Grade: 7 Language Arts
Unit: Can I stay true to myself while being a member of a group? (Problem to be researched
and discussed with group members)
Problem-Based Learning
The Key Concepts:
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The need to belong motivates characters into action and inaction.
The search for community can influence personal identity.
The growth of fictional characters and their relationships reflects important life lessons.
Narratives allow us to explore both the familiar and unfamiliar.
Content and Skills:
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Analyze literary elements
Distinguish between static and dynamic characters
Identify cause-effect relationships
Analyze word choice
Compare and contrast types of fiction and nonfiction
Pre-write using a graphic organizer
Personal Narrative
Learning Objectives:
Students will be able to…
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Analyze an author’s method of characteristics (LA.7.2.1.2)
Use a graphic organizer to analyze the sequence of plot development in a narrative
(LA.7.2.12)
Retell the details of a story to monitor comprehension and to generate ideas for writing
(LA.7.3.4.4)
Use a graphic organizer to prewrite for an original narrative account, identifying the
characters, setting, theme, and plot development (LA.7.2.1.2, LA.7.3.1.1, LA.7.3.1.2,
LA.7.3.1.3)
ISTE NETS-S:
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Real-world issues and problem solving
Digital tools and resources
Research
Student reflection using collaboration
Instructional Objectives:
Students will read fiction and nonfiction texts to study narrative elements and structure while
gathering information to help investigate the Unit Question. Students will collaborate and use
technology to form a student-written narrative that demonstrates their knowledge of this type
of writing, as well as their thoughts about how group membership can influence personal
identity.
Instructional Activities:
Day 1:
Paired Reflection: Ask students to think about a time when they felt really motivated them.
They will retell the experience to a partner and identify what motivated them.
Whole Group Reading:
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As students read the first part of “Miss Awful”, they will practice retelling sections of
the story in their own words.
There will be a discussion on how stopping to retell what they have just read is another
way to monitor their comprehension.
Students will complete the first two boxes of a sequencing map based on what they
read
Class discussion on answers using SMART Board
Before students read the remainder of “Miss Awful” they will quick write in their
journals what they already know about the characters of Roger and Miss Orville and
how they know it.
After reading the rest of “Miss Awful” students will retell the ending by completing the
last four boxes of their sequencing map. The will also label the boxes to indicate the
exposition, rising action, climax, and resolution.
In their journals, students will respond to the following prompt: Why did Roger’s
motivation change from wanting to join the class in their revenge against Miss Orville to
wanting to talk them out of it?
Day 2-4:
Collaboration:
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After reviewing the Writing a Narrative activity sheet with students, they will brainstorm
writing ideas with a partner. Think of a time when you decided not to go along with the
crowd? What was the conflict? How did you resolve it? What were the effects?
Students will retell their stories to a partner or small group.
Students will retell their partner’s story by identifying the main conflict and how it was
resolved
Students will decide on a personal narrative of their own that they wish to write about
and identify setting, characters, and theme.
Technology:
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Students will do research on the internet to find personal narratives or autobiographies
where the author has stood up for his or her beliefs against a group
Students will also research articles that discuss ways to stand up for themselves without
being made an outcast by the group
Students will get back together with their partner or small group and share their articles
and discuss ways that they could go against the group to stand up for what they believe
in without making the group turn on them.
Students will begin to prewrite their personal narratives using Inspiration templates,
such as, Autobiographical Event, Fiction Writing, Literary Conflict, and/or Story Triangle.
Ongoing assessment:
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Provide feedback to groups on their research and decisions they came up with on ways
to stand up for what they believe
Sharing:
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Students will share their prewriting
Students will introduce one of the characters and share the general plot they have
developed
Accommodations:
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In reading “Miss Awful” teacher will read the first part to hook the students into the
story
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Students who have trouble writing can work in a small group to create a visual retelling
of the story
Each group can focus on one part of the story to retell
Various graphic organizers
Instead of doing a quick write students who learn better visually can do a quick sketch
Materials and Resources:
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SMART Board
“Miss Awful”
Sequencing map
Journals
Story boarding and plot diagram graphic organizers
Student laptops (school’s computer cart)
Social Network Lesson
Learning Objectives:
The students will be able to…
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Retell the details of a story to monitor comprehension and to generate ideas for writing
(LA.7.3.4.4)
Compare and contrast characteristics of various types of fiction and nonfiction
(LA.7.2.1.1, LA.7.2.2.4)
Analyze cause-effect relationships to predict consequences (LA.7.1.7.1, LA.7.1.7.4)
Evaluate an author’s use of facts and opinions (LA.7.6.2.2)
Identify text structure and analyze how it affects a text’s meaning (LA.7.1.7.5)
Write a narrative account that includes a dynamic character, realistic setting, resolved
conflict, precise word choice, and descriptive and figurative language (LA.7.3.2.1,
LA.7.3.4.5)
ISTE NETS-S:
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Student reflection
Creative and innovative thinking
Digital tools and resources
Activities:
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Students will learn how to set up a wiki page and upload their graphic organizers of their
personal narratives that they did on Inspiration templates and get feedback from their
peers.
They will use EDMODO to discuss the similarities and differences of a fictional story, like
“Miss Awful,” and an autobiographical narrative, like, “from Barrio Boy.”
Students will read through the end of the second paragraph of the first column on p.
127 of “from Barrio Boy.”
Students will use the first flowchart on their Predicting Consequences activity sheet to
predict the consequences of Ernesto’s decisions and retell key events of the story
As students finish reading “from Barrio Boy,” they will complete the flowcharts on the
Predicting consequences activity sheet.
Students will then identify how Ernesto retained his personal identity while assimilating
into his new community
Students will select an opinion about Lincoln school, Miss Hopley, or Miss Ryan, and find
facts included in the narrative that support his opinions. Students will record their ideas
as a double-entry notebook response.
Ongoing Assessment:
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Feedback from teacher as well as students will be provided once uploaded onto the wiki
page and discussions are started on EDMODO