Curriculum Map Literature 7 · TDA for “Ransom of Red Chief” – Students will complete a guided practice with the teacher. O. Henry is known for using irony in his literary works.

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Curriculum Map – Literature 7

Course Description: This course is designed as an extension of the seventh grade English curriculum. The

Literature course focuses on extending and supporting students’ skill development in the areas of reading,

writing, speaking, and listening. Instruction targets reading comprehension through short stories, novels, poems,

non-fiction articles, and more. Additionally, there is an emphasis on writing skills and the development of more

thorough responses to texts.

Class Meetings: This course meets every other day. In total, students will have 90 class period of Literature during

the school year.

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Unit Topic: Short Stories and Story Elements

Students will be reading a variety of stories in order to make connections and find meaning, explore human experiences and values

reflected in texts, understand the ideas, values and cultures of people past and present, and stimulate imagination. Students will

work with a variety of texts selected by the teacher. The featured author in grade seven is O.Henry.

Pacing: Quarters 1-2, about 12 weeks

Vocabulary Resources Big Ideas Essential Questions

Plot: Exposition, Rising Action,

Climax, Falling Action,

Resolution

Irony: Exaggeration,

Understatement, Dramatic Irony,

Situational Irony, Verbal Irony

General: Theme, Character,

Setting, Dialogue, Plot,

Perspective, Author’s Purpose,

Figurative Language (such as

simile, metaphor, imagery, etc.)

*Story Elements Word Wall will

be placed in the classroom

containing vocabulary and

definitions for the unit.

Holt: Elements of Literature

textbooks (“Ransom of Red

Chief”, “A Day’s Wait” and

“Stolen Day”), handouts and

supplemental materials.

Guided Notes for Story Elements

Power Point, Plot Diagram,

Literary Devices Review, Types

of Irony

Figurative Language Project

assignment outline and examples

Graphic Organizers for

completing the Text Dependent

Analysis writing prompt

(introduction, body paragraphs,

and conclusion).

ReadWorks Story Handouts and

Questions for “Gift of the Magi”

(Plus novel copies of O.Henry

Stories)

“After Twenty Years” Story

Packet (or you can use the

textbook version)

1. Reading expands

understanding of the world,

its people and oneself.

2. Readers use strategies to

construct meaning.

3. Critical thinkers actively and

skillfully interpret, analyze,

evaluate, and synthesize

information.

4. Active listeners make

meaning from what they hear

by questioning, reflecting,

responding, and evaluating.

1. Why and what do people

read?

2. What are the benefits of

reading? How does it affect

your life?

3. What are readers thinking

about as they read?

4. What can a reader do when

they don’t understand?

5. What impact does fluency

have on comprehension?

6. Why are before, during, and

after reading strategies

important?

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Content to be Taught Standards

• “Gift of the Magi” O.Henry

• “Ransom of Red Chief” O.Henry

• “After Twenty Years” O.Henry

If time permits:

• “A Day’s Wait” Hemingway

• “Stolen Day” Anderson

*Stories here are only a suggested list, and may vary from year to

year.

CC.1.3.7.A Determine a theme or central idea of a text and analyze its

development over the course of the text; provide an objective summary of the

text.

CC.1.3.7.B Cite several pieces of textual evidence to support analysis of what

the text says explicitly, as well as inferences, conclusions, and/or

generalizations drawn from the text.

CC.1.3.7.C Analyze how particular elements of a story or drama interact and

how setting shapes the characters or plot.

CC.1.3.7.D Analyze how an author develops and contrasts the points of view

of different characters or narrators in a text.

CC.1.3.7.F Determine the meaning of words and phrases as they are used in

grade-level reading and content, including interpretation of figurative,

connotative meanings.

CC.1.3.7.I Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade-level reading and content,

choosing flexibly from a range of strategies and tools.

CC.1.3.7.J Acquire and use accurately grade-appropriate general academic

and domain-specific words and phrases; gather vocabulary knowledge when

considering a word or phrase important to comprehension or expression.

CC.1.3.7.K Read and comprehend literary fiction on grade level, reading

independently and proficiently.

CC.1.4.7.F Demonstrate a grade appropriate command of the conventions of

standard English grammar, usage, capitalization, punctuation, and spelling

CC.1.4.7.S Draw evidence from literary or informational texts to support

analysis, reflection, and research, applying grade-level reading standards for

literature and literary nonfiction.

CC.1.4.7.V Conduct short research projects to answer a question, drawing on

several sources and generating additional related, focused questions for

further research and investigation.

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Objectives / Standards Code Instructional Strategies Assessment 1. SWBAT identify figurative language, plot,

author’s purpose, and other elements of

stories. CC1.3.7. F, I, J

2. SWBAT Conduct and create a short

research multimedia project to reflect their

understanding of a story. CC1.4.7.V

3. SWBAT Read and comprehend literary

fiction and identify purpose, setting, theme,

tone, and audience. CC1.3.7.A, C, D, E, K

4. SWBAT Identify multiple pieces of

relevant evidence (across text or within

sections) that support their answer, prediction,

or inference and are linked together to a

common idea or conclusion. CC1.3.7.B

5. SWBAT analyze how the use of dialogue,

conflict, and point of view can influence a

story, its outcome, and its characters CC1.3.7.

C, D

6. SWBAT understand development of a

character or characters and conflict, and

outline a plot. CC1.3.7.C, D, K

7. SWBAT comprehend the meaning of new

vocabulary words and use them when

speaking and writing. CC1.3.7.I, J

8. SWBAT determine the theme or central

idea of a text. CC1.3.7.A

1. Guided Notes: Elements of Plot, Types of

Irony, and Figurative Language - Students

will receive a Power Point presentation with

missing information. They will fill in the

notes as the teacher provides the instruction

via the Power Point for both Elements of Plot

and Figurative Language. (These will not

happen simultaneously – Figurative Language

to begin the year, plot before the first short

story).

1. Graphic Organizers – Students will

complete a foldable for plot in order to

organize the different elements: exposition

(characters and setting), rising action, conflict,

climax, falling action, resolution

2. Project Based Learning – Students will

create a Google slide presentation in which

they display their understanding of types of

figurative language using sentences and

images. (ex: Boom! The thunder roared as the

storm approached.)

3. through 8. Highlighting and Annotating /

Modeling- Students will read a selection of

short stories by O.Henry with the teacher. The

teacher can also include a web quest about the

author to provide background for the students.

Teacher will instruct / model on highlighting

and annotating the selected stories to point out

key details: figurative language, plot,

summary, characters, theme, etc.

1. Figurative Language / Types of Irony /

Elements of Plot Power Point Presentation

- Notes will be checked for completion and

correctness.

- A foldable will also be used for students to

remember the elements of plot.

1. Figurative Language / Types of Irony /

Plot– - Students will complete a Kahoot style

review for types of Figurative Language and a

second one for Plot elements.

- An assessment to identify figurative

language in sentences will follow (Handout

and Quiz).

- A Plot diagram will be used to as a quiz for

elements of a story.

- A graphic organizer will be used for Types

of Irony. Students will write examples of each

type. A quiz will follow.

2. Figurative Language Project – Each

assignment is accompanied by a rubric or

checklist of what should be included. Projects

are collected.

3. through 8. For All Short Stories:

Before:

- Word Splash: Stories using vocabulary will

be shared and collected.

During:

- Making Predictions: Students will respond

orally or on paper. Class discussion will help

determine understanding.

- Conflict: Students will use graphic

organizers and present their findings.

After:

- Reading Questions: Collected and Checked

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9. SWBAT respond to a prompt about a

passage or story they have read by providing

text evidence and analysis. CC.1.4.7.F, S

3. through 8. All stories- Summarizing and

Note taking / Graphic Organizers / Turn

and Talk

• Before:

- Word Splash: Students will learn new

vocabulary and apply their learning in

the form of a story.

• During:

- Making Predictions: Students will

use graphic organizers to make

predictions about the story.

- Conflict: Students will look at both

internal and external conflicts and how

they affect characters in a story.

• After:

- Project Based Learning: With each

story, students will have the opportunity

to create a project from a list of choices:

Movie poster for the story, comic book

strip of a scene, or a compare and

contrast Venn diagram of characters.

- Reading Questions: Each short story

will be accompanied by a series of text-

dependent reading questions.

- Character Sketch: Students will select

a character from each story and complete

a sketch of their traits and evidence from

the text to support their beliefs.

9. Graphic Organizers / Modeling –

Students will work with the teacher and use

graphic organizers to write a TDA for “After

Twenty Years” and “The Ransom of Red

Chief” Organizers will be used for the

introduction, body paragraphs, and

conclusion.

- Character Sketch: Collected and Checked

9. TDA for “After Twenty Years” - Loyalty

is one of the themes associated with

O.Henry’s short story, “After Twenty Years”.

Write an essay in which you analyze how

Jimmy Wells and Silky Bob demonstrate

loyalty. Use evidence from the passage to

support your response

9. TDA for “Ransom of Red Chief” –

Students will complete a guided practice with

the teacher. O. Henry is known for using irony

in his literary works. How does he use irony

in the story “The Ransom of Red Chief”?

Write an essay discussing how O’Henry’s use

of irony creates humor in the story. Use

evidence from the passage to support your

response.

*This unit will also include daily Please Do

Now activities that will change based upon

what is read and what is covered each day in

class. The responses will be Collins Type 1 or

Collins Type 2, as students will be required to

respond in writing. They will Pair / Share

responses.

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Differentiation Options • After initial instruction, students will be encouraged to complete TDA's independently,

drawing on what they have learned to pull evidence from the text (Strategy: I do, We do,

You Do).

• Students will serve as peer helpers when a classmate needs assistance (Strategy: Peer

teaching/collaboration).

• Students will receive additional support through the use of graphic organizers, teacher

prompting, and help when taking notes and finding text evidence (Strategy: Graphic

Organizers, Modeling)

• Teacher will write ideas on the promethean board to guide instruction (Strategy: guided

notes, modeling).

• Students will receive fewer choices on multiple choice questions. Writing prompts will be

modified as needed (Strategy: Adapting to learning styles/multiple intelligences).

• Students will be provided with choices when it comes to completing book projects and

reflections on their reading (Adapting to learning styles/multiple intelligences)

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Unit Topic: Poetry and Poetic Devices

This study of poetry will introduce students to common poetic elements. Students will study a variety of poems by authors such as

Lewis Carroll, Robert Frost, Shel Silverstein, George Ella Lyons, and more. Students will interpret poetry and write a response to

poetry as well.

Pacing: Quarters 3-4, about 6-8 weeks


General: Stanza, Rhythm, Rhyme, Verse, End Rhyme, Form, Line, Repetition, Speaker, Figurative Language (simile, metaphor, imagery, etc.), setting, tone, mood, theme Types of Poetry: Lyric, Free Verse, Haiku, Limerick, Cinquain, Sonnet, Acrostic *Poetry Word Wall will be placed in the classroom containing vocabulary and definitions for the unit.

Holt: Elements of Literature textbooks, handouts and supplemental materials containing poem copies. Foundations of Poetry Power Point Guided Notes NEWSELA Articles - Printed from the website and copied for classroom use. ReadWorks Poetry Handouts and Questions Poetry One Pager Assignment Outline and Examples Poem as Images Project Outline and Examples Graphic Organizers for completing the Text Dependent Analysis writing prompt (introduction, body paragraphs, and conclusion)

1. Effective readers use appropriate strategies to construct meaning.

2. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information.

3. Active listeners make meaning from what they hear by questioning, reflecting, responding, and evaluating.

4. Effective speakers prepare and communicate messages to address the audience and purpose.

5. Audience and purpose influence a writer’s choice of organizational pattern, language, and literary techniques.

1. What is this text really about? Who is the audience?

2. How does a reader’s purpose influence how text should be read?

3. How does interaction with text provoke thinking and response?

4. How do active listeners make meaning?

5. How do speakers employ language and utilize resources to effectively communicate a message?

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• “Where I’m From” by George Ella Lyons

• “Jabberwocky” by Lewis Carroll

• “Stopping By Woods on a Snowy Evening” Robert Frost

• “Where the Sidewalk Ends” by Shel Silverstein

• NEWSELA Articles: “The Zen Art of Haiku” by Barbara

O’Brien and “The Tricky Poem: A Guide to Frost’s ‘The Road

Not Taken’” by NEWSELA Staff.

*Poems here are only a suggested list, and may vary from year to year.



text.



CC.1.2.7.L Read and comprehend literary nonfiction and informational text

on grade level, reading independently and proficiently.


of different characters or narrators in a text. E07.A-C

CC.1.3.7.E Analyze how the structure or form of a text contributes to its

meaning.




















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Objectives / Standards Code Instructional Strategies / Activities Assessment 1. SWBAT identify figurative language,

rhyme, rhythm, meaning and tone, author’s

purpose, and other elements of poetry.

CC1.3.7. F, I, J


fiction (in the form of poetry) and identify

purpose, setting, theme, tone, and audience.

CC1.3.7.A, C, D, E, K

3. SWBAT read and respond to poetry in

various forms. CC1.3.7.K



understanding of a poem. CC1.4.7.V

5. SWBAT read and respond to a work of

non-fiction. CC.1.2.7.L

6. SWBAT respond to a prompt about a poem

they have read by providing text evidence and

analysis. CC.1.4.7.F, S

1. Guided Notes: Foundations of Poetry -

Students will receive a Power Point

presentation with missing information. They

will fill in the notes as the teacher provides

the instruction via the Power Point.

2. Graphic Organizers: Students will be

reading the poem “Where I’m From” with the

teacher. We will discuss childhood memories

and highlighting key phrases relating to

imagery and the five senses. Following

discussion of the poem, students will use a

graphic organizer / template to brainstorm

memories of their own. They will transfer

their brainstorm to a draft template of their

own “Where I’m From” poem.

2. / 3. Highlighting and Annotating /

Modeling- Students will read “Where the

Sidewalk Ends” and “Stopping by Woods on

a Snowy Evening” with the teacher. The

teacher can also include the biographies of the

poets from poets.org to provide background

for the students. Teacher will instruct / model

on highlighting and annotating the poem to

point out key details: tone, mood, setting,

character / speaker, summarizing, etc.

4. Project Based Learning – Students will be

working on one or two independent projects

this unit (depending on amount of time). A

Poem as Images project is a way for students

to interpret a poem we have read in class by

representing each line of the poem visually

through images on a Google Slide

presentation. A model will be shown in class.

1. Foundation of Poetry Power Point

Presentation – Notes will be checked for

completion and correctness.

2. Student Poems: “Where I’m From” –

Students will create their own final versions

of a “Where I’m From” poem based on the

original by George Ella Lyons. The poems

will be kept and copied for students to read

when they are graduating seniors.

3. “Where the Sidewalk Ends” and

“Stopping By Woods” - A series of Text

Dependent Questions will accompany the two

poems.

4. Projects – Poetry One Pager and Poem

as Images Project: Each assignment is

accompanied by a rubric or checklist of what

should be included. Projects are collected.

5. NEWSELA Articles: Students will

complete a graphic organizer asking them to

do the following: (1) summarize the five main

points of the article. (2) Identify and explain

two important passages from the reading. (3)

Write two questions or wonderings you still

have after reading.

6. TDA for “Jabberwocky” - In the poem,

“Jabberwocky,” by Lewis Carroll, the author

tells an epic story of a young boy’s journey to

slay a beast. Write an essay analyzing how

the setting of the poem affects the overall

mood. Use evidence from the passage to

support your response.

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The second activity taken from NCTE is a

Poetry One Pager assignment in which

students identify parts of the poem both

visually and through writing: theme,

important quotes, character, main idea,

connections, vocabulary, etc. A model will be

shown to the class. It is like a book project

that highlights key elements of the poem.

5. Summarizing and note taking / Graphic

Organizers / turn and talk - Students will

read and respond to a work of nonfiction from

the website NEWSELA. A series of articles

about poetry were selected. After reading,

students will complete a graphic organizer as

part of their assessment. They will also do a

turn and talk with a peer who read a different

article.



graphic organizers to write a TDA for

“Jabberwocky”. Organizers will be used for

the introduction, body paragraphs, and

conclusion.

6. TDA for “Stopping By Woods on a

Snowy Evening” – Students will complete a

guided practice with the teacher by

responding to a TDA style prompt for the

poem. How does the setting of the poem

“Stopping By Woods on a Snowy Evening” by

Robert Frost affect the overall mood of the

poem?







responses.



You Do)






• Teacher will write ideas on the promethean board to guide instruction (Strategy: Guided

Notes, Modeling)



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Unit Topic: Novel - “No More Dead Dogs” by Gordon Korman

Students will be reading a novel in order to make connections and find meaning, explore human experiences and values reflected in texts

understand the ideas, values and cultures of people past and present, and stimulate imagination. Students will work with a text selected by the

teacher. They will build upon prior knowledge gained throughout the year, as the novel is the conclusion of the course of study.

Pacing: Six to Eight Weeks (8-10 class periods), Quarter 4


For Plot: Exposition, Rising

Action, Climax, Falling Action,

Resolution

General: Theme, Character,

Setting, Dialogue, Plot,

Perspective, Author’s Purpose

*A Novel Word Wall will be

displayed in the classroom during

this unit of study.

Copies of Gordon Korman’s No

More Dead Dogs

Story Packet for No More Dead

Dogs which includes:

- Anticipation Guide

- Character Analysis (pre-

reading, feelings chart,

understanding values)

- Plot Map / Story Pyramid

- Guided Reading Questions

(Text Dependent Questions

per chapter)

- Conflict Analysis

1. Reading expands




construct meaning.

3. Critical thinkers actively and


evaluate, and synthesize

information.

4. Active listeners make

meaning from what they

hear by questioning,

reflecting, responding, and

evaluating.


read?



your life?


about as they read?







important?


Gordon Korman’s novel: No More Dead Dogs

*Teacher can select an alternate novel to read with the class as long as

standards and objectives aligned to the unit are covered.



text.

CC.1.3.7.B Cite several pieces of textual evidence to support analysis of what

the text says explicitly, as well as inferences, conclusions, and/or

generalizations drawn from the text.




of different characters or narrators in a text.

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Objectives / Standards Code Instructional Strategies / Activities Assessment 1. SWBAT identify figurative language, plot,

author’s purpose, and other elements of

stories. CC1.3.7. F, I, J



understanding of a story. CC1.4.7.V




4. SWBAT Identify multiple pieces of

relevant evidence (across text or within

sections) that support their answer, prediction,

or inference and are linked together to a

common idea or conclusion. CC1.3.7.B

1. Graphic Organizers – Students will

complete several pre-reading activities

(including an anticipation guide and Please

Do Now questions) in order to gain

knowledge and understanding of the author

and text prior to reading.

2. Project Based Learning – Students will

create a One Pager project in order to

showcase their overall understanding of the

text after reading occurs. The one pager

highlights key components of a text:

characters, setting, important quotes, main

idea, key details, vocabulary, etc,

3. through 8. Highlighting and Annotating /

Modeling- Students will read No More Dead

Dogs with the teacher. The teacher can also

1. Pre-reading Organizers - Students will

complete several pre-reading activities.

- Anticipation Guide – Students will look at

quotes and statements from the novel to assess

feelings and opinions. Statements will be

reviewed and discussed orally.

2. Novel One Pager – This assignment will

culminate at the end of the novel and will be

an opportunity for students to showcase their

understanding of the text by highlighting:

characters, setting, important quotes, main

idea, key details, vocabulary, etc. One pager

will be collected and graded using a rubric.

3. through 8. Novel Before / During / After:

Before:

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5. SWBAT analyze how the use of dialogue,

conflict, and point of view can influence a

story, its outcome, and its characters CC1.3.7.

C, D

6. SWBAT understand development of a

character or characters and conflict, and

outline a plot. CC1.3.7.C, D, K

7. SWBAT comprehend the meaning of new


speaking and writing. CC1.3.7.I, J

8. SWBAT determine the theme or central

idea of a text. CC1.3.7.A

9. SWBAT respond to a prompt about a

passage or story they have read by providing

text evidence and analysis. CC.1.4.7.F, S

include a web quest about the author to

provide background for the students. Teacher

will instruct / model on highlighting and

annotating the novel to point out key details:

figurative language, plot, summary,

characters, theme, etc.

3. through 8. Summarizing and Note taking

/ Graphic Organizers / Turn and Talk

• Before:

- Anticipation Guide: Students will learn

new vocabulary and make predictions

about the novel to apply to their learning

before reading.

• During:

- Making Predictions: Students will

use graphic organizers to make

predictions about the story.

- Conflict: Students will look at both

internal and external conflicts and how

they affect characters in the novel.

- Characters: Students will focus in on

character development and complete

several activities to better understand

how characters think, act, and feel

throughout the novel.

• After:

- Project Based Learning: Students will

have the opportunity to complete a

Novel One Pager to showcase

understanding of the text.

- Reading Questions: Each chapter of

the novel will be accompanied by a

series of text-dependent reading

questions.

- Anticipation Guide: Statements will be

reviewed and discussed orally.

During:

- Making Predictions: Students will respond

orally or on paper. Class discussion will help

determine understanding.

- Conflict: Students will use graphic

organizers and present their findings.

- Characters: Students will use graphic

organizers to develop understanding of

characters. Organizers will be assessed and

answers shared orally.

After:

- Reading Questions: Collected and Checked

- Character Sketch: Collected and Checked

9. TDA for No More Dead Dogs –

Friendship is an important bond between

individuals. In the novel No More Dead Dogs,

what does the character Wallace Wallace

learn about friendship? Use evidence from the

passage to support your response







responses.

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- Story Map: Students will reflect on the

novel and outline the plot using a story

pyramid.



graphic organizers to write a TDA for No

More Dead Dogs. Organizers will be used for

the introduction, body paragraphs, and

conclusion.



You Do).






• Teacher will write ideas on the promethean board to guide instruction (Strategy: guided

notes, modeling).



• Students will be provided with choices when it comes to completing book projects and

reflections on their reading (Adapting to learning styles/multiple intelligences)

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Unit Topic: Interactive Journals During this semester, students will be asked to respond in a journal to a variety of prompts and questions. The journal is a creative way for students to learn to appreciate reading and writing in different forms. These prompts may include: responses to poetry or short stories, responses to informative texts or articles, creative activities, and more. Pacing: Ongoing all year: Quarters 1, 2, 3, 4 Every Friday throughout the school year for the entire class period.


General: Fiction, Non-fiction, Compare, Contrast, Summarize, Interpret, Explain, Analyze, Evaluate, Respond, Restate Specific: Theme, Character, Plot, Setting, Conflict, Dialogue, Fact, Opinion

Introduction to the Interactive

Journal (Guidelines – printed)

Notebooks (either have students

bring their own or provide

notebooks) For prompts: Copies of poems, articles, short stories, magazines, Creative Supplies: Coloring utensils, scissors, glue.

1. Writers have a purpose for

writing.

2. Effective communication

relies on the usage of

proper forms.

3. Writing is a reflective

process

4. Readers develop a deeper

understanding through

reflection of text.

1. Why do we write?

2. How is your style of

writing influenced by

purpose?

3. How does the audience

influence the format of

your writing?

4. How does the purpose

influence the format of

your writing?


The composition notebook is the heart of class on Fridays. Students you will be asked to respond in their journal to a variety of prompts and questions. What sorts of things? Well, everything! Short Stories and Poems can be pulled from supplemental materials, Elements of Literature textbooks, or online sources such as ReadWorks or Common Lit. Informational texts can be pulled from online sources such as: NEWSELA, The NY Times, Common Lit, or ReadWorks. Additional non-fiction texts are available in the Elements of Literature textbook.

CC.1.4.8.A Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly. CC.1.4.8.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling CC.1.4.8.M Write narratives to develop real or imagined experiences or events. CC.1.4.8.N Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters. CC.1.4.8.O Use narrative techniques such as dialogue, description, reflection, and pacing to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. CC.1.4.8.P Organize an event sequence that unfolds naturally and logically using a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another and show the

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*A list of specific texts is not provided here, as it can change based upon the unit of study, topic of discussion, current world events, or interest of the students.

relationships among experiences and events; provide a conclusion that follows from and reflects on the narrated experiences or events. CC.1.4.8.Q Write with an awareness of the stylistic aspects of writing. • Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects. • Use sentences of varying lengths and complexities. • Create tone and voice through precise language. CC.1.4.8.R Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. CC.1.4.8.T With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. CC.1.4.8.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audience.

Objectives / Standards Code Instructional Strategies / Activities Assessment

1. SWBAT continue to improve basic writing skills while focusing on narrative and informative techniques. CC1.4.8.A, CC1.4.8.M 2. SWBAT compose a piece of writing that reveals the character or characters and the conflict and establishes a plausible plot development. CC1.4.8.N, P 3. SWBAT write routinely over shorter and longer periods of time, paying attention to task, purpose, and audience. CC1.4.8.X, CC1.4.8.T 4. SWBAT write and respond to fiction, non-fiction, informative, explanatory, narrative, and argumentative pieces. CC1.4.8.Q 5. SWBAT demonstrate appropriate usage of grammar, spelling, punctuation, and sentence structure when writing. CC1.4.8.F, R

1-5. Project Based Learning - Students will be required to write in the journal each week and contribute in one of the following categories:

• Responses to something you read!

• Notes from our class!

• Notes from other classes!

• Autographs!

• Schedules!

• Drawings!

• Photos!

• The news of the day!

• Ticket stubs!

• Things you find and glue or tape into the notebook!

• Quotes!

• Dreams!

• Weird memories!

• Observations!

• Create a comic strip!

• Poems!

• Things you wish you could have said out loud!

1-5. Student journals will be collected and graded quarterly for completion of assignments. Rubric for Grading: Visual Appearance & Organization - Table of Contents - Work is Neat and Organized - Headings and Dates on All Pages - Effective Use of Color Quality & Completeness - Notes and work are Complete - All items are glued in correct places - Evidence of Following Instructions - No Missing Work - Obvious evidence of time invested - Obvious evidence of learning - Effort and quality of work are exceptional

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• Things you regret saying out loud! • Your daily freak out! • Vows! • Rants! • Things people say! • Doodles! • Lists of all kinds! • Articles! • Receipts! • Sketches! • Predictions! • Book (or TV or Movie) Reviews! • Favorite Things! • Stories!

Differentiation Options • After initial instruction, students will be encouraged to complete prompts independently, drawing on what they have learned to pull evidence from the text (Strategy: I do, We do, You Do)

• Students will serve as peer helpers when a classmate needs assistance (Strategy: Peer teaching/collaboration).

• Students will receive additional support through the use of graphic organizers, teacher prompting, and help when responding to texts (Strategy: Graphic Organizers, Modeling)

• Teacher will write ideas on the promethean board to guide instruction (Strategy: Guided Notes, Modeling)

• For writing, students will be encouraged to create prompts for the class to respond to (Strategy: Student Led Learning)

• Journal activities include choice, and allow students to complete activities that they are comfortable working on (Strategy: Student Led Learning).

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Unit Topic: Literacy Boards

Literacy Boards give students the daily practice they need on target standards to gain proficiency in the area of literacy. The Literacy Board has

five categories: Word of the Day, Vocabulary, Fact and Opinion, Literary Device, and Literature Corner/Poetry Corner

Pacing: Ongoing all year: Quarters 1, 2, 3, 4 Bell Work occurs daily. Students rotate between literacy boards and do now questions.


For Word of the Day,

Vocabulary, Literary Devices:

Simile, Metaphor, Hyperbole,

Personification, Idiom, Irony,

Allusion, Alliteration, Assonance,

Onomatopoeia, Imagery,

Summary, Main Idea, Fact,

Opinion, Synonym, Antonym,

prefix, suffix, root word

For Literature Corner: text

organization, Summarize, Main

Idea, Opinion, Author’s purpose,

Interpret, Analyze, Evaluate,

Compare, Contrast, Explain

(Collins Type 1, 2, 3)

For Literacy Board:

- Literacy Board Copy King

- Power Point Presentations

- Literacy Board Poems and

Passages

- Student answer template.

1. Critical thinkers effectively and


evaluate and synthesize

information.

2. An expanded vocabulary

enhances one’s ability to express

ideas and information.

1. What strategies and resources

do I use to figure out unknown

vocabulary?

2. How do readers know what to

believe in what they read, hear,

and view?

Content to be Taught / Activities Standards

For Literacy Boards – Poems:

• On Changes by Irene Dunlap

• Edible by Jacqueline Sweeney

• December Leaves by Kaye Starbird

• Bats - author unknown

• An Early Bird Got Out of Bed by Jack Prelutsky

• Something Told the Wild Geese by Rachel Field

For Literacy Boards – Non-fiction Passages:

CC.1.3.7.F Determine the meaning of words and phrases as they are

used in grade-level reading and content, including interpretation of

figurative, connotative meanings.




CC.1.4.7.X Write routinely over extended time frames (time for

research, reflection, and revision) and shorter time frames (a single

sitting or a day or two) for a range of discipline-specific tasks,

purposes, and audiences.

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• “Waterspouts”

• “History of Figure Skating”

• “Artic Ground Squirrels”

• “Blind Spot”

• “Meet Mr. Ripley”

*These are only suggested poems and passages. The teacher may

select different passages and poems that fit the text structure and

question requirements.

Objectives / Standards Code Instructional Strategies / Activities Assessment SWBAT comprehend the meaning of new


speaking and writing. CC.1.2.7.F and

CC.1.3.7.I

SWBAT determine word meaning by

analyzing the textual content. CC.1.3.7.F and

CC.1.3.7.I

SWBAT use their knowledge of a word’s

roots to determine its meaning. CC.1.3.7.F

and CC.1.3.7.I

SWBAT provide a synonym and an antonym

for the underlined word. CC.1.3.7.F and

CC.1.3.7.I

SWBAT determine if statements are facts or

opinions, change facts to opinions, and

change opinions to facts. CC.1.3.7.F and

CC.1.3.7.I

SWBAT identify literary devices within texts.

CC.1.3.7.F

1. Modeling and Practice - Teachers should

model the program and how to respond to the

daily questions until students are familiar with

the process.

2. Note Taking and Graphic Organizers –

Students will respond to daily literacy boards

using a packet with a pre-set list of questions

in it. Teacher will provide the daily sentences

in the form of a Power Point Presentation on

the board.

Word of the Day

• provide a synonym and an antonym for the

underlined word

• use the prefix or suffix to help determine

word meaning

• define multiple meaning words using

context clues

Vocabulary

• an analogy will be given daily

(Analogies were chosen because the research

shows that students who do analogies on a

daily basis have increased vocabulary levels.)

When going over the Word of the Day when

students are supplying a definition for a word

with a prefix, suffix, or root, it is beneficial

for the teacher to draw attention to the affix or

root.

When reviewing Vocabulary (analogies),

students should not only be able to correctly

read an analogy, but they should be able to

explain why a certain word fits into the

analogy form.

When going over the fact and opinion

section, it is important that students pay

attention to signal words that are included in

the sentences that help determine if it is a fact

or an opinion. Students should be able to

determine if a statement is a fact or an opinion

from the passage or poem. They should also

be able to create facts from opinions and vice

versa.

When reviewing the Literary Devices It is

very important that students not only identify

which literary device is being used but also

describe the literary device. Students should

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SWBAT complete analogies. CC.1.3.7.F and

CC.1.3.7.I

SWBAT write responses to questions utilizing

past experiences, prior knowledge, and textual

information. CC1.4.7.X

Fact and Opinion

• determine if statements are facts or opinions

• change facts to opinions

• change opinions to facts

Literary Device

• identify literary device shown (Students

should also tell why the author would use this

literary device.)

Literature Corner

• One poem will be used for one week.

Students will answer one question for the

poem daily. A list of recommended poems is

included.

• Informational text will be used on the

opposite weeks. Students will answer one

question each day on the short piece of

informational text.

be able to share why the author would use this

literary device.

When discussing the Literature Corner,

students should be able to identify differences

in the poems and passages when it comes to

text organization, author’s purpose, main idea,

and summary. Students should be able to

summarize and discuss information provided.

They should be able to identify literary

devices within the passages and poems as

well.

*Students will read and respond orally while

also writing answers in their student booklet.

After 15 literacy boards have been completed,

the packet will be collected. Each day, the

teacher should stamp the completed Literacy

Board to check for completion.

Differentiation Options • There are many correct answers for literacy board sections. This is an area that is

differentiated and often reaches students of all levels. Students can also come up with

different answers that also fit within the parameters. (Strategy: I do, We do, You Do)

• Allow students to expand upon answers and relate the information to real world

experiences and situations. (Strategy: Student Led Learning)

• Students will use a note-taker and support from the teacher to respond to the questions. (Strategy: Graphic Organizers, Modeling)

• Questions will be read aloud and students will be prompted as needed. (Strategy: I do,

We do, You Do)

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Unit Topic: Independent Reading

This assignment is meant to foster a positive relationship between students and texts. Students are encouraged to read for pleasure and select a

variety of texts to connect with during independent time at home. Some reading time will also be provided in class so that students can ask

questions, select new books, and work on projects to showcase their learning.

Pacing: Ongoing all year: Quarters 1, 2, 3, 4


General: Fiction, Non-fiction,

Compare, Contrast, Summarize,

Interpret, Explain, Analyze,

Evaluate, Respond, Restate

Specific: Theme, Character, Plot,

Setting, Conflict, Dialogue, Fact,

Opinion, Genre

Copies of the quarterly book

project. Since this activity varies

by quarter / teacher choice, a list

will not be provided here.

Independent reading books

from the classroom or library.

1. Reading expands




construct meaning.


read?



your life?


about as they read?







important?


Since this is an independent reading assignments, students will be

selecting their own titles.

It is important to remind students that throughout the year they should

select texts from a variety of genres. Encourage students to try out

both fiction and non-fiction texts. The reading of graphic novels

should be limited.

Students should have the opportunity to select a new book each

quarter either from the classroom or school library. They can also

bring in a novel from home.


development over the course of the text; provide an objective

summary of the text.

CC.1.3.7.C Analyze how particular elements of a story or drama

interact and how setting shapes the characters or plot.

CC.1.2.7.L Read and comprehend literary nonfiction and

informational text on grade level, reading independently and

proficiently.

CC.1.3.7.D Analyze how an author develops and contrasts the points

of view of different characters or narrators in a text. E07.A-C

CC.1.3.7.E Analyze how the structure or form of a text contributes to

its meaning.

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CC.1.3.7.F Determine the meaning of words and phrases as they are

used in grade-level reading and content, including interpretation of

figurative, connotative meanings.




CC.1.3.7.J Acquire and use accurately grade-appropriate general

academic and domain-specific words and phrases; gather vocabulary

knowledge when considering a word or phrase important to

comprehension or expression.

CC.1.3.7.K Read and comprehend literary fiction on grade level,

reading independently and proficiently.

CC.1.4.7.F Demonstrate a grade appropriate command of the

conventions of standard English grammar, usage, capitalization,

punctuation, and spelling

CC.1.4.7.S Draw evidence from literary or informational texts to

support analysis, reflection, and research, applying grade-level reading

standards for literature and literary nonfiction.

CC.1.4.7.V Conduct short research projects to answer a question,

drawing on several sources and generating additional related, focused

questions for further research and investigation.

Objectives / Standards Code Instructional Strategies / Activities Assessment 1. SWBAT identify figurative language,

rhyme, rhythm, meaning and tone, author’s

purpose, and other elements of fiction.

CC1.3.7. F, I, J




3. SWBAT read and respond to fiction and

non-fiction in various forms. CC1.3.7.K



1 – 6. Graphic Organizer: Students will be provided with graphic organizers which will allow them to complete the selected project for each quarter in order to showcase what they have read in their independent novels. 1 – 6. Project Based Learning: Choice of activities each quarter vary and can include (but are not limited to): - Poster / Tri-fold - Oral Presentation: I love this book - Multimedia Project: Book Project - Book Review - Newspaper article

1 – 6. The culminating project each quarter

focuses on teaching the students to appreciate

literature and share their reading experiences

with the other students.

- A rubric will be provided with each activity

in order to provide students with guidelines

for completion.

- Projects will be collected quarterly.

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understanding of something they have read.

CC1.4.7.V

5. SWBAT read and respond to a work of

non-fiction. CC.1.2.7.L

6. SWBAT respond to a prompt about

something they have read by providing text

evidence and analysis. CC.1.4.7.F, S

- Character “Fakebook” Page - Character Sketch - Novel One Pager

Differentiation Options • Students will select books at an appropriate lexile level for their reading comprehension

needs. (Strategy: Adapting to learning styles/multiple intelligences).

• Reading goals will be modified based on the needs of the students. (Strategy: Adapting to

learning styles/multiple intelligences).

• A variety of different quarterly projects will be available to the students in order to assess

learning on a variety of levels. (Strategy: Student Led Learning)

• Students will be challenged to select books from different genres depending on their

interests. (Strategy: Adapting to learning styles/multiple intelligences).

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Template for Brainstorming / Drafting: R.A.C.E.R.

Restate or re-word the prompt and turn it into a

statement.

Answer the Question

What is being asked?

Answer all parts of the question.

Cite the Source

Tell where you found examples and details in the

text.

In paragraph 2… The text states… The author says...

Explain how your citation connects to your answer. Give evidence from the text to support your

answer.

For example… This shows… This means… I believe...

1. 1.

2. 2.

3. 3.

Restate the topic sentence.

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Writing an Introduction

The introductory paragraph provides the reader with his or her first glimpse of your writing and critical thinking. It can either leave the reader

thinking, “Oh great, another boring essay,” or “Well, finally, an interesting essay.”

You can structure your introductory paragraph in many different ways. A sample template is provided below. However you decide to prepare

this important paragraph, do not lose sight of what it needs to accomplish: it must “invite” the reader to continue reading, show the reader that

you understand the issue at hand, and clearly state your position.

HOOK: Writing an interesting observation, fact, or question to begin your essay can help to get the reader excited about reading the rest of your essay.

BACKGROUND: By describing the issue raised by the writing prompt, you show the reader that you understand what the prompt is asking.

THESIS: The whole point of writing is to

take a position on the issue, so you must

make your point of view clear to the reader

at the very beginning of your essay.

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Writing a Conclusion

In a conclusion paragraph, you summarize what you’ve written about in your paper. When you’re writing a good conclusion paragraph, you need

to think about the main point that you want to get across and be sure it’s included. If you’ve already written a fabulous introductory paragraph,

you can write something similar with different wording. Here are some points to remember:

• A conclusion is what you will leave with your reader • It “wraps up” your essay • It demonstrates to the reader that you accomplished what you set out to do • It shows how you have proved your thesis • It provides the reader with a sense of closure on the topic

TOPIC SENTENCE: Restate your thesis in a new way. Don’t repeat the exact sentence.

SUPPORTING SENTENCE: Summarize or wrap up the main points from the body of the essay. Explain how your ideas fit together.

CLOSING SENTENCE: Wrap up the essay and leave the reader with something to think about. This sentence should provide a thoughtful closure.

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State Scoring Rubric

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FCAs

Criteria

4 Consistent Control

3 Significant Control

2 Reasonable Control

1 No Control

SA

PA

X3 CONTENT -Clearly stated main idea -Clearly stated sub-topics -Specific details to explain -Specific and appropriate textual evidence

X2 ORGANIZATION -Introduction -Conclusion -Use of transitions -Sequence -Paragraphing/sentence order

X2 STYLE -Appropriate voice -Appropriate tone to audience/context -Vivid/appropriate vocabulary -Sentence variety

X1 SENTENCE FORMATION -Completeness -Word Order -Expansion/combining -Embedding

X1 MECHANICS/USAGE -Spelling -Format (MLA) -Capitalization -Internal punctuation -End punctuation -Agreement -Inflection -Conventions

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Sample Independent Reading Log

Title Author Number of Pages Genre

1.

2.

3.

4.

5.

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Sample Literacy Board

Below is a sample of how the Literacy Board looks on a daily basis.

Word of the Day

Vocabulary

Fact and Opinion

Literary Device

We did not want to overlook anyone in our search.

Legal : _______ : : cautious : careful

Wolves are scary animals that look like dogs.

The walls strained to support the roof full of holes.

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Vocabulary

http://static.pdesas.org/content/documents/ELA%20Glossary.pdf

All vocabulary listed is either utilized formally in class or in classroom conversations. It is expected that by

the end of the year, students will be familiar with each word listed below.

Alliteration - The repetition of initial sounds in neighboring words.

Allusion - An implied or indirect reference in literature to a familiar person, place, or event.

Analogy - An extended comparison showing the similarities between two things.

Analysis - 1. The process or result of identifying the parts of a whole and their relationships to one another. 2. Using a close reading of text(s) to

examine the relationships/connections among ideas, details, and/or examples referenced therein, as directed by a task.

Antonym - A word that is the opposite in meaning to another word.

Argument - The position or claim the writer establishes. Arguments should be supported with valid evidence, and reasoning may be balanced by

the inclusion of counterarguments to illustrate opposing viewpoints.

Audience (Reading) - A group of listeners or viewers at a public event; the people reached by a literary or informational text.

Audience (Writing) - The intended readers of a piece of writing. Author A person who composes a literary or informational text. Author’s Point of

View/ Purpose - The author’s opinion or feelings as evident or detailed in a text about a topic. Not to be confused with first-person, second-person,

etc., point of view. The author’s reason or intention for writing a text.

Biography - A written account of another person’s life.

Body - The internal paragraphs within a piece of writing.

Cause/Effect (Reading) - Noting a relationship between actions or events such that one or more are the result of the other or others.

Cause/Effect (Writing) - An organizational structure in which the writer analyzes both the reasons and the results of an action, event, or trend.

Central Idea - The unifying element of a piece of a text.

Central Message - The author’s statement of his/her beliefs.

http://static.pdesas.org/content/documents/ELA%20Glossary.pdf

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Chapter - One of the divisions or sections in a book that is usually numbered or titled.

Character - A person, animal, or inanimate object portrayed in a literary work.

Character Types - The kinds of characters that appear as archetypes in literature. These commonly include the hero and the trickster.

Chronology - The sequential order in which events occur; the arrangement of events, dates, etc., in order of occurrence.

Claim - The thesis statement or main point that forms the basis for an argument within a text.

Compare/Contrast - To place characters, situations, or ideas together to show common and/or differing features in literary selections.

Comparison/Contrast (Writing) - An organizational structure in which the writer explores how two or more things are alike and how they are

different.

Conclusion - A decision based on reasoning rather than on a direct or implicit statement.

Conclusion or Concluding Section (Writing) - The final paragraph or section of a piece of writing that provides a sense of completeness for the

reader as well as a re-emphasis of main points/ideas. The conclusion should not serve as simply a summary but should leave the reader with a clear

impression of what has been discussed.

Connection - A relationship or association between one or more individuals, ideas, or events.

Context Clue - A word, words, or a phrase in a sentence, paragraph, and/or whole text that help reason out the meaning of an unfamiliar word.

Definition - The formal statement of the meaning of a word.

Describe - To convey the appearance, nature, and/or attributes of literary or informational text using vivid personal observations. With description,

there is a use of sensory details that allows the reader to picture or relive what is being told.

Dialogue - 1. In the widest sense, dialogue is simply conversation between characters or speakers in a literary work, referring specifically to the

speech of characters in a drama. 2. The conversation between or among characters in a literary work. Difference Variation or diversity among

qualities or characteristics.

Domain-Specific Vocabulary - Vocabulary specific to a particular field of study (domain).

Domain-Specific Words/Phrases - Low-frequency words and phrases that are content-specific and that commonly appear in textbooks and other

instructional materials (e.g., apex, isotope, key signature). These words do not occur frequently in everyday life.

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Drama - The genre of literature represented by works intended for the stage; a work to be performed by actors on stage, radio, or television; a play.

Elaborate/Elaboration - Expressing an idea or thought at greater length or in greater detail.

Element of Fiction - A trait that marks a work as imaginative or narrative discourse (e.g., plot, theme, symbol).

Evaluate - To examine and judge carefully. To judge or determine the significance, worth, or quality of something; to assess.

Event - An occurrence within a piece of literary text that comprises the plot; an episode that occurs in informational text that is part of time-order

sequence.

Event Sequence - The order of events in a narrative.

Evidence (Reading) - Information or details from a text that support a reader’s assertion (e.g., quotations, paraphrases, descriptions).

Evidence (Writing) - Facts, statistics, details, quotations, or other sources of data and information that provide support for claims or an analysis;

can be evaluated by others.

Example - An instance that serves as an illustration of a point, principle, or model. Explain To make understandable, plain, or clear.

Explicit - Clearly expressed or fully stated in the actual text.

Fable - A brief story that illustrates human character traits through animal characters or animated objects and relays a life lesson.

Fact - A piece of information provided objectively and presented as true.

Fantasy - Story A genre of literature in which events occur outside the ordinary laws that operate within the universe; often magic is central to

fantasy, as well as journeys or quests.

Fictional Portrayal - Any story that is the product of imagination rather than a documentation of fact. Characters and events in such narratives may

be based in real life but their ultimate form and configuration are creations of the author.

Figurative Language - Language that cannot be taken literally since it was written to create a special effect or feeling.

First Person - The “first person” or “personal” point of view relates events as they are perceived by a single character. The narrating character may

offer opinions about the action and characters that differ from those of the author.

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Focus - The center of interest or attention.

Folktale - An anonymous and timeless story that has been handed down orally over time among a people.

Form - The overall structure or shape of a work that frequently follows an established design. A form may refer to a literary type (narrative, short

story) or to patterns of meter, lines, and rhymes (stanza, verse).

Formal Writing Style - The use of appropriate English in writing that demonstrates either a formal style that creates an objective tone and values

logic, evidence, and reason, or a less formal style that creates a tone suited to the audience and subject, but still values logic, evidence, and reason.

Generalization - A conclusion drawn from specific information that is used to make a broad statement about a topic or person.

Genre - A category used to classify literary works, usually by form, technique, or content (e.g., prose, poetry).

Heading, Graphic, and Chart - Any visual cue on a page of text that offers additional information to guide the reader’s comprehension. A heading

typically is words or phrases in bold print that indicate a topic or the theme of a portion of text; a graphic may be a photograph, drawing, map, or

any other pictorial representation; a chart (or table or graph) condenses data into a series of rows, lines, or other shortened lists.

Historical Event - An event that has taken place in the past, often including an explanation or a commentary on that event.

Historical Novel - A genre of fiction that is based on historical settings, events, or people. The setting is drawn from history and the story may

contain actual historical people, but the main characters are usually fictional.

Humor - The quality of a literary or informative text that makes the characters and/or situations seem funny, amusing, or ridiculous.

Hyperbole - An exaggeration or overstatement (e.g., I had to wait forever).

Idiom An expression that is peculiar to itself grammatically and cannot be understood from the individual meanings of its elements (e.g., raining

cats and dogs).

Illustrate/Illustration - To clarify by using examples.

Inference - A judgment based on reasoning rather than on a direct or explicit statement. A conclusion based on facts or circumstances;

understanding gained by “reading between the lines.”

Informal Writing Style - The use of everyday language in writing and speaking; informal writing style may employ a conversational tone. It favors

emotion and personal preferences.

Informative Writing - Writing that examines a topic and conveys ideas, concepts, and information accurately. Its purpose may be to provide a

reader with knowledge of a particular topic, to increase a reader’s understanding of a process, or to make concepts or ideas accessible to readers.

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Interpret - To give reasons through an explanation to convey and represent the meaning or understanding of a text.

Introduction/Introduce - The opening of a piece of writing that is integral to what follows. The introduction grabs the reader’s attention, establishes

the main idea or thesis of the writing, and explains how the writing is going to develop. To present for the first time.

Irony - The use of a word or phrase to mean the exact opposite of its literal or usual meaning; incongruity between the actual result of a sequence

of events and the expected result.

Key Detail - A point of information in a text that strongly supports the meaning or tells the story. A statement that defines, describes, or otherwise

provides information about the topic, theme, or main idea.

Key Event - An important occurrence within a text.

Key Word - A specific word choice in a text that strongly supports the tone, mood, or meaning of the text.

Main Idea - The author’s central thought; the chief topic of a text expressed or implied in a word or phrase; the topic sentence of a paragraph.

Meaning - The interpretation or significance of a word, phrase, or text.

Memoir - A type of literary nonfiction in which the text is based on the personal experiences of the author.

Metaphor - The comparison of two unlike things in which no words of comparison (like or as) are used (e.g., The speech gave me food for

thought).

Myth - A story that tries to explain the origin of the world or natural phenomena. These stories are passed on from one generation to the next and

usually contain gods, supernatural beings, or ancestral heroes. Most myths provide insight into the human condition or provide a lesson about

human behavior.

Narration - A collection of events that tells a story and is placed in a particular order and recounted through either telling or writing.

Narrative Writing - Writing that conveys experiences, either real or imaginary, using a sequence of events as its structure. Its purpose might be to

inform, persuade, or entertain.

Narrator - A person, animal, or thing telling the story or giving an account of something

Opinion - A personal view, attitude, or appraisal.

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Opinion Writing - A form of argumentative writing that supports an opinion on a topic with reasons, facts, and details.

Organizational Strategy - The writer’s method of organizing text (e.g., chronological, comparison/contrast, problem/solution).

Paragraph - A collection of related sentences in a text that discuss a single topic.

Personification - An object or abstract idea given human qualities or human form (e.g., Flowers danced about the lawn).

Place - The location in which events in a text occur.

Plot - The structure of a story. The sequence in which the author arranges events in a story. The structure often includes the rising action, the

climax, the falling action, and the resolution. The plot may have a protagonist who is opposed by an antagonist, creating what is called conflict.

Poem In its broadest sense, a type of text that aims to present ideas and evoke an emotional experience in the reader through the use of meter,

imagery, and connotative and concrete words. Some poems are carefully constructed based on rhythmic patterns.

Poems - typically rely on words and expressions that have several layers of meaning (figurative language). They may also make use of the effects

of regular rhythm on the ear and may make a strong appeal to the senses through the use of imagery.

Point of View (Reading) - The narrator’s perspective from which the events are depicted (e.g., first-person, third-person, etc.). The vantage point

from which a story is told.

Point of View (Writing) - The writer’s perspective from which events are depicted (by first-person, thirdperson). Also, see Author’s Point of View.

Problem/Solution - A type of text structure in which a difficulty is identified and resolutions are proposed.

Relevant Details (Reading) - Details that relate to the central idea of a text.

Relevant Details (Writing) - Words, phrases, sentences, and details that are vital and illustrative to a piece of writing. Relevant details support

central ideas; provide evidence, examples, and reasons; and generally enrich a piece of writing.

Resolution - The part of a story following the climax in which the conflict is resolved. The resolution of Jane Austen’s Northanger Abbey is neatly

summed up in the following sentence: “Henry and Catherine were married, the bells rang, and everybody smiled.”

Restate - A clear redeclaration of particulars or facts in speech or in writing.

Rhyme - The repetition of an identical or similarly accented sound or sounds in a work (e.g., plain/stain). End rhymes exist in words that rhyme at

the end of a verseline. Internal rhymes exist in words that rhyme within a verse-line.

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Root - The form of a word after all affixes are removed. This form cannot be broken down into simpler elements and carries the principle meaning

of the word in which it functions (e.g., auto— is the root in the word automatic).

Sensory Language - Details that involve one or more of the five senses; writers use sensory language to create a strong impression on readers.

Sentence - A grammatical unit, composed of a subject and a predicate, that expresses a complete thought.

Sequence - The following of one thing after another.

Setting - The time and place in which a story unfolds.

Similarity - Showing resemblance in qualities or characteristics; alike but not identical. Simile A comparison of two unlike things in which a word

of comparison (like or as) is used (e.g., The ant scurried as fast as a cheetah).

Sonnet - A lyric poem of fourteen lines with rhymes arranged according to certain definite patterns. A sonnet usually expresses a single idea with a

reversal or change in direction in the concluding lines. There are two common forms for sonnets: Italian and English.

Speaker - The voice used by an author to tell/narrate a story or poem. The speaker is often a created identity and should not automatically be

equated with the author. See also Narrator and Point of View.

Stanza - An arrangement of lines of verse in a pattern usually repeated throughout a poem. Usually, each stanza has a fixed number of verses or

lines, an overall meter, and a consistent rhyme scheme.

Story - An account of imaginary or real events told for the purpose of entertainment.

Story Element - One of the essential components of a story (e.g., character, setting, plot).

Structure - How information within a text is organized (e.g., chronology, comparison/contrast, cause/effect, problem/solution, question/answer).

Style - The author’s choices regarding language, sentence structure, voice, and tone in order to communicate with the reader.

Summarize - To capture all of the most important parts of the original text (paragraphs, story, poem) but express them in a much shorter space and

as much as possible in the reader’s own words.

Supporting Idea - An idea that explains more about a main idea.

Suspense - The quality of a literary work that makes the reader or audience uncertain or tense about the outcome of events. An author creates

suspense to maintain the interest of the reader or audience.

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Synonym - A word that is similar in meaning to another word (e.g., sorrow, grief, sadness).

Task (Writing) - The assignment. Factors that affect the task are purpose, audience, and organizational structures.

Text Feature - Print features as well as graphic, informational, and organizational aids (e.g., bold print, italics, maps, charts, labels, headings).

Text Structure - The author’s method of structuring a text; the way a text is structured from beginning to end. In literary works, the structure could

include flashback and foreshadowing, for example. In nonfiction works, the structure could include sequence, question-answer, or cause-effect, for

example.

Theme - A topic of discussion or work; a major idea broad enough to cover the entire scope of a literary work. A theme may be stated or implied.

Clues to the theme may be found in the prominent and/or recurring ideas in a work.

Third Person - A perspective in literature, the “third-person” point of view presents the events of the story from outside of any single character’s

perception, much like the omniscient point of view, but the reader must understand the action as it takes place without any special insight into

characters’ minds or motivations.

Time - When events in a text take place.

Tone (Reading) - The attitude of the author toward the audience, the characters, the subject, or the work itself (e.g., serious, humorous).

Tone (Writing) - As established by the writer, the attitude that is expressed toward the audience and topic through a piece of writing.

Topic (Reading) - The subject matter of a text or of a discussion.

Topic (Writing) - The subject of a piece of writing.

Trait - An adjective that describes a character in a literary text and expresses a specific quality about the character (e.g., selfish, industrious,

humorous).

Transitions - A word, phrase, or sentence that is used to create coherence in writing by showing the relationships of ideas between sentences

and/or paragraphs.

Word Choice - An author’s use of words that affect the meaning, tone, and mood of a text.

Wordiness - When a writer uses more words than are necessary to provide a point, detail, or explanation (due to the fact that rather than because).

Writer’s Purpose - The intent established by the writer to inform or teach, to entertain, or to persuade/convince. See also Author’s Purpose.

Curriculum Map Literature 7 · TDA for “Ransom of Red Chief” – Students will complete a guided practice with the teacher. O. Henry is known for using irony in his literary works.

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