Seventh Grade
English Language Arts and Reading
Unit: 01 Lesson: 01
Day 3 of 20
Reflection through Poetry
Lesson Preparation
WORD STUDY
Daily Lesson 3
TEKS
Ongoing TEKS
7.2A
Key
Understandings
and
Guiding
Questions
• Understanding new words and concepts
READING
TEKS
7.Fig19A,D
7.4A
7.8A
7.28A
 How can knowing word parts help you
determine the meaning of unfamiliar
words?
Vocabulary of
Instruction
• Prefix
Materials
• Vocabulary Notebook (1 per student)
• Chart paper (if applicable)
Ongoing TEKS
• Authors choose techniques, form, and
enhances comprehension and oral and
written communication.
structure to enable the reader to
experience and connect with the events
and characters.
 What do authors do to help the reader
connect with the text?
•
•
•
•
•
WRITING
Figurative language
TEKS
Ongoing TEKS
7.14A
• Authors choose techniques, form, and
structure to enable the reader to
experience and connect with the events
and characters.
 How do authors generate ideas for
writing?
• Question
Literary language
Reader’s Notebook (1 per student)
Highlighter (1 per student)
2 grade-appropriate poems from Daily
Lesson 2 (1 copy of each per student)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Attachments
and Resources
• Teacher Resource: Grade 7 Unit 01 Word
Advance
Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Select three prefixes to use for instruction
2. Reread the poems from Daily Lesson 2.
2. Prepare to brainstorm questions and
and add to the Word Wall. Identify the
definitions for each prefix.
Identify places where the authors use
literary language.
Study Overview (1)
3. Select an unfamiliar grade-level academic
word that includes one of the prefixes.
4. Refer to Teacher Resource: Grade 7 Unit
01 Word Study Overview. Plan
accordingly.
©2012, TESCCC
• Teacher Resource: Grade 7 Unit 01
Reading Appetizer (1)
3. Create an Anchor Chart: Literary
Language. Add the following words to the
chart: simile, metaphor, personification,
refrain, repetition, hyperbole, and idiom.
Record a definition and an example for
each of the terms. Refer to background
information for definitions. Write the
following steps of an analysis on the chart:
06/01/13
thoughts in the Teacher Writer’s Notebook
as a strategy for generating ideas.
3. Prepare to display the Anchor Chart: Ideas
for Generating a Writing Topic from Daily
Lesson 2 Writing.
Page 1 of 6
Daily Lesson 3
WORD STUDY
READING
• Identify the meaning of the literary
language used by the author
• Identify the sense(s) the language
appeals to and its (their) role in
imagery
• Identify the words or phrases that
contribute to the overall mood
• Explain how the literary language
appeals to the senses and mood
4. Refer to Teacher Resource: Grade 7 Unit
Background
Information
01 Reading Appetizer. Prepare
accordingly.
Figurative language - language not intended
to be taken literally but layered with
meaning through the use of imagery,
metaphors, and other literary devices
Literary Language Definitions:
Simile - a comparison of two things that
are essentially different, usually using the
words like or as (e.g., O my love is like a
red, red rose from Robert Burns, “A Red,
Red Rose”)
Metaphor - a subtle comparison in which
the author describes a person or thing
using words that are not meant to be
taken literally (e.g., time is a dressmaker
specializing in alterations)
Personification - figurative language in
which non-human things or abstractions
are represented as having human qualities
(e.g., necessity is the mother of invention)
Refrain - a group of words repeated at key
intervals in poetry
Repetition - the act of repeating for emphasis
WRITING
Seventh Grade
English Language Arts and Reading
Unit: 01 Lesson: 01
READING
Daily Lesson 3
WRITING
WORD STUDY
Hyperbole - an intentional and extreme
exaggeration for emphasis or effect (e.g.,
this book weighs a ton)
Idiom - an expression that has a different
meaning from the literal meaning of its
individual words (e.g., have the upper
hand or under the weather). Idioms are
peculiar to a given language and usually
cannot be translated literally.
Teacher Notes
©2012, TESCCC
Page 3 of 6
.
06/01/13
Instructional Routines
Daily Lesson 3
WORD STUDY
READING
WRITING
Duration
and
Objective
Suggested Duration: 15-20 min.
Suggested Duration: 45-50 min.
Suggested Duration: 25-30 min.
Content Objective: Students use prefixes to
determine the meaning of grade-level
academic words.
Content Objective: Students analyze how the
author uses language to appeal to the
senses, create imagery, and suggest mood.
Content Objective: Students generate ideas
for writing.
Mini Lesson
1. Instruct students to designate three pages
1. Ask: What do authors do to help the
1. Display the Anchor Chart: Ideas for
in their Vocabulary Notebook for their
Personal Word Walls. Students title the
first page Prefixes to mirror the Prefix
column of the classroom Word Wall.
Students title the second page Roots and
the third page Suffixes.
2. Display the three previously selected
prefixes. Define each prefix and add them
to the Word Wall. Students record the
prefixes in their Vocabulary Notebook.
reader connect to the text? Discuss
responses.
2. Explain that they will be rereading two of
the poems read during Daily Lesson 2 in
order to analyze the language (words and
phrases) used by the author.
3. Explain that the poems contain figurative
phrases, or phrases that have a deeper
meaning that go beyond the literal. (The
type of figurative phrases and literary
language addressed in this lesson will
depend on the chosen poems.)
4. Display the Anchor Chart: Literary
Language. Name and define a few types
of literary language used in the poems,
provide general examples, and request
students to help identify more examples in
the first poem. Students record the
definitions and poem examples in their
Reader’s Notebook.
5. Explain that authors use language that
appeals to our senses, creates a picture in
our mind, which is called imagery, and
suggests an overall feeling or mood.
6. Review the steps in analysis on the Anchor
Chart: Literary Language.
• Identify the meaning of the literary
language used by the author
• Identify the sense(s) the language
Generating a Writing Topic and review the
previously listed strategies.
2. Introduce a new strategy titled Questions
and Thoughts. Record on the Anchor
Chart.
3. On a blank sheet in the Teacher Writer’s
Notebook, display a list of questions
beginning with the stem I wonder . . .Think
Aloud about reflections and questions that
could become a writing topic.
4. Select one of the questions from the list,
Think Aloud and Free Write about the
topic.
Seventh Grade
English Language Arts and Reading
Unit: 01 Lesson: 01
READING
Daily Lesson 3
WRITING
WORD STUDY
appeals to and its (their) role in
imagery
• Identify the words or phrases that
contribute to the overall mood
• Explain how the literary language
appeals to the senses and mood.
7. Display and read aloud the first previously
Learning
Applications
1. Divide students into three groups. Assign
each group a prefix.
2. Students write their assigned prefix in a
circle on a blank page in their Vocabulary
Notebook. As a group, students brainstorm
as many words as they can that have their
prefix. Each student records the words
around the circled prefix.
3. Discuss each group’s brainstormed words.
Add 2-3 words to the Word Wall under the
appropriate prefixes.
4. Present an unfamiliar word that uses one
of the three prefixes.
5. Instruct students to use the prefix to help
them define the word, as they record
©2012, TESCCC
Page 5 of 6
06/01/13
read poem, highlighting words or phrases
that create imagery, appeal to the senses,
and suggest mood. Think Aloud and
model analyzing the poem for literary
language using the steps on the Anchor
Chart: Literary Language.
1. Distribute highlighters and the second
previously read poem. Students work with
a partner to reread the second poem and
highlight figurative language or language
that appeals to the senses, creates
imagery, and/or suggests mood. Students
refer to the Anchor Chart: Literary
Language as necessary.
2. In the margin next to highlighted words or
phrases, students label what the language
does (appeals to the senses, creates
imagery, or suggests mood).
3. Students discuss the poem and describe
the mood of the poem.
4. Students’ glue or tape their poems in their
Reader’s Notebook.
1. Students make a list of their own thoughts
and questions in their Writer’s Notebook.
2. Students select one question and Free
Write about the topic.
3. Monitor students and provide assistance
as necessary.
Daily Lesson 3
WORD STUDY
READING
WRITING
definitions in their Vocabulary Notebook.
5. Students engage in Independent Reading
Closure
if time allows.
Engage in Small Group Instruction as appropriate.
1. Share and discuss students’ definitions.
1. As a class, discuss examples of literary
1. Ask 2-3 students to share their writing
Come to a consensus on the best
language from the poem.
through the Author’s Chair routine.
definition for the word.
2. Ask: How can knowing word parts help
you determine the meaning of
unfamiliar words? Discuss responses.
2. Ask: How can words help you interpret
a poem? Discuss responses.