Unit 1: Defining America: Poems, Essays, and Short Stories
Lesson 13 of 25
Explain how the author develops the speaker’s point of view in the short story, “Who’s Irish,” and contrasts it with other characters in the text.
Short Story: “Who’s Irish?” by Gish Jen (In Who's Irish?: Stories, Vintage, 2000)
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How does being an immigrant influence the speaker’s perspective of her granddaughter's behavior? How is this perspective different from her daughter’s? Provide specific evidence from pages 8–12 to support your answer.
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
Who is the narrator in this story? How does the author use word choice and syntax to help the reader understand parts of the narrator's identity? Provide specific evidence from the first two pages of the story.
What is the narrator's perspective of the Shea family? How does the author use comparison to develop the reader's understanding of her perspective? Provide specific evidence from the first two pages of the story to support your answer.
What is Bess's perspective of the narrator? How does the author develop her perspective? Provide specific evidence from the final two pages of the text to support your answer.
How might the speaker answer the question: what does it mean to be American?
Monitor student understanding of this lesson objective with an Exit Ticket.
Reading and/or task to be completed at home in preparation for the next lesson.
To ensure that students are prepared for the next lesson, have students complete the following reading for homework. Use guidance from the next lesson to identify any additional language or background support students may need while independently engaging with the text.
Poem: “Where You From?” by Gina Valdez
Enhanced Lesson Plan
— Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
Standards that are practiced daily but are not priority standards of the unit
— Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
— Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
— 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.
— Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
— Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
— By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
— 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.
— Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
— Write arguments to support claims with clear reasons and relevant evidence.
— 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.
— Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
— Draw evidence from literary or informational texts to support analysis, reflection, and research.
— Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a 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").
— 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.
Identify recurring themes/words/concepts and definitions of what it means to be American.
Briefly summarize historical trends in migration, and explain the meaning of words and phrases related to immigration to the United States.
Determine the impact of specific words, phrases, and literary devices on meaning in the poem, “New Colossus.”
Identify examples of figurative language used in “America and I,” and explain the impact of these on meaning.
Explain how setting and specific experiences shape Yezierska's perspective and beliefs about America.
Unpack a prompt, study a mentor text, and gather evidence in preparation for writing a paragraph response.
Outline and draft a paragraph response, including a strong claim statement, quoted textual evidence, and a concluding statement.
Draft and revise a paragraph response, focusing on writing strong analysis.
Compare and contrast stories presented in different forms of media, and explain how these stories illustrate aspects of the immigrant experience in America.
Explain the meaning and impact of specific words and phrases in the essay, “An Iraqi Immigrant’s Unexpected Role,” and reflect on what the essay reveals about the immigrant experience.
Explain how setting and specific experiences shape the writer's sense of his identity in the essay, "Hello, My Name Is _______."
Explain how poet Adrienne Su uses word choice to develop the speaker's perspective on being the child of immigrants.
Explain how the structural choices in the poem, “Where You From?” help to develop meaning.
Gather and synthesize information on DACA and DREAMers from diverse sources in preparation for creating an informational poster.
Work collaboratively to create a poster that educates others on the topic of DACA and the DREAM Act, and effectively present their poster to the class.
Explain how beliefs and environment shape the behavior of individuals in "Call Me American."
Plan and draft a paragraph response to a prompt, drawing strong evidence from a source text.
Draft and revise paragraph responses.
Take a clear position on a question and share evidence to support that point of view in a Socratic dialogue.
Translate the expectations of the writing task and analyze a mentor text.
Outline a real experience with food and translate this memory into a narrative.
Draft an engaging and informative introduction.
Compose a complete narrative and revise for transitions, mechanics, and organization.
Differentiate between simple, compound, and complex sentences.
Assessment – 2 days
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