Teacher Name: Pigg Class/Grade Level: 7 th Reading 1 st Six Weeks Unit Title: Unit 01: Understanding Literary Nonfiction and Poetry TEKS: 7.

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1 TeacherName:Pigg Class/GradeLevel:7 th Reading 1 st SixWeeks UnitTitle:Unit 01: Understanding Literary Nonfiction and Poetry TEKS:7.2 B). use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words. 7.3 C). analyze how place and time influence the theme or message of a literary work. 7.4 A). analyze the importance of graphical elements (e.g., capital letters, line length, word position) on the meaning of a poem. 7.7 A). describe the structural and substantive differences between an autobiography or a diary and a fictional adaptation of it. 7.8 A). determine the figurative meaning of phrases and analyze how an author's use of language creates imagery, appeals to the senses, and suggests mood B).interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message. 7 Figure 19 A).establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension. B).ask literal, interpretive, evaluative, and universal questions of text. E). summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical orde within a text and across texts. F). make connections between and across texts, including other media (e.g., film, play), and provide textual evidence. Readers create connections to make text personally relevant and useful. Why do readers make connection between texts? Concepts: Structures Graphic Elements Techniques Poetic Technique, Figurative Language, Sensory Details Audience/Purpose Interpretation Connections Key Understandings: Authors choose techniques, form, and structure to enable the reader to experience and connect with the events and characters. How do authors generate ideas? How do authors generate ideas for writing? What do authors do to help the reader connect with the text? How do authors express their ideas and feelings? Why are rules of written language important? Are graphic elements important in poetry? Why or Why not? How do authors develop a well-written poem? Concepts: Perspective Ideas, Feelings Interpretation Connection, Clarification Key Understandings: Authors communicate their ideas and feelings about their own lives and the world around them in order to connect with others and to clarify their own thinking. How do authors develop narratives that communicate important ideas? How do authors express their ideas and feelings?

2 How does the writing process make writing better? Concepts: Conventions Grammar, Punctuation, Capitalization, Spelling Key Understandings: Authors use conventions of written language to communicate clearly and effectively. Why are conventions important in writing? How does the writing process help make your writing better? Concepts: Interpretation Connections Perception Thoughts Key Understandings: Readers use strategies to support interpretation of text. Why do you read? What does reading mean to you? What do readers do to understand text? How can asking questions help you understand text? What do effective readers do when they come across a word they do not know or understand? Why are connections important? Why does a reader choose a particular text to read? How do you monitor your comprehension of poetry? What do good readers do when they read? How can asking questions help you understand text? How do you interpret and understand media messages? What do readers do to understand what they read? How does a reader monitor understanding? Concepts: Interpretation Vocabulary, Comprehension Key Understandings: Understanding new words and concepts enhances comprehension and oral and written communication. How does knowing word parts help you as a reader and a writer? How can knowing word parts help you determine the meaning of unfamiliar words? How do you determine the meaning of a word you do not know? How can knowing word parts help you determine the meaning of unfamiliar words? Why do readers and writers need to pay attention to words? PerformanceIndicators: 07NELA02.1Compareandcontrastanautobiography,diary,ormemoirwithitsfictionaladaptation.UsingaVenndiagram, describethestructuralandmeaningfulsimilaritiesanddifferencesbetweentheworks.(7.fig19a,7.fig19b,7.fig19c;7.7a)elps 4G,4I,4J,4K;5GNoEmbeddedKeyUnderstandings07NELA02.2Afterreadingvariousexamplesofpoetry,useeffective literarytechniquesandgraphicelementstowriteapoemintroducingyourselftoyourclassmates.(7.4a;7.8a;7.15bi,7.15bii, 7.15Biii)ELPS1G,1H;4E,4F,4G;5F,5GNoEmbeddedKeyUnderstandings07NELA02.4Writemultipleresponseentries includingthoughts,connections,and/orstrategiesthatdeepenunderstandingofliterarynonfiction,poetry,andmedia.provide

3 evidencefromthetexttosupportideas.(7.fig19a,7.fig19b,7.fig19c,7.fig19d,7.fig19e,7.fig19f;7.17c)elps1e;4d,4f,4g,4 4J,4K;5F,5GNoEmbeddedKeyUnderstandings Lesson1:ReflectionthroughPoetry: 8/22: 1. Reading Appetizer: 3-5 minutes 2. Read an excerpt from the selected novel or story. Begin a discussion about choosing great books to read. Talk about what it means to be true to yourself as a reader and how it affects purposes for reading certain texts. 3. Ask: Why do you read? Record student responses. 4. Ask: How does this influence your decision when it comes to choosing texts to read? Discuss responses. 5. Explain that an important strategy used by good readers is establishing purpose. When readers establish a purpose for readin it helps them focus, and it improves their understanding of the text. 1. Introduce the Writer s Notebook. Display the Teacher Writer s Notebook. Explain expectations for the Writer s Notebook. 2. Ask: Why do authors write? How do authors decide what to write about? Discuss responses. 3. Explain that students will practice different strategies for generating ideas for writing. Tell students that they can use these strategies when they are stuck for ideas. 4. Explain that writers often begin writing about what they know best. 5. In the Teacher Writer s Notebook, create a list of ideas that represent topics in which you are an expert in (e.g., cooking, gardening, fishing, etc.) 1. Students create the Anchor Chart: Definitions of Word Parts in their Vocabulary Notebooks. Students record the term, definitio and examples. 2. Present an unfamiliar word that uses one of the root words or affixes that students brainstormed. 3. Instruct students to write their own definition of the word, taking into consideration the word part (root word or affix). 1. Display the following prompt: What does reading mean to you? Instruct students to write an individual response to the promp in their Reader s Notebook. 2. Students consider their reflections as they select a text for Independent Reading. 3. Students read independently if time allows. 8/23: 1. Reading Appetizer: 3-5 minutes 2. Ask: What do readers do to understand text? Discuss responses. 3. Explain and demonstrate a method for reading a poem that will help uncover the layers of meaning contained in a poem. Explain that it is not necessary to use this method every time a poem is read, but it is helpful if they want to analyze a poem more closely. 4. Distribute a copy of one poem and Handout: TP-CASTT to each student. 5. Read the poem aloud while modeling fluency. Then Choral Read with students. 6. Explain that TP-CASTT stands for the following: Title, Paraphrase, Connotation, Attitude, Shift, Title, and Theme. 7. Display Handout: TP-CASTT and Think Aloud and complete the handout. Ask students for input. Discuss the deeper meaning of the poem including the figurative meaning embedded in the poem.

4 8. During the last step Theme, explain that theme is the author s message. It is a sentence or more that states what the poet wants the reader to take away from the poem. It could be an opinion, advice, a question to consider, etc. Think Aloud and articulate the theme of the poem. Include students with this process. 1. Ask: How do authors generate ideas for writing? Discuss responses. 2. Remind students that they will be writing in their Writer s Notebook every day. Sometimes they will be given a topic and sometimes they will write about self-selected topics. 3. In the Teacher Writer s Notebook, share the list of personal Bests and Worsts. 4. Students create their own lists in their Writer s Notebook. Instruct students to start on a clean page. Instruct them to write the date and title at the top. The title for this entry is Best and Worst Events in My Life. 5. Think Aloud about the list of Bests and Worsts in the Teacher Writer s Notebook. Choose one of the events to write about. 6. Free Write about the selected topic. Let the ideas flow without the worry of perfection. 1. Distribute copies of the second poem and Handout: TP-CASTT. 2. Students work with a partner to read the second poem and analyze it using the TP-CASTT method. 3. Monitor students and provide assistance as necessary. 4. Students engage in Independent Reading if time allows. 1. Students create their own Bests and Worsts list in their Writer s Notebook. 2. Students choose one idea and Free Write about that topic. 3. Monitor students and provide assistance as necessary. Closure Engage in Small Group Instruction as appropriate. 1. As a class, discuss each section of the Handout: TP-CASTT for the second poem. 8/24: 1. Ask: What do authors do to help the reader connect to the text? Discuss responses. 2. Explain to students that they will be rereading two of the poems read during Daily Lesson 2 in order to analyze the language (words and phrases) used by the author. 3. Explain that the poems contain figurative phrases, or phrases that have a deeper meaning that go beyond the literal. (The type of figurative phrases and literary language addressed in this lesson will depend on the chosen poems.) 4. Display the Anchor Chart: Literary Language. Name and define a few types of literary language used in the poems, provide general examples, and request students to help identify more examples in the first poem. Students record the definitions and poem examples in their Reader s Notebook. 5. Explain that authors use language that appeals to our senses, creates a picture in our mind, which is called imagery, and suggests an overall feeling or mood. 6. Review the steps in analysis on the Anchor Chart: Literary Language. Identify the meaning of the literary language used by the author Identify the sense(s) the language appeals to and its (their) role in imagery Identify the words or phrases that contribute to the overall mood Explain how the literary language appeals to the senses and mood.

5 7. Display and read aloud the first previously read poem, highlighting words or phrases that create imagery, appeal to the senses and suggest mood. Think Aloud and model analyzing the poem for literary language using the steps on the Anchor Chart: Literary Language. 1. Display the Anchor Chart: Ideas for Generating a Writing Topic and review the previously listed strategies. 2. Introduce a new strategy titled Questions and Thoughts. Record on the Anchor Chart. 3. On a blank sheet in the Teacher Writer s Notebook, display a list of questions beginning with the stem I wonder... Think Aloud about reflections and questions that could become a writing topic. 4. Select one of the questions from the list, Think Aloud and Free Write about the topic. 1. Divide students into three groups. Assign each group a prefix. 2. Students write their assigned prefix in a circle on a blank page in their Vocabulary Notebook. As a group, students brainstorm as many words that have their prefix. Each student records the words in around the circled prefix. 3. Discuss each group s brainstormed words. Add 2-3 words to the Word Wall under the appropriate prefixes. 4. Present an unfamiliar word that uses one of the three prefixes. 5. Instruct students to use the prefix to help them define the word, as they record definitions in their Vocabulary Notebook. 1. Distribute highlighters and the second previously read poem. Students work with a partner to reread the second poem and highlight figurative language or language that appeals to the senses, creates imagery, and/or suggests mood. Students refer t the Anchor Chart: Literary Language as necessary. 2. In the margin next to highlighted words or phrases, students label what the language does (appeals to the senses, creates imagery, or suggests mood). 3. Students discuss the poem and describe the mood of the poem. 4. Students glue or tape their poems in their Reader s Notebook. 5. Students engage in Independent Reading if time allows. 1. Students make a list of their own thoughts and questions in their Writer s Notebook. 2. Students select one question and Free Write about the topic. 3. Monitor students and provide assistance as necessary. Engage in Small Group Instruction as appropriate. Closure 1. Share and discuss students definitions. Come to a consensus on the best definition for the word. 2. Ask: How can knowing word parts help you determine the meaning of unfamiliar words? Discuss responses. 1. As a class, discuss examples of literary language from the poem. 2. Ask: How can words help you interpret a poem? Discuss responses. 8/25: 1. Reading Appetizer: 3-5 minutes 2. Display the Anchor Chart: Literary Language and review the different types of literary language. 3. In the Teacher Reader s Notebook, Think Aloud choosing examples from the poem used in Daily Lesson 3 and model how to write a paragraph analyzing the author s use of language. The analysis should reference specific text evidence from the poem using quotations when appropriate.

6 4. Read the final analysis aloud. 1. Writing Appetizer: 10 minutes 2. Ask: How do authors express their ideas and feelings? Discuss responses. 3. Explain to students that they will be focusing on writing with literary language. Display the Anchor Chart: Literary Language fro Shared Reading. Review the different types of literary language. 4. Organize students into small groups. Provide each group with a set of cards from the Handout: Figurative Language Game Cards. 5. Instruct students to work together to match the definitions and examples. 6. As a class, discuss the correct matches and clear up any misunderstandings. 7. Display the collection of objects to be used as writing topics. Think Aloud and choose one of the objects to write about in the Teacher Writer s Notebook. 8. Think Aloud about the object. Model writing sentences/phrases about the object that demonstrate different types of literary language (e.g., personification: The hungry stapler bit the corner of the papers.) 1. Students work in groups to write a paragraph about the second poem that includes their notes, analyzing the author s use of language in the poem. Students may use the following sentence to begin: In the poem (title), (the author) s use of language creates a (n) (adjective) mood. Students should support their analysis with text evidence. 8/26: 1. Ask: How can asking questions help you understand text? Discuss responses. 2. Display and distribute the first selected poem. 3. Explain that before a poem is read, the reader should look at its title and any graphics or images that may be on the page. Rea the title of the poem aloud and model thinking for students and write a question or I wonder statement next to the poem using the red pen. 4. Explain that good readers not only ask questions before they read, but while they are reading as well. Read the poem aloud, stopping occasionally to write questions. Model writing both literal and interpretive questions. 5. After reading the poem, explain that good readers ask questions after they read. Think Aloud and write 1-2 more questions. These might be an evaluative or universal question. 6. Reread the questions. Think Aloud and model how to answer some of the questions. If questions are able to be answered, write a letter A beside the question in blue ink. If the questions are answered using an inference, write the letter I. Lead a class discussion and work through the questions. Explain that readers aren t always able to answer every question, and that is okay. Just asking the questions improves comprehension and focus. 7. Ask: What is the theme of this poem? Discuss responses. 1. Writing Appetizer: 10 minutes 2. Ask: Why are rules of written language important? Discuss responses. 3. Instruct students to turn to a blank page in their Writer s Notebook, and write the title: Conventions of Capitalization at the top of a blank page. 4. Share the chart in the Teacher Writer s Notebook, including the three columns labeled: Rule, Example, and My Writing. Instruct students to do the same in their Writer s Notebook. 5. Explain the conventions for capitalization and share the Rule and Example columns. Students write the rules in their Writer Notebook. and add any additional examples from texts they are reading.

7 6. Discuss the importance of conventions and remind students to apply their learning in future writing, using their notes for future reference. 1. Students work in small groups. 2. Assign each group one of the five remaining words. 3. Students work together to write their own definition for the word, using the prefix to help them determine the meaning of the word. They each record their group definition in the second column. 4. Students work together to look up the word in the dictionary and record the definition and part of speech for the word in the thir column. 5. Each group presents their definition as well as the dictionary definition. Students record the definitions for each word on their chart in their Vocabulary Notebook. 1. Distribute the second selected poem. Instruct students to ask and record questions before, during and after reading. 2. Students work individually to read the second poem, and write their questions, using the red pen, in the margin as they read. 3. Students move into pairs, share their questions, and see if they can answer them. Students write their responses in blue ink as modeled during the Mini Lesson. 8/29: 1. Reading Appetizer: 3-5 minutes 2. Explain to students that they will revisit the two poems that they read during Daily Lessons 5. Explain that they will be looking a a particular technique the author used while writing the poem. 3. Display the first poem rewritten in standard paragraph form. Read the paragraph aloud with appropriate fluency, following the punctuation. Ask: Do you recognize this text? What is different? Discuss responses. 4. Display the original poem and Choral Read the poem with appropriate fluency. Discuss the difference in the two versions of th poem. 5. Use the original poem to model how to identify important graphical elements in the poem, including capital letters, line length, and word position. Think Aloud, identify the graphic elements, and underline them in the poem. 6. Recall the theme of the poem from the previous day, and write the theme. Draw a three-column chart underneath the theme. Label the left side Text, the middle Graphic Element, and the right side Importance. Students take notes in their Reader s Notebook. 7. Think Aloud and complete the three-column chart. On the left side write words, phrases, or line numbers from the poem that include important graphic elements. In the middle column, write what graphic element is being used and on the right side, write why the author may have used that graphic element. Encourage students to share their thinking as well. 8. After completion of the three-column chart, reread the observations. 9. Ask: What importance do these graphic elements have on the meaning of the poem? Discuss responses. 10. Use the notes from the three-column chart to write two to three statements in the Teacher Reader s Notebook that support observations, using quotations when appropriate. 1. Writer s Appetizer: 10 minutes 2. Display the object chosen for modeling in Daily Lesson Reread the phrases and/or sentences written about the object in Daily Lesson 4 using literary language. 4. Think Aloud and begin drafting a poem about the object using literary language and graphic elements. Explain how choosing certain types of literary language and graphic elements adds to the overall meaning of the poem.

8 5. Ask: Are graphic elements important in poetry? Why or Why not? Discuss responses. 1. Students work in pairs to Choral Read the second poem. They begin with the reformatted version of the poem in paragraph form, and then proceed with the original version, adjusting their fluency accordingly. 2. Student work together to identify the theme along with important graphic elements in the poem and complete the three-column chart in their Reader s Notebook. 3. Students then work individually to write a paragraph that analyzes how graphic elements contribute to the overall meaning of the poem. The paragraph should include text evidence to support the students observations. 8/30: 1. Display the Anchor Chart: Rhyme and Meter in Poetry. Review the poetic terms and provide examples. Students add the definitions and examples to their Reader s Notebook. 2. Display and distribute the first selected poem. 3. Choral Read with the students, paying close attention to the rhyming pattern and rhythm. 4. Use letters (e.g., ABAB or AABB) to model marking the rhyme scheme of the displayed poem. Students do the same with their copies of the poem. 5. Use / and X, to model marking the stressed and unstressed syllables in the displayed poem. Students do the same with their copies of the poem. 8/31: 1. Refer to the titles of the poems read throughout Daily Lessons 2-7. Ask: What do these poems have in common? Which wa your favorite? Students turn to a partner and share their responses. 2. After a minute or two of sharing, draw a T-chart. On the left side write the title of one of the previously read poems. On the righ side write, This reminds me of Students draw the T-chart in their Reader s Notebook. 3. Explain to students that they will be making connections across texts. 4. Ask: What kinds of connections do you make when you read? Discuss responses. 5. Choose two or more of the previously read poems to Think Aloud and write connections. Ask students to share their thinking and add their connections to the T-chart as well. 1. Writing Appetizer: 10 minutes 2. Display the Anchor Chart: Principal Parts of Regular Verbs. Discuss the different verb tenses. Discuss the first example (walk) and use the different tenses correctly in sentences. Ask students for examples of other regular verbs and complete the chart. 3. Display the Anchor Chart: Principal Parts of Irregular Verbs. Follow the same process as step #2. 4. Tell students that they will be writing a poem introducing themselves to their classmates. Explain that they will be using the techniques learned in Reading and Writing. Review the following poetic techniques: figurative/literary language, rhyme scheme meter and graphic elements. Display all Anchor Charts related to these topics. 5. In the Teacher Writer s Notebook, begin brainstorm a list of things to include in the poem about yourself. Decide on which form of poetry (e.g., limerick, narrative, haiku, etc.) would best for conveying the information. 6. If time allows, begin to model drafting the poem. Model correct verb usage. 1. Students choose two or more previously read poems. Students reread the text to complete the T-chart in their Reader s

9 Notebook. Students record personal connections, textual connections, and world connections. 2. Students meet with a partner to share their connections. 3. Students select one connection from their T-chart to write one paragraph, analyzing the connections they made. Students should support their analysis with textual evidence from the poem(s). 9/1: 1. Ask: Why does a reader choose a particular text to read? Discuss responses. 2. Explain that there are many different purposes for reading, but those that are often forgotten in school are entertainment and enjoyment. 3. Read the selected poems for modeling aloud to the students. Think Aloud and model how to monitor for comprehension. Sha with students why you like these poems and why you find enjoyment and entertainment in reading them. 4. Be enthusiastic as the poetry collection is displayed. Encourage students to think about what they would like to read. 5. Allow time for students to explore the collection and make selections. 1. Discuss with students why verbs matter in writing. (Verbs help writers describe actions. Verb tense helps the writer describe when actions are occurring in time.) 2. Recall Daily Lesson 8 on participles and explain that participles are used to write the perfect and progressive tenses of verbs. Explain that the perfect tense is used to place an action or condition in a stretch of time leading up to the present. 3. Display the Anchor Charts: Principals of Regular Verbs and Principals of Irregular Verbs from Daily Lesson 8 Writing. 4. Using verbs on the Anchor Charts, demonstrate the perfect tense by writing three sentences that demonstrate the present perfect, past perfect, and future perfect tenses. 5. Explain that the progressive tense is used to describe an action or condition that is in progress. 6. Using verbs on the Anchor Charts, demonstrate the progressive tense by writing three sentences that demonstrate the presen progressive, past progressive and future progressive tenses. 7. In the Teacher Writer s Notebook, reread the ideas brainstormed in Daily Lesson 8 for the poem introducing yourself to the class. If a draft was started, reread that also. 8. Think Aloud and model drafting a poem about yourself that includes poetic techniques, figurative language, and graphic elements. Continually reread and revise the poem as it is being written. Model correct verb usage. 1. Divide students into three groups. Assign each group a root word. 2. Students write their assigned root word in a circle on a blank page in their Vocabulary Notebook. As a group, students brainstorm as many words that have their root word. Each student records the words in around the circled root word. 3. Discuss each group s brainstormed words. Add 2-3 words to the Word Wall under the appropriate root word. 4. Present a word that students most likely will not know, but that uses one of the root words. 5. Ask students to write their own definition of the word, taking into consideration the root word. 1. Students read self-selected poetry independently. 2. Students monitor their comprehension as they read. 1. In their Writer s Notebooks, students draft a poem about themselves that include poetic techniques, figurative language, and graphic elements. Students use correct verb usage. Engage in Small Group Instruction as appropriate. Closure 1. Share and discuss students definitions and come to a consensus on the best definition for the word. Students record the word and definition in their Vocabulary Notebooks.

10 1. Distribute a note card to each student for the Exit Slip: Students write the name and author of one poem they enjoyed and wh they enjoyed it or found it interesting. Students also write one thing they did to monitor comprehension. 1. Explain that each student will be writing a response to a variety of prompts in their Reader s Notebooks, including connections thoughts, and responses to poetry. Establish expectations for this assignment. 2. Display the poems read aloud in Daily Lesson 9 Reading. Reread the poems. 3. Display the following prompts: a. Make a list of questions asked before, during, and after reading one poem. Choose either an evaluative or a universal question and write a response. Be sure to include textual evidence in your response. b. Write a response in which you explain the connections you made while reading one poem (e.g., When I was reading this poem it reminded me of ). Be sure to include textual evidence in your response. c. Write the theme or message of the poem. Include textual evidence that supports your thinking. Reflect on the process of reading the poem. Which part was most difficult to understand? What did you do to understand it better? d. Select 2-3 poems to be compared. Explain how the poems are similar and different. Consider the theme, the mood, the techniques used. Explain your thinking and support your response with textual evidence. 4. Tell students they will be revisiting poems they have already read. Instruct students to choose one or more of the prompts and write a response entry in their Reader s Notebook. 5. In the Teacher Writer s Notebook, model selecting and responding to one or more of the prompts. Use the poems read in step #2. Demonstrate using quotations to quote a portion of the text. 1. Display and the poem draft in the Teacher Writer s Notebook. 2. Choose 1-2 places to model revision. 3. Using a colored pen or pencil, demonstrate how to check the poem for capitalization, punctuation, and spelling. Remind students that poetry does not always follow the conventional rules for punctuation and capitalization. Model using a dictionary help with spelling. 4. Instruct student to finish their drafts. Then tell students to find a partner to help them in revising and editing the final draft of the poem. Then, tell students they can publish their poems. 1. Students reread their poems independently, taking notes as they read, using strategies such as questioning, connecting and TP-CASTT. LessonActivity2:ReflectionthroughLiteraryNonfiction 9/2: 1. Reading Appetizer: 3-5 minutes 2. Display and distribute the selected autobiography or diary. 3. Ask: Why do authors write autobiographies or diaries? Why do readers read autobiographies or diaries? Discuss responses. 4. After setting a purpose, read the beginning of the selected autobiography or diary aloud. 5. Think Aloud and model reflecting on understanding what is being read. Pretend to be confused about a part of what is being read. Demonstrate strategies for getting comprehension back on track. 6. Ask: After reading the beginning of this text, do we need to adjust our purpose? Discuss responses. 1. Writing Appetizer: 10 minutes 2. Display the chart with the 3 writing prompts. 3. In the Teacher Writer s Notebook, brainstorm 1-2 ideas for each of the prompts. Think Aloud and briefly describe the event an

11 tell why it fits the prompt. 4. Instruct students to generate 1-2 ideas for each of the prompts. 1. Students work in small groups. 2. Assign each group one of the five remaining words. 3. Students work together to write their own definition for the word, using the root to help them determine the meaning of the wor They each record their group definition in the second column. 4. Students work together to locate the word in the dictionary and record the definition and part of speech for the word in the third column. 5. Each group presents their definition as well as the dictionary definition. All students record their definitions on their individual charts in their Vocabulary Notebook. 1. With a partner, students finish reading the selected autobiography or diary. Students discuss what is happening as they read t monitor comprehension. 1. In their Writer s Notebook, students generate and record 1-2 ideas for each of the prompts on the chart. 2. Students discuss their ideas with a partner or small group. Students record additional ideas that come up through discussion. 3. Monitor and provide assistance as necessary. Engage in Small Group Instruction as appropriate. Closure 1. Add the six words to the Word Wall. Students add the six words to their Personal Word Wall as well. 1. As a class, discuss the autobiography or diary. 2. Ask: Why do readers need to set a purpose for reading? Discuss responses. 9/5: 1. Ask: What is literary nonfiction? Discuss responses. 2. Display and distribute the selected text. 3. Define the genre of the selected autobiography, diary, or memoir and explain how the text is organized. Provide appropriate background knowledge. 4. Remind students that effective readers ask questions before, during, and after reading. 5. Continue by introducing the text. Look at the title and any graphics or images that may be on the cover or inside the text. Ask: What do you notice? What questions do you have? Discuss and record responses. 6. Explain that effective readers not only ask questions before they read, but while they read as well. Begin to read the text aloud Stop occasionally to write questions on the sticky notes and post them next to the text. Explain that when we read a text for the first time, we are usually asking more literal or interpretative questions to help us figure out what is happening. Model asking these types of questions during reading. 9/6: 1. Ask: What is media? How does it affect your day-to-day life? Discuss responses. 2. View a portion of the selected media clip of a fictional adaptation of an autobiography or diary. 3. Ask: What was the message of this media clip? How do you know? Did the media clip tell you the message explicitly o did you have to infer the message? Discuss responses.

12 4. Think Aloud about the techniques used to influence the message. Refer to evidence in the media clip. Replay parts if necessary. 1. Display the personal narrative plan developed in the Teacher Writer s Notebook in Daily Lesson Discuss the plan including talking about how the events develop the controlling idea. 3. In the Teacher Writer s Notebook, begin drafting the personal narrative using the plan from Daily Lesson 12. Be very explicit in selecting words and phrases that communicate the importance of or reasons for actions and/or consequences in the personal narrative. Include personal thoughts and feeling to communicate the message more clearly. 1. Provide each student with 3-5 sticky notes. Instruct students to select a text from the collection or use their Independent Reading text. 2. Students read the text individually or with a partner. 3. When students come to an underlined word, they look for and context clues to help them determine the meaning of the word. Students record the word, the clues, and an inferred definition on a sticky note. 1. Show another portion of the media clip. 2. In their Reader s Notebooks, students record techniques used to influence the message. 3. Monitor and provide assistance as necessary. 1. Students review their plan created in their Writer s Notebook in Daily Lesson Students begin to draft their personal narratives. Students carefully choose their words and phrases in order to communicate the importance of or reasons for actions and/or consequences in the personal narrative. They include personal thoughts and feeling to communicate the message more clearly. Engage in Small Group Instruction as appropriate. Closure 1. Students share the words and clues they found. 1. Discuss the techniques students recorded in their Reader s Notebooks. Replay parts of the media clip if necessary. 2. Ask: How does this clip influence or inform the audience? Discuss responses. Ask students to support responses with evidence from the clip. 9/7: 1. Display and distribute the selected excerpt of an autobiography or diary. 2. Read a portion of the selected excerpt aloud. Ask: What is the theme of this excerpt? Discuss responses. 3. Provide students with background knowledge about the time and place in which the autobiography or diary excerpt happened. 4. Ask: How did the time and place influence the theme or message of this excerpt? Discuss responses. 1. Display the personal narrative plan developed in the Teacher Writer s Notebook in Daily Lesson Reread what was drafted in the Teacher Writer s Notebook in Daily Lesson In the Teacher Writer s Notebook, continue drafting the personal narrative using the plan from Daily Lesson 12. Be very explic in selecting words and phrases that communicate the importance of or reasons for actions and/or consequences in the person narrative. Include personal thoughts and feeling to communicate the message more clearly. 1. With a partner, students continue to read the rest of the selected excerpt. 2. Students write a response in their Reader s Notebook about the theme of the excerpt including how time and place influence th theme. 9/8: 1. Review the media clip from Daily Lesson 13.

13 2. Reread the excerpt from the autobiography or diary from Daily Lesson Display the Venn diagram. Ask: What are some structural similarities between the media clip and the excerpt? What are some structural differences? Discuss and record 1-2 ideas on the Venn diagram. 4. Ask: What are some substantive similarities and differences between the media clip and the excerpt? Discuss and record 1-2 ideas on the Venn diagram. 1. Display the personal narrative plan developed in the Teacher Writer s Notebook in Daily Lesson Reread what was drafted in the Teacher Writer s Notebook in Daily Lessons 13 and In the Teacher Writer s Notebook, finish drafting the personal narrative using the plan from Daily Lesson 12. Be very explicit in selecting words and phrases that communicate the importance of or reasons for actions and/or consequences in the personal narrative. Include personal thoughts and feeling to communicate the message more clearly. 1. Students brainstorm words that they already know that use the presented suffixes. Students record the words in their Vocabulary Notebook. 2. Add students words to the Word Wall under the appropriate column. 3. Present a unfamiliar word that uses one of the three suffixes. 4. Ask students to write their own definition of the word, taking into consideration the suffix. 1. Students draw a Venn diagram in their Reader s Notebook. 2. With a partner or small group, students discuss other structural and substantive similarities and differences between the media clip and the excerpt from the autobiography or diary. 3. Students record their ideas on the Venn diagram in their Reader s Notebooks. 9/9: 1. Review what was learned about media in Daily Lesson 13 Reading. 2. View a portion of the selected media clip of a fictional adaptation of an autobiography or diary. 3. Ask: What was the message of this media clip? How do you know? Did the media clip tell you the message explicitly o did you have to infer the message? Discuss responses. 4. Think Aloud about the techniques used to influence the message. Refer to evidence in the media clip. Replay parts if necessary. 1. Display the Anchor Chart: Subordinating Conjunctions. Discuss the definition and provide examples in isolation and in context. 2. Display the Anchor Chart: Conjunctive Adverbs. Discuss the definition and provide examples in isolation and in context. Also, model using commas for introductory words/phrases. 3. Ask: What is revision? Why do authors revise? Discuss responses. 4. Introduce the 4 R s of revision: Replace, Remove, Refine, and Reorganize. These are the four main actions a writer can take during the revision stage: Replace: replace words, sentences, or ideas with more effective ones Remove: remove any words, sentences, or ideas that aren t working Refine: refine your ideas by adding more details or explanation Reorganize: reorganize or move around words, sentences, or ideas so the writing makes more sense 5. Display the Anchor Chart: Revision Checklist. Highlight or place a sticker next to the areas for revision focus. 6. In the Teacher Writer s Notebook, model revision the personal narrative draft. Model each of the four R s including adding subordinating conjunctions and conjunctive adverbs. 1. Show another portion of the media clip. 2. In their Reader s Notebooks, students record techniques used to influence the message.

14 3. Monitor and provide assistance as necessary. 1. Students reread their drafts. Students revise their draft. Students use the Anchor Chart: Revision Checklist to guide them in their revisions. 2. Students add subordinating conjunctions and conjunctive adverbs where appropriate. Engage in Small Group Instruction as appropriate. Closure 1. Discuss the techniques students recorded in their Reader s Notebooks. Replay parts of the media clip if necessary. 2. Ask: How does this clip influence or inform the audience? Discuss responses. Ask students to support responses with evidence from the clip. 9/12: 1. Review what was learned about media in Daily Lesson 13 Reading. 2. View a portion of the selected media clip of a fictional adaptation of an autobiography or diary. 3. Ask: What was the message of this media clip? How do you know? Did the media clip tell you the message explicitly o did you have to infer the message? Discuss responses. 4. Think Aloud about the techniques used to influence the message. Refer to evidence in the media clip. Replay parts if necessary. 1. Display the Anchor Chart: Subordinating Conjunctions. Discuss the definition and provide examples in isolation and in context. 2. Display the Anchor Chart: Conjunctive Adverbs. Discuss the definition and provide examples in isolation and in context. Also, model using commas for introductory words/phrases. 3. Ask: What is revision? Why do authors revise? Discuss responses. 4. Introduce the 4 R s of revision: Replace, Remove, Refine, and Reorganize. These are the four main actions a writer can take during the revision stage: Replace: replace words, sentences, or ideas with more effective ones Remove: remove any words, sentences, or ideas that aren t working Refine: refine your ideas by adding more details or explanation Reorganize: reorganize or move around words, sentences, or ideas so the writing makes more sense 5. Display the Anchor Chart: Revision Checklist. Highlight or place a sticker next to the areas for revision focus. 6. In the Teacher Writer s Notebook, model revision the personal narrative draft. Model each of the four R s including adding subordinating conjunctions and conjunctive adverbs. 1. Show another portion of the media clip. 2. In their Reader s Notebooks, students record techniques used to influence the message. 3. Monitor and provide assistance as necessary. 1. Students reread their drafts. Students revise their draft. Students use the Anchor Chart: Revision Checklist to guide them in their revisions. 2. Students add subordinating conjunctions and conjunctive adverbs where appropriate. Engage in Small Group Instruction as appropriate. Closure 1. Discuss the techniques students recorded in their Reader s Notebooks. Replay parts of the media clip if necessary. 2. Ask: How does this clip influence or inform the audience? Discuss responses. Ask students to support responses with evidence from the clip. 9/13: 1. Review the media clip from Daily Lesson 16.

15 2. Reread the excerpt from the autobiography or diary from Daily Lesson Display the Venn diagram. Ask: What are some structural similarities between the media clip and the excerpt? What are some structural differences? Discuss and record 1-2 ideas on the Venn diagram. 4. Ask: What are some substantive similarities and differences between the media clip and the excerpt? Discuss and record 1-2 ideas on the Venn diagram. 1. Writing Appetizer: 10 minutes 2. Display the Editing Checklist (either an Anchor Chart or a Handout). Review the rules for capitalization, punctuation, and other mechanics. 3. In the Teacher Writer s Notebook, model editing the personal narrative draft for capitalization, punctuation, and other mechanics. Use a colored pen or pencil, to show the markups. 1. Students draw a Venn diagram in their Reader s Notebook. 2. With a partner or small group, students discuss other structural and substantive similarities and differences between the media clip and the excerpt from the autobiography or diary. 3. Students record their ideas on the Venn diagram in their Reader s Notebooks. 9/14: 1. View a portion of the selected media clip of a fictional adaptation of an autobiography or diary. 2. Ask: What was the message of this media clip? How do you know? Did the media clip tell you the message explicitly o did you have to infer the message? Discuss responses. 3. Display and distribute the selected excerpt from an autobiography or diary. 4. Instruct students to read the excerpt individually or with a partner. Tell students that they will then create a Venn diagram in the Reader s Notebooks to compare and contrast the structural and substantive similarities and differences between the media cli and the excerpt. 9/15: 1. Explain that each student will be writing a response to a variety of prompts in their Reader s Notebooks, including connections thoughts, and responses to poetry. Establish expectations for this assignment. 2. Display the autobiographies and/or diary excerpts read in Daily Lessons 14, 17, and Display the following prompts: Make a list of questions asked before, during, and after reading an autobiography or diary. Choose either an evaluative o a universal question and write a response. Be sure to include textual evidence in your response. Write a response in which you explain the connections you made while reading an autobiography or diary. Be sure to include textual evidence in your response. Write the theme or message of the autobiography or diary. Include textual evidence that supports your thinking. How did the setting and time of the autobiography influence the theme? Write a summary of one of the autobiographies or diaries. Reflect on the process of reading the poem. Which part was most difficult to understand? What did you do to understand it better? 4. Tell students they will be revisiting the autobiographies and/or diaries they have already read. Instruct students to choose one more of the prompts and write a response entry in their Reader s Notebook. Instruct students to use quotations when using direct quotes from the texts. 9/16: Lit. Book pgs and Wks. 9/19: Lit. Book pgs and Wks. 9/ 20 Finish up Wks. 9/21: Lit. Book pgs and Wks.

16 9/22: Lit. Book pgs and Wks. 9/23: Lit. Book pgs and Wks. 9/26: Lit. Book pgs and Wks. 9/27: Lit. Book pg. 121-Connect to Math 1-2 9/28: Lit. Book pgs and Wks. 9/29: Lit. Book pgs and Wks. 9/30: Lit. Book pgs and Wks. LessonActivity3:Date DateEngageorExploreorExplainorElaborateorEvaluate Verybriefexplanationofthestudentactivity StudentResponsibility,Date: StudentResponsibility,Date: StudentResponsibility,Date: LessonActivity4:Date DateEngageorExploreorExplainorElaborateorEvaluate Verybriefexplanationofthestudentactivity StudentResponsibility,Date: StudentResponsibility,Date: StudentResponsibility,Date: LessonActivity5:Date DateEngageorExploreorExplainorElaborateorEvaluate Verybriefexplanationofthestudentactivity StudentResponsibility,Date: StudentResponsibility,Date: StudentResponsibility,Date:

17 LessonActivity6:Date DateEngageorExploreorExplainorElaborateorEvaluate Verybriefexplanationofthestudentactivity StudentResponsibility,Date: StudentResponsibility,Date: StudentResponsibility,Date: LessonActivity7:Date DateEngageorExploreorExplainorElaborateorEvaluate Verybriefexplanationofthestudentactivity StudentResponsibility,Date: StudentResponsibility,Date: StudentResponsibility,Date: