RL
RI
W
SL
L
=
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Reading Literary
Reading Informational
Writing
Speaking and Listening
Language
TCSS
Troup County School System
English/Language Arts Curriculum Map
7th Grade ELA
Thematic Unit # 4: What Does it Take to Succeed?
Big Idea / Unit Goal:

The goal for this unit is to explore and analyze the question What Does it Take
to Succeed? across literary and informational texts with an in-depth focus on
GSE priority standards. As students prepare for success on the end of the year
test and in the end of this course, they will also look to others who have
demonstrated success through history and through literary themes.
Unit Essential Question(s):




How do figurative language and connotative meanings of words add to the
reader’s understanding of overall ideas in a text?
Why is objectivity essential in reading and writing argumentative text?
How does a writer use effective argumentative strategies and to influence
others to take action or change opinions?
What do I need to do to be successful on the Georgia Milestones test?
Length of Unit:

45 Days
Unit 4 Checklist
Priority Standards:
 RL2, RL3, RL4, RL5
 RI7
 W1, W2, W3
 SL1
Support Standards:
 RL1, RL6, RL7
 RI1, RI6, RI8
 L1, L2, L3
Reading Focus:
Text Resources:
Extended Text (Optional/if time permits after testing): Choose from:

The Face on the Milk Carton (660 L)

The Contender (760 L)

Tangerine (680 L)

Wolf Rider (530 L)
Writing Focus: Argumentative
Primary Writing Tasks (at least 3 of these should be in the unit focus):


Narrative Writing Tasks:

Short Texts (Mixture of Literary and Informational thematically connected texts)








“The Village Blacksmith,” p. 654
“Elegy on the Death of a Blacksmith”
Poetry Analysis – The Village Blacksmith
Compare/Contrast Blacksmith Poems – with Rubric
The Girl Who Silenced the World for Five Minutes Speech and Video Clip
Myths, Folktales, Legends, and Fables PowerPoint
“What Are the Characteristics of Myths?” (900-901)
“What Are the Characteristics of Folk Tales?” (902-903)
Compare/contrast “The Village Blacksmith” and “Elegy on the Death of a
Blacksmith.”
After reading the selections on frog dissection, students will chose a stance
and argue their position on the topic. Students must include in their writing a
position statement, three supporting arguments and a counter argument.
Write your own myth with a myth pop-up book
Research Connections:


Research the Greek and Latin origins for our words and how the English
Language is dependent upon them.
Multi-media Project: Choose a successful person and create a presentation
that explains why this person should be considered a success. Your
presentation may be a visual display, a skit, a Reader’s Theatre presentation, a
Prezi or a PowerPoint. You must include a works cited page with a minimum
of three sources.
TCSS







“How Can You Learn about Myths from a Literary Map?” (904-905)
“What Skills Help you Read Myths and Folk Tales?” (906-907)
“King Midas and the Golden Touch” (908-910)
“Orpheus, the Great Musician” (915-918)
“The Flight of Icarus” (925-928)
“The Twelve Tasks of Heracles” (935-938)
The Monsters are Due on Maple Street (833-855)
Routine Writing (Notes, summaries, process journals, and short responses
across all genres):

After reading about all the gods and goddess (Greek and Latin), students will
write about which god or goddess they would like to be and why. Cite
examples from the articles to support their ideas.
Additional Materials:

Milestones Test Prep
Lessons for Unit 4 (all lessons are hyperlinked below)
 ELA7.4.1: Focus on engaging in collaborative discussions and determining and analyzing themes and/or central idea (SL1, RL2)
 ELA7.4.2: Focus on determining and analyzing impact of word meanings, analyzing effects of structure, and writing informative/explanatory texts (RL4, RL5, W2)
 ELA7.4.3: Focus on determining and analyzing impact of word meanings, analyzing effects of structure, and writing informative/explanatory texts (RL4, RL5, W2)
 ELA7.4.4: Focus on writing arguments, citing textual evidence, and using knowledge of language (W1, RI1, L3)
 ELA7.4.5: Focus on comparing and contrasting, determining point of view or purpose, and tracing and evaluating evidence (RI7, RI6, RI8)
 ELA7.4.6: Focus on analyzing interaction of elements, determining and analyzing theme and/or central idea, and analyzing point of view (RL3, RL2, RL6)
 ELA7.4.7: Focus on writing narratives, demonstrating command of standard English grammar and usage, and demonstrating command of standard English capitalization,





punctuation, and spelling (W3, L1, L2)
ELA7.4.8: Focus on analyzing interaction of elements, analyzing effects of structure, citing textual evidence, determining and analyzing theme, determining and analyzing
impact of word meanings, and comparing and contrasting written and video forms (RL3, RL5, RL1, RL2, RL4,RL7)
ELA7.4.9: Focus on writing arguments, demonstrating command of standard English grammar and usage, and demonstrating command of standard English capitalization,
punctuation, and spelling (W1, L1, L2)
ELA7.4.10: Focus on analyzing interaction of elements, determining and analyzing themes, and analyzing contrasting points of view (RL3, RL2, RL6)
ELA7.4.11: Focus on tracing and evaluating arguments (RI8)
ELA7.4.12: Focus on analyzing interaction of elements, determining and analyzing themes, citing textual evidence, and engaging in collaborative discussions (RL3, RL2,
RL1, SL1)
Georgia Standards of
Excellence (GSE)
(High Priority marked as HP)
ELAGSE7RL1: Cite several pieces of
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text.
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.
Essential Questions
How do I cite textual evidence to support
my analysis of what the text says
explicitly?
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?
Vocabulary
Cite
Textual evidence
Explicitly
Inferences
Theme
Central idea
Development
Analyze
Objective summary
Resources
(in addition to text resources)
ELA7.4.8
ELA7.4.12
ELA7.4.1
ELA7.4.6
ELA7.4.8
ELA7.4.10
ELA7.4.12
TCSS
ELAGSE7RL3: Analyze how particular
elements of a story or drama interact (e.g.,
how setting shapes the characters or plot).
How do particular elements of a story
interact? How do particular elements of a
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.
Analyze
Plot
Setting
Character
Drama
Figurative language
Connotative
Denotative
Rhyme
Repetition
Alliteration
Verse/stanza
ELA7.4.6
ELA7.4.8
ELA7.4.10
ELA7.4.12
Form
Structure
Soliloquy
Sonnet
Lyric
Narrative
ELA7.4.2
ELA7.4.3
ELA7.4.8
ELA7.4.2
ELA7.4.3
ELA7.4.8
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?
Points of view (first person, third person
limited, omniscient)
Contrast
Characters
Narrators
ELA7.4.6
ELA7.4.10
ELAGSE7RL7: Compare and contrast a
written story, drama, or poem to its audio,
filmed, staged, or multimedia version,
analyzing the effects of techniques unique
to each medium (e.g., lighting, sound,
color, or camera focus and angles in a
film).
ELAGSE7RI1: 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 compare and contrast a written
story, drama or poem to its audio, filmed,
staged, or multimedia version? How do I
analyze the effects of the techniques
unique to each medium (e.g., lighting,
sound, color, or camera focus and angles
in a film).
How do I cite textual evidence to support
my analysis of what the text says
explicitly?
Multimedia
MediumTechniques
ELA7.4.8
Cite
Textual evidence
Explicitly
Inferences
ELA7.4.4
ELAGSE7RI6: Determine an author’s
point of view or purpose in a text and
analyze how the author distinguishes his
or her position from that of others.
How do I determine an author’s point of
view or purpose? How does an author
distinguish his or her position from that of
others?
ELA7.4.5
ELAGSE7RI7: Compare and contrast a
text to an audio, video, or multimedia
version of the text, analyzing each
medium’s portrayal of the subject (eg, how
the delivery of a speech affects the impact
of the words).
How are different versions of a text similar
and different? How does one medium’s
portrayal impact the meaning of the text?
Point of view
Purpose
Analyze
Distinguish
Position
Multimedia
Analyze
Medium
Portrayal
Impact
ELA7.4.5
TCSS
ELAGSE7RI8: 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.
How do I trace and evaluate an author’s
argument? How can I determine the
soundness of the author’s reasoning and
whether the evidence is enough to support
the author’s claims?
ELAGSE7W1: Write arguments to
support claims with clear reasons and
relevant evidence.
a. Introduce claim(s), acknowledge
alternate or opposing claims, and
organize the reasons and evidence
logically.
b. Support claim(s) with logical
reasoning and relevant evidence,
using accurate, credible sources
and demonstrating an
understanding of the topic or text.
c. Use words, phrases, and clauses to
create cohesion and clarify the
relationships among claim(s),
reasons, and evidence.
d. Establish and maintain a formal
style.
e. Provide a concluding statement or
section that follows from and
supports the argument presented.
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,
How can I write arguments to support
claims with clear reasons and relevant
evidence? How do I introduce a claim?
How do I acknowledge alternate or
opposing claims? How do I organize my
reasons and evidence logically? How do I
use logical reasoning and relevant
evidence to support my claim?
How do I write effective
informative/explanatory texts to thoroughly
examine a topic and convey my ideas?
Trace
Evaluate
Argument
Claims
Assessing
Reasoning
Sound
Evidence
Relevant
Sufficient
Support
Arguments
Support
Claims
Clear
Reasons
Relevant
Evidence
Alternate
Opposing
Logically
Accurate
Credible
Cohesion
Clarify
Reasons
ELA7.4.5
ELA7.4.11
Informative
Explanatory
Organization
Analysis
Introduction
Organization

definition

classification

comparison/contrast

cause/effect
Concepts
Relevant facts
Concrete details
Quotations
Transitions
Clarify
Cohesion
Precise language
ELA7.4.2
ELA7.4.3
ELA7.4.4
ELA7.4.9
TCSS
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
experiences or events.
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.
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
ELA7.4.7
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
ELA7.4.7
ELA7.4.9
TCSS

compound

complex

compound-complex
Misplaced modifiers
Dangling modifiers
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.*
ELAGSE7L2: Demonstrate command of
the conventions of standard English
capitalization, punctuation, and spelling
when writing.
a. Use a comma to separate
coordinate adjectives (e.g., It was a
fascinating, enjoyable movie but not He
wore an old[,] green shirt).
How can I demonstrate command of
standard English capitalization,
punctuation, and spelling? How do I use a
comma to separate coordinate adjectives?
Standard English
Capitalization
Punctuation
Comma
Coordinate adjectives
ELA7.4.7
ELA7.4.9
How do I choose language that expresses
my ideas precisely and concisely?
Conventions
Precise
Concise
Wordiness
Redundancy
ELA7.4.4
How do I effectively engage in a range of
collaborative discussions?
Engage
Collaborative
Explicit
Collegial discussion
Decision-making
Learning Target(s)s
Deadlines
Elaboration
Relevant evidence
Quality
Justify
ELA7.4.1
ELA7.4.12
b. Spell correctly.
ELAGSE7L3: Use knowledge of language
and its conventions when writing,
speaking, reading, or listening.
a. Choose language that expresses
ideas precisely and concisely,
recognizing and eliminating
wordiness and redundancy.*
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
discussion.
b. Follow rules for collegial discussions,
track progress toward specific Learning
Target(s)s 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.
TCSS
TCSS
Lessons for 7th ELA Unit 4
The following pages are the lessons for the unit that have been linked at the
beginning of the document. These lessons are based on identified GSE
high-priority standards and incorporate unit texts and resources.
TCSS
ELA7.4.1
Learning Target(s):
I can:
 engage in collaborative discussions on topic
 understand that the theme or central idea is a message or
lesson that the author wants the reader to take away from the
text
 articulate the theme or central idea for the unit
Priority Standards:
 Support Standards
 Pre-requisite Learning
Priority Standards:
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.
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 discussion.
b. Follow rules for collegial discussions, track progress toward
specific Learning Target(s)s 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.
Support Standards:
 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.
Resources for Instruction
Time Allocated
Michael Jordan video on Why I Succeed
Success or Failure: Introductory Activity
Quotations on Success
1 day
EQ
How do I effectively engage in a range of collaborative discussions?
Activator/Connection/Warm Up
View Michael Jordan video on Why I Succeed. Turn and talk with a
partner for 60 seconds to share responses to the video.
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)
Prompt class to have discussion on their responses to the Michael
Jordan video. Tell them that we are beginning a unit called What
Does it Take to Succeed? We will look at this idea in relation to
attitudes and skills that are needed for success in all areas: in sports,
in school, on the test, in life, etc. Have the students share thoughts on
this topic.
Give students the Success or Failure: Introductory Activity and have
them read the statements to determine if the person described is a
Success (S) or Failure (F) just based on the information provided.
After they have answered, lead the class in a discussion about each
item. Encourage them to see if they can determine whom the
statement is about, and then provide them with the information on the
TCSS


key. Ask them what they notice about the characteristics of each of
these individuals. What do they all have that led to their success?
Independent Practice
(You Do Together)
Independent Practice
(You Do Alone)
Have students work in groups of 4 to discuss and provide answers to
the following questions:
 What is “failure”? What is “success”? Who defines each?
 When have you ever failed, by your own definition?
 How do you deal with failure?
 Can failure be useful? Can you think of examples, from your
own life or someone else’s, when it has led to something
positive?
 How is failure defined and dealt with in your family, your
school, the activities you do outside of school, among your
friends and in your community? Which of those definitions and
responses to failure seem fairest or best to you? Why?
 What can be done to avoid failure? Should people try to avoid
it?
 How can people recover from failure?
 How have you been failed by others?
 Where do you see failure in society around you?
You can either project these or print out for students.
Extension: You may provide students with several quotations on
success and ask them to respond to these quotations.
After students have worked with their groups to discuss the questions,
they should independently respond to the following question in a
Constructed Response. What does it take to succeed? Include at
least two skills or characteristics and provide evidence.
Summarizer/Closure/Evaluation
of Lesson
Teacher will evaluate written responses using a 2 point rubric.
TCSS
ELA7.4.2
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
I can:
 Explain how the author’s use of connotative meanings conveys
the author’s stance in a text.
 Analyze relevant content to support a topic or idea.
Priority 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.
Support Standards:
 ELAGSE7RL5: Analyze how a drama or poem’s form or
structure (e.g., soliloquy, sonnet) contributes to its meaning.
 ELAGSE7W2: Write informative/explanatory texts to examine
a topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content.
Pre-requisite: Explain how the author’s use of figurative language
further illustrates/explains the meaning and tone of the text.
“The Village Blacksmith,” p. 654
Poetry Analysis for “The Village Blacksmith”
PowerPoint of Blacksmith Terms and Tools
2 days
How can I determine the meaning of words and phrases in a text, both
connotative and denotative, to analyze their impact on tone, mood and
images?
Collaborative pairs share prior knowledge of poetry and figurative
language terms and meanings. Show PowerPoint providing overview
of blacksmith craft and related terminology (see attached).
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
It is important to ensure that students know:
 that words have connotations as well as denotations.
 that every text has a tone, and an author’s choice of words and
phrases controls the tone of the text.
 how to identify figurative language in a text.

Guided Instruction/
Differentiated Instruction
(We Do)
Henry Wadsworth Longfellow’s “The Village Blacksmith” demonstrates
how the life and work of a common working man can be an example
of persistence, dedication, and accomplishment. In spite of his
personal tragedies, the blacksmith is presented as a man to be
admired. Lead students through a guided study of “The Village
Blacksmith” in the textbook. Make note of figurative language,
imagery, and connotative words and discuss the impact of these
devices.
Discuss characteristics of narrative poems. Point out that this is a
narrative poem. However, instead of providing a story with a climax,
this poem provides a description of the blacksmith and his character
(stanzas 1-2) and then moves to his importance to the village (stanza
4) to his religious commitment and persistence in life (stanzas 5-6) to
the lesson his life provides for the reader (stanzas 7-8).
TCSS

Independent Practice
(You Do Together/You Do
Independently)
Summarizer/Closure/Evaluation
of Lesson
Discuss the metaphor in the last stanza, ‘flaming forge of life.’ Ask
students to discuss their interpretations of this metaphor.
Students can work independently or in pairs to complete poetry
analysis activity (see attached) for this poem. Follow with group
discussion on the poetry analysis.
Brief paragraph to hand in on the way out the door. What type of a
person is the Village Blacksmith? What does the poem say about his
character? How do these qualities relate to success? Cite evidence
to support your analysis. This can be graded on a 2-point rubric from
Georgia Milestones.
TCSS
ELA7.4.3
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
I can:
 Explain how the author’s use of connotative meanings conveys
the author’s stance in a text.
 Analyze relevant content to support a topic or idea.
Priority 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.
ELAGSE7W2: Write informative/explanatory texts to examine a topic
and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content.
Support Standards:
 ELAGSE7RL5: Analyze how a drama or poem’s form or
structure (e.g., soliloquy, sonnet) contributes to its meaning.
Pre-requisite: Explain how the author’s use of figurative language
further illustrates/explains the meaning and tone of the text.
“Elegy on the Death of a Blacksmith”
Clue Strips for “Elegy on the Death of a Blacksmith”
Constructed Response with rubric for Compare/Contrast of the two
blacksmith poems
Checklist for Writing Informational Texts
3 days
How can I determine the meaning of words and phrases in a text, both
connotative and denotative, to analyze their impact on tone, mood and
images?
Review the poem “The Village Blacksmith” as well as the types of
figurative language. Set the learning Learning Target(s)s by telling
students we will look at another poem about a blacksmith. As we read
and study the new poem, make note of the similarities and differences
in the techniques each author uses to portray the blacksmith.
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
This may be a teacher-led lesson, or students may work in pairs or
groups depending on the learning levels of the students. Be sure that
students know words have connotations as well as denotations, every
text has a tone, and an author’s choice of words and phrases controls
the tone of the text, and how to identify figurative language in a text.
Students will read the poem, “Elegy on the Death of a Blacksmith.”
They will use clue strips to help determine the meaning of each line
and stanza. They are to write their answers on the poem or on a
separate piece of paper.

Guided Instruction/
Differentiated Instruction
(We Do)
Teacher-led discussion regarding the meaning of the poem. Point out
that the author, Frenau, mostly uses ‘puns’ to convey the meaning.
You may want to use the following guiding questions:
 What is the overall picture of the blacksmith given in this
poem? [That of an honest, hardworking man.]
 How does the poet convey this picture [He describes the work
of the blacksmith and contrasts it positively with destructive
social activities like theft and forging.]
TCSS

How does Frenau’s picture of the blacksmith compare with that
of Longfellow? [Both describe the blacksmith in a positive
light.]
Compare and contrast this poem with “The Village Blacksmith” using a
graphic organizer like a Venn Diagram or Double Bubble Thinking
Map.
Review writing Informational texts. You may want to give them the
checklist. It will also be a good idea to review how to write a compare
contrast essay using either the point by point method or the block
method (see page 313 in Elements of Literature, 1st Course). Remind
students that as they write, they need to:

Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
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.
Independent Writing: Constructed Response (7 point rubric). Both
poems present a positive affirmative picture of the blacksmith, yet both
writers go about their descriptions in very different ways. Write a short
essay comparing and contrasting the ways in which each poet reveals
to us the goodness of the blacksmith. (Remember R.A.C.E)
Students may share their writing as a way of summarizing. Teacher
will evaluate written essays.
TCSS
ELA7.4.4
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
I can:
 determine the relevant reasons and evidence to use for a
specific audience
 determine which rhetorical devices to use to best support
claims in an argument
 demonstrate the proper use of rhetorical devices within an
argument
Priority Standards:
ELAGSE7W1: Write arguments to support claims with clear reasons
and relevant evidence.
Support 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.
 ELAGSE7L3: Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
a. Choose language that expresses ideas precisely and
concisely, recognizing and eliminating wordiness and
redundancy.*
Resources for Instruction
Argumentative Writing: Should Schools Teach Cursive?
Argumentative Writing: Should Students Dissect Frogs in School?
Checklist for Argumentative Writing
Time Allocated
EQ
4-5 days
How can I write arguments to support claims with clear reasons and
relevant evidence?
How do I introduce a claim?
How do I acknowledge alternate or opposing claims?
How do I organize my reasons and evidence logically?
How do I use logical reasoning and relevant evidence to support my
claim?
Activator/Connection/Warm Up
Think about the academic skills you have. Which ones of those do
you need in order to succeed in life? Make a list of the academic skills
that you think are most important. Is there anything that you are being
taught in school that you don’t think you will need to be successful.
Make a list of those skills. After making lists, turn and talk with a
partner to compare your lists and ideas.
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Review argumentative writing with your students. Depending on how
in-depth you covered this in term 2, you may need to provide some
additional instruction. Determine what your students need and
provide the appropriate level for them.

Guided Instruction/
Differentiated Instruction
(We Do)
The students will produce an argumentative essay on the topic Should
Schools Teach Cursive? They will read two articles on the topic. You
may want to have them first express their own opinions on the topic.
You could then read the first article with them and have them read the
second on their own.

Independent Practice
(You Do)
Additionally, you may want to look at other issues. For example, you
could have the students read two articles on frog dissection and write
TCSS
an argument supporting either side. Students must include in their
writing a position statement, three supporting arguments and a
counter argument.
Summarizer/Closure/Evaluation
of Lesson
Teacher will evaluate student essays.
TCSS
ELA7.4.5
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
I can:
 compare and contrast an audio, video or multimedia version of
the text to the written text
 analyze each mediums’ portrayal of a text
 understand the impact words, audio, and visuals have on the
meaning of the text
Priority Standards:
ELAGSE7RI7: Compare and contrast a text to an audio, video, or
multimedia version of the text, analyzing each medium’s portrayal of
the subject (eg, how the delivery of a speech affects the impact of the
words).
Support Standards:
 ELAGSE7RI6: Determine an author’s point of view or purpose
in a text and analyze how the author distinguishes his or her
position from that of others.
 ELAGSE7RI8: 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.
Pre-requisite: Determine and explain the author’s point of view and
purpose. Interpret and integrate information presented in different
formats.
Video clip: The Girl Who Silenced the World for Five Minutes
The Girl Who Silenced the World for Five Minutes Speech and
Questions
3 days
How do different media presentations of the same text affect the
portrayal of the subject?
How can I use my understanding of the author’s relationship to the
topic or event in order to analyze that author’s point of view?
Thinking and Discussing: Is there a topic that you feel so strongly
about that you would be willing to stand before the world’s leaders to
argue your case? What means that much to you? If you decided it
was worth, what techniques or strategies would you use to try to
convince your audience to support your ideas? Point out that the
author of the following speech is only 12 years old. Set a purpose for
listening to determine what argumentative techniques this student
uses when she presents her argument on the world stage.
TCSS
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
Students will listen to an audio clip of the speech, The Girl Who
Silenced the World for Five Minutes as they read along to the speech.
Play the speech twice and discuss. Each student will then complete
the accompanying activities independently. This is a fairly difficult
task, so the teacher will have to provide plenty of support and
feedback depending on the differing learning needs.
This speech was given in 1992. In what ways are her arguments still
relevant today? Did she use the argumentative techniques that you
expected she would or that you would use if you were giving the
speech? What would you have done differently?
TCSS
ELA7.4.6
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 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
Priority Standards:
ELAGSE7RL3: Analyze how particular elements of a story or drama
interact (e.g., how setting shapes the characters or plot).
Support Standards:
 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.
 ELAGSE7RL6: Analyze how an author develops and
contrasts the points of view of different characters or narrators
in a text.
Pre-requisite: Compare and contrast how similar themes and topics
are addressed in different genres of text.
Mythology Selections from Textbook:
 “What Are the Characteristics of Myths?” (900-901)
 “What Are the Characteristics of Folk Tales?” (902-903)
 “How Can You Learn about Myths from a Literary Map?” (904905)
 “What Skills Help you Read Myths and Folk Tales?” (906-907)
 Myths, Folktales, Legends, and Fables PowerPoint
 “King Midas and the Golden Touch” (908-910)
 “Orpheus, the Great Musician” (915-918)
 “The Flight of Icarus” (925-928)
 “The Twelve Tasks of Heracles” (935-938)
 “The Crane Wife” (957-960)
5 days
How do particular elements of a story interact?
Each day of the lesson, provide students with a background reading
assignment to get them started.
 “What Are the Characteristics of Myths?” (900-901)
 “What Are the Characteristics of Folk Tales?” (902-903)
 “How Can You Learn about Myths from a Literary Map?” (904905)
 “What Skills Help you Read Myths and Folk Tales?” (906-907)
TCSS
Instructional Delivery



Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Guided Instruction/
Differentiated Instruction
(We Do)
Independent Practice
(You Do)
NOTE: These lessons should be developed more.
Read “King Midas and the Golden Touch” on pg. 908-110 and answer
questions from the textbook.





Determine cause and effect. Encourage students to dicsuss
why King Midas made the wish he did and to speculate about
what the consequences of his wish might be.
What is Midas’ point of view about golden roses? What is
Marigold’s? What does this contrast tell you?
What makes Midas realize that his wish was a mistake?
What is the moral of the story?
Compare and contrast the story and the Youtube clip.
Read “Orpheus the Great Musician” on pg. 915-918 and answer
questions from the textbook.
Read “The Twelve Tasks of Heracles” on pg. 935-938 and answer
questions from the textbook.
Read “The Flight of Icarus” on pg. 925-928. Watch United Streaming
video clip of the Flight of Icarus. At what point in the story did you
begin to suspect that Icarus was going to disobey his father?
Compare and Contrast the two media versions of the same story.
Read and discuss “The Crane Wife” on pages 957-961.
Summarizer/Closure/Evaluation
of Lesson
CR: What are the commonalities that you noticed between the
different myths that we read this week?
TCSS
ELA7.4.7
Learning Target(s):
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:
 Support Standards
 Pre-requisite Learning
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.
TCSS
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:
 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.*
 ELAGSE7L2: Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling when
writing.
a. Use a comma to separate coordinate adjectives (e.g., It
was a fascinating, enjoyable movie but not He wore an
old[,] green shirt).
b. Spell correctly
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
Pre-requisite: Organize the narrative to maintain a natural and logical
flow for the reader.
Myth Story of Arachne
Write Your Own Myth instructions and rubric
Myth Pop-Up Book instructions and rubric
5 days
How can I write a narrative to develop real or imagined experiences or
events using effective technique, relevant descriptive details, and wellstructured even sequences?
Read the story of Arachne and discuss.
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Remind students that a story is developed using narrative techniques
(e.g., dialogue, personalities and motives). Review narrative writing
as needed.

Guided Instruction/
Differentiated Instruction
(We Do)
Give students the Write Your Own Myth instructions and rubric to
guide students in writing their own myths. Have students start working
on writing their story. Say: Think of the reason why something is the
way it is (ex. Why does the butterfly have wings?) Have students
discuss. Students must have two peer edits once they have written
their story. Stories will be turned in to be graded according to the
rubric.

Independent Practice
(You Do)
To extend this assignment, you can have students create a pop-up
book using Myth Pop-Up Book instructions and rubric. Students must
find the climax of the story that they wrote. They must have two peers
TCSS
to confirm that their climax is indeed the climax of the story. The
climax is what they will put in their pop-up book. (details are included
in the rubric).
Summarizer/Closure/Evaluation
of Lesson
Students may present their stories with pop-up books. If time permits,
allow students to display their work around the room and have the
students carousel around and provide two glow and one grow
statement about each student’s work.
TCSS
ELA7.4.8
Learning Target(s):
I can:






Identify the literary elements in a drama
Cite textual evidence to support their ideas
Determine the theme/central idea of the passage
Compare and contrast the drama with the filmed version
Write arguments to support their claim
Demonstrate a command of conventions
Priority Standards:
 Support Standards
 Pre-requisite Learning
Priority Standards:
ELAGSE7RL3: Analyze how particular elements of a story or drama
interact (e.g., how setting shapes the characters or plot).
ELAGSE7RL5: Analyze how a drama or poem’s form or structure
(e.g., soliloquy, sonnet) contributes to its meaning.
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.
 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.
 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.
 ELAGSE7RL7: Compare and contrast a written story, drama,
or poem to its audio, filmed, staged, or multimedia version,
analyzing the effects of techniques unique to each medium
(e.g., lighting, sound, color, or camera focus and angles in a
film).
Resources for Instruction
The Monsters Are Due on Maple Street by Rod Serling, pgs. 833-855
The Monsters Are Due on Maple Street Text-Dependent Questions
and Answer Key
Venn Diagram
Additional Group Activities for The Monsters Are Due on Maple Street
Time Allocated
EQ
5+ days
How can I compare and contrast a text to an audio, video or
multimedia version of the text? How are audio, video, or multimedia
versions of the same story presented differently? How do you cite
textual evidence to support questions related to the text?
Activator/Connection/Warm Up
Journal/ Think-Pair-Share: People often make snap judgments in
life. Write about a time you or someone else jumped to an incorrect
conclusion. What was the mistake? Was it corrected, and if so, how?
TCSS
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
Read the Big Ideas and Key Understandings and the Synopsis.
Please do not read this to the students. This is a description for
teachers about the big ideas and key understanding that students
should take away after completing this task.
Big Ideas and Key Understandings:
People have a tendency to allow suspicion, prejudice,
conformity and the desire to blame a scapegoat to guide their
actions when inexplicable or emotional situations arise.
Synopsis:
(From textbook) When a sudden and inexplicable force causes
everything to stop working on Maple Street, the people there
begin to wonder who or what is responsible. At first they
believe a meteor is causing the loss of power. Then as fear
begins to invade each person’s mind, complications arise.
Accusations and suspicions about one person, then another
and another and another, finally lead to violence, and an
innocent man is killed. As the teleplay closes, the audience
learns that aliens who want to take over the world have
stopped the machines and are observing the humans’ selfdestructive behavior. This behavior reveals that the real
monsters on Maple Street are the people themselves and the
fears and prejudices they harbor.
Prior to reading, teachers might find it useful to familiarize the students
with the idea of teleplay and terms associated. They should consider
how a teleplay would differ from other dramas.
Read the entire selection, keeping in mind the Big Ideas and Key
Understandings.
Re-read the text while noting the stopping points for the Text
Dependent Questions and teaching Tier II/academic vocabulary.
During Teaching
1. Students read the entire selection independently.
2. Teacher reads the text aloud while students follow along or
students take turns reading aloud to each other. Depending on the
text length and student need, the teacher may choose to read the
full text or a passage aloud. For a particularly complex text, the
teacher may choose to reverse the order of steps 1 and 2.
3. Students and teacher re-read the text while stopping to
respond to and discuss the questions, continually returning to the
text. A variety of methods can be used to structure the reading
and discussion (i.e., whole class discussion, think-pair-share,
independent written response, group work, etc.)
Have students complete Text-Dependent Questions. Discuss with
partners, small groups, and/or whole class.
Create a plot diagram of the literary elements. You may want to give
students a blank diagram or have them draw this on their own paper.
TCSS









Exposition: describe the setting in detail-Maple St.; late
summer at 6:43 pm. List four main characters introduced in
the exposition: Steve, Tommy, Charlie, Les
Rising Action: List three events that lead to the climax and
help create suspense- List three ev1- the power goes off
leading to confusion and Tommy’s comments, 2-Steve gets
accused of having a “secret” radio/Les Goodman’s car, 3-Don
Martin brings a shotgun
Climax: What is the climax of the drama? Charlie shoots Peter
Van Horn
Falling Action: Name three important events following the
climax. 1-Chaos breaks out, 2-Charlie blames Tommy, 3-The
residents destroy each other
Resolution: What is the outcome of the conflict? - the aliens
reveal they are only responsible for the power outage
Who were the monsters on Maple St? The residents
themselves.
Conflict: When is the conflict introduced? After Tommy’s alien
suggestion
What is the primary conflict? Man vs man
Theme: Avoid prejudice, suspicion and hatred; they can lead
to tragic consequences.
Additional Tasks
Group activities handout (these can be used for differentiation)
 Write a newspaper article detailing events from the story the
day after it has ended. Be sure that you only include factual
events from in the story and write your article using nonfiction
techniques.
 Creatively write or describe the trial of Charlie for the death of
Peter Van Horn. What would his defense attorney say? What
would the jury decide?
 View the original Twilight Zone episode and the 90s remake of
the Twilight Zone episode. Compare and contrast these
versions with the written play using a 3 part Venn Diagram.
Note to Teacher
● The play has many opportunities to examine “man versus
man,” “man versus self,” “man versus society,” and “man
versus nature” conflicts. (This could be an additional activity
where students analyze specific parts of the play that
emphasize specific conflicts.)
● If time permits and there is a desire to further investigate
character development, students could track Steve’s actions
throughout the play and analyze what they reveal about him
and human nature.
Summarizer/Closure/Evaluation
of Lesson
TCSS
ELA7.4.9
Learning Targets:
Priority Standards:
● Support Standards
● Pre-requisite Learning
I can:
 determine the relevant reasons and evidence to use for a specific
audience
 determine which rhetorical devices to use to best support claims in
an argument
 demonstrate the proper use of rhetorical devices within an
argument
 determine how to introduce my claim in argument writing
 analyze my claim for credibility
 determine the difference between my claim and opposing or
alternate claims
 determine the impact of alternate or opposing claims
 analyze their writing for clarity and continuity related to their claim
 address counter arguments
 determine which reasons further an argument and support a claim
 determine which technique or supportive format best enhances
their claim (e g , logical, reasoning, emotional)
 determine if the reasoning and evidence is logical in supporting a
claim
 determine the appropriate transition to connect and clarify ideas
 determine the relationship among claims, reasons, and evidence
 use transitions in writing to develop relationships among evidence,
reasons, and claims
 evaluate their writing for tone and voice
 evaluate their writing for structure, language, tone, mood, and
purpose
 evaluate several pieces of writing to determine whether a formal
style is present and consistent throughout the pieces
 determine which outcome they are seeking in their conclusion
(e.g., change in viewpoint, call to action, idea acceptance)
 determine if a conclusion reinforces the argument presented
Priority Standards:
ELAGSE7W1: Write arguments to support claims with clear reasons and
relevant evidence.
a. Introduce claim(s), acknowledge alternate or opposing claims,
and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence,
using accurate, credible sources and demonstrating an
understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify
the relationships among claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and
supports the argument presented.
Support Standards:
 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.
TCSS

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.*
ELAGSE7L2: Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling when
writing.
a. Use a comma to separate coordinate adjectives (e.g., It
was a fascinating, enjoyable movie but not He wore an
old[,] green shirt).
b. Spell correctly.
Resources for Instruction
The Monsters Are Due on Maple Street by Rod Serling, pgs. 833-855
The Monsters Are Due on Maple Street Text-Dependent Questions and
Answer Key
The Monsters Are Due on Maple Street Evidence Chart and Sample
Answers
Model Essay
Time Allocated
2-3 days
EQ
How can I write arguments to support claims with clear reasons and
relevant evidence? How do I introduce a claim? How do I acknowledge
alternate or opposing claims? How do I organize my reasons and
evidence logically? How do I use logical reasoning and relevant
evidence to support my claim?
Activator/Connection/Warm Up
In this lesson, students will be writing in response to their reading of The
Monsters Are Due on Maple Street. Before writing, they should consider
the prompt. Project the prompt and ask students to identify in their own
words, what the prompt is asking them to do and what a good essay on
this topic would include. After they have jotted their own ideas,
encourage them to turn and talk with a partner about what a good essay
on this topic would include.
●
Prompt
At the end of Act II, in the last paragraph of the play, the narrator
lists several flaws in human nature. Of the narrator’s
understandings of human flaws, select the most valid and identify
examples of these human flaws from the story that reinforce each
understanding. What is the author saying about human nature?
Support your claims with valid reasoning and relevant and
sufficient evidence from the text, including direct quotes and page
numbers.
Instructional Delivery
●
Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
In this lesson, students will be writing in response to their reading of The
Monsters Are Due on Maple Street. Before writing, they should consider
the prompt:
●
Prompt
TCSS
●
Guided Instruction/
Differentiated Instruction
(We Do)
●
Independent Practice
(You Do)
At the end of Act II, in the last paragraph of the play, the narrator
lists several flaws in human nature. Of the narrator’s
understandings of human flaws, select the most valid and identify
examples of these human flaws from the story that reinforce each
understanding. What is the author saying about human nature?
Support your claims with valid reasoning and relevant and
sufficient evidence from the text, including direct quotes and page
numbers.
Direct students in a discussion of possible human flaws. Point out the
five that are included in the play.
Possible Human Flaws to Choose:
1. “There are weapons that are simply thoughts . . . to be
found only in the minds of men.”
2. “There are . . . attitudes . . . to be found only in the
minds of men.”
3. “There are . . . prejudices . . . to be found only in the
minds of men.”
4. “Suspicion can destroy.”
5. “a thoughtless, frightened search for a scapegoat has
a fallout all of its own.”
Students should then develop an evidence chart as a pre-writing activity.
The teacher will want to model how to complete the chart (See the
sample evidence chart) and provide scaffolding as needed. Some
students may need to look for evidence of all of the flaws, while others
may need to be directed to look for two or three. Students may work
individually or with a partner to find evidence to support the five different
flaws presented in the play. Remind students to use notes and/or the
text-dependent questions they have already completed.
Once students have completed the evidence chart, they should look back
at the writing prompt in order to remind themselves what kind of
response they are writing (i.e. expository, analytical, argumentative) and
think about the evidence they found. (Depending on the grade level,
teachers may want to review students’ evidence charts in some way to
ensure accuracy.) From here, students should develop a specific thesis
statement. This could be done independently, with a partner, small
group, or the entire class. Consider directing students to the following site
to learn more about thesis statements:
http://owl.english.purdue.edu/owl/resource/545/01/
Provide students with appropriate guidance as they begin their essays.
Students might only select 2-3 flaws to write about. You may want to
show them a sample essay so that they have a model of what is
expected. In the attached sample essay, numbers 4 and 5 were selected.
Have students compose a rough draft. With regard to grade level and
student ability, teachers should decide how much scaffolding they will
provide during this process (i.e. modeling, showing example pieces,
sharing work as students go). After completing the rough draft, students
complete final drafts.
Summarizer/Closure/Evaluation
of Lesson
Teachers will evaluate student final essays.
TCSS
TCSS
ELA7.4.10 Cinderella
Learning Target(s):
I can:
• 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
Priority Standards:
 Support Standards
 Pre-requisite Learning
Priority Standards:
ELAGSE7RL3: Analyze how particular elements of a story or drama
interact (e.g., how setting shapes the characters or plot).
Support Standards:
 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.
 ELAGSE7RL6: Analyze how an author develops and contrasts
the points of view of different characters or narrators in a text.
Pre-requisite: Compare and contrast how similar themes and topics
are addressed in different genres of text.
Resources for Instruction
Comparing of the Cinderella Story:
“Aschenputtel” pages 76-85 (German Folktale)
“Yeh-Shen” pages 86-91 (Chinese Folktale)
“Interview” pages 92-94 (poem)
Cinderella questions and chart (doesn’t include the poem)
Video version of “Yeh-Shen”
Time Allocated
2-3 Days
EQ
How do particular elements of a story interact?
Activator/Connection/Warm Up
Journal/Think-pair-share:
Underdogs---likable characters in no-win situations—delight us by
winning in the end. Why do we enjoy stories about an underdog who
is rescued or given help to succeed?
Who really helps a person overcome life’s difficulties?
TCSS
Instructional Delivery
Activate their prior knowledge about Cinderella. If they aren’t familiar
with the story, then read them the Disney version. Remind them that
this is just one version of it. They can probably give you several more
modern versions.

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)
Read the two stories and one poem. Then answer the questions that
go along with them for monitoring comprehension. You may want to
show clips of the Yeh-Shen video to allow students to make
connections with the Cinderella story.

Independent Practice
(You Do)
Center activity: Pull copies of other cultures versions of Cinderella
and have them read and share with the class.
Summarizer/Closure/Evaluation
of Lesson
Create a comparing and contrasting chart like the one on page 75.
Use the chart to write a compare/contrast essay following the
guidelines in the text on page 95. Alternative writing choices are the
write an article or write a letter.
TCSS
ELA7.4.11 “Is Google Making Us Stupid”
Learning Target(s):
I can:
 Outline a speaker’s argument and specific claims
 identify textual evidence that will support a claim or stance
Priority Standards:
 Support Standards
 Pre-requisite Learning
Priority Standards
ELAGSE7RI8: 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.
Pre-requisite Learning:
Students should know the meaning of argument, evidence, claim,
reasoning, and relevance.
“Is Google Making Us Stupid?” Yes and No articles (Grade 7: Module
4A: Unit 2: Lesson 3 Pages 10-17)
1-2 Days
How can I determine whether an argument’s reasoning is sound and
the evidence is relevant and sufficient to support the claim?
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
Instructional Delivery


Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Guided Instruction/
Differentiated Instruction
(We Do)
Discuss:
How much time do you spend online? Do you think that the Internet
can be damaging your brain? Why or why not?
Distribute “Is Google Making Us Stupid?” Yes Article and a blank copy
Tracing of an Argument Note-Catcher.
Explain that today, students will read a debate piece that asks two
authors to write about opposing views on the question of whether
Google, and the Internet in general, is negatively affecting our brains.
The authors are:
Nicholas Carr- a writer who specializes in brain science
Peter Norvig- the director of research for Google
Discuss briefly about why these authors were assigned which sides of
the debate, and/or about bias.

Independent Practice
(You Do)
Read “Is Google Making Us Stupid—YES” aloud as a class. Ask
students to identify which sentence(s) is the claim of this piece.
(usually at the beginning) Listen for: “Google is doing something
damaging to our brains” and/or “Google is distracting us, and so we
think less deeply and understand less.”
Have students record the claim on their note-catcher while you model
this on your projector.
As students to discuss with their partners what supporting reasons are
in this piece. Listen for: “We need to think deeply in order to think
‘brilliantly’” “When we’re online, we are constantly distracted,” and
“Google encourages us to move superficially through information,
because that’s how it makes money.”
Record 2 reasons on the note-catcher. For each reason given or
developed by the class, have partners discuss a piece of evidence the
author uses to support the reason. Examples may include: “Science
has demonstrated that we need calm minds in order to think deeply,”
“The Internet is designed to bombard us with messages and
TCSS
interruptions,” and “Google allows us to ‘zip’ through the net so that it
can show us more ads.”
Partners will now discuss whether the evidence is relevant, using the
sentence stem “If…then.” Remind them that the “then” section is
where they link the evidence back to the claim. Listen for:
-“If science has demonstrated that we need calm minds in order to
think deeply, then Google is bad for us.”
-“If the Internet is designed to bombard us with messages and
interruptions, then we will struggle to think deeply while online”
-“If Google allows us to ‘zip’ through the net so that it can show us
more ads and make more money, then Google is bad for us.
Tracing an Argument in “Is Google Making Us Stupid—NO”
Students should read this article individually and should begin to fill in
their Argument note-catcher independently. (These may be collected
for formative assessment, or you can review answers as a class)
Summarizer/Closure/Evaluation
of Lesson
Students can answer the following constructed response question;
teacher will score it using the two-point rubric.
 Do you believe that Google is making us stupid? Why or why
not? Provide two details from the text to support your claim.
TCSS
ELA7.4.12
Optional The Face on the Milk Carton Lesson
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
I can:
 Know how events influence individuals or ideas
 Know how central ideas are developed over the whole text
Priority Standards
ELAGSE7RL3: Analyze how particular elements of a story or drama
interact.
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.
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 with diverse partners on grade 7 topics
Pre-requisite Learning: Students will need to be familiar with the plot
pyramid, characterization, context clues, and analyzing the text
The Face on the Milk Carton Novel
The Face on the Milk Carton Character Tracker
Caroline Cooney Bio and Letter : This website has a bio on Caroline
Cooney for you to share the main ideas with your student. There is
also a letter on the inside cover of the novel to discuss about where
Caroline Cooney got the idea for the mystery.
“Masks”
12 Days
How can I determine two or more themes in a text and analyze their
development over the course of the text?
How can I effectively communicate my understanding and analysis of
major themes and ideas found in various types of text?
Activator/Connection/Warm Up
Journal Prompt: What is meant by “Things are not always what they
seem”?
TCSS
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
Teacher can introduce the following vocabulary terms as you read the
novel.
Novel Vocabulary:
 Conspicuous
 Extricate
 Demented
 Velocity
 Sophomoric
 Infuriating
 Peruse
 Impish
 Beret
 Pondering
 Articulate
 Nauseate
 Gleamed
 Sophisticated
 Intolerance
 Ghastly
 Tranquil
 Fugitive
 Fascinate
 Reproachfully
Students should use the character tracker as they read to make notes
about the characters.
Use appropriate strategies for reading the novel. After reading have
students write well-developed responses to the following questions:
1) Who do you believe is the most helpful character in Janie’s
life? Explain.
2) What is the theme of the novel? Explain.
3) How does the setting change throughout the novel?
4) Make a list in order of their importance, not necessarily their
order of appearance in the novel, of the crucial discoveries that
inform Janie about her identity.
5) Should Janie’s parents have told her about what they know
concerning her identity? Why or why not?
6) What do you make of Hannah’s character? Is she aware of the
magnitude of her actions? Is she a sinister character or a “rag
doll”? Explain the significance of this last term as it appears in
the novel.
7) Describe two of Janie’s flashbacks in detail.
8) How does Reeve’s family contribute to his thoughts and
feelings throughout the novel?
Summarizer/Closure/Evaluation
of Lesson
After the novel:
Read the poem “Masks.” Compare and contrast the poem “Masks” to
The Face on the Milk Carton. Discuss emotion, appearance, impact
on family, impact on friends, theme, and tone. Draw a conclusion
about the power “wearing masks” has on the main characters in the
novel and the poem based on this information.