3+-+Bronx+Masquerade

•introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. •Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. •Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. •Establish and maintain a formal style. •Provide a concluding statement or section that follows from and supports the argument presented. *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. *Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. *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. *Acknowledge new information expressed by others and, when warranted, modify their own views. - The elements of fiction (focusing on character, setting, theme, conflict, plot, symbolism) - Story structure (how conflict drives the story and impacts character) - Point of view/types of narration - Transitional words and phrases related to comparing and contrasting - Vocabulary in context skills - Strategies for increasing reading fluency - Strategies for building reading stamina - Poetic elements || **Students will be able to…** - Identify and analyze the elements of fiction (character, setting, theme, conflict, plot, symbolism) - Identify the structure of a story - Identify point of view/types of narration - Use transitional words and phrases related to comparing and contrasting - Apply vocabulary-in-context skills - Analyze how a conflict changes a character - Evaluate the text - Increase reading fluency - Build reading stamina -recognize and use the poetic elements to infer the meaning of poems. || -Literary Essay: comparative based on student's ability (comparing across texts, within a text,and text to media) -Novel/short story test -Literary Elements Test |||| **Other Evidence:** -Pre-test: short story with short response questions -Post-test: short story with literary essay -Writing Conferences -class discussions -Journals/short responses -Vocabulary assessments -Reading Conferences ||
 * **Title:** Literary Elements **Subject/Course:** ELA
 * Topic: Grade: 7**
 * Designer(s):** Megan Blase, Anna Granata, Radha Alwa, Danielle Levine, Marina Yubliler, Sarah Monteleone, Max Berger ||
 * **Stage 1 – Desired Results** ||
 * **Established Goals:**
 * R.7.1 ** .Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * R.7.3 ** .Analyze how particular elements of a story or drama interact (e.g., conflict influence the character).
 * R.7.4. ** 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.
 * W.7.1 ** .Write arguments to support claims with clear reasons and relevant evidence.
 * W.7.1 ** .Write arguments to support claims with clear reasons and relevant evidence.
 * W.7. 4 ** . Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
 * W.7. 5. ** With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
 * W.7.10. ** Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
 * S&L.7.1. ** 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.
 * L.7.2. ** Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
 * Spell correctly. ||
 * **Understandings:**
 * Fiction can teach readers about the three-dimentional world around us: the people who surround us, the problems and issues in the world, and the changes that happen in reality. (Characters represent the people in the world with experiences that have shaped them, and are capable of change.)
 * Life is a series of stories, each with an exposition, conflict that drives the story and effects people, a climax or turning point, falling action, and resolution.
 * Not only are character, setting, conflict, plot, and theme present in all stories, they interact and change eachother.
 * Students recognize poetic elements and use that information to infer the deeper meaning of a poem.
 * By organizing information to compare and contrast texts in wriitng, we can gain a deeper understanding of the connections between themes and characters across various media outlets. || **Essential Questions:**
 * //How does the progression of a conflict change a character or individual’s thoughts, feelings, and actions through a novel or in the real world?//
 * //Why do we read and analyze fiction and all its elements?//
 * //How can learning about the different dimensions of a character lead us to a greater understanding of a character and the people around us?//
 * //Why do people write in the genre of poetry?// ||
 * **Students will know…**
 * **Stage 2 – Assessment Evidence** ||
 * **Performance Tasks:**
 * **Stage 3 – Learning Plan** ||
 * **Learning Activities:**
 * W =** In this unit, students will use reading support strategies as a foundation on which to build as they identify and analyze the use of literary elements in a whole-class novel, and write a comprehensive differentiated essay demonstrating thorough analysis knowledge of those elements in the novel. Students will be guided through the literary elements, as well as the parts of a story, will practice these with the whole-class novel, and then will use them on their own with the independent reading book. The areas of major focus for individual students for reading and writing will be determined by the analysis of the pre-assessment given at the beginning of the year as well as individual SMART goals determined by the students. Students will be shown a sample essay and rubric at the beginning of the unit to use as a mentor text for their own differentiated essay. Students will write their own essay which will be differentiated in structure based on student ability and the teacher will support students based on their individual needs.
 * H =** Teachers will hook the students by using an anticipation guide to activate prior knowledge about themes in the novels and spark interest. Teachers will hold students’ attention in the unit by using a variety of student-centered and student-driven strategies such as a jigsaw and discussion groups, so that students become the teachers and directors, and take responsibility for their learning. In addition, novels will be chosen based on student interests.
 * E =** Throughout the unit, the teacher will model strategies and expect students to then apply those strategies on their own in the whole-class novel and their independent reading novel. These skills will be scaffolded throughout the unit so that there is both rigor and support in the unit. Furthermore, activities such as group-discussion, popcorn reading, and others will be used to engage all students and allow for various points of entry for all students. Finally, students will engage in reflection on the essential question at multiple times during the unit.
 * R =** Students will have the opportunity to rethink and revise their ideas consistently throughout the unit. By discussing their ideas about the novel with the class and in small groups, students’ thinking will be challenged. They will also go through the process of peer-revising and be forced to consider the suggestions made by their peers.
 * E =** Students will have the chance to evaluate their understanding of the strategies that have been taught peer-revision. They will have multiple opportunities to reflect on the essential question throughout the unit and at the end see how their understanding of the question and its implications has grown.
 * T =** The unit will be differentiated so that there are multiple entry points for students. Student grouping will be fluid so that higher-achieving students can support lower-achieving students at times while students of same-ability will be grouped at other times and the work differentiated. Each student will be reading an independent book at their individual reading level to practice the strategies on their own. The essay will be differentiated for students based on their individual writing needs and ability so that the most advanced students are consistently pushed and the students who need more support receive it. The teacher will also meet with students in one-on-one and/or small group conferences to address specific needs – which will have been identified by the pre-assessment as well as tests and informal assessments throughout the unit. Additionally, the teacher will be supporting the students as they work towards their individual SMART goals.
 * O =** The unit will be organized so that the reading of the whole class novel will take place largely in class and when students finish the assignment for the day, they will continue practicing the day’s strategy with their independent novel. The teacher will pull vocabulary from the novel and engage the class in whole-class conversations and activities based around literal comprehension of the novel and, more importantly, higher-level thinking about the novel. In addition to analyzing the literary elements as they appear throughout the novel, students will track the parts of a story and analyze story structure. Nearing the end of the novel, students will be introduced to the writing project and begin collecting information. They will take the formal essay through the writing process and formally publish the piece by sharing it with their class. ||


 * __Guiding Questions__**
 * //What are the literary elements that specifically define a novel?//
 * //What type of narration is being used in this novel?//
 * //How do we interpret figurative language?//
 * //How do the literary elements interact and influence one another?//
 * //How can we express a written interpretation of what we have read?//
 * //How do we make our writing flow?//
 * //What language can we use to discuss how things are similar and/or different?//
 * //What strategies can I use to determine vocabulary in the context of my reading?//
 * //How do I increase my reading fluency?//
 * //How can I build my reading stamina?//
 * //How do I speak with my peers about literature?//


 * __Lessons/Points to be addressed (derived from the guiding questions):__**
 * Characters – how we learn about them, the roles they play, how they change, how they influence each other
 * Plot – sequence of events
 * Setting – environment
 * Theme – what the author is saying about hidden issues in the text
 * Point-of-view/narrator
 * Use of language – dialect, figurative language
 * Conflict – internal and external, the four types, how it changes characters
 * Parts of a story
 * Embedding Quotes in an essay
 * Developing our body paragraphs
 * Outlining – purpose drives structure
 * Transitions to help writing flow
 * Speaking in groups about literarture