Woodburn High School€¦ · Web view2015-09-22 · textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

7th Grade ReadingUnit 2

Table of ContentsInvestigating Characters across Series

Section Page Number

Standards 2

Unit Essential Questions 3

Unit Goals and Sub Goals 3

Unit Language 4-5

Unit Assessments Checklist 6-7

Unit Assessment Rubric 8-9

Sample Calendar 10-11

Appendix A: Supporting Mini-Lesson Correlation Chart 12-14

Appendix B: Anchor Charts 15-17

Appendix C: Works Cited 18

1 | P a g e

Grade 7Content Unit 2

Dates of Unit:

Unit Title: Investigating Characters Across Series & GenresStage 1 Identify Desired ResultsStandards:(Alpha-numeric listing of standards incorporated in the unit)

Assessed Standards:

7.RL.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

7.RL.3 - Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). 7.SL.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

partnersa. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.b. Come to discussions prepared, having read or researched material under study; explicitly draw on that

preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.c. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual

roles as needed.d. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations

and ideas that bring the discussion back on topic as needed.e. Acknowledge new information expressed by others and, when warranted, modify their own views.

Supporting Standards:

7.RL.2 - 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.

7.RL.7 – Compare and contrast a written story, drama, or poem to its audio, filmed staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

7.L.6 - 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.

2 | P a g e

Essential Questions:

How does discussing characters help us see the world through the eyes of others?Characters in Books and Series Talking about Books Making Meaning

How do readers get to know the characters in our books and across series?

How do readers become skilled at participating in group discussions?

How does discussing books help us get deeper meaning from what we read?

Goals: Students will be able to make inferences about characters in order to synthesize who a character is and analyze how and why they change over time.

Students will be able to engage in collaborative discussions about their books and series.

Students will be able to deepen their understanding of books in a series through collaborative group discussion.

Learning Targets

1. I can build from my personal experiences and sensory images to visualize and empathize with the characters in the text.

6. I can collaboratively set goals and deadlines for discussions.

12. I can use my knowledge of plot structure (“how stories go”) in order to comprehend and summarize a text.

2. I can analyze the thoughts, words, and actions of a character to make inferences about who a character is.

7. I can come prepared and respectfully participate in a discussion.

13. I can analyze how the interaction between characters and setting, characters and conflict, and characters and plot change over the course of a book.

3. I can analyze the ways that other characters interact with the main character(s) to make inferences about who a character is.

8. I can clearly express my ideas and opinions and support them with specific evidence from the text.

14. I can use my knowledge of plot structure (“how stories go”) in order to comprehend and summarize how a book fits into a series.

4. I can notice and note contrasts and contradictions in the character’s thoughts, words, and actions to make inferences about character development, conflict, and plot.

9. I understand there are multiple points-of-view about a text and consider those perspectives when forming my own point-of-view in my independent reading.

15. I can analyze how the interaction between characters and setting, characters and conflict, and characters and plot change over the course of a series.

5. I can notice and note repetitions in words, phrases, situations, and objects to make predictions and draw conclusions in the text.

10. I can review and clarify other’s ideas and adjust my own point-of-view as needed.

16. I can discuss the possible theme(s) of a book with my group.

11. I can pose and respond to questions that contribute to the discussion.

17. I can analyze the development of the tone(s) or theme(s) of multiple books in a series and discuss my ideas with my group.18. I can pay attention to author’s craft (style, word choice, literary elements, sensory images, etc.) as I read and discuss what I notice with my group.

3 | P a g e

Stage 2 Determine Assessment EvidenceAcademic Language (What language will students need to sound like experts?)

Academic Language Function(s): Summarize, Draw Conclusions, and Make Generalizations

Give idea or opinion to contribute to a conversation or discussion

Academic Language Stems:Easy for BeginnersDraw Conclusions:

The ___ is/are ___ (adjectives) and/but … The ___ are not/is not ___ (adjectives) The story is ___. Each… Every… I think … because… I believe that … because… I feel that … because…

Medium for IntermediateDraw Conclusions:

Although, the ___ was… I prefer… Both ___ and … Neither ___ nor … Either …or Not only ___, but … Not only ___, but also…

Summarize/ Generalization: According to ___ In my opinion the ___ was ___. A summary of ___ could… My argument against ___ could be ___. The ___ was/were referring to…

In my opinion,… based on… Based on …, I believe… I inferred that… due to the fact that… I consider… because

Academic Vocabulary: discussion elements of a story sensory images point of view transition shared text character development author’s purpose compare and contrast drawing conclusions summarize generalization contribute conflict

Ongoing Vocabulary analyze cite/citation opinion strategy comprehension infer/inference visualize literacy impact context

setting character conflict theme details role pattern community text meaning interest

4 | P a g e

artifact synthesize elaborate investigate reflect/reflection element

plot genre author text

Difficult for Advanced and FluentSummarize/Generalization:

My argument with ___ is arising from/is coming from… What I have read deals with… What I have read has to do with… What I understood from ___ has to do with… It is clear that the____ has been ___( past participle). It appears that the author has ____(past participle).

Draw Conclusions: In conclusion the ___ is more ___ than ___. As a conclusion, I ….. As a way to summarize my thoughts, it….

Opinions: According to…, I opine that… Upon reflection, I am confident that… Due to…, one might suspect that…

5 | P a g e

Unit of Study Instruction Sequence and Assessment Checklist: 1/2

Student Name

1 2 3 4 5 6 7 8 9 10 11 12

I can

bui

ld fr

om m

y pe

rson

al

expe

rienc

es a

nd se

nsor

y im

ages

to

visu

alize

and

em

path

ize w

ith

the

char

acte

rs in

the

text

.

I can

ana

lyze

the

thou

ghts

, w

ords

, and

acti

ons o

f a

char

acte

r to

mak

e in

fere

nces

ab

out w

ho a

char

acte

r is.

I can

ana

lyze

the

way

s tha

t ot

her c

hara

cter

s int

erac

t with

th

e m

ain

char

acte

r(s)

to m

ake

infe

renc

es a

bout

who

a

char

acte

r is.

I can

noti

ce a

nd n

ote

cont

rast

s an

d co

ntra

dicti

ons i

n th

e ch

arac

ter’s

thou

ghts

, wor

ds, a

nd

actio

ns to

mak

e in

fere

nces

abo

ut

char

acte

r dev

elop

men

t, co

nflic

t, an

d pl

ot.

I can

noti

ce a

nd n

ote

repe

tition

s in

wor

ds, p

hras

es, s

ituati

ons,

and

obje

cts t

o m

ake

pred

ictio

ns

and

draw

con

clus

ions

in th

e te

xt.

I can

col

labo

rativ

ely

set g

oals

and

dead

lines

for d

iscus

sions

.

I can

com

e pr

epar

ed a

nd

resp

ectfu

lly p

artic

ipat

e in

a

disc

ussio

n

I can

clea

rly e

xpre

ss m

y id

eas

and

opin

ions

and

supp

ort t

hem

w

ith sp

ecifi

c evi

denc

e fr

om th

e te

xt.

I und

erst

and

ther

e ar

e m

ultip

le

poin

ts-o

f-vie

w a

bout

a te

xt a

nd

cons

ider

thos

e pe

rspe

ctive

s w

hen

form

ing

my

own

poin

t-of-

view

in m

y in

depe

nden

t rea

ding

.

I can

revi

ew a

nd c

larif

y ot

her’s

id

eas a

nd a

djus

t my

own

poin

t-of

-vie

w a

s nee

ded.

I can

pos

e an

d re

spon

d to

qu

estio

ns th

at c

ontr

ibut

e to

the

disc

ussio

n.

I can

use

my

know

ledg

e of

plo

t st

ruct

ure

(“ho

w st

orie

s go”

) in

orde

r to

com

preh

end

and

sum

mar

ize a

text

.

B = Beginning D = Developing P = Proficient M=Mastery

6 | P a g e

Unit of Study Instruction Sequence and Assessment Checklist: 2/2

Student Name

13 14 15 16 17 18

I can

ana

lyze

how

the

inte

racti

on b

etw

een

char

acte

rs a

nd se

tting

, ch

arac

ters

and

confl

ict,

and

char

acte

rs a

nd p

lot

chan

ge o

ver t

he c

ours

e of

a

book

.

I can

use

my

know

ledg

e of

pl

ot st

ruct

ure

(“ho

w st

orie

s go

”) in

ord

er to

co

mpr

ehen

d ho

w a

boo

k fit

s int

o a

serie

s.

I can

ana

lyze

how

the

inte

racti

on b

etw

een

char

acte

rs a

nd se

tting

, ch

arac

ters

and

con

flict

, and

ch

arac

ters

and

plo

t cha

nge

over

the

cour

se o

f a se

ries.

I can

disc

uss t

he p

ossib

le

them

e(s)

of a

boo

k w

ith m

y gr

oup.

I can

ana

lyze

the

deve

lopm

ent o

f th

e to

ne(s

) or t

hem

e(s)

of

mul

tiple

boo

ks in

a se

ries

and

disc

uss m

y id

eas w

ith

my

grou

p.

I can

pay

att

entio

n to

au

thor

’s c

raft

(sty

le, w

ord

choi

ce, l

itera

ry e

lem

ents

, se

nsor

y im

ages

, etc

.) as

I re

ad a

nd d

iscus

s wha

t I

notic

e w

ith m

y gr

oup.

.

B = Beginning D = Developing P = Proficient M=Mastery

7 | P a g e

Unit of Study Assessment Rubric—Bolded Learning TargetsUnit #2 - Investigating Characters across Series & Genres

Learning Target Mastery Proficient Developing Beginning1. I can build from my personal experiences to understand and empathize with characters.

I can independently use my personal experiences or imagine parallel experiences to understand how characters are feeling at specific points in the text. I can support my inference with details and explain how my inferences deepen my understanding of the text.

I can independently use my personal experiences or imagine parallel experiences to understand how characters are feeling at specific points in the text. I can support my inference with details.

I can make connections when prompted between personal or parallel experiences and how characters are feeling at specific points in the text, but I can’t point to the details that support my inference.

I can make general statements about what a character is feeling at specific points in the text, but the statement is unsupported by details from the text.


I can independently analyze the thoughts, words, and actions of a character to synthesize what a character is like and predict how a character might act. I can support my inference with details and explain how my inferences deepen my understanding of the text.

I can independently analyze the thoughts, words, and actions of a character to draw conclusions and synthesize what a character is like. I can support my inference with details.

I can consider the thoughts, words, and actions of a character when prompted to draw specific conclusions about what a character is like, but I can’t point to the details that support my inference.

I can make general statements about what a character is like, but the statement is unsupported by details from the text.


I can independently analyze the ways that other characters interact with a character to synthesize what a character is like. I can support my inference with details and explain how my inferences deepen my understanding of the text.

I can independently analyze the ways that other characters interact with a character to draw conclusions and synthesize what a character is like. I can support my inference with details.

I can consider the ways that other characters interact with a character when prompted to draw specific conclusions about what a character is like, but I can’t point to the details that support my inference.

I can make general statements about what a character is like, but the statement is unsupported by details from the text.

8. I can clearly express my ideas and opinions and support them with specific evidence from the

I can clearly express my ideas and opinions and support them with specific

I can clearly express my ideas and opinions and support them with specific

I can share my ideas and opinions and sometimes support them with specific

I can share my ideas and opinions, but they are usually unsupported by

8 | P a g e

text. evidence from the text. I can explain how my inferences deepen my understanding of the text.

evidence from the text. evidence from the text. details from the text.

12. I can use my knowledge of plot structure (“how stories go”) in order to comprehend and summarize a text.

I can easily apply my knowledge of plot structure (“how stories go”) in order to deepen my understanding and summarize a text.

I can use my knowledge of plot structure (“how stories go”) in order to comprehend and summarize a text.

I can attempt to use my knowledge of plot structure in order to comprehend and provide a brief summary of a text.

I can answer questions about the story elements and plot structure of a text.

13. I can analyze how the interaction between characters and setting, characters and conflict, and characters and plot change over the course of a text.

I can independently analyze and synthesize the interaction between the characters and setting, characters and conflict, and characters and plot over time throughout my book series. I can support my analysis with details and explain how my inferences deepen my understanding of the text.

I can independently analyze the interaction between the characters and setting, characters and conflict, and characters and plot over time throughout my book series. I can select specific details from the book and explain how they support my analysis.

I can make some connections between the characters and setting, characters and conflict, and characters and plot over time throughout my book series, but I can’t point to the details that support my connections.

I can give details about characters, setting, conflict and plot for individual books within my series but I don’t see the connections between books.

9 | P a g e

SAMPLE UNIT CALENDAR (Suggestion of sequence, not timing, of instruction)

Monday Tuesday Wednesday Thursday FridayFor entire unit:

I can collaboratively set goals and deadlines for discussions.

For entire unit:

I can come prepared and respectfully participate in a discussion.

For entire unit:

I can clearly express my ideas and opinions and support them with specific evidence from the text.

For entire unit:

I understand there are multiple points-of-view about a text and consider those perspectivews when forming my own point-of-view in my independent reading.

For entire unit:

I can review and clarify other’s ideas and adjust my own point-of-view as needed.

For entire unit:

I can pose and respond to questions that contribute to the discussion.

I can build from my personal experiences and sensory images to visualize and empathize with the characters in a text.

I can analyze the thoughts, words, and actions of a character to make inferences about who a character is.

I can analyze the ways that other characters interact with the main character(s) to make inferences about who a character is.

I can notice and note contrasts and contradictions in the character’s thoughts, words, and actions to make inferences about character development, conflict, and plot.

I can notice and note repetitions in words, phrases, situations, and objects to make predictions and draw conclusions in the text.

I can use my knowledge of plot structure (“how stories go”) in order to comprehend and summarize a text.

I can use my knowledge of I can analyze how the I can analyze how the I can discuss the possible

10 | P a g e

plot structure (“how stories go”) in order to comprehend and summarize a series.

interaction between characters and setting, characters and conflict, and characters and plot change over the course of a book.

interaction between characters and setting, characters and conflict, and characters and plot change over the course of a series.

theme(s) of a book with my group.

I can analyze the development of the tone(s) or theme(s) of multiple books in a series and discuss my ideas with my group.

I can pay attention to author’s craft (style, word choice, literary elements, sensory images, etc.) as I read and discuss what I notice with my group.

11 | P a g e

Appendix A: Supporting Mini-lesson Correlation Chart

Teaching Point Reference to Minilessons1. I can build from my personal experiences

and sensory images to visualize and empathize with the characters in the text.

Calkins, L. (2010). Units of Study for Teaching Reading. In L. Calkins & K. Tolan. Following Characters into Meaning, Vol. 1. Portsmouth: Heinemann.

Living in the Word of a Story (pg. 28-43) Stirring Our Empathy Through Personal Response (pg. 44-55)



Spinning All We Know into Predictions (pg. 70-87) Detailing Predictions to Bring Out Personalities (pg. 88-103) Mining Details about Characters (pg. 104-119)


Talking to Grow Theories about Characters (pg. 2-15) Developing Nuanced Theories about Characters (pg. 24-39)



Seeing Characters through the Eyes of Others (pg. 70-81)

4. I can notice and note contrasts and contradictions in the character’s thoughts, words, and actions to make inferences about character development, conflict, and plot.

Beers, K. and Probst, R. (2013). Notice & Notice: Strategies for CloseReading. Portsmouth: Heinemann.

Lesson 1: Contrasts and Contradictions (pg. 114-127)


Expecting Complications in Characters (pg. 40-57)

5. I can notice and note repetitions in words, phrases, situations, and objects to make predictions and draw conclusions in the text.

Beers, K. and Probst, R. (2013). Notice & Notice: Strategies for Close Reading. Portsmouth: Heinemann.

Lesson 5: Again and Again (pg. 163-175)

Calkins, L. (2010). Units of Study for Teaching Reading. In L. Calkins & K. Tolan. Following Characters into Meaning, Vol. 2.

12 | P a g e

Portsmouth: Heinemann. Attending to Objects that Reveal Characters (pg. 58-69) Tracing Ideas Through Texts (pg. 168-181)

6. I can collaboratively set goals and deadlines for discussions.

Calkins, L. (2010). Units of Study for Teaching Reading. In L. Calkins & K. Tolan. Building a Reading Life. Portsmouth: Heinemann.

Reading in the Company of Partners (pg. 166-181)7. I can come prepared and respectfully

participate in a discussion.Calkins, L. (2010). Units of Study for Teaching Reading. In L. Calkins

& K. Tolan. Building a Reading Life. Portsmouth: Heinemann.

Thinking Over Stories with Partners (pg. 182-193) Retelling Stories by Starting at the Beginning (pg. 194-207) Retelling Stories by Starting with Now and Backing Up (pg.

208-223)8. I can clearly express my ideas and opinions

and support them with specific evidence from the text.


Synthesizing Insights into Ideas about Books (pg. 100-119)

9. I understand there are multiple points-of-view about a text and consider those perspectives when forming my own point-of-view in my independent reading.


Learning to Listen Intensely (pg. 224-234)10. I can review and clarify other’s ideas and

adjust my own point-of-view as needed. Calkins, L. (2010). Units of Study for Teaching Reading. In L. Calkins


Learning to Listen Intensely (pg. 224-234)11. I can pose and respond to questions that

contribute to the discussion.Calkins, L. (2010). Units of Study for Teaching Reading. In L. Calkins


Learning to Listen Intensely (pg. 224-234)12. I can use my knowledge of plot structure

(“how stories go”) in order to comprehend and summarize a text.


Retelling Stories by Starting at the Beginning (pg. 194-207) Retelling Stories by Starting with Now and Backing Up (pg.

208-223)13. I can analyze how the interaction between

characters and setting, characters and conflict, and characters and plot change over the course of a book.


Seeing Texts through the Prism of Theories (pg. 120-137)14. I can use my knowledge of plot structure

(“how stories go”) in order to comprehend and summarize how a book fits into a series.


13 | P a g e

Retelling Stories by Starting at the Beginning (pg. 194-207) Retelling Stories by Starting with Now and Backing Up (pg.

208-223)15. I can analyze how the interaction between

characters and setting, characters and conflict, and characters and plot change over the course of a series.


Seeing Texts through the Prism of Theories (pg. 120-137)16. I can discuss the possible theme(s) of a

book with my group.Calkins, L. (2010). Units of Study for Teaching Reading. In L. Calkins


Authoring Ideas about Texts (pg. 154-167) Tracing Ideas through Texts (pg. 168-181) Intensifying Interpretations by Finding Motifs (pg. 182-189)

17. I can analyze the development of the tone(s) or theme(s) of multiple books in a series and discuss my ideas with my group.



18. I can pay attention to author’s craft (style, word choice, literary elements, sensory images, etc.) as I read and discuss what I notice with my group.



14 | P a g e

Appendix B: Anchor Charts

15 | P a g e

Linder, R. (2014). Chart Sense: Common Sense Charts to Teach 3-8 Informational Text and Literature. Atlanta: The Literacy Initiative.

16 | P a g e

Beers, K. and Probst, R. (2013). Notice & Notice: Strategies for Close Reading. Portsmouth: Heinemann.

17 | P a g e

Appendix C: Works Cited

Beers, K. and Probst, R. (2013). Notice & Notice: Strategies for Close Reading. Portsmouth:

Heinemann.

Calkins, L. (2010). Units of Study for Teaching Reading. In L. Calkins & K. Tolan. Portsmouth: Heinemann.

Linder, R. (2014). Chart Sense: Common Sense Charts to Teach 3-8 Informational Text and Literature. Atlanta: The Literacy Initiative.

18 | P a g e

Documents

Woodburn High School€¦ · Web view2015-09-22 · textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text