Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
ELAR Grade 07 Unit 02 Exemplar Lesson 01: Investigating Myths
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with
district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts
may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s
teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle
State Adopted Instructional Materials.)
Lesson Organizer
Lesson Synopsis
Performance Indicators
Students read myths and epic tales in order to describe the conventions (common characteristics) of each. Students
also describe multiple themes within the myths and epic tales and analyze how the setting (time and place) influences
the theme. Using the writing process, students begin to draft a personal narrative with a clearly defined focus.
Students acquire new vocabulary skills in the areas of root words, affixes, and dictionary usage.
Grade 07 ELAR Unit 02 PI 01
After reading a myth or an epic tale, write an essay describing multiple themes within the text. Analyze how the themes are developed
through the conventions of the myth or epic tales (e.g., extended simile, the quest, the hero’s task, circle stories) and how the place
and time influence the themes. Provide text evidence, including quotations when appropriate.
Standard(s): 7.3A , 7.3B , 7.3C , 7.17C , 7.Fig19A , 7.Fig19B , 7.Fig19C , 7.Fig19D , 7.Fig19E
ELPS ELPS.c.1H , ELPS.c.4D , ELPS.c.4E , ELPS.c.4F , ELPS.c.4G , ELPS.c.4J , ELPS.c.4K , ELPS.c.5C
, ELPS.c.5D , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
Grade 07 ELAR Unit 02 PI 06
Write multiple response entries including thoughts, connections, and/or strategies that deepen understanding of fictional text, plays,
and media. Provide evidence from the text to support ideas.
Standard(s): 7.17C , 7.Fig19A , 7.Fig19B , 7.Fig19C , 7.Fig19D , 7.Fig19E , 7.Fig19F
ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F
, ELPS.c.5G
Last Updated 05/07/2013
page 1 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
Grade 07 ELAR Unit 02 PI 07
Record multiple entries in a Vocabulary Notebook that demonstrate knowledge of new words and their meanings.
Standard(s): 7.2A , 7.2B , 7.2E
ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H , ELPS.c.4A , ELPS.c.5B , ELPS.c.5F
, ELPS.c.5G
Key Understandings
Readers create connections to make text personally relevant and useful.
Authors communicate ideas and feeling about their own lives and the world around them in order to connect
with others and to clarify their own thinking.
Readers use strategies to support interpretation of text.
Understanding new words and concepts enhances comprehension and oral and written communication.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates
that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas
Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
7.2
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
7.2A
Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots
and affixes.
Readiness Standard
7.3
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences
and draw conclusions about theme and genre in different cultural, historical, and contemporary
contexts and provide evidence from the text to support their understanding. Students are
expected to:
7.3A
Describe multiple themes in a work of fiction.
Supporting Standard
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page 2 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
7.3B
Describe conventions in myths and epic tales (e.g., extended simile, the quest, the hero's tasks, circle stories).
Supporting Standard
7.3C
Analyze how place and time influence the theme or message of a literary work.
Supporting Standard
7.14
Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
7.14A
Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining
appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests,
interviews), and developing a thesis or controlling idea.
7.14B
Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, comparecontrast) and building on ideas to create a focused, organized, and coherent piece of writing.
Readiness Standard
7.16
Writing/Personal. Students write about their own experiences. Students are expected to:
7.16A
Write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for
actions and/or consequences.
Readiness Standard
7.17
Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to:
7.17C
Write responses to literary or expository texts that demonstrate the writing skills for multi-paragraph essays and
provide sustained evidence from the text using quotations when appropriate.
7.28
Listening and Speaking/Teamwork. Students work productively with others in teams. Students
will continue to apply earlier standards with greater complexity. Students are expected to:
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page 3 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
7.28A
Participate productively in discussions, plan agendas with clear goals and deadlines, set time
limits for speakers, take notes, and vote on key issues.
7.Fig19
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in
both assigned and independent reading to understand an author’s message. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
7.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to
enhance comprehension.
7.Fig19B Ask literal, interpretive, evaluative, and universal questions of text.
7.Fig19C Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing;
making textual, personal, and world connections; creating sensory images).
7.Fig19D Make complex inferences about text and use textual evidence to support understanding.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
7.Fig19E Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and
across texts.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
7.Fig19F Make connections between and across texts, including other media (e.g., film, play), and provide textual evidence.
Readiness Standard
Ongoing TEKS
7.1
Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are
expected to:
7.1A Adjust fluency when reading aloud grade-level text based on the reading purpose and the nature
of the text.
Last Updated 05/07/2013
page 4 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
Materials
Vocabulary Notebook (1 per student)
Reader’s Notebook (1 per student)
Teacher Reader’s Notebook (1)
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Chart paper
Grade-appropriate myth (1 copy per student)
Grade-appropriate excerpt from an epic tale (1 copy per student)
Collection of grade-appropriate myths and excerpts from epic tales for student selection
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for
grading or student assessment, attachments that are connected with Performance Indicators or serve as answer
keys are available in the district site and are not accessible on the public website.
Teacher Resource: Grade 7 Unit 02 Grade Reading Appetizer (1)
Teacher Resource: Grade 7 Unit 02 Word Study Overview (1)
Teacher Resource: Grade 7 Unit 02 Grade Writing Appetizer (1)
Teacher Resource: Alternative Plan (optional)
Resources and References
Possible/Optional Literature
Selections
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page 5 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
Investigating Myths
Lesson Preparation
Daily Lesson #: 01
WORD STUDY
TEKS
READING
Ongoing TEKS
TEKS
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
7.2A
7.Fig19A,B,C,D
7.3B
Key Understandings and Guiding
Questions
• Understanding new words and concepts
enhances comprehension and oral and
written communication.
- How can knowing word parts help you
determine the meaning of unknown
words?
• Readers create connections to make text
personally relevant and useful.
- How can making connections help with
comprehension?
• Readers use strategies to support
interpretation of text.
- What strategies do readers use to help
with interpretation of text?
• Authors communicate their ideas and
feelings about their own lives and the world
around them in order to connect with others
and to clarify their own thinking.
- How do authors develop narratives that
communicate important ideas?
Vocabulary of Instruction
• Prefix
• Mythology
• Personal narrative
• Prewrite
Materials
• Vocabulary Notebook (1 per student)
• Chart paper (if applicable)
• Reader’s Notebook (1 per student)
• Grade­appropriate myth (1 copy 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 02
• Teacher Resource: Grade 7 Unit 02
Word Study Overview (1)
Reading Appetizer (1)
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
2. Select and duplicate a grade-
2. Write the following prompts on a
Advance Preparation
Last Updated 05/07/2013
7.1A
7.14A
7.16A
7.28A
page 6 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
Daily Lesson #: 01
WORD STUDY
READING
instruction and add to the Word
Wall. Identify the definitions for
each prefix.
3. Select an unfamiliar grade-level
academic word that includes one
of the prefixes.
4. Refer to Teacher Resource:
Grade 7 Unit 02 Word Study
Overview. Prepare accordingly.
appropriate myth (1 per student).
3. Create an Anchor Chart:
Characteristics of Myths that
defines myth and lists the common
characteristics of myths. Refer to
Background Information for
possible characteristics. Write the
following questions on the chart:
Who is/are the supernatural
being(s) or hero(s) in the
myth?
What makes him or her
supernatural?
What belief or natural
happening does the myth
explain?
What fundamental question
about life does the myth seek
to answer?
WRITING
chart:
Write a personal narrative about:
A time when your surroundings
made a difference in your
choice or experience
An experience or event that led
to unexpected consequences
The consequences of an event
or experience that led to
changes in your actions
3. Prepare to brainstorm ideas for
the above prompts in the Teacher
Writer’s Notebook in front of
students.
4. Prepare a brief introduction of
mythology and its origins.
5. Refer to Teacher Resource:
Grade 7 Unit 02 Reading
Appetizer. Prepare accordingly.
Background Information
A myth is a body of traditional or sacred
Last Updated 05/07/2013
Personal narrative - an expressive
page 7 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
Daily Lesson #: 01
WORD STUDY
READING
stories which explains a belief or a natural
happening. Identifying and understanding
the common characteristics in myths help
students to recognize this genre of
literature in their own reading. Recognizing
genre and their corresponding
characteristics and text structures support
students’ comprehension.
Myths often have multiple themes.
Understanding the theme is a key step in
understanding the author’s purpose and/or
message.
Greek and Roman mythology make an
important contribution to literature. Many of
the conflicts and themes found in Greek
and Roman mythology are repeated or
alluded to in modern texts. Many words in
the English language are derived from
Greek roots and affixes.
WRITING
literary piece written in first person
that centers on a particular event in
the author’s life and may contain
vivid description as well as personal
commentary and observations
Some of the common characteristics of
myths include, but are not limited, to:
Traditional or ancient story
Derived from oral narratives
Deals with supernatural beings
or heroes
Explains a belief or a natural
happening
Seeks to answer some of life’s
fundamental questions (e.g.,
Who are we? Why are we
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page 8 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
Daily Lesson #: 01
WORD STUDY
READING
WRITING
here?)
Teacher Notes
In addition to the texts read as an entire
class, students engage in Independent
Reading on a daily basis if time allows.
Last Updated 05/07/2013
Teachers can use the prompts provided
in this Daily Lesson, use their own
prompts, or leave it open ended for
students.
page 9 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
Instructional Routines
Daily Lesson # 01
WORD STUDY
READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use prefixes to
determine the meaning of grade-level
academic words.
Suggested Duration: 35-40 min.
Content Objective: Students describe the
conventions (characteristics) of myths.
Suggested Duration: 45 min.
Content Objective: Students generate ideas
for a personal narrative.
Mini Lesson
1. Instruct students to turn to their
Personal Word Walls in their
Vocabulary Notebooks. The first
page “Prefix” to should mirror the
“Prefix” column of the classroom
Word Wall.
1. Reading Appetizer: 3-5 min.
1. Display the chart with the three
writing prompts.
2. Display the three previously
selected prefixes. Define each
prefix and add them to the Word
Wall. Students record the prefixes
in their Vocabulary Notebooks.
2. Explain that in Daily Lessons 1-6,
students will be reading myths and 2. In the Teacher Writer’s Notebook,
epic tales.
brainstorm 1-2 ideas for each of
the prompts. Think Aloud and
3. Ask: How can making
briefly describe the event and tell
connections and establishing
why it fits the prompt
a purpose for reading help you
understand mythology? Discuss 3. Instruct students to generate 1-2
responses.
ideas for each of the prompts.
4. Refer to the Anchor Chart:
Characteristics of Myths and
define myth and the common
characteristics of myths. Review
the types of questions readers
might ask before, during, and after
reading myths. Ask if any other
questions should be added.
5. Introduce the selected myth.
Explain the myth’s origins.
6. Establish students’ purpose for
reading the text. Students will
describe the common
Last Updated 05/07/2013
page 10 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
characteristics of myths and
answer the questions displayed on
the Anchor Chart: Characteristics
of Myths.
7. Distribute and read the myth
aloud, modeling appropriate
fluency.
Learning Applications
1. Divide students into three groups.
Assign each group a prefix.
1. Students discuss the text along
with the questions in small groups
and record responses in their
Reader’s Notebooks.
2. Students write their assigned
prefix in a circle on a blank page
in their Vocabulary Notebooks. As 2. Challenge students to identify any
a group, students brainstorm as
connections between the myth
many words as they can that
and modern society (language,
contain their assigned prefix. Each
literature, film, names, mascots,
student records the words around
etc.).
the circled prefix in their
Vocabulary Notebooks.
1. In their Writer’s Notebooks,
students generate and record 1-2
ideas for each of the prompts on
the chart.
2. Students discuss their ideas with a
partner or small group. Students
record additional ideas that come
up through discussion.
3. Monitor and provide assistance as
necessary.
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 definitions in their
Vocabulary Notebooks.
Engage in Small Group Instruction as appropriate.
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page 11 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
Closure
1. Share and discuss students’
1. Ask: What did you understand?
definitions. Come to a consensus
What are you still confused
on the best definition for the word.
about? Were you able to answer
2. Ask: How can knowing word
parts help you determine the
meaning of unfamiliar words?
Discuss responses.
1. Ask 4-5 students to share one of their
ideas with the class.
all of the questions? How did
reading the myth with those
questions in mind help you
understand the text? Discuss
responses.
Last Updated 05/07/2013
page 12 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
Investigating Myths
Lesson Preparation
Daily Lesson #: 02
READING
TEKS
7.Fig19A,B,C,D,F
7.3B
WRITING
Ongoing TEKS
7.1A
TEKS
Ongoing TEKS
7.14A
7.16A
7.28A
Key Understandings and Guiding Questions
• Readers create connections to make text personally
relevant and useful.
- How can making connections help with comprehension?
• Readers use strategies to support interpretation of text.
- What strategies do readers use to help with
interpretation of text?
• Authors communicate their ideas and feelings about
their own lives and the world around them in order to
connect with others and to clarify their own thinking.
- How do authors develop narratives that communicate
important ideas?
Vocabulary of Instruction
• Epic tale
• Personal narrative
Materials
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• Grade­appropriate excerpt from an epic tale (1 copy 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 02 Writing
Appetizer (1)
Advance Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Select and duplicate an excerpt from a gradeappropriate epic tale. (1 per student).
2. Prepare to display a variety of graphic
organizers to help students plan their personal
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page 13 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
Daily Lesson #: 02
READING
3. Prepare to display the Anchor Chart:
Characteristics of Myths from Daily Lesson 1
Reading.
4. Create an Anchor Chart: Characteristics of Epic
Tales that defines epic tale and lists the
common characteristics of epic tales. Refer to
Background Information for possible
characteristics. Write the following questions on
the chart:
WRITING
narratives. Possible graphic organizers could
include, but are not limited to webs, timelines,
story maps, outlines, etc.
3. Prepare to display the chart with the three
writing prompts from Daily Lesson 1 Writing.
4. Refer to Teacher Resource: Grade 7 Unit 02
Writing Appetizer. Prepare accordingly.
Who is/are the hero(s) in the myth?
What makes him/her a hero?
What tasks is the hero responsible for?
What is the quest in the epic tale?
What literary techniques were used in the
epic tale?
6. Prepare a brief introduction of epic tales and
their origins.
Background Information
Epic Tale - a long narrative story dealing with supernatural
beings or heroes
Common Characteristics of epic tales include, but are not
limited to:
Refer to Daily Lesson 1 Writing
Long narrative poem
Deals with deed of a traditional or historical
hero
Uses narrative and literary techniques
Epic tales often have multiple themes. Understanding the
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page 14 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
Daily Lesson #: 02
READING
WRITING
theme is a key step in understanding the author’s purpose
and/or message.
Teacher Notes
In this Daily Lesson, students choose an
organizational strategy and build upon his/her ideas to
produce a plan for drafting. Students will likely organize
the personal narrative in chronological order.
Last Updated 05/07/2013
page 15 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
Instructional Routines
Daily Lesson # 02
READING
WRITING
Duration and Objective
Suggested Duration: 40-50 min.
Content Objective: Students describe the conventions
(characteristics) of epic tales.
Suggested Duration: 45-50 min.
Content Objective: Students plan a personal narrative that
has a clearly defined focus or controlling idea.
Mini Lesson
1. Display the Anchor Chart: Characteristics of
Myths from Daily Lesson 1 Reading. Review
what was learned about myths.
1. Writing Appetizer: 5-10 min.
2. Explain that in this Daily Lesson they will focus
on reading an excerpt from an epic tale.
3. Ask: How can making connections and
establishing a purpose for reading help
you understand mythology? Discuss
responses.
2. Display the chart with the three prompts from
Daily Lesson 1 Writing. Review the three
prompts.
3. Reread the ideas generated in the Teacher
Writer’s Notebook in Daily Lesson 1 Writing.
Think Aloud about which one of the ideas will
make the best personal narrative that will have
a clearly defined focus or controlling idea.
4. Refer to the Anchor Chart: Characteristics of
4. Display a variety of graphic organizers. Think
Epic Tales and define epic tale and the
Aloud and choose one that will be helpful in
common characteristics of epic tales. Compare
planning the personal narrative.
the characteristics of myths and epic tales.
5. Draw the selected graphic organizer in the
Review the types of questions readers might
Teacher Writer’s Notebook. Think Aloud and
ask before, during, and after reading epic tales.
answer the following question: What will be
Ask if any other questions should be added.
the focus or controlling idea for the
5. Introduce the selected excerpt from an epic
personal narrative? What message do I
tale. Provide any necessary background
want to communicate to my audience?
information.
Record the focus or controlling idea above the
graphic organizer.
6. Establish students’ purpose for reading the text.
Students will describe the common
6. Begin to model planning the events in the
characteristics of epic tales and answer the
personal narrative on the selected graphic
questions displayed on the Anchor Chart:
organizer. Think Aloud about how each event
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page 16 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
Characteristics of Epic Tales.
connects to controlling idea.
7. Distribute and read the excerpt from an epic
tale aloud, modeling appropriate fluency.
Learning Applications
1. Students discuss the text along with the
questions in small groups and record
responses in their Reader’s Notebooks.
2. Challenge students to identify any connections
between the epic tale and modern society
(language, literature, film, names, mascots,
etc.).
1. Students reread the generated ideas in their
Writer’s Notebooks from Daily Lesson 1 Writing.
Students select an idea to become a personal
narrative with a clearly defined focus or
controlling idea.
2. Students think about and record their focus or
controlling idea.
3. Students select a graphic organizer and plan
the events in their personal narrative. Students
consider how each event connects to the
controlling idea.
Engage in Small Group Instruction as appropriate.
Closure
1. Ask: What did you understand? What are you
still confused about? Were you able to answer
all of the questions? How did reading the myth
with those questions in mind help you
understand the text? Discuss responses.
Last Updated 05/07/2013
1. Students share their plans for their personal
narrative with a partner.
page 17 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
Investigating Myths
Lesson Preparation
Daily Lesson #: 03
WORD STUDY
TEKS
Key Understandings and Guiding
Questions
READING
Ongoing TEKS
TEKS
Ongoing TEKS
7.2A
7.Fig19C,D
7.3A,C
7.28A
• Understanding new words and concepts
enhances comprehension and oral and
written communication.
- How can knowing word parts help you
determine the meaning of unknown
words?
• Readers create connections to make text
personally relevant and useful.
- How can making connections help with
comprehension?
7.1A
• Readers use strategies to support
interpretation of text.
- What strategies do readers use to help
with interpretation of text?
WRITING
TEKS
Ongoing TEKS
7.14A,B
7.16A
• Authors communicate their ideas and
feelings about their own lives and the world
around them in order to connect with others
and to clarify their own thinking.
- How do authors develop narratives that
communicate important ideas?
• Authors use conventions of written
language to communicate clearly and
effectively.
- Why are conventions important in
writing?
Vocabulary of Instruction
• Suffix
• Mythology
• Theme
• Setting
• Personal narrative
• Drafting
Materials
• Vocabulary Notebook (1 per student)
• Chart paper (if applicable)
• Reader’s Notebook (1 per student)
• Grade­appropriate myth from Daily
Lesson 1 Reading (1 per student)
• Grade­appropriate excerpt from an epic
tale from Daily Lesson 2 Reading (1 per
student)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
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page 18 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
Daily Lesson #: 03
WORD STUDY
READING
WRITING
• Chart paper (if applicable)
Attachments and Resources
Advance Preparation
• Teacher Resource: Grade 7 Unit 02
• Teacher Resource: Grade 7 Unit 02
Word Study Overview (1)
Reading Appetizer (1)
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Determine three suffixes to add to
the Word Wall.
2. Prepare to use the myth from
Daily Lesson 1 and the epic tale
from Daily Lesson 2 Reading.
3. Identify the definitions for each
suffix.
3. Prepare to take notes on the
multiple themes of the selected
4. Select a word that includes the
story. These notes will be used in
suffix, but is unfamiliar to students.
Daily Lesson 4 Reading to model
If possible, select words that
writing a response essay.
students will encounter during
Reading.
4. Refer to Teacher Resource:
Grade 7 Unit 02 Grade Reading
5. Refer to Teacher Resource:
Appetizer. Prepare accordingly.
Grade 7 Unit 02 Word Study
Overview. Prepare accordingly.
Background Information
Refer to Daily Lesson 1 Writing
Teacher Notes
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page 19 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
Instructional Routines
Daily Lesson # 03
WORD STUDY
READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use suffixes to
determine the meaning of grade-level
academic words.
Suggested Duration: 40-45 min.
Content Objective: Students describe
multiple themes in myths and epic tales
and analyze how place and time influence
the theme.
Suggested Duration: 40 min.
Content Objective: Students develop a
personal narrative that is focused,
organized, and coherent that
communicates the importance of or
reasons for actions and/or consequences.
Mini Lesson
1. Instruct students to turn to the
1. Reading Appetizer: 3-5 min.
“Suffixes” page in their Vocabulary
2. Ask: What is theme? Why is
Notebooks.
theme important in literary
2. Introduce students to the three
works? Discuss responses.
suffixes. Define each suffix and
3. Explain that sometimes a literary
add them to the Word Wall.
work will have more than one
Students record the suffixes in
theme.
their Vocabulary Notebooks.
4. Display either the myth from Daily
Lesson 1 Reading or the excerpt
from the epic tale from Daily
Lesson 2 Reading.
1. Display the personal narrative
plan developed in the Teacher
Writer’s Notebook in Daily Lesson
2 Writing.
5. Reread the text if necessary.
6. Ask: What would be one theme
for this story? Discuss and
record responses include text
evidence to support the ideas
including how the conventions of
myths/epic tales help develop the
theme.
Last Updated 05/07/2013
2. Discuss the plan including talking
about how the events develop the
controlling idea.
3. In the Teacher Writer’s Notebook,
begin drafting the personal
narrative using the plan from Daily
Lesson 2 Writing. Be very explicit
in selecting words and phrases
that communicate the importance
of or reasons for actions and/or
consequences in the personal
narrative. Include personal
thoughts and feeling to
communicate the message more
clearly.
page 20 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
7. Ask: What would be other
possible themes for this story?
Discuss and record responses
include text evidence to support
the ideas including how the
conventions of myths/epic tales
help develop the theme.
8. Ask: How does the time and
place of the story influence
the themes? Discuss and record
responses include text evidence to
support the ideas.
9. Instruct students to reread the
other text (either the myth or the
excerpt from an epic tale) with a
partner and record themes and
text evidence in their Reader’s
Notebooks. Tell them to also
discuss and record notes on how
the time and place of the story
influence the themes.
Learning Applications
1. Students brainstorm words that
they already know that use the
presented suffixes. Students
record the words in their
Vocabulary Notebooks.
2. Add students’ words to the Word
Wall under the appropriate
column.
Last Updated 05/07/2013
1. Students review their plan created
in their Writer’s Notebooks in Daily
Lesson 2 Writing.
2. Students begin to draft their
personal narratives. Students
carefully choose their words and
phrases in order to communicate
the importance of or reasons for
page 21 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
actions and/or consequences in
the personal narrative. They
include personal thoughts and
feeling to communicate the
message more clearly.
3. Present an unfamiliar word that
uses one of the three suffixes.
4. Ask students to write their own
definition of the word, taking into
consideration the suffix.
Engage in Small Group Instruction as appropriate.
Closure
1. Share and discuss students’
definitions and come to a
consensus on the best definition
for the word.
2. Ask: How can knowing word
parts help you determine the
meaning of unfamiliar words?
Discuss responses.
1. As a class, discuss the multiple
1. Students share their drafts with a
themes in the text used for student
partner. Partners provide feedback
practice. Students provide text
based on focus, coherence, and
evidence to support their ideas.
organization.
Also, discuss how the time and
place influence the themes.
Last Updated 05/07/2013
page 22 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
Investigating Myths
Lesson Preparation
Daily Lesson #: 04
READING
TEKS
Key Understandings and Guiding Questions
WRITING
Ongoing TEKS
Ongoing TEKS
7.Fig19C,D,E
7.3A,B,C
7.17C
7.28A
7.14B
7.16A
7.28A
• Readers create connections to make text personally
relevant and useful.
- How can making connections help with
comprehension?
• Readers use strategies to support interpretation of text.
- What strategies do readers use to help with
interpretation of text?
• Authors communicate their ideas and feelings about
their own lives and the world around them in order to
connect with others and to clarify their own thinking.
- How do authors develop narratives that communicate
important ideas?
• Authors use conventions of written language to
communicate clearly and effectively.
- Why are conventions important in writing?
Vocabulary of Instruction
Materials
TEKS
• Personal narrative
• Descriptive language
• Dialogue
• Reader’s Notebook (1 per student)
• Writer’s Notebook (1 per student)
• Teacher’s Reader’s Notebook (1)
• Teacher Writer’s Notebook (1)
• Grade­appropriate myth from Daily Lesson 1 Reading or • Chart paper (if applicable)
the excerpt from an epic tale from Daily Lesson 2 Reading
(1 per student)
• Collection of grade­appropriate myths and excerpts from
epic tales for student selection
• Chart paper (if applicable)
Last Updated 05/07/2013
page 23 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
Daily Lesson #: 04
READING
Attachments and Resources
WRITING
• Teacher Resource: Grade 7 Unit 02 Writing
Appetizer (1)
Advance Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Prepare to use either the myth from Daily
Lesson 1 or the epic tale from Daily Lesson 2
whichever one was used for modeling in Daily
Lesson 3 Reading. Also, prepare to use the
recorded notes about the themes from Daily
Lesson 3 Reading.
2. Refer to Teacher Resource: Grade 7 Unit 02
Writing Appetizer. Prepare accordingly.
3. Prepare to display the Anchor Charts:
Characteristics of Myths from Daily Lesson 1
Reading and Characteristics of Epic Tales from
Daily Lesson 2 Reading.
Background Information
Teacher Notes
Refer to Daily Lesson 1 Writing
In this Daily Lesson, the teacher is modeling how to
take written notes and write a response to literary text
that demonstrates skills for writing an essay. Prepare
to write 3-5 paragraphs (one paragraph on each theme
and one paragraph describing how the time and place
influence the themes). Be sure to include how the
conventions of the myth or epic tale help develop the
themes.
Last Updated 05/07/2013
page 24 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
Instructional Routines
Daily Lesson # 04
READING
WRITING
Duration and Objective
Suggested Duration: 45-50 min.
Content Objective: Students describe multiple themes in
myths and epic tales and analyze how place and time
influence the theme.
Suggested Duration: 40-50 min.
Content Objective: Students develop a personal narrative
that is focused, organized, and coherent that
communicates the importance of or reasons for actions
and/or consequences.
Mini Lesson
1. Display the Anchor Charts: Characteristics of
Myths from Daily Lesson 1 Reading and
Characteristics of Epic Tales from Daily Lesson
2 Reading.
1. Writing Appetizer: 5-10 min.
2. Review the characteristics and conventions of
myths and epic tales.
3. Display and review the recorded notes about
theme in the modeled myth or epic tale from
Daily Lesson 3 Reading.
4. Tell students that one way to show
understanding of texts is to write a response
that includes text evidence. The response can
even be in the form of an essay.
5. Model writing a literary response essay in the
Teacher Reader’s Notebook. Write a paragraph
for each of the identified themes. Include text
evidence to support ideas including how
characteristics of the myth/epic tale develop the
theme. Also, include one paragraph that
describes how the time and place influence the
themes.
Last Updated 05/07/2013
2. Display the personal narrative plan developed
in the Teacher Writer’s Notebook in Daily
Lesson 2 Writing.
3. Reread what was drafted in the Teacher
Writer’s Notebook in Daily Lesson 3 Writing.
4. In the Teacher Writer’s Notebook, continue
drafting the personal narrative using the plan
from Daily Lesson 2 Writing. Be very explicit in
selecting words and phrases that communicate
the importance of or reasons for actions and/or
consequences in the personal narrative.
Include personal thoughts and feelings to
communicate the message more clearly.
page 25 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
6. Tell students that they are going to choose a
new myth or an excerpt from an epic tale to
read with a partner. Instruct students to take
notes on the characteristics of the myth/epic
tale and answer the questions displayed on the
Anchor Charts. Tell students to also take notes
on the themes of the story and include text
evidence to support their ideas.
Learning Applications
1. With a partner, students select a myth or an
excerpt from an epic tale. Students read aloud
with their partner.
1. Students review their plan created in their
Writer’s Notebooks in Daily Lesson 2 Writing.
2. Students continue to draft their personal
narratives. Students carefully choose their
words and phrases in order to communicate the
importance of or reasons for actions and/or
consequences in the personal narrative. They
3. Students also record answers to the questions
include personal thoughts and feeling to
on the Anchor Chart that corresponds with their
communicate the message more clearly.
selected text.
2. Students discuss and record notes about the
characteristics of the myth/epic tale in their
Reader’s Notebooks. 4. Students discuss and record notes about the
multiple themes in the story and provide text
evidence to support their ideas.
5. Students discuss and record notes about how
the place and time influence the themes.
Engage in Small Group Instruction as appropriate.
Closure
1. Tell students that they will use their notes to
write a literary response essay in Daily Lesson
5 Reading.
1. Students share their drafts with a partner. Partners
provide feedback based on focus, coherence, and
organization.
2. Collect Reader’s Notebooks to assess students’
entries to determine who may need support
Last Updated 05/07/2013
page 26 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
writing their response essay in Daily Lesson 5
Reading.
Last Updated 05/07/2013
page 27 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
Investigating Myths
Lesson Preparation
Daily Lesson #: 05
WORD STUDY
TEKS
READING
Ongoing TEKS
TEKS
WRITING
Ongoing TEKS
7.2A
7.Fig19C,D,E
7.3A,B,C
7.17C
7.1A
Key Understandings and Guiding
Questions
• Understanding new words and concepts
enhances comprehension and oral and
written communication.
- How can knowing word parts help you
determine the meaning of unknown
words?
• Readers create connections to make text
personally relevant and useful.
- How can making connections help with
comprehension?
• Readers use strategies to support
interpretation of text.
- What strategies do readers use to help
with interpretation of text?
Vocabulary of Instruction
• Root
Materials
• Vocabulary Notebook (1 per student)
• Chart paper (if applicable)
TEKS
Ongoing TEKS
7.14B
7.16A
7.28A
• Authors communicate their ideas and
feelings about their own lives and the world
around them in order to connect with others
and to clarify their own thinking.
- How do authors develop narratives that
communicate important ideas?
• Authors use conventions of written
language to communicate clearly and
effectively.
- Why are conventions important in
writing?
• Personal narrative
• Drafting
• Reader’s Notebook (1 per student)
• Grade­appropriate myth from Daily
Lesson 1 or the excerpt from an epic tale
from Daily Lesson 2 (1 per student)
• Collection of grade­appropriate myths
and excerpts from epic tales for student
selection
• Chart paper (if applicable)
Last Updated 05/07/2013
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
page 28 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
Daily Lesson #: 05
Attachments and Resources
Advance Preparation
WORD STUDY
READING
• Teacher Resource: Grade 7 Unit 02
• Teacher Resource: Grade 7 Unit 02
Word Study Overview (1)
Reading Appetizer (1)
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Determine three roots to add to
the Word Wall.
2. Prepare to add a direct quotation
from the text to the literary
response essay modeled in Daily
Lesson 4 Reading.
3. Identify the definitions for each
root word.
4. Select a word that includes a root
that will not be well known by the
students.
WRITING
1. Prepare to display visuals as
appropriate.
3. Refer to Teacher Resource:
Grade 7 Unit 02 Grade Reading
Appetizer. Prepare accordingly.
5. Refer to Teacher Resource:
Grade 7 Unit 02 Word Study
Overview. Prepare accordingly.
Background Information
This Instructional Routine partially
assesses Performance Indicator 01.
Refer to Daily Lesson 1 Writing
Teacher Notes
Last Updated 05/07/2013
page 29 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
Instructional Routines
Daily Lesson # 05
WORD STUDY
READING
WRITING
Duration and Objective
Suggested Duration: 10 min.
Content Objective: Students use roots to
determine the meaning of grade-level
academic words.
Suggested Duration: 40 min.
Content Objective: Students write
responses to literary texts that demonstrate
the writing skills for multi-paragraph
essays and provide evidence to support
their ideas using quotations where
appropriate.
Suggested Duration: 45-45 min.
Content Objective: Students develop a
personal narrative that is focused,
organized, and coherent that
communicates the importance of or
reasons for actions and/or consequences.
Mini Lesson
1. Ask: How can knowing word
parts help you determine the
meaning of unfamiliar words?
Discuss responses.
1. Reading Appetizer: 3-5 min.
1. Display the personal narrative
plan developed in the Teacher
Writer’s Notebook in Daily Lesson
2 Writing.
2. Instruct students to turn to the
“Roots” page in their Vocabulary
Notebooks.
3. Introduce students to the three
new root words. Define each root
and add them to the Word Wall.
Students record the root words in
their Vocabulary Notebooks.
2. Prepare to display the Anchor
Charts: Characteristics of Myths
from Daily Lesson 1 and
Characteristics of Epic Tales from
Daily Lesson 2 Reading.
3. Display the literary responses
essay modeled in Daily Lesson 4
Reading. Model adding a direct
quotation to support the ideas in
the essay. Think Aloud about
how the quotation helps support
the ideas. Model using correct
punctuation.
4. Review the expectations for the
literary response essay. Allow
students to ask clarifying
questions.
Learning Applications
1. Divide students into three groups.
1. Students use their notes from
Last Updated 05/07/2013
2. Reread what was drafted in the
Teacher Writer’s Notebook in
Daily Lessons 3 and 4 Writing.
3. In the Teacher Writer’s Notebook,
finish drafting the personal
narrative using the plan from Daily
Lesson 2 Writing. Be very explicit
in selecting words and phrases
that communicate the importance
of or reasons for actions and/or
consequences in the personal
narrative. Include personal
thoughts and feeling to
communicate the message more
clearly.
1. Students review their plan created
page 30 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
Assign each group a root.
2. Students write their assigned root
in a circle on a blank page in their
Vocabulary Notebooks. As a
group, students brainstorm as
many words as they can that
contain their assigned root. Each
student records the words around
the circled root in their Vocabulary
Notebooks.
3. Discuss each group’s
brainstormed words. Add 2-3
words to the Word Wall under the
appropriate root.
Daily Lesson 4 Reading to write a
literary response essay in their
Reader’s Notebooks. Students
write a paragraph for each of the
identified themes, including text
evidence and direct quotations to
support ideas. Students include
how the characteristics of the
myth/epic tale develop the theme.
Students also include one
paragraph that describes how the
time and place influence the
themes.
in their Writer’s Notebooks in Daily
Lesson 2 Writing.
2. Students finish drafting their
personal narratives. Students
carefully choose their words and
phrases in order to communicate
the importance of or reasons for
actions and/or consequences in
the personal narrative. They
include personal thoughts and
feeling to communicate the
message more clearly.
4. Present a word that students most
likely will not know, but that uses
one of the roots.
5. Ask students to write their own
definition of the word, taking into
consideration the root.
Engage in Small Group Instruction as appropriate.
Closure
1. Share and discuss students’
definitions and come to a consensus
on the best definition for the word.
Students record the word and
definition in their Vocabulary
Notebooks.
1. Students share their literary
response essay with a partner.
2. Collect Reader’s Notebooks to
assess students’ literary response
essays.
1. Students share their drafts with a
partner. Partners provide feedback
based on focus, coherence, and
organization.
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas
Education Agency
Last Updated 05/07/2013
page 31 of 36 Grade 7
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-5
Last Updated 05/07/2013
page 32 of 36 Seventh Grade
English Language Arts and Reading
Unit: 02
Grade 7 Unit 02
Reading Appetizer
Purpose:
Enjoy a novel and use the text as a model for teaching strategies and skills.
Time:
3-5 minutes
Description: At the beginning of each class period, read a few pages from a grade-appropriate, highinterest novel modeling appropriate fluency and prosody. Engage students with short
discussions and opportunities to share their thoughts. The Reading Appetizer is not
meant to serve as a grade or assignment. It is also not recommended for students to
read aloud. This is an opportunity for students to listen and enjoy literature.
Preparation: Select a grade-appropriate, high-interest novel that students will enjoy with a conflict
that is man vs. man or man vs. self. Consider choosing a different novel for each class
period to encourage student discussion outside of class.
©2011, TESCCC
07/24/12
page 1 of 1
Seventh Grade
English Language Arts and Reading
Unit: 02
Grade 7 Unit 02
Word Study Overview
Possible Word Wall Organization
Word Wall
Prefixes
Root Words
Suffixes
Prefix #1
Root Word #1
Suffix #1
Words that use the prefix
Words that use the Root Word
Words that use the suffix
Prefix #2
Root Word #2
Suffix #2
Words that use the prefix
Words that use the Root Word
Words that use the suffix
Prefix #3
Root Word #3
Suffix #3
Words that use the prefix
Words that use the Root Word
Words that use the suffix
Activities
In Unit 02, the Word Wall activities from Unit 01 continue with a new set of words.
Day 1: Students use prefixes to determine the meaning of grade-level academic words. (TEKS 7.2A)
Day 3: Students use suffixes to determine the meaning of grade-level academic words. (TEKS 7.2A)
Day 5: Students use roots to determine the meaning of grade-level academic words. (TEKS 7.2A)
Day 7: Students use context to determine or clarify the meaning of unfamiliar or ambiguous words. (TEKS 7.2B)
Day 9: Students use context to determine or clarify the meaning of unfamiliar or ambiguous words. (TEKS 7.2B)
Day 11: Students use a dictionary to determine the meanings, syllabication, pronunciations, alternate word choices, and
parts of speech of words. (TEKS 7.2E)
Day 13: Students use a dictionary to determine the meanings, syllabication, pronunciations, alternate word choices, and
parts of speech of words. (TEKS 7.2E)
Day 15: Students use prefixes and the dictionary to determine the meaning of words. (TEKS 7.2A, 7.2E)
Day 17: Students use suffixes and the dictionary to determine the meaning of words. (TEKS 7.2A, 7.2E)
Day 19: Students use roots and the dictionary to determine the meaning of words. (TEKS 7.2A, 7.2E)
At the completion of Unit 02, remove the words from the Word Wall. Use new words for the Word Wall in Unit 03. You
may choose to return some or all of the previously learned words to the Word Wall when you get to the review activities
for Units 03.
Note:
Do not let your Word Wall become word wallpaper. Use the Word Wall on a daily basis and watch for words in texts to
add to the Word Wall. Encourage students to use the Word Wall and their Personal Word Wall.
©2011, TESCCC
07/24/12
page 1 of 1
Seventh Grade
English Language Arts and Reading
Unit: 02
Grade 7 Unit 02
Writing Appetizer
Purpose:
Writing Appetizers serve to help students develop writing fluency and voice while
generating ideas for future writing.
Time:
5-10 minutes
Description:
The Writing Appetizer is implemented at the beginning of class to provide multiple
opportunities for writing and creative expression. Students use prewriting strategies to
generate their own topics for writing and write their ideas in their Writer’s Notebooks.
Students share their work with a partner or with the class.
Preparation:
Generating ideas was explicitly taught in Unit 01. In Unit 02, Writing Appetizers
continue in the same format so that students have the opportunity to expand on these
ideas and build on their understanding of writing. The Writing Appetizer entries in the
Writer’s Notebooks will then be used to practice strategies for writing improvement
and application of convention skills.
Establish expectations for the Writing Appetizers and allow no more than 10 minutes
to ensure time for the Instructional Routine.
©2011, TESCCC
07/24/12
page 1 of 1
Seventh Grade
English Language Arts and Reading
Unit: 02
7th Grade Exemplar Lessons:
Unit 02 Alternative Plan
Instructional
Day
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Component
Reading
Reading
Reading
Reading
Writing
Writing
Writing
Writing
Writing
Reading
Reading
Reading
Reading
Reading
Writing
Writing
Writing
Writing
Reading
Reading
Reading
Reading
Reading
Reading
Reading
Writing
Writing
Writing
Writing
Writing
Exemplar
Lesson Day
1
2
3
4
1
2
3
4
5
6
7
8
10
11
6
8
9
10
14
15
16
17
18
19
20
14
16
18
19
20
*Implement the word study component as time permits or on extra days of
instruction. Refer to the Teacher’s Guide for more information on the
implementation of word study.
©2011, TESCCC
07/24/12
page 1 of 1