Teacher(s): Sandra Scott, Aimee Platt, Linda Sue Amos
Unit Dates:
11/16—1/22
Florida
Standard(s):
Benchmarks,
descriptions,
DOK levels,
standards
unpacked
(know/do)
highlighted
Grade/Subject: Seventh Grade Language Arts
Unit 3: Writing to Inform/Explain
LAFS.7.SL.1.1 (DOK 3) 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 goals
and deadlines, and define individual roles as needed.
c. Pose questions that elicit elaboration and respond to others’ questions and
comments with relevant observations and ideas that bring the discussion
back on topic as needed.
d. Acknowledge new information expressed by others and, when warranted,
modify their own views.
Know:
Identify key ideas from reading material or research.
Describe components of a collegial discussion and planning.
Recognize key ideas and new information during discussions.
Identify key ideas from reading material.
Recognize multiple perspectives and opposing viewpoints.
Think:
Reflect on discussion topics using evidence.
Evaluate new information posed and form personal opinion.
Formulate comments, questions, and responses based on evidence
Track progress toward specific goals and deadlines, defining individual roles
as needed.
Paraphrase and reflect on multiple perspectives posed in discussions
Do:
Demonstrate collegial rules during discussion.
Pose relevant questions that elicit elaboration.
Respond to questions and comments with relevant details, bringing
discussion back on topic as needed.
W.1.2 –Continued
Think:
Determine precise language and domain-specific vocabulary.
Establish and maintain a formal style.
Identify an effective, supportive conclusion for the topic that follows from
and supports the information or explanation presented.
Determine a supportive concluding statement.
Do:
Write informative/explanatory texts to examine a topic, convey ideas, or
explain concepts and information.
Write with organization.
Organize ideas, concepts, and information using definitions, classifications,
comparison/ contrast, and cause/effect.
Use formatting, graphics, and multimedia to aid comprehension.
Write with analysis of relevant content.
Introduce, preview, and develop a topic with relevant facts, definitions,
concrete details, quotations, and examples.
Use transitions to clarify the relationships between ideas and concepts.
Use precise language and domain specific vocabulary to inform or explain.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information
or explanation presented.
LAFS.7.L.3.5 (DOK 3) Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., literary, biblical, and mythological
allusions) in context.
b. Use the relationship between particular words (e.g., synonym/antonym,
analogy) to better understand each of the words.
LAFS.7.SL.1.2 (DOK 4) Analyze the main ideas and supporting details
presented in diverse media and formats (e.g., visually, quantitatively,
orally) and explain how the ideas clarify a topic, text, or issue under study.
c. Distinguish among the connotations (associations) of words with similar
denotations (definitions) (e.g., refined, respectful, polite, diplomatic,
condescending).
Know:
Identify main details and supporting details that contribute to the topic, text,
and issue studied of various media formats.
Know:
• Recognize and understand the meaning of figurative language.
• Recognize and understand the different types of relationships between
words.
• Know the different types of relationships of words.
Think:
Visually, quantitatively, and orally analyze the main ideas and supporting
details presented in diverse media and formats.
Do:
Explain how the ideas clarify the topic, text, and issue studied.
W.1.2 (DOK 4) Write informative/explanatory texts to examine a topic and
convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information, using strategies such as definition, classification,
comparison/contrast, and cause/effect; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships
among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or
explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports
the information or explanation presented.
Know:
Identify a topic.
Identify and recognize definition, classification, comparison/contrast,
cause/effect, and text features (graphics, charts, tables, multimedia).
Think:
• Interpret the role of figurative language in the text.
• Analyze a text’s use of language.
• Analyze the relationship between particular words.
Do:
• Use word patterns that indicate different meanings or parts of speech.
• Verify preliminary determination of the meaning of a word or phrase.
7.RL.2.4 (DOK 3) 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.
Know:
Identify figurative words and phrases.
Identify connotative words and phrases.
Identify rhymes and repetitions of sounds, including alliteration in a verse or
stanza.
Identify rhymes and repetitions of sounds, including alliteration in a story or
drama.
Define analysis.
Think:
Interpret figurative meanings.
Interpret connotative meanings.
Analyze the impact of rhymes and repetitions sounds in a stanza or poem.
Analyze the impact of rhymes and repetitions sounds in a story or drama.
7.RL.2.5 (DOK 4) Analyze how a drama’s or poem’s form or structure (e.g.,
soliloquy, sonnet) contributes to its meaning.
Know:
Select appropriate facts, definitions, concrete details quotations and
examples.
Recognize and select appropriate transitions to create cohesion and clarify
relationships.
Identify domain specific vocabulary and precise vocabulary.
Recognize formal style.
Think:
Determine which strategy is most effective to further develop a topic
including definitions, classifications, comparison/contrast, and cause/effect.
Determine when to include graphics or multimedia.
Determine how to organize ideas, concepts, and information.
Select transitions that clarify relationships.
Select appropriate transitions to create cohesion and clarify relationships.
Unit Learning
Goals:
Students will be able to:
 Determine a theme or central idea
 Interpret figures of speech in context
 Cite textual evidence; make inferences
Unit Essential  How do I determine what is important in diverse media formats to
Questions:
understand a topic?
• How can I use information to express an idea?
• How can I use domain-specific vocabulary to express ideas accurately?
• How does the author’s use of specific types of figurative language and
connotation affect the meaning of the text?
Unit
Assessments:
Progress
Monitoring
Higher Order
Question(s)
 Identify the poetic elements contributing to form/structure.
 Identify the form/structure of various types of poetry and drama.
 Explain the meaning of a poem.
Think:
• Analyze the structure of a drama or poem.
• Analyze the meaning of a drama or poem.
• Analyze the relationship between the poem/drama’s form and structure.
 Analyze how form or structure contributes to the meaning of a text
 Analyze points of view of narrators
 Write explanatory texts
 How rhyming and alliteration impact tone and mood of the text?
• How does the text structure help me understand the text?
• Why does the structure of the text matter?
• How does the text structure of a poem or drama impact meaning of the
text?
Formative Assessments
 Poetry introduction mini -lesson

“Knock, Knock” and “If I Should Have a Daughter” activity
 “Roar” vs. “Mean” Centers—analyzing songs sheet
 Roar vs. mean analyzing songs sheet
 Roar vs. mean planning—double bubble
 Roar vs. mean body paragraphs essay.
 Caged Bird analysis
Summative Assessment
 Using, “Ode to an Enchanting Light” and “Sleeping in the Forest,” write a multi-paragraph essay in which you compare each poet’s style.
See WICR Strategies and Accommodations
 What is the structure of the text?
 What is the meaning of the text?
 How does the structure of the text contribute to its meaning?
 How does understanding the characteristics/structure of various literary
forms contribute to a greater understanding of that text? What is literary
text?
 How does an author's point of view impact a piece of literature?
 How does the sentence, chapter, scene, or stanza fit into the overall
structure of a ____________?
 How would the meaning of the poem /drama have been different if it
were written as a _________?
 How do we apply different strategies and skills to understand text?
 How does the development of literary elements convey meaning?
• How rhyming and alliteration impact tone and mood of the text?
Unit Key
Vocabulary
Stanza
Rhyme
repetition
simile
alliteration
figurative language metaphor theme
 How can we make personal connections through literature?
 What are the characteristics of various literary forms?
 How do we write, speak and present our ideas and experiences
effectively?
 How do we apply stylistic elements and appropriate formats?
 How does the author’s use of specific types of figurative language and
connotation affect the meaning of the text?
mood
connotation
descriptive language/imagery
personification
tone
Unit 3: Writing to Inform/Explain
Learning Goals: Students will be able to: Determine a theme or central idea;
interpret figures of speech in context; cite textual evidence; make inferences
Week 16
Monday,
12/14
Daily
Objective
Students will take a practice
FSA Writing test for 120
minutes.
BELL
RINGER
Rigor Level
2
3-6: Students will work on
finishing essay and any make
up work.
Caught Ya
Tuesday,
12/15
Rigor Level 3
Essential Questions: How does the author’s use of specific types of figurative
language and connotation affect the meaning of the text?
Wednesday
12/16
Rigor Level 4
Thursday
12/17
Rigor Level 4
Friday,
12/18
Rigor Level 4
Students will be able to
determine the theme, mood,
and tone of poems and
interpret figurative language,
rhyme, and rhyme scheme,
providing evidence
Students will be able to
determine the theme, mood,
and tone of poems and
interpret figurative language,
providing evidence.
Students will be able to
determine the theme, mood,
and tone of poems and
interpret figurative language,
providing evidence
Students will be able to
determine the theme, mood,
and tone of poems and
interpret figurative language,
providing evidence
Caught Ya
Caught Ya
Caught Ya
Caught Ya
Review poetic elements and
compare/contrast
Review poetic elements and
compare/contrast
Review and discuss poetic
elements and
compare/contrast essays.
Review and discuss
compare/contrast essays.
Discuss compare/contrast
essays.
I DO:
Meet with students to
discuss progress and data
chats.
Review poetic elements.
WE DO:
Discuss personalized learning
strategies and classroom
policies and procedures.
Read and discuss, “Sleeping
in the Forest” and Ode to
enchanted light”.
YOU DO:
Complete make-up work and
participate in class
discussions.
Follow along and participate
in class discussion.
Complete test on “Ode to
enchanted light” and
“Sleeping in the Forest”
Begin planning essay for
“Sleeping in the Forest” and
Ode to enchanted light”
Continue planning essay for
“Sleeping in the Forest” and
Ode to enchanted light”
Homework
Read AR book.
Read AR book.
Read AR book.
Read AR book.
Read AR book.
EXIT
TICKET:
What is my goal to ensure I
will be successful?
What is the tone and mood
in the two poems we read
today?
What is your biggest struggle
when writing
compare/contrast essays?
What types of figurative
language do the two poems
use?
What are you going to
compare/contrast in your
essay?
7.RL.2.4 Scale
Not only can I determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings, but I can also cite evidence to
prove it.
4
Not only can I analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem, but I can also cite evidence to
prove it.
I can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.
3
I can analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem.
I can only determine some of the meanings of words and phrases as they are used in a text, including figurative and connotative meanings.
2
1
0
I can only analyze the impact of some of the rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem.
I can identify figures of speech, rhymes, or repetition in a poem.
I cannot identify figures of speech, rhymes, or repetition in a poem.
Writing
Writing activities that help
students understand the
content
WICR Strategies used during each unit.
Inquiry
Collaboration
Questioning strategies
Working together with a
that help students
partner or in a group of
understand the content
students to understand, to
problem solve, or to
complete a task/project
Reading
Any strategies in reading
that help students
understand
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in class within
a set amount of time
• grade is evaluated using a rubric
Cornell Notes
• taking notes on the most important
information
• summarizing
• using the notes to study
Reflective writing
• students write about what they have
learned and what they still need





Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create.
Problem solving in groups
Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
Projects in groups
After reading strategies
• summarizing
• group projects
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
Read directions for the student
 Allow student time to step out to de Extended time on assignments =1 day
 Read Aloud to Students
escalate
Check for understanding
 Preferential seating
 Visual manipulatives
 Testing in small groups
Allow to leave class for assistance
 Written direction given
 Cooperative Learning,
 Use of a planner/binder for organization
Extra time for exams
 Break directions into chunks
 Vocabulary, Description,
Introduction,
 English Language Dictionary
Daily agenda
.