Unit 7

What does it take to be

a good decision maker?
 Unit 7
What does it take to be a good decision maker?

OVERVIEW Suggested Pacing: 20 instructional days

Key Concepts
1: Identifying the point of view from which a story is told helps us understand and analyze
the author’s perspective.
2: In a work of nonfiction, a writer organizes both facts and opinions in a way that best fits
the subject and the writer’s purpose.
3: People’s lives are shaped by the decisions they make in the face of conflict.
4: Comparing ideas across texts allows us to connect with and learn from people from
different backgrounds and historical periods.

Unit Performance Assessment

Talk-Show-Style Panel Discussion
Teacher’s notes, activity sheet, and rubric, pp. 591–599
Students will prepare responses to given questions and then, while representing the subject
of their chosen biography or autobiography, participate in a talk-show-style panel discussion
focused on identifying the characteristics of good decision makers.

EdVantage
Throughout this unit, students will develop skills that are essential to lifelong learning, such as how
to choose interesting and appropriate books to read, how to be an active listener and an effective
speaker, and how to collaborate with others to make decisions and create products. The focus of this
unit, cooperative learning, emphasizes several of the Core Values, including that all people can add
value and individuals are responsible for their actions.

512 MANATEE CORE CURRICULUM

General Notes
During Unit 7, students will participate in a Literature Circles model of instruction in order to read
autobiographies or biographies and discuss the qualities of good decision makers. The first Key
Concept is dedicated to teaching students how to select books to read and how to participate in
Literature Circle discussions. Students will participate in one Literature Circle discussion during each
subsequent Key Concept. The remainder of the time is dedicated to in-class reading and structured
mini-lessons focused on reviewing reading strategies, analyzing point of view, identifying the
organizational structure of nonfiction texts, and making connections between texts. Before starting
the unit, arrange your classroom so that it is conducive to small-group cooperative learning.
(See Additional Information in Key Concept 1 for suggestions.)

Prerequisites
• Students should have had practice with such small-group skills as listening respectfully to the
opinions of others, vocalizing their ideas, speaking in turn, and asking clarifying questions.
• Students should know how to use a dictionary and thesaurus.
• Students should have had practice applying comprehension strategies before, during, and
after reading, such as adjusting their reading rate, using context clues, rereading, predicting,
questioning, and summarizing.
• Students should be able to define and identify nouns, verbs, adjectives, and adverbs.

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 513

 Focus Content and Skills
Reading Grammar and Mechanics
• Analyze point of view • Prepositions and prepositional phrases
• Distinguish between fact and opinion • Appositives and appositive phrases
• Make connections across texts
• Analyze organizational pattern of nonfiction Vocabulary
texts • Independent word study (based on reading)
• Summarize text • Determine meanings of unknown words
• Determine main idea and supporting details using reference materials
• Categorize key vocabulary
Writing
• Autobiographical and biographical sketches
• Expository essay

Sunshine State Standards

Focus Benchmarks
The following is a list of the state benchmarks addressed most frequently and in the greatest depth
during this unit. Other benchmarks may be addressed from time to time, aligned to specific learning
objectives.
Reading Process
LA.6.1.6.3, LA.6.1.6.10, LA.6.1.7.3, LA.6.1.7.6
Literary Analysis
LA.6.2.2.2, LA.6.2.2.3, LA.6.2.2.4, LA.6.2.2.5
Writing Process
LA.6.3.1.2, LA.6.3.1.3, LA.6.3.2.2, LA.6.3.3.4, LA.6.3.5.1
Writing Applications
LA.6.4.2.1, LA.6.4.2.3
Communication
LA.6.5.2.1
Information and Media Literacy
LA.6.6.2.3

514 MANATEE CORE CURRICULUM

Teacher’s Notes

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 515

 Unit 7
What does it take to be a good decision maker?

KEY CONCEPT 1
Identifying the point of view from which a story is told helps us understand and analyze the
author’s perspective.

Learning Objectives
Students will be able to…
7-1 Use interest and the recommendation of others to select a nonfiction text to read.
(LA.6.2.2.5)
7-2 Distinguish between autobiographies and biographies. (LA.6.2.2.4)
7-3 Identify and analyze point of view. (LA.6.2.1.2)
7-4 Demonstrate effective listening and speaking skills while discussing text in a small group.
(LA.6.1.6.2, LA.6.5.2.1)
7-5 Apply vocabulary strategies to determine the meanings of unfamiliar words in context.
(LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.7, LA.6.1.6.9, LA.6.1.6.10)
7-6 Identify prepositions and objects of prepositions. (LA.6.3.4.4)

Resources
Nonfiction texts for Literature Circles: Teach! Strategies and Resources (TSR)
Francisco Jimenez, The Circuit: Stories from Holt Elements of Literature (Elements)
the Life of a Migrant Child
McDougal Littell Language Network
Gary Paulsen, My Life in Dog Years
Walter Dean Myers, The Greatest: Literature Circles: My Choices activity sheet
Muhammad Ali Literature Circles: “Role” Call activity sheets
Sid Fleischman, The Story of the Great Literature Circles: Reading Role Rotation and
Houdini Calendar activity sheet
Russell Freedman, The Voice That Literature Circles Discussion Guide activity
Challenged a Nation: Marian Anderson and sheet
the Struggle for Equal Rights
Classroom dictionaries and thesauri
Olga Levy Drucker, Kindertransport

Vocabulary
Below is a list of subject-specific and/or state assessment words relating to this Key Concept. You
might use word walls, vocabulary journals, games, and graphic organizers to support vocabulary
building.
Literature Circle autobiography biography preposition
A selection of vocabulary words from the Literature Circle texts, chosen by each reading group, as
explained in the Vocabulary approach.

516 MANATEE CORE CURRICULUM

 Unit 7
Unit 7

KEY CONCEPT 1
What does it take to be a good decision maker?

KEY CONCEPT AT A GLANCE

The following represents one possible path through the recommended Instructional Approaches. You
are encouraged to adapt this path to best meet your pacing needs, as well as your students’ specific
needs, interests, and ability levels. A blank version of this planning chart is on p. 525.

Day Learning Objectives Instructional Approaches Resources

1 7-1 Introducing the Key Concept Copies of Literature

7-2 Is It OK to Judge a Book by Its Cover? Circle texts
7-3 Vocabulary: Autobiographies, biographies, TSR, “Quickwrite,”
and bias pp. 201–202
Literature Circles: My
Choices activity sheet

2 7-4 Establishing Etiquette TSR, “Concept Map,”

7-6 Grammar: Introduce prepositions and pp. 166–167;
prepositional phrases “Think-Pair-Share,”
pp. 272–273
Language Network,
“What Is a Preposition?”
pp. 148–150

3 7-4 “Role” Call TSR, “Fishbowl,”

7-5 Vocabulary: Review vocabulary strategies pp. 258–259; “Literature
Circles,” pp. 262–263
Elements, “The
Mysterious Mr. Lincoln,”
pp. 127–131
Language Network,
“Chapter 31: Building
Your Vocabulary,”
pp. 511–525
Literature Circles: “Role”
Call activity sheets
Classroom dictionaries
and thesauri

4 7-2 Literature Circle Meeting Preparation Copies of Literature

7-3 Grammar: Identify prepositions and objects Circle texts
7-4 In-Class Reading Literature Circles: “Role”
7-6 Call activity sheets
Literature Circles:
Reading Role Rotation
and Calendar activity
sheet

5 Review, Remediate, Enrich, or Assess

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 517

 Unit 7: What does it take to be a good decision maker?
KEY CONCEPT 1: Identifying the point of view from which a story is told helps us understand and analyze the author’s
perspective.

Learning Objectives
Students will be able to…
7-1: Use interest and the recommendation of others to select a nonfiction text to read. (LA.6.2.2.5)
7-2: Distinguish between autobiographies and biographies. (LA.6.2.2.4)
7-3: Identify and analyze point of view. (LA.6.2.1.2)
7-4: Demonstrate effective listening and speaking skills while discussing text in a small group. (LA.6.1.6.2, LA.6.5.2.1)
7-5: Apply vocabulary strategies to determine the meanings of unfamiliar words in context. (LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.7, LA.6.1.6.9,
LA.6.1.6.10)
7-6: Identify prepositions and objects of prepositions. (LA.6.3.4.4)

Introducing the Key Concept 10 min Is It OK to Judge a Book

by Its Cover? 30 min
Individual Brainstorming: Ask students to
quickwrite a response to the following prompt: Learning Objective(s): 7-1, 7-2, 7-3
• How might a story you tell about yourself Direct Instruction: Provide a general overview
be different from a story someone else tells of the Literature Circles model that students
about you? will be following throughout the unit.
Whole-Group Discussion: After a few Whole-Group Inquiry: Introduce each of
students have shared their ideas, explain the sample texts by displaying the books and
that students will be selecting a biography or providing basic information about their author
an autobiography to read in the upcoming and subject. Have students complete the My
unit. Discuss how point of view reveals the Choices activity sheet to indicate which books
perspective of the author and consider how they would most like to read.
biographies might differ from autobiographies.
Resources
Resources Copies of Literature Circle texts
TSR, “Quickwrite,” pp. 201–202 Literature Circles: My Choices activity sheet,
Adaptations and Notes pp. 533–535
Advanced: Have students attempt to decide Adaptations and Notes
which are more truthful: autobiographies or Classroom Management: Use students’
biographies. preferences as a factor when forming
Check-In: During the discussion, help students small-group assignments. In addition, you
understand that people telling their own stories might want to consider students’ leadership
(i.e., in autobiographies) have different reasons ability, collaborative skills, individual interests,
for telling them, and have access to a different and ability level. For your convenience, book
kind of information, than people telling summaries and Lexile scores for each option
someone else’s stories (i.e., biographies). appear in the Appendix.
Teacher Note: Invite a school librarian to give
a brief book talk on each option.

518 MANATEE CORE CURRICULUM

Unit 7: What does it take to be a good decision maker?

Unit 7
KEY CONCEPT 1: Identifying the point of view from which a story is told helps us understand and analyze the author’s
perspective.

KEY CONCEPT 1
Establishing Etiquette 30 min “Role” Call 40 min

Learning Objective(s): 7-4 Learning Objective(s): 7-4

Think-Pair-Share: Direct Instruction: Introduce how Literature
Think: Have students make concept maps Circle discussions will be structured using the
around the phrase “successful small-group Literature Circles: “Role” Call activity sheets.
discussions.” What behaviors help make small- Whole-Group Shared Reading: Read the first
group discussions effective? half of “The Mysterious Mr. Lincoln,” thinking
Pair: Ask students to compare their notes. aloud to demonstrate how you would prepare
Share: Have students share their ideas and for the roles. Then assign each student to one of
create an agreed-upon protocol for participating the Literature Circle roles and, as they read the
in Literature Circle groups. rest of the selection, have them prepare to fulfill
their assigned role.
Resources Whole-Group Discussion: Choose one
TSR, “Concept Map,” pp. 166–167; student from each role to practice a Literature
“Think-Pair-Share,” pp. 272–273 Circle discussion as part of a fishbowl. Have the
discussion leader initially present the following
Adaptations and Notes question: What facts or ideas might have been
Additional Support: Provide students with a
left out or added if Lincoln had written this
list of criteria for successful group discussion
selection himself? (See Model Lesson.)
and have them create skits in which they act
out examples and nonexamples of each of the Resources
criteria in a mock discussion. TSR, “Fishbowl,” pp. 258–259
Teacher Note: Consider having students sign a Elements, “The Mysterious Mr. Lincoln,”
contract stating that they agree to abide by the pp. 127–131
discussion protocol. Literature Circles: “Role” Call activity sheets,
pp. 536–543
Classroom Management: To conserve time,
omit the “pair” stage of this activity. Adaptations and Notes
Additional Support: Consider having students
reread a familiar nonfiction passage from an
earlier unit instead.
Advanced: Consider having students read
“A Glory Over Everything” (Elements,
pp. 138–145) instead.

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 519

 Unit 7: What does it take to be a good decision maker?
KEY CONCEPT 1: Identifying the point of view from which a story is told helps us understand and analyze the author’s
perspective.

Learning Objectives
Students will be able to…
7-1: Use interest and the recommendation of others to select a nonfiction text to read. (LA.6.2.2.5)
7-2: Distinguish between autobiographies and biographies. (LA.6.2.2.4)
7-3: Identify and analyze point of view. (LA.6.2.1.2)
7-4: Demonstrate effective listening and speaking skills while discussing text in a small group. (LA.6.1.6.2, LA.6.5.2.1)
7-5: Apply vocabulary strategies to determine the meanings of unfamiliar words in context. (LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.7, LA.6.1.6.9,
LA.6.1.6.10)
7-6: Identify prepositions and objects of prepositions. (LA.6.3.4.4)

Literature Circle Vocabulary and Grammar

Meeting Preparation 30 min

Vocabulary
Learning Objective(s): 7-2, 7-3, 7-4 Learning Objective(s): 7-5
Small-Group Discussion: Assign students • While introducing the Literature Circle text
to their Literature Circle group. Once in their options, review the terms “autobiography,”
group, students should: “biography,” and “bias.”
• Make decisions about the reading and role • Before students act as Word Wizard in their
rotation schedule (see activity sheet). Literature Circle groups, review strategies
• Identify the point of view from which their for defining unfamiliar words (such as using
selected text has been written. context clues or reference materials like
• Start reading their first agreed-upon dictionaries, thesauri, and online resources).
assignment and begin to complete the
“Before the Meeting” section of their “Role” Grammar
Call activity sheets. Learning Objective(s): 7-6
Resources • Use “What Is a Preposition?” to review
Copies of Literature Circle texts prepositions and prepositional phrases.
Literature Circles: “Role” Call activity sheets, Assign Practice and Apply exercises to make
pp. 536–543 sure all students can identify prepositions
Literature Circles: Reading Role Rotation and and their objects.
Calendar activity sheet, pp. 544–545 • As students preview their selected Literature
Circle text, have them identify at least five
Adaptations and Notes
prepositional phrases on the front or back
Check-In: At the end of the meeting, have
cover. Challenge them to circle the object of
one student from each group report to you
the preposition as well.
with a status update. Also, remind students
that you will be collecting and evaluating their
Resources
completed “Role” Call activity sheets after each
Language Network, “What Is a Preposition?”
Literature Circle meeting.
pp. 148–150; “Chapter 31: Building Your
Classroom Management: Have all group Vocabulary,” pp. 511–525
members keep a copy of their completed role
rotation and calendar. Ask each group to
submit a completed copy to you.

520 MANATEE CORE CURRICULUM

Unit 7: What does it take to be a good decision maker?

Unit 7
KEY CONCEPT 1: Identifying the point of view from which a story is told helps us understand and analyze the author’s
perspective.

KEY CONCEPT 1
Connections

EdVantage
Democratic Processes: Identifying the
etiquette for participating in discussions with
their peers will prepare students to participate
effectively in a democratic society.

Across Grades
Grade 7: Seventh-grade students are learning
how to participate in Socratic-style discussions.
Consider collaborating with the seventh-grade
ELA teachers to develop general discussion
guidelines to which all students should adhere.
Grades 7–8: Students will participate in
Literature Circles during Unit 8 of grade 7 and
during Unit 6 of grade 8.

Community
Encourage students who enjoy reading to join
a book club that meets in their school or local
community.

Technology
Consider having your students participate in an
online discussion forum about the author and/
or book they are reading. The Web site www.
bookspot.com has links to book discussion
forums geared toward young readers. (Go to
the Web site and select “Discussion Grps.” in
the “Behind the Books” sidebar list.)

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 521

 Unit 7: What does it take to be a good decision maker?
KEY CONCEPT 1: Identifying the point of view from which a story is told helps us understand and analyze the author’s
perspective.

Learning Objectives
Students will be able to…
7-1: Use interest and the recommendation of others to select a nonfiction text to read. (LA.6.2.2.5)
7-2: Distinguish between autobiographies and biographies. (LA.6.2.2.4)
7-3: Identify and analyze point of view. (LA.6.2.1.2)
7-4: Demonstrate effective listening and speaking skills while discussing text in a small group. (LA.6.1.6.2, LA.6.5.2.1)
7-5: Apply vocabulary strategies to determine the meanings of unfamiliar words in context. (LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.7, LA.6.1.6.9,
LA.6.1.6.10)
7-6: Identify prepositions and objects of prepositions. (LA.6.3.4.4)

Advanced Pathway Additional Support Pathway

Advanced students might be ready to participate in Some students may not be ready to handle all the
less-structured Literature Circle groups. Consider freedoms granted in this Key Concept. Consider one
one or more of the following suggestions: or more of the following adaptations:
• As students establish the etiquette for discussions, • Instead of having students come up with their
have them create a rubric with which to evaluate own ideas about what makes a discussion
themselves and each other at the end of each Key successful or unsuccessful, write a list of both
Concept. positive and negative behaviors on the board and
• Enrich students’ study of perspective by asking ask students to classify them. Then have students
vote on the ones they think everyone in the class
them to consider bias. Why might an author tell a
should agree to and create a “contract” of those
skewed story about himself or another person?
rules for each student to sign.
• If students are ready to consider more complex • Create a reading role rotation schedule for
questions, have Discussion Leaders select an students so that all they have to decide on is how
additional discussion question from those many chapters/pages should be assigned for each
provided in the Appendix. round.
• Consider including some of the discussion • Select which of the five standard discussion
questions provided in the Appenix on an questions listed on the Literature Circles
additional end-of-unit test. Discussion Guide activity sheet group members
should discuss during each meeting, rather than
Resources leave the choice up to the Discussion Leader.
Literature Circles: Suggested Discussion Questions, Having every group discussing the same question
Appendix will make it easier for you to circulate and
quickly gauge students’ efforts during the group
discussions.
• Use the video clip listed in Additional Resources
to demonstrate a model Literature Circle
discussion.
• Consider making the Literature Circles Discussion
Guide activity sheet into a poster and displaying it
for the duration of the unit.
Resources
Literature Circles Discussion Guide activity sheet,
p. 546

522 MANATEE CORE CURRICULUM

Unit 7: What does it take to be a good decision maker?

Unit 7
KEY CONCEPT 1: Identifying the point of view from which a story is told helps us understand and analyze the author’s
perspective.

KEY CONCEPT 1
Additional Resources Additional Information
TSR Before the first Literature Circle meeting, arrange
“Guidelines for Discussions,” p. 255; “Literature the classroom to support cooperative learning.
Circles,” pp. 262–263; “Flexible Grouping,” Consider one or more of the following suggestions:
pp. 409–410
• Cluster the desks so that students can face each
Recommended Readings other while discussing. Space the clusters far
Day, Jeni Pollack, et al. Moving Forward with enough apart so that you can move comfortably
Literature Circles. New York: Scholastic, 2002. from one group to the other and to allow each
group as much privacy from other groups as
Web Sites possible.
A Webcast of Russell Freeman speaking about
Abraham Lincoln: • Create an open space in the middle of the room,
around the overhead projector or in front of the
www.loc.gov/today/ (click “Webcasts” and then
board, where students can sit as a whole class for
search “Freedman”)
mini-lessons.
Official author Web sites:
www.randomhouse.com/features/garypaulsen • If you have a comfortable reading corner in your
www.sidfleischman.com room, consider allowing a different group to meet
www.walterdeanmyers.net there during each round.
Information on Francisco Jimenez: • Create a “check-in center” where representatives
www.scu.edu/SCU/Programs/Diversity/frjim from each Literature Circle group can meet with
.html you for status updates. This might also be a good
An article on Olga Levy Drucker: place to keep blank copies of the activity sheets for
www.palmbeachpost.com (select “Accent” and each role so students can take them as needed.
then “Archives” from the drop-down menu, • Give each group a copy of the Literature Circles
then search “The Night of Broken Glass.” Discussion Guide activity sheet (p. 546) to use as
Registration necessary.) a reference during each group meeting.
Information about Literature Circles:
• For more information about facilitating Literature
www.literaturecircles.com Circles, see Additional Information at the
www.litcircles.org conclusion of Key Concept 2, p. 555.
Audio/Visual
A video clip that shows one teacher’s use of
Literature Circles:
www.unitedstreaming.com (search “Literature
Circles” under “video segments”)

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 523

KEY CONCEPT 1: Identifying the point of view from which a story is told helps us understand and analyze the author’s
perspective.

Teacher’s Notes

524 MANATEE CORE CURRICULUM

KEY CONCEPT 1: Identifying the point of view from which a story is told helps us understand and analyze the author’s perspective.

Unit 7
Key Concept Planning Template

KEY CONCEPT 1
Use this Key Concept planning chart to map out a path of Instructional Approaches for your
students.

Day Learning Objectives Instructional Approaches Resources

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 525

KEY CONCEPT 1: Identifying the point of view from which a story is told helps us understand and analyze the author’s perspective.

Unit 7
Model Lesson

KEY CONCEPT 1
How does a Literature Circle work?
In the previous Instructional Approach, students created a discussion protocol. This lesson
introduces students to Literature Circle roles and allows them to practice using those roles as a basis
for a small-group discussion about a text.

Rationale
Learning to effectively speak and listen are essential skills for all students.
Literature Circles not only provide students with new strategies for
understanding a text, but also give students opportunities for practicing
important discussion skills. By introducing students to the roles they will
be using in their Literature Circles and having students view a small-group
discussion in a fishbowl activity, they will learn how to be active listeners
and effective speakers and understand what will be expected of them in
their own Literature Circle discussions.

Learning Objectives
Students will be able to…
7-4: Demonstrate effective listening and speaking skills while discussing
text in a small group. (LA.6.1.6.2, LA.6.5.2.1)
7-5: Applyvocabulary strategies to determine the meanings of unfamiliar
words in context. (LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.7, LA.6.1.6.9, LA.6.1.6.10)

Materials
• TSR, “Think Aloud,” • Elements, “The
pp. 94–95; “Fishbowl,” Mysterious Mr. Lincoln,”
pp. 258–259; “Literature pp. 127–131; “Lincoln’s
Circles,” pp. 262–263; Humor,” p. 132 (optional)
“Admit and Exit Slips,”
pp. 283–284
• Literature Circles: “Role”
Call activity sheets,
• Language Networ k, pp. 536–543
“Chapter 31: Building Your
Vocabulary,” pp. 511–525
• Classroom dictionaries
and thesaur i

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 527

KEY CONCEPT 1: Identifying the point of view from which a story is told helps us understand and analyze the author’s
perspective.

Before
Warm-Up
Individual Reflection: Have students take a book walk through “The
Advanced
Mysterious Mr. Lincoln,” previewing the title, picture, and Meet the
Consider having students
read “A Glory Over Everything”
Writer sidebar at the conclusion of the excerpt to generate predictions
instead (Elements, about the text. If students have read stories by Russell Freedman or about
pp. 138–145). Abraham Lincoln before, have them use that prior knowledge to inform
their predictions. Ask student volunteers to share their predictions with the
Teacher Note class.
“The Mysterious Mr. Lincoln”
is by Russell Freedman, who During
also wrote the Literature
Circle selection The Voice That
Whole-Group Reading: Conduct a shared reading of “The Mysterious
Challenged a Nation: Marian Mr. Lincoln” to the bottom of the first paragraph on p. 129. Demonstrate
Anderson and the Struggle for active reading through a think-aloud that will prepare students for the
Equal Rights.
various Literature Circle roles they will be performing.
Additional Support • Using the Literature Circles “Role” Call activity sheets, introduce
Consider modeling how to students to the various roles they will assume while collaborating within
annotate the text with sticky
notes.
the Literature Circle groups.
• Model how to complete the activity sheets that accompany each
Literature Circle role. As you model Word Wizard, review vocabulary
strategies for defining unfamiliar words.
• Randomly assign Literature Circle roles to students and distribute the
corresponding activity sheet to each of them.
• Continue the shared reading, asking students to prepare an appropriate
response to the second half of the text based on their assigned roles.
Abbreviate the preparation by having the Discussion Leader prepare
only one open-ended question, by having the Word Wizard look up
only one word, by having the Researcher identify what he or she would
Additional Support research if there was more time, and by having the Connector make
Rather than step in to only one connection.
facilitate the small-group
discussion, support the Whole-Group Discussion: Select one student representing each role to
Discussion Leader as he or practice a Literature Circle discussion as part of a fishbowl activity. Advise
she learns how to move the
discussion along.
students to use their Literature Circle activity sheets as a basis for their
discussion, and have the Discussion Leader ask the following question:
Classro0m Management What facts or ideas might have been left out or added if Lincoln had
You may want to suggest written this selection himself?
that students share their
work in the following order: Whole-Group Reflection: Ask student volunteers to share with the class
Summarizer, Discussion what they thought worked well in the group’s discussion and to offer
Leader, Illustrator, Connector,
Researcher, Word Wizard.
suggestions for how to make it better the next time.

Classro0m Management
You may want to record
student responses using two-
column notes.

528 MANATEE CORE CURRICULUM

KEY CONCEPT 1: Identifying the point of view from which a story is told helps us understand and analyze the author’s perspective.

Unit 7
After

KEY CONCEPT 1
Individual Reflection: Ask students to submit an exit slip identifying the
role they think they would like most and the role they think they would
like least.

Homework and Assessment

• Ask students to apply one of the Literature Circle roles to the short essay
“Lincoln’s Humor” (Elements, p. 132) or to an independent-reading
book or a story they have read recently. Students should complete all
of the responsibilities for their role that are listed in the “Before the
Meeting” section of the activity sheets.

Making Connections
Across Disciplines
Social Studies: Consider collaborating with members of the social studies
department to have students apply the Literature Circle format to a reading
assignment in their classes.
EdVantage
Goal Setting: Have students reflect while writing about what they
anticipate will be their biggest challenges working in Literature Circles.
Have them set goals for themselves to become better listeners and speakers,
both in the Literature Circle meetings and in informal social situations.
Across Grades
This lesson models a structure that will be revisited during the Literature
Circle units in language arts 2 and 3.

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 529

 Sample Student Work
This sample student work represents a proficient, grade-level-appropriate response to the following
section of the Model Lesson:

Whole-Group Discussion: Select one student for each role to practice a

Literature Circle discussion as part of a fishbowl activity. Advise students
to use the work they did for their Literature Circle role activity sheets as a
basis for their discussion.

STUDENT 1 (Discussion Leader): OK, so, who was the Summarizer? Do you want to start by
summarizing what the rest of the story was about? q
STUDENT 2 (Summarizer): Um, sure. The rest of the story was just more about Abraham Lincoln,
about how he used to be poor but worked really hard to move up in life. Because he used to be poor,
a lot of people didn’t like him. They thought he sounded stupid, but he really wasn’t. It also talked
about how Lincoln worked really hard to get rid of slavery and to keep the country together during
the Civil War. w
STUDENT 1: So, umm… What facts or ideas would have been left out or added if Lincoln had
written this himself?? e
STUDENT 3: I don’t know. I don’t think he would have said so much about how other people
thought he was stupid.
STUDENT 4: I know, right? Or about how he was depressed a lot of the time. I don’t think he
would have written that.
STUDENT 5: Maybe he would have though…maybe he would have wanted us to know that even
though he made a lot of jokes, he really wasn’t happy all of the time.r
STUDENT 2: Still, I think the whole thing would have been funnier.
STUDENT 1: What makes you think that?
STUDENT 2: It says in a few places that he was a humorous man, and that he had sparkly
eyes.rt
STUDENT 5: Yeah, that’s true. And it does say that he told good stories. It doesn’t seem like he
was all stuffy and proper like you think politicians would be. He didn’t even go to school. So maybe
people like it that he just seems like a regular person, but really smart.r
STUDENT 1: So, what else? What did you have for the illustration? q
STUDENT 4 (Illustrator): I drew a picture of him standing on top of his log cabin, see? (Shows
simple illustration.) Can you guys guess why I drew it like this? y
STUDENT 2: Did it say something about him putting a roof on his cabin or something?
STUDENT 5: No, wait…I bet it’s because it says that he worked hard to “rise above his log cabin
origins,” and your picture, like, shows him hovering above the cabin.

530 MANATEE CORE CURRICULUM

STUDENT 4: Yeah, that’s it! That’s what I was trying to show.
STUDENT 1: And what about the connections? What connections did you make? q
STUDENT 5 (Connector): Um, I put that he kind of seems like President Bush because, like,
because he has this Texas accent and doesn’t talk very good, lots of people think that he’s really
stupid. It also says here that Lincoln “was denounced as a bungling amateur who meddled in
military affairs he knew nothing about.” And people called him a stupid baboon. I hear people
talking like this about the president all the time. u
STUDENT 2: Yeah…that’s totally true. But now Lincoln is all famous and respected. I wonder if
that will happen to Bush, too. t
STUDENT 1: And who was the researcher? What did you say you would like to research? q
STUDENT 2 (Researcher): Well, it kept saying that he rose above being poor to be a lawyer and a
politician, but it doesn’t really say how. So that’s what I would research if I could…I’d like to learn
more about if, like, he went to law school or something, and how he paid for it and got in and all
that.i
STUDENT 1: And who did the vocabulary words? q
STUDENT 3 (Word Wizard): That was me. I did the word “melancholy.” It’s from the sentence,
“But he was also moody and melancholy, tormented by long and frequent bouts of depression.”
You can kind of tell from the way it’s used that it’s an adjective that means really sad. The word
“depressed” would be a good synonym, and the word “excited” would be a good antonym. Another
situation where you might use this word would be to, you know, describe people at a funeral or
something. They would be acting all melancholy.o

Commentary on Sample Student Work

q Fulfills the role of Discussion Leader by calling on other group members to share their
information.
w Summarizes the important details from the selection.
e Asks open-ended questions to initiate discussion.
r Fulfills the task of using effective listening and speaking skills to justify an interpretation and
connect to and build on the ideas of a previous speaker.
t Makes and supports an inference based on the reading.
y Asks a guiding question to initiate discussion about the illustration.
u Explains a text-to-world connection.
i Explains a topic from the reading for future research.
o Defines an unfamiliar word, provides the part of speech, along with a synonym and an antonym,
and explains another context in which the word might be used.

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 531

Name Date

Literature Circles: My Choices

Objective: Use multiple strategies to choose a fictional text, and justify the choice.

Listen as your teacher or librarian introduces each of your book options, take a closer look at

ACTIVITY SHEET
each one, and then answer the questions provided.

The Circuit: Stories from the Life of a Migrant Child, by Francisco Jimenez
What do you think this book is about?

Does this book interest you? Why/why not?

How difficult do you think this book is to read?

Is this book a biography or autobiography?

My Life in Dog Years, by Gary Paulsen

What do you think this book is about?

Does this book interest you? Why/why not?

How difficult do you think this book is to read?

Is this book a biography or an autobiography?

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 533

 Name Date

The Greatest: Muhammad Ali, by Walter Dean Myers

What do you think this book is about?

Does this book interest you? Why/why not?

ACTIVITY SHEET

How difficult do you think this book is to read?

Is this book a biography or an autobiography?

The Story of the Great Houdini, by Sid Fleischman

What do you think this book is about?

Does this book interest you? Why/why not?

How difficult do you think this book is to read?

Is this book a biography or an autobiography?

The Voice That Challenged a Nation: Marian Anderson and the Struggle for Equal Rights,
by Russell Freedman
What do you think this book is about?

Does this book interest you? Why/why not?

How difficult do you think this book is to read?

Is this book a biography or an autobiography?

534 MANATEE CORE CURRICULUM

Name Date

Kindertransport, by Olga Levy Drucker

What do you think this book is about?

Does this book interest you? Why/why not?

ACTIVITY SHEET
How difficult do you think this book is to read?

Is this book a biography or an autobiography?

Rank your top two choices

My first choice of a book to read is

because

My second choice of a book to read is

because

The book I want to read the least is

because

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 535

 Name Date

Literature Circles: “Role” Call

The following are roles that you will take turns playing in each Literature Circle discussion.
Each role’s activity sheet has a “Before the Meeting” section that should be completed prior
to your meeting and an “After the Meeting” section that should be completed at the end of
your meeting.
ACTIVITY SHEET

Discussion Leader
Prior to the Literature Circle meeting, Discussion Leaders should prepare at least one open-
ended question to spark discussion among their group members. Discussion Leaders should
let the discussion happen naturally during the meeting, but should also keep the discussion
moving, making sure each group member has a chance to lead their portion of the meeting.
Discussion Leaders and are also responsible for taking notes or minutes to document the
discussion.

Illustrator
Prior to the Literature Circle meeting, Illustrators should create a visual representation of
something from the assigned reading, such as an important scene, character, conflict, or
symbol. Visual representations can take any form (e.g., drawing, collage, model) and should
be designed to spark discussion. Illustrators should be prepared to explain their work, ask
guiding questions to start the discussion about the illustration, and answer any questions
about the illustration during the discussion.

Summarizer
Prior to the Literature Circle meeting, Summarizers should summarize the assigned reading,
highlighting developments in the subjects’ lives and any essential themes, ideas, or essential
information. Summarizers should be prepared to share the summary and answer questions
during the discussion.

Connector
Prior to the Literature Circle meeting, Connectors should identify two connections they
made between the assigned reading and something outside the text (e.g., another text, a
movie, a song, a personal experience, a subject studied in another class, a current event,
a historical event). Connectors should be prepared to share their connections and answer
questions about them during the discussion.

Word Wizard
Prior to the Literature Circle meeting, Word Wizards should identify three to five words
from the assigned reading that are unfamiliar and/or interesting. Word Wizards should be
prepared to share the words and answer questions about them during the discussion.

Researcher
Prior to the Literature Circle meeting, Researchers should identify at least one topic that is
alluded to in the assigned reading (e.g., a historical event or time period, a person, a place,
a process) and find more information about it. Researchers should be prepared to share the
information with group members and answer questions about it during the discussion.

536 MANATEE CORE CURRICULUM

Name Date

Literature Circles: “Role” Call

The Discussion Leader
Reading Assignment: chap. , p. to Round #

ACTIVITY SHEET
Before the Meeting
Prior to the Literature Circle meeting, prepare at least one original open-ended question to
spark discussion in your group. (Remember, “open-ended” questions have responses that
can be debated.) Consider asking questions to provoke discussion about the subject of the
text, the conflicts he or she faced, key themes introduced in the reading, comparisons, and
the personal reactions and opinions of readers.

My discussion question is:

You will also select one of the following questions to provoke further discussion:

1. What decisions did the subject of your book make during this section of the reading?
Would you have made them differently? Why or why not?

2. What are the subject’s strengths and weaknesses? What evidence from this section of
the reading reveals those strengths and weaknesses?

3. During this section of the reading, is your subject most challenged by internal or
external conflicts?

4. During this section of the reading, is your subject most challenged by conflicts with
himself, with other people, with society, or with the environment?

5. What lessons can you learn from what your subject experienced during this part of the
reading?

Put a star next to the question that you plan to ask during the meeting.

After the Meeting

Summarize the discussion your group had about your questions.

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 537

 Name Date

Literature Circles: “Role” Call

The Illustrator
Reading Assignment: chap. , p. to Round #
ACTIVITY SHEET

Before the Meeting

Prior to the Literature Circle meeting, create a visual representation of something from the
assigned reading, such as an important scene, person, conflict, or symbol, to bring it to life
for the members of your group. Visual representations can take any form (e.g., drawing,
collage, photo, model) and should be designed to spark discussion. You should also prepare
a guiding question to start a discussion about your illustration if one does not naturally
occur.

My illustration is a representation of

My guiding question for the group is

After the Meeting

Summarize the discussion your group had about your illustration.

538 MANATEE CORE CURRICULUM

Name Date

Literature Circles: “Role” Call

The Connector
Reading Assignment: chap. , p. to Round #

ACTIVITY SHEET
Before the Meeting
Prior to the Literature Circle meeting, identify two connections between the assigned
reading and something outside the text (e.g., another text, a movie, a song, a personal
experience, a subject studied in another class, a current event, a historical event). Challenge
yourself to come up with different types of connections (such as text to self, text to text, or
text to world).

My connections are:

1.

2.

After the Meeting

Summarize the discussion your group had about your connections.

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 539

 Name Date

Literature Circles: “Role” Call

The Summarizer
Reading Assignment: chap. , p. to Round #
ACTIVITY SHEET

Before the Meeting

Prior to the Literature Circle meeting, summarize the assigned reading, highlighting
developments in the subject’s life and any essential themes, ideas, or information that may
be included.

My summary of the assigned reading is:

After the Meeting

Summarize the discussion your group had about your summary.

540 MANATEE CORE CURRICULUM

Name Date

Literature Circles: “Role” Call

The Word Wizard
Reading Assignment: chap. , p. to Round #

ACTIVITY SHEET
Before the Meeting
Prior to the Literature Circle meeting, identify four to eight words from the assigned reading
that are unfamiliar and/or interesting. Use additional sheets of paper if needed.

Word; sentence
it appears in; and
page number
Why did you
choose this word?

Definition and
part of speech

Synonyms or
examples

Antonyms or
nonexamples

How does
understanding
this word clarify
the text?

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 541

 Name Date

Word; sentence
it appears in; and
page number
Why did you
choose this word?
ACTIVITY SHEET

Definition and
part of speech

Synonyms or
examples

Antonyms or
nonexamples

How does
understanding
this word clarify
the text?

After the Meeting

Summarize the discussion your group had about your words.

542 MANATEE CORE CURRICULUM

Name Date

Literature Circles: “Role” Call

The Researcher
Reading Assignment: chap. , p. to Round #

ACTIVITY SHEET
Before the Meeting
Prior to the Literature Circle meeting, identify one topic that is alluded to in the assigned
reading (e.g., a historical event or time period, a person, a place, a process) and find more
information about it.

Topic:

What I already What I want What I learned Where I found

know about this to know about about this topic the information
topic from my this topic that I learned
reading

After the Meeting

Summarize the discussion your group had about your research.

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 543

 Name Date

Literature Circles: Reading Role Rotation and Calendar

With your group, and/or with your teacher, discuss and decide who will fulfill each role for
each round. Each person must perform at least two different roles over the course of the
unit, and every round must have a Discussion Leader. No role should have more than one
person fulfilling it at a time.
ACTIVITY SHEET

Literature
Round 1 Round 2 Round 3
Circle Role
Discussion Leader

Illustrator

Summarizer

Connector

Word Wizard

Researcher

544 MANATEE CORE CURRICULUM

Name Date

After your teacher gives you the dates for each Literature Circle discussion round, discuss
with your group and reach an agreement about the following items:
• Which chapters/pages will you have read prior to each round? Fill in information on the
chart.
• Which Literature Circle role will you perform for each round? The requirements of your
role should be completed prior to each round. Fill in this information in the chart.

ACTIVITY SHEET
Date of Discussion Chapters/Pages Due My Role
Round 1

Round 2

Round 3

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 545

 Name Date

Literature Circles Discussion Guide

Keep this discussion guide on your table during each Literature Circle meeting. Refer to it, as
necessary, to remember what needs to be accomplished during each meeting.

Step 1: Summarizer
ACTIVITY SHEET

Provide an overview of what happened during this section of the reading.

Step 2: Discussion Leader

Begin the meeting by asking your original open-ended question and one additional
question, selected from the following list:

1. What decisions did the subject of your book make during this section of the reading?
Would you have made them differently? Why or why not?

2. What are this subject’s strengths and weaknesses? What evidence from this section of
the reading reveals those strengths and weaknesses?

3. During this section of the reading, is your subject most challenged by internal or
external conflicts?

4. During this section of the reading, is your subject most challenged by conflicts with
her/himself, with other people, with society, or with the environment?

5. What lessons can you learn from what your subject experienced during this part of the
reading?

Step 3: Illustrator
Share and discuss your illustration.

Step 4: Connector
Share and discuss your connections.

Step 5: Word Wizard

Share and discuss your vocabulary words.

Step 6: Researcher
Share and discuss what you have learned.

Step 7: Wrap it up.

Complete the “After the Meeting” section of your activity sheet. (You may have to do this for
homework.)

546 MANATEE CORE CURRICULUM

This page intentionally left blank.
 Unit 7
What does it take to be a good decision maker?

KEY CONCEPT 2
In a work of nonfiction, a writer organizes both facts and opinions in a way that best fits the
subject and the writer’s purpose.

Learning Objectives
Students will be able to…
7-4 Demonstrate effective listening and speaking skills while discussing text in a small group.
(LA.6.1.6.2, LA.6.5.2.1)
7-5 Apply vocabulary strategies to determine the meanings of unfamiliar words in context.
(LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.7, LA.6.1.6.9, LA.6.1.6.10)
7-7 Apply reading strategies to monitor comprehension and prepare to discuss a text.
(LA.6.1.6.2, LA.6.1.7.3, LA.6.1.7.8)
7-8 Distinguish between facts and opinions in a work of nonfiction. (LA.6.1.7.2)
7-9 Analyze the organizational pattern of autobiographies and biographies. (LA.6.1.7.5,
LA.6.2.2.1, LA.6.2.2.4)
7-10 Write a biographical or an autobiographical sketch that organizes information
chronologically and provides a combination of facts and opinions about the subject.
(LA.6.4.2.3)
7-11 Distinguish between adjective phrases and adverb phrases. (LA.6.3.4.4)

Resources
Nonfiction texts for Literature Circles (see p. 516)
Teach! Strategies and Resources (TSR)
Holt Elements of Literature (Elements)
McDougal Littell Language Network
Literature Circles: “Role” Call activity sheets
Literature Circles Discussion Guide activity sheet

Vocabulary
Below is a list of subject-specific and/or state assessment words relating to this Key Concept. You
might use word walls, vocabulary journals, games, and graphic organizers to support vocabulary
building.
chronological
A selection of vocabulary words from the Literature Circle texts, chosen by each reading group, as
explained in the Vocabulary approach.

548 MANATEE CORE CURRICULUM

 Unit 7
Unit 7

KEY CONCEPT 2
What does it take to be a good decision maker?

KEY CONCEPT AT A GLANCE

The following represents one possible path through the recommended Instructional Approaches. You
are encouraged to adapt this path to best meet your pacing needs, as well as your students’ specific
needs, interests, and ability levels. A blank version of this planning chart is on p. 557.

Day Learning Objectives Instructional Approaches Resources

1 7-7 Introducing the Key Concept TSR, “Vocabulary Note

7-8 Reviewing Reading Strategies Cards,” pp. 131–132;
Mini-Lesson 1: Facts and Opinions “Quicksketches,”
In-Class Reading pp. 199–200;
“Quickwrite,”
pp. 201–202
Elements, “The
Mysterious Mr. Lincoln,”
pp. 127–131
Literature Circles: “Role”
Call activity sheets
Literature Circle texts
Student learning logs

2 7-7 Mini-Lesson 2: Organizational Patterns Literature Circle texts

7-9 In-Class Reading Elements, “The Brother I
Never Had,” p. 114; “The
Mysterious Mr. Lincoln,”
pp. 127–131
Literature Circles: “Role”
Call activity sheets

3 7-4 Literature Circle Meeting: Round 1 Literature Circle texts

7-5 Vocabulary: Begin Literature Circle word TSR, “3-2-1,”
wall pp. 281–282
Completed Literature
Circles: “Role” Call
activity sheets
Literature Circles
Discussion Guide
activity sheet

4 7-10 Autobiographical or Biographical Sketches Language Network,

7-11 Grammar “Using Prepositional
Phrases,” pp. 151–153
Literature Circle
Presentations activity
sheet and scoring rubric

5 Review, Remediate, Enrich, or Assess

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 549

 Unit 7: What does it take to be a good decision maker?
KEY CONCEPT 2: In a work of nonfiction, a writer organizes both facts and opinions in a way that best fits the subject
and the writer’s purpose.

Learning Objectives
Students will be able to…
7-4: Demonstrate effective listening and speaking skills while discussing text in a small group. (LA.6.1.6.2, LA.6.5.2.1)
7-5: Apply vocabulary strategies to determine the meanings of unfamiliar words in context. (LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.7, LA.6.1.6.9,
LA.6.1.6.10)
7-7: Apply reading strategies to monitor comprehension and prepare to discuss a text. (LA.6.1.6.2, LA.6.1.7.3, LA.6.1.7.8)
7-8: Distinguish between facts and opinions in a work of nonfiction. (LA.6.1.7.2)
7-9: Analyze the organizational pattern of autobiographies and biographies. (LA.6.1.7.5, LA.6.2.2.1, LA.6.2.2.4)

Introducing the Key Concept 5 min Reviewing Reading Strategies 10 min

Individual Reflection: Have students Learning Objective(s): 7-7

quicksketch or quickwrite in their learning logs Paired Brainstorming: Ask students to
what they already know about the subject of create vocabulary note cards for all the reading
their Literature Circle text. strategies they can think of that they learned
so far during the year (e.g., dialoguing with the
Resources text, adjusting reading rate, QOV). Have them
TSR, “Quicksketches,” pp. 199–200;
write the name of the strategy on one side of
“Quickwrite,” pp. 201–202
the card and a description and/or an illustration
Student learning logs of it on the other side.

Resources
TSR, “Vocabulary Note Cards,” pp. 131–132

Adaptations and Notes

Additional Support: Consider creating a
matching game for students in which they
match the name of the strategy with its
description.
Advanced: Consider playing a vocabulary
game to review strategies with students
(see TSR, “Vocabulary Games,” pp. 133–135).
State Assessment: As students prepare for the
state assessment, use these notes as flash cards
to quickly review strategies with students as
time permits.

550 MANATEE CORE CURRICULUM

Unit 7: What does it take to be a good decision maker?

Unit 7
KEY CONCEPT 2: In a work of nonfiction, a writer organizes both facts and opinions in a way that best fits the subject
and the writer’s purpose.

KEY CONCEPT 2
7-10: Write a biographical or autobiographical sketch that organizes information chronologically and provides a combination of facts and
opinions about the subject. (LA.6.4.2.3)
7-11: Distinguish between adjective phrases and adverb phrases. (LA.6.3.4.4)

Mini-Lesson 1: Mini-Lesson 2:
Facts and Opinions 30 min Organizational Patterns 30 min

Learning Objective(s): 7-7, 7-8 Learning Objective(s): 7-7, 7-9

Direct Instruction: Using “The Mysterious Direct Instruction: Have students compare
Mr. Lincoln” from Key Concept 1 or another the organization of “The Brother I Never Had”
previously read nonfiction work (such as the with “The Mysterious Mr. Lincoln.” Note that
Literature and Science article on p. 103 of the first essay presents details chronologically,
the Elements textbook), demonstrate how to while the second uses an argument-support
distinguish fact from opinion in a work of pattern, suggesting points and then backing
nonfiction. Have students identify statements them up with supporting details.
of fact and opinion in the quickwrites they Individual Reading: As students continue to
completed earlier in the Key Concept. read their Literature Circle text, have them:
Individual Reading: As students continue to • practice another reading strategy
read their Literature Circle text, have them: • practice identifying the organizational text
• practice at least one of the reading strategies structure
you reviewed • draft discussion questions about how
• practice identifying facts and opinions information is organized in their text
• draft discussion questions about the facts and • complete the “Before the Meeting” section of
opinions included in the reading their “Role” Call activity sheet
• complete the “Before the Meeting” sections of
their “Role” Call activity sheets
Resources
Literature Circle texts
Resources Elements, “The Brother I Never Had,”
Literature Circle texts p. 114; “The Mysterious Mr. Lincoln,”
Elements, “The Mysterious Mr. Lincoln,” pp. 127–131
pp. 127–131 Literature Circles: “Role” Call activity sheets,
Literature Circles: “Role” Call activity sheets, pp. 536–543
pp. 536–543
Adaptations and Notes
Adaptations and Notes Additional Support: Use graphic organizers to
Advanced: Have students use “A Glory Over represent visually the different organizational
Everything” instead (Elements, pp. 138–145). structures used in each text.
Classroom Management: Over the next two Teacher’s Note: Students may need to
Key Concepts, keep mini-lessons brief, to allow complete the “Before the Meeting” section of
maximum reading time. their activity sheet for homework.

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 551

 Unit 7: What does it take to be a good decision maker?
KEY CONCEPT 2: In a work of nonfiction, a writer organizes both facts and opinions in a way that best fits the subject
and the writer’s purpose.

Learning Objectives
Students will be able to…
7-4: Demonstrate effective listening and speaking skills while discussing text in a small group. (LA.6.1.6.2, LA.6.5.2.1)
7-5: Apply vocabulary strategies to determine the meanings of unfamiliar words in context. (LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.7, LA.6.1.6.9,
LA.6.1.6.10)
7-7: Apply reading strategies to monitor comprehension and prepare to discuss a text. (LA.6.1.6.2, LA.6.1.7.3, LA.6.1.7.8)
7-8: Distinguish between facts and opinions in a work of nonfiction. (LA.6.1.7.2)
7-9: Analyze the organizational pattern of autobiographies and biographies. (LA.6.1.7.5, LA.6.2.2.1, LA.6.2.2.4)

Literature Circle Meeting: Autobiographical or

Round 1 40 min Biographical Sketches 40 min

Learning Objective(s): 7-4, 7-5

Small-Group Discussion: Have each student Learning Objective: 7-10
lead his or her portion of the Literature Circle Individual Writing: Have students respond in
discussion and then complete the “After the writing to one of the following prompts:
Meeting” portion of their activity sheet.
• Write an autobiographical sketch about a
Small-Group Reflection: Have group
meaningful event in your own life.
members collaborate to complete a 3-2-1,
• Write a biographical sketch about an
recording three facts about the subject of the
influential friend or family member.
Literature Circle’s text, two statements of
• If your Literature Circle’s text is an
opinion, and one sentence describing the way
autobiography, write a biographical sketch
information is organized in the text.
about the subject.
Resources • If your Literature Circle’s text is a biography,
Literature Circle texts write an autobiographical sketch from the
TSR, “3-2-1,” pp. 281–282 perspective of the subject.
Completed Literature Circles: “Role” Call
Resources
activity sheets, pp. 536–543
Talk-Show-Style Panel Discussion activity sheet
Literature Circles Discussion Guide activity
and scoring rubric, pp. 595–600
sheet, p. 546
Adaptations and Notes Adaptations and Notes
Check-In: At the end of the meeting, have Additional Support: Review the difference
one student from each group report to the between first- and third-person perspectives.
check-in station to give a status update, turn You may also wish to provide a graphic
in the group’s activity sheets, and pick up any organizer aimed at helping students organize
additional activity sheets that may be needed to information chronologically before they begin
prepare for the next round. writing.
Teacher Note: Students may need to complete Advanced: Invite artistic students to create
the “After the Meeting” section of their activity photographic autobiographies or biographies.
sheet for homework.
Teacher Note: Evaluate students’ activity sheets Classroom Management: To give students
in order to hold them individually accountable additional time to read their Literature Circle’s
for their Literature Circle responsibilities.Also text in class, consider assigning this writing task
consider grading their 3-2-1 reflections. for homework.

552 MANATEE CORE CURRICULUM

Unit 7: What does it take to be a good decision maker?

Unit 7
KEY CONCEPT 2: In a work of nonfiction, a writer organizes both facts and opinions in a way that best fits the subject
and the writer’s purpose.

KEY CONCEPT 2
7-10: Write a biographical or autobiographical sketch that organizes information chronologically and provides a combination of facts and
opinions about the subject. (LA.6.4.2.3)
7-11: Distinguish between adjective phrases and adverb phrases. (LA.6.3.4.4)

Vocabulary and Grammar Connections

Vocabulary EdVantage
Learning Objective(s): 7-5 Goal Setting: As students begin working on
• After the Literature Circle meeting, ask their Unit Performance Assessment, have them
set goals for their final product and schedule its
students to choose at least one word from
completion.
the Word Wizard’s list that is unfamiliar
to them. Then ask them to contribute that
word and its definition to a class vocabulary
Across Disciplines
Social Studies: Consider asking social studies
list or Literature Circle word wall that will
teachers to supplement students’ understanding
accumulate words over the next three Key
of the different historical periods addressed
Concepts.
in the Literature Circle texts. Social studies
Grammar teachers might also provide time in class
Learning Objective(s): 7-11 for students to research and report on those
historical periods.
• Use “Using Prepositional Phrases” to help
students distinguish between adjective Technology
phrases and adverb phrases. Assign Practice If students need additional discussion time with
and Apply exercises as necessary. their Literature Circle groups, or if a student
• Before students submit their autobiographical is absent on the day of a Literature Circle
or biographical sketch, require them to meeting, consider having them discuss via
underline at least two sentences that include Instant Messenger or a chat room. Ask them to
adjective phrases and double underline at provide you with a printout of the discussion.
least two sentences that include adverb
phrases.

Resources
Language Network, “Using Prepositional
Phrases,” pp. 151–153

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 553

 Unit 7: What does it take to be a good decision maker?
KEY CONCEPT 2: In a work of nonfiction, a writer organizes both facts and opinions in a way that best fits the subject
and the writer’s purpose.

Learning Objectives
Students will be able to…
7-4: Demonstrate effective listening and speaking skills while discussing text in a small group. (LA.6.1.6.2, LA.6.5.2.1)
7-5: Apply vocabulary strategies to determine the meanings of unfamiliar words in context. (LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.7, LA.6.1.6.9,
LA.6.1.6.10)
7-7: Apply reading strategies to monitor comprehension and prepare to discuss a text. (LA.6.1.6.2, LA.6.1.7.3, LA.6.1.7.8)
7-8: Distinguish between facts and opinions in a work of nonfiction. (LA.6.1.7.2)
7-9: Analyze the organizational pattern of autobiographies and biographies. (LA.6.1.7.5, LA.6.2.2.1, LA.6.2.2.4)

Advanced Pathway Additional Support Pathway

Consider one or more of the following suggestions to Consider one or more of the following adaptations to
enrich students’ experiences with Literature Circles: provide additional support for students as they begin
Literature Circles:
• Advanced students may not need as much time as
recommended to practice the mini-lessons and/or • Meet with all Discussion Leaders, Illustrators,
read. If this is the case with your class, allow Connectors, etc., prior to the first Literature
students more time to discuss in their Literature Circle meeting to allow them to share how they
Circle meetings. Alternatively, require them prepared for the role.
to consult print and online resources in order • Introduce the writing activity prior to holding the
to gather additional biographical information first Literature Circle meeting, and give students
about the subject of their Literature Circle texts. two or three nights to work on their sketches for
Students can then incorporate that information homework.
into the panel discussions they will conduct as the
Unit Performance Assessment. • Have students consult chap. 18 in Language
Network, “Personal Experience Essay,” for
• As students discuss, challenge them to compare more guidance and support as they draft their
and contrast their Literature Circle novels with autobiographical or biographical essays.
texts they previously read in class.
• Instead of having students write full-blown
• Have groups take turns, one at a time, sitting in autobiographical or biographical sketches, have
on other Literature Circle discussions to observe them fill in open mind graphic organizers with
speaking and listening skills. Facilitate a whole- facts and opinions about their own lives or about
group discussion after the Literature Circle the lives of people who have influenced them.
meetings to have students share their observations
and discuss things they might want to consider to Resources
improve the success of the next meeting. TSR, “Reproducible Resource: Open Mind,” p. 181
Language Network, chap. 18: “Personal Experience
Essay,” pp. 358–365

554 MANATEE CORE CURRICULUM

Unit 7: What does it take to be a good decision maker?

Unit 7
KEY CONCEPT 2: In a work of nonfiction, a writer organizes both facts and opinions in a way that best fits the subject
and the writer’s purpose.

KEY CONCEPT 2
7-10: Write a biographical or autobiographical sketch that organizes information chronologically and provides a combination of facts and
opinions about the subject. (LA.6.4.2.3)
7-11: Distinguish between adjective phrases and adverb phrases. (LA.6.3.4.4)

Additional Resources Additional Information

During Key Concepts 1 through 3, a consistent
Textbook structure of mini-lessons, in-class reading, and
Language Network, “Chapter 18: Personal Experience discussion-group time is provided. This allows
Essay,” pp. 358–365 you to provide brief, targeted, direct instruction
BK English, “Prepositional Phrase,” pp. L177–L188 about specific skills and strategies that students can
subsequently apply to their reading. While planning,
Recommended Readings keep in mind the following:
Daniels, Harvey, and Nancy Steineke. Mini- • Using the same anchor text in each mini-lesson
Lessons for Literature Circles. Portsmouth, NH: will allow students to focus on the specific skill
Heinemann, 2004. or strategy being taught without having to first
comprehend the content of the selection.
Web Sites
An online tutorial for writing biographies: • The reading selections and mini-lessons listed
http://teacher.scholastic.com/writewit/biograph within these approaches are only suggestions. You
should feel free to select alternative texts or mini-
Audio/Visual lessons to accommodate your students’ needs.
Reading Skills • Keep mini-lessons brief and targeted on a specific
www.brainpop.com (search “reading”) skill to allow sufficient time for in-class reading.
• You may occasionally allow or require individual
students to take their Literature Circle’s book
home to catch up on their reading.

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 555

KEY CONCEPT 2: In a work of nonfiction, a writer organizes both facts and opinions in a way that best fits the subject and the
writer’s purpose.

Teacher’s Notes

556 MANATEE CORE CURRICULUM

KEY CONCEPT 2: In a work of nonfiction, a writer organizes both facts and opinions in a way that best fits the subject and the

Unit 7
writer’s purpose.

Key Concept Planning Template

KEY CONCEPT 2
Use this Key Concept planning chart to map out a path of Instructional Approaches for your
students.

Day Learning Objectives Instructional Approaches Resources

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 557

 Unit 7
What does it take to be a good decision maker?

KEY CONCEPT 3
People’s lives are shaped by the decisions they make in the face of conflict.

Learning Objectives
Students will be able to…
7-4 Demonstrate effective listening and speaking skills while discussing text in a small group.
(LA.6.1.6.2, LA.6.5.2.1)
7-5 Apply vocabulary strategies to determine the meanings of unfamiliar words in context.
(LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.7, LA.6.1.6.9, LA.6.1.6.10)
7-12 Analyze the central conflicts faced by the subject of a biography or autobiography.
(LA.6.1.7.3, LA.6.2.2.2, LA.6.2.2.3, LA.6.4.2.2)
7-13 Identify key decisions made by the subject of a biography or an autobiography and analyze
the impact of these decisions on that subject’s life. (LA.6.1.7.3, LA.6.1.7.4, LA.6.2.2.2,
LA.6.2.2.3, LA.6.4.2.2, LA.6.4.2.3)
7-14 Categorize vocabulary and identify salient features. (LA.6.1.6.4)
7-15 Apply correct punctuation when using appositives and appositive phrases. (LA.6.3.4.3)

Resources
Nonfiction texts for Literature Circles (see p. 516)
Teach! Strategies and Resources (TSR)
Holt Elements of Literature (Elements)
McDougal Littell Language Network
Literature Circles: “Role” Call activity sheets
Literature Circles Discussion Guide activity sheet

Vocabulary
Below is a list of subject-specific and/or state assessment words relating to this Key Concept. You
might use word walls, vocabulary journals, games, and graphic organizers to support vocabulary
building.
motivation
A selection of vocabulary words from the Literature Circle texts, chosen by each reading group, as
explained in the Vocabulary approach.

558 MANATEE CORE CURRICULUM

 Unit 7
Unit 7

KEY CONCEPT 3
What does it take to be a good decision maker?

KEY CONCEPT AT A GLANCE

The following represents one possible path through the recommended Instructional Approaches. You
are encouraged to adapt this path to best meet your pacing needs, as well as your students’ specific
needs, interests, and ability levels. A blank version of this planning chart is on p. 567.

Day Learning Objectives Instructional Approaches Resources

1 7-12 Introducing the Key Concept TSR, “Quicksketches,”

pp. 199–200
Mini-Lesson #3: Responding to Conflict
Elements, “The
In-Class Reading
Mysterious Mr. Lincoln,”
pp. 127–131

2 7-13 Mini-Lesson #4: Analyzing Decisions TSR, “Three-Column

7-15 Chart,” pp. 190–192
Grammar: Introducing Appositives
Elements, “Meet the
In-Class Reading
Writer,” p. 131
Language Network,
“Commas with
Appositives,” p. 210

3 7-4 Literature Circle Meeting: Round 2 Literature Circle texts

7-5
Vocabulary: Continue Literature Circle word TSR, “Three-Column
7-12
wall; categorizing vocabulary words Chart,” pp. 190–192
7-13
7-14 Literature Circles: “Role”
Call activity sheets
Literature Circles
Discussion Guide
activity sheet

4 7-13 Putting It in Writing Literature Circle texts

7-15
Grammar: Using appositives Completed
three-column charts
(from the previous
Instructional Approach)

5 Review, Remediate, Enrich, or Assess

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 559

 Unit 7: What does it take to be a good decision maker?
KEY CONCEPT 3: People’s lives are shaped by the decisions they make in the face of conflict.

Learning Objectives
Students will be able to…
7-4: Demonstrate effective listening and speaking skills while discussing text in a small group. (LA.6.1.6.2, LA.6.5.2.1)
7-5: Apply vocabulary strategies to determine the meanings of unfamiliar words in context. (LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.7, LA.6.1.6.9,
LA.6.1.6.10)
7-12: Analyze the central conflicts faced by the subject of a biography or autobiography. (LA.6.1.7.3, LA.6.2.2.2, LA.6.2.2.3, LA.6.4.2.2)
7-13: Identify key decisions made by the subject of a biography or autobiography and analyze the impact of these decisions on that subject’s life.
(LA.6.1.7.3, LA.6.1.7.4, LA.6.2.2.2, LA.6.2.2.3, LA.6.4.2.2, LA.6.4.2.3)

Introducing the Key Concept 10 min Mini-Lesson #3:

Responding to Conflict 30 min
Individual Reflection: Have students create a
quicksketch in their learning logs responding to Learning Objective(s): 7-12
the following prompt:
Direct Instruction: Using “The Mysterious
• What was one major obstacle the subject of Mr. Lincoln” or another familiar nonfiction
your Literature Circle text had to overcome text, review how to identify conflicts faced by
in his or her life? Create a sketch illustrating the subject of an autobiography or biography.
this obstacle; then write a few sentences Review the terms internal conflict and external
describing the main idea in your sketch. conflict and the different categories of conflicts
(person vs. person, person vs. self, etc.). Think
Resources aloud as you contemplate how the subject
TSR, “Quicksketches,” pp. 199–200 responded to the conflicts identified.
Adaptations and Notes Individual Reading: As students continue to
Advanced: Alternatively, have students read their Literature Circle text, have them do
exchange their sketches and then write a brief the following:
paragraph explaining what conflict they think • practice identifying the different types of
the illustration is portraying. conflict faced by the subject in their text
• draft discussion questions about how the
subject in their text responds to conflicts
• complete the “Before the Meeting” section of
their “Role” Call activity sheet

Resources
Elements, “The Mysterious Mr. Lincoln,”
pp. 127–131

Adaptations and Notes

Teacher’s Note: Students first studied conflict
during Units 1 and 2.

560 MANATEE CORE CURRICULUM

Unit 7: What does it take to be a good decision maker?

Unit 7
KEY CONCEPT 3: People’s lives are shaped by the decisions they make in the face of conflict.

KEY CONCEPT 3
7-14: Categorize vocabulary and identify salient features. (LA.6.1.6.4)
7-15: Apply correct punctuation when using appositives and appositive phrases. (LA.6.3.4.3)

Mini-Lesson #4: Literature Circle Meeting:

Analyzing Decisions 30 min Round 2 40 min

Learning Objective(s): 7-13 Learning Objective(s): 7-4, 7-5, 7-12, 7-13

Direct Instruction: Using the “Meet the Small-Group Discussion: Have each student
Writer” sidebar, model how to identify and lead his or her portion of the Literature Circle
analyze the decisions made by subjects in a discussion and then complete the “After the
text. Complete a three-column chart, listing Discussion” portion of their activity sheet.
the central decision Russell Freedman made
in the selection, the aspects of his personality Small-Group Reflection: Have students create
that caused him to make that decision, and the and submit a three-column chart identifying
consequences that decision had on the course of the central decisions made by the subject in
his life. their Literature Circle text, the aspects of that
Individual Reading: As students continue to subject’s personality that caused him or her to
read their Literature Circle text, have them do make those decisions, and the consequences
the following: those decisions had on the course of his or her
• practice identifying and analyzing decisions life.
made by the subject in their text
• draft discussion questions about the decisions Resources
made by the subject in their text Literature Circle texts
• complete the “Before the Meeting” section in TSR, “Three-Column Chart,” pp. 190–192
their “Role” Call activity sheets Literature Circles: “Role” Call activity sheets,
pp. 536–543
Resources
TSR, “Three-Column Chart,” pp. 190–192 Adaptations and Notes
Elements, “Meet the Writer,” p. 131 Check-In: At the end of the meeting, have one
student from each group give a status update.
Adaptations and Notes
Additional Support: Some students may have Teacher Note: Students may need to complete
greater success with this activity if they focus the “After the Meeting” section of their activity
on analyzing decisions they themselves have sheet for homework.
made. Teacher Note: Evaluate students’ activity sheets
Teacher Note: Students can complete the in order to hold them individually accountable
“Before the Meeting” section of their activity for their Literature Circle responsibilities.
sheet for homework.

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 561

 Unit 7: What does it take to be a good decision maker?
KEY CONCEPT 3: People’s lives are shaped by the decisions they make in the face of conflict.

Learning Objectives
Students will be able to…
7-4: Demonstrate effective listening and speaking skills while discussing text in a small group. (LA.6.1.6.2, LA.6.5.2.1)
7-5: Apply vocabulary strategies to determine the meanings of unfamiliar words in context. (LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.7, LA.6.1.6.9,
LA.6.1.6.10)
7-12: Analyze the central conflicts faced by the subject of a biography or autobiography. (LA.6.1.7.3, LA.6.2.2.2, LA.6.2.2.3, LA.6.4.2.2)
7-13: Identify key decisions made by the subject of a biography or autobiography and analyze the impact of these decisions on that subject’s life.
(LA.6.1.7.3, LA.6.1.7.4, LA.6.2.2.2, LA.6.2.2.3, LA.6.4.2.2, LA.6.4.2.3)

Putting It in Writing 40 min Vocabulary and Grammar

Learning Objective(s): 7-13

Vocabulary
Individual Writing: Have students use the Learning Objective(s): 7-5, 7-14
three-column charts they completed in the
• Ask students to choose at least one word
previous Instructional Approach to draft an
from the Word Wizard’s list that is
expository essay describing a central decision
unfamiliar to them. Ask them to contribute
made by the subject in their Literature Circle
that word and its definition to the class
text. The essay should explain (a) what that
vocabulary list or word wall, which will be
decision reveals about the subject’s personality
used through the next two Key Concepts.
and (b) how that decision impacted the course
of the subject’s life. • Have students create categories to group
the words on the class vocabulary list or the
Resources Literature Circle word wall (e.g., by part of
Literature Circle texts speech, by similarities in meaning or usage,
Completed three-column charts (from the or by the roots and/or affixes they contain).
previous Instructional Approach) Grammar
Learning Objective(s): 7-15
Adaptations and Notes
Additional Support: Consider having students • Introduce the term “appositive”; then
write an exit slip instead of expository essay. (See have students insert commas to correctly
the Additional Support pathway on p. 576 for punctuate appositives or appositive phrases
more suggestions on how to support students as in a series of sentences.
they complete this writing assignment.) • Challenge students to use and underline at
State Assessment: In grade 8, the FCAT least five appositives or appositive phrases
Writing+ will require students to produce as they complete the Putting It in Writing
expository essays. Consider using the FCAT approach.
Writing+ rubric to evaluate students’ drafts
and then giving them the chance to revise their
Resources
Language Network, “Commas with
essay based on your evaluation.
Appositives,” p. 210
Teacher Note: To give students additional The Purdue Online Writing Lab (OWL)
in-class reading time, you may wish to assign http://owl.english.purdue.edu (search
this expository essay for homework. “appositives”)

562 MANATEE CORE CURRICULUM

Unit 7: What does it take to be a good decision maker?

Unit 7
KEY CONCEPT 3: People’s lives are shaped by the decisions they make in the face of conflict.

KEY CONCEPT 3
7-14: Categorize vocabulary and identify salient features. (LA.6.1.6.4)
7-15: Apply correct punctuation when using appositives and appositive phrases. (LA.6.3.4.3)

Connections

EdVantage
Goal Setting: Before conducting the second
round of Literature Circle meetings, have
students reflect on their performance during
the first round. As part of this reflection,
have students set goals for how they would
like to improve during the second round.
Students’ goals may be focused on their reading
skills (i.e., to read more actively) or on their
participation in the discussion (i.e., to listen
while other members share their ideas; not to
let another student distract them or pull them
off track).

Across Grades
Grade 8: Students analyzed how people
respond to adversity in their lives during
Unit 6. You may wish to collaborate with
grade 8 teachers to have their students evaluate
the expository essays your grade 6 students
wrote during that Key Concept.

State Assessment
The state writing assessment given in grade
8, will require students to write expository
essays. Consider having your students review
the FCAT Writing rubrics before completing
the Putting It in Writing approach in this Key
Concept.

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 563

 Unit 7: What does it take to be a good decision maker?
KEY CONCEPT 3: People’s lives are shaped by the decisions they make in the face of conflict.

Learning Objectives
Students will be able to…
7-4: Demonstrate effective listening and speaking skills while discussing text in a small group. (LA.6.1.6.2, LA.6.5.2.1)
7-5: Apply vocabulary strategies to determine the meanings of unfamiliar words in context. (LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.7, LA.6.1.6.9,
LA.6.1.6.10)
7-12: Analyze the central conflicts faced by the subject of a biography or autobiography. (LA.6.1.7.3, LA.6.2.2.2, LA.6.2.2.3, LA.6.4.2.2)
7-13: Identify key decisions made by the subject of a biography or autobiography and analyze the impact of these decisions on that subject’s life.
(LA.6.1.7.3, LA.6.1.7.4, LA.6.2.2.2, LA.6.2.2.3, LA.6.4.2.2, LA.6.4.2.3)

Advanced Pathway Additional Support Pathway

Consider using one or more of these adaptations to Consider using one or more of these adaptations for
enrich students’ experiences with the approaches in students who require additional support:
this Key Concept: • Provide students with a fill-in-the-blank essay
• Advanced students may not need as much time as organizer like the one provided in the TSR to help
recommended to practice the mini-lessons and/or them organize information in their expository
read. If this is the case with your class, then allow essays.
students more time to discuss in their Literature • Provide students with essay frames. The frame
Circle meetings. Alternatively, require them could include such prompts as these: “One of
to consult print and online resources to gather the most important decisions X made was to….
additional biographical information about the He made this decision because…. This decision
subject of their Literature Circle texts. Students changed his life in at least two ways. First,….
can then incorporate that information into the Second,…. From this decision you can tell that X
panel discussions they will conduct as the Unit was very….”
Performance Assessment.
• Rather than have students write expository
• Have students use the exercises provided on
essays, have them create visual representations
Glencoe’s Writer’s Choice Web site to practice depicting the subject of their Literature Circle
combining sentences using appositive phrases. text overcoming a specific challenge or conflict.
• Provide students with copies of the FCAT Ask students to include a one-paragraph caption
Writing rubric and ask them to use it to evaluate explaining how the subject overcame that
a partner’s essay. Have students then write a particular challenge.
paragraph justifying the score they gave their • In Unit 4, students wrote tribute poems. Have
partner’s essay. students write a tribute poem about the subject in
their Literature Circle text, in addition to (or in
Resources place of) their expository essay.
Glencoe’s Writer’s Choice Web site:
www.glencoe.com/sec/writerschoice (search Resources
“appositives”) TSR, “Writing Graphic Organizers: Basic
The FCAT Writing Rubric for Grade 8 Five-Paragraph Essay,” pp. 218–221
http://fcat.fldoe.org/pdf/rubrcw08.pdf

564 MANATEE CORE CURRICULUM

Unit 7: What does it take to be a good decision maker?

Unit 7
KEY CONCEPT 3: People’s lives are shaped by the decisions they make in the face of conflict.

KEY CONCEPT 3
7-14: Categorize vocabulary and identify salient features. (LA.6.1.6.4)
7-15: Apply correct punctuation when using appositives and appositive phrases. (LA.6.3.4.3)

Additional Resources
TSR
“Writing Graphic Organizers: Basic Five-Paragraph
Essay,” pp. 218–221

Textbook
BK English, “Chapter 9: Writing to Inform and
Explain,” pp. C260–C293a; “Appositives and
Appositive Phrases,” pp. L189–L193

Web Sites
Glencoe’s Writer’s Choice Web site:
www.glencoe.com/sec/writerschoice (search
“appositives”)
The FCAT Writing Rubric for Grade 8
http://fcat.fldoe.org/pdf/rubrcw08.pdf
The Purdue Online Writing Lab (OWL)
http://owl.english.purdue.edu (search
“appositives”)

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 565

KEY CONCEPT 3: People’s lives are shaped by the decisions they make in the face of conflict.

Teacher’s Notes

566 MANATEE CORE CURRICULUM

KEY CONCEPT 3: People’s lives are shaped by the decisions they make in the face of conflict.

Unit 7
Key Concept Planning Template

KEY CONCEPT 3
Use this Key Concept planning chart to map out a path of Instructional Approaches for your
students.

Day Learning Objectives Instructional Approaches Resources

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 567

 Unit 7
What does it take to be a good decision maker?

KEY CONCEPT 4
Comparing ideas across texts allows us to connect with and learn from people from different
backgrounds and historical periods.

Learning Objectives
Students will be able to…
7-4 Demonstrate effective listening and speaking skills while preparing for and participating in
small-group discussions. (LA.6.1.6.2, LA.6.5.2.1)
7-5 Apply vocabulary strategies to determine the meanings of unfamiliar words in context.
(LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.7, LA.6.1.6.9, LA.6.1.6.10)
7-16 Use information from the text to answer questions related to the main idea or relevant
details of a nonfiction text. (LA.6.2.2.2, LA.6.4.2.2)
7-17 Compare and contrast the subjects, main ideas, and relevant details from autobiographical
and biographical texts. (LA.6.1.7.7, LA.6.2.1.4, LA.6.2.2.2)
7-18 Use gestures, dialogue, and knowledge to accurately represent subjects from biographies or
autobiographies. (LA.6.2.2.2, LA.6.5.2.2)
7-19 Use new vocabulary words in oral presentations. (LA.6.1.6.1)
7-20 Use a checklist or rubric to evaluate performance. (LA.6.3.3.4)
7-21 Write a memo that follows a prescribed format and demonstrates legible handwriting
skills. (LA.6.4.2.4, LA.6.5.1.1)

Resources
Nonfiction texts for Literature Circles (see p. 516)
Teach! Strategies and Resources (TSR)
Holt Elements of Literature (Elements)
Literature Circles: “Role Call” activity sheets
Literature Circles Discussion Guide activity sheet
Panel Discussion Self-Evaluation activity sheet
Reflecting upon Literature Circles activity sheet
Talk-Show-Style Panel Discussion activity sheet
Talk-Show-Style Panel Discussion scoring rubric

Vocabulary
A selection of vocabulary words from the Literature Circle texts, chosen by each reading group, as
explained in the Vocabulary approach.

568 MANATEE CORE CURRICULUM

 Unit 7
Unit 7

KEY CONCEPT 4
What does it take to be a good decision maker?

KEY CONCEPT AT A GLANCE

The following represents one possible path through the recommended Instructional Approaches. You
are encouraged to adapt this path to best meet your pacing needs, as well as your students’ specific
needs, interests, and ability levels. A blank version of this planning chart is on p. 579.

Day Learning Objectives Instructional Approaches Resources

1 7-4 Introducing the Key Concept Literature Circle texts

7-5
Literature Circle Meeting: Round 3 Completed Literature
Circles: “Role” Call
Introducing the Unit Performance
activity sheets
Assessment
Literature Circles
Discussion Guide
activity sheet
Talk-Show-Style Panel
Discussion activity
sheet and scoring rubric
Student learning logs

2 7-4 Preparing for Panel Discussions TSR, “Jigsaw,”

7-16 pp. 294–296
7-17
Prepare to Share activity
sheet

3 7-4 Conducting Panel Discussions TSR, “Panel

7-16 Discussions,”
7-17 pp. 309–311
7-18
7-19

4 7-20 Self-Evaluations TSR, “Admit and Exit

7-21 Slips,” pp. 283–284
Reflecting on Literature Circles
Self-Evaluation activity
sheet
Reflecting on Literature
Circles activity sheet

5 Review, Remediate, Enrich, or Assess

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 569

 Unit 7: What does it take to be a good decision maker?
KEY CONCEPT 4: Comparing ideas across texts allows us to connect with and learn from people from different
backgrounds and historical periods.

Learning Objectives
Students will be able to…
7-4: Demonstrate effective listening and speaking skills while preparing for and participating in small-group discussions. (LA.6.1.6.2,
LA.6.5.2.1)
7-5: Apply vocabulary strategies to determine the meanings of unfamiliar words in context. (LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.7, LA.6.1.6.9,
LA.6.1.6.10)
7-16: Use information from the text to answer questions related to the main idea or relevant details of a nonfiction text. (LA.6.2.2.2, LA.6.4.2.2)
7-17: Compare and contrast the subjects, main ideas, and relevant details from autobiographical and biographical texts. (LA.6.1.7.7, LA.6.2.1.4,
LA.6.2.2.2)

Introducing the Key Concept 5 min Literature Circle Meeting:

Round 3 25 min
Individual Reflection: Ask students to record
at least one goal for their own participation in Learning Objective(s): 7-4, 7-5
the final Literature Circle meeting.
Small-Group Discussion: Have each student
Resources lead his or her portion of the Literature Circle
Student learning logs discussion and then have students complete the
“After the Discussion” portion of their activity
Adaptations and Notes sheet.
EdVantage: This activity addresses the Goal
Setting Strategic Objective. Resources
Literature Circle texts
Completed Literature Circles: “Role” Call
activity sheets, pp. 536–543
Literature Circles Discussion Guide activity
sheet, p. 546

Adaptations and Notes

Teacher Note: You may wish to have students
complete the Reflecting on Literature Circles
approach for homework after this lesson.

570 MANATEE CORE CURRICULUM

Unit 7: What does it take to be a good decision maker?

Unit 7
KEY CONCEPT 4: Comparing ideas across texts allows us to connect with and learn from people from different
backgrounds and historical periods.

KEY CONCEPT 4
7-18: Use gestures, dialogue, and knowledge to accurately represent subjects from biographies or autobiographies. (LA.6.2.2.2, LA.6.5.2.2)
7-19: Use new vocabulary words in oral presentations. (LA.6.1.6.1)
7-20: Use a checklist or rubric to evaluate performance. (LA.6.3.3.4)
7-21: Write a memo that follows a prescribed format and demonstrates legible handwriting skills. (LA.6.4.2.4, LA.6.5.1.1)

Introducing the Unit Preparing for Panel Discussions 40 min

Performance Assessment 10 min
Learning Objective(s): 7-4, 7-16, 7-17
Learning Objective(s): 7-4 Small-Group Brainstorming: Have students
Direct Instruction: Use the Talk-Show-Style work in their Literature Circle groups to
Panel Discussion activity sheet and scoring prepare responses to the questions listed on the
rubric to introduce the Unit Performance Prepare to Share activity sheet.
Assessment. Solicit and respond to questions Small-Group Discussion: Shuffle students
as necessary in order to assure students’ to create new “expert” groups that include at
understanding of the project. least one member from each original Literature
Circle group. Ask students to introduce the
Resources subject they studied to the members of their
Talk-Show-Style Panel Discussion activity new group and to come to consensus on which
sheet, pp. 597–598 three subjects they think would get along best if
Talk-Show-Style Panel Discussion scoring they were to meet in real life. Have a Recorder
rubric, p. 595 from each group write a paragraph explaining
the group’s decision. (See Model Lesson and
Adaptations and Notes Sample Student Work.)
Teacher Note: Consider having students
review the activity sheets and scoring rubrics Resources
and record their questions, expectations, and TSR, “Jigsaw,” pp. 294–296
personal goals for homework.
Prepare to Share activity sheet, p. 599

Adaptations and Notes

Classroom Management: As every student
in the group will need to be able to access the
ideas generated during this brainstorming
session, require each student to complete a copy
of the activity sheet.
Teacher Note: See the TSR and the model
lesson beginning on p. 581 for simple and quick
ways to shuffle student groups during this
jigsaw activity.

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 571

 Unit 7: What does it take to be a good decision maker?
KEY CONCEPT 4: Comparing ideas across texts allows us to connect with and learn from people from different
backgrounds and historical periods.

Learning Objectives
Students will be able to…
7-4: Demonstrate effective listening and speaking skills while preparing for and participating in small-group discussions. (LA.6.1.6.2,
LA.6.5.2.1)
7-5: Apply vocabulary strategies to determine the meanings of unfamiliar words in context. (LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.7, LA.6.1.6.9,
LA.6.1.6.10)
7-16: Use information from the text to answer questions related to the main idea or relevant details of a nonfiction text. (LA.6.2.2.2, LA.6.4.2.2)
7-17: Compare and contrast the subjects, main ideas, and relevant details from autobiographical and biographical texts. (LA.6.1.7.7, LA.6.2.1.4,
LA.6.2.2.2)

Conducting Panel Discussions 40 min Self-Evaluations 30 min

Learning Objective(s): 7-4, 7-16, 7-17, 7-18, Learning Objective(s): 7-20

7-19 Individual Reflection: Have students
Direct Instruction: Explain that, after the complete the Panel Discussion Self-Evaluation
panel discussions, students will be required activity sheet in order to reflect on their
to identify common characteristics of good performance during the panel discussions.
decision makers. They will need to support Individual Writing: Have students write
their answers with details about at least three an exit slip responding to the unit question.
subjects from three different Literature Circle Require them to support their response with
texts. examples from at least three subjects in three
Small-Group Presentations: Facilitate panel different Literature Circle texts.
discussions. Have each panel group present its
discussion in front of the rest of the class. Resources
(See Additional Information for suggestions TSR, “Admit and Exit Slips,” pp. 283–284
about how to facilitate panel discussions). Panel Discussion Self-Evaluation activity sheet,
p. 585
Resources
TSR, “Panel Discussions,” pp. 309–311 Adaptations
Additional Support: Consider having students
Adaptations and Notes create a three-circle Venn diagram in which
Additional Support: To keep audience they write a common characteristic of three
members focused and on task, require them to good decision makers in the center and then
do any or all of the following activities: record record supporting evidence for each subject in
a specific number of the facts and details they the outer circles.
learned from each panel discussion, compose
questions they would like to ask each subject in Advanced: Consider having two Literature
the different Literature Circle texts, or complete Circle groups collaborate to write a
a simple evaluation rubric for each panel group. comparison-contrast paper about their texts.

Classroom Management: Make sure that each

panel group is asked a different combination of
questions.

572 MANATEE CORE CURRICULUM

Unit 7: What does it take to be a good decision maker?

Unit 7
KEY CONCEPT 4: Comparing ideas across texts allows us to connect with and learn from people from different
backgrounds and historical periods.

KEY CONCEPT 4
7-18: Use gestures, dialogue, and knowledge to accurately represent subjects from biographies or autobiographies. (LA.6.2.2.2, LA.6.5.2.2)
7-19: Use new vocabulary words in oral presentations. (LA.6.1.6.1)
7-20: Use a checklist or rubric to evaluate performance. (LA.6.3.3.4)
7-21: Write a memo that follows a prescribed format and demonstrates legible handwriting skills. (LA.6.4.2.4, LA.6.5.1.1)

Reflecting on Literature Circles 10 min

Learning Objective(s): 7-21

Individual Reflection: Using the Reflecting
on Literature Circles activity sheet as a guide,
ask students to draft a brief memo to you about
the success of their Literature Circle group,
problems they encountered, and their opinion
of the text they read.

Resources
Reflecting on Literature Circles activity sheet,
p. 587

Adaptations
Teacher Note: You may wish to have students
draft the memo for homework.
Writing Skills: Discuss with students the
various purposes of a memo and the situations
in which they might write one.

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 573

 Unit 7: What does it take to be a good decision maker?
KEY CONCEPT 4: Comparing ideas across texts allows us to connect with and learn from people from different
backgrounds and historical periods.

Learning Objectives
Students will be able to…
7-4: Demonstrate effective listening and speaking skills while preparing for and participating in small-group discussions. (LA.6.1.6.2,
LA.6.5.2.1)
7-5: Apply vocabulary strategies to determine the meanings of unfamiliar words in context. (LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.7, LA.6.1.6.9,
LA.6.1.6.10)
7-16: Use information from the text to answer questions related to the main idea or relevant details of a nonfiction text. (LA.6.2.2.2, LA.6.4.2.2)
7-17: Compare and contrast the subjects, main ideas, and relevant details from autobiographical and biographical texts. (LA.6.1.7.7, LA.6.2.1.4,
LA.6.2.2.2)

Vocabulary and Grammar Connections

Vocabulary EdVantage
Learning Objective(s): 7-5, 7-19 Democratic Processes: By participating in
panel discussions, students will learn to listen
• After the Literature Circle meeting, ask
and respond to ideas other people suggest,
students to choose at least one word from
a skill that is an essential component of
the Word Wizard’s list that is unfamiliar
participating in a democratic society.
to them. Then ask them to contribute
that word and its definition to the class
vocabulary list or Literature Circle word
Technology
Consider videotaping each panel discussion and
wall.
then allowing participants to view and critique
• Require students to use at least three their performance.
words from the class vocabulary list or
Literature Circle word wall during the panel
discussions.

Grammar
Learning Objective(s): 7-21
• Before having students write their reflective
memos in the Reflecting on Literature
Circles approach, review the rules for comma
usage as applied to prepositional phrases and
appositive phrases. Require students to apply
those rules correctly in their memos.

574 MANATEE CORE CURRICULUM

Unit 7: What does it take to be a good decision maker?

Unit 7
KEY CONCEPT 4: Comparing ideas across texts allows us to connect with and learn from people from different
backgrounds and historical periods.

KEY CONCEPT 4
7-18: Use gestures, dialogue, and knowledge to accurately represent subjects from biographies or autobiographies. (LA.6.2.2.2, LA.6.5.2.2)
7-19: Use new vocabulary words in oral presentations. (LA.6.1.6.1)
7-20: Use a checklist or rubric to evaluate performance. (LA.6.3.3.4)
7-21: Write a memo that follows a prescribed format and demonstrates legible handwriting skills. (LA.6.4.2.4, LA.6.5.1.1)

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 575

 Unit 7: What does it take to be a good decision maker?
KEY CONCEPT 4: Comparing ideas across texts allows us to connect with and learn from people from different
backgrounds and historical periods.

Learning Objectives
Students will be able to…
7-4: Demonstrate effective listening and speaking skills while preparing for and participating in small-group discussions. (LA.6.1.6.2,
LA.6.5.2.1)
7-5: Apply vocabulary strategies to determine the meanings of unfamiliar words in context. (LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.7, LA.6.1.6.9,
LA.6.1.6.10)
7-16: Use information from the text to answer questions related to the main idea or relevant details of a nonfiction text. (LA.6.2.2.2, LA.6.4.2.2)
7-17: Compare and contrast the subjects, main ideas, and relevant details from autobiographical and biographical texts. (LA.6.1.7.7, LA.6.2.1.4,
LA.6.2.2.2)

Advanced Pathway Additional Support Pathway

Consider using one or more of the following Consider using one or more of the following
suggestions to differentiate instruction for advanced suggestions to differentiate instruction for students
students: needing additional support:
• Replace the exit slip in the Self-Evaluations • If a second day is needed for conducting panel
approach with a five-paragraph expository essay discussions, consider having students complete
in which students must explain the qualities of a the activities in the Self-Evaluations approach for
good decision maker. Have students evaluate their homework.
own work against the FCAT Writing rubric before
• Omit the Panel Discussion Self-Evaluation to give
turning it in to you. students more time to conduct panel discussions
• As another alternative to the exit slip activity in or write their reflective exit slip.
the Self-Evaluations approach, consider having
• Set time limits for each panel discussion.
students from two different Literature Circle
groups pair up and collaborate to write an essay • After each panel discussion, give students a short
comparing and contrasting their respective amount of time to record notes summarizing what
subjects. they learned about each of the different subjects.
You might have them use those notes to inform
• For creative-writing options, invite students their reflective exit slip, or collect the notes,
to write a fictional narrative hypothesizing evaluate them, and give students credit for careful
about what would happen if two or more of the listening.
Literature Circles’ subjects met, or a poem in
two voices, using verse to capture the subjects’
different experiences, attitudes, and perspectives.
• As an additional alternative, have students write
an essay comparing how they view their Literature
Circle’s subject with how the subject was
portrayed by the other members of the class.

576 MANATEE CORE CURRICULUM

Unit 7: What does it take to be a good decision maker?

Unit 7
KEY CONCEPT 4: Comparing ideas across texts allows us to connect with and learn from people from different
backgrounds and historical periods.

KEY CONCEPT 4
7-18: Use gestures, dialogue, and knowledge to accurately represent subjects from biographies or autobiographies. (LA.6.2.2.2, LA.6.5.2.2)
7-19: Use new vocabulary words in oral presentations. (LA.6.1.6.1)
7-20: Use a checklist or rubric to evaluate performance. (LA.6.3.3.4)
7-21: Write a memo that follows a prescribed format and demonstrates legible handwriting skills. (LA.6.4.2.4, LA.6.5.1.1)

Additional Resources Additional Information

Consider using one or more of the following
Textbook strategies as you conduct the panel discussions:
Glencoe Writer’s Choice, “Business and Technical
Writing: Memos,” pp. 338–340 • Have students volunteer in advance to play the
role of the talk-show host. Alternatively, play
the role yourself, or invite another teacher or
Web Sites
administrator to do so. For fun, have whoever
Guides for writing a memorandum:
plays the role of talk-show host dress up in
http://owl.english.purdue.edu (search “memo”)
character and/or hold a large microphone.
An online rubric creator:
http://rubistar.4teachers.org • Have the talk-show host facilitate the panel
discussion by first introducing all of the panel
Guidelines for Conducting a Panel Discussion
participants, and then asking them at least four
www.maxwell.syr.edu/plegal/crit3/a7.html
or five questions from the list provided (see the
Prepare to Share activity sheet, p. 599).
Audio/Visual
Public speaking: • Seat the panel participants behind a long table
www.brainpop.com (search “public speaking”) at the front of the room. For added authenticity,
give each participant a microphone and a glass
of ice water. (You can make fake microphones
by wrapping black construction paper around a
flashlight.)
• To increase class participation during panel
discussions, consider adding a brief time at the
end for questions from the audience.

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 577

KEY CONCEPT 4: Comparing ideas across texts allows us to connect with and learn from people from different backgrounds
and historical periods.

Teacher’s Notes

578 MANATEE CORE CURRICULUM

KEY CONCEPT 4: Comparing ideas across texts allows us to connect with and learn from people from different backgrounds and

Unit 7
historical periods.

Key Concept Planning Template

KEY CONCEPT 4
Use this Key Concept planning chart to map out a path of Instructional Approaches for your
students.

Day Learning Objectives Instructional Approaches Resources

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 579

KEY CONCEPT 4: Comparing ideas across texts allows us to connect with and learn from people from different backgrounds and

Unit 7
historical periods.

Model Lesson

KEY CONCEPT 4
How can discussion help me better understand the subject of an autobiography or a biography?
This model lesson leads students through a jigsaw activity in which they first collaborate to become
experts on the subjects in their Literature Circle texts and then share their knowledge about those
subjects with other members of the class.

Rationale
Throughout the unit, students have been focusing solely on their own
Literature Circle text. This jigsaw activity allows them to begin making
connections across texts while collaborating to prepare for the upcoming
panel discussions. Furthermore, students will apply the listening and
speaking skills they have acquired throughout the unit to working with a
new group of peers.

Learning Objectives
Students will be able to…
7-4: Demonstrate effective listening and speaking skills while preparing for
and participating in small-group discussions. (LA.6.1.6.2, LA.6.5.2.1)
7-16: Use information from the text to answer questions related to the
main idea or relevant details of a nonfiction text. (LA.6.2.2.2, LA.6.4.2.2)
7-17: Compare and contrast the subjects, main ideas, and relevant details
from autobiographical and biographical texts. (LA.6.1.7.7, LA.6.2.1.4,
LA.6.2.2.2)

Materials
• Literature Circle texts • Envelopes containing “A,”
“B,” “C,” “D,” and “E”
• TSR, “3-2-1,” pp. 281–282; cards (one per group)
“Jigsaw,” pp. 294–296
• Copies of the Prepare to
• Student learning logs

Share activity sheet,

p. 599 (one per student)

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 581

KEY CONCEPT 4: Comparing ideas across texts allows us to connect with and learn from people from different backgrounds
and historical periods.

Before
Warm-Up
Additional Support Individual Note Taking: Have students draft a paragraph summarizing
After explaining that students everything they know about the personality and accomplishments of the
are about to have the chance subject in their Literature Circle text.
to work in new groups, take
a moment to review what
they have learned about how During
to collaborate successfully Small-Group Brainstorming: Ask students to meet in their Literature
with others in a small-group
discussion. Circle groups to review their summaries. The Literature Circle groups will
serve as “home” groups in the jigsaw activity.
• Distribute copies of the Prepare to Share activity sheet. Have students
Classroom Management use their summaries while they collaborate to brainstorm potential
Have all students complete responses to each question on the sheet.
their own activity sheets.
Explain that they will need to Small-Group Discussion: Shuffle students into new groups that include
have individual access to the at least one member from each Literature Circle group and follow these
information for the second
stage of the activity. instructions for a jigsaw:
(1) Give each group an envelope containing five cards, each bearing a
different letter (i.e., “A,” “B,” “C,” “D,” or “E”). Each student in the
group should take one card.
(2) Explain that when you give the signal to move, all of the students
Classroom Management with an “A” card will join in one group, all of the students with
Increase or decrease the a “B” card will join in another group, and so on. Point out the
number of new groups as
necessary, depending on the
location in your classroom where each new group will form.
size of your class. (3) Give the signal for students to move and facilitate their progress
as they form six “expert” groups, each consisting of at least one
member from each “home” Literature Circle group.
Small-Group Discussion: Instruct the new group members to introduce
their subjects to one another. During these initial introductions, students
should say who their subjects are, when they lived, and what they
accomplished.
Small-Group Brainstorming: After basic introductions are made, have
each group select a Recorder and then collaborate to identify which three
subjects would get along best if they ever had the chance to meet in real
life. Which three subjects would be friends, and why?
Advanced • After coming to a consensus as a group, have the Recorder write down
Consider having students the group’s ideas, identifying which three subjects would be the closest
identify which subjects friends in real life and explaining the group’s decision with facts and
would agree or disagree
about a contemporary social
details from each subject’s life. (See Sample Student Work.)
issue, such as whom to vote
for in the 2008 presidential
election.

582 MANATEE CORE CURRICULUM

KEY CONCEPT 4: Comparing ideas across texts allows us to connect with and learn from people from different backgrounds and

Unit 7
historical periods.

After

KEY CONCEPT 4
Individual Reflection: Based on what they have learned from one
another during this class, have students write an entry in their learning log
identifying which of the other Literature Circle texts they would be most
interested in reading on their own and explaining why.

Homework and Assessment

• To further prepare for the upcoming panel discussions, have students
respond in writing to the following 3-2-1 prompt:
• 3: During the upcoming panel discussions, what are three things you
want the audience to learn about the subject in your Literature
Circle text?
• 2: What two connections between your subject and another subject
do you want audience members to understand?
• 1: What, in your opinion, is one thing that most good decision
makers do?
Making Connections
EdVantage
Democratic Process: The jigsaw is another opportunity for students
to practice skills inherent in the democratic process. By participating in
groups that have different dynamics, students continue to learn about
diversity and that all people can add value.

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 583

Name Date

Panel Discussion Self-Evaluation

Objective: Reflect on your performance during panel discussions.

Under each statement, circle “Strongly Agree,” “Agree,” or “Disagree.” Then write a sentence

ACTIVITY SHEET
justifying your response.

1. I was well prepared for the panel discussion.

Strongly Agree Agree Disagree

Supporting Evidence:

2. I presented accurate facts and details about my subject’s life.

Strongly Agree Agree Disagree

Supporting Evidence:

3. I stayed in character during the entire panel discussion.

Strongly Agree Agree Disagree

Supporting Evidence:

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 585

 Name Date

4. I responded to and built on the ideas suggested by other panel members.

Strongly Agree Agree Disagree

Supporting Evidence:
ACTIVITY SHEET

5. What subject, other than your own, did you connect with the most, and why?

6. What can we learn about life from the people we read about and discussed in this unit?

586 MANATEE CORE CURRICULUM

Name Date

Reflecting on Literature Circles

Objective: Write a memo that follows a prescribed format and demonstrates legible
handwriting skills.

ACTIVITY SHEET
Following the format below, write a brief memo to your teacher about your experience with
Literature Circles:
• In the “To” field, write your teacher’s name.
• In the “From” field, write your name.
• In the “Date” field, write today’s date.
• In the “Subject” field, write the topic of your memo. This could be the title of your
Literature Circle text or something more creative.
• Write the body of your memo legibly. Include the following information:
• What contributed to the success of your Literature Circle group?
• What problems, if any, did your Literature Circle group encounter?
• Did you like the book that you read? Why or why not?

TO:

FROM:

DATE:

SUBJECT:

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 587

Sample Student Work
This sample student work represents a proficient, grade-level-appropriate response to the following
section of the Model Lesson:

Small-Group Brainstorming: After basic introductions, have each group

select a Recorder and then collaborate to identify which three subjects
would get along the best if they ever had the chance to meet in real life.
Which three subjects would be friends, and why?
• After coming to a consensus as a group, have the Recorder write down
the group’s ideas, identifying which three subjects would be the closest
friends in real life and explaining the group’s decision with facts and
details from each subject’s life.

We think that Muhammad Ali, Marian Anderson, and Harry Houdini would have been the best
friends. q Muhammad Ali and Marian Anderson were both very passionate about civil rights
and had to fight against racism and discrimination in their lives. w Lots of African Americans
saw them as role models. Muhammad Ali and Harry Houdini both had big egos and were always
bragging about how good they were. w All three were performers who got a lot of attention from
the media. We think that they would have had a lot to talk about if they ever all got together.

Commentary on Sample Student Work

q Identifies three subjects from different Literature Circle texts who would potentially get along in
real life.
w Identifies similarities between the subjects and supports ideas with evidence from the text.

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 589

 Unit 7
UNIT PERFORMANCE ASSESSMENT
Unit 7
What does it take to be a good decision maker?

Unit
PERFORMANCE ASSESSMENT
Talk-Show-Style Panel Discussion
Learning Objectives
7-4, 7-12, 7-13, 7-16, 7-17, 7-18, 7-19, 7-20

Teacher’s Notes
This Unit Performance Assessment requires students to participate in
talk-show-style panel discussions, in which each student speaks from
the perspective of the subject of his or her selected Literature Circle
autobiography or biography.
The Instructional Approaches for this project recommend using a jigsaw
activity to help students prepare for the panel discussions. In Stage 1 of
the activity, students work in their Literature Circle groups to brainstorm
responses to a provided list of questions. In Stage 2, students are shuffled
and each new group includes at least one member from the other Literature
Circle groups. The members of these shuffled “expert” groups will
comprise the panels interviewed by mock talk-show hosts. (For example,
a student portraying a talk-show host, such as Oprah Winfrey, will
interview a group of six students, one who read about and is speaking from
the perpective of Francisco Jimenez, another representing Muhammad
Ali, another representing Olga Levy Drucker, and so on.) For more
information about facilitating this jigsaw activity, see the model lesson that
begins on p. 581, or pp. 294–296 in the TSR.
Conduct each panel discussion one at a time. Have the other groups watch,
listen, and evaluate the work of their peers as members of the audience.
To keep audience members focused and on task, consider having them
complete a simple evaluation rubric for each panel group, list a specific
number of facts and details they learned from each panel discussion, and/
or write a specific number of questions that they would like to ask each
subject sitting on the panel.
To help focus the panel discussion on the essential question of the unit,
talk-show hosts should pull their interview questions from a predetermined
list. The Prepare to Share activity sheet provides a list of potential
questions that you may wish to use for this purpose. In order to keep the
panel presentations from becoming too redundant, make sure that each

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 591

 group is asked a different combination of questions. Also remind your
talk-show hosts that every member of the panel does not need to respond
to each question. For example, the “hosts” might direct one question to
three of the panel participants and a second question to the other three.
Remember that some repetition of the essential questions and their
responses may allow even your most resistant participants to grasp the
important understandings from the unit. (See the Additional Information
section of Key Concept 4 for more practical suggestions about how to
facilitate panel discussions.)
By participating in a panel discussion while in character, students can
apply the dramatic skills they began to acquire in Unit 6, along with the
listening and speaking skills they have honed over the course of multiple
Literature Circle discussion-group meetings.
Pacing
Students should focus on selecting, reading, and discussing their Literature
Circle texts during Key Concepts 1 through 3. Dedicate the bulk of
Key Concept 4 to introducing the Unit Performance Assessment, having
students collaborate to compose potential answers to the provided list of
questions, conducting the panel discussions, and having students reflect on
and synthesize the ideas that were discussed.
Evaluation
Consider giving students a group grade for the panel discussion, using the
provided scoring rubric to support your evaluation. Letting students know
in advance that the good of the group depends on the performance of each
member may give students additional motivation to prepare carefully and
do their best to thoroughly understand the subjects they are responsible for
representing.
In addition, the approaches in Key Concept 4 suggest having students
complete two different kinds of self-evaluation—filling out a rubric to
evaluate their own performance in the panel discussion and writing a
memo to reflect on their experience as a member of a Literature Circle
group. (This process of self-evaluation will build a foundation for
evaluating their peers, which students will be asked to do at the completion
of the Literature Circle units in language arts 2 and 3.)

Resources
• TSR, “Jigsaw,” pp. 294–296; “Panel Discussions,” pp. 309–311
• Talk-Show-Style Panel Discussion activity sheet, p. 597
• Talk-Show-Style Panel Discussion scoring rubric, p. 595
• Prepare to Share activity sheet, p. 599

592 MANATEE CORE CURRICULUM

 Unit 7
UNIT PERFORMANCE ASSESSMENT
Adaptations
Additional Support: Introduce students to the Unit Performance
Assessment and distribute the Prepare to Share activity sheet in Key
Concept 1 or 2 to encourage and support students’ efforts to understand
and relate to the subjects in their Literature Circle texts.
Additional Support: In order to more directly control the course of the
panel discussion, consider acting as the talk-show host yourself, rather than
have a student volunteer do so. Alternatively, you might invite another
teacher or administrator to play the role.
Additional Support: If students are uncomfortable taking on dramatic
roles, consider having them participate in the panel discussions as
themselves, as “experts” on their selected subjects.
Additional Support: Rather than stage a live performance, have students
work in their shuffled groups to write a transcript of a mock talk-show
episode featuring the subjects from at least five of the Literature Circle
texts. This would allow students to spend more time anticipating the
dialogue that might occur among these different historical figures and
underscore what students learned about scriptwriting in Unit 6.
Advanced: Have students consult print and online resources to collect
additional biographical information about the subject in their Literature
Circle texts. Require them to incorporate this information during the
panel discussions.
Advanced: Rather than provide students with a list of potential questions
in advance, have them either compose their own questions to give to the
talk-show host before the panel discussion or speak extemporaneously
during the discussions without prior exposure to potential questions.
Advanced: Invite students to wear costumes during panel discussions. You
can also challenge them to somehow integrate a prop that would reveal
something significant about the accomplishments or beliefs of the subjects
in their Literature Circle texts.
Across Disciplines: Consider asking your students’ social studies teachers
to visit the class to serve as “time period consultants,” giving students
information about the time period in which their historical subjects
lived. Require students to make references to this historical information
during their panel discussions. (For example, the student representing
Muhammad Ali might discuss his opposition to the Vietnam War in the
1960s.)
Technology: A small group of students might work as the camera crew
during panel discussions. They would be responsible for taping the
performances and potentially posting them on a class Web site.

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 593

 Unit 7
UNIT PERFORMANCE ASSESSMENT
Scoring Rubric
Discuss the following rubric with students so they know what is expected of them:

6 Points – Each panel member demonstrates a thorough understanding of the subject in his or her
selected Literature Circle text. All panel members stay fully in character throughout the discussion
and use language and gestures to consistently, creatively, and accurately represent the personality
and accomplishments of the subjects they are representing. Panel members interact smoothly
with one another, responding to and building on one another’s ideas. Panel members identify the
similarities and differences among their subjects and work together to insightfully analyze the
qualities of good decision makers.
5 Points – All panel members demonstrate an understanding of the subject in their selected
Literature Circle text. All panel members mainly stay in character throughout the discussion and
use language and gestures to accurately represent the personality and accomplishments of the
subjects they are representing. Panel members interact with one another, responding to and building
on one another’s ideas. Panel members attempt to identify the similarities and differences among
their subjects and work together to list the qualities of good decision makers.
4 Points – Most panel members demonstrate an understanding of the subject in their selected
Literature Circle text. Most members mainly stay in character throughout the discussion, and
most attempt to use language and gestures to represent the personality and accomplishments of the
subjects they are representing. Panel members occasionally interact with one another, making an
attempt to respond to one another’s ideas. Panel members attempt to identify the similarities and
differences among their subjects and attempt to list the qualities of good decision makers.
3 Points – Some panel members demonstrate a basic understanding of the subject in their selected
Literature Circle text. Some members mainly stay in character throughout the discussion, and
some attempt to use language and gestures to represent the personality and accomplishments of the
subjects they are representing. Panel members rarely interact with one another, making little attempt
to respond to one another’s ideas. Panel members may identify few similarities and/or differences
among their subjects and make little attempt to list the qualities of good decision makers.
2 Points – Few panel members demonstrate a basic understanding of the subject in their selected
Literature Circle text. Few members stay in character throughout the discussion, and few use
language and gestures to represent the personality and accomplishments of the subjects they are
representing. Panel members never interact with one another, making no attempt to respond to one
another’s ideas. Panel members identify few similarities and/or differences among their subjects and
make no attempt to list the qualities of good decision makers.
1 Point – No panel members demonstrate a basic understanding of the subject in their selected
Literature Circle text. No members attempt to stay in character throughout the discussion, and
none use language or gestures to represent the personality and accomplishments of the subjects they
are representing. Panel members never interact with one another, making no attempt to respond
to one another’s ideas. Panel members make no attempt to identify similarities and/or differences
among their subjects and no attempt to list the qualities of good decision makers.
Unscorable – The performance is not related to the assigned task. Group members may have refused
to respond to questions or may have spoken in a foreign language. Students’ verbal responses may be
incomprehensible or too insufficient to determine the group’s intention.

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 595

Name Date

Talk-Show-Style Panel Discussion

Objective: Participate in a panel discussion focused on identifying the characteristics of
good decision makers.

ACTIVITY SHEET
Let’s talk about what it means to be a good decision maker. No, really…let’s TALK! For
this Unit Performance Assessment, you will get to be a guest panelist on a talk show. The
talk-show host will ask you and the other panelists about the decisions you have made over
the course of your lives, and you will have the chance to share your experiences with the
audience.

To make things a bit more interesting, you will be speaking NOT as yourself, but from the
perspective of the person you read about in your Literature Circle text. Were you in the
group that read The Greatest? Then you’ll be pretending to be Muhammad Ali. Or maybe
you read My Life in Dog Years. If so, you’ll answer the questions as if you were Gary Paulsen.
You will definitely have to be very familiar with the subjects in your books in order to do this
successfully, so you’ll need to read carefully and work well with the other members of your
Literature Circle groups to get ready.

Stage 1: During the first three Key Concepts of the unit, you will be reading your Literature
Circle books. Do your best to understand and relate to the subjects in your books. Imagine
how they might behave and speak. Think about what their personality might be.

Stage 2: While in your original Literature Circle group, you will be given a set of questions.
You will work with the other members of your group to imagine how the subject of your
book might answer each of those questions. Together you will become experts on the
subject of your book.

Stage 3: Time to shuffle things up. We will form new groups that include at least one
member from the original Literature Circle groups. This means that in each new group you
will find an expert on Muhammad Ali, an expert on Gary Paulsen, an expert on The Great
Houdini, and so on. You will have the chance to get to know one another’s subjects before
going “on air” together.

Stage 4: Time for panel discussions. You will sit on a panel of experts (i.e., the members of
the new groups you formed in Stage 3) and answer questions as if you were the subject of
your Literature Circle book. You will be interviewed by a teacher or student posing as a talk-
show host. You will be staging this panel discussion in front of an audience of your peers,
who may or may not be invited to ask questions.

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 597

 Name Date

During the panel discussion, you should aim to do the following:

o Accurately represent the personality of your Literature Circle book’s subject.
o Share accurate details about the subject’s life experiences.
o Make connections with other members of the panel, responding to and building on
their responses whenever you can.
ACTIVITY SHEET

o Thoughtfully discuss what it takes to be a good decision maker.

Evaluation
Each panel discussion group will receive a group grade based on the performance
and knowledge demonstrated by each participant. Your grade, then, depends on the
preparedness of every member of the group. Keep this in mind during Stages 1 and 2 of the
activity: the more you know about the subject of your book, the better off your discussion
group will be.

598 MANATEE CORE CURRICULUM

Name Date

Prepare to Share
Objective: Collaborate with the members of your Literature Circle group to prepare
responses to this list of potential questions.

ACTIVITY SHEET
Directions: Answer the following questions from the perspective of the subject in your
Literature Circle text. Use a separate sheet of paper or index cards if you need additional
space.

1. Who are you? When did you live, and where?

2. What have been your most important accomplishments?

3. What failures or setbacks did you suffer?

4. What challenges or obstacles did you have to overcome?

5. Who were the important people in your life? Did you have role models or influential
friends or family members? If so, what impact did they have on your life? (Describe
anyone who had a negative impact as well.)

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 599

 Name Date

6. What do people think about you?

7. What do you think about yourself?

ACTIVITY SHEET

8. If you had a life motto, what would it be, and why? What advice would you give to
people today?

9. It is almost always possible to identify certain key decisions that shaped the course of a
person’s life. What key decisions did you make? How did they shape the course of your
life?

10. In your opinion, what does it take to be a good decision maker?

600 MANATEE CORE CURRICULUM