Curriculum / ELA / 7th Grade / Unit 1: Longing to Belong: Poems, Essays, and Short Stories / Lesson 18
ELA
Unit 1
7th Grade
Lesson 18 of 25
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Lesson Notes
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Explain how the structure of "First Day Fly" conveys the narrator's perspective.
Short Story: “First Day Fly” by Jason Reynolds
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does Reynolds structure the story to convey the narrator's perspective?
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Questions about the text that will help guide the students understanding
What is the literary point of view in this short story? Why does Reynolds choose to write from this point of view?
How does Reynolds vary sentence structure to convey the narrator's perspective?
How does Reynolds use figurative language and colloquial language to convey the boy's thoughts and feelings?
Describe the relationship between the narrator and his mother. How does Reynolds develop this relationship?
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
literary point of view
the narrative perspective through which a story is told; most commonly first-person, second-person, third-person omniscient, or third-person limited
colloquial language
informal, everyday speech, which may include non-standard grammatical structures, slang, and idiomatic expressions
dependable
adj.
(p. 3)
deserving of trust or confidence; able to be counted on
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: “Identity” by Julio Noboa Polanco
While reading, answer the following questions.
What is the title of the poem?
How does the title contribute to the meaning of the poem?
What is the poet's message about weeds and flowers?
What might the weeds and flowers represent?
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RL.7.5 — Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
RL.7.6 — 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
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.7.2 — 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.7.10 — 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.b — Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").
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.
Next
Analyze how Polanco develops the theme of the poem through figurative language and word choice.
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
Analyze how Farizan develops the symbol of cooking in the novel.
RL.7.2RL.7.4
Students will explain the theme or message in America Ferrera's introduction.
RL.7.5RL.7.6
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
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