Curriculum / ELA / 7th Grade / Unit 1: Longing to Belong: Poems, Essays, and Short Stories / Lesson 2
ELA
Unit 1
7th Grade
Lesson 2 of 25
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Analyze figurative language to reveal character perspective and motivation.
Short Story: “Popularity” by Adam Bagdasarian
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does the author use figurative language to reveal the narrator's perspective and motivations? Cite evidence from the text to support your answer.
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Questions about the text that will help guide the students understanding
What does the reader learn about the narrator in the first two paragraphs of the story? How are the narrator's experiences universal?
How does Adam Bagdasharian use figurative language to develop the narrator's perspective on page 2?
How does Adam Bagdasharian use an extended metaphor to reveal the narrator's motivations?
How does Adam Bagdasharian share his commentary on popularity through the narrator's experience?
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
figurative language
language that goes beyond the literal meaning of words and phrases and is used with the intention of creating an image, feeling, or deeper understanding for the reader
hyperbole
exaggerated statements or claims not meant to be taken literally
extended metaphor
a comparison of two unlike things that continues and is developed over the course of a poem or text
trepidation
n.
(p. 3)
A feeling of fear or hesitation about something that might happen or is about to happen
admiration
(p. 2)
A feeling of respect and appreciation for someone or something
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.
Podcast: “This American Life 803: Greetings, People of Earth | Act Four, Jorts and All” by Diane Wu
While reading, answer the following questions.
Who is Diane Wu and who is Gwyn?
Describe Gwyn. Provide examples to support your answer.
What does Gwyn want to learn how to do?
Describe what happens when Gwyn goes to the skate park.
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RL.7.3 — Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
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.7.6 — 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.7.6 — Analyze how an author develops and contrasts the points of view of different characters or narrators in a 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 the podcast and the delivery of the lines adds a layered meaning to the words in the transcript.
Identify how the author structures the text to explain the science behind our need to belong.
Standards
RI.7.2RI.7.5
RL.7.3RL.7.4
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.
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
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