RL
RI
W
SL
L
=
=
=
=
=
Reading Literary
Reading Informational
Writing
Speaking and Listening
Language
TCSS
Troup County School System
English/Language Arts Curriculum Map
7th Grade ELA
Thematic Unit # 1—Hope and Survival
Big Idea / Unit Goal:

The goal for this unit is to explore and analyze the theme of Hope and Survival
across literary and informational texts with an in-depth focus on GSE priority
standards.
Length of Unit:

45 Days
Unit 1 Common Assessment Blueprint
Unit 1 Checklist
Unit Essential Question(s):





How can I make meaning out of textual evidence and inferences when reading
fictional and informative text?
How can I analyze the theme and/or central idea of hope and survival from a
variety of different texts and genres?
How does the struggle for survival shape character?
How can I apply textual evidence when writing about fictional and informative
text?
How can reading help you make decisions or solve problems?
Priority Standards:


RL1, RL2, RL3, RL4, RL6, RL9
W2, W3
Support Standards:





RL5
RI1, RI3
W4, W9
L1
SL1, SL4
Reading Focus: Literary
Writing Focus: Informative/Explanatory
Text Resources
Extended Text (Choose one of the following as your extended text):
Primary Writing Tasks (at least 3 of these should be in the unit focus):


The Cay
I am David



Short Texts (Mixture of Literary and Informational thematically connected texts.
Unless otherwise noted, these texts are from Holt, Elements of Literature, First
Course.)

“Rikki Tikki Tavi” (short story, p. 140)

“A Timeline of India in the 1800s”

“Three Skeleton Key” (short story, p. 160)

“The Dive” (short story, p. 178)

“The Wreck of the Hesperus” by Henry Wadsworth Longfellow

13 Survival Stories
Additional Materials:


The Cay Menu and accompanying rubrics
Speech Document

Compare/Contrast “Rikki Tikki Tavi” to Historical Account of same time period.
Compare/Contrast The Cay with “The Wreck of the Hesperus” in terms of how
characters protect their loved ones during crises.
After reading the extended text, write an essay in which you analyze how the
theme is developed over the course of the text. The teacher may choose to
have students present orally and/or turn in a written copy.
Character Sketch: Choose a character from one of the stories illustrating
conflict, characterization, and setting using one piece of textual evidence from
the story.
Narrative Writing Tasks:


“Rikki Tikki Tavi” – Your Point of View writing assignment. Choose one of the
characters and write a scene from that character’s perspective. Use narrative
techniques and details.
Take one of the 13 survival stories and rewrite the story, changing the point of
view to 1st person point of view. Include textual details in your response.
Research Connections:
TCSS



Plot Diagram to accompany “Rikki Tikki Tavi”
RACE Constructed Response
Students will research survival strategies/psychology strategies and will use
MLA citation to write the Psychology of Survival paper in Primary Writing Task
section.
Routine Writing (Notes, summaries, process journals, and short responses
across all genres):

Various CR using RACE

Journal entries
Lessons for Unit 1 (all lessons are hyperlinked below)











ELA7.1.1: Focus on comparing and contrasting fiction with historical accounts (RL9)
ELA7.1.2: Focus on analyzing contrasting points of view, analyzing interaction of story elements, comparing and contrasting fiction with historical accounts, and producing
clear writing (RL6, RL3, RL9, W4)
ELA7.1.3: Focus on writing narratives, analyzing contrasting points of view, and demonstrating command of standard English (W3, RL6, L1)
ELA7.1.4: Focus on analyzing interaction of story elements, citing textual evidence, determining meanings of words and phrases, and producing clear writing (RL3, RL1,
RL4, W4)
ELA7.1.5: Focus on analyzing interaction of story elements, citing textual evidence, and determining meanings of words and phrases (RL3, RL1, RL4)
ELA7.1.6: Focus on analyzing interaction of story elements, citing textual evidence, and engaging in collaborative discussions (RL3, RL1, SL1)
ELA7.1.7: Focus on determining and analyzing themes, determining meanings of words and phrases, comparing and contrasting fiction with historical accounts, analyzing
interactions in a text, engaging in collaborative discussions, and drawing evidence from literary and informational texts (RL2, RL4, RL9, RI3, SL1, W9)
ELA7.1.8: Focus on determining and analyzing themes, analyzing interaction of story elements, determining meanings of words and phrases, contrasting points of view,
citing textual evidence, comparing and contrasting fiction with historical accounts, and engaging in collaborative discussions (RL2, RL3, RL4, RL6, RL1, RL9, SL1)
ELA7.1.9: Focus on writing informative/explanatory texts, citing textual evidence, determining and analyzing themes, participating in collaborative discussions, and
presenting findings (W2, RL1, RL2, SL1, SL4)
ELA7.1.10: Focus on writing informative/explanatory texts, citing textual evidence, determining meanings of words and phrases, and analyzing how structure enhances
meaning (W2, RL1, RL4, RL5)
ELA7.1.11: Focus on writing narratives, citing textual evidence, analyzing interactions in a text, and producing clear writing (W2, RI1, RI3, and W4)
Georgia Standards of
Excellence (GSE)
(High Priority marked as HP)
Essential Questions
Vocabulary
ELAGSE7RL1: Cite several pieces of
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text.
How do I cite textual evidence to support
my analysis of what the text says
explicitly?
Cite
Textual evidence
Explicitly
Inferences
ELAGSE7RL2: Determine a theme and/or
central idea of a text and analyze its
development over the course of the text;
provide an objective summary of the text.
How can I determine the theme of a text?
How can I determine the central idea of a
text? How can I analyze the development
of the theme over the course of the text?
How can I analyze the development of a
central idea over the course of a text?
How can I provide an objective summary
of a text?
How do particular elements of a story
interact? How do particular elements of a
Theme
Central idea
Development
Analyze
Objective summary
ELAGSE7RL3: Analyze how particular
elements of a story or drama interact (e.g.,
Analyze
Plot
Lessons
ELA7.1.4
ELA7.1.5
ELA7.1.6
ELA7.1.8
ELA7.1.9
ELA7.1.10
ELA7.1.7
ELA7.1.8
ELA7.1.9
ELA7.1.2
ELA7.1.4
TCSS
how setting shapes the characters or plot).
drama interact?
ELAGSE7RL4: Determine the meaning of
words and phrases as they are used in a
text, including figurative and connotative
meanings; analyze the impact of rhymes
and other repetitions of sounds (e.g.,
alliteration) on a specific verse or stanza of
a poem or section of a story or drama.
How can I determine the meaning of words
and phrases as they are used in a text?
How do I determine the meaning and
purpose of figurative and connotative
language in a text? How do I analyze the
impact of rhymes and other repetitions of
sounds on a specific section of a poem? (a
story? a drama?)
How does a drama’s form or structure
contribute to its meaning? How does a
poem’s form or structure contribute to its
meaning?
ELAGSE7RL5: Analyze how a drama or
poem’s form or structure (e.g., soliloquy,
sonnet) contributes to its meaning.
Setting
Character
Drama
Figurative language
Connotative
Denotative
Rhyme
Repetition
Alliteration
Verse/stanza
ELA7.1.5
ELA7.1.6
ELA7.1.8
ELA7.1.4
ELA7.1.5
ELA7.1.7
ELA7.1.8
ELA7.1.10
Form
Structure
Soliloquy
Sonnet
Lyric
Narrative
Points of view (first person, third person
limited, omniscient)
Contrast
Characters
Narrators
ELA7.1.10
ELAGSE7RL6: Analyze how an author
develops and contrasts the points of view
of different characters or narrators in a
text.
How does and author develop and contrast
the points of view of different characters or
narrators in a text?
ELAGSE7RL9: 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.
What are the similarities and differences
between a fictional portrayal of a time
place or character, and a historical account
of the same time period? How does
comparing and contrasting them help me
understand how authors use history to
alter fiction?
How do I cite textual evidence to support
my analysis of what the text says
explicitly?
Fictional portrayal
Historical account
Alter
ELA7.1.1
ELA7.1.2
ELA7.1.7
ELA7.1.8
Cite
Textual evidence
Explicitly
Inferences
ELA7.1.11
How do I analyze interactions between
individuals, events and ideas in a text?
Analyze
Interactions
ELA7.1.7
ELA7.1.11
How do I write effective
informative/explanatory texts to thoroughly
examine a topic and convey my ideas?
Informative
Explanatory
Organization
Analysis
Introduction
Organization

definition

classification

comparison/contrast

cause/effect
ELA7.1.9
ELA7.1.10
ELAGSE7RI1: Cite several pieces of
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text.
ELAGSE7RI3: 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).
ELAGSE7W2: Write
informative/explanatory texts to examine a
topic and convey ideas, concepts, and
information through the selection,
organization, and analysis of relevant
content.
a. Introduce a topic clearly,
previewing what is to follow;
organize ideas, concepts, and
information, using strategies such
ELA7.1.2
ELA7.1.3
ELA7.1.8
TCSS
as definition, classification,
comparison/contrast, and
cause/effect; include formatting
(e.g., headings), graphics (e.g.,
charts, tables), and multimedia
when useful to aiding
comprehension.
b. Develop the topic with relevant
facts, definitions, concrete details,
quotations, or other information and
examples.
c. Use appropriate transitions to
create cohesion and clarify the
relationships among ideas and
concepts.
d. Use precise language and domainspecific vocabulary to inform about
or explain the topic.
e. Establish and maintain a formal
style.
f. Provide a concluding statement or
section that follows from and
supports the information or
explanation presented.
ELAGSE7W3: Write narratives to develop
real or imagined experiences or events
using effective technique, relevant
descriptive details, and well-structured
event sequences.
a. Engage and orient the reader by
establishing a context and point of
view and introducing a narrator
and/or characters; organize an
event sequence that unfolds
naturally and logically.
b. Use narrative techniques, such as
dialogue, pacing, and description,
to develop experiences, events,
and/or characters.
c. Use a variety of transition words,
phrases, and clauses to convey
sequence and signal shifts from
one time frame or setting to
another.
d. Use precise words and phrases,
relevant descriptive details, and
sensory language to capture the
action and convey experiences and
events.
e. Provide a conclusion that follows
from and reflects on the narrated
Concepts
Relevant facts
Concrete details
Quotations
Transitions
Clarify
Cohesion
Precise language
Domain-specific vocabulary
Formal style
Concluding statement
Conclusion
How do I use narrative techniques,
descriptive details, and well-structured
event sequences to write narratives?
Narrative
Narrative techniques
Descriptive details
Event sequence
Context
Narrator
Characters
Dialogue
Pacing
Description
Reflection
Transitions
Sensory language
Conclusion
ELA7.1.3
TCSS
experiences or events.
ELAGSE7W4: Produce clear and
coherent writing in which the development,
organization, and style are appropriate to
task, purpose, and audience. (Gradespecific expectations for writing types are
defined in standards 1-3 above.)
ELAGSE7W9: 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").
ELAGSE7L1: Demonstrate command of
the conventions of standard English
grammar and usage when writing or
speaking.
a. Explain the function of phrases and
clauses in general and their function
in specific sentences.
b. Choose among simple, compound,
complex, and compound-complex
sentences to signal differing
relationships among ideas.
c. Place phrases and clauses within a
sentence, recognizing and correcting
misplaced and dangling modifiers.*
ELAGSE7SL1: Engage effectively in a
range of collaborative discussions (one-onone, in groups, and teacher-led) with
diverse partners on grade 7 topics, texts,
and issues, building on others’ ideas and
expressing their own clearly.
a. Come to discussions prepared, having
read or researched material under study;
explicitly draw on that preparation by
referring to evidence on the topic, text, or
issue to probe and reflect on ideas under
How do I build my skills and consider task,
purpose, and audience to produce quality
writing with appropriate development,
organization, and style?
Development
Organization
Style
Task
Purpose
Audience
Evidence
Analysis
Reflection
Research
ELA7.1.2
ELA7.1.4
ELA7.1.11
How do I demonstrate command of
standard English grammar and usage?
How do phrases and clauses function in
sentences? How can I best express the
relationship between ideas through using
various types of sentences? How can I
recognize and correct misplaced and
dangling modifiers in writing?
Standard English
Phrases
Clauses

dependent

independent
Sentence types

simple

compound

complex

compound-complex
Misplaced modifiers
Dangling modifiers
ELA7.1.3
How do I effectively engage in a range of
collaborative discussions?
Engage
Collaborative
Explicit
Collegial discussion
Decision-making
Goals
Deadlines
Elaboration
Relevant evidence
Quality
Justify
ELA7.1.6
ELA7.1.7
ELA7.1.8
ELA7.1.9
How do I draw evidence from literary or
informational texts to support my analysis,
reflection, and research?
ELA7.1.7
TCSS
discussion.
b. Follow rules for collegial discussions,
track progress toward specific goals and
deadlines, and define individual roles as
needed.
c. Pose questions that elicit elaboration
and respond to others’ questions and
comments with relevant observations and
ideas that bring the discussion back on
topic as needed.
d. Acknowledge new information
expressed by others and, when warranted,
modify their own views and understanding.
ELAGSE7SL4: Present claims and
findings, emphasizing salient points in a
focused, coherent manner with pertinent
descriptions, facts, details, and examples;
use appropriate eye contact, adequate
volume, and clear pronunciation.
How do I present claims in speaking using
appropriate techniques?
Claims
Findings
Coherent
Reasoning/logic
Details
Eye contact
Volume
Pronunciation
ELA7.1.9
TCSS
ELA7.1.1
Learning Target(s):
I can:
 Compare and contrast non-fictional historical resources to
fictional texts to determine how the author used one to shape
the other.
 Identify historical events and symbolism within fictional texts.
Priority Standards:
 Support Standards
 Pre-requisite Learning
Priority Standards:
ELAGSE7RL9: 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.
Resources for Instruction
“From Empire to Independence: The British Raj in India 1858-1947”
“A Timeline of India in the 1800s”
Edsitement Lesson on “Rikki-tikki-tavi”
Notes on Symbolism and Historical Context in “Rikki-tikki-tavi”
Time Allocated
EQ
½ class period – 1 day
How do authors of fiction use or alter historical accounts when writing a
fictional portrayal of a time, place, or character?
Activator/Connection/Warm Up
Students should read “Build Background” and “Meet the Writer” on pg.
142.
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
To build background of the historical time period, the teacher can share
information obtained through the following resources: “From Empire to
Independence: The British Raj in India 1858-1947” (Teacher may want
to create a more concise version of this information.)

Guided Instruction/
Differentiated Instruction
(We Do)
Through discussion, teacher guides students in seeing the British
perspective and the contrasting perspectives of the people of India.

Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
Using "Notes on Symbolism and Historical Context in Rikki Tikki Tavi,”
teacher guides students to understand how Kipling's perspective on
British colonization of India influenced the plot of the story, the
interactions between characters, as well as what the characters
represent symbolically.
3-2-1: List 3 facts you learned about India, 2 ideas about Kipling’s
views on British colonization of India, and 1 question that you have
about the story we are about to read, “Rikki-tikki-tavi.”
TCSS
ELA7.1.2
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
I can:
 Determine how the elements of a story interact to move the
story along.
 Explain how elements change as they interact.
 Analyze character’s traits and their actions to determine how
they affect the setting, plot, theme and other characters.
 Analyze character’s responses to events and interactions with
others and how this affects setting, plot, other characters and
themes.
 Identify the different points of view in a text.
 Contrast the points of view of the characters.
 Explain how the contrasting points of view increase the
complexity of the story that may limit the reader’s identification
with (or sympathy for) a single protagonist.
Priority Standards:
ELAGSE7RL6: Analyze how an author develops and contrasts the
points of view of different characters or narrators in a text.
ELAGSE7RL3: Analyze how particular elements of a story or drama
interact (e.g., how setting shapes the characters or plot).
ELAGSE7RL9: 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.
Support Standards:
 ELAGSE7W4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience.
Pre-requisite Learning: Describe the change in characters as they
reach the resolution.
“Rikki-Tikki-Tavi” – Literature Book – pg. 140
Plot diagram
Elements of a Short Story PowerPoint
Story Elements in “Rikki-Tikki-Tavi”
Notes on Symbolism and Historical Context in “Rikki-tikki-tavi”
RACE Constructed Response
“Rikki-Tikki-Tavi” Constructed Response On-Level and Advanced
7 days
How does the author develop and contrast the points of view of
different characters in a text?
Video clip of mongoose and snake. Discussion of predator/prey
relationships.
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
Teacher will lead a review of the elements of a short story, especially
focusing on plot. You may want to use the Elements of a Short Story
PowerPoint or Story Elements in “Rikki-Tikki-Tavi” PowerPoint. You
will especially want to focus on point of view and elements of plot in
relation to this story.
Read story of “Rikki-Tikki-Tavi.” Stop along the way to complete the
plot diagram (focus on climax) along with discussion questions and
vocabulary. Focus on the point of view used in the story which is thirdperson omniscient.
TCSS
(You Do)



The third-person part of things means the narrator isn't a part of
the story. He's an outside entity looking in. We can tell this
because the narrator uses the third-person pronouns "he" and
"she" to describe every character. If the narrator were inside the
story—what's called a first-person narrator—there'd be an "I"
pronoun popping up. Since we don't have one, we have to go
with a third-person type narrator.
Now for "omniscient." That part means the narrator can go
anywhere and know anything. The narrator isn't tied down to the
perspective of one character at all times (like, say, Harry Potter
and the Sorcerer's Stone). He's all-knowing, like the god of the
story. In fact, "all-knowing" is literally what omni ("all") scient
(knowing) means.
We can tell this is the case for "Rikki-Tikki-Tavi" because the
narrator occupies the minds of many different characters.
Usually, the narrator focuses his storytelling efforts on Rikkitikki's point of view. But every now and then, the narrator will
jump to another character's perspective. For example, look at
this paragraph from the story:
Nag was thinking to himself, and watching the least little
movement in the grass behind Rikki-tikki. He knew that
mongooses in the garden meant death sooner or later for him
and his family; […]


Notice how this paragraph has leapt out of Rikki-tikki's
perspective. We're receiving Nag's thoughts and looking at
something behind Rikki-tikki's back. These two bits of
information can't be known to Rikki-tikki, so the information must
be coming from a source outside the story.
This type of back and forth between character's thoughts and
perspectives is a clear sign we've got an omniscient narrator.
Added to the third-person we discussed earlier, and we get
"third-person omniscient" narrator.
Students should complete the “Rikki-Tikki-Tavi” Constructed Response
On-Level or Advanced. You will need to provide some instruction on
expectations in constructed response. You may want to use the
following video: RACE Constructed Response . Remember that
RACE (Rewrite the question in a sentence, answer the question, cite
evidence (multiple pieces) and explain how the evidence relates to the
answer provided) is one strategy for addressing constructed response.
Summarizer/Closure/Evaluation
of Lesson
As needed, review the historical background of India from the previous
lesson. Read the timeline article about India’s development. Have
students complete a constructed response comparing/contrasting “Rikki
Tikki Tavi” to the historical account of the same time period using
details from BOTH sources.
Teacher will evaluate the CR using the 2 point rubric.
TCSS
ELA7.1.3
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
I can:
 determine how to engage the reader at the beginning of a
narrative text
 determine how to establish the context for the narrative
 determine from what point-of-view the story will be written (e.g.,
first person, third person)
 determine the narrator and characters to include in their
narrative text
 organize the narrative to maintain a natural and logical flow for
the reader
 determine if dialogue should be used in their writing
 develop the visual details of scenes, objects, and people in
narrative writing
 compose details that depict specific actions (e.g., movements,
gestures, postures, and expressions)
 develop dialogue that provides insight into the narrator's and
characters' personalities and motives
 manipulate the pace of a story to highlight significant events, or
to create tension and suspense
 determine which type of transition is appropriate in a narrative to
convey sequence
 determine which type of transition is appropriate in a narrative to
signal a shift from one time frame or setting to another for
readers
 determine which experiences and events need elaboration
 determine when and where to add concrete words and sensory
details to narrative writing
 determine which type of sensory language is appropriate for the
given context
 determine if descriptive details are relevant
 determine if the sensory language used provides enough detail
to capture the action and enables the reader to visualize the
event or experience
 develop an appropriate conclusion to a story
Priority Standards:
ELAGSE7W3: Write narratives to develop real or imagined
experiences or events using effective technique, relevant descriptive
details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point
of view and introducing a narrator and/or characters; organize an
event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and
description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey
sequence and signal shifts from one time frame or setting to
another.
d. Use precise words and phrases, relevant descriptive details, and
sensory language to capture the action and convey experiences
and events.
e. Provide a conclusion that follows from and reflects on the
narrated experiences or events.
Support Standards:
 ELAGSE7RL6: Analyze how an author develops and contrasts
TCSS
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
the points of view of different characters or narrators in a text.
 ELAGSE7L1: Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking.
a. Explain the function of phrases and clauses in general
and their function in specific sentences.
b. Choose among simple, compound, complex, and
compound-complex sentences to signal differing
relationships among ideas.
c. Place phrases and clauses within a sentence,
recognizing and correcting misplaced and dangling
modifiers.*
Pre-requisite Learning: Describe the change in characters as they
reach the resolution.
“Rikki-Tikki-Tavi” – Literature Book – pg. 140
Sentence Structure, Commas, and Misplaced Modifiers PowerPoint
Placing Modifiers Handout
“Rikki-Tikki-Tavi” Point of View Narrative Constructed Response
Narrative Rubric
1-2 days
How do I use narrative techniques, descriptive details, and wellstructured event sequences to write narratives?
Turn and talk with a partner about the point of view used in “Rikki-TikkiTavi.”
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
Explain to students that we will be writing narratives in relation to the
story we read in the previous lesson, “Rikki-Tikki-Tavi.” Narrative
writing is writing that tells a story. In order to write well, it is important to
pay attention to language and conventions. Talk about the difference
between phrases and clauses and the need to use variety in your
writing. Explain that phrases can be used to add more detail and
information. Provide instruction using the Sentence Structure, Commas,
and Misplaced Modifiers PowerPoint. You may also want to have
students practice using the Placing Modifiers Handout.
Choose one of the characters in “Rikki-Tikki-Tavi” and re-write a scene
from that character’s perspective. Direct students to first re-read the
scene they plan to rewrite. Explain that they will need to use textual
evidence in their narrative along with narrative techniques and details.
*Differentiation* - Struggling learners could complete a quiz that mirrors
the point of view writing assignment rather than being required to
produce the writing independently.
Summarizer/Closure/Evaluation
of Lesson
Point of View task with rubric (with or without differentiation).
Constructed response.
TCSS
ELA7.1.4
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
I can:
 Determine how the elements of a story interact to move the
story along.
 Explain how elements change as they interact.
 Analyze character’s traits and their actions to determine how
they affect the setting, plot, theme and other characters.
 Analyze character’s responses to events and interactions with
others and how this affects setting, plot, other characters and
themes.
Priority Standard:
ELAGSE7RL3: Analyze how particular elements of a story or drama
interact (e.g., how setting shapes the characters or plot).
Support Standards:
 ELAGSE7RL1: Cite several pieces of textual evidence to
support analysis of what the text says explicitly as well as
inferences drawn from the text.
 ELAGSE7RL4: Determine the meaning of words and phrases
as they are used in a text, including figurative and connotative
meanings; analyze the impact of rhymes and other repetitions of
sounds (e.g., alliteration) on a specific verse or stanza of a
poem or section of a story or drama.
 ELAGSE7W4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1-3 above.)
Pre-requisite Learning: Describe the relationship between events in
the plot as they lead to the resolution.
For embedded mini-lesson:
 Video Clip for Tone mini-lesson: “Toy Story”
 Materials, Tone Words, and Worksheet
“Three Skeleton Key,” Literature Textbook, pg. 160
Plot diagram
“Three Skeleton Key” Text-Dependent Questions with Answers
Elements of a Short Story PowerPoint
Foreshadowing table – pg. 161
Foreshadowing Video Clips:
 Cinderella
 Despicable Me
 The Lion King
Time Allocated
EQ
3-4 days
How does the integration of story elements shape the text?
How do I identify the tone and mood in a story?
Activator/Connection/Warm Up
Show a brief clip from a movie or television episode or cartoon that
features foreshadowing. You may want to use one of the following:
 Cinderella
 Despicable Me
 The Lion King
Engage students in a partner and/or class discussion about the use of
foreshadowing to build suspense. Lead students to explore the
purpose and techniques involved in foreshadowing.
TCSS
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Teacher will lead a review of plot elements and hand out plot diagram.
Review using the Elements of a Short Story PowerPoint as needed.
Mini Lesson on Tone and Mood. Watch the Video Clip for Tone minilesson: “Toy Story” and discuss how the mood changes from beginning
to end. Use the PowerPoint to explain tone and mood and practice with
examples in the PowerPoint. Have students discuss and determine the
tone and mood of the story. Complete tone/mood activity (see
attached materials, words, and worksheet)
Introduce the concept of foreshadowing and discuss. Remind students
that they are to look for examples of foreshadowing in the text
selection.

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
Teacher and students will read the story, “Three Skeleton Key,”
stopping along the way to discuss and complete plot diagram and
foreshadowing table. Additionally, you may want to have students
complete the “Three Skeleton Key” Text-Dependent Questions
independently or use them as a guide for class discussion. The focus
on the text-dependent questions is that students are going back to the
text after the initial reading to cite evidence and provide support for their
answers. You can structure this as independent work, think-pair-share
and/or whole class discussion.
Summarizer: Orally review key parts of plot as well as examples of
foreshadowing, tone, and mood
TCSS
ELA 7.1.5
Learning Target(s):
I can:
● determine how the elements of a story interact to move the story
along
● explain how elements change as they interact
● analyze character's traits and their actions to determine how
they affect the setting, plot, theme and other characters
● analyze character's responses to events and interactions with
others and how this affects setting, plot, other characters and
themes
Priority Standards:
● Support Standards
● Pre-requisite Learning
Priority Standards
ELAGSERL3: Analyze how particular elements of a story or drama
interact.
ELAGSE7RL1: Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as inferences drawn
from the text.
Support Standards:
 ELAGSE7RL4: Determine the meaning of the words and
phrases as they are used in a text, including figurative and
connotative meanings
Pre-requisite Learning: Describe the relationship between events in
the plot as they lead to the resolution
Resources for Instruction
"The Dive" by 181
“The Dive” Introductory Prezi
Time Allocated
2 days
EQ
How does the integration of story elements shape the text?
Activator/Connection/Warm Up
Students will respond to one of the journal prompts below:
 Why do you think people are tempted by danger?
 If a friend asked you for advice about doing something
dangerous, what would you tell him or her? Why?
Instructional Delivery
●
Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
●
Guided Instruction/
Differentiated Instruction
(We Do)
●
Independent Practice
(You Do)
Teacher will first need to review the terms: setting, external conflict,
internal conflict, and imagery.
Students can view the following introductory prezi presentation: “The
Dive” Introductory Prezi
Students and teacher will discuss the story's vocabulary terms and how
they are used in the story:
1) crinkling
2) stubble
3) caressed
4) wafting
While reading, students will look for details that appeal to your senses.
To visualize characters, look for details about the characters'
appearance, such as clothing or hair color. Students will fill out a chart
as they read that shows this imagery.
TCSS
As you read as a class, teacher will make a list of five sensory details
that help the reader visualize each of the settings.
Students and teacher will read "The Dive" together as a class. As you
read, students will be filling out their character charts. Projected on the
board will be the teacher's setting chart that will contain student input.
Re-read the description of the boys jumping from the bridge at the
beginning of the story. What sensory images does the author use to
describe the action and the setting? Compare those images with the
ones he uses to describe Mama Tochi's house. What mood does each
description create? Why?
Summarizer/Closure/Evaluation
of Lesson
Write a description of two very different settings you're familiar with.
Use sensory details to help your reader accurately picture each place
and to set a mood for each piece.
TCSS
ELA7.1.6
The following lessons are based on using The Cay as the extended text for Unit 1.
Study of this text will take approximately 4 weeks. If you have selected to use the
other extended text option, you will need to modify the content while ensuring that you
meet all of the standards.
Learning Targets:
Priority Standards:
● Support Standards
● Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
I can:
● analyze the development of multiple themes throughout a
literary text
● participate effectively in literary circles to enhance learning
● identify implicit and explicit clues in literary text
● identify textual evidence that will support a claim or stance
Priority Standards
ELAGSE7RL3: Analyze how particular elements of a story or drama
interact (e.g., how setting shapes the characters or plot).
Support Standards:
 ELAGSE7RL1: Cite several pieces of textual evidence to
support analysis of what the text says explicitly as well as
inferences drawn from the text.
 ELAGSE7SL1: Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 7 topics, texts, and issues, building
on others' ideas and expressing their own clearly.
Pre-requisite Learning:
Describe the relationship between events in the plot of a story
Draw conclusions about what a text is saying explicitly and implicitly
Analyze relevant content, organize ideas, new information and prior
knowledge to clearly explain the topic
The Cay novel
The Cay PowerPoint
The Cay Supplemental Historical Background Material
The Cay Reading Guide
2-3 days
How can I clearly express my ideas verbally or in writing?
How do I determine a theme or central idea of a text and analyze its
development over the course of the text and provide an objective
summary of the text?
How do I cite textual evidence to support my analysis of the text?
How does the struggle for survival shape character?
Students will begin by answering the following journal prompts:
1) Imagine being in an unfamiliar place and being forced to
separate from your parents. How would you feel? How would
you cope in that situation? If you could take one person in your
family to protect/help you, who would it be and why?
2) Describe a time where you met a new person, formed an
opinion about him/her, and found out you were wrong about
them. Why do you think you reacted this way? What did they do
to change your opinion about them? Explain.
After students have written responses to these journals, provide two
minutes to share with a partner before allowing a brief time to share
with the class.
TCSS
Instructional Delivery
●
●
●
Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Guided Instruction/
Differentiated Instruction
(We Do)
Independent Practice
(You Do)
Introduce the novel to the students by providing historical background
and by using the introductory PowerPoint on The Cay.
Students will then discuss the book’s dedication to “Dr. King’s dream.”
Based on this dedication, what can the student’s infer about the topics
and themes of this novel?
Students will read chapter 1 of The Cay. There are many options for
reading including whole group reading, partner reading, small group
reading, or independent reading. Base these decisions on your
students’ needs, but be sure that you do provide opportunities for
independent reading at various points in the novel. Then, in partners or
in literature circles, students will discuss the chapters they read and
complete the questions for Chapters 1.
After reading Chapter 1, Distribute copies or project the following key
paragraph on the board. Students will analyze the paragraph and
discuss the differences between Phillip’s mother and father.
Key Paragraph
“My mother, I knew, had not wanted to come to Curacao in late 1939,
but my father had argued that he was needed for the war effort even
though the United States was not at war then. Royal Dutch Shell had
borrowed him from his American company because he was an expert in
refineries and gasoline production. But the moment she saw it, my
mother decided she didn’t like Curacao and she often complained
about the smell of gas and oil whenever the trade winds died down.”
With a partner or as a whole class, discuss:
 What is the German navy’s motivation for blowing up oil
tankers? Is this an effective war strategy?
 What kind of relationship do Phillip’s parents have right now?
 What do you predict might happen to Phillip and his parents
now that the war has come to their island?
Students should continue reading Chapter 2 and complete discussion
and/or questions. You may want to have students analyze the following
key paragraph from Chapter 2 individually to look for conflict and
character:
“Suddenly, I felt hollow inside. Then I became angry and accused her
of being a coward. She told me to go off to school. I said I hated her.”
Summarizer/Closure/Evaluation
of Lesson
Phillip must pack on a short notice. Knowing that there is a chance that
the ship he is on will be torpedoed; create a suitcase bookmark that
shows what you what you think Phillip should be taking with him on his
journey.
See The Cay Reading Guide for End-of-Chapter Discussion Questions.
TCSS
ELA 7.1.7
Learning Targets:
I can:
 analyze the development of multiple themes throughout a literary
text
 participate effectively in literary circles to enhance learning
 identify implicit and explicit clues in literary text
 identify textual evidence that will support a claim or stance
Priority Standards:
Priority Standards:
ELAGSERL2: Determine a theme and/or central idea of a text and
analyze its development over the course of the text; provide an
objective summary of the text
Support Standards:
 ELAGSE7RL4: Determine the meaning of words and phrases
as they are used in a text, including figurative and connotative
meanings; analyze the impact of rhymes and other repetitions of
sounds (e.g., alliteration) on a specific verse or stanza of a
poem or section of a story or drama.
 ELAGSE7RL9: 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.
 ELAGSE7RI3: 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).
 ELAGSE7SL1: Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 7 topics, texts, and issues, building
on others' ideas and expressing their own clearly.
 ELAGSE7W9: Draw evidence from literary or informational texts
to support analysis, reflection, and research
Support Standards
Pre-requisite Learning
Pre-requisite Learning:
 Describe the relationship between events in the plot of a story
 Draw conclusions about what a text is saying explicitly and
implicitly
 Analyze relevant content, organize ideas, new information and
prior knowledge to clearly explain the topic
Resources for Instruction
The Cay novel Chapters 3-6
The Cay Reading Guide
Theme PowerPoint
Theme Packet
Theme Practice Worksheet
The Cay and Coral Reefs
The Cay and World War II
Time Allocated
3-4 days
EQ
How do I determine a theme or central idea of a text and analyze its
development over the course of the text and provide an objective
summary of the text?
TCSS
How do I cite textual evidence to support my analysis of the text?
How does the struggle for survival shape character?
Activator/Connection/Warm Up
Students will begin by writing a short paragraph about the following
topics:




Based on what you know so far, do you think leaving the island
is the right thing to do? Why or why not?
Do you think Phillip wanted to leave? Why?
Should his parents have taken his opinion into account? Why or
why not?
What would you do if you were Phillip in this instance?
Instructional Delivery
●
Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
●
Guided Instruction/
Differentiated Instruction
(We Do)
●
Independent Practice
(You Do)
Provide direct instruction on theme using the Theme PowerPoint. See
what students already know about theme. They should know:
 theme or central idea is the message or lesson that the author
wants the reader to take away from the text
 details from a text, such as how a character changes or what
the speaker of a poem thinks about a particular subject,
contribute to the theme or central idea of the text
 theme is not just a topic; instead it is the life message that an
author has about a topic
You may also have students practice on their own by reading a
passage and identifying the theme using handouts from the Theme
Packet. You will most likely not need all of the handouts, so make
selections based on what suits your students the best. You may want
to have students work together on a few of the items on the Theme
Practice Worksheet. Tell them that as they continue to read The Cay,
they should consider what the author is saying about the following
topics: race, friendship, survival, and war as these topics will lead to
themes or messages about the book. You may want to have students
chart evidence of what the author says about these topics as they read.
Students will then read chapters 3-6 with their teacher. There are many
options for reading including whole group reading, partner reading,
small group reading, or independent reading. Base these decisions on
your students’ needs, but be sure that you do provide opportunities for
independent reading at various points in the novel. Then, in partners or
in literature circles, students will discuss the chapters they read and
complete the questions for Chapters 3-6.
Students will read articles on Coral Reefs and World War II in order to
make connections between the novel setting and the historical settring.
While reading, students will respond to discussion questions:
 The Cay and Coral Reefs
 The Cay and World War II
.
As you read, you can add things to your bookmark.
TCSS
Summarizer/Closure/Evaluation
of Lesson
See The Cay Reading Guide for End-of-Chapter Discussion Questions.
TCSS
ELA7.1.8
Learning Target(s):
I can:
For RL2:
 infer the theme or central idea of a text
 determine when a theme or central idea first appears and when
it is reinforced by events or characters in the text
 explain how details in the text support the text's theme or
central idea
 determine the main ideas in a text and use them in an objective
summary
 analyze how a theme or central idea develops over the course
of a text
For RL3:
 determine how the elements of a story relate to one another
 determine how the elements of a story interact to move the
story along
 explain how elements change as they interact
 analyze characters' traits and their actions to determine how
they affect the setting, plot, theme, and other characters
 analyze characters' responses to events and interactions with
others and how this affects setting, plot, other characters, and
themes
For RL4:
 determine how the author's use of words and phrases controls
the meaning/tone of the text
 explain how the author's use of figurative language further
illustrates/expands the purpose and meaning of the text
 explain how the author's use of connotative meanings conveys
the author's stance within a text
 determine how rhymes and alliterations impact (e.g., unify
thoughts, create verbal appeal, or emphasize specific words)
verses or stanzas of a poem, or selections of a story or drama
For RL6:
 identify the different points of view in a text
 contrast the points of view of the characters
 surmise why an author develops the story through different
points of view

explain how the contrasting points of view increase the
complexity of the story, but may limit the reader's identification
with (or sympathy for) a single protagonist
Priority Standards:
 Support Standards
 Pre-requisite Learning
Priority Standards:
ELAGSERL2: Determine a theme and/or central idea of a text and
analyze its development over the course of the text; provide an
objective summary of the text.
ELAGSE7RL3: Analyze how particular elements of a story or drama
interact (e.g., how setting shapes the characters or plot).
ELAGSE7RL4: Determine the meaning of words and phrases as they
are used in a text, including figurative and connotative meanings;
analyze the impact of rhymes and other repetitions of sounds (e.g.,
alliteration) on a specific verse or stanza of a poem or section of a story
or drama.
ELAGSE7RL6: Analyze how an author develops and contrasts the
points of view of different characters or narrators in a text.
TCSS
Support Standards:
 ELAGSE7RL1: Cite several pieces of textual evidence to
support analysis of what the text says explicitly as well as
inferences drawn from the text.
 ELAGSE7RL9: 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.
 ELAGSE7SL1: Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 7 topics, texts, and issues, building
on others' ideas and expressing their own clearly.
Pre-requisite Learning:
 Describe the relationship between events in the plot of a story
 Draw conclusions about what a text is saying explicitly and
implicitly
 Analyze relevant content, organize ideas, new information and
prior knowledge to clearly explain the topic
Resources for Instruction
The Cay novel Chapters 7-19
The Cay Reading Guide
Theme Packet
The Cay Text-dependent Questions
Relating The Cay to the Standards
Time Allocated
10-12 days
EQ
How can I analyze the development of the theme over the course of the
text?
How do particular elements of a story interact?
How can I determine the meaning of words and phrases as they are
used in a text? How do I determine the meaning and purpose of
figurative and connotative language in a text?
How does and author develop and contrast the points of view of
different characters or narrators in a text?
Activator/Connection/Warm Up
Turn and talk: Explain to students that an objective summary includes
a statement of the text’s main ideas but no opinions or judgments.
Each partner will spend 1 minute summarizing the main events and
details of the previous day’s chapters. Report back to the class.
(NOTE: As the focus standard for the chapters shift, you may want to
adapt this activator to focus specifically on that standard)
TCSS
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
Students will continue to read and interact with The Cay. As students
progress through the book, guide them in determining and analyzing
the four major topics: race, friendship, survival, and war and guide
them to determine and support themes related to these topics.
Additionally, have students complete chapter questions from The Cay
Reading Guide and guided journaling activities at specific check points
in the book.
Use The Cay Text-dependent Questions to guide lessons on analyzing
the text. You may want to give some of these as writing assignments,
group work, or oral discussions, but students should have multiple
opportunities to read closely and interact with the text.
Suggested focus for each set of chapters:
 Chapters 7-9: RL6: Analyzing contrasting points of view
 Chapters 10-14: RL3: Interaction of story elements
 Chapters 15-16: RL4: Determining meanings of words and
phrases
 Chapters 17-19: RL2: Determining and analyzing themes
Summarizer/Closure/Evaluation
of Lesson
As a culminating activity, students can complete Relating The Cay to
the Standards.
Include daily wrap-ups, summarizing of sections, and various tickets out
the door related to the standards of focus for the day.
TCSS
ELA7.1.9
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
I can:




analyze relevant content to support a topic or idea
demonstrate the proper structure of an informational text
demonstrate the proper structure of an explanatory text
demonstrate support of a topic through the selection,
organization, and analysis of content
 write an introduction that contains a thesis that states the main
topic and previews what is to follow
 demonstrate how to preview what is to follow when introducing a
topic
 demonstrate strategies used in informative and explanatory texts
(e.g., definition, classification, comparison/contrast, cause/effect)
 use formatting, graphics, and multimedia to aid comprehension
about a topic
 determine when facts, quotes, details, and examples are
relevant to topic
 evaluate their writing to determine if sufficient support for the
topic and purpose was provided
 determine which transitions are appropriate to create cohesion
and clarify relationships among ideas and concepts
 determine which transitions best support text structure and
purpose
 determine when and where to add transitions in informative and
explanatory texts
 determine the precise language and domain-specific vocabulary
appropriate for the task, purpose, and audience
 determine when to define domain-specific words for the
audience
 develop better vocabulary to improve their writing
 determine the formal style of writing that is best suited for task
and purpose
 develop tone while establishing a formal style
 determine how to effectively conclude a topic
 determine which information to use when formulating a
conclusion
Priority Standards:
ELAGSE7W2: Write informative/explanatory texts to examine a topic
and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize
ideas, concepts, and information, using strategies such as
definition, classification, comparison/contrast, and cause/effect;
include formatting (e.g., headings), graphics (e.g., charts, tables),
and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the
relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform
about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and
supports the information or explanation presented.
TCSS
Support Standards:
 ELAGSE7RL1: Cite several pieces of textual evidence to
support analysis of what the text says explicitly as well as
inferences drawn from the text.
 ELAGSERL2: Determine a theme and/or central idea of a text
and analyze its development over the course of the text; provide
an objective summary of the text.
 ELAGSE7SL1: Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 7 topics, texts, and issues, building
on others' ideas and expressing their own clearly.
 ELAGSE7SL4: Present claims and findings, emphasizing
salient points in a focused, coherent manner with pertinent
descriptions, facts, details, and examples; use appropriate eye
contact, adequate volume, and clear pronunciation
Resources for Instruction
The Cay
The Cay Reading Guide
Theme Packet
Informative/Explanatory PowerPoint: Slides 1-17
The Cay Menu and accompanying rubrics
Speech Document
Time Allocated
4 days
EQ
How do I write effective informative/explanatory texts to thoroughly
examine a topic and convey my ideas?
Activator/Connection/Warm Up
Turn and talk: Which of the themes of The Cay stands out most to
you? (Each partner will have one minute to identify the theme and
explain why that theme is significant.
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Provide direct instruction on informative and explanatory essays using
the Informative/Explanatory PowerPoint: Slides 1-17. If you plan to
have your students deliver speeches in addition to writing essays, you
will want to provide some additional instruction and practice on
expectations for public speaking: e.g., use appropriate eye contact,
adequate volume, and clear pronunciation.

Guided Instruction/
Differentiated Instruction
(We Do)
Provide opportunities for students to participate in pre-writing using
graphic organizers.

Independent Practice
(You Do)
Prompt: After reading the extended text, write an essay in which you
analyze how the theme is developed over the course of the text. The
teacher may choose to have students present orally and/or turn in a
written copy.
Student essays and/or speeches
Summarizer/Closure/Evaluation
of Lesson
TCSS
ELA7.1.10
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
I can:




analyze relevant content to support a topic or idea
demonstrate the proper structure of an informational text
demonstrate the proper structure of an explanatory text
demonstrate support of a topic through the selection,
organization, and analysis of content
 write an introduction that contains a thesis that states the main
topic and previews what is to follow
 demonstrate how to preview what is to follow when introducing a
topic
 demonstrate strategies used in informative and explanatory texts
(e.g., definition, classification, comparison/contrast, cause/effect)
 use formatting, graphics, and multimedia to aid comprehension
about a topic
 determine when facts, quotes, details, and examples are
relevant to topic
 evaluate their writing to determine if sufficient support for the
topic and purpose was provided
 determine which transitions are appropriate to create cohesion
and clarify relationships among ideas and concepts
 determine which transitions best support text structure and
purpose
 determine when and where to add transitions in informative and
explanatory texts
 determine the precise language and domain-specific vocabulary
appropriate for the task, purpose, and audience
 determine when to define domain-specific words for the
audience
 develop better vocabulary to improve their writing
 determine the formal style of writing that is best suited for task
and purpose
 develop tone while establishing a formal style
 determine how to effectively conclude a topic
 determine which information to use when formulating a
conclusion
Priority Standards:
ELAGSE7W2: Write informative/explanatory texts to examine a topic
and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize
ideas, concepts, and information, using strategies such as
definition, classification, comparison/contrast, and cause/effect;
include formatting (e.g., headings), graphics (e.g., charts, tables),
and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the
relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform
about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and
supports the information or explanation presented.
TCSS
Support Standards:
 ELAGSE7RL1: Cite several pieces of textual evidence to
support analysis of what the text says explicitly as well as
inferences drawn from the text.
 ELAGSE7RL4: Determine the meaning of words and phrases
as they are used in a text, including figurative and connotative
meanings; analyze the impact of rhymes and other repetitions of
sounds (e.g., alliteration) on a specific verse or stanza of a
poem or section of a story or drama.
 ELAGSE7RL5: Analyze how a drama or poem’s form or
structure (e.g., soliloquy, sonnet) contributes to its meaning.
Resources for Instruction
“The Wreck of the Hesperus” by Henry Wadsworth Longfellow
Informative/Explanatory PowerPoint: Compare and contrast essay
Time Allocated
EQ
3 days
How can I cite textual evidence to support my analysis of what the text
says?
How do I analyze how a poem’s structure contributes to its meaning?
Activator/Connection/Warm Up
How can I compare/contrast characters across genres?
The title of the poem is “The Wreck of the Hesperus.” What can you
assume the poem is about based on the title?
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Introduce basic concepts of narrative poetry. Relate to plot diagram
used for “Rikki Tikki Tavi.” Remind students about the climax and ways
to determine the climax of a narrative.
Provide review of basic poetry vocabulary terms and components, such
as rhyme scheme, rhythm, stanza, line, etc.

Guided Instruction/
Differentiated Instruction
(We Do)
Read “The Wreck of the Hesperus,” and discuss and complete plot
diagram. Discuss how the poem is a narrative poem. How does this
structure contribute to a reader’s understanding of the plot and theme?
Answer teacher-led questions about the poem.
Provide some instruction on writing compare and contrast essays using
the Informative/Explanatory PowerPoint.
.

Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
Writing Assignment: Compare/contrast The Cay with “The Wreck of the
Hesperus” in terms of how characters protect their loved ones during
crises.
Writing task will be graded according to 7 point rubric found used for
the Georgia Milestones.
TCSS
ELA7.1.11
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
I can:
 integrate audience, speaker, and purpose to improve a narrative
 determine the most effective way of combining speaker,
audience, and purpose with effective techniques, details, and
event sequences
 develop audience, speaker, and purpose through figurative
language to improve a narrative
 determine how to engage the reader at the beginning of a
narrative text
 determine how to establish the context for the narrative
 determine from what point-of-view the story will be written (e.g.,
first person, third person)
 determine the narrator and characters to include in their
narrative text
 organize the narrative to maintain a natural and logical flow for
the reader
 determine if dialogue should be used in their writing
 develop the visual details of scenes, objects, and people in
narrative writing
 compose details that depict specific actions (e.g., movements,
gestures, postures, and expressions)
 develop dialogue that provides insight into the narrator's and
characters' personalities and motives
 manipulate the pace of a story to highlight significant events, or
to create tension and suspense
 determine which type of transition is appropriate in a narrative to
convey sequence
 determine which type of transition is appropriate in a narrative to
signal a shift from one time frame or setting to another for
readers
 determine which experiences and events need elaboration
 determine when and where to add concrete words and sensory
details to narrative writing
 determine which type of sensory language is appropriate for the
given context
 determine if descriptive details are relevant
 determine if the sensory language used provides enough detail
to capture the action and enables the reader to visualize the
event or experience
 develop an appropriate conclusion to a story
Priority Standards:
ELAGSE7W3: Write narratives to develop real or imagined
experiences or events using effective technique, relevant descriptive
details, and well-structured event sequences.
Supporting Standards:
 ELAGSE7RI1: Cite several pieces of textual evidence to
support analysis of what the text says explicitly as well as
inferences drawn from the text.
 ELAGSE7RI3: 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).
 ELAGSE7W4: Produce clear and coherent writing in which the
TCSS
development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1-3 above.)
Resources for Instruction
Time Allocated
EQ



13 Survival Stories
Narrative Writing PowerPoint
PowerPoint of Positive Quotes
5 days
How can I identify and analyze relationships between individuals,
events and ideas?
How can I analyze a topic, select relevant information and organize my
writing in order to convey my ideas effectively?
Activator/Connection/Warm Up
How can I write narratives to develop real or imagined experiences or
events?
PowerPoint of Positive Quotes. View and discuss why it is important to
keep a positive outlook on life.
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Provide instruction on Narrative Writing using the Narrative Writing
PowerPoint. Review narrative writing techniques, including but not
limited to point of view (1st, 3rd person), use of details, and dialogue.
Days 1-2: Allow students to read articles and explore the concepts of
positive outlook and its effect on one’s life.
Days 3-5: Students work on narrative writing task, changing point of
view of one of the 13 stories of survival to 1st person point of view.
Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
Narrative Writing Task – Graded with 4-point rubric from Georgia
Milestones Packet (GMP).