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Unit 6
Cycle 3
Unit 6 - Cycle 3 Goals4 (Blue) - I know this goal so well that I could teach it to someone else.
3 (Green) - I know this goal very well and feel confident in my knowledge of it.
2 (Yellow) - I know a little bit about this goal, but I’m not entirely confident in my knowledge of it.
1 (Red) - I know nothing about this goal, and need support in my learning.
Unit 6 - Cycle 3 Goals
● 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.
Unit 6 - Cycle 3 Goals
● RL.7.3 - Analyze how particular elements of a story or drama interact.
Unit 6 - Cycle 3 Goals
W.7.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Unit 6 - Cycle 3 Goals
W.7.2a - Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting, graphics, and multimedia when useful to aiding comprehension.
Unit 6 - Cycle 3 Goals
W.7.2b - Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Unit 6 - Cycle 3 Goals
W.7.2f - Provide a concluding statement
Unit 6 - Cycle 3 Goals
W.7.3a - Organize an event sequence that unfolds naturally and logically.
Unit 6 - Cycle 3 Goals
W.7.3b - Use narrative techniques, such a dialogue, pacing, and description, to develop experiences, events, and/or characters.
Unit 6 - Cycle 3 Goals
L.7.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Unit 6 - Cycle 3 Goals
L.7.3a - Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
Unit 6 - Cycle 3 Goals
L.7.4b - Use common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word.
Unit 6 - Cycle 3 Goals
L.7.5b - Use the relationship between particular words to better understand each of the words.
Unit 6 - Cycle 3 Goals
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.
3 - Reading Skill: Compare and Contrast
A comparison tells how two or more things are alike.
A contrast tells how two or more things are different.
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Reading Skill: Compare and Contrast
Often, you can understand an unfamiliar concept by using your prior knowledge to compare and contrast.
For example, you may understand an ancient culture better if you look for ways it is similar to and different from your own culture.
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4 - Literary Analysis: Cultural ContextStories such as fables, folktales, and myths are influenced by the cultural context, or background, customs, and beliefs, of the people who originally told them.
Using the Strategy: Cultural Context Chart
This chart helps to identify the cultural context of a literary work. Consider the impact that cultural context might have on the author’s intended theme, or message about life.
Story Title
Time Customs
Place Beliefs
Folk Tale● Definition - folktales may deal with real people or magical characters. They
reflect the values and beliefs of the culture in which they were created. (cultural context)
● Character - real or magical characters ● Setting - place is briefly mentioned (humble cottage, magic kingdom) that fits
the typical geography of the culture. Time is long ago.● Conflict - usually every day problems that real people encounter● Lesson/Moral/Resolution - moral advice that is given to the reader
5 - Background for the Folk TaleMany cultures have folk tales similar to the folk tales of other cultures.
Stories about creation, the discovery of fire, and the origin of the seasons come from many different lands and peoples.
Each culture changes the story to suit its own values and customs.
991
Read and Discuss
Read and discuss, Sun and Moon in a Box (pages 992-996)
Using the Strategy: Cultural Context Chart
This chart helps to identify the cultural context of a literary work. Consider the impact that cultural context might have on the author’s intended theme, or message about life.
Story Title
Time Customs
Place Beliefs
8 - Compare and Contrast
Compare and contrast Eagle and Coyote.Think about how they look, their abilities, and how they react to responsibility.
Coyote Eagle
9 - Literary Analysis: Cultural Context
Key Ideas and Details: Describe where Coyote and Eagle are when they first see the box. How do these details help you understand the cultural context of the story?
Integration of Knowledge and Ideas: What Zuni (ancient American Indian people who live in the American Southwest) beliefs and values are revealed in this folktale.
997
11 - AnalogyAn analogy shows the relationship between a pair of words.
Use the following words to complete each analogy: regretted, reliable, curiosity, pestering, relented, cunning
came in : went out :: ______________________ : stood firm
insult : anger :: ______________________ : annoyance
famous : unknown :: ______________________ : undependable
felt pride: accomplishment :: ______________________ : mistake
amiable : friendly :: ______________________ : sly
kindness : cruelty :: ______________________ : disinterest
Word StudyUse the context of the sentences and what you know about the Latin suffix -ity to explain the answer to each question.
1. Would a supervisor appreciate a worker’s productivity?2. If I show sensitivity, am I being thoughtful?
997
Word Study
The Latin suffix -ity means state, quality, or condition of.
density
integrity
reliability
997
12 - Dialect
Dialect is the form of a language that is spoken by people in a particular region or social group.
It differs from standard English in pronunciation, grammar, word choice, and sentence structure.
Dialect used in the retelling of a folk tale honors the oral tradition by helping the reader “hear” how the story was first told.
999
Read and Discuss
Read and discuss, How the Snake Got Poison (pages 1000-1002)
13 - Compare and Contrast
Compare and contrast snake and varmints at the beginning of the story. Think about how they look, and their abilities.snake varmints
14 - Literary Analysis: Cultural Context
Craft and Structure: How does the author’s use of dialect help you understand the cultural context of the story.
Integration of Knowledge and Ideas: In the story, God says to the snake, “You got to have some kind of protection.” What does this statement show about beliefs within the culture where the story originated.
1003
AnalogyAn analogy shows the relationship between a pair of words.
Use the following words to complete each analogy: ornament, suit, immensity, varmints
cold: hot :: ______________________ : smallness
ignore : neglect :: ______________________ : satisfy
critters : creatures :: ______________________ : vermin
hiking: trekking :: ______________________ : decorate
Word StudyUse the context of the sentences and what you know about the Latin suffix -ity to explain the answer to each question.
1. Can gentle stretching increase your flexibility?2. Would your mobility be affected by a broken leg?
1003
Word Study
The Latin suffix -ity means state, quality, or condition of.
probability
vanity
sincerity
1003
16 - Informative Text: Plot SummaryWrite a plot summary of either “Sun and Moon in a Box” or “How the Snake Got Poison.”
● Take notes to describe each element of the folk tale: setting, major characters, main events, and final outcome. (on the back of your blue paper)
● Use your notes to write your summary. Include one major event from the beginning, middle, and end of the story.
● Conclude your summary by stating a possible theme that logically supports the ideas you present.
Remember to remain objective, avoiding your personal reactions and including only the most important ideas and details.
pictures
cultural context/ time, place, customs, and beliefs
subject/who or what the text is about
main idea of the text
16
folktale
beginning
middleend
...and theme
16
Final draft on a separate sheet of paper, also numbered 16.
How the sun and moon came to be in the sky OR how the snake got its poison.
writes/retells/shares
19 - Literary Analysis: Folk Tales
A form of fiction, a folk tale is a story that is composed orally then passed from person to person by word of mouth.
Though they originate in this oral tradition, most folk tales are eventually collected and written down.
Similar folk tales are told by different cultures throughout the world, using common character types, plot elements, and themes.
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19- Literary Analysis: Folk Tales
Folk tales often teach a lesson about life and clearly differentiate between good and evil.
Folk tales are part of the oral tradition that also includes fairy tales, legends, myths, fables, tall tales, and ghost stories.
1007
Read and Discuss
Read and discuss, The People Could Fly (pages 1010-1014)
20 - Compare and Contrast
Compare and contrast the personalities of Toby and the Overseer. How are they similar? How are they different?
In Unit 6 Packet - Questions 45-50
21 - Literary Analysis: Folk TalesCraft and Structure: Using the chart, identify examples of the elements of folk tales that you find in the story and explain how they contribute to the meaning of the story.
Elements: Characters Plot Events Lesson Theme
Examples:
Word StudyUse the context of the sentences and what you know about the Latin root -myst- to explain the answer to each question.
1. Would a mysterious disappearance be easy to solve?2. If I am mystified by your answer to my question, how might I respond?
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Word Study
The Latin root -myst- means a secret rite.
mystique
mystical
mysticism
1015
Fable● Definition - brief stories or poems that often feature animal characters who act
and speak like humans.● Character - animals, personified ● Setting - mythic or generic environment● Conflict - one animal has a conflict (either internal or external)● Lesson/Moral/Resolution - one character lesson/moral
Legend● Definition - Legends are traditional stories based on real-life events. As these
stories are told and retold, fact often changes to fiction, and the characters often become larger than life.
● Character - real/historical people with exaggerated abilities; can be animals, personified.
● Setting - Place is culturally relevant; time is historical.● Conflict - Focus is on difficult tasks or obstacles to be overcome.● Lesson/Moral/Resolution - Sometimes, it teaches a lesson. Main character may
fulfill their destiny or fail to do so.
Tall Tale● Definition - often focus on a central hero who performs impossible feats● Character - everyday people who are heros by the use of hyperbole ● Setting - a familiar setting (the American frontier, a European countryside, or
the Canadian Northwest)● Conflict - is solved in a humorous way● Lesson/Moral/Resolution - tells about a person’s accomplishments; hyperbole
Read and discuss
Read and discuss The Other Frog Prince and Duckbilled Platypus vs. BeefSnakStik (pages 909-910)
22 - Craft and Structure - Pages 907-910Fable/Fairy Tale Hyperbole Personification
Grasshopper Logic
The Other Frog Prince
Duckbilled Platypus vs. BeefSnakStik
Unit 6, Cycle 3 Packet1. Unit 6, Cycle 3 Goals Worksheet2. Direct Object Notes3. Reading Skill: Compare and Contrast4. Literary Analysis: Cultural Context 5. Background for the Folk Tale6. Literary Interactions7. Indirect Objects8. Compare and Contrast (Sun and Moon in a Box)9. Literary Analysis: Cultural Context (Sun and Moon in a
Box)10. The Appositive11. Analogy
12. Dialect13. Compare and Contrast (How the Snake Got its Poison)14. Literary Analysis: Cultural Context (How the Snake Got its Poison)15. The Gerund16. Informative Text: Plot Summary17. The Gerund Phrase18. Simple Sentence19. Literary Analysis: Folktales (notes)20. Compare and Contrast (The People Could Fly)21. Literary Analysis: Folktales (worksheet)22. Craft and Structure - Pages 907-91023. Model Selection: The Oral Tradition WS24. Compound Sentence
- Bell Ringer WS- Unit 6 Packet- Myths and Legends definition worksheet
Unit 6 - Cycle 3 Goals4 (Blue) - I know this goal so well that I could teach it to someone else.
3 (Green) - I know this goal very well and feel confident in my knowledge of it.
2 (Yellow) - I know a little bit about this goal, but I’m not entirely confident in my knowledge of it.
1 (Red) - I know nothing about this goal, and need support in my learning.
Unit 6 - Cycle 3 Goals
● 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.
Unit 6 - Cycle 3 Goals
● RL.7.3 - Analyze how particular elements of a story or drama interact.
Unit 6 - Cycle 3 Goals
W.7.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Unit 6 - Cycle 3 Goals
W.7.2a - Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting, graphics, and multimedia when useful to aiding comprehension.
Unit 6 - Cycle 3 Goals
W.7.2b - Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Unit 6 - Cycle 3 Goals
W.7.2f - Provide a concluding statement
Unit 6 - Cycle 3 Goals
W.7.3a - Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
Unit 6 - Cycle 3 Goals
W.7.3b - Use common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word.
Unit 6 - Cycle 3 Goals
L.7.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Unit 6 - Cycle 3 Goals
L.7.3a - Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
Unit 6 - Cycle 3 Goals
L.7.4b - Use common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word.
Unit 6 - Cycle 3 Goals
L.7.5b - Use the relationship between particular words to better understand each of the words.
Unit 6 - Cycle 3 Goals
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.
Unit 6, Cycle 3 Quiz
Complete the Unit 6, Cycle 3 Quiz in Schoology
Unit 6, Cycle 3 Quiz
Complete the Unit 6, Cycle 3 Test Score Goals
Informative Text: Plot Summary
Turn in the Informative Text: Plot Summary in Google Classroom.