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 4
Topic: Historical and Cultural Genres
Strand 2: Literacy Text Comprehension
Comprehending Literary Text identifies the comprehension strategies that are specific in the study of a variety of literature.
Concept 2: Historical and Cultural Aspects of Literature
Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature.
Essential Questions: What special qualities do the characters possess? How is this story organized? What is the purpose of the story? What effect does setting play on
characters and plot?
Big Idea: Stories vary in different cultures.
Performance
Objective
S2C2PO1.
Describe the
historical and
cultural aspects
found in crosscultural works of
literature.
Process Integration
(skills to use)
R-S1C6PO3.
Generate clarifying questions in order
to comprehend text.
R-S1C6PO4.
Use graphic organizers in order to
clarify the meaning of the text.
R-S1C6PO5.
Connect Information and events in text
to experience and to related text and
sources.
1
Explanations and Examples
Explanation:
Works of literature may reflect the influence of significant
events, scientific discoveries, cultural values or social issues.
Let’s take for example the story "A Christmas Carol"; Dickens
wrote this during the "Industrial Age". Cultural Aspects:
 Social- Class system with factory model
 Child labor/low wages
 Growing urban areas that led to overcrowding and
poverty
Poverty in the story contributed to the illness of Lil’ Tim. By
having students identify this connection and describe it within
the text is the goal of this PO
Glendale Elementary School District 2/9/2016
Resources
Introduction Lessons:
**Read over Author
Online and Background
sections before the stories
for information on
historical and/or cultural
aspects**
McDougal Littell Anthology
 Thank You, M’am –
pp. 63-68
 Rikki-Tikki-Tavi – pp.
72-88
Assessment
Literary
responses:
Once a student
finishes reading a
piece, they
respond to the
historical or
cultural aspect(s).
Reading Lesson Planning Guide-Literary | Seventh Grade
R-S1C6PO6.
Apply knowledge of the organizational
structures of text to aid comprehension.
R-S1C6PO7.
Use reading strategies to
comprehension.
R-S1C5PO1.
Read from a variety of genres with
accuracy, automaticity and prosody.
Read a VARIETY of pieces of literature pertaining to a
historical or cultural aspect.


Students should be able to compare/contrast the different
aspects between cross-cultural pieces of literature.


Key Vocabulary:
Author’s Background: Story details frequently reflect
information about an author’s background.
Historical Context: the political, social, cultural, and economic
setting for a piece of literature
Cultural Context: Music, customs, society, art, and traditions
establish the cultural context for a story.
Author’s Perspective: an author’s view based on surroundings
and circumstances.
Allusion: reference to a work of literature, famous person,
place, event; something with which the reader is likely to be
familiar with
Example:
Students will read two pieces of literature such as Thank You
Ma’am and Rikki-Tikki-Tavi and create a compare / contrast
chart focusing on specific criteria point by point. See chart
below. You may add more criteria or take away some that
may not apply to each story. The criteria below is a sample of
two stories focusing on one point of cultural aspects of a piece
of literature
(Copy and Paste graphic organizer into a SMARTslide)
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Glendale Elementary School District 2/9/2016


Zebra – pp. 182-203
The Scholarship
Jacket – pp. 216-223
A Christmas Carol –
pp. 386-412
Young Arthur – pp.
660-666, 669
Sir Gawain and the
Green Knight – pp.
670-682
Sally Ann Thunder
Ann Whirlwind – pp.
714-719
Question Stems:
 In what literary
period was
this passage
written?
 How can you
tell? (Give two
reasons
supporting
your answer)
Sentence
Frames:
The story was
written in the
_______________
_______ (e.g.medieval, post
modern, industrial,
and renaissance). I
know this because
_____________
and
_______________
____.
Build
assessments that
focus specifically
on the historical
or cultural
aspect(s) in a
piece of
literature.
Reading Lesson Planning Guide-Literary | Seventh Grade
When students finish with the chart, they will form their
findings (similarities and differences) into a paragraph
describing the cultural aspects of two works of literature.
In their paragraph, they will state the similarities of the cultural
aspects in the two stories and describe the differences they
found using their chart as their guide.
For additional practice, students may use this same chart with
the same criteria and read two different stories (listed in the
resources section) and go point by point with their criteria to
find the cultural aspects in further selections. Point out that
some stories may have overlapping historical or cultural
aspects, while author’s perspective may change.
Lastly, students will pair up with a partner and read their piece
to them aloud describing their similarities and differences.
** To differentiate, for harder practice, have students work in
small groups and each group will read one story and make
their point by point chart. Then each group will share their
cultural aspects they found and compare it to another group’s
story and locate the similarities and differences found in both
works. **
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Glendale Elementary School District 2/9/2016
Reading Lesson Planning Guide-Literary | Seventh Grade
Writing Connection
Once you have practiced using the form enough the students
will be ready to give you a written explanation of the
cultural/historical aspects found in literature and give you a
literary response. Be sure to be specific about the length of
the response and what you want them to specifically mention
about the story. It could also be used as a compare and
contrast piece if you are working with multiple stories.
S2C2PO2.
Identify common
structures and
stylistic elements
in literature,
folklore, and
myths from a
variety of
cultures. (animal,
Roman, and
Greek myths;
mysteries)
R-S1C6PO3.
Generate clarifying questions in order
to comprehend text.
R-S1C6PO4.
Use graphic organizers in order to
clarify the meaning of the text.
R-S1C6PO5.
Connect Information and events in text
to experience and to related text and
sources.
R-S1C6PO6.
Apply knowledge of the organizational
structures of text to aid comprehension.
Read a VARIETY of literature focusing on:
 Structure
 Style

Variety is Key: Remember to expose students not only to
different types but also from different cultures.
This PO is not limited to Folklore, Fables and Myths. All
pieces of literature can be analyzed for structure and style
Introduction Lessons:
McDougal Littell Anthology
– Unit 6
 Unit 6-Readers
Workshop-Myths,
Legends, and Tales –
pp. 626-631
 Type of
Tale/Characteristics
chart - pp. 626
 Prometheus – pp.
634-637
 Orpheus and
Eurydice – pp. 638642
 Icarus and Daedalus
– pp. 646-651
 Phaethon, Son of
Apollo – pp. 652-656
 Young Arthur – pp.
660-666, 669
R-S1C6PO7.
Use reading strategies to
comprehension.
Key Vocabulary:
R-S1C5PO1.
Read from a variety of genres with
accuracy, automaticity and prosody.
Style: The way writers express their ideas; not what they

say, but how they say it; how the author uses the
components of literature
A. V.
Folklore
4
Explanation:
Analyzing structure & stylistic elements common to
 Literature (Fiction Genre)
 Folktales
 Fables
 Myths
Literature: ALL pieces of written work
Literary devices:
 Author’s word choice
 Sentence structure
Glendale Elementary School District 2/9/2016
Sir Gawain and the
Green Knight – pp.
670-682
Unit 6 resource manager
 Academic vocabulary
p. 9-10
Unit and
Benchmark Test –
Characteristics of
myths and
legends, Unit 6,
Test A-question
#1,12,16,19,23,
Test B/C-questions
#2,12,16,20
Cultural values,
Unit 6, Test Aquestions
#6,9,20,22
Test B/C-questions
#4,9,19,22
Question Stems:
What is this story
an example of?
How do you know?
How do the two
______ (Myths,
Fables etc) relate?
Reading Lesson Planning Guide-Literary | Seventh Grade




Figurative language
Imagery
Dialogue
Symbols
Structure:
 Conflict Type
o Person vs. Person
o Person vs. Self
o Person vs. Society
o Person vs. Nature
o Person vs. Technology
o Person vs. Supernatural
 Problem-Solution
 Cause and Effect
 Sequence of Events
o Flashback
o Foreshadowing
Characteristics:
Realistic Fiction: a story that can actually happen in real life
but is not true
 Vivid realistic setting that supports the events of the
story
 Characters are credible and non-stereotypical
 Main characters are multidimensional; they change
and develop over time
 Problems are believable and solved in realistic,
culturally grounded ways
 Theme is applicable to children’s lives and is
intrinsic to the story
Historical Fiction: a story that is set in the past and includes
real characters and/or events that have taken place
 The narrative is about something that has already
happened
 Include accurate historical detail to create the setting
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Glendale Elementary School District 2/9/2016

Use the resource
manager pages
corresponding to the
story being read in
Unit 6 listed above
Characteristics and
Structure for literature
(also good source for
writing these genres)
http://nationalstrategies.st
andards.dcsf.gov.uk/node/
102722
Sentence Frames:
The story is an
example of
_______________
because it has
________,
_________ and
____________.
Both (Myths,
Folklores etc) have
_______________
_, ____________
and
____________.
Reading Lesson Planning Guide-Literary | Seventh Grade


Use the right kind of old-fashioned language when
characters speak to one another.
Appropriate language from the period
Science Fiction:
 Usually set in the future
 Advanced technology
 Supernatural events/beings
Mystery: a story that tries to solve a mystery or answers
unsolved questions
 Structure is often chronological
 Settings are often places the main character is
unfamiliar with.
 The narrator uses questions to exaggerate the
mystery
 Series of failed attempts before the resolution
Adventure: story that involves exciting risk-taking situations
or physical danger
 Typically a recount or retelling of a series of exciting
events leading to a high impact resolution
 Building excitement as the hero faces and
overcomes adversity is an important element,
 Description adds to the sense of adventure by
heightening the reader’s awareness, e.g. a sense of
potential danger
Fantasy:
 Imaginative story
 Supernatural/Unrealistic events and characters
 Involves magic
Folklore:
 Passed down from generation to generation by word
of mouth
 Reflects traditional beliefs
 Mostly set in the past
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Glendale Elementary School District 2/9/2016
Reading Lesson Planning Guide-Literary | Seventh Grade


Myth:





Fables:




Supernatural events
Characters vary from ordinary people to animals or
supernatural beings.
A traditional story
Can be about the origins of the world
Human or social cultures
Mysteries of the earth
Can be based on what a group of people in the past
believed.
A brief tale
Teaches a lesson
Explains a moral about life
Often has animals as major characters
Legend:
 Passed down for many generations
 Believed to be real events
 Focus on a hero/heroine
Tall tale:
 Exaggerated story
 Impossible events
 Main character is larger than life
Example #1 (Review of Terms and Characteristics)
First, have students learn the definitions of each term and their
key elements. Then, students will play Quiz, Quiz, Trade to
start learning their academic vocabulary.
1. Give each student a note card and secretly tell them
their vocabulary word. (example: Myth.)
2. Make sure to give each student a different word until
all words are used, then you may repeat.
3. Students will write on their note card their definition
for their word, then the answer below it. (example:
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Glendale Elementary School District 2/9/2016
Reading Lesson Planning Guide-Literary | Seventh Grade
4.
5.
6.
7.
8.
Juan writes “Passed down for generations, believed
to be real events, focuses on a hero” on his card,
and right below that, he will write “Legend.”
Students will secretly hold their cards with the type
of fiction on it. Each card has a definition of their
type and the answer below it.
Student move around the room and pair up when
the teacher says stop (or when music stops if you
play music) and students will say the definition to
their partner. The partner must answer the type of
fiction their peer is describing. (Example: Juan pairs
up with Alex. Juan reads “Passed down for
generations, believed to be real events, focuses on
a hero” from his card. Alex then says “Legend!” If
he gets it wrong, Juan will correct him and explain
why that is a legend.
Next, the partner asks their card (Alex would ask
Juan, and Juan answers “Myth.”
After both partners have quizzed each other, they
will trade cards so they both have a new card and
move around the room to play again.
This game is effective for student s learning
vocabulary. If a student answers incorrectly, the
other student corrects them and explains why it is
incorrect.
Example 2:
Here, students will fill in events or key parts of the story that
match the characteristics of realistic fiction; thinking about the
structure and style. For example the structure of realistic
fiction has:
 Vivid realistic setting that supports the events of the
story
 Characters are credible and non-stereotypical
Students could identify these attributes in their realistic fiction
piece.
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Glendale Elementary School District 2/9/2016
Reading Lesson Planning Guide-Literary | Seventh Grade
Next, they will find will determine how this knowledge can
support their comprehension.
Students may do this with a number of stories and a variety of
literature. It will be easier for them to complete this chart after
they are comfortable with the vocabulary and elements of
each type through quiz, quiz trade
(Copy and Paste graphic organizer into a SMART slide)
.
Additional Practice:
Pull a variety of picture books from the school library (or ask
the librarian to assist you in this) and have students sort
through all of the books. They will need to determine the type
of genre the book is by using their checklist of each genre and
the key characteristics it should have.
Students will then show their book to the class, state their
claim, and justify it verbally by locating specific characteristics
in the book.
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Glendale Elementary School District 2/9/2016
Reading Lesson Planning Guide-Literary | Seventh Grade
Example #3:
The structure or the style that is common to the piece being
read is the focus – cause and effect, character traits, problem
solution, character flaw, etc. Break down the story or stories
into the graphic organizer that fits best fits its focus.
Myths or Folklore:
(Copy and Paste graphic organizer into a SMART slide)
Myth, Tall Tale, Legend – specific to a cause and effect
structure. Can be found in MANY Greek Myths.
(Copy and Paste graphic organizer into a SMART slide)
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Glendale Elementary School District 2/9/2016
Reading Lesson Planning Guide-Literary | Seventh Grade
A summarizing option on the problem/solution aspect of a
piece of literature.
(Copy and Paste graphic organizer into a SMART slide)
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Glendale Elementary School District 2/9/2016
Reading Lesson Planning Guide-Literary | Seventh Grade
Writing Connection:
Students can write a literary response to the piece of literature
that was a specific focus – structure, style, cause and effect,
comparing and contrasting, sequence of events, etc.
Greek Myths and Folklore could also be compared and
contrasted in 2 paragraphs once the 2 stories have been
broken down and analyzed using a graphic organizer.
Students will need to read a variety of pieces of literature for
this PO. Students should begin by breaking down pieces of
literature with obvious components that classify the piece’s
genre.
S2C1PO8.
Identify Compare
various genres of
fiction (e.g.,
mysteries,
science fiction,
historical fiction,
adventures,
fantasies, fables,
myths) based
upon their
characteristics.
R-S1C6PO3.
Generate clarifying questions in order
to comprehend text.
R-S1C6PO4.
Use graphic organizers in order to
clarify the meaning of the text.
R-S1C5PO1.
Read from a variety of genres with
accuracy, automaticity and prosody.
R-S1C6PO5.
Connect Information and events in text
to experience and to related text and
sources.
R-S1C6PO6.
Apply knowledge of the organizational
structures of text to aid comprehension.
R-S1C6PO7.
Use reading strategies to
comprehension.
12
Explanation:
The key to this PO is to have students be flexible in
comparing the many types of genres by their
characteristics therefore exposure of these genre types
needs to be extensive from the beginning of the year; as
well as Identifying common structures and stylistic
elements in literature (S2C2PO2).
Start with breaking down all types of literature…
Major genres in literature:
 Narrative (prose)
 Poetry
 Drama
Once the three major genres in literature have been reviewed,
fiction needs to be broken down more specifically. This allows
the PO to be taught based upon the characteristics of the story
being read. Use as many types of genre as possible to show
differences.
 Realistic fiction
 Historical fiction
 Science fiction
Glendale Elementary School District 2/9/2016
Introduction Lessons:
Readers Handbook –
Genre pp. 396
McDougal Littell Anthology
Science Fiction –
 The Last Dog – pp.
44-57
 The Monsters Are
Due on Maple Street
– pp. 136-149
 The Giver – pp. 374379
Realistic Fiction –
 Amigo Brothers – pp.
310-322
Historical Fiction  Out of the Dust – pp.
488-493
 Crispin, the Cross of
Lead – pp. 686-691
Questions Stems:
 Name the
genre of this
text (possible
multiple
choice
question).
 The genre is
_______.
Explain why.
Explain the
characteristics of
each genre.
Science
Fiction
Historical
Fiction
Fantasy
Etc.
(Based on
which
fictional
genres were
Reading Lesson Planning Guide-Literary | Seventh Grade







Mystery
Adventure
Fantasy
Folktales
Fable
Fairy Tales
Myth
Key Vocabulary:
Genre: category or literature type
See S2C2PO2 for a more extensive list
Example:
Have the components of each genre posted in your room as
an anchor chart (could build with S2C2PO2)
Use the stories from the resource column to break down the
Characteristics within the piece and compare with each other.
(Copy and Paste graphic organizer into a SMART slide)
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Glendale Elementary School District 2/9/2016
General Fiction/Short
Stories/Excerpts  Zebra – pp. 182-203
 Holes – pp. 92-97
 The Dinner Party –
pp. 28-29
 The Man Who Was a
Horse – pp. 294
 A Mother in
Mannville – pp. 295
a focus)
Sort story
selections by
genre and justify
why.
Reading Lesson Planning Guide-Literary | Seventh Grade
Writing Connection:
Students can write a literary response to the piece of literature
that was a specific focus – structure, style, cause and effect,
comparing and contrasting, sequence of events, etc.
Greek Myths and Folklore could also be compared and
contrasted in 2 paragraphs once the 2 stories have been
broken down and analyzed using a graphic organizer.
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Glendale Elementary School District 2/9/2016