Grade 7  Unit 1  Life is Not Fair
Common Core/Essential Standards
RL7.5
RL7.6
RI7.1
RI7.2
RI7.3
RL7.1
RL7.2
RL7.3
RL7.4
RI7.4
RI7.5
RI7.6
RI7.8
RI7.9
W7.1
W7.5
W7.6
W7.7
W7.8
W7.9
SL7.1
SL7.3
Overarching Standards
RL7.10 RI7.10 W7.10 W7.4-6 SL7.1a-d SL7.6 L7.4a-d L7.5 L7.6
Learner Objective(s)







Language Objective(s)
How do elements of a genre interact to shape character
and plot?
How does textual analysis determine meaning (explicitly
and implicitly?)
How is theme developed through character, plot, and
setting?
How are context clues used to determine meaning?
How does specific word choice impact meaning and
tone?
How do authors use allusions?
How do effective collaborative discussions empower
readers?
Essential Questions




How do we measure whether life is fair or not?
How much of our fate is determined by luck?
What control do we have over unfair circumstances?
How can we make life worthwhile even though it seems unfair?
Evidence of Student Learning/Assessments

Students will write literary analyses and reflections with textual evidence relating the unit theme
and guiding questions to the featured text and content. Students will have been exposed to a
variety of texts during this unit such as novels, short stories, non-fiction, poetry, drama, and
quotations.

Students will engage in small group discussion and/or Paideia/Socratic seminar to apply the unit
theme and guiding questions to featured text.

Students will create a product based on text for independent reading.
Grade 7  Unit 1  Life is Not Fair
Page 1 of 20
FOCUS CCSS Standards in Grade 7 Unit 1: Life is Not Fair
RL7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
RL7.2
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an
objective summary of the text.
RL7.3
Analyze how elements of a particular story interact, how setting shapes conflict, characters and plot
RL7.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, technical
meanings; analyze the impact of a specific word choice on meaning and tone.
RL7.5
Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
RL7.6
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
RI7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
RI7.2
Determine two or more central ideas in a text and analyze their development over the course of the text; provide an
objective summary of the text.
RI7.3
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or
events, or how individuals influence ideas or events).
RI7.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze the impact of a specific word choice on meaning and tone.
RI7.5
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and
to the development of the ideas.
RI7.6
Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position
from that of others.
RI7.8
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient to support the claims.
RI7.9
Analyze how two or more authors writing about the same topic shape their presentations of key information by
emphasizing different evidence or advancing different interpretations of facts.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been
addressed.
Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact
and collaborate with others, including linking to and citing sources.
W7.5
W7.6
W7.7
W7.8
Conduct short research projects to answer a question, drawing on several sources and generating additional related,
focused questions for further research and investigation.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
W7.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time,
place, or character and a historical account of the same period as a means of understanding how authors of
fiction use or alter history”).
b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific
claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to
support the claims”).
SL7.1
Engage effectively in a range of collaborative discussions.
SL7.3
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and
sufficiency of the evidence.
Grade 7  Unit 1  Life is Not Fair
Page 2 of 20
Grade 7  Unit 1: Life is Not Fair
Plan with the end in mind. Consider what students will do to demonstrate their mastery of these standards by the end of the
unit, and make an incremental plan to get them there. Be strategic about instruction and pacing.
Part
Suggested Instructional Sequence
Introduction and Orientation
1
 Orientation to course (teacher/classroom expectations and requirements)
 Reading and analyzing poems
 Writing a poem using a template
How does this help prepare students
for the culminating task(s)?
Intro to class
Poem form and structure
Life is Not Fair: Growing Up
2
 Discussion Seminar: Students will appraise and critique statements from "Life is
not fair" citing evidence from supplementary texts
 “Mother to Son” by Langston Hughes and Harlem Renaissance
 Students will develop structures and procedures for documenting an
independent reading program.
analyze a poem, identifying and
discussing the use of language to
reinforce theme, meaning and
the author's purpose
The Impulse to Dream
3
 Introduction to literary elements via short stories such as “Treasure of Lemon
Brown” and novel excerpts
 Introduction to the concept of Article of the Week (AoW) and text annotation
 Examining word choice and the impact on meaning and tone in informational
text; Identifying themes
The Irony of Life
4
 Exploring text grappling, irony, and author’s style by reading “After Twenty
Years” and “Gift of the Magi”; Reading Like a Writer
 Novel excerpts to practice Reading Like a Writer
Misunderstanding and Conflict
5
 Read “Ribbons” and explore the role of point of view and misunderstandings
 “The Third Wish”: Analyze how setting and characters impact theme; discuss
symbolism in the story; cite evidence to support inferences; conflict (internal
vs. external)
Literary elements; analysis of
theme, word choice
Informational text and annotation
context clues, irony, grappling
with text, author’s style, Reading
Like a Writer
comparing and contrasting
characters and point of view,
theme, symbolism, inferences,
conflict
Culminating Tasks
6
 Students will create a two stanza poem, with a partner, using their knowledge of
language, form and structure to reinforce theme, meaning and the author's
purpose.
 Students will compare and contrast their student created poem with the
Langston Hughes poem for language, form, and structure.
Culminating Tasks:

Students will write literary analyses and reflections with textual evidence relating the unit theme and guiding
questions to the featured text and content. Students will have been exposed to a variety of texts during this unit
such as novels, short stories, non-fiction, poetry, drama, and quotations.

Students will engage in small group discussion and/or Paideia/Socratic seminar to apply the unit theme and
guiding questions to featured text.

Students will create a product based on text for independent reading.
Grade 7  Unit 1  Life is Not Fair
Page 3 of 20
Grade 7  Unit 1: Life is Not Fair  Part 1 Introduction
Learning Targets:



Students will be able to engage in the following using textual evidence:
Analyze how a text's form or structure contributes to its meaning. RL7.5
Understand how sound devices (repetition) contribute to the overall meaning of a text. RL7.4
Engage in collaborative discussions with peers. SL7.1
Unit Theme
Be sure to write the unit theme “Life is Not Fair" on the board for easy reference. The activities in this unit will spiral
back to this fundamental question. The guiding questions include:
 How do we measure whether life is fair or not?
 How much of our fate is determined by luck?
 What control do we have over unfair circumstances?

How can we make life worthwhile even though it seems unfair?
These questions may be written somewhere in the room and students answer them based on the text with textual
references, or these questions may be recorded in their Learner Notebook with a page dedicated to each question
with space to record examples from the featured text.
First week of school administrative tasks will take precedence today, so traditional warm-up activities may not be used
until the teacher has had an opportunity to introduce them to students.
Activities for establishing classroom rules and procedures
http://www.educationworld.com/a_lesson/lesson/lesson274.shtml
Reading Attitude Surveys http://www.smallschoolsproject.org/index.asp?siteloc=tool&section=check
Handout: Reading Attitude Survey
Getting to Know You Activity: Read and connect with a poem
“The Sun Goes Down on Summer” by Steve Lawhead










Project on your screen (via overhead, using a document camera, LCD projector) a copy of the poem "The Sun
Goes Down on Summer" by Steve Lawhead http://www.tnellen.com/cybereng/poetry/summer.html .
Students should have a copy of the poem as well to write on.
Students will read the poem silently first.
Explain to students that in order to really understand a poem a reader must read a poem more than once (two
or three times is suggested).
Instruct students to read the poem one more time independently, only this time students should
highlight/underline at least two verses that resonate with them or something they can relate to personally.
Teacher will read the poem orally to the class, asking student to mark anything that strikes them as they hear it
aloud.
Once students have had an opportunity to re-read and highlight at least two verses that they can connect to,
students should turn to the person next to them (pairs work best) and share what they've identified as
connections.
After all pairs have had an opportunity to share, regroup for whole-class discussion about the poem and its
relevance to students today.
Teacher can share his/her favorite lines; ask for volunteers to share favorites (as students are comfortable
doing).
Wrap-up discussion reinforcing the sentiments of the poet…that first days are hard, but with "first days" we
have the promise of a "fresh opportunity to find myself". Mention this unit's theme "Life is Not Fair." Ask
students how this theme relates to the poem or today's discussion. Be sure to get students to identify lines that
Grade 7  Unit 1  Life is Not Fair
Page 4 of 20
Grade 7  Unit 1: Life is Not Fair  Part 1 Introduction

capture the theme.
Give students a 3x5 index card or sticky note. Tell students to write down one or two things they would like to
do differently this year. This will be their exit ticket.
“Where I’m From” by George Ella Lyon











Project on your screen a copy of the "Where I'm From" original poem by George Ella Lyon.
http://www.georgeellalyon.com/where.html
Students should have a copy of the original poem to write on.
Close Reading/Annotate the Text Close Read Instructions (Several choices within)
Have the students read the poem silently, annotating the text with ? for confusing parts/words and ! for any
ideas that strike them.
Ask students to share their ?'s and ask students to help each other answer them. Try to refrain from answering
all questions--instead ask a question to help students discover or share information.
Teacher may model how to annotate the text. Remind students to be active readers, circling or underlining any
words or phrases that stick out to them and writing any questions and/or thoughts in the margins.
Ask students to note how the poem is structured. What do they notice? Ask students to consider the poem in
relation to the unit's theme. What do they notice? Give students a chance to annotate the poem with these
questions in mind.
Once students have had the opportunity to annotate the poem, have them complete a pair-share with a partner
on their findings.
Students can listen to George Ella read her poem: http://www.georgeellalyon.com/audio/where.mp3 .
Discuss as a whole class: What did you notice about the structure or format of the poem? How did this help you
as a reader to make meaning from the poem? Why did certain words or phrases, or images stick out more than
others? (vivid and specific nouns, words, and phrases)
Pass out a Poetry Analysis Chart and model first box or two. Here are some choices:
 http://lukins.wikispaces.com/file/view/Poetry Analysis Chart.pdf
 http://podcasts.shelbyed.k12.al.us/kbenefield/files/2011/08/TPFASTT.pdf
 How To Analyze a Poem
Crafting a poem (using a template, as needed)





Project "Where I'm From" completed analysis on screen. Share and debrief as a class. Discuss: what techniques
does the author use to tell us about her life? What do the items/words/names/phrases reveal about her? How
does the author's use of repetition shape meaning for the reader?
You may choose to provide a writing template for the students or you may challenge them to craft their own
poem. Differentiate with the brainstorming activity and template as necessary. Template Page 1 Page 2
Students should answer the questions individually. Encourage students to think broadly about their lives,
families, friends, dreams, etc.
Clarify any questions or confusion students may have over some of the sentence starters (some are a bit more
challenging than others). Ask students to share examples.
Students should complete their poems independently (scaffold as necessary for your students).
Editing/Revising "Where I'm From" and Prepare to Publish





Ask students to exchange poems to gather feedback.
Instruct students to look at content first: does the poem make sense? Did the writer follow the guidelines
correctly? Did the writer use vivid nouns, adjectives, verbs? What suggestions would you give the writer?
Students will continue to provide feedback with the brainstorming template (regular or modified) as their guide.
After looking at content, have peer editors look at structure. Do the line breaks make sense? Do they add to the
poem's meaning? Are stanzas formed? Do they have a purpose? Does the author use punctuation effectively
(you may want to explain that conventions are not always used "correctly" in poetry).
If possible, allow students to talk with each other during this process. If necessary, have partners provide
feedback in writing. Once all poems have been reviewed, return poems to writer.
Grade 7  Unit 1  Life is Not Fair
Page 5 of 20
Grade 7  Unit 1: Life is Not Fair  Part 1 Introduction
Prepare Poems for Publishing





Students re-write or type poems after revising. You may choose to have students take home poems to decorate
(reflecting content) if you'd like.
Teachers may use the "Where I'm From" Rubric or create their own rubric to use with this poem.
Using Technology/ Alternative Activities:
Technology can be used in a variety of ways with this project. Students can create a Photostory with these
poems or they can make a mini-movie using www.animoto.com,
Students can use the words of their poem to create a "Tagxedo." (www.tagxedo.com)
Differentiation and Engagement
Anchor Activities are ongoing assignments that students can work on independently throughout a unit.
They provide curriculum-based differentiation based on choice.
Discussion strategies and supports http://www.pps.k12.or.us/departments/curriculum/4873.htm Discussion
strategies enhance the development of reading comprehension, higher level thinking, and the writing traits of
content generation, logical organization, and voice while providing a motivating and productive academic
environment for all students.
 Fostering Engaging and Active Discussions in Middle School Classrooms
http://literacyuncc.pbworks.com/f/Fostering%20Engaging%20(BT).pdf
 Literature Circles http://olc.spsd.sk.ca/de/pd/instr/strats/literaturecircles/index.html
 Discussions in middle school classrooms http://olc.spsd.sk.ca/de/pd/instr/strats/discussion/index.html
Grade 7  Unit 1  Life is Not Fair
Page 6 of 20
Grade 7  Unit 1: Part 2: Life is Not Fair: Growing Up
Learning Targets:







Students will be able to engage in the following using textual evidence:
Engage effectively and follow rules in collaborative discussions. SL7.1
Determine meanings of words and phrases as they are used in texts; including figurative meanings. RL7.4
Analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem. RL7.4
Analyze how a poem's structure contributes to its meaning. RL7.5
How does the author use structure to develop meaning in a poem? RL7.5
How do sound devices contribute to the overall meaning of a poem? RL7.4
Remind students of the theme of unit 1: Life is Not Fair. Explain that you will be reading a variety of texts that connect to
this theme in some way. They will use the Learner Notebook to respond to the texts and to cite evidence from the text
that connects to the unit's theme.
 VERY IMPORTANT: Tell students (often) that this notebook will be extremely important to use for the
unit's Summative Assessment. Students will be citing evidence from their notebooks in these
assessments. Those who are more thorough in their note-taking and observations will be more
adequately prepared to write a quality response to the assessment prompt.

Paideia Seminar or Circle Discussion on unit theme "Life is Not Fair"

Teachers may use either Unit 1 Paideia Seminar OR Circle Discussion for students to respond to the Life is Not Fair
seminar statements. Ask students to respond in their Learner Notebook by choosing one statement made by a classmate
that they feel best relates to the unit theme.
Life is Not Fair: Learner Notebook response to a quotation on unit theme








Tell students that you will begin an activity that they will participate in throughout the year using quotes that
relate to the different unit themes.
Project today's quotation on the screen (choose one from the unit PowerPoint.)
Have the students read the quotation silently. Ask for a student volunteer to read the quotation. Talk about how
inflection may affect meaning. Ask for a volunteer to read the quotation with inflection that emphasizes what
they feel the author's message is.
Tell students to copy the quote into their Learner Notebook, using quotation marks appropriately, and being sure
to write down who said it, because they will need to reference this information later for the summative
assessment at the end of the unit.
As this response to a quotation is the first, model an appropriate response (use an alternate quotation if you
would like). Then have students write several sentences with their reflections and explanations of how the
quotation connects to the theme.
Once students have had the opportunity to reflect and respond to the quote, have them complete a pair-share
with a partner to compare thoughts.
Discuss as a whole class: Ask for volunteers to share their thoughts/reflections on the quote and ask specifically
for evidence from the quote that connects to the theme.
Reinforce that we will be looking for evidence in the texts we read to tie to our unit themes and recording that
evidence in the Learner Notebook.
“Mother to Son” by Langston Hughes




Ask students to turn back to the poem "Where I'm From." Ask a student to summarize how the structure and
format of that poem helped shaped its meaning. What are other ways authors shape meaning? (If needed, lead
them to thinking about figurative language.)
Ask students if they have heard of Langston Hughes? Do they know any of his poems? Have they heard of the
Harlem Renaissance? Ask students to read background information on page 542 in the Prentice Hall text and pick
out three details they think are key to know as they prepare to read a Langston Hughes poem.
Have students read the poem independently for general understanding.
Ask students to read the poem again with this question in mind: To what is life being compared?
Grade 7  Unit 1  Life is Not Fair
Page 7 of 20
Grade 7  Unit 1: Part 2: Life is Not Fair: Growing Up






Ask students to identify the type of figurative language Hughes uses in the poem (extended metaphor). Have
students outline the parts of the metaphor in writing in their Learner Notebook first. Then discuss.
Ask students: What is dialect? Can you provide an example of dialect? Why does Hughes use dialect in the poem?
What does the dialect reveal about the character? What impact does this have on the reader?
Have students write a minimum of three ideas about what you've discussed in class today. Also have students
explain how this poem connects to the theme. Remind students to cite evidence to support connections to the
theme. Mother to Son Activity.
Use the featured poem as a "mentor text" and have students write their own extended metaphor using the
starter. "Life can be like a/an…" (Or with another starter that sets students up for an extended metaphor.)
You may choose to allow students to work in pairs to write these poems.
As a companion poem, consider “Speech to the Young: Speech to the Progress-Toward” by Gwendolyn Brooks.
http://www.poemhunter.com/poem/speech-to-the-young-speech-to-the-progress-towar/.
The Importance of Reading/Introduction to Independent Reading Requirements











Teachers need to arrange for their classes to visit the Media Center as early into the school year as possible.
Students will be required to have a book to read with them at all times, especially if your warm-up is independent
reading time. Once students have had an opportunity to select books, you may begin your independent reading
challenge.
Project the Nancie Atwell quotation on the screen.
Give students time to read the quotation, to copy it in their Learner Notebook, and to write a few sentences of
response.
Discuss the Atwell quotation. Do students agree? Disagree? Why or Why not? Share your thoughts about reading
with your students.
Explain that you have high expectations for all of your students this year with a goal of reading widely and deeply
across genres.
Project the Independent Reading Statistics slide on your screen (taken from Kelly Gallagher's Readicide).
Review the stats with students and ask for their feedback. Are they surprised by those numbers? How do they
measure up? What can they do to improve their own reading ability?
Address the CCCS RL 7.10: "By the end of the year, read and comprehend literature, including stories, dramas, and
poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the
range."
Explain "Lexile" scores for books and how that works. (You could show a list of popular titles and their lexile
scores or post the scores of the most commonly read books in grades 6 -8 and how they measure up.) As an
educator, keep in mind that Lexile represents only one-third of the text complexity composition.
Share with students your plan to address this standard (e.g. 40 book challenge or any other independent reading
program that you choose.) The goal for any and all programs is to have students read WIDELY and DEEPLY ACROSS
GENRES. No reading ruts!
Help students set up their Reader Response Journals. If using 40-Book Challenge, see the MS ELA wiki for
template to record books and genres.
Novel Connection: The Outsiders by S.E. Hinton
This novel is an ideal fit for "Life is Not Fair" and there are thorough resources provided. Be sure that if you teach
this novel, that your instruction and resources are carefully aligned to Common Core Standards; resources
designed under other standards will not sufficiently prepare students.
Resources:
The Outsiders Paideia PowerPoint
Resources to use for teaching novels
Teacher Note: For teachers who want to use the lessons and still have students read the novel, have
students read it independently and then set up a wiki site where students could engage in discussions
about the book (with direction from the teacher) online. This would allow you to have the whole-novel
Grade 7  Unit 1  Life is Not Fair
Page 8 of 20
Grade 7  Unit 1: Part 2: Life is Not Fair: Growing Up
experience and not have to sacrifice a month or more of classroom instruction time (as can be the case
when reading it in class). This would be the best of both worlds.
Teaching Text Structure of Informational Text
Readers of all ages must be aware of text structures if they are to be most successful (Meyer, 2003). The
structure or organization of the text is the arrangement of ideas and the relationships among the ideas. Readers
who are unaware of the text structures are at a disadvantage because they do not approach reading with any type
of reading plan. However, readers who are familiar with text structures expect the information to unfold in certain
ways. Teachers may find teaching text structure for expository texts an effective technique to improve reading
achievement averages.
Most expository texts are structured to facilitate the study process for prospective readers. These texts
contain structural elements that help guide students through their reading. Authors of expository texts use these
structures to arrange and connect ideas. Students who understand the idea of text structure and how to analyze it
are likely to learn more than students who lack this understanding. Students' reading comprehension skills
improve when they acquire knowledge of texts' structural development and use them properly.
Text features can help readers locate and organize information in the text. For example, headings help
introduce students to specific bits of information. Structural elements in expository texts vary; therefore, it is
important to introduce students to the components of various texts throughout the school year. It is also
important to teach and model the use of these components properly at the beginning of the school year. The
recognition and use of text organization are essential processes underlying comprehension and retention.
For instructional resources on teaching text structure,
go to http://msela.pbworks.com/w/page/51837371/Close Reading and Annotation.
adapted from http://www.readingrockets.org/article/52251/
Grade 7  Unit 1  Life is Not Fair
Page 9 of 20
Grade 7  Unit 1 Part 3: Life is Not Fair: The Impulse to Dream
Learning Targets:




Students will be able to engage in the following using textual evidence:
Analyze how particular elements of a story interact (e.g. how setting shapes the characters or plot). RL7.3
Determine meanings of words and phrases as they are used in texts. RL7.4
Analyze the impact of specific word choice on meaning and tone. RL7.4
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an
objective summary of the text. RL7.2
Introduction to Article of the Week (AoW) and text annotation















Display the article of the week on your screen or overhead projector.
Students should have a hard copy of the article and a pencil and/or highlighter to mark the text.
Tell students that they will be reading articles this year on a variety of topics---some current events, some
theme-related, etc.
The purpose of reading these AoW's is to help build background knowledge as well as gain exposure to nonfiction text and text structures, argument, and recognition of author bias and purpose. Practice with AoW's helps
to build critical thinking skills. AOW PPT
Talk about the concept of doing a "close read" of a text. This involves reading the text closely and annotating to
mark your confusion and/or your questions/comments on what you've read.
Tell students you will be reading the article and doing a "think aloud" as well as annotating the text with your
thoughts/comments.
Explain the meaning of "annotation" or marking the text with your thoughts, comments, and questions.
Model reading and annotating the text by either marking the text on a transparency or using crocodoc (or some
other text annotation tool). Tell students to write down on their article the things that you are marking on your
text to use as an example.
Model doing this for half of the text.
Explain that part of the AoW assignment includes text annotation AND writing a (one-page) reflection on the
article (many of Kelly Gallagher's articles have reflection questions at the bottom of the article; you may
add/change as needed). NOTE that Kelly Gallagher teaches high school, and many articles may not be
appropriate for younger middle schoolers.
Students should practice annotating with the rest of the article.
Talk to the students about annotation choices. Ask for examples and ask students to explain why they marked
they things they did. Allow students to add to annotations as you discuss.
Once the annotation is completed, ask students what the word "reflection" means. Have students write the
words: reflection, analysis, and evaluation in their Learner Notebook. Brainstorm with the students the
characteristics of each type of writing. Help them see commonalities as well as differences. Have students create
a graphic organizer in their Learner Notebook that helps them understand what these words mean.
Explain to students that they will write many reflections this year. As a class (or in small groups) have students
talk about what types of things they would write about in a reflection of this first AoW. (Allowing students to talk
about it first may reduce some writer anxiety and allows for you to set the stage for clear expectation before
students have to perform on paper.)
You may decide to have students write this reflection or simply tell them that they will add this set for the next
AoW.
NOTE: Kelly Gallagher's procedure for AoW suggests giving out the article on Monday and having it due
by Friday of that week. This is recommended but teachers can assign and have due dates that work best
for their classes. Students are responsible for turning in the annotated article and the one-page
reflection. For ease of providing feedback, consider pulling a small number for detailed feedback each
week, rotating through your students so that all receive feedback but you are not overwhelmed. There
are other resources for AOW here.
Introduction literary elements and devices
Grade 7  Unit 1  Life is Not Fair
Page 10 of 20
Grade 7  Unit 1 Part 3: Life is Not Fair: The Impulse to Dream





Refrain from defining all the terms for the students. They have heard them before! Have students interact with
the terms so that they have ownership of them.
Ask students to self-assess their knowledge of literary elements. Have them look at the terms on Prentice Hall
text pages 172-173 or at another source that lists literary elements. Ask them to write the terms in the Learner
Notebook and then provide their own example of each. Tell the students that if they cannot think of an original
example to leave enough room to fill one in later. (You may also choose to create Word Wall cards with this
activity. Give students index cards and have them create cards with words and pictures, or words with examples,
or words with definitions, etc for your classroom Word Wall. You may also want to consider the Looping Literary
Terms activity.)
After giving students time to write, allow them to work with a partner to fill in any gaps. If necessary, have the
students engage in a textbook scavenger hunt, in which they look for examples of the terms and fill them in in
their Learner Notebook.
Review/clarify as necessary.
Then ask students to underline all plot elements: characters, setting, plot, theme, and conflict. Ask them to circle
(or highlight) all literary devices: foreshadowing, flashback, irony, dialect. Ask students why authors use these
devices in stories.
Introduction to Short Stories: "The Treasure of Lemon Brown" by Walter Dean Myers


Tell the students that you are preparing to read a short story titled "The Treasure of Lemon Brown" and that you
are going to share with them several different media to help them understand the time.
Display visual literacy artwork by searching the Internet for appropriate pieces of art from this historical era. Ask
students to respond to the visuals in their Learner Notebook. Students should respond to the following prompts:
o What do you see in this image?
o What is the mood of the picture?
o How do the elements of the artwork work to create this mood?
o Solicit volunteers to share their responses to the visual prompt. Ask the students if they see any
connection to the theme Life is Not Fair.
o After students share, show the "History of the Blues" powerpoint to give some background information
on this type of music and the time period/setting in which it became popular. Ask students to write (a
minimum of) three facts in their Learner Notebook that they feel are important to understanding this
time period.
o Next, play a short music video clip featuring a Blues artist from Harlem.
o Ask students to respond to the following prompt in their Learner Notebook:
 What mood does this music create in you?
 Predict how the music and artwork will play a role in today's story?
 (Optional: Write a poem about the music and/or the artwork from the slides.)
 With the CCSS, you want to avoid reading everything to students. However, to start them on this
story, you might want to project the beginning of the story
(http://hpms.hpisd.org/Portals/1/Teachers/Mires/2011-2012/2nd Six Weeks/The Treasure of
Lemon Brown.pdf) and show them how you would annotate the first several paragraphs. You
might want to give the students sticky notes if you are using the text in the book so that they
can annotate as they read (and then transfer notes to Learner Notebook). Alternatively, you
could teach students how to annotate directly in their Learner Notebook. In your annotation, be
sure to model how you notice the description of the weather and conjecture on what the author
might have meant by those descriptions.
o Depending on your students' levels, you might want to prep them to look for specific literary devices
(flashback, dialogue, dialect). Tell students to make note of any of these devices as they discover them.
 This is a good opportunity to introduce the idea that plot development is about more than the
components of a story. A plot is a causal sequence of events and provide the “why” for the
things that happen in the story. Plot structure is the way in which the story elements are
arranged based on the writer’s deliberate choices. To begin to understand plot development of
Grade 7  Unit 1  Life is Not Fair
Page 11 of 20
Grade 7  Unit 1 Part 3: Life is Not Fair: The Impulse to Dream
o
o
the featured story, have students re-create a plot diagram in the Learner Notebook and note
the events of the featured story. When students have read the story and completed the plot
diagram, introduce them to:
 CCSS RL7.3: Analyze how particular elements of a story or drama interact (i.e.
how setting shapes the characters or plot.) (Simply completing the plot diagram
addresses the same reading Standard for grade 1: RL1.3.) Begin by analyzing how each
component of the plot contributes to the story and analyzing why the author chose
particular events, settings, conflicts, etc. Conjecture what would happen if the author
had made alternative choices.
Students will finish the story independently.
When students finish reading, have them note what literary devices they found in the story as well as a
few sentences explaining what the author meant and why he used these particular techniques. (Ex.
Dialect and hyperbole--"Don't try nothin' ‘cause I got a razor sharp enough to cut a week into nine
days!" The author uses dialect when Lemon Brown speaks to make the story sound more real and to
contrast Lemon's level of education with Greg's and Greg's fathers. The hyperbole shows some of
Lemon's personality…)
Life is Not Fair Quote/Powerpoint/Richard Wright




Display Famous Quotes Powerpoint Slide #8 with Richard Wright's quotation.
Give students a hard copy of the excerpt of Richard Wright's "Black Boy" text.
Direct students to respond to the following writing prompt(s) in their Learner Notebook. You may consider
assigning certain questions to particular students depending on their readiness levels.
o Notice the author's use of figurative language in the quotation. How does he use the word "hunger"
differently in the excerpt than he does in the quotation?
o How do the quotation and the excerpt tie into our unit theme? Cite evidence from the quotation and/or
text to support your answer.
o How might the quotation and excerpt from Richard Wright connect to the short story "The Treasure of
Lemon Brown?" Give examples.
Perhaps have students prepare to share their responses by using the Numbered Heads Together technique.
Using Novel Excerpts for Short Fiction
Access additional short fiction by using excerpts of novels that may be in your school. The unit theme "Life Is Not Fair"
and even the sub-categories for each week apply to many novels appropriate for seventh grade, and the following titles
and chapter recommendations are appropriate. Consider using the same instructional strategies to teach the
excerpts as you would the featured short stories. Guiding Questions for Book Reflections







Farewell to Manzanar by Jeanne Wakatsuki. Chapter 2. Japanese family endures the days after Pearl Harbor and are placed
in an internment camp.
Fever, 1793 by Laurie Halse Anderson. Chapter 13. Mattie and her family are trying to survive in the woods and she
becomes ill.
Island of the Blue Dolphins by Scott O'Dell. Chapters 3-4. Aleuts and Russians land on the island and battle ensues with the
natives.
Jacob Have I Loved by Katherine Paterson. Chapter 2. Louise is resentful of her twin, Caroline.
Miracle's Boys by Jacqueline Woodson. Chapter 2. Lafayette thinks about his dad died a hero and the current situation of his
family.
Roll of Thunder, Hear My Cry by Mildred D. Taylor. Chapter 6 (pages 117-130). Cassie recounts to an angered Uncle Hammer
the Strawberry incident in which she is pushed off the sidewalk. Mama tries to help Cassie understand the situation.
The Other Side of Truth by Beverly Naidoo. Chapter 4. Sade and Femi flee their home in the middle of the night and go to
the airport to flee to England.
Return to the unit questions about fairness and allow students to relate what they have read to the guiding questions.
For example: What have we learned from the characters of the featured short stories about fairness and coping with
unfair circumstances?
Grade 7  Unit 1  Life is Not Fair
Page 12 of 20
Grade 7  Unit 1 Part 4: The Irony of Life
Learning Targets:




Students will be able to engage in the following using textual evidence:
Analyze how an author develops and contrasts the points the points of view of different characters or
narrators in a text. RL7.6
Determine meanings of words and phrases as they are used in texts. RL7.4
Analyze the impact of specific word choice on meaning and tone. RL7.4
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text. RL7.1
This week will continue the routine of distributing an Article of the Week task for students to complete by the end of
the week. You will want to create a routine for sharing student annotations and reflections on Fridays such as small
group sharing focusing on text-based questions from the text.
“After Twenty Years” and “Gift of the Magi” by O. Henry
This lesson uses the short stories to explore the unit theme as well as trace patterns in O. Henry’s style of writing.
Students will read each short story for comprehension and then analyze them based on author’s choices and style.
Resources:
 “After Twenty Years” P-H Page 324
 “Gift of the Magi” http://www.ibiblio.org/ebooks/Henry/Gift_Magi.pdf
“After Twenty Years”










Explain to students that they will be encountering a number of difficult texts this year. Today you will
teach them a strategy called "grappling with the text" that will help them to break down hard to read
passages and figure out what they mean.
Explain that "grappling" is sort of like "wrestling." Ask the students: Why might we talk about grappling
with text? What does that tell you about the process of deciphering difficult text?
Introduce the story of “After Twenty Years” by O. Henry. This story directly relates to our unit theme of
Life is Not Fair, as well as provides a fine example of irony.
Divide the story into two parts, the first part ending with the line, "It's an appointment made twenty years
ago." (middle of page 324). Teacher may want to provide a photocopy or project the first four paragraphs
of the short story to practice the skill of grappling before continuing with the text.
Teacher will tell students that they will be "grappling with the text" of the first paragraph of the story, as
there are a number of difficult words and expressions that may make comprehension difficult for them.
Distribute the "What it Says" vs. "What it Means" handout.
Teacher will read the opening paragraph and then ask students to explain what it means. Talk about any
unfamiliar words. Ask for volunteers to help define them and/or ask if students can decipher meanings by
using context clues.
Direct students to fill in the "What it Means" side of the chart with what the sentence means in their own
words.
Example: “The policeman on the beat moved up the avenue impressively. The impressiveness was
habitual and not for show, for spectators were few.”
Meaning: The policeman walked up and down the street as he always had, and he may have seemed
impressive in how he walked with authority and familiarity. But, the streets were empty, so no
one would have watched him walk up and down the street.
Continue to read the first few lines and do a "think aloud" to model your thinking process and how you
make meaning with this text.
Students will practice "grappling" with the rest of the text that is listed on the page, using context clues,
partners, or other designated resources (allow them to use computers, dictionaries, etc) to help them out.
(Using multiple resources may allow you a teachable moment where you can expose the benefits of using
context clues rather than always relying on an outside source.)
Have students write down what they think the text means in the box provided on the handout.

Grade 7  Unit 1  Life is Not Fair
Page 13 of 20
Grade 7  Unit 1 Part 4: The Irony of Life







Students will complete the chart up until the shaded row, which indicates where the reading of the text
has been divided.
After students have had a chance to complete the beginning of the activity, solicit volunteers to share
their responses with the whole class. Discuss the process and get feedback from students on their use of
this strategy (Did it help? What worked? What didn't work? Why?)
Explain that O. Henry was known for his surprise endings and use of (situational) irony, meaning the
actual result of a sequence of events may be different from what is the normal and expected result.
Before resuming the reading of the story, ask the students to answer the following in their Learner
Notebook:
How does the author develop the setting so far? What are
Guiding Questions
the characters' feelings in this section? How do you know?
for Reading Like a
What do you think will happen next? Will the friend show
up? If so, how will the encounter be?
Students will read the remainder of the story. Note the
guidance of identifying and teaching irony in the margins of
Literary Text
pages 326-327.
1. What happens in the story? Give a
They will gather in groups to debrief the story through the
SHORT summary of the plot (the
“What it Says” activity.
gist of the happenings).
Group Reflection/Discussion Questions to aid with
2. Is the story told in chronological
comprehension:
Writer










Do you agree with Jimmy's actions? Why or why not?
How do you imagine Jimmy twenty years ago?
How do you imagine Bob twenty years ago?
How do you think Jimmy felt when he saw Bob?
Are Jimmy's actions justified?
If you were in Jimmy's shoes, what would have been the best
thing to do from the following points of view?
 Your career as a policeman
 Your friendship with Bob
 Your own conscience
 The Law
How do you think Jimmy felt when he wrote the letter?
What do you think Bob's reaction was when he read the letter?
Had you been Bob how would you have reacted to the letter?
Analysis:
To teach students the process of analysis, guide
them through the protocol of Reading Like a Reader and
Reading Like a Writer. Students have already engaged in
“reading like a reader” in that they used strategies to
understand WHAT the author was saying. Now, they will
“read like a writer” and engage in analysis in order to
understand HOW the author said it. This process will be
repeated with O. Henry’s other featured short story in order
to trace patterns in his style. You do not need to use all the
questions for reading like a writer for this selection, but
choose the same questions you will use for “Gift of the
Magi.”
“Gift of the Magi”



Students will continue to engage in "grappling with the text"
that will help them to break down hard to read passages
and figure out what they mean.
Be sure students have a copy of “Gift of the Magi.”
You may choose to preteach some of the vocabulary from
Grade 7  Unit 1  Life is Not Fair
order, or are there flashbacks or
flashforwards? On rereading,
what foreshadowing (hints of
what is to come) do you detect?
3. What conflicts does the work
include?
4. How does the writer reveal
character--for instance, by
explicit comment or by letting us
see the character in action? With
which character(s) do you
sympathize? Are the characters
plausible? What motivates them?
What do minor characters
contribute to the work?
5. Who tells the story? Is the
narrator a character, or does the
narrator stand entirely outside the
characters' world?
6. What is the setting, the time and
place of the action? What does
the setting contribute to the
work?
7. Do certain characters or settings
seem to you to stand for
something in addition to
themselves?
8. What is the theme--that is, what
does the work add up to? Does
the theme reinforce values that
you hold, or does it challenge
them?
9. Is the title appropriate? Did the
meaning change for you after you
read the work?
Page 14 of 20
Grade 7  Unit 1 Part 4: The Irony of Life













the short story.
Vocabulary
Distribute the "What it Says" vs. "What it Means" handout for “Gift of the Magi.”
Agile
Teacher will read the opening paragraph and then ask students to explain what it
Assertion
means. Talk about any unfamiliar words. Ask for volunteers to help define them
Cascade
Chronicle
and/or ask if students can decipher meanings by using context clues.
Coveted
Direct students to fill in the "What it Means" side of the chart with what the sentence
Inconsequential
means in their own words.
Instigate
Example: Pennies saved one and two at a time by bulldozing the grocer and the
Predominating
vegetable man and the butcher until one’s cheeks burned with the silent
Prudence
Vestibule
imputation of parsimony that such close dealing implied.
Meaning: Della had to bargain with the grocer and others in order to save a few
pennies at time. The sentence means that Della was embarrassed (cheeks burning) by the
unspoken (silent) suggestion (imputation) of stinginess (parsimony).
Continue to read the first few lines and do a "think aloud" to model your thinking process and how you
make meaning with this text.
Students will practice "grappling" with the rest of the text that is listed on the page, using context clues,
partners, or other designated resources (allow them to use computers, dictionaries, etc) to help them out.
(Using multiple resources may allow you a teachable moment where you can expose the benefits of using
context clues rather than always relying on an outside source.)
Have students write down what they think the text means in the box provided on the handout.
Students will complete the chart up until the shaded row, which indicates where the reading of the text
has been divided.
After students have had a chance to complete the beginning of the activity, solicit volunteers to share
their responses with the whole class. Discuss the process and get feedback from students on their use of
this strategy (Did it help? What worked? What didn't work? Why?)
Explain that O. Henry was known for his surprise endings and use of (situational) irony, meaning the
actual result of a sequence of events may be different from what is the normal and expected result.
Before resuming the reading of the story, ask the students to answer the following in their Learner
Notebook: How does the author develop the setting so far? What are the characters' feelings in this
section? How do you know? What do you think will happen next?
Students will read the remainder of the story.
They will gather in groups to debrief the story through the “What it Says” activity.
Group Reflection/Discussion Questions to aid with comprehension:
1. Even though the Youngs don’t have a lot of money, describe their relationship. Use text to support yourself.
2. What are the two possessions in which Jim and Della “took a mighty pride”?
3. How much does Della get for her hair and what does she buy Jim?
4. Make a prediction about Jim’s response to seeing Della’s hair cut? Why do you think he responds like he does?
5. Explain the irony of the story. What happens unexpectedly?
6. Do you believe Della and Jim are wise of foolish? Explain how both points-of-view might be argued.
7. If Della and Jim “are the magi”, what really important gift do they give each other? What theme can you
identify and prove exists in this short story?

Analysis:
To support students through the process of analysis, guide them through the protocol of
Reading Like a Reader and Reading Like a Writer. Students have already engaged in “reading like a
reader” in that they used strategies to understand WHAT the author was saying. Now, they will “read like
a writer” and engage in analysis in order to understand HOW the author said it. Use this process with O.
Henry’s other featured short story in order to trace patterns in his style. You do not need to use all the
questions for reading like a writer for this selection, but choose the same questions you used with the
previous experience.
Discussion on Irony

Ask students to explain irony and include an example. Ask students if they think O. Henry short stories are
Grade 7  Unit 1  Life is Not Fair
Page 15 of 20
Grade 7  Unit 1 Part 4: The Irony of Life


good examples of irony? Why or why not?
How does the author use this literary device to support the theme?
What are the themes of the stories? How does this connect to our unit theme? Have the students make notes
in their LN.
Literary Comparisons




Display the famous quotation by Helen Keller. Ask students what they know about Helen Keller. If necessary,
remind students that she was deaf and blind and yet went on to be quite successful in life.
Direct students to copy the quotation into their LN.
Show students the movieclip of Helen and Annie Sullivan from when she "knows" how to connect language
with the things in her world/surroundings.
Direct students to compare and contrast Helen Keller and the main characters in the featured O. Henry stories
in their LN. How did their attitudes and views on life impact the outcome of their lives? Cite examples from
the text, quotations, or video to support your answers.
Return to the unit questions about fairness and allow students to relate what they have read to the guiding questions.
For example: What have we learned from the characters of the featured short stories about fairness and coping with
unfair circumstances?
Grade 7  Unit 1  Life is Not Fair
Page 16 of 20
Grade 7  Unit 1  Part 5: Misunderstanding and Conflict
Learning Targets:
Students will be able to engage in the following using textual evidence:
 Analyze how particular elements of a story interact (e.g. how setting and character support the theme). RL7.3
 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. RL7.6
 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text. RL and RI7.1
 Determine a theme or central idea of a text and analyze its development over the course of the text. RL7.2
This week will continue the routine of distributing an Article of the Week task for students to complete by the end of the
week. You will want to create a routine for sharing student annotations and reflections on Fridays such as small group
sharing focusing on text-based questions from the text.
"Ribbons" by Lawrence Yep
Comparing and Contrasting POV of characters







Ask students if they have ever heard of the author Laurence Yep. Perhaps share some titles of his books:
Dragonwings, Dragons of Silk, Child of the Owl, The Tiger's Apprentice. Direct students to turn to page 306
in the textbook and have them read about both Laurence Yep and the background information.
Ask students to discuss cultural differences and the background information for the story.
Read the following statement and ask students if they agree or disagree (You may create an Anticipation
Guide or have students copy the ideas into their LN.).
 "People cannot hurt each other if they try to be kind."
 "The smaller the differences between people, the greater the chances for misunderstanding."
 "Everyone has something valuable to teach."
Allow students to share their responses with a partner.
Tell students that the class is still thinking about the unit theme Life is Not Fair but also want to read this
selection with an emphasis on how setting and character help develop the theme.
Depending on the needs of your students, you may model reading the first page (as you did with previous
texts) or you may have different groups reading in different settings: independently, partner readings,
reading with you.
Ask students to take notes in their LN on how characters affect theme and how setting affects theme.
Allow them to organize their notes as best suits them (although you may want to offer suggestions
depending on your students).
Compare & Contrast POV of characters & Symbolism









Remind students that in this story you are looking at characters and point of view and how the main
characters (Stacy and Grandmother) compare and contrast.
After finishing the story, teacher will introduce the concept of "symbolism."
Ask students if they can define the word "symbol" and then ask for examples (e.g. a heart symbolizes love,
shamrock symbolizes good luck, etc.).
Ask students to name an object in this story that could serve as a symbol to represent the theme in the
story.
Ask students, "What do the "ribbons" represent to the main characters?
Ask students to compare and contrast Stacy & Grandmother. They may use a Venn Diagram or simply list
the similarities and differences between the characters.
Remind students that along with the symbolism in the story, the literary elements work together to
support the overall theme.
Specifically, direct students to write in their Learner Notebook what they think the overall theme of
"Ribbons" is and how the literary elements of setting and character work together to support it (they may
use the Literary Analysis chart on page 318 in the textbook to illustrate their ideas.)
Point out to students the concept of cultural differences and how they often impact relationships (as they
did in this story).
Students will respond to the prompts in their WLN.
Remind students to cite evidence from the text to support their answers.


Grade 7  Unit 1  Life is Not Fair
Page 17 of 20
Grade 7  Unit 1  Part 5: Misunderstanding and Conflict


Once they have had a chance to complete their written responses, ask for volunteers to share their
answers and discuss the symbolism and theme questions as a whole class activity.
Enrichment: See visual literacy links on Chinese foot binding and other pictures.
"The Third Wish" by Joan Aiken




Prentice Hall textbook pages 274 – 279
Optional Paideia Seminar Activity: See page for "The Third Wish" preparation statements and Power point with
seminar questions. This should be completed before reading the story.
Tell students that this story comes from the genre of traditional literature and the characters in the story get to
deal with their unhappiness by being granted three wishes.
Ask if anyone can define traditional literature. What type of stories make up this genre? (Fairy tales, folk tales,
origin tales, myths, legends, etc.). (If you are doing the 40-Book Challenge, remind students that this is one of their
genres.) Tell students that traditional literature is sometimes called the "oral tradition" as they are stories passed
down orally from generation to generation.
Tell students that almost every culture in the world has a traditional fairy tale or folk tale about a character who is
granted three wishes, uses two unwisely, and then needs the third wish to undo one or both of the first two.
 This is another good opportunity to review the idea that plot development is about more than the
components of a story. A plot is a causal sequence of events and provide the “why” for the things that
happen in the story. Plot structure is the way in which the story elements are arranged based on the
writer’s deliberate choices. To begin to understand plot development of the featured story, have
students re-create a plot diagram in the Learner Notebook and note the events of the featured story.
When students have read the story and completed the plot diagram, introduce them to:


CCSS RL6.3: Analyze how elements of a particular story interact, how setting shapes
conflict, characters and plot (Simply completing the plot diagram addresses the same reading
Standard for grade 1: RL1.3.) Begin by analyzing how each component of the plot contributes to
the story and analyzing why the author chose particular events, settings, conflicts, etc. Conjecture
what would happen if the author had made alternative choices.
Prior to reading the story, tell students that you will be looking at the literary element of conflict in this story.
 Conflict = the struggle between opposing forces. Explain the difference between internal conflict and
external conflict.
 Internal conflict = conflict within the character (person vs. self)
 External conflict = conflict between the character and something outside of himself (these are some
examples)









Person vs. Person
Person vs. Nature
Person vs. Society
Person vs. Universe (Fate)
Ask students to pay attention to the conflicts in the story and to jot those down in their Learner Notebook as they
notice them. A strategy to help students analyze conflict is Someone Wanted But So.
Students will read the story independently and jot down any conflicts they notice as they are reading.
Remind students to cite evidence directly from the text to support their answers.
Ask students to try and find a connection between the theme in "The Third Wish" and the unit theme (LINF). Cite
evidence to support your answers.
 For example, ask students to describe Leita. Ask if they think she is happy as a woman? If they say no, ask
them to cite evidence from the text that leads them to that conclusion.
 Possible answer: I can tell that Leita is sad because on pg. 277 Mr. Peters finds her down by the water and
she is crying and she tell him that "she can't bear being separated from her sister (the swan)."
Direct students to find examples of conflicts and cite evidence to support their answers.
Return to the unit questions about fairness and allow students to relate what they have read to the guiding questions. For
example: What have we learned from the characters of the featured short stories about fairness and coping with unfair
circumstances?
Grade 7  Unit 1  Life is Not Fair
Page 18 of 20
Grade 7  Unit 1  Part 6: Culminating Tasks
Learning Targets:
Students will be able to engage in the following using textual evidence:
 Write arguments to support claims with clear reasons and relevant evidence. W7.1
 Analyze how a poem's form or structure contributes to its meaning. RL7.5
 Accurately use grade-appropriate general academic and domain-specific words and phrases. L7.6
 Determine a theme or central idea of a text and analyze its development over the course of the text. R7.1
This week will continue the routine of distributing an Article of the Week task for students to complete by the
end of the week. You will want to create a routine for sharing student annotations and reflections on Fridays such
as small group sharing focusing on text-based questions from the text.
"Dreams" by Langston Hughes; poetry structure and format activity
***Each student group will receive one copy of the word tiles already cut (teacher will need to create
approximately 10 sets total for a class) It is important for teachers to keep the groups of tiles separate so
that each group will have the same number of words.










Divide students into small groups (either 2 - 4 students per group)
Students will need a working space (either 4 desks put together or the floor) in order to arrange the tiles
for this activity.
Ask students to identify some main ways that poetry is different from prose. Help them think about form
and structure. Ask students how form and structure help create meaning.
Tell students that they will be receiving tiles containing words to an actual poem. (Do not disclose the
name of the poem to students.)
Give each group of students one set of the cardstock tiles.
Instruct groups to put word tiles together to create a poem with two stanzas. Students should strive for a
structure that will build meaning and make sense.
After creating the poem, have students copy their final poem onto one sheet of paper.
Each group will read aloud the poem that they built during the activity.
After each group has shared their poem, teacher will display the original Langston Hughes poem
"Dreams."
Debrief the activity and guide students to see how their poem's structure compared to Langston Hughes'
poem's structure.
 Did any of the students' work convey the same meaning as the original poem?
 Did the structure of the students' poem match any of the original?
 Why did the students make the structural choices they did?
 Why did Hughes make the structural choices he did?
 Direct students to copy their poem as well as Langston Hughes' original poem in their LN.
Rainer Maria Wilke Quotation Analysis and "Haitian Poet's Amid the Rubble"








Display the Rilke quote on the overhead.
Direct students to write down the quote (and the author) in their LN as well as what they think the quote
means in their own words.
Ask for volunteers to read their interpretation of the quote and its meaning.
Tell students that they will watch a short video to compare to the quote.
Show the Haitian Poet's video (approx. 8 minutes long).
Direct students to reflect on how Rilke's quote relates to the Haitian Poet's video as well as the unit theme
of LINF. Write their response in their LN.
Once students have had the opportunity to reflect and respond to the quote, have them complete a pairshare with a partner to compare thoughts.
Ask for volunteers to share their thoughts/reflections on the quote and ask specifically for evidence from
the quote and/or the video that connects to the theme.
Grade 7  Unit 1  Life is Not Fair
Page 19 of 20
Grade 7  Unit 1  Part 6: Culminating Tasks
Culminating Writing Task for "Life is Not Fair" Unit*








*Several periods are allotted for students to work on this summative assessment in class.
Tell students that today you will be reviewing the Writing Task for the end of Unit 1: Life is Not Fair.
Display the assignment on the screen and read through the directions with students.
Read through the rubric and be sure that students are aware of the requirements.
Students will work on this in class over the next three days.
Explain to students that they will be using their LN notes and evidence from any outside reading
(independent novels, AoW's, poems, etc.) to cite as examples to support their ideas.
Students should begin to plan their ideas for the assessment.
Students should read over their LN and select the texts that they believe best illustrate the LINF theme
and guiding questions. (Refer to the questions they had discussed previously in the Paideia Seminar in the
first week of the unit.)
Exit Card: Give students an index card and have them write down any questions they have regarding the
summative writing assessment. Collect the exit cards as students exit the classroom. (Teacher can address
student questions and concerns the next class period.)
Visual Interpretation of the Unit Theme
In addition to the Summative Writing Assessment, students can create a visual interpretation of the unit
theme LINF in way that best reflects their understanding of the theme.
 Choose a photograph to illustrate the theme. Write an original poem or refer to a quote (from the unit)
and explain how the two relate. (see Resource page for pic lit website).
 Choose a song that reflects the theme. Explain the connections.
 Create a Photostory and set it to music. Choose photos and music that reflect the theme. Narrate the
photostory.
Choose a photograph/picture to illustrate one of the LINF quotes. Explain how the photo reflects the mood/tone
of the theme of the quote.


Films or film clips other than those from the school library media center must have prior approval from the
principal or designee before broadcast for student viewing. Use the Film Request for Prior Approval form.
WCPSS believes that students should read from a variety of texts and encourages strong instructional decisions
at the school level. Texts other than those from the district reading lists must have prior approval from the
principal or designee before assigning. WCPSS defines assigned reading as any text used by the student or by the
teacher in a whole class, a group within the class, a literature circle, and/or an assigned summer reading
experience. Use the Text Request for Prior Approval form.
Grade 7  Unit 1  Life is Not Fair
Page 20 of 20