Reading Lesson Planning Guide-Literary | Seventh Grade
Reading Process Throughout the Year
Strand 1: Reading Process
Concept 6: Comprehension Strategies
PO1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).
PO2. Confirm predictions about text for accuracy.
PO3. Generate clarifying questions in order to comprehend text.
PO4. Use graphic organizers in order to clarify the meaning of the text.
PO5. Connect information and events in text to experience and to related text and sources.
PO7. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text.
GESDPO8. Reformat elements and/or content in an appropriate graphic organizer.
GESDPO9. Summarize a written selection including the main idea(s) and relevant details.
Instructional Period 3
Topic: Literary Appreciation
Strand 2: Literacy Text Comprehension
Comprehending Literary Text identifies the comprehension strategies that are specific in the study of a variety of literature.
Concept 1: Literary Elements
Students need to identify, analyze, and apply knowledge of the structure and elements of literature.
Essential Questions: How did the author help me relate to the characters in the text? Why did the author write this? What emotion did the author evoke in the text?
How am I changed from reading this text?
Big Idea: Reading is valuable because it is entertaining and develops understanding about people, cultures, and situations.
You don't have to experience everything yourself to develop understanding and empathy.
Performance
Objective
S2C1PO6.
Draw
conclusions
about the style,
mood, and
meaning of
literary text
based on the
author’s word
choice.
1
Process Integration
(skills to use)
R-S1C4PO2.
Use context to identify the
intended meaning of unfamiliar
words.
R-S1C4PO3.
Use context to identify the
meaning of words with multiple
meaning.
Explanations and Examples
Explanation:
The students will analyze the author’s language and sentence
construction to make inferences about the feeling that the writer
wants to create for the reader, the writer’s attitude towards his or her
subject and the author’s personal style.
Tone should be taught within this PO due to the difficulty of knowing
the difference between Mood and Tone and how they both affect the
meaning of a piece of text.
Best to use a variety of pieces from author’s in order to draw
conclusions on their style. Students MUST understand Mood and
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Resources
Introduction
Lessons:
Reader’s Handbook:
 Meaning, pp.
430-438
 Clues about
Mood, pp. 366367
 Setting and
Mood, pp. 354355
Assessment
McDougal Little
Anthology:
Assessment Practice
 Unit 4, pp. 532535
MOOD
Questions 1, 3, 4,
5
STYLE
Questions 6, 7, 8,
11, 12
Reading Lesson Planning Guide-Literary | Seventh Grade
R-S1C4PO4.
Determine the meaning of
figurative language, including
similes, metaphors,
personifications, idioms,
hyperbole and technical
language.
R-S1C6PO5.
Connect information and events
in text to experience and to
related text and sources.
R-S1C6PO7.
Use reading strategies (e.g.
drawing conclusions, determining
cause and effect, making
inferences, sequencing) to
comprehend text.
Tone before they can understand the style of an author.
Key Vocabulary:
Style: the way something is written; not what is said but HOW it’s
said (must make an inference in order to draw conclusions about the
author’s style)
 Formal: sophisticated, complex sentences, serious tone
 Informal: simple sentences, slang, contractions
 Journalistic: straightforward, report to facts, neutral tone
 Literary: imagery figurative language
Sentence structure/Syntax: the arrangement of words in a sentence;
grammar
Mood: a feeling that the writers creates for the reader
Tone: a writer’s attitude towards his or her subject
Word Choice: the words a writer uses to get their point across
Examples may include:
 Formal or informal
 Precise or abstract
 Neutral or moody
 Imagery
 Musical effects
Drawing Conclusions: reviewing facts and details/statements while
using prior knowledge to formulate a judgment or a belief.
Generalization: formulating a broad statement that is based on
observations or facts about a topic



McDougal Littell
Anthology:
 Reader’s
Workshop Unit 4 Mood, Tone, and
Style, pp. 438443
 P. 462-463 –
Mood &
Journalistic Style
McDougal Littell
Standards Lesson File
Literature
 MOOD - p.325334
 TONE – p. 335344
 SYTLE – p. 349353
McDougal Littell –
Best Practices Toolkit:

Task Analysis of Drawing Conclusions (Process):
1. Find the Topic
2. Collect facts about the topic
3. Look for words or concepts that relate to each other
4. State the generalization/conclusion that can be made
(see McDougal Littell – Best Practices Toolkit pp. A28)
2
Glendale Elementary School District 2/9/2016
Mood, pp. 456
Tone and Voice –
pp. 468-469
Style – pp. 403

Drawing
Conclusions pp.
A28
Making
Generalizations
pp. A31
McDougal Littell:
Assessment File-Unit
and Benchmark Test
 Unit 4: Use p.
368 to choose
test questions
 Benchmark 2:
MOOD,
Questions 3, 11,
14
STYLE Questions
9, 16, 17, 24
 McDougal Littell –
Assessment File
– Unit and
Benchmark Test :
Story: “Getups
from Wouldn’t
Take Nothing for
My Journey Now”
pp. 79-82
Questions, 3, 4,
5, 8, 9, 11
Question Stems:
 How does the
author’s word
choice create a
______________
mood?

What words in the
story give you a
sense of
______________
__?
Reading Lesson Planning Guide-Literary | Seventh Grade
Example Lesson:
Start with a scenario – What kind of mood are you in? How can you
tell when your parents were in an argument? What are some of the
signs or signals?
Read a Shel Silverstein poem from Where the Sidewalk Ends.
Discuss the style, mood and meaning of the poem.
Code the text:
o yellow for word choice
o blue for images
o pink for setting, etc.
Read a number of selections from the same author to identify the
author’s style. Compare the style, mood and meaning from the
same and other authors. Selecting styles that are significantly
different clarifies the difference.
(Shel Silverstein, Patricia Pollaco, Robert Munch)

From the
selections you
have read; what
patterns do you
notice in the
author’s word
choice? (style)

What are some
places in the text
that make you
feel
______________
___?

From _________,
______________
_____ and
______________
____ what do you
know about this
writer’s style?

From__________
_________ and
______________
____ what do you
know about the
(mood, tone)?
Picture books are easy to use within a short amount of time and in
one setting to get the entire picture FIRST but it is NOT where you
stop. Continue on to grade level text)
Sentence Frames:

3
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I feel __________
because
______________
____.
Reading Lesson Planning Guide-Literary | Seventh Grade
4
Glendale Elementary School District 2/9/2016

The author uses
______________
, _____________
and
______________
_ throughout his
books to
______________
______________
______________
___________.

When I read
______________
_____ and
______________
_, it made me feel
_____________.