Grade 7: “A Retrieved Reformation” by O. Henry – Inference and Evidence

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 http://www.cpalms.org/Public/PreviewResourceLesson/Preview/40389

COMMON CORE STANDARDS

Reading Literature

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.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Writing

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.

W.7.2(a) 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 (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

W.7.2(b) Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

W.7.2(c) Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

W.7.2(d) Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.7.2(e) Establish and maintain a formal style.

W.7.2(f) Provide a concluding statement or section that follows from and supports the information or explanation presented.

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”).

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”).

 

DESCRIPTION OF LESSON

This Grade 7 lesson titled “A Retrieved Reformation by O. Henry – Inference and Evidence” cited on the CPALMS Lesson Plan Development Initiative is intended to be completed in 3 hours and 45 minutes of ELA/Literacy instruction. In this lesson’s activities, students read O. Henry’s “A Retrieved Reformation” and analyze elements of the story, such as foreshadowing and inference, by identifying supporting details in a text; they also analyze the theme of the text. As a culminating activity, students will independently respond to one of two Extended Constructed Response prompts related to the passage using applicable selections from the text as evidence.

CAUTIONS

Connecticut teachers should be aware that the lesson plan lists its standards with Florida labels; while the standards listed above use the Common Core labeling, the wording remains the same. Before beginning the lesson, teachers should review the prior knowledge required of students for successful implementation. Although rubrics are included, the use of a Common Core-aligned rubric that elicits direct, observable evidence of the degree to which students can independently demonstrate all of the targeted standards is suggested.

RATIONALE FOR SELECTION

This lesson is an exemplary example of how to provide all students with multiple opportunities to engage with text of appropriate complexity for the grade level with scaffolding, as needed, so that students can directly experience the complexity of the text. The instructional expectations are addressed, and the lesson plan is easy to understand and use. Included in the lesson materials are: prior knowledge that students should have for the lesson, specific lesson plan activities with links to all materials needed, guided practice with teacher and peer support, independent activities to reinforce the lesson content, and suggested accommodations/recommendations and samples of student written responses. For assessing student knowledge and skills, there is a formative and a summative assessment, as well as tips and opportunities for additional teacher feedback.