Sequence / Skills / Resources / Assessments / Instructional
Strategies /
1. Analyzing: What is Culture?
This module includes attachments. / Students will be able to:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (7.W.4) / Extended/Short Texts:
Ling’s Geography/Memory/Culture Map in Prologue of Revolution
Revolution pp. 247-248 Historical Background
Electronic Resources and Alternative Media: http://www.history.com/topics/cultural-revolution
Instruction:
Map of China (see attachments)
Neighborhood Memory Map focusing on Geography, Culture and Memories / Formative Assessments:
Discussion: What is culture?
Personal memory map--labeled
Ling’s map from the book-labeled
Summative Assessments:
Journal Response- Compare Ling’s culture to your culture. How are they similar and different? / Culture Discussion
View map of China, whole class.
Neighborhood Memory Map & Presentations
Compare/Contrast personal map with Ling’s map.
Label the maps: Geography/Location, Cultural Identity, Memories.
Label Ling’s map.
2 Heritage and History
This module includes attachments. / Students will be able to:
analyze the author’s claim and evidence, determine key words and phrases that support his claim and evidence and be able to summarize the text and its claim and evidence in talking to the text, writing, and discussion (RL-2, RI-4, W-10, SL-4).
with some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Write routinely over extended time. (7.W.5; 7.W.10) / Extended/Short Texts:
“Heritage and History aren’t the Same Thing,” by Steven Conn from Avid Weekly
www.history.com/topics/cultural-revolution (resource for Cultural Revolution of China)
Instruction:
Critical Reading Talking to Text guidelines
Writing Prompt Questions.
Pre-reading discussion questions
Related to Heritage and History
Adjusted Heart Map exercise / Formative Assessments:
Talking to Text
Summative Assessments:
Writing response- How are heritage and history similar and different?
My Family’s Heritage and History Heart Map / Critical reading process and norms for talking to text.
Heritage and History- Read and discuss
Students rea d and interact with the text.
Heart map: Heritage, History.
Writing response.
Class discussion: article and writing response. Pre-reading of Revolution connections.
3. What is Revolution?
This module includes attachments. / Students will be able to:
determine key concepts related to primary fiction book Revolution... (L-5). / Extended/Short Texts:
Revolution Is Not a Dinner Party
Instruction:
Literary Devices Hand-Out
Revolution: definitions and word origin
Plot Analysis
Literary Devices / Formative Assessments:
Classroom discussion.
Journal entry log:
Vocabulary
Summative Assessments:
Journal Response- How has your understanding of revolution changed over the course of this lesson? / Activate prior knowledge through discussion- What is revolution?
Make predictions
Create Literary Device log in journal
Plot Analysis Graphic Organizer
Literary Devices Handout
4. Chapters 1-4 Contradictions and Change
This module includes attachments. / Students will be able to:
cite several pieces textual evidence that supports an analysis of what text says explicitly as well as implicitly. (RL-1)
Read and analyze fiction. (RL-5) / Extended/Short Texts: Revolution Is Not a Dinner Party
Under the Blood Red Sun
Electronic Resources and Alternative Media: The Universal Declaration of Human Rights | United Nations
Instruction:
Chapter questions
Vocabulary/Key Terms in Journals
http://www.vocabulary.com / Formative Assessments:
Journal Entry Response
Vocabulary Log
Continue Lit. Device identification and logging.
Vocabulary/Key Terms
Summative Assessments:
Vocabulary Quiz / Journal –Respond to the module questions (see attachment)
Journal- Vocabulary
5. Section 2: Bamboo in the Wind
This module includes attachments. / Students will be able to:
cite several pieces of textual evidence to support text analysis (RL-1).
discuss theme and central conflict (SL-1, SL-3). / Extended/Short Texts: Revolution is not a Dinner Party
Instruction:
Writing Prompt
Theme and central conflict discussion for lesson. / Formative Assessments:
Continue Literary Devices log in Journal.
Summative Assessments:
Writing response:
Compare and contrast Revolution quote of Mao with Physician’s Creed (pp. 104-106) and inter-relate with theme and central conflict. (Identify theme)
“Revolution is an insurrection…” (p. 104)
“A great physician should not …question whether his patient is an enemy or a friend.” (pp. 105) / Teacher-led introduction of theme and central conflict.
Students take Cornell Notes on theme and central conflict in literature.
Student generated, text supported theme & central conflict analysis.
Small group discussion. Whole class discussion.
Tie in with initial unit critical questions and explorations.
Writing response.
6. Poetry Analysis
This module includes attachments. / Students will be able to:
cite several pieces of textual evidence to support text analysis (RL-1).
discuss theme and central conflict (SL-1, SL-3). / Extended/Short Texts:
Near the Wall of a House by Yehuda Amichai
Near the Wall of a House, by Yehuda Amichai - Poem 074 | Poetry 180: A Poem a Day for American High Schools, Hosted by Billy Collins, U.S. Poet Laureate, 2001-2003 (Poetry and Literature, Library of Congress)
Instruction:
Poetry Analysis Power Point / Formative Assessments:
Class Discussion
Summative Assessments:
Poetry Explication & Analysis / Poetry- read aloud, partner read, whole group reading and discussion
Poetry Analysis (Independent)
Whole Class Discussion:
Connect to Ling’s journey & Essential Questions.
7. Character Analysis
This module includes attachments. / Students will be able to:
analyze character traits, development and relationships. (RL-1).
write narratives to develop real or imagined experiences (W-3).
write routinely over extended time. (W-10) / Extended/Short Texts: Revolution Is Not a Dinner Party
Instruction:
Character Analysis Chart
Narrative Letter / Formative Assessments:
Character Analysis Chart
Summative Assessments:
Narrative Letter
(Choose one of three characters, address letter to Chairman Mao) / Identity/Voice activity, small group exploration, large paper to post at completion.
Teacher Instruction:
Character Analysis, traits, development, relationships.
Small group: Complete Character Analysis Charts.
Using Character Analysis Chart as resource, Narrative Letter Independent Work.
8. Section 3: Bridge Behind Mao
This module includes attachments. / Students will be able to:
determine the central theme and conflict of their text, connecting it to (comparing and contrasting) with a supplemental short text (RL-2). / Extended/Short Texts:
Excerpts from “Long Walk to Freedom” by Nelson Mandela
Instruction:
Plot Analysis Chart
Story Ray Instructions (from Worlds of Words | International Collection of Children's and Adolescent Literature)
Central Conflict Reference / Formative Assessments:
Story Ray
Central Conflict Notes
Summative Assessments:
Completed Plot Analysis Chart with Central Conflict Analysis (completed using comparison with Mandela text with similar conflict). / Plot Analysis
Class Discussion
9. Final Essay / Students will be able to…
write arguments to support claims with clear reasons and relevant evidence (W-1).
write routinely over extended time (W-10). / Extended/Short Texts: Read The Declaration of Human Rights
www.un.org/en/universal-declaration-human-rights/index.html
Instruction:
Claims Evidence Graphic Organizer
5 Paragraph Essay Graphic Organizer
Essay Prompt / Formative Assessments:
Journal Reflection: What have
you learned from reading the Declaration of Human Rights?
Summative Assessments:
Choose a story you read from this Unit. Reflect on human rights and think about a character whose human rights were violated. Respond- Whose rights were violated and how were they violated? / Teacher led lesson- review 5 Paragraph Essay.
Declaration of Human Rights Reading
Teacher led lesson -Review claims/evidence introduction from Heritage vs. History article
Essay writing.
10. (Optional)
Student Led Inquiry & Action Project / Students will be able to…
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (7.W.4) / Extended/Short Texts: The Declaration of Human Rights.
Instruction:
Reread the Declaration of Human Rights. / Formative Assessments:
Journal Reflection: Record any questions you have about human rights. Think about what you have learned throughout the Unit. Choose a question to investigate for your inquiry project.
Summative Assessments:
Inquiry- Investigate human rights violations and argue whether or not there is ever a good reason to violate a human’s rights.
Argumentative Essay: Is it ever okay to violate a person’s human rights? / Declaration of Human Rights rereading
Friere Inquiry Process Explication
Argumentative Essay Rubric- Class created
End of Unit Journal Reflection
ELA, Office of Curriculum Development© Page 6 of 6
These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students.