Reading Lesson Planning Guide-Literary-IP3 | Seventh Grade
Instructional Period 3
Content
Strand 2: Comprehending Literary Text
Concept 1: Literary Elements
PO6. Draw conclusions about the style, mood, and meaning of literary text based on
the author’s word choice.
Process
Strand 1: Reading Process
Concept 4: Vocabulary
PO1. Determine the meaning of vocabulary using linguistic roots and affixes (e.g.,
Greek, Anglo-Saxon, and Latin).
PO2. Use context to identify the meaning of unfamiliar words (e.g., definition, example,
restatement, synonym, contrast).
PO3. Use context to identify the intended meaning of words with multiple meanings
(e.g., definition, example, restatement, or contrast).
PO4. Determine the meaning of figurative language, including similes, metaphors,
personification, and idioms in prose and poetry.
PO5. Identify the meanings, pronunciations, syllabication, synonyms, antonyms, and
parts of speech of words, by using a variety of reference aids, including dictionaries,
thesauri, glossaries, and CD-ROM and Internet when available.
Concept 5: Fluency
PO1. Read from a variety of genres with accuracy, automaticity (immediate
recognition), and prosody (expression).
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.
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Reading Lesson Planning Guide-Literary-IP3 | 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.
2
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.
R-S1C4PO4.
Determine the meaning of
figurative language, including
Explanations and Examples
Resources
Assessment
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.
Introduction
Lessons:
Reader’s Handbook:
 Meaning, pp.
430-438
 Clues about
Mood, pp. 366367
 Setting and
Mood, pp. 354355
 Mood, pp. 456
 Tone and Voice –
McDougal Little
Anthology:
Assessment Practice
 Unit 4, pp. 532535
MOOD
Questions 1, 3, 4,
5
STYLE
Questions 6, 7, 8,
11, 12
Depth/Rigor
This performance objective has been studied since fourth grade.
Therefore it is important to determine what aspects of style, mood,
and tone have already been mastered before teaching this P.O. This
P.O asks students to draw conclusions. Drawing conclusions is a
process that needs to be explicitly modeled through Think-alouds
and scaffolded over time. It may need to be done separately before it
Glendale Elementary School District 2/9/2016
McDougal Littell:
Reading Lesson Planning Guide-Literary-IP3 | Seventh Grade
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.
can be combined with the concepts of mood and style.
Pretest the below prerequisite knowledge before beginning to teach
this P.O. Make sure that you are testing students using passages as
their instructional reading level for best results using students Lexile
measures from AIMS or SRI.
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. An author’s study works best. Students
MUST understand Mood and 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
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
pp. 468-469
Style – pp. 403
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:

Drawing
Conclusions pp.
A28

Making
Generalizations
pp. A31
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
______________
__?

From the
selections you
Reading Lesson Planning Guide-Literary-IP3 | Seventh Grade
Drawing Conclusions: reviewing facts and details/statements while
using prior knowledge to formulate a judgment or a belief
have read; what
patterns do you
notice in the
author’s word
choice? (style)
Generalization: formulating a broad statement that is based on
observations or facts about a topic
Task Analysis of Drawing Conclusions (Process):

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)?
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)
Example Lesson:
Use as a Model (text level is not at a 7th grade level for modeling
purposes)
Note: Student text should be at their instructional level of difficulty.
Please refer to students Lexile measure from AIMS or SRI testing to
determine appropriate passage.
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)
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)
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Sentence Frames:

I feel __________
because
______________
____.

The author uses
______________
, _____________
and
Reading Lesson Planning Guide-Literary-IP3 | Seventh Grade
______________
_ throughout his
books to
______________
______________
______________
___________.

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When I read
______________
_____ and
______________
_, it made me feel
_____________.