SYRACUSE CITY SCHOOL DISTRICT Grade07 Unit 03 Hybrid Unit

Revised: 4/7/2016
SYRACUSE CITY SCHOOL DISTRICT
Grade07 Unit 03 Hybrid Unit
Literary and Informational Text
Defining Moments
18 Instructional Days
Reading Standards:RL.7.2, RL.7.3, RL.7.4, RL.7.5, RL.7.6, RL.7.9, RL.7.11
RI.7.2, RI.7.3, RI.7.4, RI.7.5, RI.7.6, RI.7.9
Unit Description
This hybrid unit asks students to read deeply across a variety of both literary and informational texts
with an emphasis on poetry. Students interpret, analyze, and evaluate narratives, poetry, and
drama, and make connections to other texts including informational texts. Students learn and apply
methods of literary analysis throughout the unit paying particular attention to authors’ use of literary
devices and figurative language. Students are asked to consider how an author crafts the structure
of a text to produce a particular effect. In addition, students need to determine the figurative and
connotative meanings of words and consider the significant influence of the author’s word choice as
a whole on the text’s tone or overall meaning.
Implementation Dates: April 8-May 6, 2016
Page 1
CCLS
RL.7.2
Coded Standard
Concept Elaboration
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.



Have a mental bank of possible themes
Understand that theme is a central idea the author
presents about life, human nature, or society
Understand theme can be applied to various texts
Explain theme by providing examples throughout
the course of the text (character development,
turning point)
Understand the concept of an objective summary
To summarize a text seventh graders need to:
 Determine relevant details
 Include overarching themes
 Exclude personal opinions or judgments
RL.7.3
RL.7.4
RL.7.5
Assessment Questions
Question #1 (RL.7.2, RI.7.2, RL.7.4)
Authors often use figurative language to
help the reader visualize and feel what is
happening. Reread the following lines
(Lines 17 & 18) from the poem, “Don’t
Quit”:
“And he learned too late when the
night came down,
How close he was to the golden crown.”
The poet is not really talking about
“when the night came down” or “the
golden crown”. What idea is the poet
really trying to communicate in these
lines and how does it support the
theme? (NYS 2 Point Short Response
Rubric)
Assessed in Outcome Assessment 2
ANALYZE how particular elements of a 
story or drama interact (e.g., how

setting shapes the characters or plot).

Identify story elements
Understand that elements of a text interact and
influence each other in multiple ways
Explain how story elements affect each other using
relevant details from text
DETERMINE the meaning of words and
phrases as they are used in a text,
including figurative and connotative
meanings; ANALYZE the impact of
rhymes and other repetitions of
sounds (e.g., alliteration) on a specific
verse or stanza of a poem or section
of a story or drama.

Understand the meaning of a word can be
Assessed in Question #1
determined from context clues
Differentiate between connotative and figurative
meanings
Explain the impact of figurative language elements
on specific text
Have a mental bank of literary text structure
Identify details that support meaning Describe
impact of word choice on meaning and tone
ANALYZE how a drama’s or poem’s
form or structure (e.g. soliloquy,





Demonstrate an understanding of and distinguish
between dramatic structures and poetic forms.
Page 2
Assessed in Outcome Assessment 4
CCLS
Coded Standard
sonnet) contributes to its meaning.
Concept Elaboration
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

RL.7.6
ANALYZE how an author develops
and contrasts the points of view of
different characters or narrators in a
text.
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


RL.7.9
COMPARE and CONTRAST fictional
portrayal of a time, place, or
character and a historical account of
the same period as a means of
understanding how authors of fiction
use or alter history.
RL.7.11 RECOGNIZE, INTERPRET, and MAKE
CONNECTIONS in narratives, poetry,
and drama, ethically and artistically
to other texts, ideas, cultural
perspectives, eras, personal events,
and situations.










RI.7.2
DETERMINE two or more central ideas 
in a text and ANALYZE their

development over the course of the
text; provide an objective summary of

Assessment Questions
Examine how parts of dramatic structure or poetic
forms connect to other parts of the text to clarify
meaning.
Use evidence from literary texts to support analysis
of a drama’s or poem’s form or structure.
Examine how parts of dramatic structure or poetic
forms help clarify or fulfill the author’s purpose.
Apply knowledge of point of view and
Assessed in Outcome Assessment 5
characterization to determine multiple narrators.
Explain how multiple narrators/speakers are alike
and different.
Examine the conflicting views of multiple
narrators/speakers to develop a broad view of the
action, characters, or ideas in a literary text.
Analyze inferences drawn from a literary text from
contrasting points of view
Identify similarities and differences between genres. Assessed in Outcome Assessment 6
Recognize that different genres develop and
support themes and topics using different literary
devices.
Compare and contrast facts from text to text.
Identify examples of facts and interpretations of
facts.
Analyze each text for theme/central idea
Question #2 (RL.7.11, RI.7.2)
Be able to contrast how authors present or develop What is the central idea of Dr. Carson’s
a meaning, theme, or character
speech? How does he support the
Notice differences in nuances of the message or in central idea? How does the message of
each author’s treatment of the message
the poem, “Don’t quit,” relate to the
Identify people, events, and ideas and story
central idea of Dr. Carson’s speech? Use
elements
details from both the speech and the
Make connections across texts
poem to support your answer. (NYS 4
Provide sufficient and relevant text evidence from Point Extended Response Rubric)
all texts to support interpretation
Students will need to combine these skills and
Assessed in Question #2
concepts:
Recognize that informational text can have one or
more central ideas
Distinguish between an objective summary and a
Page 3
CCLS
Coded Standard
Concept Elaboration
the text.

RI.7.3
RI.7.4
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


ANALYZE the interactions between
individuals, events, and ideas in a text

(e.g., how ideas INFLUENCE individuals

or events, or how individuals influence
ideas or events)

DETERMINE the meaning of words and 

phrases as they are used in a text,
including figurative, connotative, and 

technical meanings; ANALYZE the
impact of a specific word choice on
meaning and tone.
RI.7.5
ANALYZE the structure an author uses 
to organize a text, including how the 
major sections contribute to the whole
and to the development of the ideas. 


RI.7.6
DETERMINE an author’s point of view
or purpose in a text and ANALYZE how
the author acknowledges and
responds to conflicting evidence or
viewpoints.





Assessment Questions
subjective summary
Explain the development of the central ideas by
providing details throughout the course of the text
To summarize a text seventh graders need to:
Determine relevant details
Include two or more central ideas
Exclude personal opinions or judgments
Students will need to combine these skills and
Assessed in Outcome Assessment 2
concepts:
Identify key individuals, events, and ideas
Identify the effects of the interactions between
individuals, ideas and events
Support the analysis with relevant details
Determine meaning of words using context clues
Assessed in Question #1
Identify multiple meanings of key vocabulary
Understand word choice is purposeful
Use evidence from an informational text to
determine the effect of word choice on meaning
and tone of the text
Identify the structure of informational text
Choose appropriate graphic organizer to analyze
text
Understand that text structure contributes to the
development of ideas
Explain the relationship of the sections to the whole
text
Explain how the sections of the text contribute to
the development of the ideas
Question #3 (RI.7.5)
Authors use a variety of structures in their
writing to communicate their messages.
Dr. Carson uses a problem/solution
structure in his speech. How does the
problem/solution structure help Dr.
Carson convey his message to his
audience? Use details from the speech
to support your answer. (NYS 2 Point
Short Response Rubric)
Determine author’s point of view
Determine author’s purpose
Identify evidence or viewpoints
Analyze whether evidence is supporting or
conflicting
Understand that point of view or purpose can be
determined by what the author says directly and
Question # 4 (RI.7.6)
How does Dr. Carson’s perspective on
his ability to become a doctor differ
from that of his counselor? How does
including this perspective strengthen Dr.
Carson’s message? Use details from the
speech to support your answer. (NYS 2
Page 4
CCLS
Coded Standard
Concept Elaboration

RI.7.9
ANALYZE how two or more authors
writing about the same topic shape
their presentations of key information
by emphasizing different evidence or
advancing different interpretations of
facts.
a. Use their experience and their
knowledge of language and logic, as
well as culture, to think analytically,
address problems creatively, and
advocate persuasively.
Assessment Questions
indirectly
Point Short Response Rubric)
Cite examples in the text that support the point of
view or purpose
 Compare and contrast multiple texts on the
Assessed in Outcome Assessment 6
same topic
 Identify the point of view in each text
 Determine the structure of the texts
 Identify examples of evidence used in each text
 Identify examples of interpretations of the facts
Language Standards: L.7.5a, L.7.5.b
*See Language and Grammar Instructional Plan Below
Spiraled Reading Standards: RL.7.1, RL.7.10, RI.7.1, RI.7.10
Embedded Writing Standards: W.7.2, W.7.4, W.7.9, W.7.10
Embedded Speaking and Listening Standards: SL.7.1, SL.7.4, SL.7.6
Embedded Language Standards: L.7.2b, L.7.3a, L.7.6
Assessment Links
Unit Assessment (Modified Unit Assessment for Beginner ELL)
Rubrics and Scoring Guide Links
NYS 4 Point Extended Response Rubric
NYS 2 Point Short Response Rubric
Exemplary Responses
Page 5
Anchor Text:
Code Talkers by Joseph Bruchac
Recommended Texts
This unit asks readers to make connections among texts of multiple
genres. In order to address all of the teaching points it is necessary to
pair the novel with some of the other texts provided below.
Documents:
Memorandum Regarding the Enlistment of Navajo Indians Document
(This is the actual document for students to see.)
Letter Page 1
Letter Page 2
Memorandum Regarding the Enlistment of Navajo Indians Text
(This is the same document as above, but it is clearer for copying.)
First Flag Raising in Iwo Jima Photo
First Flag Raising in Iwo Jima Description
The US Marine Corps Memorial in Virginia Photo
Second Flag Raising in Iwo Jima Photo
Second Flag Raising in Iwo Jima Description
Navajo Code Talkers Dictionary
Poems:
“Navajo Code Talkers” by Del ‘Abe’ Jon es
“Navajo Code Talkers” by Ima Ryma”
“The Code Talkers” by Elizabeth Knauer
“The Code Talkers” by Joseph DiMino
Videos:
Untold Stories of WWII Part 1
Untold Stories of WWII Part 2
Untold Stories of WWII Part 3
Navajo Code Talkers WWII
Navajo Code Talkers
Page 6
Paired Informational Text for Standards RI.7.9 and RI.7.6 (Teaching
points 3.11- 3.12) and Outcome Assessment 5 Informational
“Day of Infamy” Speech
“Day of Infamy” Speech Student Guide (This document chunks the
speech and asks students to write the GIST for each section.)
“Fourteen-Part Message”
“Fourteen-Part Message” Student Guide (This document contains
excerpts from the original document.)
“Fourteen-Part Message” Teacher Guide (This document has the
answers to the questions in the student guide.)
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Big Ideas
Essential Questions
Readers use multiple genres of text to develop ideas about
How do readers make connections between multiple genres of texts?
the world.
How do authors write about the same ideas in different genres of text?
Readers use their knowledge of text structure to understand
text.
Readers’ perspectives are influenced by gathering
information from a variety of texts.
Readers make connections among texts of different genres to
uncover meaning.
Vocabulary
Anchor Charts
Alliteration
 Genre Characteristics
Contrast
 Commonalities Between Theme and Central Idea
Contributes
 Text Structures Chart with Frames
Drama
 Understanding Tone
Metaphor
 Show Me the Evidence
Narrator
 Figurative Language Definitions
Personification
 Figurative Language Examples
Point of view
Repetition
*Any other anchor charts from Units 1 and 2 as appropriate.
Simile
Teaching Resource:
Selecting Tier 2 Words: Beck Resource (specifically refer to the chart
on pg. 19)
Vocabulary Instruction: Cracking the Code (From The Thoughtful
Classroom Portfolio Series - Word Works: Cracking Vocabulary’s
Code)
Page 7
Chunk 1
Outcome:
Readers determine a
theme/central idea
and identify relevant
details from
throughout the text.
Chunk 2
Outcome:
Readers analyze
connections among
individuals, ideas, or
events/story
elements.
Chunk 3
Outcome:
Readers pay
attention to words
and phrases and
how they are used
within a text.
Chunk 4
Outcome:
Readers pay attention
to the structure and
how it develops the
theme/central idea.
Chunk 5
Outcome:
Readers understand
how authors use
different points of
view to develop the
theme/central idea.
Teaching Points:
3.6-3.9
CCLS Standards:
RL.7.4/RI.7.4
Outcome
Assessment 3
Teaching Points:
3.10
CCLS Standards:
RL.7.5/RI.7.5
Outcome
Assessment 4
Teaching Points:
3.11
CCLS Standards:
RL.7.6/RI.7.6
Outcome
Assessment 5 Fiction
Readers analyze
characters across a
text.
Teaching Points:
3.1-3.3
CCLS Standards:
RL.7.2/RI.7.2
Outcome
Assessment 1
Teaching Points:
3.4-3.5
CCLS Standards:
Outcome
Assessment 2 Fiction
Outcome
Assessment 2
Informational
Standard/
Outcome
RL.7.2/
RI.7.2
Teaching Points
(Lesson Objectives)
3.1 Readers know
when they
approach a new
piece of text they
look for the
meaning by
analyzing
Outcome
Assessment 5
Informational
Checks for Understanding
3.1 Quick Write:
 What is this starting to be
about?
 What could this be
teaching me?
 When I first read this
piece, I thought it was just
Supports and Scaffolds
3.1 Sentence Frames:
 One idea I have
is_____because the text
says_________.
 This text is starting to be
about______ because________.
 I notice in the text
Page 8
Chunk 6
Outcome:
Readers make
connections between
texts and pay
attention to how
authors writing about
the same topic
emphasize different
evidence and
interpret the facts in
fiction and
informational texts.
Teaching Points:
3.12-3.14
CCLS Standards:
RL.7.9/RI.7.9/RL.7.11
Outcome
Assessment 6 RL.7.9
Outcome
Assessment 6 RI.7.9
Instructional
Resources & Tools
Refer to Glencoe TE pgs. 388389 for Genre Focus: Poetry
mini-lesson before reading the
first poem.
Poetry Analysis
Standard/
Outcome
Teaching Points
(Lesson Objectives)
theme/central
idea
Checks for Understanding
Supports and Scaffolds
about… but now I realize
it’s also about…
that_________.
Read Thoughtfully
Comprehensive Reading Questions
Nonfiction
3.2 Readers develop
the theme/central
ideas for the text by
analyzing the text for
relevant details.
3.2 Identification of relevant
supporting details from the
text to support the
theme/central ideas.
Quick Write: What information
do you have? What does it
make you think? How does it
relate to the theme/central
idea?
Instructional
Resources & Tools
Habits Coding Slide
Nonfiction Handbook Text
Structure
Mosaic of Thought Resources
3.2 Supporting Theme
Guiding Questions Handout
T-Chart:
Theme/Central Idea
NonSupporting
Supporting
Details
Details
The Teaching Channel:
Teaching Theme Analysis in
Layers
LearnZillion Video:
Determine the Central Idea of
a Nonfiction Article
Turn & Talk: Identify one supporting
detail from the text using your notes.
Record this on a post-it note. Compile
post-it notes in order for other students
to view and share supporting details
further (Give One Get One)
3.3 Readers develop
an objective summary
by applying relevant
details from the
beginning, middle,
and end of the text.
3.3 Objective summary of
text.
3.3 Delete, Substitute, Keep.
Summarization in 3 Steps
1.
2.
3.
Delete-draw a line through anything
that is trivial, redundant, or repetitive
Substitute-replace specific terms with
general terms
Keep-determine a good topic
sentence that contains the author’s
claim.
(Marzano, Pickering and Pollock, 2001)
Page 9
Summarizing Informational Text
Summarizing Fiction
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Supports and Scaffolds
Instructional
Resources & Tools
Use a graphic organizer to identify
relevant details building to the
theme/central idea.
Graphic Organizers
RL.7.3/
RI.7.3
3.4 Readers engage in
a deeper analysis of
text by exploring how
individuals, events,
and ideas (story
elements) interact.
3.5 Readers pay
attention to what the
characters do, say,
and think to determine
character traits.
3.4 Quick Write:
 How are the individuals,
ideas or events related?
 How do they connect?
 What idea do I have
about what this text is
saying?
 What evidence do I have
from the text to support
this?
 Which element feels most
important?
 In what ways does one
element of the story
influence the others?
3.4 Do “Think Aloud” modeling
connections among people, events
and ideas
3.5 Turn and talk:
 What do you know
about the character
so far?
 How do you know
this?
3.5 Sentence Starters:
 In this part of the text,
(character) was acting…, but
now (character) is acting…
 (Character) says… and this
means…
 (Character) does… and this
means…
LearnZillion Video:
Develop Ideas About a
Character by Analyzing What
He Does, Says and Thinks
3.6 Scaffolding Questions:
 How did the author make the
Glencoe Literary Elements
Transparency #18 (Word
Gathering EvidenceCharacter Development
Where applicable, provide
opportunities for students to use
drawing to represent their thinking.
(Support students with transfer of visuals
to written expression.)
Quick Write/Quick Draw
Scaffolding Questions:
 How do characters’ actions
and reactions to the conflict
influence the story?
 How would the plot/character
be different if the setting
was…?
Glencoe Literary Elements
Transparency #50 (plot)
(available on Advance
Tracker)
LearnZillion Video:
Defining Plot Elements of a
Fictional Narrative
LearnZillion Video: Analyze the
Interaction Between Ideas in a
Text
LearnZillion Video:
Analyze Interaction of Story
Elements
LearnZillion Video:
Growing Ideas about
Character Traits
Characterization2
RL.7.4/
RI.7.4
3.6 Readers explore
word choice by
3.6 Quick Write:
 Which words are
Page 10
Standard/
Outcome
Teaching Points
(Lesson Objectives)
paying attention to
the words an author
uses and the meaning
of those words in
context.
3.7 Readers analyze
the impact word
choice has on the
meaning and tone of
the text by asking:
Why did the author
choose these words?
How would the
meaning and tone be
different with different
words?
(This also includes
repetition of words or
lines.)
3.8 Readers can
identify when an
author uses figurative
language in text by
locating examples of
metaphors, similes,
alliteration, and
personification.
Checks for Understanding


important?
What is the meaning of
the word _____?
How does using context
clues help you figure out
the meaning?
Supports and Scaffolds

story come alive in your mind?
What specific words or phrases
did the author use to help you
see events, characters, and the
setting vividly?
3.7 Quick Write:
 Why did the author
choose these words?
 What words does the
author use that appeal to
our senses? What
emotions do these words
suggest?
 Why do you think the
author chooses to repeat
the word/line …?
 How would the meaning
and tone be different with
different words?
 How does the repetition
enhance the meaning?
3.7 Mini Lesson on Tone:
Review: Tone is the attitude of the
author toward the subject, ideas,
theme, or characters. The ability to
recognize the tone will often be the
difference between understanding the
text at a literal or figurative level.
Readers analyze tone by noticing…
 Imagery – what descriptive
language does the author use to
reveal how he thinks and feels?
 Language – what words does the
author use that may have a
negative or positive connotation?
How does this reveal the author’s
attitude?
3.8 Students identify examples
of different types of figurative
language and interpret their
meaning from context.
3.8 Mini-lesson on figurative language:
 Defining the different types of
 figurative language
 Providing example of each
 Have students write their own
examples
Gradual Release Model:
 Whole group practice with
examples
 Partner practice with examples
 Independent practice with
examples
Page 11
Instructional
Resources & Tools
Choice)
(available on Advance
Tracker)
Analytic Questions
Understanding Tone
Analyzing Author’s purpose
Figurative Language
Mini-lesson: Color Marking
Figurative Language in Poetry
ppt
Standard/
Outcome
RL.7.5/
RI.7.5
Teaching Points
(Lesson Objectives)
Checks for Understanding
3.9 Readers analyze
the author’s use of
figurative language by
asking: How does the
use of the
word/phrase enhance
my understanding of
the meaning of the
text?
3.9 Think-Ink-Pair-Share:
 What are some
examples of figurative
language from the
text?
 What does the
word/phrase mean?
 How does the use of
that word/ phrase
enhance the reader’s
understanding of the
text?
3.10 Readers explore
3.10 Quick Write:
how the structure of the
 Why did the author
text (drama, poem,
choose this structure?
informational, etc.)
 How does the text
contributes to the
structure support the
meaning and/or
theme/central idea?
development of ideas
 How does the structure
by asking:
of this poem help the
Why did the author
author convey
choose this structure?
meaning?
Instructional
Resources & Tools
Supports and Scaffolds
3.9 Scaffolding Questions:
 Poems are like pictures. What
words does the poet use in the
poem to help “create a
picture” for the reader?
 Why does the author use this
word instead of ______?
4 Column Graphic Organizer:
Word/
Phrase
Type of
Figurative
Language
Meaning in
Context
How does it
enhance
the
meaning?
LearnZillion Video:
Notice Figurative Language in
a Poem
Figurative Language Lesson
Plan
Learn Zillion Video:
Determine the Meaning of
Figurative Language to
Understand a Character
Thoughts and Feelings
3.10 Model through Think Aloud,
I Can Analyze Authors’
clarifying points about structure students Techniques
do not understand
Text Structure Chart with Frames
Use the graphic organizers provided in
the Text Structure Chart with Frames
Thinking Deeply about Poetry
document in the teacher resource
column.
Paragraph Prompts for Different
Text Structures
LearnZillion Video:
Analyze How a Poems Structure
Contributes to its Meaning
(This includes why the
author chose the
specific genre and the
structure within the text.)
How does the text
structure support the
theme/central idea?
LearnZillion Video:
Analyze the Structure of a Poem
Page 12
Standard/
Outcome
RL.7.6/
RI.7.6
Teaching Points
(Lesson Objectives)
Checks for Understanding
3.11 Readers
understand how
authors use different
points of view to
develop the
theme/central idea by
analyzing the different
points of view and
how they contribute to
the theme/central
idea.
3.11 Think-Ink-Pair -Share:
Informational Text:
 What is the author’s
viewpoint on _______?
 Are there any other
viewpoints in this text?
 How does the author
distinguish his/her
position from that of
others?
Fiction Text:
 How do readers
understand more
about a story
depending on who
narrates?
 How do the
characters’ points of
view contribute to the
theme?
3.11 Using a Venn Diagram to
compare the points of view
represented within the text or between
two texts on the same topic.
LearnZillion Video:
Analyze the Experience of
Individual Characters in Their
Shared World
Think-Ink-Pair -Share:
How do the different points of view
help you to understand the
theme/central idea?
LearnZillion Video:
Analyze Dialogue Between
Characters to Understand
different Characters Points of
View
3.12 Quick Write:
 How is the information
used by the authors
the same in each
text?
 How is the information
used by the authors
different between the
texts?
 Why would an author
change the facts
when writing a
fictional portrayal of a
time, place, or
character?
3.12
Info.
from
text
*Use the Paired
Informational Text from
the Recommended
Text Section above for
Standard RI.7.6.
RL.7.9
3.12 Readers
understand how
authors of fiction use
or alter history by
comparing and
contrasting a fictional
portrayal of a time,
place, or character
and a historical
account of the same
time period.
Supports and Scaffolds
Role play different characters’ points
of view from the text.
Philosophical Chairs:
Debate the different points of view
between two texts on the same topic.
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How Info. is
Represented
in Text 1
How Info. is
Represented
in Text 2
Instructional
Resources & Tools
LearnZillion Video:
Determine One Characters
Point of View of Another by
Analyzing Interactions
Use Code Talkers by Joseph
Bruchac and any of the
informational texts attached
above for this teaching point.
Standard/
Outcome
RI.7.9
Teaching Points
(Lesson Objectives)
Checks for Understanding
3.13 Readers compare
and contrast how
authors present
information on the
same topic by
analyzing how they
emphasize different
evidence and
interpret the facts.
3.13 Turn and Talk:
 What is the topic of
the texts?
 What is the author’s
perspective on the
topic?
 What evidence do the
authors emphasize to
support their
perspective?
 How do the authors
interpret the facts to
support their
perspective?
3.13 Socratic Seminar Handouts:
Discuss which perspective is the most
convincing.
3.14 Quick Write:
 What do the texts
have in common?
 How do the texts
support the same
idea(s)?
3.14
Idea from
Text
*Use the Paired
Informational Text from
the Recommended
Text Section above for
this standard. It will
take more than one
day to teach this
teaching point.
RL.7.11
3.14 Readers make
connections between
texts by asking:
What do the texts
have in common?
How do the texts
support the same
idea(s)?
Supports and Scaffolds
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Support
from Text 1
Support
from Text 2
Instructional
Resources & Tools
Use the texts “Four-Part
Message” and “Day of
Infamy” attached above for
this teaching point.
Week 1
Week 2
Language Standard(s)
L.7.5a
Interpret figures of
speech (e.g., literary,
biblical, and
mythological allusions)
in context.
L.7.5b
Use the relationship
between particular
words (e.g.,
synonym/antonym,
analogy) to better
understand each of
the words.
Grade 7 Unit 3 Language and Grammar Instructional Plan
Day One
Day Two
Day Three
Day Four
Day Five
Explicit Skill Guided
Independent Review/
Assessment
Instruction
Practice/
Practice/ Do- Small Group
10 minutes
8-10
Partner
It-Now
Instruction/
minutes
Activity
5 minutes
Reteach
10-15
10-15 minutes
minutes
Homework
Practice
10-15 minutes
Explicit Skill
Instruction
8-10
minutes
Guided
Practice/
Partner
Activity
10-15
minutes
Independent
Practice/ DoIt-Now
5 minutes
Review/
Small Group
Instruction/
Reteach
10-15 minutes
Assessment
10 minutes
Homework
Practice
10-15 minutes
Resources
LearnZillion Video:
Understanding Figurative Language
LearnZillion Video:
Understanding Figurative Language
Idioms 1
Idioms 2
Idioms 3
Idioms 4
Idioms 5
Antonyms
Synonyms
Analogies 1
Analogies 2
Analogies 3
Analogies 4
Analogies 5
Analogies 6
Analogies 7
Suggested Pacing Calendar
Monday
Tuesday
Wednesday
Thursday
Friday
January 10
January 13
January 14
January 15
January 16
January 17
January 20
January 21
January 22
January 23
January 24
January 27
January 28
January 29
January 30
January 31
February 3
February 4
February 5
February 6
February 7
Unit Assessment
Unit Assessment
No School
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