Curriculum / ELA / 7th Grade / Unit 1: Defining America: Poems, Essays, and Short Stories / Lesson 3
ELA
Unit 1
7th Grade
Lesson 3 of 25
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Determine the impact of specific words, phrases, and literary devices on meaning in the poem, “New Colossus.”
Poem: “The New Colossus” by Emma Lazarus
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What is the poet’s message in this poem? What does she want the reader to think and feel after reading the poem? Provide evidence to support your theme statement and carefully explain your thinking.
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
How is the “Mother of Exiles” similar to and different from the Colossus of Rhodes? Why does the poet begin the poem with this comparison? Support your answer with evidence from the poem, paying close attention to descriptive words.
What characteristics is the poet giving to the Statue of Liberty through personification? Why would the poet choose to personify this statue? Support your answer with specific words and phrases from the text.
What words does the poet use to describe the people who the “Mother of Exiles” welcomes? Select at least three specific words. What are the connotations of these words? What is significant about who she is choosing to welcome?
Do you feel that this poem is still relevant today? Why or why not?
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 device
n.
any writing technique an author uses to develop and convey deeper meaning in a 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.
personification
a literary device where non-human beings or things are given human characteristics/qualities.
connotation
the social, cultural, and emotional associations words have, beyond the dictionary definition (denotation).
theme
the author’s message in the text about the way the world works or what it means to be human. Generally applied to literary texts (fiction, poetry, dramatic works).
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: “America and I” by Anzia Yezierska — paragraphs 1-49
While reading, answer the following questions.
Where is the narrator from originally?
What problems does the narrator face once she arrives in America?
What is life like for the narrator while she is working for the American family?
What happens when the narrator asks for her wages? How does the American family respond?
What does the narrator do for her second job? How does it compare to the first?
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L.7.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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.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").
Lesson 2
Lesson 4
Identify recurring themes/words/concepts and definitions of what it means to be American.
L.7.6 RI.7.2
Briefly summarize historical trends in migration, and explain the meaning of words and phrases related to immigration to the United States.
L.7.4 L.7.4.a L.7.4.c L.7.4.d RI.7.2 RI.7.4
L.7.5 RL.7.2 RL.7.4
Identify examples of figurative language used in “America and I,” and explain the impact of these on meaning.
L.7.5 L.7.5.a RI.7.4 RL.7.4
Explain how setting and specific experiences shape Yezierska's perspective and beliefs about America.
RI.7.3 RI.7.6
Writing
Unpack a prompt, study a mentor text, and gather evidence in preparation for writing a paragraph response.
RI.7.3 W.7.1 W.7.5
Outline and draft a paragraph response, including a strong claim statement, quoted textual evidence, and a concluding statement.
RI.7.3 W.7.1 W.7.1.a W.7.1.b W.7.1.e W.7.5
Draft and revise a paragraph response, focusing on writing strong analysis.
L.7.1 L.7.1.a RI.7.3 W.7.1 W.7.1.c
Compare and contrast stories presented in different forms of media, and explain how these stories illustrate aspects of the immigrant experience in America.
RI.7.2 RI.7.7
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.
RI.7.3 RI.7.4
Explain how setting and specific experiences shape the writer's sense of his identity in the essay, "Hello, My Name Is _______."
RI.7.3 W.7.1.c
Explain how poet Adrienne Su uses word choice to develop the speaker's perspective on being the child of immigrants.
RL.7.3 RL.7.4 W.7.1.c
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.
RL.7.6
Explain how the structural choices in the poem, “Where You From?” help to develop meaning.
RL.7.4 RL.7.5
Gather and synthesize information on DACA and DREAMers from diverse sources in preparation for creating an informational poster.
W.7.7 W.7.8
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.
SL.7.5 W.7.7 W.7.8
Explain how beliefs and environment shape the behavior of individuals in "Call Me American."
RI.7.3
Plan and draft a paragraph response to a prompt, drawing strong evidence from a source text.
W.7.1 W.7.1.a W.7.1.b W.7.5
Draft and revise paragraph responses.
L.7.1 L.7.1.b W.7.1 W.7.1.c
Socratic Seminar
Take a clear position on a question and share evidence to support that point of view in a Socratic dialogue.
SL.7.1 SL.7.1.a SL.7.1.b SL.7.4
Unpack the expectations of a Writing Task, study a Mentor Text, and begin to plan a personal narrative.
W.7.3 W.7.5
Draft a body paragraph that includes descriptive, sensory details about a specific food.
W.7.3 W.7.3.b W.7.3.d
Draft an engaging introductory paragraph and experiment with narrative pacing while writing body paragraphs.
W.7.3 W.7.3.a W.7.3.b
Write strong conclusions, differentiate between sentence types, and engage in peer feedback.
L.7.1 L.7.1.b W.7.3 W.7.3.e W.7.5
Assessment – 2 days
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