Understanding by Design
Unit 3 – Relationships
Grade Level(s): 7th grade
Unit Title: Relationships
Subject/Topic Area(s): Reading and Language Arts
Key Words: Folktale, fairytale, inferences, tone, mood
Designed By: Jenny Bernardi, Julie
Giordano, Michele Jones, Lindsay
Heatwole,
Time Frame: 7 weeks
School District: Wicomico
Unit Description (including curricular context and unit goals):
This unit focuses on the idea of relationships. There are various texts that provide
an opportunity for students to analyze and decide how the text fits into the unit. By the end
of this unit, students should also be able to determine the importance of healthy
relationships, and how those relationships affect them as a person. Towards the end of the
unit, students will apply their knowledge of relationships to their performance task. This
will require them to define a good friend and examine characters from various texts that
display similar qualities. Previous units should be mentioned as stepping stones that lead to
the love and friendship idea, which ultimately leads to the design of the heart & soul.
Materials and Resources:
Short Works
“Girls from How Angel Peterson Got His Name” p. 252 (short story)
“The Only Girl in the World for Me” p. 439 (personal narrative)
“Names/Nombres” p. 496 (personal essay)
“Canines to the Rescue” p. 547 (Web Article)
“Tribute to Dog” p. 554 (Speech)
“The Highwayman” p. 673 (poem)
“Father William” p. 689 (poem)
“maggie and millie and molly and may” p.708 (poem)
“Amigo Brothers” p. 14 (short story)
“The Crane Wife” p. 954 (folk tale)
“Master Frog” p. 940 (folk tale)
“Aschenputtel” p. 74 (fairy tale)
“Yeh Shen” p. 86 (fairy tale)
“Interview” p. 93 (poem)
“The Red Girl” p. 330 (short story)
“User Friendly” p. 417 (short story)
“Sarah Cynthia Stout Would Not Take the Garbage Out” p. 693 (poem)
“Madam and the Rent Man” p. 667 (poem)
“Annabel Lee” p. 431 (poem)
“Harlem Nights” p. 668 (poem)
“All in green went my love riding” p. 709 (poem)
“Names of Horses” p. 701 (poem)
“Ode to Family Photographs” p. 684 (poem)
“from Brian‟s Song” p. 886 (teleplay)
“Abuelito Who” p. 735 (poem)
“The Place Where Dreams Come From” p. 736 (essay)
Extended Works
The Watsons Go to Birmingham--1963
The Outsiders
Understanding by Design
Stage 1: Desired Results
What content standards are addressed? Note: still need to add things
1.D.3.a Use context to determine the meanings of words (above grade-level words used in
context & words with multiple meanings)
1.E.4.a Identify and explain the main idea from the text or a portion of the text
1.E.4.b Identify and explain information already directly stated in the text
1.E.4.c Draw inferences and/or conclusions and make generalizations
1.E.4.e Summarize or paraphrase the text or a portion of the text
2.A.1.a Read, use and identify the characteristics of primary and secondary sources of
academic information such as textbooks, trade books, reference and research materials,
periodicals, editorials, speeches, interview, articles, non-print materials, and online
materials, other appropriate content-specific texts
2.A.4.a Identify and explain the author’s/text’s purpose and intended audience
2.A.4.b Identify and explain the author’s argument, viewpoint, or perspective
2.A.4.d Summarize or paraphrase the text or a portion of the text
2.A.5.a Analyze specific word choice that contributes to the meaning and/or creates style
2.A.5.b Analyze specific language choices to determine tone
2.A.5.c Analyze repetition and variation of specific words and phrases that contribute to
meaning.
3.A.3.a Distinguish among types of grade-appropriate narrative such as short stories,
folklore, realistic fiction, science fiction, historical fiction, fantasy, essays, biographies,
autobiographies, personal narratives, plays, and lyric and narrative poetry
3.A.3.c Analyze details about the setting, the mood created by the setting and ways in
which the setting affects the characters
3.A.4.a Use structural features to distinguish among types of poetry such as ballad,
narrative, lyric
3.A.4.b Analyze language and structural features to determine meaning
3.A.4.c Analyze sound elements of poetry that contribute to meaning
3.A.4.d Identify and explain other poetic elements such as setting, mood, tone, etc., that
contribute to meaning
3.A.6.a Analyze main idea and universal themes.
3.A.6.c Summarize or paraphrase
3.A.7.a Analyze how specific language choices contribute to meaning
3.A.7.b Analyze language choices that create tone
3.A.7.c Analyze figurative language that contributes to meaning and/or creates style
3.A.7.d Analyze imagery that contributes to meaning and/or creates style
3.A.7.e Analyze elements of style and their contribution to meaning
What enduring understandings are desired (and what misunderstandings will be addressed)
Note: Should address essential question?
Literature influences my perspective on love and friendship by allowing me to evaluate the
relationships with others.
My relationship with others enriches my life.
My decisions have far-reaching effects on other people.
People need each other for support and companionship.
A healthy relationship brings out the best in all people involved.
Good readers check for understandings and use appropriate strategies to clarify meaning.
The description of the setting allows the reader to experience a variety of feelings of a
particular text as its plot unfolds.
The author conveys his/her message to the readers through specific word choice.
What essential questions will guide this unit and focus teaching/learning ?
How does literature influence my perspective on love and friendship?
How do my relationships with others affect me?
How do my relationships with friends and loved ones affect them?
Why do we need relationships with other people?
What constitutes a healthy relationship?
What topical questions will guide this unit and focus teaching/learning ?
How do I know if I understand what I read? What do I do if I didn‟t understand the text?
How does identifying the main idea of a text help me to understand what I read?
How does summarizing check understanding within a text?
Why should a reader make inferences and/or draw conclusions?
How does the setting affect the mood in a piece of text?
How does the author create tone to create a message?
What key knowledge and skills will students acquire as a result of this unit?
Knowledge of:
Main Idea
Details of the text (directly stated)
Summarize and paraphrase
Inferences
Draw Conclusions
Characters
Settings
Plot
Conflict
Mood
Tone
Skills:
Identify and explain main idea
Identify and explain information directly stated in the text
Summarize and paraphrase the text or a portion of the text
Make inferences
Draw Conclusions
Identify and analyze the events of the plot, including conflict
Analyze details about the setting, the mood created by the setting and ways in which
the setting affects the characters
Analyze language choices that create tone
Analyze characterization
Understanding by Design
Stage 2: Acceptable Evidence of Understanding
What evidence will show that students understand?
Performance Tasks*
You are a character from the story. You want to create a MySpace page since all your
friends have one. Not only should your page look exciting, but you will want to add you
friend(s) and perhaps family. Explain why you would have that person as a friend on your
page based on events from the story. Think about previous stories you have read and add a
couple characters from them that you think the character from your story would want as a
friend. Again, explain why that person would be a friend on your page. Somewhere on the
page should be your character’s explanation of what makes an awesome friend. As with any
awesome MySpace page, you need to add information about your character. Oh! One more
thing: at the bottom of the page, state why you chose that character to create a MySpace page
for. Be as creative as you want!
Keep in mind, this page is your character’s MySpace page so all the information should be
from the character’s point of view not yours. When you explain why you chose that character,
that answer will obviously come from you.
Ideas for this project: a powerpoint slide, a plain sheet of white paper, a poster board, etc.
See appendix for sample MySpace page.
*Complete a Performance Task Blueprint for each task (next page).
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):
See Standardized Test Preparation Workbook to select appropriate selections and
questions relating to the knowledge and skills of the unit
See Collection Resource workbooks to identify appropriate selection assessments
Use questions in the textbook.
See journal suggestions offered for each selection.
See side margins for good discussions of the skills that have been taught.
Story Maps
Graphic Organizers
Student Self-Assessment:
In a warm-up or for a journal topic, have the kids write about the performance task. Have
them explain what they liked about the task, didn‟t like about the task, how it could be
changed.
Performance Task Blueprint
Task Title: MySpace Page
Approximate Time Frame:
What desired understandings/content standards will be assessed through this task?
Identify and analyze the events of the plot, including conflict
Analyze details about the setting, the mood created by the setting and ways in which
the setting affects the characters
Characterization
Summarizing
What criteria are implied in the standard(s) understanding(s) regardless of the task
specifics?
Time Management
Brainstorming
Planning
Through what authentic performance task will students demonstrate understanding?
You are a character from the story. You want to create a MySpace page since all your friends
have one. Not only should your page be exciting looking, but you will want to add you
friend(s) and perhaps family. Explain why you would have that person as a friend on your
page based on events from the story. Think about previous stories you have read and add a
couple characters from them that you think the character from your story would want as a
friend. Again, explain why that person would be a friend on your page. Somewhere on the
page should be your character’s explanation of what it takes to be a good friend. As with any
awesome MySpace page, you need to add information about your character. Oh! One more
thing: at the bottom of the page, state why you chose that character to create a MySpace page
for. Be as creative as you want!
What student products/performances will provide evidence of desired understandings?
Product: MySpace Page
Performance: Students will create a
MySpace that shows what the character‟s
friends as well as explains why those
characters are good friends. For graphic
organizer , see Appendix F.
By what criteria will student products/performances be evaluated?
See attached rubric
You may also want to assess elements of writing, according to instruction during the
Writer’s Workshop.
3
Appearance
Content Items
Choice
Explanation
1
0
The MySpace page
looks awesome!
Very eye catching!
The page has
friends, a great
explanations and
information about
the character.
The page looks
good.
2
The page looks ok.
The page has
friends, a good
explanations and
information about
the character OR
it‟s missing an item
or parts of an item.
The student gave a
great explanation as
to why he/she
chose that
character.
The student gave a
good explanation as
to why he/she
chose that
character.
The page has
friends, ok
explanations and
information about
the character OR
it‟s missing items
or many parts of an
item.
The student gave a
weak explanation
as to why he/she
chose that
character.
The MySpace page
is boring looking or
extremely messy.
The page is missing
most of the items.
It‟s very
incomplete.
The student gave
no explanation as
to why he/she
chose that
character.
Understanding by Design
Stage 3: Plan Learning Experiences and Instruction
Suggested Learning Plan ~ Unit 4
1. Introduction/Hook- Have students think of several ways to express their appreciation of a friend. What
things could they say or do to let that friend know they care about them. Also have them think about the
characteristics of a healthy relationship. Within the hand graphic organizer (Appendix A), have students
list 5 reasons of why we need relationships with others (One on each finger) and decorate the palm with
various pictures or symbols that represent love & friendship. Explain to students that this information will
be helpful when they begin their performance task of making a MySpace page.
2.
a. Explain to students that the stories that will be read in this unit all have a common theme of love &
friendship. Have students fill in the center circle of the thematic web (from unit 3 Appendix) with
the unit theme of Relationships. As the stories are read and analyzed, have students fill in the
surrounding bubbles with their explanation of how the story ties to theme of Relationships.
Students should use details from the text to support their explanation.
b. Introduce/define the core vocabulary words to be used throughout the unit as each story is read.
These words can be found at the beginning of each story under “Academic Vocabulary”.
3. Use questions from each text (Literary Perspective, Literary Focus, etc) to assess students on information
that is directly stated from the text.
a. All text can be used
4. Inferring- The suggested text for the reinforcement of this skill is “Girls from How Angel Peterson Got
His Name” p. 252. An idea that may help with this skill is creating a „riddle‟ of the day. Read a few
sentences to the students and try to guess what it is going on, or what the character is feeling, or what the
weather is, etc. This presents inferring as a “game”, but they are getting practice using what they know
and what the author tells them to infer. For example Michael looked out the window and noticed the grass
was getting long. He went to the garage and started up the machine. What did Michael start? As the
students improve, try to make the scenarios more and more challenging.
a. Master Frog p. 940
b. Optional text can be found using ProQuest
Username: Wicomico
Password:177 6
5.
a. For an introduction to poetry, music can be incorporated to gain students interest. Music is a
wonderful medium to helping students appreciate poetry and poetic devices. First, you will
need to make a tape or use the internet to find 1 minute snippets from different genres of music
(country, rap, R&B, reggae, pop, etc...).A great resource for music is http://www.slacker.com/.
Teacher may print out the lyrics for students at http://www.lyricinterpretations.com/. Ask
students what music and poetry have in common and if they believe music is poetry and why.
Write student responses on the board. Play each one minute piece of music (pause after each
selection). Students will write what they thought of the piece, did it remind them of anyone or
thing. When you are finished, discuss the songs and what the students wrote down. Have your
students circle one song as their favorite and explain why. Students are to keep their notes so
that you may refer back to the songs when discussing different types of poetry and poetic
elements. Including music in the poetry unit makes a real world connection for the students.
b. To ensure success in this unit, students will need some background information on the
elements of poetry and knowledge as to how to read a poem. On p. 646-649, in the Holt
Literature Book, there is a “Literary Focus” on the Elements of Poetry including tone, imagery,
rhythm, onomatopoeia, and figurative language. Also, on p. 652-657 there is additional
information on poetry. (How Do You Read Poem, re-reading a poem, building background,
and elements of poetry) Optional websites include:
http://bcs.bedfordstmartins.com/virtualit/poetry/elements.html
http://www.wjcc.k12.va.us/tms/faculty-staff/facultywebsites/elements-ofpoetry/Elements%20of%20Poetry%20Power%20Point_files/frame.htm (PowerPoint)
http://pangea.tec.selu.edu/~kpope/645/WebQuest.html (WebQuest)
6. Forms of Poetry
a. To introduce Narrative use the poem “Ballad of Birmingham” (Appendix ). Have students read the
poem independently and then discuss the meaning of the poem with a partner. Have students share
their ideas and feelings about the ballad. Explain the parts of a ballad and have students identify
the poetic elements in a ballad.
b. To introduce an Epic poem refer to p. 671, “The Highwayman” by Alfred Noyes. Review epic
characteristics before reading.
c. To teach Lyrical poetry, refer to p. 681 in Elements of Literature. Lyrical poems include, “I Ask
My Mother to Sing” by Li-Young Lee and “Ode to Family Photographs” by Gary Soto. Teacher
may refer to PowerNotes for further discussion.
d. To introduce Elegy refer to p. 701, “Names of Horses” by Donald Hall. Before reading, discuss the
characteristics of an elegy. Have a class discussion on why an author might write an elegy about a
death. Refer to the audio support Learn It Online to engage students. An additional resource can be
found at http://www.schoollink.org/csd/pages/engl/elegy.html.
e. To introduce a Catalogue poem refer to p. 712 and read “Arithmetic” by Carl Sandburg.
f. Before or after introducing the forms of poetry students may use Appendix to organize the
information.
7. Poetic elements broken down by skill:
a. Alliteration- The skill of alliteration can be reviewed and practiced using the poem
“maggie and milly and molly and may” by E.E. Cummings p.708. Have students read the
poem and determine the various examples of alliteration. Have students think about why
the poet may have included alliteration in this poem. Also, the text suggests analyzing the
poem by comparing and contrasting the girls‟ four experiences at the beach.
“Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out” p.692
(optional text)
b. Repetition- A good poem to review this skill is “Father William” p. 689. This portrays a
father and son in a debate about age using the same word phrases as they argue with one
another. Other skills that may be reviewed with this poem are rhyme scheme and rhythm.
Students can easily chant or “rap” this poem.
“Annabelle Lee” p. 431 (optional text)
“A Minor Bird” p. 699 (optional text)
c. Mood /Tone: In order for students to be able to distinguish between mood and tone, it is
suggested to use Mood & Tone Worksheet (see Appendix D). This serves as a great visual
fro students to understand that tone is the author‟s attitude about a subject and mood of
what the author wants a reader to feel.
Tone- Sometimes the tone of a poem is difficult to determine, so it is very important to
stress that the intended tone is always supported through details of the poem. A nontraditional way to introduce tone is using “The Star Spangled Banner”. Cut out red, white,
and blue circles about 2” in diameter and pass one of each color out to each student. Have
students listen to 3 different versions of “The Star Spangled Banner” (a traditional
instrumental, Jimmy Hendrix, and Roseanne Barr). Have students determine which color
represents the tone of each version if the song and explain why.
The poem “The Pasture” p. 698 could also be used poem to introduce the concept of tone
to students. Have students express their thoughts about chores. Explain that how they feel
about chores is their tone. Read the poem “The Pasture”, and have students discuss the
poet‟s thoughts about chores and compare it to their own.
“Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out” p.692 (optional
text)
“Madam and the Rent Man” p. 667 (optional text)
“Aschenputtel” p.77 (optional text)
“Interview” p. 93 (poem)
***Extension- “Annabelle Lee” p. 431 is an excellent poem to have students look for a
tone shift. The poem‟s first two stanzas have a cheerful tone, and then when Annabelle
Lee dies, the tone shifts to more sad and remorseful tone.
Mood-this is another element that is sometimes difficult for students to understand.
Similar to tone, mood is also supported with many details throughout the text. The epic
poem “The Highwayman” p.673 is suggested to help students understand how a poet
creates mood. Have students read the building background paragraph on the top of p.672,
and then read the poem. Ask students to determine setting of the poem, as well as any uses
of imagery the poet uses to help the reader comprehend the poem and create a mood.
Have the students use the three-columned chart (Appendix C) to determine how the setting
affects the mood and characters.
“Names of Horses” p. 703 (optional text)
d. As the poems are taught, refer back to the essential question of how does literature
influence my perspective on love and friendship. After each poem, students could journal
their thoughts or reactions to the poems.
8. Explain to the students that authors sometimes use specific words that contribute to the meaning of the
text. Many times the author may repeat specific words to emphasize their importance to the text. Have
the students read “The Only Girl in the World for Me” p. 439. As students read, have them make a list of
repeated words or ideas found in the narrative. Have students compare lists with a partner to see if they
are able to come up with a universal theme throughout the narrative.
a. “The Ballad of Birmingham” (see Appendix)
b. Optional text can be found using ProQuest
Username: Wicomico
Password:177 6
9. Remind students that when authors write an informational text, they always have a purpose for writing.
Within that text, the author‟s viewpoint or perspective can usually be determined by their choice of words,
tone, or subject matter. Have students read the web article “Canines to Rescue” p. 548 and the speech
“Tribute to my Dog” p. 555. As each is being read, have students try to paraphrase what each author is
saying by focusing on their opinions of canines.
Another activity that can be used while teaching the texts is having students work in partners, or in a
group. Set up stations around your classroom. At each station, have students answer various questions
about the informational text using Response Cards for Informational Text. The cards can found at the
following website: http://www.wjcc.k12.va.us/content/programs/staffdevelopment/damull/resources/Dan%20Strategies/informationaltext2.pdf
10. This unit‟s reading selection includes fairy tales. This provides an opportunity to teach students the
elements of a fairy tale, also various project or writing workshop assignments could stem from this genre.
A great site that provides various PowerPoints to use as an introduction or throughout this unit is
http://fairytales.pppst.com/.
A way to get students thinking about fairy tales is by using the Elements of a Fairy Tale Chart (see
Appendix). Have students work with a partner an list as many fairytales as they can (enough to fill the
chart). Then have them place an X on the elements that occur within that story providing them an
excellent visual source.
On p. 74, there is an opportunity for students to read two versions of Cinderella (Aschenputtel & YehShen). On p. 75, the Reading Focus provides an activity for students to compare and contrast texts.
Additional activities include:
http://www.schools.manatee.k12.fl.us/Tyler/tyler4/ (WebQuest)
www.u46.k12.il.us/evms/levinevalerie/userfiles/42559_Fairy_Tale2.ppt (PowerPoint
Writing Assignment)
http://www.teacherplanet.com/resource/fairytales.php
11. Another genre that is included in this unit is folktales. Folktales provide an excellent opportunity to have
students practice making predictions and inferring. While reading a folktale, students can create a
“When/I predict” chart (p. 941). The following website provides information about the elements of a
folktale: http://www.huntel.net/rsweetland/literature/genre/fiction/folktales/elements.html.
Projects that can be completed throughout this unit can be found at :
http://www.grandviewlibrary.org/pdfs/IntegratingJapaneseStorytelling_Kamishibai.pdf
Master Frog p. 943
The Crane Wife p. 955
12. Main idea has been covered in each previous unit. In order to reinforce the skill, “Names/Nombres” p.
496 is a good text to use which focuses on identifying the main idea of the text. Included in the appendix
is an additional graphic organizer that could be used for main idea. (Appendix E) The following link
could be utilized to help reinforce or re-teach the skill:
http://www.beaconlearningcenter.com/weblessons/GetTheIdea/default.htm (online
practice)
A
Ballad of Birmingham
(On the bombing of a church in Birmingham, Alabama, 1963)
"Mother dear, may I go downtown
Instead of out to play,
And march the streets of Birmingham
In a Freedom March today?"
"No, baby, no, you may not go,
For the dogs are fierce and wild,
And clubs and hoses, guns and jails
Aren't good for a little child."
"But, mother, I won't be alone.
Other children will go with me,
And march the streets of Birmingham
To make our country free."
"No, baby, no, you may not go,
For I fear those guns will fire.
But you may go to church instead
And sing in the children's choir."
She has combed and brushed her night-dark hair,
And bathed rose petal sweet,
And drawn white gloves on her small brown hands,
And white shoes on her feet.
The mother smiled to know that her child
Was in the sacred place,
But that smile was the last smile
To come upon her face.
For when she heard the explosion,
Her eyes grew wet and wild.
She raced through the streets of Birmingham
Calling for her child.
She clawed through bits of glass and brick,
Then lifted out a shoe.
"O, here's the shoe my baby wore,
But, baby, where are you?"
Written by Dudley Randall (1914-2000)
B
Name:________________________________ Date:______________________ Period:____________
Directions: Read the following poems and complete the characteristics chart.
Type of Poem
Narrative
Characteristics
Purpose? Structure?
Ballad- Ballad of Birmingham
Purpose?
Epic- The Highwayman
Lyrical
Purpose?
Ode- Ode to Family Photographs
Sonnet- I Ask My Mother to Sing
Purpose? Structure?
Elegy- Names of Horses
Purpose?
Free Verse- Names of Horses
Purpose?
Catalogue- Arithmetic
Purpose? Structure?
C
C
“The Highway Man”
Details of the
Setting
Effect on Mood
Effect on
Character
D
Tone Words:
Important Terms:
Tone in literature tells us how the
author thinks about his or her
subject. The author's style
conveys the tone in literature.
Tone is the author's attitude
toward story and readers.
Mood is the effect of the writer's
words on the reader. Mood is
how the writer‟s words make us
feel.
Mood Words:
The Elements of a Fairy Tale Chart
Special beginning and/or ending words - Once upon a time...and they lived happily
ever after.
Good character
Evil character
Royalty and/or a castle usually present
Magic happens
Problem and a Solution
Things often happen in "threes" or "sevens"
Use this chart when being "element detectives"
with books from the genre of fairy tales.
Place an X under each element you find in each story.
Name of Fairy Tale
Royalty
Problem 3's
Special Good
Evil
and/or Magic and
or
Words Character Character
Castle
Solution 7's
E
F
Character‟s Name
All About Your Character
Picture of Character
----------Pictures of Friends From the Story & Other Stories ------
Blurbs about why these friends should be on the page based on events from the story
What it takes to be a good friend
Why you chose this character
*Remember this is just an example. Be as creative as you want!