Curriculum / ELA / 7th Grade / Unit 1: Longing to Belong: Poems, Essays, and Short Stories / Lesson 16
ELA
Unit 1
7th Grade
Lesson 16 of 25
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Analyze how Farizan develops the symbol of cooking in the novel.
Book: Fresh Ink: An Anthology — “Why I Learned to Cook” by Sara Farizan
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Prior to the start of class, print out the quotes in the Hamlet Quote Card resource and glue/tape them to a notecard in order to be prepared for the opening activity. If possible, move the student desks/tables to the side of the room so that there is room for students to walk around. Alternatively, take students to a space outside the classroom where they will have more room to engage in the activity.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What does cooking symbolize in the story? How does this symbolism contribute to the theme of the story?
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Questions about the text that will help guide the students understanding
Summarize the exposition of the story. What conflict does the author present in the first pages of the story?
What lesson does Yasaman's grandmother teach her at the supermarket? How does the author develop the reader's understanding of the lesson Yasaman learns?
How does Sara Farizan use figurative language to characterize Hannah and Yasaman? Cite evidence from the text to support your answer.
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
symbolism
a character, setting, object, or event that represents a larger, more complex concept or idea
exuberance
n.
(p. 87)
enthusiasm and happiness
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.
Essay: “Introduction” by America Ferrera
While reading, answer the following questions.
How does America Ferrera feel about the first day of school?
What does America Ferrera's mother remind her of when she complains about homework?
What is America's dream when she grows up?
Describe her journey. Does she achieve her dreams? Why or why not?
Why does America Ferrera compile the book, American Like Me? What is the goal of the anthology?
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RL.7.2 — 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.
RL.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.
Standards that are practiced daily but are not priority standards of the unit
L.7.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.7.5.a — Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
L.7.5.b — Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
L.7.5.c — Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.6 — 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.
RL.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.
RL.7.10 — 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.
SL.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.
SL.7.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.7.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.7.1.a — Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
W.7.1.b — Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
W.7.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.7.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.9.a — 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").
Next
Students will explain the theme or message in America Ferrera's introduction.
Identify how the author structures the text to explain the science behind our need to belong.
Standards
RI.7.2RI.7.5
Analyze figurative language to reveal character perspective and motivation.
RL.7.3RL.7.4
Analyze how the podcast and the delivery of the lines adds a layered meaning to the words in the transcript.
RI.7.4RI.7.7
Summarize Geoffrey Cohen's research on the science of belonging and connection.
RI.7.2
Analyze how word choice and structure contribute to the speaker's perspective in the poem.
RL.7.4RL.7.5RL.7.6
Gather information from various multimedia sources to determine the central idea of belonging for Native People of the Northern Plains.
RI.7.2RI.7.9
Explain how the structural choices in the poem, "Where You From?" develop meaning.
RL.7.2RL.7.5
Explain how Carmen Perez's experiences in her community shape her life.
RI.7.2RI.7.3
Analyze how the poet uses repetition to convey the tone of a poem.
RL.7.4RL.7.5
Unpack the elements of argumentative writing through a Mentor Text.
W.7.1W.7.9
Unpack an argumentative essay prompt, write a strong claim statement, and outline an essay.
W.7.1W.7.5W.7.9
Draft and revise two strong body paragraphs.
W.7.1W.7.1.aW.7.1.bW.7.1.c
Draft strong introduction and conclusion paragraphs.
W.7.1W.7.1.aW.7.1.e
Revise essays for tone and strengthen argument through counterclaims.
W.7.1W.7.1.cW.7.1.d
Compare the theme presented in a nonfiction essay, "Hello, My Name Is _______" and a poem, "Teenagers."
RL.7.2
RL.7.2RL.7.4
Explain how the structure of "First Day Fly" conveys the narrator's perspective.
RL.7.5RL.7.6
Analyze how Polanco develops the theme of the poem through figurative language and word choice.
Take a clear position on a question and share evidence to support that point of view in a Socratic dialogue.
SL.7.1SL.7.1.aSL.7.1.bSL.7.4
Unpack the expectations of a Writing Task, study a Mentor Text, and begin to plan a personal narrative.
W.7.3W.7.5
Draft a body paragraph that includes descriptive, sensory details about a specific food.
W.7.3W.7.3.bW.7.3.d
Draft an engaging introductory paragraph and experiment with narrative pacing while writing body paragraphs.
W.7.3W.7.3.aW.7.3.b
Write strong conclusions, differentiate between sentence types, and engage in peer feedback.
L.7.1L.7.1.bW.7.3W.7.3.eW.7.5
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
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