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ELA G7:M3:U2

Case Study: Analyzing Author Craft and Purpose in Narrative of the Life of Frederick Douglass

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Introducing the Narrative Arc: The Last Day of Slavery

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine a theme or the central ideas of a literary text. (RL.7.2)
  • I can analyze the interaction of literary elements of a story or drama. (RL.7.3)
  • I can determine the meaning of words and phrases in text (figurative, connotative, and technical meanings). (RL.7.4)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.7.5)

  • I can analyze how the content, theme, images, and language in Frederick Douglass: The Last Day of Slavery give the story its enduring power.
  • I can identify key components of the narrative arc of this story.
  • Narrative Arc anchor chart
  • None

Lesson 2Understanding Douglass’s Words: Learning to Read

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use correct grammar and usage when writing or speaking. (L.7.1)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can determine the meaning of words and phrases in text (figurative, connotative, and technical meanings). (RI.7.4)
  • I can read above-grade-level texts with scaffolding and support. (RI.7.10)

 

  • I can identify the main clause in a sentence.
  • I can determine what a word, phrase, or clause modifies.
  • I can determine the meaning of words and phrases in an excerpt of Narrative of the Life of Frederick Douglass.
  • I can reread a complex text in order to understand it more deeply.
  • Excerpt 3 Text and Questions: Learning to Read

 

  • None

Lesson 3Analyzing Powerful Language: Learning to Read

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.7.5)
  • I can determine the meaning of words and phrases in text (figurative, connotative, and technical meanings). (RI.7.4)
  • I can analyze the impact of word choice on meaning and tone in an informational text. (RI.7.4)
  • I can determine an author’s point of view or purpose in informational text. (RI.7.6)
  • I can analyze how the author distinguishes his/her position from others’. (RI.7.6)

  • I can determine the meaning of words and phrases in an excerpt of Narrative of the Life of Frederick Douglass.
  • I can identify vivid language and analyze the impact of word choice on meaning in Narrative of the Life of Frederick Douglass.
  • I can analyze how specific sections of Narrative of the Life of Frederick Douglass convey Douglass’s position on slavery.
  • Excerpt 3 Text and Questions: Learning to Read
  • Vivid Word Choice cards

 

  • None

Lesson 4Analyzing Douglass’s Purpose: Learning to Read

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use correct grammar and usage when writing or speaking. (L.7.1)
  • I can determine an author’s point of view or purpose in informational text. (RI.7.6)
  • I can analyze how the author distinguishes his/her position from others’. (RI.7.6)
  • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1)

 

  • I can identify the main clause in a sentence.
  • I can determine what is being modified in a sentence.
  • I can analyze how specific sections of Narrative of the Life of Frederick Douglass convey Douglass’s position on slavery.
  • I can work in a group of three to synthesize my understanding of an excerpt from the Narrative.

 

  • Excerpt 3 Analysis note-catcher
  • Excerpt 3 Text and Questions: Learning to Read
  • None

Lesson 5The Storyteller’s Toolbox and Excerpt 4 First Read

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can compare and contrast different media versions of a literary text (written vs. audio vs. film vs. staged, etc.). I can analyze the impact of the techniques unique to each medium. (RL.7.7)
  • I can read grade-level literary texts proficiently and independently. (RL.7.10)
  • I can read above-grade-level texts with scaffolding and support. (RI.7.10)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)

 

  • I can compare and contrast written and performed versions of The People Could Fly.
  • I can explain some of the ways a storyteller uses his or her voice and body to bring a story alive.
  • I can determine the meaning of words and phrases in an excerpt of Narrative of the Life of Frederick Douglass.
  • I can reread a complex text to understand it more deeply.
  • Independent reading check-in (optional)
  • None

Lesson 6Bringing Douglass’s Words to Life: The Fight with Covey

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use correct grammar and usage when writing or speaking. (L.7.1)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can determine the meaning of words and phrases in text (figurative, connotative, and technical meanings). (RI.7.4)
  • I can compare and contrast different media versions of a literary text (written vs. audio vs. film vs. staged, etc.). I can analyze the impact of the techniques unique to each medium. (RL.7.7)
  • I can read above-grade-level texts with scaffolding and support. (RI.7.10)
  • I can determine the meaning of words and phrases in an excerpt of Narrative of the Life of Frederick Douglass.
  • I can identify and use the tools of a storyteller to make a story come alive.
  • I can identify sentence fragments and run-on sentences, and correct them so they are complete sentences.
  • Excerpt 4 Text and Questions: The Fight with Covey
  • Complete Sentences Practice worksheet
  • None

Lesson 7Mid-Unit Assessment, Part 1 and Excerpt 4 Third Read

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.7.5)
  • I can compare and contrast different media versions of a literary text (written vs. audio vs. film vs. staged, etc.). I can analyze the impact of the techniques unique to each medium. (RL.7.7)
  • I can determine an author’s point of view or purpose in informational text. (RI.7.6)
  • I can read above-grade-level texts with scaffolding and support. (RI.7.10)

 

  • I can analyze how a storyteller uses tools unique to the medium to make a story come alive.
  • I can reread a complex text in order to understand it more deeply.
  • I can talk with a partner in order to understand a text more deeply.
  • Complete Sentence Practice worksheet (from Lesson 6 homework)
  • Excerpt 4 Text and Questions: The Fight with Covey
  • Mid-Unit 2 Assessment, Part 1
  • Back-to-back and Face-to-Face

Lesson 8Analyzing Douglass’s Purpose: Excerpt 4

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use correct grammar and usage when writing or speaking. (L.7.1)
  • I can determine an author’s point of view or purpose in informational text. (RI.7.6)
  • I can analyze how the author distinguishes his/her position from others’. (RI.7.6)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.7.5)
  • I can analyze how specific sections of Narrative of the Life of Frederick Douglass convey Douglass’s position on slavery.
  • I can identify key components of the narrative arc that summarize the story.
  • I can analyze how Douglass uses figurative language to convey meaning in Narrative of the Life of Frederick Douglass.
  • I can correct my writing so that all sentences are complete.
  • Excerpt 4 Text and Questions: The Fight with Covey
  • Excerpt 4 Analysis note-catcher
  • None

Lesson 9Understanding Douglass’s Words: An Escape Attempt

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can determine the meaning of words and phrases in text (figurative, connotative, and technical meanings). (RI.7.4)
  • I can analyze the impact of word choice on meaning and tone in an informational text. (RI.7.4)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.7.5)
  • I can read above-grade-level texts with scaffolding and support. (RI.7.10)
  • I can determine the meaning of words and phrases in an excerpt of Narrative of the Life of Frederick Douglass.
  • I can use common roots, prefixes, and suffixes as clues to the meaning of words in Narrative of the Life of Frederick Douglass.
  • I can identify different types of figurative language in Narrative of the Life of Frederick Douglass.
  • I can reread a complex text in order to make meaning of it.
  • Excerpt 5 Text and Questions: An Escape Attempt
  • Figurative Language cards
  • None

Lesson 10Analyzing Douglass’s Purpose: An Escape Attempt

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine an author’s point of view or purpose in informational text. (RI.7.6)
  • I can analyze how the author distinguishes his/her position from others’. (RI.7.6)
  • I can analyze how specific sections of Narrative of the Life of Frederick Douglass convey Douglass’ position on slavery.
  • I can identify the components of a narrative arc to summarize a story.
  • Excerpt 5 Text and Questions:  An Escape Attempt
  • Excerpt 5 Analysis note-catcher
  • None

Lesson 11Mid-Unit Assessment, Part 2: Analyzing an Excerpt from the Narrative

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can determine the meaning of words and phrases in text (figurative, connotative, and technical meanings). (RI.7.4)
  • I can analyze the impact of word choice on meaning and tone in an informational text. (RI.7.4)
  • I can determine an author’s point of view or purpose in informational text. (RI.7.6)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4 a and b)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.7.5 b and c)
  • I can determine the meaning of words and phrases in an excerpt of Narrative of the Life of Frederick Douglass.
  • I can analyze the impact of word choice and figurative language on meaning and tone in Narrative of the Life of Frederick Douglass.
  • I can analyze how specific sections of Narrative of the Life of Frederick Douglass convey Douglass’s position on slavery.
  • Mid-Unit 2 Assessment, Part 2

 

  • None

Lesson 12Reflecting on Douglass’s Narrative

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine a theme or the central ideas of an informational text. (RI.7.2)
  • I can reflect on the themes in Narrative of the Life of Frederick Douglass.
  • I can identify the tools a storyteller uses to make a performance powerful.
  • Personal reflection
  • Concentric Circles

Lesson 13Writing an Analysis Essay: Introducing the Writing Prompt and the Model Essay

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.7.2)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.7.4)
  • I can determine an author’s point of view or purpose in informational text. (RI.7.6)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
  • I can explain the writing prompt in my own words.
  • I can identify the focusing statement and analyze the structure of a model essay.
  • I can analyze how the model essay addresses the prompt.
  • Exit Ticket: Closely Reading the Prompt
  • None

Lesson 14Writing an Analysis Essay: Planning the Essay

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
  • I can determine an author’s point of view or purpose in informational text. (RI.7.6)
  • I can analyze how the author distinguishes his/her position from others’. (RI.7.6)
  • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.7.2)
  • I can select relevant evidence from Narrative of the Life of Frederick Douglass to support my focusing statement.
  • I can organize my ideas into a coherent essay that answers the prompt.
  • I can explain how my examples relate to the position of Frederick Douglass.
  • Frederick Douglass Essay Planner
  • Quote Sandwich (optional)
  • None

Lesson 15End of Unit 2 Assessment Writing the Analysis Essay Part 1

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can analyze how the author distinguishes his/her position from others’. (RI.7.6)
  • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.7.2)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.7.4)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
  • I can write an organized essay that explains the position of Frederick Douglass with relevant and well-chosen examples.
  • In my essay, I can analyze how Frederick Douglass distinguished his positions from those of his audience.
  • In my essay, I can use evidence effectively.
  • End of Unit 2 Assessment, Part 1
  • Get One-Give One-Move On
  • Concentric Circles

Lesson 16End of Unit 2 Assessment Writing the Analysis Essay, Part 2

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can analyze how the author distinguishes his/her position from others’. (RI.7.6)
  • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.7.2)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.7.4)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
  • I can write an organized essay that explains the position of Frederick Douglass with relevant and well-chosen examples.
  • In my essay, I can analyze how Frederick Douglass distinguished his positions from those of his audience.
  • In my essay, I can use evidence effectively.
  • End of Unit 2 Assessment
  • Independent reading check-in
  • None

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