Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
ELAR Grade 07 Unit 05B Exemplar Lesson 01: Formulating Connections across All Genres
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with
district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts
may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s
teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle
State Adopted Instructional Materials.)
Lesson Organizer
Lesson Synopsis
Performance Indicators
Students summarize, make inferences, and synthesize ideas in both literary and informational texts including theme
and author’s purpose. In writing, students use the writing process to develop a piece of writing on a topic of personal
interest. Students choose the appropriate genre for their audience and purpose. Students continue to build their
knowledge of words by studying roots and affixes, context clues, analogies, and foreign words while using a
dictionary as a resource for learning new words.
Grade 07 ELAR Unit 05B PI 01
Read an excerpt from a novel or short fictional story and a piece of expository writing with a related topic. Identify the theme(s) in the
literary work and the author’s purpose in the expository text. Complete a Venn diagram comparing the two texts including the
theme(s) and author’s purpose. Provide textual evidence to support your understanding.
Standard(s): 7.9A , 7.10D , 7.Fig19C , 7.Fig19D , 7.Fig19E , 7.Fig19F
ELPS ELPS.c.1H , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5G
Grade 07 ELAR Unit 05B PI 02
Choose a topic of personal interest and determine the message you want to convey. Select an appropriate genre (e.g., personal
narrative, poem, imaginative story, essay, etc.) to convey your message. Develop a focused, organized, and coherent piece of writing
for an intended audience. Share your piece with others.
Standard(s): 7.14A , 7.14B , 7.14C , 7.14D , 7.14E
ELPS ELPS.c.1E , ELPS.c.2G , ELPS.c.3C , ELPS.c.3E , ELPS.c.5B , ELPS.c.5C , ELPS.c.5D , ELPS.c.5E
, ELPS.c.5F , ELPS.c.5G
Last Updated 05/03/2013
page 1 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Grade 07 ELAR Unit 05B PI 03
Write multiple response entries including thoughts, connections, and/or strategies that deepen understanding of literary and
informational texts. Provide evidence from the text to support ideas.
Standard(s): 7.17C , 7.Fig19A , 7.Fig19B , 7.Fig19C , 7.Fig19D , 7.Fig19E , 7.Fig19F
ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F
, ELPS.c.5G
Grade 07 ELAR Unit 05B PI 04
Record multiple entries in a Vocabulary Notebook that demonstrate knowledge of new words, their meanings, and origins.
Standard(s): 7.2A , 7.2B , 7.2C , 7.2D , 7.2E
ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H , ELPS.c.4A , ELPS.c.5B , ELPS.c.5F
, ELPS.c.5G
Key Understandings
Authors create connections to make text personally relevant and useful.
Authors vary form and style in order to write for different purposes, audiences, and contexts.
Authors use conventions of written language to communicate clearly and effectively.
Readers us strategies to support interpretation of text.
Understanding new words and concepts enhances comprehension and oral and written communication.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates
that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas
Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
7.2
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
7.2A
Determine the meaning of grade-level academic English words derived from Latin, Greek, or
other linguistic roots and affixes.
Readiness Standard
7.2B
Use context (within a sentence and in larger sections of text) to determine or clarify the
meaning of unfamiliar or ambiguous words.
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Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Readiness Standard
7.2C
Complete analogies that describe part to whole or whole to part.
7.2D
Identify the meaning of foreign words commonly used in written English with emphasis on
Latin and Greek words (e.g., habeus corpus, e pluribus unum, bona fide, nemesis).
7.6
Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and
draw conclusions about the structure and elements of fiction and provide evidence from text to
support their understanding. Students are expected to:
7.6A
Explain the influence of the setting on plot development.
Readiness Standard
7.6B
Analyze the development of the plot through the internal and external responses of the
characters, including their motivations and conflicts.
Readiness Standard
7.9
Reading/Comprehension of Informational Text/Culture and History. Students analyze, make
inferences and draw conclusions about the author's purpose in cultural, historical, and
contemporary contexts and provide evidence from the text to support their understanding.
Students are expected to:
7.9A
Explain the difference between the theme of a literary work and the author's purpose in an
expository text.
Supporting Standard
7.10
Reading/Comprehension of Informational Text/Expository Text. Students analyze, make
inferences and draw conclusions about expository text and provide evidence from text to support
their understanding. Students are expected to:
7.10A
Evaluate a summary of the original text for accuracy of the main ideas, supporting details,
and overall meaning.
Readiness Standard
7.10C
Use different organizational patterns as guides for summarizing and forming an overview of
different kinds of expository text.
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Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Readiness Standard
7.10D
Synthesize and make logical connections between ideas within a text and across two or three
texts representing similar or different genres, and support those findings with textual
evidence.
Readiness Standard
7.14
Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
7.14A
Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an
audience, determining appropriate topics through a range of strategies (e.g., discussion,
background reading, personal interests, interviews), and developing a thesis or controlling
idea.
7.14B
Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events,
cause-effect, compare-contrast) and building on ideas to create a focused, organized, and
coherent piece of writing.
Readiness Standard
7.14C
Revise drafts to ensure precise word choice and vivid images; consistent point of view; use
of simple, compound, and complex sentences; internal and external coherence; and the use
of effective transitions after rethinking how well questions of purpose, audience, and genre
have been addressed.
Readiness Standard
7.Fig19
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in
both assigned and independent reading to understand an author’s message. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
7.Fig19B Ask literal, interpretive, evaluative, and universal questions of text.
7.Fig19C Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing;
making textual, personal, and world connections; creating sensory images).
7.Fig19D Make complex inferences about text and use textual evidence to support understanding.
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Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
7.Fig19E Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order
within a text and across texts.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
7.Fig19F Make connections between and across texts, including other media (e.g., film, play), and
provide textual evidence.
Readiness Standard
Ongoing TEKS
7.1
Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are
expected to:
7.1A
Adjust fluency when reading aloud grade-level text based on the reading purpose and the
nature of the text.
7.2
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
7.2E
Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the
meanings, syllabication, pronunciations, alternate word choices, and parts of speech of
words.
Readiness Standard
7.3
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences
and draw conclusions about theme and genre in different cultural, historical, and contemporary
contexts and provide evidence from the text to support their understanding. Students are
expected to:
7.3A
Describe multiple themes in a work of fiction.
Supporting Standard
7.6
Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and
draw conclusions about the structure and elements of fiction and provide evidence from text to
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Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
support their understanding. Students are expected to:
7.6C
Analyze different forms of point of view, including first-person, third-person omniscient, and
third-person limited.
Supporting Standard
7.10
Reading/Comprehension of Informational Text/Expository Text. Students analyze, make
inferences and draw conclusions about expository text and provide evidence from text to support
their understanding. Students are expected to:
7.10B
Distinguish factual claims from commonplace assertions and opinions.
Supporting Standard
7.11
Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make
inferences and draw conclusions about persuasive text and provide evidence from text to
support their analysis. Students are expected to:
7.11A
Analyze the structure of the central argument in contemporary policy speeches (e.g.,
argument by cause and effect, analogy, authority) and identify the different types of evidence
used to support the argument.
Supporting Standard
7.11B
Identify such rhetorical fallacies as ad hominem, exaggeration, stereotyping, or categorical
claims in persuasive texts.
Supporting Standard
7.12
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to
glean and use information in procedural texts and documents. Students are expected to:
7.12A
Follow multi-dimensional instructions from text to complete a task, solve a problem, or
perform procedures.
7.12B
Explain the function of the graphical components of a text.
Supporting Standard
7.14
Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
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Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
7.14D
Edit drafts for grammar, mechanics, and spelling.
Readiness Standard
7.14E
Revise final draft in response to feedback from peers and teacher and publish written work
for appropriate audiences.
7.15
Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real
or imagined people, events, and ideas. Students are expected to:
7.15A
Write an imaginative story that:
7.15A.i
sustains reader interest.
7.15A.ii
includes well-paced action and an engaging story line.
7.15A.iii
creates a specific, believable setting through the use of sensory details.
7.15A.iv
develops interesting characters.
7.15A.v
uses a range of literary strategies and devices to enhance the style and tone.
7.15B
Write a poem using:
7.15B.i
poetic techniques (e.g., rhyme scheme, meter).
7.15B.ii
figurative language (e.g., personification, idioms, hyperbole).
7.15B.iii
graphic elements (e.g., word position).
7.16
Writing/Personal. Students write about their own experiences. Students are expected to:
7.16A
Write a personal narrative that has a clearly defined focus and communicates the importance
of or reasons for actions and/or consequences.
Readiness Standard
7.17
Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to:
7.17A
Write a multi-paragraph essay to convey information about a topic that:
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page 7 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Readiness Standard
7.17A.i
presents effective introductions and concluding paragraphs.
Readiness Standard (Reporting Category 1 Composition)
Supporting Standard (Reporting Category 2 Revision)
7.17A.ii
contains a clearly stated purpose or controlling idea.
Readiness Standard (Reporting Category 1 Composition)
Supporting Standard (Reporting Category 2 Revision)
7.17A.iii
is logically organized with appropriate facts and details and includes no extraneous information or
inconsistencies.
Readiness Standard (Reporting Category 1 Composition)
Supporting Standard (Reporting Category 2 Revision)
7.17A.iv
accurately synthesizes ideas from several sources.
Readiness Standard (Reporting Category 1 Composition)
Supporting Standard (Reporting Category 2 Revision)
7.17A.v
uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs.
Readiness Standard (Reporting Category 1 Composition)
Supporting Standard (Reporting Category 2 Revision)
7.17B
Write a letter that reflects an opinion, registers a complaint, or requests information in a
business or friendly context.
7.17C
Write responses to literary or expository texts that demonstrate the writing skills for multiparagraph essays and provide sustained evidence from the text using quotations when
appropriate.
7.19
Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students will continue to apply
earlier standards with greater complexity. Students are expected to:
7.19A
Identify, use, and understand the function of the following parts of speech in the context of
reading, writing, and speaking:
Readiness Standard
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Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
7.19A.i
verbs (perfect and progressive tenses) and participles.
Supporting Standard
7.19A.ii
appositive phrases.
Supporting Standard
7.19A.iii
adverbial and adjectival phrases and clauses.
Supporting Standard
7.19A.iv
conjunctive adverbs (e.g., consequently, furthermore, indeed).
Supporting Standard
7.19A.v
prepositions and prepositional phrases and their influence on subject-verb agreement.
Supporting Standard
7.19A.vi
relative pronouns (e.g., whose, that, which).
Supporting Standard
7.19A.vii
subordinating conjunctions (e.g., because, since).
Supporting Standard
7.19A.viii transitions for sentence to sentence or paragraph to paragraph coherence.
Supporting Standard
7.19B
Write complex sentences and differentiate between main versus subordinate clauses.
Supporting Standard
7.19C
Use a variety of complete sentences (e.g., simple, compound, complex) that include properly
placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses.
Readiness Standard
7.20
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write
legibly and use appropriate capitalization and punctuation conventions in their compositions.
Students are expected to:
7.20A
Use conventions of capitalization.
Readiness Standard
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Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
7.20B
Recognize and use punctuation marks including:
Readiness Standard
7.20B.i
commas after introductory words, phrases, and clauses.
Supporting Standard
7.20B.ii
semicolons, colons, and hyphens.
Supporting Standard
7.21
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
7.21A
Spell correctly, including using various resources to determine and check correct spellings.
Readiness Standard
7.26
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to
others in formal and informal settings. Students will continue to apply earlier standards with
greater complexity. Students are expected to:
7.26A
Listen to and interpret a speaker's purpose by explaining the content, evaluating the delivery
of the presentation, and asking questions or making comments about the evidence that
supports a speaker's claims.
7.26C
Draw conclusions about the speaker's message by considering verbal communication (e.g.,
word choice, tone) and nonverbal cues (e.g., posture, gestures, facial expressions).
7.28
Listening and Speaking/Teamwork. Students work productively with others in teams. Students
will continue to apply earlier standards with greater complexity. Students are expected to:
7.28A
Participate productively in discussions, plan agendas with clear goals and deadlines, set time
limits for speakers, take notes, and vote on key issues.
7.Fig19
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in
both assigned and independent reading to understand an author’s message. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
7.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to
enhance comprehension.
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Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Materials
Vocabulary Notebook (1 per student)
Reader’s Notebook (1 per student)
Writer’s Notebook (1 per student)
Teacher Reader’s Notebook (1)
Teacher Writer’s Notebook (1)
Sticky note (3-5 per student)
Note card (1 per 2-3 students)
Dictionary (class set)
Chart paper
Grade-appropriate fictional short story (class set)
Grade-appropriate expository text with similar ideas to the fictional short story (class set)
Grade-appropriate literary text that corresponds with an informational text (class set)
Grade-appropriate informational text that corresponds with a literary text (class set)
2 grade-appropriate excerpts from a novel or a short fictional stories that correspond with expository texts
(class set)
2 grade-appropriate expository texts that correspond with excerpts or short fictional stories (class set)
Collection of grade-appropriate texts for student selection
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for
grading or student assessment, attachments that are connected with Performance Indicators or serve as answer
keys are available in the district site and are not accessible on the public website.
Handout: Story Map (1 per student, optional)
Teacher Resource: Grade 7 Unit 05B Word Study Overview (1)
TeacherTeacher Resource: Grade 7 Unit 05B Writing Appetizer (1)
Teacher Resource: Grade 7 Unit 05B Reading Appetizer (1)
Teacher Resource: Grade 7 Unit 05B Alternative Plan (optional)
Resources and References
None identified
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Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Possible/Optional Literature
Selections
None identified
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Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Formulating Connections across All Genres
Lesson Preparation
Daily Lesson #: 1
WORD STUDY
TEKS
7.2B
Key Understandings and Guiding
Questions
READING
Ongoing TEKS
7.2E
TEKS
7.Fig19C,D,E
7.6A,B
Understanding new words and
concepts enhances
comprehension and oral and
written communication.
— What do effective readers
do when they come across a
word they do not know or
understand?
WRITING
Ongoing TEKS
7.1A
7.6C
7.17C
Authors create connections to
make text personally relevant
and useful.
— How does making
connections help readers
understand what they are
reading?
TEKS
7.14A
Authors vary form and style in
order to write for different
purposes, audiences, and
contexts.
— How do authors develop
focused, organized, and
coherent writing for a specific
audience?
Readers use strategies to
support interpretation of text.
— What strategies do readers
use to help in comprehension of
text?
Vocabulary of Instruction
Context clue
Setting
Exposition
Rising action
Climax/turning point
Last Updated 05/03/2013
Ongoing TEKS
Topic
Message
Genre
Audience
page 13 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 1
WORD STUDY
READING
WRITING
Falling action
Denouement/resolution
Materials
Vocabulary Notebook (1 per
student)
Sticky note (3-5 per student)
Collection of gradeappropriate texts for student
selection
Chart paper (if applicable)
Reader’s Notebook (1 per
student)
Teacher Reader’s Notebook (1)
Grade-appropriate fictional short
story (class set)
Chart paper (if applicable)
Teacher Resource: Grade 7
Unit 05B Word Study
Overview (1)
Handout: Story Map (1 per
student, optional)
Teacher Resource: Grade 7
Unit 05B Reading Appetizer
(1)
Writer’s Notebook (1 per
student)
Teacher Writer’s Notebook (1)
Chart paper (if applicable)
Attachments and Resources
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Prepare to display the Anchor
2. Select a grade-appropriate fictional
Chart: Using Context Clues from
short story with clear plot elements.
Unit 05A, Lesson 01, Daily Lesson
Be sure there is a class set of the
1 Word Study.
text. This text will be used again in
Last Updated 05/03/2013
1. Prepare to display visuals as
appropriate.
2. Prepare to display several pieces
of writing from the Teacher
Writer’s Notebook.
page 14 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 1
WORD STUDY
READING
3. Prepare a collection of gradeappropriate texts for student
selection. Students can also use
their Independent Reading text or
any text being used in Reading.
WRITING
Daily Lesson 2 Reading. Preview
the text and determine two stopping
points for discussion before the
students finish reading with a
partner.
3. Prepare to display the Handout:
4. Select a text from the collection to
Story Map or create the same
use for modeling. Preview the text
story map on chart paper for
and identify 2-3 words that may
display.
be unfamiliar to students and
have enough context to determine 4. Duplicate the Handout: Story Map
the meaning.
for each student or prepare for
students to create one in their
5. Refer to the Teacher Resource:
Reader’s Notebooks.
Grade 7 Unit 05B Word Study
Overview. Prepare accordingly. 5. Refer to the Teacher Resource:
Grade 7 Unit 05B Reading
Appetizer. Plan accordingly.
Background Information
Setting - the time and place in which a
narrative occurs. Elements of setting may
include the physical, psychological,
cultural, or historical background against
which the story takes place.
Exposition - an introduction that provides
necessary details about characters and
setting; the main problem or conflict is
introduced
Rising action - the part of the story that
develops the problem/conflict through a
series of events that build interest and/or
suspense; these events lead up to the
Last Updated 05/03/2013
Audience - the intended target group for a
message, regardless of the medium
Genre - the type or class of a work,
usually categorized by form, technique,
or content
page 15 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 1
WORD STUDY
READING
WRITING
climax/turning point
Climax/turning point - the highest point in the
story where the problem/conflict reaches its
peak; the turning point can be the event right
before the climax, or can also be considered
the climax
Falling action - the event(s) after the
climax/turning point leading to the resolution
Denouement/Resolution - the conclusion to
the story that reveals the solution to the
problem/conflict; not all stories have clear
resolutions
Teacher Notes
When gathering resources for Reading in
this Unit, it is important to find resources that
have similar ideas, as students will be
comparing literary and informational texts
with similar ideas. Consider similarities in
theme, topic, author, literary techniques, etc.
Last Updated 05/03/2013
Prepare to display several pieces of writing
(finished and unfinished) from the Teacher
Writer’s Notebook.
page 16 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 1
WORD STUDY
READING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use context to
determine or clarify the meaning of
unfamiliar or ambiguous words.
Mini Lesson
1. Ask: How do you determine the 1. Reading Appetizer: 3-5 min.
meaning of a word you do not
2. Display the Handout: Story Map.
know? Discuss responses.
Review the different elements of
2. Review that although using a
plot.
dictionary is one option for figuring
3. Distribute the selected fictional
out what an unknown word means,
short story and the Handout:
effective readers do not always
Story Map to each student.
use one. Sometimes, they use the
clues in the text to figure out what 4. Read the fictional short story
the word means.
aloud to the first stopping point.
Pause to complete the relevant
3. Display the Anchor Chart: Using
parts of the displayed Handout:
Context Clues. Review the
Story Map. Students also take
different types of context clues.
notes on their Handout: Story
4. Display and introduce the text
Map.
selected for modeling.
5. Ask: What is the setting of the
5. Read the text aloud until the first
story? How is the setting
unfamiliar word. Think Aloud and
affecting the development of
model looking for clues to help
the plot so far? Discuss
figure out what the word means.
responses.
Suggested Duration: 40-50 min.
Content Objective: Students analyze the
development of plot including how the
setting affects the development of plot.
6. Record any relevant clues on a
sticky note and explain how the
context helped to determine the
Last Updated 05/03/2013
WRITING
Suggested Duration: 25-30 min.
Content Objective: Students generate ideas
and plan their purpose, audience, and
genre.
1. Review all the different genres
that students have written
including poems, imaginative
stories, personal narratives,
expository essays, persuasive
essays, and letters. Display and
review several pieces of writing
from the Teacher Writer’s
Notebook.
2. Explain that they will choose a
topic of personal interest to
develop into a focused, organized,
and coherent piece of writing in
the genre best suited to convey
their message.
3. In the Teacher Writer’s Notebook,
brainstorm a list of possible writing
topics.
4. Think Aloud and choose one of
the topics. Discuss the topic and
the message that needs to be
conveyed. Think Aloud about
choosing a genre to convey the
page 17 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
message to an intended audience.
meaning of the word. Ask students
what other types of clues they
have used when reading to figure
out the meaning of words. Record
the inferred meaning on the sticky
note.
5. In the Teacher Writer’s Notebook,
record the topic, the message, the
selected genre, and the intended
audience.
7. Continue this process with the
other unfamiliar words.
Learning Applications
1. Provide each student with 3-5
sticky notes. Instruct students to
select a text from the collection or
use their Independent Reading
text.
2. Students read the text individually
or with a partner.
3. When students come to an
underlined word, they look for
context clues to help them
determine the meaning of the
word. Students record the word,
the clues, and an inferred
definition on a sticky note.
1. Read the fictional short story
aloud to the second stopping
point.
2. Instruct students to complete the
relevant parts of the Handout:
Story Map with a partner.
3. As a class, discuss what was
added to the Handout: Story
Map. Also, discuss if the setting
has changed and its influence on
plot development.
4. With a partner, students finish
reading the selected fictional short
story and continue to complete the
Handout: Story Map.
1. Students review the writing in their
Writer’s Notebooks.
2. With a partner, students discuss
possible topics of personal
interest. Students select a topic
and discuss the message they
want to convey.
3. Students decide on a genre and
an intended audience for their
piece of writing.
4. In their Writer’s Notebooks,
students record their topic,
message, selected genre, and
intended audience.
Engage in Small Group Instruction as appropriate.
Closure
1. Students share the words and
clues they found.
1. As a class, discuss and analyze
the development of plot in the
selected fictional short story
including the influence of setting
on the development of the plot.
Last Updated 05/03/2013
1. With the class or small group,
students share their topic, the
reason for choosing the topic, the
message they want to convey,
audience, and genre.
page 18 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Last Updated 05/03/2013
page 19 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Formulating Connections across All Genres
Lesson Preparation
Daily Lesson #: 2
READING
TEKS
7.Fig19C,D,E
7.6B
WRITING
Ongoing TEKS
7.Fig19A
TEKS
7.14A
Ongoing TEKS
7.15Ai-v,Bi-iii
7.16A
7.17Ai-v,B
Key Understandings and Guiding Questions
Authors create connections to make text
personally relevant and useful.
— How does making connections help
readers understand what they are reading?
Readers use strategies to support
interpretation of text.
Authors vary form and style in order to write
for different purposes, audiences, and
contexts.
— How do authors develop focused,
organized, and coherent writing for a
specific audience?
— What strategies do readers use to help in
comprehension of text?
Vocabulary of Instruction
Character
Conflict
Motivation
Internal
External
Topic
Message
Genre
Audience
Reader’s Notebook (1 per student)
Writer’s Notebook (1 per student)
Materials
Last Updated 05/03/2013
page 20 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 2
READING
Grade-appropriate fictional short story from
Daily Lesson 1 (class set)
Chart paper (if applicable)
WRITING
Teacher Writer’s Notebook (1)
Chart paper (if applicable)
Attachments and Resources
Teacher Resource: Grade 7 Unit 05B
Writing Appetizer (1)
Advance Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Prepare to use the selected fictional short story 2. Prepare to display various graphic organizers
along with the completed Handout: Story Map
for planning.
from Daily Lesson 1 Reading.
3. Refer to the Teacher Resource: Grade 7 Unit
3. Display Anchor Chart: Analyzing Characters in
05B Writing Appetizer. Prepare accordingly.
Plot Development from Unit 04B, Lesson 01,
Daily Lesson 3 Reading.
Background Information
Conflict - in literature, the opposition of persons or
forces that brings about dramatic action central to the
plot of a story. Conflict may be internal, as a
psychological conflict within a character, or external
(e.g., man versus man, man versus nature, or man
versus society).
Internal response of a character - a response
demonstrated through inner thoughts and feelings
External responses of a character - a response
demonstrated by the character through speech or
action
Possible character motivations for decisions, actions, and
changes:
Last Updated 05/03/2013
page 21 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 2
READING
WRITING
Intellectual motivation
Emotional motivation
Physical motivation
Importance of status
Possible examples of unique human qualities:
Courage/fear
Ambition/laziness
Honesty/dishonesty
Steps in analyzing characters in plot development:
Identify the character’s unique human
qualities
Identify the character’s internal conflict and
motivation
Identify the character’s external conflict,
motivation, and responses
Determine its effect from the characters
unique human qualities, motivations, and
conflicts
Explain characters’ influence (through
motivation and conflict) on plot development
Teacher Notes
Last Updated 05/03/2013
page 22 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 2
READING
WRITING
Duration and Objective
Suggested Duration: 45-50 min.
Content Objective: Students analyze the development of
plot through the internal and external responses of the
characters, including their motivations and conflicts.
Suggested Duration: 40-50 min.
Content Objective: Students plan a first draft using an
appropriate graphic organizer.
Mini Lesson
1. Display the fictional short story and the
completed Handout: Story Map from Daily
Lesson 1 Reading. Review the plot elements.
1. Writing Appetizer: 5-10 min.
2. In the Teacher Writer’s Notebook, review the
topic, message, genre, and audience of the
2. Display the Anchor Chart: Analyzing Characters
piece of writing being developed.
in Plot Development. Review the steps in
3. Think Aloud about and develop the thesis
analysis.
statement or controlling idea. Record the thesis
3. Select one of the characters from the fictional
statement or controlling idea in the Teacher
short story. Choose an event on the Handout:
Writer’s Notebook.
Story Map. Think Aloud about the character’s
4. Ask: What type of organizational structure
internal and external responses to the event
fits this type of writing? Discuss
including their motivations and conflicts.
responses.
5. Display and discuss different types of graphic
organizers for different genres and purposes.
6. Select an appropriate graphic organizer for the
modeled writing and create it in the Teacher
Writer’s Notebook.
7. Model completing the graphic organizer. Make
sure the ideas support the thesis or controlling
idea.
Learning Applications
1. With a partner, students select another
character from the fictional short story.
Last Updated 05/03/2013
1. Students review the topic, message, genre, and
audience of the piece of writing they are
page 23 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
2. Students choose 2-3 events on the Handout:
Story Map. Students discuss and record the
character’s internal and external responses to
the event including their motivations and
conflicts.
developing.
2. Students determine and write their thesis
statement or controlling idea in their Writer’s
Notebooks.
3. Students select a graphic organizer that
supports their genre. Students create the
graphic organizer in their Writer’s Notebooks.
4. Students plan their ideas for the new writing
piece. Students include ideas that support the
thesis or controlling idea.
Engage in Small Group Instruction as appropriate.
Closure
1. As a class, discuss the other characters and
their influence on plot development.
Last Updated 05/03/2013
1. With a partner, students review each idea and
make sure each one supports the thesis
statement.
page 24 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Formulating Connections across All Genres
Lesson Preparation
Daily Lesson #: 3
WORD STUDY
TEKS
7.2A
Key Understandings and Guiding
Questions
READING
Ongoing TEKS
7.2E
TEKS
Ongoing TEKS
7.Fig19B,C,D,E
7.10C
Understanding new words and
concepts enhances
comprehension and oral and
written communication.
— How do you determine the
meaning of a word you do not
know?
Authors create connections to
make text personally relevant
and useful.
— How does making
connections help readers
understand what they are
reading?
Readers use strategies to
support interpretation of text.
— What strategies do readers
use to help in comprehension
of text?
WRITING
TEKS
7.14A,B
Ongoing TEKS
7.15Ai-v,Bi-iii
7.16A
7.17Ai-v,B
Authors vary form and style in
order to write for different
purposes, audiences, and
contexts.
— How do authors develop
focused, organized, and
coherent writing for a specific
audience?
Authors use the conventions of
written language to
communicate clearly and
effectively.
— How do conventions of
language impact
communication?
Vocabulary of Instruction
Prefix
Organizational pattern
Last Updated 05/03/2013
page 25 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 3
WORD STUDY
READING
Suffix
Summary
Vocabulary Notebook ( 1 per
student)
Chart paper (if applicable)
Reader’s Notebook (1 per
student)
Grade-appropriate expository
text with similar ideas to the
fictional short story from Daily
Lessons 1 and 2 Reading
(class set)
Chart paper (if applicable)
Teacher Resource: Grade 7
Unit 05B Word Study
Overview (1)
Teacher Resource: Grade 7
Unit 05B Reading Appetizer
(1)
WRITING
Materials
Writer’s Notebook (1 per
student)
Teacher Writer’s Notebook (1)
Chart paper (if applicable)
Attachments and Resources
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Select two prefixes and two
suffixes to use for instruction and
add them to the Word Wall.
Identify the definitions for each
prefix and suffix.
2. Choose a grade-appropriate
expository text with similar ideas to
the fictional short story from Daily
Lessons 1 and 2 Reading. This
text will be used in Daily Lessons
3 and 4 Reading.
3. Select an unfamiliar grade-level
academic word that includes one
of the prefixes and one of the
suffixes.
1. Prepare to display visuals as
appropriate.
3. Prepare to display the Anchor
Charts: Organizational Patterns
and Graphic Organizers from Unit
Last Updated 05/03/2013
page 26 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 3
WORD STUDY
READING
4. Refer to the Teacher Resource:
Grade 7 Unit 05B Word Study
Overview. Prepare accordingly.
Background Information
WRITING
05A, Lesson 01, Daily Lesson 5
Reading.
4. Refer to the Teacher Resource:
Grade 7 Unit 05B Reading
Appetizer. Prepare accordingly.
Organizational pattern - the pattern an
author constructs as he organizes his or
her ideas and provides supporting details
Possible organizational patterns:
Cause and effect
Sequential order
Description
Order of importance
Compare-and-contrast
Logical order
Classification schemes
Proposition-and-support
Problem-and-solution
Summarize - to reduce large sections of
text to their essential points and main
ideas. Note: It is still important to attribute
summarized ideas to the original source.
Teacher Notes
Last Updated 05/03/2013
page 27 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 3
WORD STUDY
READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use prefixes
and suffixes to determine the meaning of
grade-level academic words.
Suggested Duration: 30-40 min.
Content Objective: Students use
organizational patterns to summarize and
form an overview of expository texts.
Suggested Duration: 30-40 min.
Content Objective: Students develop a
focused, organized, and coherent piece of
writing.
Mini Lesson
1. Instruct students to turn to their
Personal Word Walls in their
Vocabulary Notebooks. The first
page “Prefix” should mirror the
“Prefix” column of the classroom
Word Wall. The second page
should be the same as the “Suffix”
column of the classroom Word
Wall.
1. Reading Appetizer: 3-5 min.
1. Display and review the graphic
organizer that was modeled in the
Teacher Writer’s Notebook from
Daily Lesson 2 Writing.
2. Display the selected prefixes and
suffixes. Define each prefix /suffix
and add them to the Word Wall.
Students record the prefixes and
suffixes in their Vocabulary
Notebooks.
2. Display Anchor Chart:
Organizational Patterns. Review
the different organizational
patterns by providing a brief
2. Use the graphic organizer to
description and/or text example for
demonstrate writing the beginning
each organizational pattern listed.
of the modeled writing piece.
Think Aloud about the features
3. Display the Anchor Chart: Graphic
unique to the genre being
Organizers. Review the purpose of
modeled. Discuss how the ideas
each organizer and match them
are connected to the thesis or
up with an appropriate
controlling idea.
organizational pattern.
4. Display the selected expository
text.
5. Either read the text aloud or
provide time for students to read
the text independently or with a
partner.
6. Ask: What type of information is
presented in the text? What
was the author’s purpose?
Discuss responses.
Last Updated 05/03/2013
page 28 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
7. Ask: How did the author
organize the information in the
text? Which organizational
pattern fits the text? Discuss
responses.
8. Ask: Which of the graphic
organizers would be
appropriate for recording
information from the text?
Discuss responses.
9. In the Teacher Reader’s
Notebook, draw the appropriate
graphic organizer. Think Aloud
and add 2-3 ideas from the text to
the graphic organizer.
Learning Applications
1. Divide students into four groups.
Assign each group a prefix or
suffix.
1. Students draw the graphic
organizer in their Reader’s
Notebooks.
1. Students review the graphic
organizer in their Writer’s
Notebooks from Daily Lesson 2
Writing.
2. Students write their assigned
2. With a partner, students continue
prefix or suffix in a circle on a
to record ideas from the text in the 2. Using the graphic organizer,
blank page in their Vocabulary
graphic organizer.
students write the beginning of
Notebook. As a group, students
their piece of writing. Students
3. Monitor students and provide
brainstorm as many words as they
consider the unique features of
assistance as necessary.
can that have their prefix. Each
their genre while they are writing
student records the words in
and make sure their ideas support
around the circled prefix.
the thesis or controlling idea.
3. Discuss each group’s
brainstormed words. Add 2-3
words to the Word Wall under the
appropriate prefixes and suffixes.
Last Updated 05/03/2013
page 29 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
4. Present an unfamiliar word that
uses one of the three prefixes
and/or suffixes.
5. Instruct students to use the prefix
and/or suffix to help them define
the word, as they record
definitions in their Vocabulary
Notebooks.
Engage in Small Group Instruction as appropriate.
Closure
1. Ask: Why does a reader need
to understand the meaning of
unfamiliar words? Discuss
responses.
1. As a class, discuss the information 1. Student share their draft with a
that was added to the graphic
partner.
organizer.
2. Ask: How does the
organizational pattern help us
to get an overview of the text?
Discuss responses.
Last Updated 05/03/2013
page 30 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Formulating Connections across All Genres
Lesson Preparation
Daily Lesson #: 4
READING
TEKS
WRITING
Ongoing TEKS
7.Fig19C,D,E,F
7.10A,D
TEKS
7.14B
Ongoing TEKS
7.15Ai-v,Bi-iii
7.16A
7.17Ai-v,B
Key Understandings and Guiding Questions
Authors create connections to make text
personally relevant and useful.
— How does making connections help
readers understand what they are reading?
Readers use strategies to support
interpretation of text.
— What strategies do readers use to help
in comprehension of text?
Authors vary form and style in order to write
for different purposes, audiences, and
contexts.
— How do authors develop focused,
organized, and coherent writing for a specific
audience?
Authors use the conventions of written
language to communicate clearly and
effectively.
— How do conventions of language impact
communication?
Vocabulary of Instruction
Summarize
Evaluate
Main idea
Synthesize
Connection
Last Updated 05/03/2013
page 31 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 4
READING
WRITING
Materials
Reader’s Notebook (1 per student)
Grade-appropriate expository text from
Daily Lesson 3 (class set)
Grade-appropriate fictional short story from
Daily Lessons 1 and 2 Reading (class set)
Chart paper (if applicable)
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Chart paper (if applicable)
Attachments and Resources
Teacher Resource: Grade 7 Unit 05B
Writing Appetizer (1)
Advance Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Prepare the grade-appropriate expository text
from Daily Lesson 3 and the fictional short
story from Daily Lessons 1 and 2 Reading.
2. Refer to the Teacher Resource: Grade 7 Unit
05B Writing Appetizer. Prepare accordingly.
3. Prepare to display the Anchor Chart: Criteria
for Writing an Effective Summary from Unit
05A, Lesson 01, Daily Lesson 1 Reading.
4. Prepare to display the Anchor Chart:
Synthesizing Information Across Texts from
Unit 05A, Lesson 01, Daily Lesson 8 Reading.
5. Create a large Venn diagram to compare the
expository text from this Daily Lesson and the
fictional text from Daily Lessons 1 and 2
Reading.
Background Information
Summarize - to reduce large sections of text to their
Last Updated 05/03/2013
page 32 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 4
READING
WRITING
essential points and main ideas. Note: It is still
important to attribute summarized ideas to the original
source.
Synthesize - combine elements and parts to form a
coherent whole
Steps in synthesis:
Identify similar/related information from
multiple texts of the same or different
genres including informational and literary
genres
Draw conclusions and explain the overall
connections/ relationships between the two
genres
Teacher Notes
Last Updated 05/03/2013
page 33 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 4
READING
WRITING
Duration and Objective
Suggested Duration: 40-50 min.
Content Objective: Students evaluate summaries for
accuracy of the main ideas and details. Students
synthesize and make logical connections between two
texts with similar ideas.
Mini Lesson
1. Display (and distribute, if applicable) the
1. Writing Appetizer: 5-10 min.
expository text read in Daily Lesson 3 Reading.
2. In the Teacher Writer’s Notebook, review the
Display and instruct students to review the
modeled graphic organizer and reread what
graphic organizer completed for the text in Daily
was written in Daily Lesson 3 Writing.
Lesson 3 Reading. Review the content of the
text.
3. Use the graphic organizer to demonstrate
writing the middle of the modeled writing piece.
2. Display the Anchor Chart: Criteria for Writing an
Think Aloud about the features unique to the
Effective Summary. Review the criteria of an
genre being modeled. Discuss how the ideas
effective summary.
are connected to the thesis or controlling idea.
3. Tell students they will write a summary about
the expository text read in Daily Lesson 3
Reading.
Learning Applications
1. In their Reader’s Notebooks, students
summarize the expository text read aloud using
the criteria on the Anchor Chart: Criteria for
Writing an Effective Summary.
2. Monitor and assist if necessary.
3. Students exchange summaries and evaluate
them for accuracy of main ideas and details.
Suggested Duration: 45-50 min.
Content Objective: Students plan and organize their topic of
choice.
1. Students review the graphic organizers in their
Writer’s Notebooks.
2. Using their graphic organizers, students write
the middle of their writing pieces. Students
consider the unique features of their genre
while they are writing and make sure their ideas
connect with the thesis or controlling idea.
Engage in Small Group Instruction as appropriate.
Last Updated 05/03/2013
page 34 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Closure
1. Ask students to share the summaries they
evaluated.
2. Display the fictional text from Daily Lessons 1
and 2 Reading.
1. Students share their drafts with a partner and
discuss how their ideas support the thesis or
controlling idea.
3. Anchor Chart: Synthesizing Information across
Texts. Review the steps in synthesis including
how to make connections between texts.
4. Display the large Venn diagram. Ask: What are
the similarities and differences between
the fictional and expository texts? Discuss
responses and record them on the Venn
diagram.
Last Updated 05/03/2013
page 35 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Formulating Connections across All Genres
Lesson Preparation
Daily Lesson #: 5
WORD STUDY
TEKS
7.2A
Key Understandings and Guiding
Questions
READING
Ongoing TEKS
7.2E
TEKS
7.Fig19B,C,D,E,F
Understanding new words and
concepts enhances
comprehension and oral and
written communication.
— How do you determine the
meaning of a word you do not
know?
WRITING
Ongoing TEKS
7.3A
7.17C
Authors create connections to
make text personally relevant
and useful.
— How does making
connections help readers
understand what they are
reading?
Readers use strategies to
support interpretation of text.
— What strategies do readers
use to help in comprehension
of text?
TEKS
7.14B
Ongoing TEKS
7.15Ai-v,Bi-iii
7.16A
7.17Ai-v,B
Authors vary form and style in
order to write for different
purposes, audiences, and
contexts.
— How do authors develop
focused, organized, and
coherent writing for a specific
audience?
Authors use the conventions of
written language to
communicate clearly and
effectively.
— How do conventions of
language impact
communication?
Vocabulary of Instruction
Root
Literary text
Last Updated 05/03/2013
page 36 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 5
WORD STUDY
READING
WRITING
Prefix
Suffix
Materials
Vocabulary Notebook (1 per
student)
Dictionary (class set)
Chart paper (if applicable)
Reader’s Notebook (1 per
student)
Grade-appropriate literary text
that corresponds with the
informational text selected for
Daily Lesson 6 Reading (class
set)
Chart paper (if applicable)
Teacher Resource: Grade 7
Unit 05B Word Study
Overview (1)
Teacher Resource: Grade 7
Unit 05B Reading Appetizer
(1)
Writer’s Notebook (1 per
student)
Teacher Writer’s Notebook (1)
Chart paper (if applicable)
Attachments and Resources
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Create a list of root words for
students to use to add prefixes or
suffixes to make new words.
Select roots that are found in
grade-level academic words and
words found in Reading.
2. Select a literary text from any
literary genre (e.g., poetry, literary
nonfiction, drama, traditional
literature, fiction, etc.). Choose a
text that corresponds with the
informational text that will be used
in Daily Lesson 6 Reading.
3. Refer to the Teacher Resource:
Grade 7 Unit 05B Word Study
Overview. Prepare accordingly.
1. Prepare to display visuals as
appropriate.
3. Display any Anchor Charts or
Handouts that correspond with the
Last Updated 05/03/2013
page 37 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 5
WORD STUDY
READING
WRITING
literary genre chosen for this Daily
Lesson.
4. Prepare to display a variety of
graphic organizers.
5. Refer to the Teacher Resource:
Grade 7 Unit 05B Reading
Appetizer. Prepare accordingly.
Background Information
Teacher Notes
For this Daily Lesson, teachers can choose
any literary genre. Consider selecting a
genre in which students may have
struggled with in the past or consider using
multiple literary texts in different genres and
have different groups of students read
different literary genres. If several different
texts are used, be sure that they are similar
in ideas so they can be compared to the
informational text being used in Daily
Lesson 8 Reading. Be sure to refer to the
on-going TEKS for the genre selected.
Last Updated 05/03/2013
page 38 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 5
WORD STUDY
READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students determine the
meaning of grade-level words using roots
and affixes.
Suggested Duration: 35-40 min.
Content Objective: Students understand,
make inferences, and draw conclusions
about the structure and elements of literary
texts.
Suggested Duration: 35-40 min.
Content Objective: Students develop a
focused, organized, and coherent piece of
writing.
Mini Lesson
1. Display the teacher-created root
word list.
1. Reading Appetizer: 3-5 min.
1. In the Teacher Writer’s Notebook,
review the modeled graphic
organizer and reread what was
written in Daily Lesson 4 Writing.
2. Explain each of the root words and
discuss their meanings.
3. Review the prefixes and suffixes
that have been learned so far this
school year. Refer to the Word
Wall and students’ Vocabulary
Notebooks as necessary.
Learning Applications
1. Distribute a dictionary to each
student.
2. Display and review any Anchor
Charts or Handouts that
correspond with the literary genre
selected for this Daily Lesson.
2. Use the graphic organizer to
demonstrate writing the middle of
3. Display and distribute the selected
the modeled writing piece. Think
literary text. Ask: What type of
Aloud about the features unique
text is this? How do you know?
to the genre being modeled.
Discuss responses including the
Discuss how the ideas are
structure and elements of the
connected to the thesis or
literary text being read.
controlling idea.
4. Instruct students to read the
literary text with a partner and
choose an appropriate graphic
organizer to record ideas from the
text. Display various graphic
organizers of which students may
choose.
1. With a partner, students read the
literary text and discuss the ideas
Last Updated 05/03/2013
1. Student review the graphic
organizers in their Writer’s
page 39 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
being presented in the text.
Notebooks from Daily Lesson 4.
Students also discuss the features
2. Using their graphic organizers,
and elements unique to the
students write the middle of their
particular literary text.
writing pieces. Students consider
3. Students add prefixes and suffixes
2. With their partner, students select
the unique features of their genre
to the roots to create words.
and create an appropriate graphic
while they are writing and make
Students look up the words they
organizer in their Reader’s
sure their ideas connect with the
create in the dictionary to confirm
Notebooks.
thesis or controlling idea.
spelling and determine meaning.
3. Students record the ideas from
4. Monitor the students’ progress
the literary text in the selected
and assist as needed.
graphic organizer.
2. Instruct students to record the
roots in their Vocabulary
Notebooks.
Engage in Small Group Instruction as appropriate.
Closure
1. Ask: How can knowing the
meaning of root words help
you determine the meaning of
unknown words? Discuss
responses.
1. Students share their graphic
organizer with another pair of
students.
2. As a class, discuss the features
and elements of the literary text,
make inferences, and draw
conclusions from the ideas
presented in the text.
1. Students share their drafts with a
partner and discuss how their
ideas support the thesis or
controlling idea.
3. Ask: What was the theme of
this literary text? Discuss
responses and ask students to
provide text evidence to support
their ideas about theme.
Last Updated 05/03/2013
page 40 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Formulating Connections across All Genres
Lesson Preparation
Daily Lesson #: 6
READING
TEKS
7.Fig19B,C,D,E,F
WRITING
Ongoing TEKS
7.10B
7.11A,B
7.12A,B
7.17C
TEKS
7.14B
Ongoing TEKS
7.15Ai-v,Bi-iii
7.16A
7.17Ai-v,B
Key Understandings and Guiding Questions
Authors create connections to make text
personally relevant and useful.
— How does making connections help
readers understand what they are reading?
Readers use strategies to support
interpretation of text.
— What strategies do readers use to help in
comprehension of text?
Authors vary form and style in order to write
for different purposes, audiences, and
contexts.
— How do authors develop focused,
organized, and coherent writing for a specific
audience?
Authors use the conventions of written
language to communicate clearly and
effectively.
— How does conventions of language impact
communication?
Vocabulary of Instruction
Materials
Reader’s Notebook (1 per student)
Teacher Reader’s Notebook (1)
Grade-appropriate informational text that
Last Updated 05/03/2013
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Chart paper (if applicable)
page 41 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 6
READING
WRITING
corresponds with the literary text read in
Daily Lesson 5 Reading (class set)
Chart paper (if applicable)
Attachments and Resources
Teacher Resource: Grade 7 Unit 05B
Writing Appetizer (1)
Advance Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Select an informational text from any
informational genre (e.g., expository,
persuasive, procedural, etc.). Choose a text
that corresponds with the literary text read in
Daily Lesson 7 Reading.
2. Refer to the Teacher Resource: Grade 7 Unit
05B Writing Appetizer. Prepare accordingly.
3. Prepare to display any Anchor Charts or
Handouts that correspond with the informational
genre chosen for this Daily Lesson.
4. Prepare to display the Anchor Chart:
Synthesizing Information Across Texts from
Daily Lesson 4 Reading.
Background Information
Synthesize - combine elements and parts to form a
coherent whole
Draw conclusions - a form of inference in which the
reader gathers information, considers the general
thoughts or ideas that emerge from the information, and
comes to a decision. The conclusion is generally based
on more than one piece of information.
Teacher Notes
For this Daily Lesson, teachers can choose any
Last Updated 05/03/2013
page 42 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 6
READING
WRITING
informational genre. Consider selecting a genre in which
students may have struggled with in the past or consider
using multiple informational texts in different genres and
have different groups of students read different
informational genres. If several different texts are used, be
sure that they are similar in ideas so they can be
compared to the literary text used in Daily Lesson 5
Reading. Be sure to refer to the on-going TEKS for the
genre selected.
Last Updated 05/03/2013
page 43 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 6
READING
WRITING
Duration and Objective
Suggested Duration: 45-50 min.
Content Objective: Students understand, make inferences,
and draw conclusions about the structure and elements of
informational texts. Students synthesize and make logical
connections between texts.
Suggested Duration: 40-50 min.
Content Objective: Students develop a focused, organized,
and coherent piece of writing.
Mini Lesson
1. Display and review any Anchor Charts or
1. Writing Appetizer: 5-10 min.
Handouts that correspond with the informational
2. In the Teacher Writer’s Notebook, review the
genre selected for this Daily Lesson.
modeled graphic organizer and reread what
2. Display and distribute the selected
was written in Daily Lesson 5 Writing.
informational text. Ask: What type of text is
3. Use the graphic organizer to demonstrate
this? How do you know? Discuss responses
writing the middle of the modeled writing piece.
including the structure and elements of the
Think Aloud about the features unique to the
informational text being read.
genre being modeled. Discuss how the ideas
3. Instruct students to read the informational text
are connected to the thesis or controlling idea.
with a partner and choose an appropriate
graphic organizer to record ideas from the text.
Display various graphic organizers of which
students may choose.
Learning Applications
1. With a partner, students read the informational 1. Students review the graphic organizers in their
text and discuss the ideas being presented in
Writer’s Notebooks from Daily Lesson 2 Writing.
the text. Students also discuss the features and
2. Using their graphic organizers, students write
elements unique to the particular informational
the middle of their writing pieces. Students
text.
consider the unique features of their genre
2. With their partner, students select and create
while they are writing and make sure their ideas
an appropriate graphic organizer in their
connect with the thesis or controlling idea.
Reader’s Notebooks.
Last Updated 05/03/2013
page 44 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
3. Students record the ideas from the
informational text in the selected graphic
organizer.
Engage in Small Group Instruction as appropriate.
Closure
1. Students share their graphic organizer with
another pair of students.
2. As a class, discuss the features and elements
of the informational text, make inferences, and
draw conclusions from the ideas presented in
the text.
1. Students share their drafts with a partner and
discuss how their ideas support the thesis or
controlling idea.
3. Display and review the steps for synthesis.
4. Display the literary text from Daily Lesson 5
Reading. Ask: What ideas from each text
can we combine and synthesize to form a
new idea? Discuss and record responses in
the Teacher Reader’s Notebook.
5. Model writing a response in the Teacher
Reader’s Notebook that synthesizes and makes
connections between the two texts and includes
text evidence to support ideas.
Last Updated 05/03/2013
page 45 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Formulating Connections across All Genres
Lesson Preparation
Daily Lesson #: 7
WORD STUDY
TEKS
7.2D
Key Understandings and Guiding
Questions
READING
Ongoing TEKS
7.2E
TEKS
7.Fig19B,C,D,E,F
7.9A
Understanding new words and
concepts enhances
comprehension and oral and
written communication.
— How do you determine the
meaning of a word you do not
know?
WRITING
Ongoing TEKS
7.3A
7.17C
Authors create connections to
make text personally relevant
and useful.
— How does making
connections help readers
understand what they are
reading?
Readers use strategies to
support interpretation of text.
— What strategies do readers
use to help in comprehension
of text?
TEKS
7.14B
Ongoing TEKS
7.15Ai-v,Bi-iii
7.16A
7.17Ai-v,B
Authors vary form and style in
order to write for different
purposes, audiences, and
contexts.
— How do authors develop
focused, organized, and
coherent writing for a specific
audience?
Authors use the conventions of
written language to
communicate clearly and
effectively.
— How does conventions of
language impact
communication?
Vocabulary of Instruction
Foreign word
Last Updated 05/03/2013
page 46 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 7
WORD STUDY
READING
WRITING
Foreign phrase
Materials
Vocabulary Notebook (1 per
student)
Note card (1 per 2-3 students)
Chart paper (if applicable)
Reader’s Notebook (1 per
student)
Grade-appropriate excerpt
from a novel or a short fictional
story that corresponds with the
expository text in Daily Lesson
8 Reading (class set)
Chart paper (if applicable)
Teacher Resource: Grade 7
Unit 05B Word Study
Overview (1)
Teacher Resource: Grade 7
Unit 05B Reading Appetizer
(1)
Writer’s Notebook (1 per
student)
Teacher Writer’s Notebook (1)
Chart paper (if applicable)
Attachments and Resources
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Prepare to display the Anchor
2. Prepare to display any Anchor
Chart: Foreign Words and
Charts and Handouts related to
Phrases Used in English from Unit
understanding fictional texts.
05A, Lesson 01, Daily Lesson 7
3. Refer to the Teacher Resource:
Word Study. Add three additional
Grade 7 Unit 05B Reading
foreign words and phrases used
Appetizer. Prepare accordingly.
in English with an emphasis on
Greek and Latin words. Possible
words and phrases could include:
habeas corpus, e pluribus unum,
bona fide, nemesis, pro bono, ad
Last Updated 05/03/2013
page 47 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 7
WORD STUDY
READING
WRITING
hoc, et cetera, in memoriam, mea
culpa, quid pro quo, vice versa,
status quo, persona non grata,
cogito ergo sum, ad nauseam,
etc.
3. Write two of the selected foreign
words or phrases on a note card
for every 2-3 students. Use the
third foreign word or phrase for
modeling.
4. Refer to the Teacher Resource:
Grade 7 Unit 05B Word Study
Overview. Prepare accordingly.
Background Information
Teacher Notes
Last Updated 05/03/2013
page 48 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 7
WORD STUDY
READING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students identify the
meaning of foreign words commonly used
in English.
Mini Lesson
1. Display the Anchor Chart: Foreign 1. Reading Appetizer: 3-5 min.
Words and Phrases Used in
2. Display and review any Anchor
English. Read each of the three
Charts and Handouts related to
selected words or phrases aloud.
fictional texts.
2. Using the selected foreign word or
3. Distribute the selected fictional
phrase for modeling, Think Aloud
text. Instruct students to read the
about background knowledge
text with a partner and write a
about the word or phrases
response in their Reader’s
including the use of roots and
Notebook that summarizes the
affixes if applicable.
story and demonstrates an
3. Using a dictionary, determine the
understanding of the story
accurate meaning of the word or
including the story’s theme.
phrase.
Suggested Duration: 35-40 min.
Content Objective: Students understand,
make inferences, and draw conclusions
about the structure and elements of
fictional texts.
WRITING
Suggested Duration: 30-40 min.
Content Objective: Students develop a
focused, organized, and coherent piece of
writing.
1. In the Teacher Writer’s Notebook,
review the modeled graphic
organizer and reread what was
written in Daily Lessons 3-6
Writing.
2. Use the graphic organizer to
demonstrate writing the end of the
modeled writing piece. Think
Aloud about the features unique
to the genre being modeled.
Discuss how the ideas are
connected to the thesis or
controlling idea.
4. On chart paper, model writing the
word or phrase in a sentence.
Sketch an illustration that captures
the meaning of the word or
phrase.
Learning Applications
1. Distribute a note card with the
1. With a partner, students read the
other two phrases to groups of 2-3
selected fictional text.
students.
2. Students write their response in
Last Updated 05/03/2013
1. Students review the graphic
organizers in their Writer’s
Notebooks.
page 49 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
2. Students discuss the words or
phrases using their background
knowledge including roots/affixes if
applicable.
3. Students use a dictionary to
determine the true meaning of the
words or phrases. Students record
the definitions in their Vocabulary
Notebooks.
their Reader’s Notebook that
2. Using their graphic organizers,
summarizes the story and
students write the end of their
demonstrates an understanding of
writing piece. Students consider
the story including the story’s
the unique features of their genre
theme.
while they are writing and make
sure their ideas connect with the
3. Monitor and assist as necessary.
thesis or controlling idea.
4. Students write the words or
phrases in sentences. Students
illustrate each word or phrases to
represent its meaning.
Engage in Small Group Instruction as appropriate.
Closure
1. Select students to share their
sentences and illustrations with
the class.
1. As a class, discuss the fictional
story including the theme of the
story.
Last Updated 05/03/2013
1. Students share their drafts with a
partner.
page 50 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Formulating Connections across All Genres
Lesson Preparation
Daily Lesson #: 8
READING
TEKS
WRITING
Ongoing TEKS
7.Fig19C,D,E,F
7.9A
7.1A
7.Fig19A
TEKS
7.14C
Ongoing TEKS
7.15Ai-v,Bi-iii
7.16A
7.17Ai-v,B
7.19Ai-viii,B,C
Key Understandings and Guiding Questions
Authors create connections to make text
personally relevant and useful.
— How does making connections help
readers understand what they are reading?
Readers use strategies to support
interpretation of text.
— What strategies do readers use to help
in comprehension of text?
Authors vary form and style in order to write
for different purposes, audiences, and
contexts.
— How do authors develop focused,
organized, and coherent writing for a specific
audience?
Authors use the conventions of written
language to communicate clearly and
effectively.
— How do conventions of language impact
communication?
Vocabulary of Instruction
Author purpose
Last Updated 05/03/2013
Revise
Topic
Message
Genre
page 51 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 8
READING
WRITING
Audience
Materials
Reader’s Notebook (1 per student)
Grade-appropriate expository text that
corresponds with the excerpt or short
fictional story from Daily Lesson 7 Reading
(class set)
Grade-appropriate excerpt from a novel or
a short fictional story from Daily Lesson 7
Reading (class set)
Chart paper (if applicable)
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Chart paper (if applicable)
Attachments and Resources
Teacher Resource: Grade 7 Unit 05B
Writing Appetizer (1)
Advance Preparation
Background Information
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Select a grade-appropriate expository text that
corresponds with the fictional text from Daily
Lesson 7 Reading.
2. Prepare to display the Anchor Chart: Revision
Checklist from Unit 05A, Lesson 01, Daily
Lesson 8 Writing.
3. Prepare to display any Anchor Charts or
Handouts that relate to expository text and
author’s purpose.
3. Prepare to display the Anchor Chart: Replace,
Remove, Refine, and Reorganize from Unit 05A,
Lesson 01, Daily Lesson 8 Writing.
4. Create a large Venn diagram in order to
compare the two texts.
4. Refer to the Teacher Resource: Grade 7 Unit
05B Writing Appetizer. Prepare accordingly.
This Instructional Routine assesses Performance
Indicator 03.
Last Updated 05/03/2013
page 52 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 8
READING
WRITING
Teacher Notes
Last Updated 05/03/2013
page 53 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 8
Duration and Objective
Mini Lesson
READING
Suggested Duration: 40-50 min.
Suggested Duration: 40-50 min.
Content Objective: Students explain the difference between Content Objective: Students revise drafts to ensure precise
the theme of a literary work and the author’s purpose in an
expository text. Students synthesize and make logical
connections between texts.
word choice, maintain consistent point of view, include a
variety of sentences, check coherence, and improve
transitions while thinking about how purpose, audience,
and genre have been addressed.
1. Display and review any Anchor Charts or
Handouts that relate to expository text and/or
author’s purpose.
1. Writing Appetizer: 5-10 min.
2. Display and distribute the selected expository
text.
3. Preview the text and ask: What do you think
the text is going to be about? Why do you
think the author wrote the text? Discuss
responses.
4. Instruct students to read the text with a partner
and write a response that demonstrates an
understanding of the text including the author’s
purpose for writing the text.
Learning Applications
WRITING
1. With a partner, students read the expository
text.
Last Updated 05/03/2013
2. Ask: What is revision? Why do authors
revise? Discuss responses.
3. Review the four R’s of revision on the Anchor
Chart: Replace, Remove, Refine, and
Reorganize.
4. Display the Anchor Chart: Revision Checklist.
Review possible areas for revision.
5. Display the modeled draft in the Teacher
Writer’s Notebook.
6. Model revising the writing piece in the Teacher
Writer’s Notebook. While modeling, include the
following: sentence structure, transitions, style,
and clarity of message. Think Aloud about how
well purpose, audience, and genre have been
addressed.
1. In their Writer’s Notebooks, students revise
their drafts for sentence structure, transitions,
page 54 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
2. Students write a response that demonstrates
an understanding of the text including the
author’s purpose for writing the text
style, and clarity of message. Students consider
how well purpose, audience, and genre have
been addressed.
Engage in Small Group Instruction as appropriate.
Closure
1. As a class, discuss the author’s purpose in
writing the expository text.
2. Display and distribute (if necessary) the
fictional text from Daily Lesson 7 Reading.
Review what the text was about.
1. With a partner, students share the revisions
that were made and tell why they chose to
make those changes. Each partner provides
feedback.
3. Display the large Venn diagram. Ask: What is
similar about the two texts? What is
different? Discuss and record responses on
the Venn diagram including comparing the
theme of the fictional text and the author’s
purpose in the expository text.
4. Collect Reader’s Notebooks to assess students’
entries and to determine who may need
additional support with the Performance
Indicator in Daily Lessons 9 and 10 Reading.
Last Updated 05/03/2013
page 55 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Formulating Connections across All Genres
Lesson Preparation
Daily Lesson #: 9
WORD STUDY
TEKS
7.2C
Key Understandings and Guiding
Questions
READING
Ongoing TEKS
7.2E
TEKS
7.Fig19C,D,E,F
7.9A
7.10D
Understanding new words and
concepts enhances
comprehension and oral and
written communication.
— How can understanding the
relationships between words
improve comprehension and
communication?
Ongoing TEKS
WRITING
TEKS
7.3A
Authors create connections to
make text personally relevant
and useful.
— How does making
connections help readers
understand what they are
reading?
Ongoing TEKS
7.14D
7.16A
7.20A,Bi-ii
7.21A
Authors vary form and style in
order to write for different
purposes, audiences, and
contexts.
Authors use conventions of
written language to
communicate clearly and
effectively.
— How do authors determine
the purpose and message to
convey in a writing piece?
Vocabulary of Instruction
Analogy
Theme
Author’s purpose
Synthesize
Connection
Last Updated 05/03/2013
Editing
page 56 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 9
WORD STUDY
READING
WRITING
Materials
Vocabulary Notebook (1 per
student)
Dictionary (class set) or access
to an electronic dictionary
Thesaurus (class set) or access
to an electronic dictionary
Chart paper (if applicable)
Reader’s Notebook (1 per
student)
Grade-appropriate excerpt
from a novel or a short fictional
story that corresponds with the
selected expository text (class
set)
Grade-appropriate expository
text that corresponds with the
selected fictional text (class
set)
Chart paper (if applicable)
Teacher Resource: Grade 7
Unit 05B Word Study
Overview (1)
Teacher Resource: Grade 7
Unit 05B Reading Appetizer
(1)
Writer’s Notebook (1 per
student)
Teacher Writer’s Notebook (1)
Chart paper (if applicable)
Attachments and Resources
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Prepare to display the Anchor
2. Prepare to display the Anchor
Chart: Analogy from Unit 05A,
Chart: Synthesizing Information
Lesson 01, Daily Lesson 5 Word
Across Texts from Daily Lesson 6
Study. Record 5-6 additional
Reading.
complete analogies that describe
3. Refer to the Teacher Resource:
whole to part and part to whole
Grade 7 Unit 05B Reading
relationships. Record 5-6 additional
Appetizer. Prepare accordingly.
incomplete analogies that describe
whole to part and part to whole
Last Updated 05/03/2013
1. Prepare to display visuals as
appropriate.
2. Prepare to display the Anchor
Chart: Editing or TeacherCreated editing checklist.
page 57 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 9
WORD STUDY
READING
WRITING
relationships. Refer to Background
Information for possible examples.
3. Refer to the Teacher Resource:
Grade 7 Unit 05B Word Study
Overview. Prepare accordingly.
Background Information
Analogy - a vocabulary exercise in which an
association between a concept and its
attribute is present (e.g., hot:cold as
north:____.)
In Grade 7, students are expected to
complete analogies that describe whole to
part and part to whole relationships.
Examples of whole to part relationships
Theme - the central or universal idea of a
piece of fiction or the main idea of a
nonfiction essay
Purpose - the intended goal of a piece of
writing; the reason a person writes
Synthesize - combine elements and parts
to form a coherent whole
This Instructional Routine partially
assesses Performance Indicator 01.
sentence:word as
dictionary:entry
continent:country as
country:state
foot:toe as hand:finger
Examples of part to whole relationships
wheel:car as wing:airplane
page:book as lead:pencil
hand:clock as screen:television
This Instructional Routine assesses
Performance Indicator 04.
Teacher Notes
Students will have Daily Lessons 9 and 10
Reading to complete the Performance
Last Updated 05/03/2013
page 58 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 9
WORD STUDY
READING
WRITING
Indicator.
Last Updated 05/03/2013
page 59 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 9
Duration and Objective
WORD STUDY
READING
Suggested Duration: 15 min.
Content Objective: Students complete
whole to part and part to whole analogies.
Suggested Duration: 35-40 min.
Content Objective: Students explain the
difference between the theme of a literary
work and the author’s purpose in an
WRITING
Suggested Duration: 30-35 min.
Content Objective: Students edit their multiparagraph essays for punctuation and
capitalization.
expository text. Students synthesize and
make logical connections between texts.
Mini Lesson
1. Display the Anchor Chart:
Analogies. Review the concept of
an analogy. Display the complete
analogies.
1. Reading Appetizer: 3-5 min.
2. Display the Anchor Chart:
Synthesizing Information Across
Texts. Review the definitions for
synthesis and drawing
conclusions. Review the steps for
synthesizing.
2. Read aloud one of the examples
of a complete whole to part
analogy. Ask: What is the
relationship between the
3. Tell students that texts can be
words in this analogy? Discuss
compared for similarities and
responses and go through the
differences in theme/topic,
rest of the whole to part analogies.
purpose, organization, and point
3. Read aloud one of the examples
of view plus other details.
of a complete part to whole
4. Explain that students will be
analogy. Ask: What is the
reading a fictional and an
relationship between the
expository text with similar ideas.
words in this analogy? Discuss
Tell students they will read each
responses and go through the
text and compare the similarities
rest of the part to whole analogies.
and differences on a Venn
4. Display the incomplete analogies.
diagram including the texts’ theme
Read aloud one of the incomplete
and purpose.
analogies and Think Aloud about
Last Updated 05/03/2013
1. Display and/or distribute the
Teacher-Created editing checklist
for punctuation and capitalization.
2. Review the expectations for
editing for punctuation and
capitalization. Provide examples
as necessary.
3. In the Teacher Writer’s Notebook
model editing for punctuation and
capitalization.
page 60 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
words that could complete the
analogy.
5. Instruct students to complete the
rest of the analogies in their
Vocabulary Notebooks.
Learning Applications
1. With a partner, students complete
the analogies in their Vocabulary
Notebooks using a dictionary or
thesaurus as needed.
1. Distribute each text to students.
2. Students read both the fictional
and expository text. If time allows,
students begin to complete the
Venn diagram comparing the two
texts including theme and author’s
purpose.
1. Students use the TeacherCreated Editing checklist to edit
their text for punctuation and
capitalization. Students make
corrections using a colored pen or
pencil.
2. Monitor and assist as necessary.
3. Monitor students and provide
assistance as necessary.
Engage in Small Group Instruction as appropriate.
Closure
1. As a class, discuss the possible
1. Ask students how much they
answers to complete the analogies
finished and take a status of the
on the Anchor Chart: Analogies.
class. Explain that students will be
able to finish in Daily Lesson 10
2. Ask: How can you determine
Reading.
the relationship between
words? Discuss responses.
2. Ask for questions and clear up
any misconceptions about the
expectations for the Performance
Indicator.
Last Updated 05/03/2013
1. Students share their corrections
with a partner. The partner peer
helps with additional editing
issues.
page 61 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Formulating Connections across All Genres
Lesson Preparation
Daily Lesson #: 10
READING
TEKS
WRITING
Ongoing TEKS
7.Fig19C,D,E,F
7.9A
7.10D
TEKS
7.3A
Ongoing TEKS
7.14E
7.15Ai-v,Bi-iii
7.16A
7.17Ai-v,B
7.26A,C
7.28A
Key Understandings and Guiding Questions
Authors create connections to make text
personally relevant and useful.
— How does making connections help readers
understand what they are reading?
Authors vary form and style in order to write
for different purposes, audiences, and
contexts.
— How do authors develop focused,
organized, and coherent writing for a specific
audience?
Authors use the conventions of written
language to communicate clearly and
effectively.
— How do conventions of language impact
communication?
Vocabulary of Instruction
Theme
Author’s purpose
Last Updated 05/03/2013
Publish
page 62 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 10
READING
WRITING
Synthesize
Connection
Materials
Reader’s Notebook (1 per student)
Grade-appropriate expository text from
Daily Lesson 9 (class set)
Grade-appropriate short fictional story from
Daily Lesson 9 (class set)
Chart paper (if applicable)
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Publishing paper (2-3 per student, optional)
Chart paper (if applicable)
Attachments and Resources
Teacher Resource: Grade 7 Unit 05B
Writing Appetizer (1)
Advance Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Prepare to display the Anchor Chart:
Synthesizing Information Across Texts from
Daily Lesson 9 Reading.
2. Determine expectations for publishing a piece of
writing.
3. Arrange for access to computers for typing final
drafts, if applicable.
4. Refer to the Teacher Resource: Grade 7 Unit
05B Writing Appetizer. Prepare accordingly.
Background Information
Refer to Daily Lesson 9 Reading
This Instructional Routine assesses Performance
This Instructional Routine assesses Performance Indicator
02.
Indicator 01.
Teacher Notes
Students continue to work on completing the Performance Depending on resources available, students may use a
Indicator from Daily Lesson 9 Reading.
computer for the final copy or write the final copy by hand.
Last Updated 05/03/2013
page 63 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 10
READING
WRITING
Duration and Objective
Suggested Duration: 45-50 min.
Suggested Duration: 40-50 min.
Content Objective: Students explain the difference between Content Objective: Students make final revisions and
the theme of a literary work and the author’s purpose in an publish their drafts.
expository text. Students synthesize and make logical
connections between texts.
Mini Lesson
1. Display the Anchor Chart: Synthesizing and
Making Logical Connections from Daily Lesson
9 Reading. Review the definitions for synthesis
and drawing conclusions. Review the steps for
synthesizing.
2. Tell students that texts can be compared for
similarities and differences in theme/topic,
purpose, organization, and point of view plus
other details.
1. Writing Appetizer: 5-10 min.
2. Display and make final revisions to the modeled
draft in the Teacher Writer’s Notebook.
3. Ask: What is publishing? What do you
need to remember when publishing?
Discuss responses and review expectations
about publishing.
3. Review the expectations for the Performance
Indicator.
Learning Applications
1. Students continue to read and complete the
Venn diagram to compare the two texts
including theme and author's purpose.
1. Students reread their drafts and make any final
revisions based on feedback from the teacher
and other students.
2. Students publish their draft following the
expectations set forth by the teacher.
Engage in Small Group Instruction as appropriate.
Closure
1. Collect Reader’s Notebook to assess the
Performance Indicator.
Last Updated 05/03/2013
1. Students share their writing in small groups.
After each student shares, students discuss the
message of the piece.
page 64 of 70
Grade 7
English Language Arts and Reading
Unit: 05B
Lesson: 01
Suggested Duration: Days 1-10
2. Writer’s Notebooks and published pieces to
assess the Performance Indicator.
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas
Education Agency
Last Updated 05/03/2013
page 65 of 70
Seventh Grade
English Language Arts and Reading
Unit: 05B Lesson: 01
©2012, TESCCC
04/25/13
page 1 of 1
Seventh Grade
English Language Arts and Reading
Unit:05B
Grade 7 Unit 05B
Word Study Overview
Word Study Instructional Routines are designated as 5-15 minute activities, listed on every other day. Word
Study sessions are to be implemented throughout the course of the unit. Implementation will vary by student
needs and schedule. In Unit 05A, the Word Study focus shifts from teaching Word Study Routines to applying
the Word Study routines during the Word Study, Reading, and Writing sessions.
At the completion of Unit 05A, remove the roots, affixes, and words from the Word Wall and change the
categories as listed above or add the three categories to the Word Wall. Students will use their knowledge of
roots and affixes to study academic words.
Possible Word Wall Organization
Instruction Words
Word Wall
English Language Arts and
Reading Words
Other Content Area Words
Activities:
Day 1: Students use context to determine or clarify the meaning of unfamiliar or ambiguous words. (TEKS 7.2B)
Day 3: Students use prefixes and suffixes to determine the meaning of grade-level academic words. (TEKS 7.2A)
Day 5: Students determine the meaning of grade-level words using roots and affixes. (TEKS 7.2A)
Day 7: Students identify the meaning of foreign words commonly used English. (TEKS 7.2D)
Day 9: Students complete whole to part and part to whole analogies. (TEKS 7.2C)
Note: Don’t let your Word Wall become word wallpaper. Use the Word Wall on a daily basis by using words from the
Word Wall, watching for Word Wall words in texts, and using Word Wall words in writing. Model for students how to use
the Word Wall. Encourage students to use the Word Wall and their Personal Word Walls.
©2012, TESCCC
10/25/12
page 1 of 1
Seventh Grade
English Language Arts and Reading
Unit: 05B
Grade 7: Unit 05B
Writing Appetizer
Purpose:
Writing Appetizers serve to help students develop writing fluency and voice while generating ideas for
future writing.
Time:
5-10 minutes
Description:
Provide time at the beginning of class to provide multiple opportunities for writing and creative expression.
Students use prewriting strategies to generate their own topics for writing and free write their ideas in their
Writer’s Notebooks. After the allotted time, students share their work with a partner or with the class. This
time for sharing is an important part of growing student writers.
Preparation:
Generating ideas for student writing is explicitly taught in Unit 01, Daily Lessons 1-5, in Unit 02, Daily
Lessons 7-8, in Unit 03, Lessons 2-5 and in Units 04-05. Writing Appetizers are used throughout the unit
so that students have the opportunity to expand on these ideas and build on their understanding of
writing. The “Writing Appetizer” entriesin the Writer’s Notebooks will then be used to practice strategies
for writing improvement and application of conventions skills.
Establish expectations for the Writing Appetizers and allow no more than 10 minutes to ensure time for
the other Instructional Routines.
©2012, TESCCC
10/25/12
page 1 of 1
Seventh Grade
English Language Arts and Reading
Unit: 05B
Grade 7 Unit 05B
Reading Appetizer
Purpose:
Expose students to various genres and encourage Independent Reading of a variety of texts.
Time:
3-5 minutes
Description:
At the beginning of each class period, share an interesting text or excerpt with students. This may
connect to the genre and/or theme that students are studying in class, or could be something that peaks
the interest of the students in the class. The piece can come from a range of sources including but not
limited to newspapers, magazines, Science or History textbooks, or historical documents.
Preparation:
Search for interesting reading materials on a daily basis. Specific examples may include an article you
find on the Internet, an article you read at the dentist’s office, a great recipe someone shared with you, a
newspaper article, a manual for an electronic device, a brochure, etc. Find expository texts that will
connect with your students and inspire them to want to read more.
©2012, TESCCC
10/25/12
page 1 of 1
Seventh Grade
English Language Arts and Reading
Unit: 05B
7th Grade Exemplar Lessons:
Unit 05B Alternative Plan
Instructional
Day
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Component
Reading
Reading
Reading
Reading
Reading
Reading
Reading
Reading
Writing
Writing
Writing
Writing
Writing
Writing
Writing
Exemplar
Lesson Day
1
2
3
4
5
6
Combine 7/8
Combine 9/10
Combine 1/2
3
Combine 4/5
7
8
9
10
*Implement the word study component as time permits or on extra
days of instruction. Refer to the Teacher’s Guide for more information
on the implementation of word study.
©2012, TESCCC
10/25/12
page 1 of 1