with a sentence or a group of sentences in need of editing to give
Grade 7 ELAUnit 3Ode to Me– Poetry
47
Louisiana Comprehensive Curriculum, Revised 2008
students consistent practice correcting grammatical errors.). Target skills should be
identified (e.g., varied sentence structure and patterns, phrases and clauses, punctuation,
infinitives, participles, superlative and comparative degrees of adjectives, adverbs,
pronouns and antecedents, sentences without double negatives, spelling). The students
may also discuss the common errors in student writing samples. Through the writing
process, students should use peer editing to work with the mechanics. Grammar
instruction should occur within the context of students’ reading and writing. Teachers
should use the district-adopted texts to find lessons or some other lessons for grammar
instruction may be found at
http://www.education-world.com/a_lesson/lesson/lesson334.shtml or
http://www.webenglishteacher.com/grammar.html
Activity 5: What Is Poetry? Poetry Journals (GLEs: 05, 08c, 16, 19, 30)[R]
Materials List: a variety of poems to read aloud, learning logs
Modeling oral reading techniques, the teacher will read aloud a variety of poems, and
then students will respond in journals to the prompt: What is poetry? Students will
discuss their responses. Students will reflect on a favorite poem by recalling and writing
about it and will participate in a class discussion about the poems and their responses to
them. The teacher will give explicit instructions on how to respond to the poetry that the
students will keep in their poetry journals or learning logs (view literacy strategy
descriptions). Writing about a poem in a learning log can enhance a student’s
understanding of content. Students are to maintain a poetry learning log where they
record, copy, and illustrate the poems they read. Students will keep a poetry journal or
poetry learning log in which poems and song lyrics that appeal to them will be copied or
pasted. Students will respond to questions about each poem by writing paragraphs with
details from the text to answer such questions as Why do I like this poem? or What does
this poem remind me of? or any other teacher-solicited prompt. Students will illustrate
their chosen poems. Students will also respond in writing to teacher read-alouds and
prompts regarding the poetry being read.
Activity 6: Poetry Circles (GLEs: 09d, 28, 29, 30, 32, 38a, 38c)[R]
Materials List: poetry anthologies, Group Participation Rubric BLM
In groups, students will read aloud and discuss individual poems from anthologies or
collections. Students will compare reasons they like or dislike the poems that are being
discussed in an organized group setting. Each student will assume a variety of roles such
as the leader or note taker, etc. As a group, students will then choose a poem to read
aloud (e.g., as Reader’s Theater or in choral reading groups) to the whole class. The
students are to adjust diction, enunciation, volume, and inflections during their oral
presentation. The students will be assessed using the Group Participation Rubric BLM or
other teacher created rubric.
Grade 7 ELAUnit 3Ode to Me– Poetry
48
Louisiana Comprehensive Curriculum, Revised 2008
Activity 7: Prose or Poetry? (GLEs: 07, 08c, 09d, 22c) [R]
Materials List: Compare/Contrast Chart BLM, Poetry Constructed Response Sample
BLM, Constructed Response Rubric BLM
Students will read and compare a nonfiction article or short story and a poem about a
similar topic. Using a chart or Venn diagram or Double Bubble Map graphic organizer
(view literacy strategy descriptions), students will list similarities and differences
between the two genres. The teacher will lead a whole-class discussion about the
similarities and differences between prose and poetry. The students will then use their
charts or diagrams to write a constructed response comparing the prose and poem and
will use details from both pieces. The students will take words or phrases or ideas from
the nonfiction piece and create a poem. The students will be assessed using a LEAP 21 or
teacher-created rubric. http://www.louisianaschools.net/lde/uploads/2071.pdf
Teacher will show students a LEAP general 2-point scoring rubric and explain to students
how to answer a constructed response item. Students will then read a short poem and
answer a constructed response question. Students will be assessed using a specific 2point rubric. (See Poetry Constructed Response Sample and Constructed Response
Rubric BLMs.)
Activity 8: Poetry Elements (GLEs: 03a, 03b, 03c, 05, 09d, 09g, 15b, 21, 22c)[R]
Materials List: various works which include poetry devices, such as similes, metaphors,
puns, rhyme, etc.; computer with Internet access (optional); Literary Response: Poetry
Rubric BLM; Comparison/Contrast Essay Rubric BLM
Students will demonstrate an understanding of how a poet’s message is conveyed through
the use of poetic techniques or devices by reading and responding to poetry selections.
After the teacher’s mini-lessons, students will identify, analyze, and evaluate poetry
elements or devices (e.g., alliteration, allusion, assonance, hyperbole, idioms, imagery,
metaphor, onomatopoeia, personification, puns, rhyme, rhythm, simile, symbol, theme) in
selected poems. Students will generate a list of similes, metaphors, personifications, and
idioms from selections read. Students will illustrate examples for class display.
Students will select several pieces of poetry. Students may go to each of the following
web sites to read poems that include personification and imagery within the poem:
Emily Dickinson’s "The Sky is Low" , William Blake’s "Two Sunflowers Move in the
Yellow Room" or Langston Hughes’ "April Rain Song" or to
http://www.learner.org/catalog/extras/vvspot/video/hughes.html to listen to Langston
Hughes’s "Dream Deferred." The students will analyze each poem for its use of imagery,
citing words or phrases that create a picture. Students will create a graphic organizer
(view literacy strategy descriptions) such as a Circle Map or a Brace Map to explain the
imagery. The graphic organizer can be a web that includes a phrase and a list of what it
invokes in relationship to the five senses. In a whole class discussion, students will cite
particular lines and phrases that show similes, personification, and other figures of
Grade 7 ELAUnit 3Ode to Me– Poetry
49
Louisiana Comprehensive Curriculum, Revised 2008
speech. Next, students will list those phrases and beside each phrase will write an
explanation of the meanings and give a reason why they think the poet chose to use that
particular device. The students will write a literary response explaining how a selected
poem conveys a poet’s message, which may be assessed using the Literary Response:
Poetry Rubric BLM. Students will then select two of the poems and write a multiparagraph comparison/contrast essay analyzing the poems for their uses of imagery and
usages of figurative speech. The students’ work will be assessed using the
Comparison/Contrast Essay Rubric BLM or other teacher created rubric.
Activity 9: Poetry Forms (GLEs: 05, 06, 08c, 21, 22c)[R]
Materials List: paper, small binder or folder, Sample Poetry Forms BLM
The teacher will display and model a variety of poetry forms (e.g., ballad, cinquain,
concrete, diamante, free verse, haiku, limerick, and sonnet)(See Sample Poetry Forms
BLM). Students will identify poems by form and theme and then analyze and evaluate
the poet’s meaning through written reflections. In groups, students are to create a ballad,
cinquain, limerick, and haiku poem. Students will refer to their list of vocabulary words
(created in a previous activity) or to the word wall list to use in their creations. Students
will post class poetry on a bulletin board or class wall.
Activity 10: Writing Poetry (GLEs: 21, 22c, 44)[E]
Materials List: paper, small binder or folder, Sample Poetry Forms BLM, Original Poems
Grading Guide BLM, Poetry Book Rubric BLM
Students will individually create original poems of various forms (e.g., ballad, cinquain,
concrete, diamante, free verse, haiku, limerick, and sonnet). One site to find definitions
and samples of these is located at
http://www.shadowpoetry.com/resources/wip/types.html. There are also samples located
in the Sample Poetry Forms BLM. The poems will incorporate some of the elements
analyzed in a previous activity. For example, in one poem students should include at
least one simile and one metaphor; in another, personification; in another, puns; and in
yet another, idioms. Students will also invent “new” forms of poetry such as concrete
poetry, definition poetry, five W’s poetry, name poetry, list poetry, etc. Students will
apply the writing process, using self- and peer-evaluation to edit and revise for correct
spelling, punctuation and correct usage of grammar, and then produce a final draft for
each poem. Students may use word processing to produce the final draft. Individual
poems may be assessed with Original Poems Grading Guide BLM. Students are to put
these in a Poetry Book, which will be assessed at the end of the unit (See Poetry Book
Rubric BLM). The students will create a title for the book and are to include poems that
demonstrate the use of poet’s tools, a cover page, a title page, copyright page, table of
contents, and illustrations or clip art.
Grade 7 ELAUnit 3Ode to Me– Poetry
50
Louisiana Comprehensive Curriculum, Revised 2008
Activity 11: Poetry in Motion (GLEs: 28, 29, 32)[R]
Materials List: various poetry anthologies, video camera
Students will select a short poem to memorize and recite for the class. The poem may be
one they have created or one they have chosen from an anthology. Poems will be
teacher- approved. The teacher will discuss what kinds of actions can make words come
alive. Methods for teaching making poetry come alive can be found in websites in the
Resource List at the end of the unit.
Students will develop appropriate actions to accompany the recitation that make the poem
come alive. Students will be videotaped, and the tape will be shown at a later date.
Students will be provided feedback via an oral presentation rubric, which can be found at
the following web sites, or a teacher may create.
http://www.readwritethink.org/lesson_images/lesson28/performrubric.pdf
http://www.readwritethink.org/lesson_images/lesson416/OralRubric.pdf
Activity 12: Meet the Poet (GLEs: 36, 39b, 39c, 40a, 40b, 40c, 44)[E]
Materials List: various poems written by classic poets, chart paper, markers, materials for
creative projects such as poster board, index cards, computer with PowerPoint®, Question
the Author BLM, Question the Author Sample Model BLM, Langston Hughes’
autobiography, The Big Sea, copyright 1940, 1986. (optional)
Students will read and respond to classic poets (e.g., Robert Frost, Edgar Allan Poe,
Emily Dickinson, Walt Whitman, Gwendolyn Brooks, Langston Hughes). To ensure the
students are learning to take responsibility for constructing meaning from text, teachers
are to demonstrate how the students can question the author (QtA) (view literacy strategy
descriptions). The teacher may obtain a copy of Langston Hughes’ autobiography, The
Big Sea and make a copy of the first few paragraphs of the section “Beyond Sandy
Hook” to read to the students for modeling the QtA strategy. (If unable to obtain this,
teacher should use any other poet’s work to model this strategy.) Next, the teacher will
model QtA using the model below to ask questions. (See the example below.). Teacher
will record on chart paper the types of questions students are expected to ask or will use
Question the Author BLM (also found in unit 2) as a transparency as the class reads
and/or listens to various poetry. Students then collaboratively construct meaning by
questioning the author and the author’s purpose. This gives students the opportunity to
learn from one another, to question, and consider alternative possibilities, and to test their
own ideas in a safe environment.
Grade 7 ELAUnit 3Ode to Me– Poetry
51
Louisiana Comprehensive Curriculum, Revised 2008
Question the Author (QtA) Sample Model
The Big Sea, “Beyond Sandy Hook,” Langston Hughes
Goal/ Question
Question
Initiate discussion.
Why did you describe yourself as being melodramatic when
throwing books into the water?
Hughes: It was symbolic for me. I probably could have sold
them or gave them away; instead, I destroyed them by throwing
them into the water.
Focus on author’s message.
How do you explain why the books felt like “a million bricks
out of you heart”?
Hughes: It was because I felt I was being made to read and
study. I wasn’t reading for myself. It was for others… I felt lots
of pressure.
Why did you pick nighttime to throw away the books?
Link information.
Hughes: It is dark and I could do this without being seen.
You became a seaman, did that affect the way you feel about
books?
Hughes: Sure, I was free of the books. I felt I wouldn’t have to
study or deal books anymore.
Identify difficulties with the way the
author has presented information or ideas.
Why did you mention twenty-one, twice?
Hughes: I no longer felt like a boy; I was grown up. But I also
realized that I was not in control of everything that would
happen to me.
Encourage students to refer to the text
because they have misinterpreted, or to
help them recognize that they have made
an inference.
You mentioned that you felt books had been “happening to
you. What do you mean by that?
Hughes: In college, I was not in control of what I read; I felt
forced to read what others wanted me to read. I was no longer
reading for myself.
Considering you had college credits, you took a lower level
job as “mess boy.” Why?
Hughes: I was young and had no ship experiences. I was not
qualified for any other job. Experience is what qualifies you for
officer’s jobs, not college credits.
Grade 7 ELAUnit 3Ode to Me– Poetry
52
Louisiana Comprehensive Curriculum, Revised 2008
Link information being read to outside
experiences.
Now that you are older and maybe wiser, does that mean
you would no longer toss your books in the water?
Hughes: Yes.
Was going to college and going to sea helpful to you as a
writer? Why?
Hughes: I experienced life first hand; I did not have to just read
books to gain knowledge. I met many different types of people
from many walks of life. I experienced life actively.
Students in groups will then research a poet by using multiple texts, electronic sources, or
other media sources, question the author, and then share their findings with the class in
written, oral, and/or visual form (e.g., interview, dramatization, board game, trading card,
scrapbook, poster display, PowerPoint® presentation).
Sample Assessments
General Guidelines
Use a variety of performance assessments to determine student understanding of content.
Select assessments that are consistent with the type of product that results from the
student activities, and develop a scoring rubric collaboratively with other teachers or
students. The following are samples of assessments that could be used for this unit:
General Assessments
•
•
•
The students will be reading orally and doing oral presentations for several of
these activities. Students will be evaluated informally (e.g., Did the student
attempt to recite the poem for the group or class?) using teacher observation.
Students will have a poetry portfolio that will be kept the entire poetry unit.
In the portfolio, students will have samples of poetry that have been read and
recited by the teacher, their classmates, and themselves. Students will also
keep personal notes on techniques the author used, and why they liked or
disliked each poem. Students will be checked on what they have included and
whether they answered prompts.
Students will use information learned to complete organizational charts or
Venn diagrams comparing poems. Charts will be kept in unit portfolio and
checked by the teacher for completion and accuracy.
Grade 7 ELAUnit 3Ode to Me– Poetry
53
Louisiana Comprehensive Curriculum, Revised 2008
Activity-Specific Assessments
• Activity 6: In this activity the students will be assessed using a group
participation rubric. (See Group Participation BLM)
Participation: Each member was equally involved in the discussion.
Listening: Each member made eye contact with the speaker. No one
distracted the group.
On-task: Discussion was on the topic for the entire time.
Preparation: Each member was fully prepared for the discussion.
• Activity 8: The students will write a literary response explaining how a selected
poem conveys a poet’s message and will be assessed using a Literary Response:
Poetry Rubric BLM.
Comprehension
identifies and explains main ideas and themes
uses examples to support statements
correct text-based details
identifies key poetic devices
Analysis and Interpretation
interprets key poetic devices
explains the uses poetic devices
evaluates the author’s purpose and effectiveness of the poetic
devices
identifies and explains main ideas and themes
• Activity 8: Criteria for Comparison/Contrast Essay Rubric BLM:
Focus
stays on the topic
identifies the two subjects
Content
discusses similarities and differences
topic sentences state main ideas
corresponding details with examples
conclusion restates and expands on the main idea
Organization
consistent
transitional words and phrases
Word Choice
rich and vivid words
smooth, varied, and flowing sentences
strong writer’s voice
Conventions
correct spelling
correct grammar
correct punctuation
Grade 7 ELAUnit 3Ode to Me– Poetry
54
Louisiana Comprehensive Curriculum, Revised 2008
• Activity 10: Criteria for Original Poems Grading Guide BLM: Point values
may be adjusted to conform to individual grading systems.
Includes the use of at least three poetic techniques, selected from the
following list:
• simile
• metaphor
• personification
• alliteration
• onomatopoeia
• repetition
Revised for content
Edited for mechanics (e.g., spelling, grammar, and punctuation)
Carefully crafted illustration reflects content
Written in one of the forms studied (e.g., haiku, limerick, diamante, ballad,
etc.)
Presented to class
• Activity 10: Students will complete a poetry book. The book will be evaluated
using the following rubric: Poetry Book Rubric BLM
Content
• Eight to ten original poems demonstrating the use of poet’s tools
• Title for each poem
• Lines and stanzas, not paragraphs
Organization
• Cover page with title and author’s name
• Title page with title, author’s name, publishing company, and city
• Copyright page
• Table of contents
• Illustrations or clip art for each poem
Conventions
• Correct spelling
• Correct grammar
• Correct punctuation
• Activity 11: Oral/Recitation Rubric
Memorization: The student recites the poem from memory.
Volume: The student uses a loud, but not distorted voice.
Fluency: The student pronounces words without hesitation, with
accuracy, ease, and appropriate rhythm.
Pronunciation: The student says each word clearly and articulates each
sound of the word, including ending, clearly.
Expression: The student shows clear understanding of the poem by using
appropriate tone, emotion, facial expressions, and body language.
Grade 7 ELAUnit 3Ode to Me– Poetry
55
Louisiana Comprehensive Curriculum, Revised 2008
Teacher Resources
http://www.emule.com/poetry/?page=author_list
http://www.poetryzone.ndirect.co.uk/index2.htm
http://www.poetryteachers.com/index.html
Osborn, Patricia. Reading Smarter, West Nyack, New York, The Center for Applied
Research in Education, 1987.
Schrecengost, Melissa. Writing Whizardry. Gainesville, Florida: Maupin House, 2001.
Stanley, Nile. Creating Readers with Poetry. Gainesville, Florida: Maupin House, 2004.
The following websites provide methods for teaching “making poetry come alive”
http://www.readwritethink.org/lessons/lesson_view.asp?id=28
http://www.education-world.com/a_tech/techlp/techlp018.shtml
http://www.poetryteachers.com/poetclass/performpoetry.htm
Grade 7 ELAUnit 3Ode to Me– Poetry
56
Louisiana Comprehensive Curriculum, Revised 2008
Grade 7
English Language Arts
Unit 4: Fiction--Short Stories and Novels
Time Frame: Approximately six weeks
Unit Description
The essential goals of this unit are to read, comprehend, and interpret various types of
fiction (e.g., realistic, biographical, historical, folktales, legends, myths). The
characteristics of each type of story are defined, and a study of literary elements is
included. Opportunities to demonstrate comprehension, such as describing and discussing
literary elements (e.g., setting, character, and plot), analyzing the author’s use of
language (e.g., word choice and figurative language), comparing and contrasting texts,
inferring theme and meaning, and responding to text in critical and creative ways are also
included. Writing, grammar, and vocabulary instruction occurs within the context of the
selections.
Student Understandings
Fiction is a large category that includes many kinds of literary work, and it is generally
defined as a narrative that is imagined rather than real. The purpose of fiction is to
entertain, but it can also provide the reader with a deeper understanding of life.
Recognizing the distinguishing features of fiction adds to its enjoyment and helps to
convey meaning. Reading about humorous events of growing up, reacting to good and
bad, learning about different types of characters, and reading about survival help a reader
to understand him/herself, his/her relationships with others, and life experiences.
Guiding Questions
1. Can students differentiate among the types of fiction?
2. Can students explain the defining characteristics of literary forms and genres?
3. Can students interpret ideas and information in literary text in order to
generate connections to real-life situations?
4. Can students identify recurring themes, patterns, and symbols found in
literature from different eras and cultures?
5. Can students decide what is important in text and synthesize information by
removing irrelevant, repeated information?
6. Can students draw inferences during and after reading?
Grade 7 ELAUnit 4Fictional Short Stories
57
Louisiana Comprehensive Curriculum, Revised 2008
Unit 4 Grade-Level Expectations (GLEs)
GLE #
01a.
01b.
02a.
02b.
02c.
02d.
02e.
04a.
04b.
05.
06.
07.
08a.
08b.
09e.
09g.
10.
GLE Text and Benchmarks
Develop vocabulary using a variety of strategies, including use of
connotative and denotative meanings (ELA-1-M1)
Develop vocabulary using a variety of strategies, including use of Greek,
Latin, and Anglo-Saxon base words, roots, affixes, and word parts (ELA-1M1)
Explain story elements, including the revelation of character motivation
through thoughts, words, and actions (ELA-1-M2)
Explain story elements, including plot sequence (e.g., exposition, rising
action, climax, falling action, resolution) (ELA-1-M2)
Explain story elements, including conflicts (e.g., man vs. man, nature,
society, self) and their effect on plot (ELA-1-M2)
Explain story elements, including effects of first- and third-person points of
view (ELA-1-M2)
Explain story elements, including theme development (ELA-1-M2)
Draw conclusions and make inferences in oral and written responses about
ideas and information in grade-appropriate texts, including instructional
materials (ELA-1-M3)
Draw conclusions and make inferences in oral and written responses about
ideas and information in grade-appropriate texts, including essays (ELA-1M3)
Interpret ideas and information in a variety of texts, including periodical
articles, editorials, and lyrics, and make connections to real-life situations and
other texts (ELA-1-M4)
Identify universal themes (e.g., search for identity, love, friendship, family,
courage, adversity) and cultural viewpoints found in national, world, and
multicultural literature in oral and written responses (ELA-6-M1)
Compare and contrast elements (e.g., plot, setting, character, theme) in
multiple genres in oral and written responses (ELA-6-M2)
Use knowledge of the distinctive characteristics to classify and interpret
elements of various genres, including fiction (e.g., science fiction/fantasy)
(ELA-6-M3)
Use knowledge of the distinctive characteristics to classify and interpret
elements of various genres, including nonfiction (e.g., essays, letters) (ELA6-M3)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including making inferences and drawing conclusions
(ELA-7-M1) (see ELA-1-M2)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including identifying literary devices (ELA-7-M1) (see
ELA-1-M2)
Explain the relationship between life experiences and texts to generate
solutions to problems (ELA-7-M2)
Grade 7 ELAUnit 4Fictional Short Stories
58
Louisiana Comprehensive Curriculum, Revised 2008
GLE #
14b.
14c.
15b.
16.
17a.
17b.
17c.
17d.
17e.
18a.
18b.
18c.
18d.
18e.
18f.
18g.
19.
20b.
22c.
GLE Text and Benchmarks
Analyze grade-appropriate print and non-print texts using various reasoning
skills, for example, raising questions (ELA-7-M4)
Analyze grade-appropriate print and non-print texts using various reasoning
skills, for example, reasoning inductively and deductively (ELA-7-M4)
Write multi-paragraph compositions on student- or teacher-selected topics
organized with organizational patterns (e.g., comparison/contrast, order of
importance, chronological order) appropriate to the topic (ELA-2-M1)
Organize individual paragraphs with topic sentences, relevant elaboration,
and concluding sentences (ELA-2-M1)
Develop grade-appropriate compositions on student- or teacher-selected
topics that include word choices (diction) appropriate to the identified
audience and/or purpose (ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected
topics that include vocabulary selected to clarify meaning, create images, and
set a tone (ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected
topics that include information/ideas selected to engage the interest of the
reader (ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected
topics that include clear voice (individual personality) (ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected
topics that include variety in sentence structure (ELA-2-M2)
Develop grade-appropriate compositions by identifying and applying writing
processes, such as selecting topic and form (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes, such as prewriting (e.g., brainstorming, researching, raising
questions, generating graphic organizers) (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes, such as drafting (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes, such as conferencing (e.g., peer and teacher) (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes, such as revising based on feedback and use of various tools (e.g.,
LEAP 21 Writer’s Checklist, rubrics) (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes, such as proofreading/editing (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes, such as publishing using technology (ELA-2-M3)
Develop grade-appropriate paragraphs and multiparagraph compositions
using the various modes of writing (e.g., description, narration, exposition,
persuasion), emphasizing narration and exposition (ELA-2-M4)
Use the various modes to write compositions, including fictional narratives
(ELA-2-M4)
Write for various purposes, including text-supported interpretations of
elements of grade-appropriate stories, poems, plays, and novels (ELA-2-M6)
Grade 7 ELAUnit 4Fictional Short Stories
59
Louisiana Comprehensive Curriculum, Revised 2008
23a.
24a.
24b.
25a.
25b.
25c.
26.
27.
Use standard English punctuation, including commas to set off direct
quotations, nouns of direct address, and after introductory words or phrases
(ELA-3-M2)
Write paragraphs and compositions following standard English structure and
usage including varied sentence structures including complex sentences
(ELA-3-M2)
Write paragraphs and compositions following standard English structure and
usage, including antecedents that agree with pronouns in number, person, and
gender.(ELA-3-M3)
Apply knowledge of parts of speech in writing including infinitives and
participles. (ELA-3-M4)
Apply knowledge of parts of speech in writing including superlative and
comparative degrees of adjectives. (ELA-3-M4)
Apply knowledge of parts of speech in writing including adverbs. (ELA-3M4)
Spell high-frequency, commonly confused, frequently misspelled words and
derivatives (e.g., roots, affixes) correctly (ELA-3-M5)
Use a variety of resources (e.g., glossaries, dictionaries, thesauruses, spell
check) to find correct spellings (ELA-3-M5)
30.
Follow procedures (e.g., read, question, write a response, form groups) from detailed
oral instructions (ELA-4-M2)
38a.
Participate in group and panel discussions, including explaining the
effectiveness and dynamics of group process (ELA-4-M6)
Participate in group and panel discussions, including applying agreed-upon
rules for formal and informal discussions (ELA-4-M6)
Participate in group and panel discussions, including assuming a variety of
roles (e.g., facilitator, recorder, leader, listener) (ELA-4-M6)
Locate and select information using organizational features of gradeappropriate resources, including frequently accessed and bookmarked Web
addresses (ELA-5-M1)
Locate and select information using organizational features of gradeappropriate resources, including features of electronic texts (e.g., hyperlinks,
cross-referencing, Web resources, including online sources and remote sites)
(ELA-5-M1)
Generate grade-appropriate research reports that include information
presented in a variety of forms, including graphic organizers (e.g., outlines,
timelines, charts, webs) (ELA-5-M3)
38b.
38c.
39c.
39d.
43b.
Sample Activities
The notations [R] for Reading and [E] for English (writing) are used to indicate the focus
and intent of each activity. Please note that Bulletin 741 currently states that the
minimum required number of minutes of English Language Arts instruction per week
for Grade 7 is 550 minutes for schools with a six-period day and 500 minutes for
schools with a seven-period day. It is strongly recommended that a teacher preview
Grade 7 ELAUnit 4Fictional Short Stories
60
Louisiana Comprehensive Curriculum, Revised 2008
websites before students access them. Ongoing activities should be a part of daily
instruction.
Activity 1: Independent Reading (Ongoing): (GLEs: 04a, 04b, 05, 08b, 10, 14b, 14c,
16) [R]
Materials List: reading material covering a wide range of topics and readability levels,
books/materials stored in the classroom itself, and a constant flow of new books and
reading material, Reading Response Learning Log BLM, Reading Diary Prompts BLM
Each day, students and teachers should read silently for an uninterrupted period of time.
Students will select their own books or reading materials which require neither testing for
comprehension nor book reports. Students will keep a reading response learning log
(view literacy strategy descriptions) of materials read. An example of a reading log is as
follows and has been provided in the Reading Response Learning Log BLM:
Reading Response Log
Selection, Title, and
Genre
Date
Pages
read
Student Name___________________
Comments about what I’ve read
The teacher may distribute the Reading Response Learning Log BLM for students to use
or develop something similar. Other examples of reading learning logs can be found at
http://www.readwritethink.org/lesson_images/lesson141/log.pdf
Students may also respond in reading journals or diaries after completing their books to
prompts (e.g., This reminds me of_____, What surprised me was_____, I think this novel
is_____.) See Reading Diary Prompts BLM for other prompts. Student response also
may be through a variety of other strategies (e.g. writing prompts, response logs, journals,
book talks, or, if available, Reading Counts/Accelerated Reader). SSR guidelines for
class use may be found at http://www.dowlingcentral.com/MrsD/area/literature/ssr.html
or at http://www.education-world.com/a_curr/curr038.shtml
Activity 2: Vocabulary (GLEs: 01a, 01b) [R]
Materials List: Common Roots and Affixes BLM, chart, markers
Students will generate a list of new words encountered while reading stories and add
them in a journal or notebook to their personal vocabulary list. Students will use a
graphic organizer (view literacy strategy descriptions) to help them understand the words
by using strategies with connotative and denotative meanings and by breaking the words
up in word parts, using roots and affixes, and finding the origins. On the board or chart
paper, teacher will draw a tree graphic organizer like the one below. Teachers may use
Grade 7 ELAUnit 4Fictional Short Stories
61
Louisiana Comprehensive Curriculum, Revised 2008
the sample Common Roots and Affixes BLM. With student participation, teacher will
fill in the chart with words or word parts. Students will add on to their tree graphic
organizer as they come across words with the same root or affix. Students may later use
these words in writing a fictional narrative. Teachers may send students to
http://www.vocabulary.com/VUwordact.html for vocabulary practice and for finding
other roots and affixes.
COMMON ROOTS AND AFFIXES
GRAPH
Definition:
WRITE
AUTOGRAPH
PARAGRAPH
TELEGRAPH
PHONOGRAPH
Activity 3: Writing Craft (Ongoing) (GLEs: 17a, 17b, 17c, 17d, 17e) [E]
Materials List: a variety of picture books, overhead projector, transparencies, or chart
paper, or computer with projector, student writing notebooks (journals)
Teacher should begin preparing the students to be good writers. Teacher should review the traits
for effective writing. The following Internet sites have the traits and the definitions of effective
writing:
http://www.north-scott.k12.ia.us/writetraits/writetraits.html#top
http://www.englishcompanion.com/pdfDocs/sixtraitssummary.pdf
Teacher should read a variety of books that focus on ideas and organization, such as, Jon
Scieszka’s, True Story of the Three Little Pigs, Byrd Baylor’s, The Way to Start a Day,
Jane Yolen’s, Owl Moon, or Cynthia Rylant’s When I Was Young in the Mountains, a
book that does not use chronological structure. Students will participate in a discussion
on how authors develop their ideas, organize their books, use voice, use effective words,
create sentence fluency, and use the conventions of writing. The teacher should then
model several sentences that focus on word choice and voice by writing them on chart
paper, the board, an overhead, or the computer that has a projected screen and by saying
them orally. Students can then participate in groups by practicing several sentences.
Students are to practice the skills in their independent writing in a bound composition
Grade 7 ELAUnit 4Fictional Short Stories
62
Louisiana Comprehensive Curriculum, Revised 2008
writing journal notebook. Teacher will remind students that this is an ongoing activity
and that they will be reviewing all work done throughout the year.
Activity 4: Grammar/Usage Mini-Lessons (Ongoing) (GLEs: 23a, 24a, 24b, 25a,
25b, 25c, 26, 27) [E]
Materials List: writing samples
The teacher may use the daily oral language strategy with target skills (The teacher will
provide the students with a sentence or a group of sentences in need of editing to give
students consistent practice correcting grammatical errors.). Target skills should be
identified (e.g. varied sentence structure and patterns, phrases and clauses, punctuation,
infinitives, participles, superlative and comparative degrees of adjectives, adverbs,
pronouns and antecedents, sentences without double negatives, spelling). The students
may also discuss the common errors in student writing samples. Through the writing
process, students should use peer editing to work with the mechanics. Grammar
instruction should occur within the context of students’ reading and writing. Teachers
should use the district adopted texts to find lessons or some other lessons for grammar
instruction may be found at
http://712educators.about.com/od/languageartswarmups/a/warmlang.htm
http://www.education-world.com/a_lesson/lesson/lesson334.shtml
http://www.webenglishteacher.com/grammar.html
Activity 5: Types of Fiction (GLEs: 07, 08a) [R]
Materials List: overhead projector, transparency of Fiction Opinionnaire BLM
The teacher will lead a whole-class discussion about the types or genres of fiction (e.g.,
novels, short stories, and drama, fable, fairy tale, fantasy, folklore, historical, humor,
legend, mystery, mythology, realistic science, tall tale). In groups, students will select
types, brainstorm, and make lists of the characteristics of each type, give examples (titles)
of stories previously read, and will then decide which genre the titles are. The students
will then post the lists on the wall/bulletin board for future reference. The students will
then complete an opinionnaire (view literacy strategy descriptions). The teacher will
create an opinionnaire question sheet by generating statements about the topics of
legends, fantasy, science fiction, drama, short story, historical, or humorous that force
students to take positions and defend them. The teacher may use the example Fiction
Opinionnaire BLM like the one shown below to model with the students. The emphasis
is on students’ points of view and not the “correctness” of their opinions. Statements
about the types of short stories, as in the example below, should be presented to students
before reading and exploring the topic of fictional short stories. Students work in pairs to
read and discuss each statement, then write down reasons for their opinions. Statement
should be written in such a way as to elicit attitudes and feelings, which, in turn, promote
language production, activate relevant prior knowledge, and lead to engaged reading and
Grade 7 ELAUnit 4Fictional Short Stories
63
Louisiana Comprehensive Curriculum, Revised 2008
listening. Afterward, invite students to share their opinions for each statement and
separate supporters from non-supporters. Force each student to take a stand. Then, ask
the two groups to briefly debate the statement and allow for any students who have
changed their minds to move to the other group. By taking a stand on issues related to
fiction and engaging in critical discussion about those issues, students will heighten their
expectation of the content about fiction and make many new connections from their
opinions and ideas to those of their classmates. The discussion the statements inspire
then serve as a bridge to information and ideas in the stories and other class readings
about fiction.
What Are Your Opinions About Fiction?
Answer the following statements with Yes or No; then put reasons for your answer
below.
1. Fiction is based in fact._________
Your reasons:
2. Fiction include stories that teach important lessons about life._________
Your reasons:
3. Fiction includes realistic events._________
Your reasons:
4. Fiction contains magic, morals, or futuristic ideas.___________
Your reasons:
The students will recognize that all these different genres of fiction have commonalities
such as settings, characters, author’s point of view, plots, and resolutions. Students will
also recognize the differences of the genres, such as morals, magic, realistic events vs.
non-realistic events, etc. These lists will be posted as a wall chart and used as a reference
point.
Activity 6: Fiction/Short Story Elements (GLEs: 02a, 02b, 02c, 02d, 02e, 06, 07) [R]
Materials List: selection from literature text book or other selection from other sources,
chart paper, markers or overhead, journal or learning log notebook, Story Map BLM
Grade 7 ELAUnit 4Fictional Short Stories
64
Louisiana Comprehensive Curriculum, Revised 2008
The teacher shall begin with a discussion on story devices used in short stories and novels
such as settings, character development, conflict, plot, rising and falling action, and
resolution. The teacher shall point out that though the novel contains the same literary
devices as a short story, most of these devices are extended or may be used numerous
times in the novel (Example—many conflicts with rising/falling action, mini-subplots
before resolution, etc.). The teacher will select a short story from the literature text book
or an excerpt from a reading magazine such as “READ” or “Time for Kids” and take
students through the following steps of DR-TA (view literacy strategy descriptions) to
help students comprehend text and elicit important reading comprehension processes.
For example, with the story Where the Red Fern Grows, the teacher will elicit
information students may already know about hunting and hunting dogs including
personal experiences, and prior readings related to the topic of hunting or hunting dogs.
The students and teachers will discuss the title and topic. The teacher should then record
students’ ideas on the board or chart paper. Ask questions that invite predictions, such as,
what do you expect to learn based on the title? Why do you think the title includes ferns?
Based on what we’ve learned already about hunting and hunting dogs, what information
do you think the author will include? Have students write their predictions in their
learning logs (view literacy strategy descriptions).
The students will then read a section of Where the Red Fern Grows, stopping at
predetermined places to check and revise predictions. Ask students to reread their
predictions. Let them know they should change their predictions, if necessary, and cite
new evidence for doing so. Repeat this cycle several times as you and your students read
through the text. Key points students should consider are: What have you learned so far
from the text? Can you support your summary with evidence from the text? What do you
expect to read next? Once the reading is completed, the teacher will use student
predictions as a discussion tool. Ask students to reflect on their original predictions and
track changes in their thinking and understanding as they confirmed or revised their
predictions. Students should write statements of overall understanding in their learning
logs. The teacher should emphasize to students that they should use this same process
when they read on their own.
After the teacher has modeled the DR-TA strategy, students will select, read, and respond
to several short stories. The following can be done whole group orally, small group, or
individually in a journal or learning log. To identify the theme, students will answer
these questions:
• Why do you think the author wrote this story?
• What was the author’s message in this story?
Students will evaluate the setting to understand the importance of a setting to the
development of a character or problem. Some questions the students will respond to are:
• Where and when does the story take place?
• Does the weather or season affect the characters or the plot?
• Does the author use enough detail with the setting to help the reader understand
how it affects a character or characters?
• Is the setting, indeed, important to the story line, or could the story have happened
Grade 7 ELAUnit 4Fictional Short Stories
65
Louisiana Comprehensive Curriculum, Revised 2008
in another setting without change in the characters or plot?
Students will identify types of characters by responding to the following questions:
• Who is the protagonist or main character of the story?
• Who are secondary or other characters in the story?
• Who are the characters that are fully developed?
• Do any of the characters change as the story progresses?
• Is there an antagonist or a character that is the complete opposite of the main
character?
• Do you have a favorite character in this story? Who and why?
• Do any of the characters remind you of yourself or of somebody that you know?
Students will identify and clarify the conflict and plot in the story. They will respond to
the following questions:
• What is the conflict or problem in this story?
• What is the initiating event that leads to the problem?
• What actions do the characters take?
• What other important events take place?
• What is the resolution?
• How does the story end?
• Are there any questions that are left unanswered?
Students will understand the author’s style by responding to the following questions:
• Who is telling the story?
• Is the story written in a way that the reader could visualize the events in the story?
If so, give examples from the text.
• Did the author use literary devices to keep the reader’s interest? What are some
examples?
• Why did the author write this story?
• Did the author use first or third person? Did using first or third person affect the
story?
Students will use graphic organizers (view literacy strategy descriptions) (e.g., Story
Map BLM, story organizer, short story chart, story board, fiction organizer) to identify
and analyze the literary elements (characters, setting, plot, point of view, theme) of a
short story. Examples of the above listed graphic organizers can be found at:
http://www.enchantedlearning.com/graphicorganizers/storymap/. Students will discuss
their completed graphic organizers with the group. In journals, students will respond to
prompts concerning the story’s elements.
Grade 7 ELAUnit 4Fictional Short Stories
66
Louisiana Comprehensive Curriculum, Revised 2008
Activity 7: Literary Devices/Techniques (GLEs: 05, 09e, 09g, 14b, 14c, 18b, 30)[R]
Materials List: literature text book or selections from other sources such as an excerpt
from a novel or magazine selection, newspapers or magazines with pictures, computer
with clip art or paint(optional), props for professor-know-it all (optional)
The teacher will conduct mini-lessons reviewing figures of speech. Students will be
instructed to read a selection from a literature text or a chapter from a novel rich with
figurative language. The students are to look for figures of speech, then complete a chart,
noting any examples that illustrate imagery, figurative language, metaphors, or similes,
flashback, or foreshadowing that the author uses to advance the plot. From their charts of
literary devices, students will create visual images that illustrate what the author means.
These images can be created by hand, by using newspaper or magazine pictures, or with
clip art or paint from the computer. The students will then participate in professor knowit- all (view literacy strategy descriptions). The teacher will have students form groups of
three or four. Explain to the students that they will be called on randomly to come to the
front of the room to be a team of “professor know-it-alls” about imagery, metaphors,
similes, idioms, flashback or foreshadowing and that they will provide expert answers to
questions. The teacher will give students time to prepare by finding literacy devices from
the selected text. Each group of students will generate three to five questions about
literacy devices they might anticipate being asked and that they can ask other experts
(e.g., What is an example of an idiom in the short story read? or What does the metaphor
“The cup of hot tea was the best medicine for my cold” compare?). Call on a group of
students to come to the front of the room. To add novelty to the strategy, let the know-italls put on a tie, a graduation cap and gown, a lab coat, clipboard, or other symbol of
professional expertise. Ask students to stand shoulder to shoulder. Invite questions from
the other groups. The teacher with the first group will demonstrate how each question
will be answered by the know-it-alls. First, the group of students should huddle as a team
to talk about the answer, then return to their positions and give answers in complete
sentences. This can be done by each student in the group supplying one answer. After 5
minutes or so, ask a new group of professor know-it-alls to take their place in front of the
class, don their professional props, and continue the process of students questioning
students. This should be done until all groups have had a chance to serve as know-it-alls.
The teacher should also ask her questions of each of the groups. Students asking the
questions should hold the know-it-alls accountable for the correct answers.
Students will compose paragraphs responding to teacher-generated literal, interpretive,
and evaluative questions about the texts. The paragraphs will be organized with a topic
sentence, elaboration, and concluding sentences. Students will include vocabulary that
creates an image and appropriate word choices for their audience.
Grade 7 ELAUnit 4Fictional Short Stories
67
Louisiana Comprehensive Curriculum, Revised 2008
Activity 8: Literary Analysis (GLEs: 07, 15b, 16, 17a, 17c, 18b, 18e, 22c)[R]
Materials List: Story Map BLM, paper, literature text
The teacher will model a literary analysis response. Students will select a short story and
complete a Story Map BLM graphic organizer (view literacy strategy descriptions) to
help them do a close reading of the story. Then students will select two short stories from
the literature text or from another source such as a scholastic magazine and choose one
element common to both stories to evaluate. Students will complete a T-graphic
organizer to organize details about both stories to show similarities and differences.
Students will draft a comparative analysis of the element they have chosen, using
information gathered in the T-organizer. Students will apply the writing process, using
peer evaluation and cooperative groups for reading their work aloud to edit (using a
proofreading checklist), revise, and produce a multi-paragraph final draft. Responses will
be assessed with a LEAP 21 rubric.
Activity 9: Theme Development (GLEs: 06, 07, 17a, 17b, 17c, 17d, 17e, 39c, 39d)[R]
Materials List: various story selections, construction paper, drawing paper, colors or
markers, Quilt Patch Assessment Guide BLM, Theme Rubric BLM
In groups, students will generate a list of universal themes to explore (e.g., search for
identity, love, friendship, family, courage, honesty, adversity). Groups, in consultation
with the teacher, will decide on a theme. Students will use anthologies, the library, and
the Internet to identify short stories aligned with themes.
Students are to choose a theme from a novel. They are to identify a specific event that
illustrates their chosen theme. Students are to create a patch for a class quilt showing a
specific event. Students are to present their patch to the class explaining why the scene
or event depicted is important to the novel. Teacher will assess the patches using the
Quilt Patch Assessment Guide BLM.
Individually, students will select from the class-generated list two short stories with a
common theme but from different eras or cultures. Using a modification of split-page
notetaking (view literacy strategy descriptions) students will read and record how the
theme is developed in each short story. Teacher will model the modified literacy strategy
split-page notetaking by placing on board, overhead, or PowerPoint® slide sample split
page notes from a teacher-selected chapter of a text or article. The value of taking notes
in this format will be explained by saying it logically organizes information and ideas,
separates big ideas from supporting details, promotes active reading and listening, and
allows inductive and deductive prompting for remembering information. Students should
draw a line from top to bottom approximately 2 to 3 inches from the left edge on a sheet
of paper. They should try to split the page into one-third and two-thirds. In the left
column big ideas, key dates, names, etc. should be written with supporting details in the
right column. Students should paraphrase and abbreviate as much as possible. For
example:
Grade 7 ELAUnit 4Fictional Short Stories
68
Louisiana Comprehensive Curriculum, Revised 2008
Name of Story:
The Giver
Theme:
Choices
Important scene that
depicts theme:
Jonas had to decide whether to leave the community or to stay
and accept his fate.
Name of Story:
Tuck Everlasting
Theme:
Choices
Important scene that
depicts theme:
Winnie had to decide whether to drink from the spring.
Demonstrate for students how to study from their notes by covering information in one
column and recalling information in the other. Students can pair up and quiz one another
on information in the notes to prepare for tests and other class activities.
Students will write a multi-paragraph essay, using examples from each story that shows
how the themes are alike and how each of the authors developed that theme. The
students will also include one example from each that shows the differences in how the
theme was developed in each of the stories. Students will use word choices appropriate
to the audience; vocabulary that clarifies meaning or sets a tone, a clear voice, and variety
in sentence structure. Responses will be assessed with a LEAP 21 reading response
rubric. (See Theme Rubric BLM)
Activity 10: Creating a Short Story/Fictional Narrative (GLEs: 02d, 18a, 18b, 18c,
18d, 18e, 18f, 18g, 19, 20b, 38a, 38b, 38c, 43b)[E]
Materials List: paper, pencil or pen
Teacher will place students in groups of three to five. Within the groups, students must
decide on a leader, facilitator, and a recorder and what each of those jobs entail, and they
must decide on rules of how the discussion will go and what will happen if there are
disagreements. Students will brainstorm (view literacy strategy descriptions) ideas for a
short story centering on the following to develop an outline (pre-write) for a short story:
• Which point of view the group will take
• The tone (why the story is being told)
• When and where the story will take place
• What the characters will look like, what kind of people they will be, and how they
will change during the story
• Three events that will take place in the story
• The climactic point to which the events will lead
Grade 7 ELAUnit 4Fictional Short Stories
69
Louisiana Comprehensive Curriculum, Revised 2008
•
How the problem or conflict will be resolved and/or how the story will end
Students will then use ideas from the brainstorm activity to create an outline for their
short story.
Activity 11: Writing a Short Story/Fictional (GLEs: 18c, 18d, 18e, 18f, 18g) [E]
Materials List: paper, pencils, student prewriting, computer(s) with Internet (optional),
Short Story Grading Guide BLM
With the outline as a guide, students will compose a rough draft of a short story.
Teachers may have the students visit the following site:
http://www.midlandit.co.uk/education/index.htm
This interactive site offers story-writing tips, an interactive writing demonstration, on-line
text analysis, examples of student writing, and the opportunity to submit a finished story
for publication on the website. Students will exchange stories and peer edit. The
students will then have a teacher conference to receive feedback. Using the feedback,
students will edit and revise drafts to produce a final copy. Students will publish their
final copy employing technology. The short stories will be assessed via a class-created
rubric. (See Short Story Grading Guide BLM.)
Activity 12: Sharing the Short Stories (GLEs: 18e, 30, 38b, 38c) [E]
Materials List: paper, pen or pencil, student writing
In cooperative groups, students will read each other’s stories. Following oral directions,
the students will provide appropriate feedback to the author. The students will establish
rules of the group (e.g., Who will read the story?; Who will respond first?, etc.), and
apply them. After all stories have been read and responded to, the group will fill out a
survey that explains the effectiveness and dynamics of the group process. The students
will then publish the stories (e.g., class book, class website).
Sample Assessments
General Guidelines
Use a variety of performance assessments to determine student understanding of content.
Select assessments that are consistent with the type of product that results from the
student activities, and develop a scoring rubric collaboratively with other teachers or
students. The following are samples of assessments that can be used for this unit:
Grade 7 ELAUnit 4Fictional Short Stories
70
Louisiana Comprehensive Curriculum, Revised 2008
General Assessments
•
•
•
•
The teacher will provide students with a checklist for collecting and documenting
new vocabulary words. Students will keep the vocabulary in a portfolio to be
turned in at the end of the unit for assessment. Students will be assessed on the
completion and correctness of the activity.
Students will use information learned to complete various charts. Charts will be
kept in unit portfolio and checked for accuracy and completeness.
Teacher observations and checklists will be used as an informal assessment
whenever students are answering questions orally in whole group format or in
group settings.
Students will map the story elements on the various stories read. A summary will
be done in their journals. Assessment may include:
Title of story
Story map filled out completely and accurately
Theme included
Summary of passage or complete story
Correct sequential order
Characters identified
Activity-Specific Assessments
•
Activity 9: Students will be evaluated on their quilt patch that identifies and
explains important themes in the novel using the following assessment: (See Quilt
Patch Assessment Guide BLM)
Patch represents a theme from the novel.
Patch provides details from the novel that support the theme.
Details included are accurate.
Patch is neat and well thought out with attention to detail.
Patch is creative, interesting, and meaningful.
Presentation is an accurate description of a theme from the novel.
Presentation includes an explanation of the theme’s relevance to the
novel.
Presentation of information about the patch is loud and clear.
•
Activity 9: Students will write a multi-paragraph essay comparing and
contrasting how the theme was developed in the short stories. The students will
be assessed using a 4 point constructed response rubric. (See Theme Rubric
BLM)
Grade 7 ELAUnit 4Fictional Short Stories
71
Louisiana Comprehensive Curriculum, Revised 2008
Score Description of Score Level
The student’s response:
4
3
uses one or more examples from both of the short stories that show how the themes are
alike
and
explains how each author developed that theme
and
includes one example from both of the short stories that shows the
differences in how the theme was developed in each
The student’s response:
2
uses one example from both of the short stories showing how the themes are alike
and
explains how the author developed the theme
OR
uses one example from both of the short stories that shows the differences in how the
theme was developed in each
and
explains how the author developed the theme
The student’s response:
1
uses one example from one of the short stories showing how the themes are
alike
and
uses one example from one of the short stories that shows the differences in
how the theme was developed in each of the stories
and
explains how the author developed the theme
OR
uses one example from both of the short stories showing how the themes are
alike
and
uses one example from both of the short stories that shows the differences in
how the theme was developed in each
The student’s response:
0
uses one example from one of the short stories showing how the themes are alike
OR
uses one example from one of the short stories that shows the differences in how the
theme was developed in each of the stories
OR
explains how the author developed the theme
The student’s response is incorrect, irrelevant, too minimal to evaluate, or blank
Grade 7 ELAUnit 4Fictional Short Stories
72
Louisiana Comprehensive Curriculum, Revised 2008
•
Activity 10: Students will complete an outline that will be assessed on the
following criteria: (See Story Outline Rubric BLM)
Point-of-view is clear.
Tone or reason is clear.
Settings are clear.
Characters are well developed.
Three or more main events are described.
Climactic event is clear.
Conflict is resolved.
Ending is clearly explained.
•
Activity 11: After completing Activity 11, the students will be assessed from a
teacher made rubric which includes following criteria:
Title:
Plot:
Beginning:
Characters:
Captures the attention of the reader
Appropriate for intended audience
Introduces the characters and setting
Thoroughly described, including, physical aspects,
personal thoughts, feelings, attitudes, and personalities;
interesting; appeal to the readers
Setting:
Descriptive; appropriate for the plot, mood, and
characters; realistic and accurate; changes when
necessary
Middle:
Builds suspense; holds reader’s attention; uses action
and dialogue; sequential order
Climax:
High point of suspense; demonstrates turning point of
the story
Ending:
Demonstrates change in characters; resolves problems
Organization: Organizes information logically in paragraphs
Mechanics:
Uses capitalization and punctuation correctly; spells
words correctly; uses complete sentences and correct
subject/verb agreement
The following web sites are available for creating rubrics:
http://rubistar.4teachers.org/index.php
http://edweb.sdsu.edu/triton/july/rubrics/Rubric_Template.html
http://rubrics4teachers.com/
Grade 7 ELAUnit 4Fictional Short Stories
73
Louisiana Comprehensive Curriculum, Revised 2008
Grade 7
English Language Arts
Unit 5: Propaganda/Persuasion
Time Frame: Approximately five weeks
Unit Description
This unit focuses on reading and responding to propaganda techniques and biased
writing. Students will identify, classify, and evaluate various techniques (bandwagon,
name-calling, testimonial, emotional words, glittering generalities, and so forth). The
essential goal of this unit is to apply reasoning and problem-solving skills to determine
the reliability of information from multiple sources. Opportunities will be provided to
present arguments in a formal written and oral manner, using information to support
strongly felt positions and to persuade others in the audience to support their positions.
Vocabulary and grammar instruction occurs within the context of the literature.
Student Understandings
The word propaganda refers to any technique that attempts to influence the opinions,
emotions, attitudes, or behavior of a group in order to benefit the sponsor.
Students will learn to recognize propaganda techniques as methods that are designed to
influence opinions and are used to make what is said or written convincing. The purpose
is to persuade people to believe in something or do something that they would not
normally believe or do. Propaganda and persuasion are a part of everyday life. A
competent reader and/or writer learn to recognize these techniques.
Guiding Questions
1. Can students note instances of unsupported, fallacious reasoning, persuasion,
or propaganda in text and media?
2. Can students identify persuasive and propaganda techniques used in media
and identify false and misleading information?
3. Can students access the adequacy, accuracy, and appropriateness of the
author’s evidence to support claims and assertions, noting instances of bias
and stereotyping?
4. Can students apply persuasive and propaganda techniques orally as well as in
essays, letters, and other student-made compositions to influence others?
Grade 7 ELAUnit 5Propaganda/Persuasion
74
Louisiana Comprehensive Curriculum, Revised 2008
Unit 5 Grade-Level Expectations (GLEs)
GLE #
GLE Text and Benchmarks
01a.
Develop vocabulary using a variety of strategies, including use of connotative and
denotative meanings (ELA-1-M1)
04a.
Draw conclusions and make inferences in oral and written responses about ideas
and information in grade-appropriate texts, including, instructional materials.
(ELA-1-M3)
04b.
Draw conclusions and make inferences in oral and written responses about ideas
and information in grade-appropriate texts, including, essays. (ELA-1-M3)
05.
Interpret ideas and information in a variety of texts, including periodical articles,
editorials, and lyrics, and make connections to real-life situations and other texts
(ELA-1-M4)
08b.
Use knowledge of the distinctive characteristics to classify and interpret elements
of various genres, including nonfiction (e.g., essays, letters) (ELA-6-M3)
09b.
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including summarizing and paraphrasing information (ELA-7M1)
09e.
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including making inferences and drawing conclusions (ELA7-M1)
10.
Explain the relationship between life experiences and texts to generate solutions to
problems (ELA-7-M2)
11.
Use technical information and other available resources (e.g., websites, interviews)
to solve problems (ELA-7-M2)
12.
Explain the effects of an author’s stated purpose for writing (ELA-7-M3)
13.
Identify an author’s bias (objectivity) for, against, or neutral toward an issue (ELA7-M3)
14b.
Analyze grade-appropriate print and nonprint texts using various reasoning skills,
for example, raising questions (ELA-7-M4)
14c.
Analyze grade-appropriate print and nonprint texts using various reasoning skills,
for example, reasoning inductively and deductively (ELA-7-M4)
14d.
Analyze grade-appropriate print and nonprint texts using various reasoning skills,
for example, generating a theory or hypothesis (ELA-7-M4)
15a.
Write multi-paragraph compositions on student- or teacher-selected topics
organized with established central idea (ELA-2-M1)
15b.
Write multi-paragraph compositions on student- or teacher-selected topics
organized with the following, organizational patterns (e.g., comparison/contrast,
order of importance, chronological order) appropriate to the topic. (ELA-2-M1)
15c.
Write multi-paragraph compositions on student- or teacher-selected topics
organized with elaboration (e.g., fact, examples, and/or specific details) (ELA-2M1)
15d.
Write multi-paragraph compositions on student- or teacher-selected topics
organized with transitional words and phrases that unify ideas and points (ELA-2M1)
15e.
Write multi-paragraph compositions on student- or teacher-selected topics
organized with the following, overall structure including an introduction, a
Grade 7 ELAUnit 5Propaganda/Persuasion
75
Louisiana Comprehensive Curriculum, Revised 2008
GLE #
16.
17a.
17b.
17c.
17d.
17e.
18a.
18b.
18c.
18d.
18e.
18f.
19.
20a.
23a.
24a.
24b.
25a.
GLE Text and Benchmarks
body/middle, and a concluding paragraph that summarizes important ideas and
details (ELA-2-M1)
Organize individual paragraphs with topic sentences, relevant elaboration, and
concluding sentences. (ELA-2-M1)
Develop grade-appropriate compositions on student- or teacher-selected topics that
include word choices (diction) appropriate to the identified audience and/or
purpose. (ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected topics that
include vocabulary selected to clarify meaning, create images, and set a tone.
(ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected topics that
include information/ideas selected to engage the interest of the reader. (ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected topics that
include information/ideas selected to engage the interest of the reader with clear
voice (individual personality) (ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected topics that
include variety in sentence structure. (ELA-2-M2)
Develop grade-appropriate compositions by identifying and applying writing
processes, such as selecting topic and form. (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes, such as prewriting (e.g., brainstorming, researching, raising questions,
and generating graphic organizers). (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes, such as drafting. (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes, such as: conferencing (e.g., peer and teacher). (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes, such as: revising based on feedback and use of various tools (e.g.,
LEAP21 Writer’s Checklist, rubrics). (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes, such as proofreading/editing. (ELA-2-M3)
Develop grade-appropriate paragraphs and multi-paragraph compositions using the
various modes of writing (e.g., description, narration, exposition, persuasion),
emphasizing narration and exposition (ELA-2-M4)
Use the various modes to write compositions, including essays based on a stated
opinion (ELA-2-M4)
Use standard English punctuation, including commas to set off direct quotations,
nouns of direct address, and after introductory words or phrases (ELA-3-M2)
Write paragraphs and compositions following standard English structure and usage
including varied sentence structures including complex sentences (ELA-3-M2)
Write paragraphs and compositions following standard English structure and usage,
including antecedents that agree with pronouns in number, person, and
gender.(ELA-3-M3)
Apply knowledge of parts of speech in writing including infinitives and participles.
(ELA-3-M4)
Grade 7 ELAUnit 5Propaganda/Persuasion
76
Louisiana Comprehensive Curriculum, Revised 2008
GLE #
25b.
25c.
26.
27.
28.
31.
33.
34.
35.
37.
38b.
GLE Text and Benchmarks
Apply knowledge of parts of speech in writing including superlative and
comparative degrees of adjectives. (ELA-3-M4)
Apply knowledge of parts of speech in writing including adverbs. (ELA-3-M4)
Spell high-frequency, commonly confused, frequently misspelled words and
derivatives (e.g., roots, affixes) correctly (ELA-3-M5)
Use a variety of resources (e.g., glossaries, dictionaries, thesauruses, spell check) to
find correct spellings (ELA-3-M5)
Adjust diction and enunciation to suit the purpose for speaking (ELA-4-M1)
State oral directions/procedures for tasks (ELA-4-M2)
Organize oral presentations with a thesis, an introduction, a body developed with
relevant details, and a conclusion (ELA-4-M3)
Evaluate and determine bias and credibility of various media presentations (e.g.,
TV and radio advertising) (ELA-4-M4)
Deliver formal and informal persuasive presentations (ELA-4-M4)
Evaluate a variety of media for impressions/effect on listeners, faulty reasoning,
propaganda techniques, and delivery (ELA-4-M5)
Participate in group and panel discussions, including applying agreed-upon rules
for formal and informal discussions. (ELA-4-M6)
Sample Activities
The notations [R] for Reading and [E] for English (writing) are used to indicate the focus
and intent of each activity. Please note that Bulletin 741 currently states that the
minimum required number of minutes of English Language Arts instruction per week
for Grade 7 is 550 minutes for schools with a six-period day and 500 minutes for
schools with a seven-period day. It is strongly recommended that a teacher preview
websites before students access them. Ongoing activities should be a part of daily
instruction.
Activity 1: Independent Reading (Ongoing): (GLEs: 04a, 04b, 05, 08b, 10, 14b, 14c,
16) [R]
Materials List: reading material covering a wide range of topics and readability levels,
books/materials stored in the classroom itself and a constant flow of new books and
reading material, Reading Response Learning Log BLM, Reading Diary Prompts BLM
Each day, students and teachers should read silently for an uninterrupted period of time.
Students will select their own books or reading materials, which require neither testing
for comprehension nor book reports. Students will keep a reading response learning log
(view literacy strategy descriptions) of materials read. An example of a reading log is as
follows: (see Reading Response Learning Log BLM)
Grade 7 ELAUnit 5Propaganda/Persuasion
77
Louisiana Comprehensive Curriculum, Revised 2008
Reading Response Log
Selection, Title, and
Genre
Date
Pages
read
Student Name___________________
Comments About What I Have Read
Other examples of reading logs can be found at:
http://www.readwritethink.org/lesson_images/lesson141/log.pdf
Students may also respond in reading journals or diaries after completing their books to
prompts (e.g., This reminds me of_____, What surprised me was_____, I think this novel
is_____.) See Reading Diary Prompts BLM for other prompts. Student response also may
be through a variety of other strategies (e.g. writing prompts, response logs, journals,
book talks, or, if available, Reading Counts/Accelerated Reader). SSR guidelines for
class use may be found at http://www.dowlingcentral.com/MrsD/area/literature/ssr.html
or at http://www.education-world.com/a_curr/curr038.shtml
Activity 2: Vocabulary—Denotation/Connotation (GLE: 01a)[R]
Materials List: list of vocabulary words pertaining to the propaganda and persuasion unit,
Vocabulary Self-Awareness Chart BLM
Students will generate a list of denotative/connotative words found in propaganda or
persuasion. Students will maintain a vocabulary self-awareness chart (view literacy
strategy descriptions) in their vocabulary learning log (view literacy strategy
descriptions). The teacher will begin by identifying target vocabulary. The teacher will
provide this list of words to students at the beginning of the unit and have them complete
a self-assessment of their knowledge of the words using a chart like the one below. Do
not give students definitions or examples at this stage. Ask students to rate their
understanding of each word with either a “+” (understand well), a “√” (limited
understanding or unsure), a “-” (have seen or heard—don’t know the meaning), or a “?”
(don’t know at all). Over the course of the readings and exposure to other information
sources throughout the unit, students should be told to return often to the chart and add
new information to it. The goal is to replace all the check marks, question marks, and
minus signs with a plus sign. Because students continually revisit their vocabulary charts
to revise their entries, they have multiple opportunities to practice and extend their
growing understanding of key terms related to the topic of propaganda or persuasion.
Grade 7 ELAUnit 5Propaganda/Persuasion
78
Louisiana Comprehensive Curriculum, Revised 2008
Word
bandwagon
testimonial
persuade
propose
hype
doctrine
advertise
rhetoric
enlightenment
pitch
Vocabulary Self-Awareness Chart
+ √ ? - Example
Definition
Activity 3: Writing Craft (Ongoing) (GLEs: 17a, 17b, 17c, 17d, 17e) [E]
Materials List: a variety of picture books, overhead projector, transparencies, or chart
paper, or computer with projector, student writing notebooks (journals)
Teacher should begin preparing the students to be good writers. Teacher should teach or
review the traits for effective writing. The following Internet sites have the traits and the
definitions of effective writing:
http://www.north-scott.k12.ia.us/writetraits/writetraits.html#top
http://www.englishcompanion.com/pdfDocs/sixtraitssummary.pdf
Teacher should read a variety of picture books, such as, Lois Ehlert’s Vegetable Soup,
Margeery Cuyler’s That’s Good, That’s Bad, James Stevenson’s Could Be Worse, Jon
Muth’s The Three Questions, or Barry Downard’s The Little Red Hen that focus on the
writing craft. Students will participate in a discussion on how authors develop their
ideas, organize their books, use voice, use effective words, create sentence fluency, and
use the conventions of writing. The teacher should then model several sentences that
focus on ideas, organization, word choice and using the conventions of writing by writing
them on chart paper, the board, an overhead, or the computer that has a projected screen
and by saying sentences orally. Students can then participate in groups by practicing
several sentences. Students are to practice the skills in their independent writing in a
bound composition writing journal notebook. Teacher will remind students that this is an
ongoing activity and that they will be reviewing all work done throughout the year.
Activity 4: Grammar/Usage Mini-Lessons (Ongoing) (GLEs: 23a, 24a, 24b, 25a,
25b, 25c, 26, 27) [E]
Materials List: writing samples
The teacher may use the daily oral language strategy with target skills (The teacher will
provide the students with a sentence or a group of sentences in need of editing to give
students consistent practice correcting grammatical errors.). Target skills should be
Grade 7 ELAUnit 5Propaganda/Persuasion
79
Louisiana Comprehensive Curriculum, Revised 2008
identified (e.g. varied sentence structure and patterns, phrases and clauses, punctuation,
infinitives, participles, superlative and comparative degrees of adjectives, adverbs,
pronouns and antecedents, sentences without double negatives, spelling). The students
may also discuss common errors in student writing samples. Through the writing
process, students should use peer editing to work with the mechanics. Grammar
instruction should occur within the context of students’ reading and writing. Fun lessons
for grammar instruction may be found at http://www.educationworld.com/a_lesson/lesson/lesson334.shtml
Activity 5: What Is Propaganda? (GLEs: 05, 09b, 09e, 10, 12, 14b, 14c, 14d, 34)[R]
Materials List: advertisements from magazines, chart paper, markers
The teacher will review with students that an author’s purpose may be to entertain, to
persuade, to give factual information, to describe, or to explain. Ads and commercials use
propaganda techniques to persuade people. Students will brainstorm (view literacy
strategy descriptions) and generate a list of advertisements or commercials recently seen.
Teacher will then engage the students in Student Questions for Purposeful Learning
(SQPL) strategy (view literacy strategy descriptions). Students will generate questions
they have about the topic/theme based on an SQPL prompt. The teacher will state the
following and write it on the board: People always make good decisions based on what
they hear. Next, ask students to turn to a partner and think of one good question they have
about the advertisements based on the statement: People always make good decisions on
what they hear. As students respond, write their questions on the chart paper or board.
Any question asked more than once should be marked with a check or star to signify that
it is an important question. When students finish asking questions, contribute your own
questions to the list such as:
What does this company want you to do?
Why do advertisers go about it this way?
What are advertisers doing in the media?
Is their technique effective?
Would you buy, go to see, or otherwise do what the media is trying to persuade
you to do?
The teacher will show a variety of types of propaganda to show the class and discuss
what the ad, commercial, poster, etc. is doing. The following web site includes numerous
examples of propaganda available on the Web:
http://www.classroomtools.com/proppage.htm. Students might not have names for what
the media does, but they recognize that they are being led by the media. The attached site
also provides links to some examples on the Internet, but the teacher can find numerous
examples in magazines, on television, on radio, or in books on propaganda. As the
students view the media, stop after the section that supplies an answer and ask students if
they heard an answer to their question. Allow students to confer with a partner before
responding. Mark questions that are answered. Continue this process until the ads are
completed. Go back to the list of questions to check which ones may still need to be
Grade 7 ELAUnit 5Propaganda/Persuasion
80
Louisiana Comprehensive Curriculum, Revised 2008
answered. Use the ads or personal knowledge to supply answers. Remind students they
should ask questions before they learn something new, then listen and look for answers to
their questions.
The class will then discuss the purpose of these ads. The teacher will conduct a minilesson on propaganda techniques (e.g., bandwagon-persuading people to do something by
letting them know others are doing it; testimonial- using the words of a famous person to
persuade you; transfer-using the names or pictures of famous people, but not direct
quotations; repetition-the product name is repeated at least four times; emotional wordswords that emote strong feelings about someone or something). A good web site for
lessons on propaganda techniques can be found at
http://www.readwritethink.org/lessons/lesson_view.asp?id=405. The students will
identify the most widely used propaganda techniques. The class will generate a wall chart
listing techniques, catch phrases, and examples.
Activity 6: Recognizing Propaganda (GLEs: 05, 09e, 12, 13, 14b, 14c, 14d, 34,
37)[R]
Materials List: various examples of print and non print advertisements, list of Propaganda
Techniques BLM, old magazines, poster board, or newsprint, glue, scissors, markers,
colors or pencil colors
In groups, students will view print and nonprint ads to identify the five propaganda
techniques used in advertisements. Students will justify their responses by listing five to
ten reasons why certain propaganda techniques are used to sell products. Each group will
choose one technique and use old magazines to create propaganda technique collages.
The group reporter will share the group’s collage with the whole class, telling about the
technique used.
Students will keep a log of their radio-listening and television-viewing habits and analyze
the messages they receive from the media. At the end of each class period, students will
share propaganda techniques used in each of the messages from the media and will
determine if the technique used was effective.
Activity 7: Creating Ads (GLEs: 05, 08b, 09e, 11, 13, 31, 35, 37)[E]
Materials List: Help Wanted BLM, plain paper, markers, colors, or pencil colors, video
camera and tape (optional)
To promote applied thinking and reasoning about propaganda techniques, the teacher will
present the students with a process guide (view literacy strategy descriptions). Process
guides scaffold students’ comprehension within unique formats. They are designed to
stimulate students’ thinking during or after their reading, listening, or involvement in any
content area instruction. Guides also help students focus on important information and
Grade 7 ELAUnit 5Propaganda/Persuasion
81
Louisiana Comprehensive Curriculum, Revised 2008
ideas, making their reading or listening more efficient. An example is shown below.
Teachers should point out that various types of propaganda techniques are used and that
by asking students to fill out the process guide, the students can apply their knowledge of
the propaganda techniques and process new information and ideas to higher levels. Ask
students to work with a partner to fill in the guide below. (See Help Wanted BLM.) The
teacher may want to use the example below the worksheet as an example to get students
started. Then, engage the rest of the class in a discussion and evaluation of each student
pair’s solution.
Students will then design their own products and advertisements, using one or more
techniques, and write their own advertisements, using a propaganda technique that will
influence others to buy their products. The students will present their commercials or
magazine/newspaper advertisements to the class. Presentations may be videotaped. The
students will then write a short paragraph, describing how learning to recognize
propaganda techniques can help students when it comes to purchasing items.
Activity 8: Recognizing Bias (GLEs: 05, 08b, 11, 12, 13, 14b, 14c)[R]
Materials List: newspaper articles, Split-Page Notetaking Example BLM
The teacher will conduct mini-lessons on newspaper articles. The teacher will select two
articles and discuss with the students who it is the author is trying to reach (i.e.,
audience), the author’s point of view on the topic, and whether or not there is a potential
conflict of interest within the article. Teacher will model split-page notetaking (view
literacy strategy descriptions) by placing on board, overhead, or PowerPoint® slide
sample split-page notes from the teacher-selected articles. An example is listed below.
The value of taking notes in this format will be explained by saying it logically organizes
information and ideas, separates big ideas from supporting details, promotes active
reading and listening, and allows inductive and deductive prompting for remembering
information.
In groups, students will read and analyze newspaper articles for:
• audience
• author’s bias or point of view
• subject
• potential conflict of interest
The students will record their findings using the literacy strategy split-page notetaking.
Students should draw a line from top to bottom approximately 2 to 3 inches from the left
edge on a sheet of paper. The teacher may put an example (Split-page Notetaking
Example BLM) on a transparency to show the class what the page will look like. They
should try to split the page into one-third and two-thirds. In the left column big ideas,
key dates, names, etc. should be written with supporting details in the right column.
Students should paraphrase and abbreviate as much as possible. For example:
Grade 7 ELAUnit 5Propaganda/Persuasion
82
Louisiana Comprehensive Curriculum, Revised 2008
“Title of Article,” Newspaper or Magazine, Date; page
Audience
Author’s Point of
View or Bias
Subject
Potential point of
conflict
Heller, Laura, “Crocs: The Sweatpants of Footwear,” American Press, Sunday,
September 30, 2007; Section E, pages 1 and 3.
Audience
Everyone who wears the footwear “Crocs”
Author’s Point of
View or Bias
Wearing Crocs around the house to bum around is okay, but one
should not wear Crocs out in public where other shoes are more
appropriate.
Subject
Croc Shoes: when should one not wear them
Potential point of
conflict
Author works in area that requires shoes that are not casual
Students will compare their notes with other groups that took notes on the same article.
The group will then present to the class their findings supported from their articles.
Using split-page notetaking, students will continue individually to take notes on a variety
of articles from newspapers or magazines.
Activity 9: Recognizing Persuasion/Editorials and Letters to the Editor (GLEs: 04a,
04b, 05, 08b, 09e, 10, 12, 13, 14c) [R]
Materials List: several examples of letters to the editor from newspapers or magazines
Students will read grade-appropriate persuasion essays, various editorials, and letters to
the editor from newspapers or grade-appropriate magazines. Students will respond by
identifying the author’s purpose, viewpoint/perspective, and intended audience. In their
learning log (view literacy strategy descriptions), students will record what the issue was,
determine the type of support (e.g., logic, examples, personal experiences, direct
observation, facts, or statistics) used by the author, and generate a personal connection
between the text and real-life experiences.
Grade 7 ELAUnit 5Propaganda/Persuasion
83
Louisiana Comprehensive Curriculum, Revised 2008
The teacher will then model the SPAWN strategy (view literacy strategy descriptions)
SPAWN is an acronym that stands for five categories of writing options (Special Powers,
Problem Solving, Alternative Viewpoints, What If?, and Next). Using these categories,
students can create numerous thought-provoking and meaningful prompts related to the
topic of a hot topic in your community as written in some of the letters to the editor.
These prompts should require thoughtful and critical written responses by students. These
prompts should also be written in such a way that the student can complete his/her
response within 10 minutes or less.
Create SPAWN prompts as students prepare to learn new information about the topic or
reflect on what has been learned. Students should receive one prompt on any given day.
Write SPAWN prompts on the board for students to find as they enter the classroom and
to which they respond in their learning logs before the day's lesson begins. This kind of
writing usually calls for students to anticipate what will be learned that day, as in the
following prompts:
P – Problem Solving
We have been reading and discussing how one can influence another’s thinking
by using a propaganda technique. How do you think regular citizens can
influence what others think? Do you think that an ordinary citizen can influence
people who make decisions that affect our lives? How?
N – Next
We have learned that advertisers use propaganda techniques to influence what we
buy. What if sales of the product are not what the company anticipates? What do
you think the advertisers will do next?
On other days the teacher may want to conclude the lesson with a SPAWN prompt that
asks students to reflect or think more critically about what they have just learned:
Students will respond to these prompts in their learning logs or can turn them in as “Exit”
tickets at the end of class.
S – Special Powers
You have the power to change the appearance of the city park. Describe what it is
you changed, why you changed it, and the response to the change.
W – What If?
What might happen to cereal companies if they were no longer able to advertise
their products on TV during times when children are most likely watching?
A – Alternative Viewpoints
Imagine you’re the mayor of your city. Write an accurate description for the city
council discussing why more money should be spent on beautifying the city’s
main streets.
Grade 7 ELAUnit 5Propaganda/Persuasion
84
Louisiana Comprehensive Curriculum, Revised 2008
Students will respond to these prompts in their learning logs or can turn them in as “Exit”
tickets at the end of class. SPAWN writing should be viewed as a tool students can use to
reflect on and increase their developing disciplinary knowledge and critical thinking.
Activity 10: Writing a Letter to the Editor (GLEs: 05, 09e, 10, 12, 13, 14c, 17a, 17 b,
17c, 17d, 18a, 18b, 18c, 18d, 18e, 18f) [E]
Materials List: examples of letters to the editor, paper, pencil, computer (optional)
The teacher will conduct a mini-lesson on letter writing, emphasizing letters to the editor.
Lesson plans for writing a letter to the editor can be found at the following web site:
http://www.readwritethink.org/lessons/lesson_view.asp?id=929
http://www.readwritethink.org/lesson_images/lesson930/example-letter.pdf
Students will then write a letter to the editor as a response to an editorial they have
chosen. The letters will include appropriate headings with carefully chosen words,
correct capitalization and punctuation, a beginning paragraph that includes the reason
why the letter is being written, the student’s opinion on the article, as well as facts to
persuade the audience to side with him/her, and a conclusion that reiterates the student’s
reason for writing and that wraps up loose ends. Students will apply the writing process
using peer or self-evaluation to edit, revise, and produce a final product. The students
may hand write these or type letters on the computer using the web site
http://www.readwritethink.org/materials/letter_generator/ or other sites that offer a
writing generator. Students may also be encouraged to mail their letters to the newspaper.
Activity 11: Writing a Persuasive Essay (GLEs: 15a, 15b, 15c, 15d, 15e, 17a, 17b,
17c, 18a, 18b, 18c, 18d, 18e, 18f, 19, 20a) [E]
Materials List: paper and pen or pencil, Editing Checklist BLM, Persuasive Essay Rubric
BLM
Students will brainstorm (view literacy strategy descriptions) a list of topics about which
they feel strongly. The teacher will model writing a thesis statement. Students will
practice writing a position statement or opinion thesis statement. The teacher will
introduce and model the basic components of a persuasive essay. The students will
brainstorm ideas or themes about which they have a strong opinion. Students will choose
one of these opinions as a topic and focus their planning by identifying their purpose,
targeted audience, tone, and three reasons for their stated position. Students will use a
thesaurus for vivid word choice and will keep their ideas in order (beginning, middle, and
end). Then students will develop a multi-paragraph essay that convinces an audience to
think in a certain way or to take a certain kind of action.
Students will apply the writing process of peer- or self-evaluation to edit, revise, and
produce a final draft. Students will use a checklist(see Editing Checklist BLM), which
includes using commas, apostrophes, and quotation marks correctly; correct
Grade 7 ELAUnit 5Propaganda/Persuasion
85
Louisiana Comprehensive Curriculum, Revised 2008
capitalization; varied sentence structure; transitional words and phrases that unify ideas
and points; and appropriate word choices for their audience. The students will then
revise, following feedback from the checklist. The students’ compositions will be scored
with a Persuasive Essay Rubric BLM and then published.
Activity 12: Debating the Issue (GLEs: 05, 28, 33, 35, 37, 38b)[E]
Materials List: copy of a fairy tale such as Jack and the Beanstalk, a variety of resources
such as newspaper articles, encyclopedias, magazines, and computers equipped with
Internet, index cards with controversial topics written on them, Debate Rubric BLM
Students will add to the vocabulary self-awareness chart (view literacy strategy
descriptions) in their vocabulary learning log (view literacy strategy descriptions) the
following terms: controversial, pro, con, rebuttal, affirmative position, and negative
position. The teacher will begin a discussion such on debate. The teacher will introduce
to the students The Lincoln-Douglas Debates of 1858. See
http://www.nps.gov/archive/liho/debates.htm for copies of these debates. The teacher
should then share with the students that The Lincoln-Douglas Debate format is a one-toone debate, in which there are two sides of an issue that can be agreed upon or rebutted
and this is a widely used. The teacher will then model how to debate an issue by placing
on the board a controversial topic that can be argued. A simple topic may be used from a
common fairy tale such as “Jack and the Beanstalk” (an older version may be found at
http://www.pitt.edu/~dash/type0328jack.html#lang). Teacher will summarize “Jack and
the Beanstalk” by saying: In "Jack and the Beanstalk," young Jack and his poor mother
have nothing but the family cow. Jack’s mother sends him to market to trade the cow for
as much money as he can. Jack, instead, trades the cow for a handful of beans, and, in
despair, his mother throws the beans out the window. From those beans a giant stalk
grows, Jack climbs up and narrowly escapes from the giant with two stolen treasures that
will secure the future for himself and his mother. The teacher will draw the following on
the overhead, board, or chart paper a T-chart graphic organizer (view literacy strategy
descriptions) for the opposing views to the answer of the question.
Grade 7 ELAUnit 5Propaganda/Persuasion
86
Louisiana Comprehensive Curriculum, Revised 2008
Since the giant wanted to eat Jack, was it OK that Jack
stole the giant's goose and harp?
YES
NO
Reasons:
Before filling out the chart, the teacher will remind students that there will be no put
downs. These are people’s opinions and all of these opinions, though not agreed with,
will be respected. Students will give reasons to each side. Teacher will put these into the
chart.
Teacher will then arrange the class into groups of 3-4 and give out an index card with
controversial topics. Some topics could include: “Should athletes and movie stars be
heroes?” “Is global warming the most important issue facing the world today?” “Cell
phones should not be permitted at school.” “Peer pressure does more good than harm.”
“Homework should/should not be given.” Two groups will be assigned the same topic.
Group 1 will be the “For” team and Group 2 will be the “Against” team for topic number
one, Group 3 will be the “For” team and Group 4 will be the “Against” team for topic
number two, etc. The groups will work together to determine the pros and cons related to
the topics and will place these on a T-Chart like the one previously modeled. The teacher
should give the groups time to research their topics. The students are to understand that
they should be able to argue both sides of the issue and will have to conjecture what the
other team’s arguments and responses may be. The group will then write their opening in
which they state their position and include evidence that supports their position. Students
will also anticipate what their opponent might include in his/her argument and include
rebuttal statements. Students will then present the debate before an audience of their
peers and the teacher. Each member of the team is expected to participate in the debate.
Students debates may be evaluated using a teacher created rubric or may use Debate
Rubric BLM.
Teacher Note: Teachers should make sure that groups formed include advanced,
average, and lower level students and that each group has a fairly strong leader.
Sample Assessments
Grade 7 ELAUnit 5Propaganda/Persuasion
87
Louisiana Comprehensive Curriculum, Revised 2008
General Guidelines
Use a variety of performance assessments to determine student understanding of content.
Select assessments that are consistent with the type of product that results from the
student activities, and develop a scoring rubric collaboratively with other teachers or
students. The following are samples of assessments that could be used for this unit:
General Assessments
•
•
•
The teacher will check the students’ logs of their radio and television ads for
completeness and correctness. The teacher and class will determine the number
of ads.
The vocabulary journal will be checked for completeness and accuracy.
Students will use the following Editing Checklist BLM before completing a final
draft of their compositions:
1. Do I have complete sentences (no fragments)?
2. Do I have run-on sentences?
3. Do I begin all my sentences with a capital and end them with the correct end
marks?
4. Are my sentences logically organized into paragraphs?
5. Are all my words spelled correctly?
6. Did I capitalize all the proper nouns?
7. Did I use commas, apostrophes, and quotation marks correctly?
This checklist will be answered yes or no and turned in with the compositions.
Activity-Specific Assessments
•
Activity 7: The students will be assessed on their commercials using the
following criteria:
Title—relevant to the content and intriguing
Content—appropriate to the audience; significant and accurate
Voice—audible; natural inflection and tone
Body language—professional; movement (i.e., hand gestures, expression)
used for emphasis; eye contact maintained with audience
Visuals (optional)—clear, neat, visible, appropriate size, accurate, and
enhancing to the presentation.
•
Activity 8: Students will be assessed for correctness and accuracy using the
following:
Article—title included (e.g., Strays Make Great Pets)
Grade 7 ELAUnit 5Propaganda/Persuasion
88
Louisiana Comprehensive Curriculum, Revised 2008
Audience—audience identified (e.g., general public)
Author—author’s bias or voice identified (e.g., author likes cats)
Subject/Motivation/Conflict—subject or conflict identified (e.g., urge
people to adopt stray cats instead of buying them from breeders)
•
Activity 11: Students will evaluate and edit their work using Editing Checklist
BLM. Students will be evaluated on the persuasive essay for correctness and
accuracy using the following guidelines (See Persuasive Essay BLM) or by using
the rubric from
http://www.readwritethink.org/lesson_images/lesson405/PersuasiveWritingScorin
gGuide.pdf
Audience—clearly defined
Purpose—relevant, significant to targeted audience, thoroughly discussed
Examples—three reasons to support the position given
Organization—a beginning, middle, and end; logical sequence of
information
Body—clear, concise, vivid words, and engaging to the reader
Mechanics—complete sentences, correct spelling, and correct usage of
punctuation
•
Activity 12: Students may be assessed on the debate using the following
guidelines: (See Debate Rubric BLM) or
http://www.readwritethink.org/lesson_images/lesson819/rubric2.pdf
Proposition—controversial, appropriate to audience, interesting
Opening—clearly stated, well-planned, emphasized main points
Argument—orderly, relevant to proposition, well-supported
Rebuttal—organized, clearly stated, thought-provoking, significant
Closing Remarks—well-planned, summary of key thoughts
References
http://www.classroomtools.com/proppage.htm
Annotation: Numerous examples of propaganda available on the Web.
http://www.readwritethink.org/lesson_images/lesson405/PropagandaTextList.pdf
Annotation: Links to a site featuring Propaganda Themes and Techniques
http://www.propagandacritic.com/
Annotation: Links to a definition of propaganda and the common techniques used. It
gives examples of propaganda.
Grade 7 ELAUnit 5Propaganda/Persuasion
89
Louisiana Comprehensive Curriculum, Revised 2008
Grade 7
English Language Arts
Unit 6: Speech and Drama
Time Frame: Approximately three weeks
Unit Description
The unit focuses on reading, comprehending, interpreting, and analyzing speeches and
drama by applying a variety of strategies. Drama elements (character, setting, plot, point
of view, and theme) and techniques (acts, scenes, dialogue, and stage directions) are
identified and analyzed. Various types of speeches (extemporaneous speaking, dramatic
interpretation, original oratory) as well as dramatic readings and scenes will be
performed. Writing and presenting a Reader’s Theater script provide an opportunity for
student application of a writing process. Vocabulary development and grammar
instruction occur within the context of the literature and student writing.
Student Understandings
Students will examine drama and how it is produced. Students will recognize conflict
and its impact on both major and minor characters. They will identify the structure of
acts, scenes, state directions, setting, and casting of characters. Students will understand
the revelation of characters through the characters’ dialogue and actions, without the aid
of narration. In addition, students will identify the art of interpretation through its
elements: poise, quality, use of voice, inflection, pronunciation, enunciation and physical
expression. Students will use the above components to assist them in planning and
producing an extemporaneous speech within a given time limit.
Guiding Questions
1. Can students identify the elements of drama?
2. Can students analyze techniques authors use to describe characters, including
the narrator?
3. Can students identify and explain the point of view of the narrator or other
characters, as expressed in the characters’ thoughts, words, or actions?
4. Can students identify a universal theme expressed in a play and relate it to
personal experience?
5. Can students interpret a story, prose, speech, or play with poise, quality and
use of voice, inflections, enunciations, pronunciations, and physical
expression?
6. Can students create and write an organized plan for extemporaneous
speaking?
Grade 7 ELAUnit 6Speech and Drama
90