No Easy Answers Unit Plan

Title of Unit: No Easy Answers

Author: Grace Ann Harris

Grade Level: Seventh Grade

Source: 2012–2013 Instructional Resources Project

Unit Overview: This unit examines the idea of choices and decision-making.  During the unit, students
will work with primary source documents, song lyrics, a short story, quotes, poetry, a speech, and a first-
person narrative of an historical event.  Specifically, students will use documents relating to fallout
shelters from the National Archives, “Free Will” by Rush, “Thank You, Ma’am” by Langston Hughes,
various quotes about choices, “The Road Not Taken” by Robert Frost, Chief Joseph’s surrender speech
as well as a first-hand account of the Battle of Little Bighorn.  Using these materials, students will
study/learn new vocabulary, engage in short writing activities, collaborate with peers to complete various
activities, locate elements of literary works (figurative language, theme, character development, and
others), and analyze the factors of decision-making.  The culminating project for the unit is a narrative
writing assignment that incorporates all of the elements touched upon during the unit. The plans are
written for 90 minute class periods; however, they are full lessons.  In other words, bright and well-
motivated classes will, for the most part, be able to complete the plans as the pacing indicates; classes
with struggling learners may need to alter the pacing to suit. 

Unit Introduction/Entry Event: “Lesson 1: Making Decisions” is the hook for the unit.  Students will
engage in a brief online study of fallout shelters.  Then, working collaboratively, students will select from a
given list of people whom they will allow into their fallout shelter.  This lesson establishes the continuing
theme of “choices and decision-making” that is utilized throughout the unit.

WV CCRS:

Standards Directly Taught or Learned Evidence of Student Mastery of Content

Through Inquiry/Discovery
ELA.7.2 determine a theme or central idea of a
literary text and analyze its development over the
course of the text; provide an objective summary of
the text.
Students will complete  Lesson 2: Figurative
Language and Theme Search (“Free Will”)
and Lesson 5: Poetry Analysis. Both require
students to identify theme.  Evidence of mastery
will be scoring 100% on the theme questions found
within those documents. Completing Lesson 5:
Somebody Wanted But So with 100% accuracy will
be evidence of providing an objective summary of
text.

ELA.7.3 analyze how particular elements of a story
or drama interact (e.g., how setting shapes the
characters or plot).
ELA.7.7 determine the meaning of words and
phrases as they are used in a literary text, including
figurative and connotative meanings; analyze the
impact of rhymes and other repetitions of sounds
(e.g., alliteration) on a specific verse or stanza of a
poem or section of a story or drama.
Students will complete  Lesson 3: Interacting Story
Elements with 80% accuracy as evidence.
Student completion of Unit AlphaBox, Lesson 2:
Figurative Language and Theme Search (“Free
Will”), Lesson 5: Poetry Analysis,and the
vocabulary portion of Lesson 10: No Easy Answers
Unit Test with 80% accuracy will indicate mastery.
ELA.7.9 analyze how an author develops and
contrasts the points of view of different characters
or narrators in a literary text.
ELA.7.13  compare and contrast a written story,
drama, or poem to its audio, filmed, staged, or
multimedia version, analyzing the effects of
techniques unique to each medium (e.g., lighting,
sound, color, or camera focus and angles in a film).
ELA.7.17 analyze how two or more authors writing
about the same topic shape their presentations of
key information by emphasizing different evidence
or advancing different interpretations of facts.
ELA.7.18 by the end of the year, read and
comprehend literature, including stories, dramas,
and poems, in the grades 6–8 text complexity band
proficiently, with scaffolding as needed at the high
end of the range.
ELA.7.22 write narratives to develop real or
imagined experiences or events using effective
technique, relevant descriptive details and well-
structured event sequences.
 engage and orient the reader by
establishing a context and point of view
and introducing a narrator and/or
characters; organize an event sequence
that unfolds naturally and logically.
 use narrative techniques, such as dialogue,
pacing and description, to develop
experiences, events and/or characters.
 use a variety of transition words, phrases
and clauses to convey sequence and
signal shifts from one time frame or setting
to another.
 use precise words and phrases, relevant
descriptive details and sensory language to
capture the action and convey experiences
and events.
 provide a conclusion that follows from and
reflects on the narrated experiences or
events.
ELA.7.23 produce clear and coherent writing in
which the development, organization, and style are
appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are
defined in objectives in Text Types and Purposes.)
ELA.7.24 with some guidance and support from
Student completion of their portion of Lesson 3:
Character Point of View as well as its collective
completion with 80% accuracy will indicate
mastery.
Student responses to the graphic organizers (paper
or digital) in Lesson 5 will indicate mastery of the
standard. (As answers may vary, no specific
percentage of success is warranted.)
Student responses to Lesson 6:
Compare/Contrast will indicate mastery of the
standard.
Students will read “Free Will,” “Thank You, Ma’am,”
“The Road Not Taken,” Chief Joseph’s surrender
speech, and a first-person account of The Battle of
Little Big Horn.  Teacher will complete formative
assessment throughout to monitor student mastery
of same.
Students will complete Lesson 4: “Thank You,
M’am” RAFT.  Scoring will be based an appropriate
seventh-grade writing rubric. These are often found
in textbooks as well as online.
Students will also complete the final narrative
project (Lessons 7-10).  Scoring will again be
based upon an appropriate seventh-grade writing
rubric.
Students will complete Lesson 4: “Thank You,
Ma’am” RAFT.  Scoring will be based upon an
appropriate seventh-grade writing rubric.
Completing the writing conference in Lesson 9 and
peers and adults, develop and strengthen writing completing the Lesson 9: Checklist for another
as needed by planning, revising, editing, rewriting, student will indicate mastery of the standard.
or trying a new approach, focusing on how well
purpose and audience have been addressed.
(Editing for conventions should demonstrate
command of Language objectives up to and
including grade 7.)

ELA.7.25 use technology, including the Internet, to Students producing either a well-typed final
produce and publish writing and link to and cite narrative or a well-designed Power Point of the final
sources as well as to interact and collaborate with narrative (both scoring “3” or higher) will establish
others, including linking to and citing sources. mastery of the objective.

ELA.7.29 write routinely over extended time frames Extended time frames:

(time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes,
and audiences.
Students will complete the final narrative project
(Lessons 7-10). Scoring will be based upon an
appropriate seventh-grade writing rubric.
Shorter time frames:
Students will complete Lesson 4: “Thank You,
Ma’am” RAFT. Scoring will be based upon an
appropriate seventh-grade writing rubric.

ELA.7.30 engage effectively in a range of The teacher’s informal assessment of student

collaborative discussions (one-on-one, in groups, completion of Lesson 1: Group Roles and
and teacher-led) with diverse partners on grade 7 Responsibilities, student fulfillment of their
topics, texts, and issues, building on others’ ideas assigned roles in Lesson 6: To Fight or To
and expressing their own clearly. Surrender, student fulfillment of their Lesson 6:
Group Roles and Responsibilities in order to
 Come to discussions prepared, having prepare for the Lesson 6 extemporaneous speech,
read or researched material under study; and the writing conference in Lesson 9 will
explicitly draw on that preparation by establish mastery of the objective.
referring to evidence on the topic, text, or
issue to probed and reflect on ideas under
discussion.
 Follow rules for collegial discussions, track
progress toward specific goals and
deadlines, and define individual roles as
needed.
 Pose questions that elicit elaboration and
respond to others’ questions and
comments with relevant observations and
ideas that bring the discussion back on
topic as needed.
 Acknowledge new information expressed
by others and, when warranted, modify
their own views.

ELA.7.35 adapt speech to a variety of contexts and The class’ determination of the effectiveness of the
tasks, demonstrating command of formal English small group extemporaneous speeches in Lesson 6
when indicated or appropriate. (See grade 7 will indicate mastery of the objective.
Language objectives for specific expectations.)

ELA.7.36 demonstrate command of the The student produced sentences strips of the

conventions of standard English grammar and
usage when writing or speaking.
 explain the function of phrases and
clauses in general and their function in
specific sentences.
various sentence structures in Lesson 4 will
indicate a beginning understanding of the objective;
however, as this is a very large extensive standard,
more time and practice may be necessary to prove
mastery.

 choose among simple, compound,

complex, and compound-complex
sentences to signal differing relationships
among ideas.

 place phrases and clauses within a

sentence, recognizing and correcting
misplaced and dangling modifiers.

ELA.7.39 Determine or clarify the meaning of Students’ completion of the Unit AlphaBox as well

unknown and multiple-meaning words and phrases as a score of 80% or higher on the vocabulary
based on grade 7 reading and content, choosing portion of the Unit 10: No Easy Answers Unit Test
flexibly from a range of strategies. will provide evidence of mastery.

 use context (e.g., the overall meaning of a Additionally, throughout the unit teacher will
sentence or paragraph; a word’s position or monitor students’ progress as they complete
function in a sentence) as a clue to the various activities to augment/practice their
meaning of a word or phrase. vocabulary knowledge during the unit.  Students
 use common, grade-appropriate Greek or will have the opportunity to utilize several methods
Latin affixes and roots as clues to the during the activities:  using context clues,
meaning of a word (e.g., belligerent, consulting dictionaries, playing review games.
bellicose, rebel).
 consult general and specialized reference
materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find
the pronunciation of a word or determine or
clarify its precise meaning or its part of
speech.
 verify the preliminary determination of the
meaning of a word or phrase (e.g., by
checking the inferred meaning in context or
in a dictionary).

ELA.7.40 Demonstrate understanding of figurative Students’ completion of Lesson 2: Figurative

language, word relationships, and nuances in word
meanings.
 interpret figures of speech (e.g., literary,
biblical, and mythological allusions) in
context.
 use the relationship between particular
words (e.g., synonym/antonym, analogy) to
better understand each of the words.
 distinguish among the connotations
(associations) of words with similar
denotations (definitions) (e.g., refined,
Language and Theme Search (“Free Will”)
and Lesson 5: Poetry Analysis with 80% accuracy
will provide evidence of mastery of the objective.
Additionally, the number of synonyms for “said” and
“run” the student lists during the vocabulary portion
of Lesson 3 will also indicate mastery.  Students
should be able to list at least four synonyms for
each.
 respectful, polite, diplomatic,
condescending).

ELA.7.41  acquire and use accurately grade-
appropriate general academic and domain-
specific words and phrases; gather vocabulary
knowledge when considering a word or phrase
important to comprehension or expression.
Students’ completion of the Unit AlphaBox as well
as a score of 80% or higher on the vocabulary
portion of the Unit 10: No Easy Answers Unit
Test will provide evidence of mastery.
Additionally, throughout the unit teacher will
monitor students’ progress as they complete
various activities to augment/practice their
vocabulary knowledge during the unit.  Students
will have the opportunity to utilize several methods
during the activities:  using context clues,
consulting dictionaries, playing review games.

Performance Objectives:

Know:
The purpose/history of fallout shelters
How difficult some decisions are
What influences our decisions
How to locate information on the internet
How to evaluate their own and other’s writing with a rubric/checklist
How to assume an appropriate role in small group discussions
How to participate in a class discussion
How authors develop characters
How various story elements interact with each other
How purpose affects tone and word choice
How to produce clear and coherent writing or speech appropriate to audience, topic, tone
How to plan, create, and publish an appropriate narrative
How to write and punctuate dialogue
How to recognize the different sentence structures
How to use technology to find sources and for presentation purposes
Definitions for vocabulary

Do:
Define academic and text-based vocabulary; review of same
Engage in small and large group discussions
Analyze poetry
Listen to author reading his own poem
Locate figurative language
Read grade appropriate literature to locate information and for meaning
Use the internet to locate materials
Summarize literature
Rewrite comic strip dialogue into correct standard form
Write short pieces, short speeches, and a longer narrative
Complete a close read successfully
Watch video of a student production of a short story
Compare/contrast points of view
Evaluate peer writing
Engage in a writing conference
Complete a unit assessment

Focus/Driving Questions: Who/what influences our decisions? How do I deal with the consequences of
my decisions?

Vocabulary: Students will utilize a Unit AlphaBox throughout the unit to collect all the vocabulary words
into one location.  During the unit, students will employ the following strategies for acquiring and learning
the vocabulary:  use of context clues, use of Lesson 2:  Own the Word Sheet Graphic Organizer, use of
dictionaries, use of the review game SWAT!, and the use of memory-style vocabulary word
game.  Ultimately, students will match vocabulary words to definitions on a portion of the unit test.

Assessment Plan: Throughout the unit, students’ success will be evaluated using the following formative
assessments:  teacher observations, class and small group discussions, exit slips, graphic organizers,
peer/self-assessments, and kinesthetic assessments.  Specific student-produced written documentation
assessment pieces are included in most lessons (graphic organizers, writing assignments, written and
delivered speeches, work sheets).  The final assessment is a traditional unit test as well as the final
writing project. 

Major Products:

Student groups will produce a list of people selected for inclusion in a fallout shelter; worksheets
regarding character development and answers to close reading questions; summary sheets for poetry;
two examples for each of the four sentence structures; a two-minute extemporaneous speech; and a re-
written comic strip dialogue.

Individually, students will produce a Unit AlphaBox; the name of a song that contains the theme of choice;
a worksheet on interactive story elements; a RAFT writing activity; an exit slip explaining the meaning of a
quote about choices; a brainstorming graphic organizer for a narrative story; a rough draft of their
narrative story; a checklist evaluation of another student’s rough draft; a finished narrative (either a
document or a Power Point presentation)

Assessment and Reflection:

Rubric(s) I will use: (Check all Collaboration Written Communication

that apply.)  Argumentative/Opinion
 Informational
 Narrative X

Critical Thinking & Problem Content Knowledge

Solving

Oral Communication Other

Speaking and Listening

Other classroom Quizzes/ tests Practice presentations

assessments for learning: Lesson 10: No Easy X
(Check all that apply) Answers Unit Test

Self-evaluation Notes

Peer evaluation Checklists/observations

Lesson 9: Checklist X Lesson 9: Checklist X

Online tests and exams Concept maps

Lesson 2: Own the Word Sheet

Lesson 5: Somebody Wanted

But So
X
Lesson 5: Compare/Contrast
Chart Graphic Organizer

Lesson 6: Compare/Contrast

Lesson 7: Brainstorming for

Narrative Written Form

Reflections: (Check all that Survey Focus Group

apply)
Discussion Task Management Chart

Lesson 1: Roles and X

Responsibilities

Lesson 6: Group Roles and

Responsibilities

Journal Writing/ Learning Other

Log
Exit Slips X

Reflection: Each day, students should reflect on the focus question for the day (one aspect of the theme
of choices/decision-making).  Additionally, students should reflect upon the progression towards
mastering the vocabulary and text-based objectives for each day.  For example, students will provide exit
slips, and other written work as a means for identifying their grasp of the concepts.  The ultimate goal
would be for students to become better decision-makers themselves. 

At the close of each day’s lesson, teacher should be reflecting on what aspects of the unit worked and
what, if anything, needs revisited or tweaked for next time.  The teacher may also use rubrics of their
choice to determine success with the writing assignments.

Materials:
Paper
Pencils/pens
Magic 8 Ball (or website)
Dictionary
Laptops/computers
Thesaurus
Sentence Strips
Flyswatters
Chart Paper
Comic Strips (or website)
Textbooks for reference
Lesson Handouts
 
Websites:
National Archives - http://www.archives.gov/education/lessons/fallout-docs/
Ask the Magic 8 Ball On line - http://magic8ballonline.com/8ball/
Lyrics for “Free Will” by Rush http://www.elyrics.net/read/r/rush-lyrics/freewill-lyrics.html
Rush performing “Free Will” http://www.youtube.com/watch?v=YpCASVFyQoE
Information on Rush: http://www.lyricsfreak.com/r/rush/biography.html  and
http://en.wikipedia.org/wiki/Rush_(band)
(For increased depth of knowledge): Lyrics for “Roll the Bones” by Rush
http://www.elyrics.net/read/r/rush-lyrics/roll-the-bones-lyrics.html
Elvis Presley’s “Blue Suede Shoes.” (http://www.youtube.com/watch?v=Bm5HKlQ6nGM)
“Thank You, Ma’am” by Langston Hughes  http://tinyurl.com/4peqvcx
“The Road Not Taken”  http://www.poets.org/viewmedia.php/prmMID/15717
“Compare and Contrast Interactive Map” http://www.readwritethink.org/classroom-resources/student-
interactives/compare-contrast-30066.html
“Compare and Contrast Chart Graphic
Organizer”http://www.readwritethink.org/files/resources/lesson_images/lesson275/compcon_chart.pdf
“Quotations about Decisions” http://www.quotegarden.com/decisions.html
“Wooden Leg’s Story of the Battle: A Cheyenne’s account of the Battle of the Little Bighorn”
- http://www.astonisher.com/archives/museum/wooden_leg_little_big_horn.html
“Surrender Speech of Chief Joseph” http://www2.gsu.edu/~eslmlm/chiefjoseph.html
“Narrative Writing:  Hooks” http://tinyurl.com/cqqpn47
“Stu’s Comic Strip Connection” www.stus.com/3majors.htm

Career Connection:
Business and Marketing Cluster:  Specifically, students will need to be able to complete several tasks
such as analyze and sort material (whom to choose for fallout shelter, what type of sentences),
communicate well (working within groups, pairs and addressing teacher and class), reason logically (why
each person would be a good choice for the fallout shelter, how do authors develop characters, how can
a narrative be improved), maintain patience and tact (expressing ideas and opinions within groups and
class), accept responsibility (complete assigned roles and tasks), follow instructions (every lesson), work
under pressure (to complete lessons and tasks in a timely manner), influence people’s opinions or
judgments (within groups and during writing conferences) , and make decisions based on personal
judgment and verifiable information (selection of fallout shelter people, correcting narratives). 
 
Fine Arts and Humanities Cluster: Specifically, students will work within precise limits or standards of
accuracy (compare/contrast activities), make decisions based on personal judgment (making decisions
for others as Chief Joseph did), communicate with people and present ideas clearly (all collaborative
work), have agreeable working relationships with others (during collaboration), evaluate information
according to measurable or verifiable criteria (correctly answering worksheets and completing tasks),
understand the meanings and relationships of words (completing all vocabulary activities), work under
pressure (to complete lessons and tasks in a timely manner).
 
Human Services Cluster:  Specifically, students will work well with others (during collaboration activities),
communicate easily), tactfully and courteously (both orally and written) (within groups, with teacher and
class and in writing assignments, particularly RAFT), and follow instructions (all activities). 
Lesson One: Making Decisions

Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will activate prior
knowledge by completing Lesson 1: Class AlphaBox for things/events/ideas associated with major
catastrophes. Students will submit answers as teacher records them.  Teacher may need to remind
students of recent catastrophic events such as Hurricane Katrina, the BP Gulf oil leak, the Fukushima
Daiichi Nuclear Power Plant disaster, and Hurricane Sandy.

Anchor Text & Questions for Close Reading:

The National Archives – “Teaching with Documents:  Photographs and Pamphlets About Nuclear
Fallout” http://www.archives.gov/education/lessons/fallout-docs/. Possible questions during class
discussion:  What prompted the interest in fallout shelters? What was the purpose/intent of the fallout
shelters?  Based on the pamphlet and photographs, describe the targeted consumer for a fallout shelter
in the 1950s. 

Vocabulary Development:
Students will write today’s key terms on their Unit AlphaBox, and use context clues from discussion of
fallout shelter to define them.  Teacher will review correct answers.  Students will be adding to the Unit
AlphaBox  throughout the unit. Today’s key terms are:
civil defense
firestorm
fallout
radiation

Manage the Lesson:

Step 1:  Teacher will activate prior knowledge by completing Lesson 1: Class AlphaBox for
things/events/ideas associated with major catastrophes.  Students will submit answers as teacher records
them.

Step 2:  Teacher will share information about fallout shelters from the National Archives website
“Teaching with Documents:  Photographs and Pamphlets About Nuclear Fallout”  or any other source
teacher chooses.  As the teacher shares, students are to record on a Unit AlphaBox possible definitions
for the following words/phrases from the text:  civil defense, firestorm, fallout, radiation.  Students will be
adding definitions to this list throughout the unit.  Teacher will discuss correct definitions following the
presentation.

Step 3: Teacher will explain the hypothetical situation to students (see Lesson 1: Fallout Shelter Activity).
Teacher will also review the rules for group collaboration (see Lesson 1: Group Roles and
Responsibilities.)  It should be noted that there are numerous activities like this found on the
internet.  Each one has its own list of possible people, and their descriptions, to include in the fallout
shelter.

Step 4:  After being assigned to a group of five by the teacher, students will assign group
roles/responsibilities (see Lesson 1: Group Roles and Responsibilities).

Step 5:  Students will begin selecting seven of the 10 people listed on the Lesson 1: Fallout Shelter
Activity sheet, discussing why they selected each person, and why they did not select others. 

Step 6: Students will return to whole class discussion.

Step 7: The Summary Manager from each group will share the selections from his/her group, as teacher
records the results on the board.
Step 8:  Teacher will randomly question students regarding group decision making process (see Lesson
1: Questions for Fallout Shelter Activity). 

Step 9: To lighten the tone, students will prepare an exit slip (students can use ½ a sheet of paper to
record the requested information and must complete it to be allowed to exit the room)where they record
one fact they learned about fallout shelters, one fact about decision-making, and one question/decision
they would like answered.  As students leave the room, they will hand the exit slip to the teacher and take
turns using a Magic 8 Ball® (a toy that looks like the 8 ball of a billiards set, filled with water and a 3D
triangle containing divination-type answers) or use an online version to derive an answer to their
question.  As students receive their magic “answer,” teacher will ask if they received a valid decision or
not.  

Active Literacy: Students will use context clues to create definitions for unknown words. The teacher will
review the correct definitions.   Additionally, students will be practicing their collaboration skills while in
their groups.  The teacher will circulate about the groups to monitor any problems. 

Post Literacy: To lighten the tone, students will prepare an exit slip of one fact they learned about fallout
shelters and one question/decision they would like answered.  As students leave the room, they will hand
the exit slip to the teacher and take turns using a Magic 8 Ball® to derive an answer to their question.  As
students receive their magic “answer,” teacher will ask if they received a valid decision or not. 

Product/Performance: The results of each group’s choices, as recorded by teacher; and teacher’s
evaluation of group roles performances will indicate that the decision-making process has been
completed. Placing/defining words on Unit AlphaBox will be evidence of vocabulary strategies being
practiced and mastered.

Reflection: Students will reflect on the content of the fallout shelter presentation.  Additionally, the
students will reflect on the decision-making process within their group setting in order to start answering
the focus question.  The teacher will reflect on any problems encountered with the lesson, particularly on
the management of the group activity.
 Lesson 1
Class AlphaBox
(activate prior knowledge about major catastrophes)

A B C D

E F G H

I J K L

M N O P

Q R S T

U V WX YZ
 Unit AlphaBox

A B C D

E F G H

I J K L

M N O P

Q R S T

U V WX YZ
 Lesson 1: Group Roles and Responsibilities

ROLE RESPONSIBILITY

Recorder On a clean sheet of notebook paper, the Recorder will write down the names of the
people accepted into the fallout shelter. Handwriting must be legible.

Task Manager The Task Manager will keep the group from getting off task. He/she will maintain
the focus of the group. Should a conflict arise, it is the responsibility of the Task
Manager to solve it.

Time Manager Periodically, the Time Manager will remind group members of how much time is left
to complete the task.

Information The Information Manager will read aloud the list of people and locate any additional
Manager information the group might need.

Summary The Summary Manager will make sure that the group’s final decision is set, and
Manager he/she will relate that decision to the teacher and class for discussion.

Special Notes:

 Every member of the group is encouraged to speak, ask questions, and offer solutions.

 No member is to be ridiculed for anything that is said.

 Lesson 1: Fallout Shelter Activity

The CIA has recently intercepted reliable internet chatter that indicates a nuclear
attack on the United States is imminent. Your small community has a fully-stocked
fallout shelter that can support a limited number of people for a three-month
period. You and the members of your group are in charge of deciding which of the
following people you will allow into the shelter (along with the members of your
group, of course). You will only have room for seven more people.

At the end of the three-month period, the people in the fallout shelter may be
rescued by the military or other survivors. Or they might be the only people left
on earth. . . .

Your group may use any method to make your selection.

You can only select seven people. Choose wisely. Your choices are on the next
page.

Lesson 1: Questions for Fallout Shelter Activity

1. Did your group agree completely on the list of seven people?

2. On a scale of 1 to 10 (1 being “very easy” and 10 being “impossible”), how easy was it for

your group to select seven people for the fallout shelter?

3. Did any one person in your group have more influence than any others? If so, who and why?

4. Did anyone become upset? If so, who and why?

5. What did your group do if/when someone became upset or angry?

6. On what did your group base its decisions?

7. Was there anything about the people wanting to get into the fallout shelter that made it

more difficult to select or de-select them?

8. Is there a better way to make this kind of decision?

9. What method did your group use to makes its ultimate decisions: by majority-rule vote, by

secret ballot, by open discussion, or by some other method.

10. What are some of the possible consequences of your choices?

Lesson Two: Deciding For Ourselves

Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will explain that
making choices is a very large part of our daily lives; therefore, many pieces of literature (such as poetry,
stories, novels, and even songs) deal with that idea.  Today we will look at a song that discusses making
choices.

Anchor Text & Questions for Close Reading:

Lyrics for “Free Will” by Rush http://www.elyrics.net/read/r/rush-lyrics/freewill-lyrics.html
Questions for Close Reading (see Lesson 2: Figurative Language and Theme Search (“Free Will”) 
(For increased depth of knowledge)  Lyrics for “Roll the Bones” by
Rush http://www.elyrics.net/read/r/rush-lyrics/roll-the-bones-lyrics.html

Vocabulary Development: Students will write today’s key terms on their Unit AlphaBox, and use a
dictionary to define terms.  Teacher will review correct answers.  Today’s key terms:

align
celestial
free will
malign
preordained

Manage the Lesson: Teacher will explain that making choices is a very large part of our daily lives;
therefore, many pieces of literature (such as poetry, stories, novels, and even songs) deal with that
idea.  Today we will look at a song that discusses making choices. 

Step 1:  Teacher will ensure that each student has his/her Unit AlphaBox sheet. Students will work in
pairs (composition at teacher’s discretion – selective pair could help ensure that lower level students
access the material successfully).  Each pair will need a dictionary, a computer, copy of Lesson 2:
Figurative Language and Theme Search (“Free Will”), a source of figurative language definitions
(literature books quite often have glossaries that include figurative language terms), paper and pencil.

Step 2:  Working in pairs, students will assign themselves roles [one student will fulfill the role of
“Recorder” (writer of information for pair) and “Task Manager” (keeping pair focused and productive); the
other student will be “Time Manager” (clock watcher) and “Summary Manager” (content verifier and
liaison to whole group)], and they will locate the definition for each key word for today.  Together students
will discuss the dictionary definition (denotation) of each word and create a short definition in their own
words. The words and definitions are to be recorded onto each student’s individual Unit AlphaBox.

Step 3:  Teacher will call on students to assist her in completing a Lesson 2: Own the Word
Sheet Graphic Organizer sheet for each word, based upon information students located.  Teacher will
share the information via projector.  Students will have the opportunity to ask any questions necessary to
assist in their understanding of the words and definitions.

Step 4:  Teacher will play the song “Free Will” aloud for students. You can find this on YouTube.  Teacher
will then share some background information (who, where, when, influences, types of music) on the
Canadian rock band Rush (possible sources of information:
http://www.lyricsfreak.com/r/rush/biography.html and http://en.wikipedia.org/wiki/Rush_(band)).  Teacher
could direct students, individually, to other websites as well.  

Step 5:  Teacher will indicate to students the online location of lyrics to “Free Will”
(http://www.elyrics.net/read/r/rush-lyrics/freewill-lyrics.html). Students are to read the poem with their
partner.   Together, students will complete Lesson 2: Figurative Language and Theme Search (“Free
Will”) .  (one sheet per student pair).  Teacher will circulate about the room, checking on progress.   Any
terms on that sheet with which students might be unfamiliar, could be located in a literature book
glossary/dictionary/teacher source.

Step 6:  “Summary Managers” for each pair will be responsible for sharing answers with whole group, as
group discusses answers.  These could be turned in for teacher review.

Step 7:  Online, students will locate lyrics to songs that have “choices” as a theme. Students are to 1)
record the name of the song and 2) performing artist, as well as 3) the more specific theme for that song
and 4) any examples of figurative language evident on an exit slip to indicate their understanding of
theme.  Teacher may preview the songs submitted for appropriateness and play them periodically
throughout unit.

Active Literacy: Students will use dictionaries to locate denotative meanings, and put meanings into their
own words.  Students will actively read lyrics and locate elements of figurative language.  Students will
trace the development of theme throughout a literary work. Additionally, students will be practicing their
collaboration and public speaking skills as well as computer literacy.  The teacher will monitor students’
collaborative skills and provide any scaffolding necessary to facilitate student understanding.  The teacher
will also troubleshoot any technical issues with computers.

Post Literacy: On-line, students will locate lyrics to songs that have “choices” as a theme. Students are
to 1) record the name of the song and 2) performing artist, as well as 3) the more specific theme for that
song and 4) any examples of figurative language evident on an exit slip to indicate their understanding of
theme.  Teacher may preview the songs submitted for appropriateness and play them periodically
throughout unit.

Product/Performance: To show mastery of figurative language and theme, students will produce the
answers to Lesson 2: Figurative Language and Theme Search (“Free Will”) as well as produce an exit slip
locating another example of music with similar theme.  To show mastery of vocabulary students will
augment their Unit AlphaBox.

Reflection: Students should be able to answer the focus question by listing at least one idea that helps
individuals make decisions for themselves (religion, free will, individual thought) as evident in the
text.  Teacher should reflect on other ways to use music/art to help students make connections.  
 Lesson 2:
Own the Word

My Definition:

Part of Speech:
My Sentence:

Word:
Synonyms:

Antonyms:

A Picture to remind me of this word:

Free Will - Rush, lyrics by Neil Peart

There are those who think that life is nothing left to chance,
A host of holy horrors to direct our aimless dance. Alliteration

A planet of playthings,
We dance on the strings
Of powers we cannot perceive. Rhyme scheme
"The stars aren't aligned
Or the gods are malign"-
Blame is better to give than receive.

You can choose a ready guide in some celestial voice. A reference to?
If you choose not to decide, you still have made a choice.
You can choose from phantom fears and kindness that can kill;
I will choose a path that's clear-
I will choose Free Will.
[ Lyrics from: http://www.lyricsfreak.com/r/rush/freewill_20119963.html ]
There are those who think that they were dealt a losing hand, Idiom “dealt a losing hand”
The cards were stacked against them- they weren't born in lotus-land. allusion

All preordained-
A prisoner in chains-
A victim of venomous fate.
Kicked in the face,
You can't pray for a place
In heaven's unearthly estate.

You can choose a ready guide in some celestial voice.

If you choose not to decide, you still have made a choice.
You can choose from phantom fears and kindness that can kill; oxymoron
I will choose a path that's clear-
I will choose Free Will.

Each of us-
A cell of awareness-
Imperfect and incomplete.
Genetic blends
With uncertain ends
On a fortune hunt that's far too fleet

You can choose a ready guide in some celestial voice.

If you choose not to decide, you still have made a choice.
You can choose from phantom fears and kindness that can kill;
I will choose a path that's clear-
I will choose Free Will.

Theme in one word. Theme in one sentence according to THIS poem/lyrics.

How do you know? What lines support your answer?
Lesson 2: Figurative Language and Theme Search (“Free Will”)

1. What is the alliteration found in the first two lines of the song?

2. What is the rhyme scheme of the second stanza?

3. “You can choose a ready guide in some celestial voice” could be a reference to

what?

4. Being “dealt a losing hand” is an idiom, a colorful way to express an idea – not

meant to be taken literally. What is its larger meaning?

5. What/where is “lotus-land”?

6. . . . “kindness that can kill” is an example of an oxymoron. Define “oxymoron.”

7. IN ONE WORD, what is the theme of this poem?

8. IN A COMPLETE SENTENCE, expanded upon the theme according to THIS

poem/lyrics.

9. How do you know? What lines support your answers to questions 7 and 8.

10. Explain the following: “If you choose not to decide, you still have made a

choice.”
Lesson Three: Influencing Others

Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will ask students to
think about a time when they may have done something that they weren’t particularly proud of.  Perhaps it
was an act of rudeness or something more severe such as a violent act or theft.  Teacher will give
students a few minutes of silent “think time” to recall all aspects of that memory and recall their
feelings/emotions at the time, what prompted them to do the action, and what happened as a result of the
incident.  Then, teacher will explain that students will be reading a story that touches upon that idea.
If time and technology permits, teacher could also show/play the Youtube of Elvis Presley’s “Blue Suede
Shoes.” 

Anchor Text & Questions for Close Reading:

“Thank You, Ma’am” by Langston Hughes: http://tinyurl.com/4peqvcx 

Vocabulary Development: Students will continue to augment their Unit AlphaBox with the following
words:

slung
frail
barren

as well as synonyms for “said” and “run”

Manage the Lesson:

Step 1:  Teacher will ask students to think about a time when they may have done something of which
they weren’t particularly proud.  Perhaps it was an act of rudeness or something more severe such as a
violent act or theft.  Teacher will give students a few minutes of silent “think time” to recall all aspects of
that memory and recall their feelings/emotions at the time, what prompted them to do the action, and what
happened as a result of the incident.  Then, teacher will explain that students will be reading a story that
touches upon that idea.  If time and technology permits, teacher could also show/play the Youtube of
Elvis Presley’s “Blue Suede Shoes.”

Note:  Students might use this memory as a possible source for a narrative writing assignment that
accompanies this unit.

Step 2:  Students will silently and independently read the short story “Thank You, Ma’am” by Langston
Hughes.  This story is quite often found in seventh-grade literature books or can be accessed
at http://tinyurl.com/4peqvcx.

Step 3:  As students read, they will also use context clues to define the vocabulary terms and place them
on their Unit AlphaBox.

Step 4:  Once students are finished, they will continue working with vocabulary by using a thesaurus to list
five synonyms for “said” and five synonyms for “run”. These synonyms will also be placed on the Unit
AlphaBox.  Once students are finished, teacher will review the correct vocabulary answers with students.

Step 5:  Students will work in groups of three for the following activity.  Mixed-ability grouping would help
ensure that struggling readers access the material successfully. Students will re-read the story in their
group.  One student will read all the parts of the story that would be considered the “narrator;” another
student will read all the speaking parts that are associated with Mrs. Jones (including the accompanying
speaker tags); the third student will read all the speaking parts associated with Roger (including the
accompanying speaker tags).  As students work, each group will complete the Lesson 3: Character Point
of View worksheet:  “Mrs. Jones” will complete the character chart associated with her, “Roger” will
complete his chart, and the “narrator” will be responsible for answering the other character
questions. However, all students in the group can assist each other.

Step 6:  When finished, students will resume whole group.  Teacher and students will share answers and
ideas about the characters of the story, based on their answers to Lesson 3: Character Point of View.  As
a final question, the teacher will ask the students to consider the focus/driving question for today:  Who or
what influences our decisions?  Who or what influenced Roger and Mrs. Jones to do what they
did?  Teacher may choose to collect Lesson 3: Character Point of View for formative assessment.

Step 7:  For homework, the teacher will distribute Lesson 3: Interacting Story Elements sheet.  Students
are to bring answers to the completed worksheet with them for tomorrow’s lesson.  Students might use
any remaining class time to begin this homework. At the teacher’s discretion, students might begin the
work collaboratively to make sure that all students understand the general direction of the questions (i.e.,
how different story elements interact).

Active Literacy: Students will read the story independently and with others to help facilitate their
understanding.  Then, students will be relying on higher order thinking during the lesson.  They will have
to make inferences regarding the motivations of the characters based upon their reading when they
complete Lesson 3: Character Point of View.    Students will also recognize the links between setting,
character and plot as they complete Lesson 3: Interacting Story Elements.  During the lesson, teacher
can monitor and assist any students or groups who are having difficulties.

Post Literacy: For today’s lesson, the teacher will be monitoring students as they work on completing
their homework assignment.  Teacher will have the opportunity to check student work for correct form and
answers.  This will allow the teacher to work individually with any students having difficulty. The
homework assignment will be a launch for tomorrow’s lesson, so a more definitive close is not necessary.

Product/Performance: Students will read a literary text on the appropriate Lexile level. Students will also
show an understanding of the effects of story elements on each other (Lesson 3: Interacting Story
Elements), define vocabulary words and locate synonyms (by adding to their Unit AlphaBox , and analyze
character development.

Reflection: Students should think about the choices made by the author, and what influences their own
personal choices.  Teacher should reflect upon the effectiveness of the lesson, evaluate the effectiveness
of the story for his/her students. 
 Lesson 3: Character Point of View

GOAL: To see how an “Thank You, Ma’am”

author develops characters By Langston Hughes

Mrs. Luella Bates Washington Jones

Based on the text of the story, my character . . .

Looks like . . . (physical description, clothing, etc.)

Says. . . (record 4 key pieces of dialogue that tell something about this character)

Does. . . (what does the character do during the story, particularly in relation to other characters)

Lives. . . (where, how, with whom)

Wants. . . (may be stated or implied)

Roger
Based on the text of the story, my character . . .

Looks like . . . (physical description, clothing, etc.)

Says. . . (record 4 key pieces of dialogue that tell something about this character)

Does. . . (what does the character do during the story, particularly in relation to other characters)

Lives. . . (where, how, with whom)

Wants. . . (may be stated or implied)

 “Narrator”

1. From where was Mrs. Jones coming when Roger tried to steal her purse?

2. What kind of life do you think Mrs. Jones has had? Easy? Hard? A mixture?

3. Do you think Mrs. Jones has ever been married? Had children of her own?

4. Why doesn’t Mrs. Jones call tell the police about Roger?

5. What was your reaction when Mrs. Jones hints that she did some bad things in her life? Were
you surprised?

6. What is the real reason Mrs. Jones gives Roger the $10.00?

7. Do you think Roger has tried to steal someone’s purse before this? Why or why not?

8. Do you think Roger has any knowledge of people who do break the law?

9. Why does Roger do everything that Mrs. Jones asks him to do? (wash his face, eat with her,
etc.)

10. Why doesn’t Roger run away when he has the chance?

11. Mrs. Jones says that Roger is “going to remember Mrs. Luella Bates Washington Jones.” Does
he? Why or why not?

12. What do you think Roger will do with the money?

13. Do you think Roger will try to steal another purse? Why or why not?
 LESSON 3: INTERACTING STORY ELEMENTS

“Thank You, Ma’am”

GOAL: To understand that story
elements are connected; changing
SETTING:
one element influences the entire
story.
There is no specific location given for this story.

1. Where do you think the story takes place? What makes you think so?
2. Could this story take place in your hometown?
3. If it could take place in your hometown, would anything else about the story be
different?

The story starts at 11:00 at night.

4. What, if anything, would be different about this story if it happened at 11:00 in

morning?

The story seems set in the late 1950s or early 1960s.

5. Would anything about the story be different if it were to take place today? What?
Why?

CHARACTERS:

6. Would Roger follow all the requests made by Mrs. Jones if she were a young
woman? A small woman? A man?
7. Would Mrs. Jones do anything differently if Roger had been a girl instead of a boy?
8. If Roger had indicated that he had parents at home waiting for him, would Mrs.
Jones have done anything differently? What?

PLOT:

9. Are there any other possible endings to this story? What are they and under what
conditions could they happen?

Asante
Danke Grazie Domo
Arigato
Gracias Thank You
Lesson Four: Influencing Others (continued)

Teacher Facilitation of Student Acquisition of Background Knowledge: To remind students of the

concept of how story elements interact, teacher may elect to show a YouTube video version of the story.
There are many available that have been created as class projects, just be sure to preview the video
ahead of time. This might help any reader having trouble visualizing how story elements interact. Teacher
and students will also review homework (Lesson 3: Interacting Story Elements from yesterday as a
means of re-igniting interest and understanding.)

Anchor Text & Questions for Close Reading: “Thank You, Ma’am” by Langston Hughes

Vocabulary Development: As this is a continuation of yesterday’s lesson, there is no new vocabulary.

Manage the Lesson:

Step 1: Teacher will allow students a few minutes to retrieve last night’s homework.

Step 2: To remind students of the concept of how story elements interact, teacher may elect to show a
YouTube video version of the story. There are many available that have been created as class projects,
just be sure to preview the video ahead of time. This might help any reader having trouble visualizing how
story elements interact.

Step 3: In whole group, teacher and students will review the possible answers to the Lesson 3:
Interacting Story Elements sheet (several possibilities exist for most answers).

Step 4: Once teacher is satisfied that each student understands the concept and has reached the goal
stated on the worksheet, teacher may collect the papers for formative assessment or review further as
necessary.

Step 5: Next, teacher will tell students that the first four sentences of the story are examples of each of
the four different sentence structures (Lesson 4: Sample Sentence Structures). Teacher will place each
of these sentences on the board or other accessible/visible surface for students. (If students are already
familiar with this, they could go to Step 6).

If review or initial instruction is necessary, the teacher can use resources to review. An animated video
that briefly reviews simple, compound, and complex sentences can be found here:
https://youtu.be/DvhC0eSIb3g. The following video does a good of breaking down independent and
dependent clauses: https://youtu.be/bCZ2FY5xOto.

Step 6: Once the teacher is satisfied that students have a “working” knowledge of independent and
dependent clauses, students will pair-up, and using the story, locate at least two sentences for each type.
Students may refer to each other, the PowerPoint notes, their textbook, or teacher for assistance.

Step 7: The teacher will monitor progress, and as pairs locate the various example sentences, teacher
will give plain white paper or sentence strips to student. Students will write out their example sentences
and place them beneath the corresponding sentence structure examples from Lesson 4: Sample
Sentence Structures previously posted to the board.

Step 8: Teacher and students will review the posted sentences, making any necessary changes.
Step 9: Teacher will explain that students will engage in a short writing activity that accompanies the text.
Depending upon time and teacher discretion, this could be completed in class or as a homework
assignment.

Step 10: Teacher will share Lesson 4: “Thank You, Ma’am” RAFT. Teacher will also quickly discuss
the following keys concerns with each choice: Roger’s letter – review friendly letter format and
appropriate content for this letter; Newspaper article – review the style of news writing (shorter
paragraphs, 1st paragraph contains as much of the who, what, when, where, why, and how as possible);
Your summary – will need to reference where you are meeting this stranger and why you want to explain
your actions.

Students are to select one of the choices to complete. Every choice must in some way answer the focus
question of “Who or what influences our decisions?” Teacher may assign as homework or as additional
class time.

Step 11: Teacher will share with students a seventh-grade writing rubric, which will be used to assess
their final writing product (Roger’s letter could be evaluated with an “Argumentative” rubric (convince Mrs.
Jones you are sorry); the newspaper article could be evaluated with an “Informative” rubric (lots of details
and development); and the summary to a stranger could be evaluated with a “Narrative” rubric (It is a
story of what you did.) 

Step 12: Whether as homework or classwork, teacher will collect RAFTs, evaluate them, and share some
of the best examples publicly (bulletin board, class website, etc.)

Active Literacy: Students will identify and discuss how the elements of the story interact by reviewing the
Lesson 3: Interacting Story Elements worksheet and viewing a student produced YouTube video of the
story. Students will identify the author’s use of various sentence structures by locating examples of the
four sentence structures within the text. Students will extend their study of the story by using the text as a
basis for a short writing assignment. During this time, the teacher will be monitoring students for
appropriate understanding of the story elements, sentence structures (including clauses), and appropriate
writing style for various writing topics.

Post Literacy: Whether as homework or classwork, teacher will collect RAFTs, evaluate them, and share
some of the best examples publicly (bulletin board, class website, etc.)

Product/Performance: Students will also show an understanding of the effects of story elements on
each other (Lesson 3: Interacting Story Elements ); students will complete a writing assignment choice
(Lesson 4: “Thank You, Ma’am” RAFT) students will begin/continue a study of sentence structures by
locating examples of the four different sentence structures in the text and recording them on sentence
stripes or white paper.

Reflection: Primary student reflection should be on answering the focus question in their RAFT activity.
Teacher will need to reflect on standards presented may need more time and attention; Teacher will need
to evaluate how effective today’s lesson was and what further enrichment or remediation will be
necessary.
Taken from “Thank You,
Ma’am” by Langston Hughes

Lesson 4: Sample Sentence Structures

COMPLEX
S V
She was a large woman
S
with a large purse (that)
V
had everything in it but
hammer and nails.

Taken from “Thank You,

Ma’am” by Langston Hughes
 Lesson 4: Sample Sentence Structures

COMPOUND
S V
It had a long strap, and
S V
she carried it slung
across her shoulder.

Taken from “Thank You,

Ma’am” by Langston Hughes
 Lesson 4: Sample Sentence Structures

COMPOUND/COMPLEX
S V
It was about eleven
S
o’clock at night, and she
V
was walking alone,
S V
(when) a boy ran up
V
behind her and tried to
snatch her purse.

Taken from “Thank You,

Ma’am” by Langston Hughes
 Lesson 4: Sample Sentence Structures

SIMPLE
S V
The strap broke with the
single tug the boy gave it
from behind.
 Lesson 4: “Thank You, Ma’am” RAFT

Role Audience Format Topic

Roger Mrs. Jones Friendly Apologizing
letter for your
attempted
theft
Newspaper Local News Report on
reporter newspaper article the
attempted
crime in the
story
You A total A written Explain
stranger summary something
bad you’ve
done **

** Students may choose to write about the incident they

recalled in Lesson 3 or another incident.
Lesson Five: Evaluating the Options

Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will discuss with
students times when making a decision had a direct and serious outcome.  For example, teacher can
share information about the role faulty decision-making played in the Space Shuttle Challenger disaster of
1986. 
 Here are a couple of websites the teacher may want to explore prior to class for assistance:
Space Shuttle Challenger Disaster http://www.aerospaceguide.net/spaceshuttle/challenger_disaster.html
 The Space Shuttle Challenger Disaster:  A failure in decision support system and human factors
management http://dssresources.com/cases/spaceshuttlechallenger/index.html

Anchor Text & Questions for Close Reading: “The Road Not Taken” – A copy can be found here:
http://www.poets.org/viewmedia.php/prmMID/15717 

Questions: 

1) What choice did the speaker have to make?  

2)  Which choice did he make?  
3)  What influenced his decision?  
4)  Does the speaker feel that he can go back and re-choose?  Why or why not?  
5) Is the speaker correct, in your opinion, about re-choosing?  Can you give an example?  
6) Do you think the speaker is happy with his decision?

Vocabulary Development: Students will write today’s key terms on their Unit AlphaBox, using
a dictionary to define them.  Once finished, students will compare their work to a prepared teacher copy,
making any changes necessary. 

discern
diverge
evaluate
hence
options
trod (trodden)

Manage the Lesson:

Step 1: As students enter the classroom, they will select a quote about choices from a can, hat or other
means (See Lesson 5:  Quotes, previously copied as necessary and cut into strips).  Students will copy
this quote on a half-size sheet of notebook paper and set it aside for now.

Step 2:  Students will work individually to locate the definitions of the vocabulary words, adding them to
their Unit AlphaBox.

Step 3:  Once completed, students may compare/verify/change their definitions by comparing their
answers with the prepared teacher copy.

Step 4:  Teacher will discuss with students times when making a decision had a direct and serious
outcome.  For example, teacher can share information about the role faulty decision-making played in the
Space Shuttle Challenger disaster of 1986.  Here are a couple of websites the teacher may want to
explore prior to class for assistance:
Space Shuttle Challenger Disasterhttp://www.aerospaceguide.net/spaceshuttle/challenger_disaster.html
The Space Shuttle Challenger Disaster:  A failure in decision support system and human factors
management http://dssresources.com/cases/spaceshuttlechallenger/index.html
Some discussion should follow about the far-reaching effects of decisions made.
 
Step 5:  Teacher will give students brief background information on Robert Frost.  Students will
independently and silently read “The Road Not Taken” by Robert Frost. A copy can be made or students
may read directly from the website: http://www.poets.org/viewmedia.php/prmMID/15717

Step 6:  Working in pairs, students will complete Lesson 5:  Somebody Wanted But So, which will provide
a basic summary of the poem once completed, and Lesson 5:  Poetry Analysis Worksheet, which will help
students locate the theme within the metaphor of the poem.  After giving student pairs time to work, the
teacher will provide/review answers to both forms as well as ask/discuss the Anchor Text Questions (see
above).

Step 7:  Teacher will play the audio of the poem (same website) or students may use headphones to
listen to the poem individually. 

Step 8:  Students will then compare/contrast their individual and silent reading of the poem to the version
of the author’s own reading of the poem, using either the Compare and Contrast map found here:
http://www.readwritethink.org/classroom-resources/student-interactives/compare-contrast-30066.html to
create an Interactive map, or the teacher may print the handout found here:
http://www.readwritethink.org/files/resources/lesson_images/lesson275/compcon_chart.pdf. On this map,
students will designate “Item 1” as “My Reading” and “Item 2” as “Author’s Reading.”

Step 9:  In whole class discussion, teacher and students will discuss the similarities and differences
between their reading and the author’s reading.

Step 10:  Teacher may decide to collect any or all of the worksheets from the day for formative
assessment.

Step 11:  Turning to the quote (selected at the beginning of the class), students are to write, in their own
words, the idea the quote is trying to express.  Students will use this slip of paper as an exit slip.

Active Literacy: Students will independently read the poem and search it for any figurative language as
well as theme.  Students will also become aware of the difference between their own voice reading the
poem and the voice of the author reading the poem.

Post Literacy: Turning to the quote (selected at the beginning of the class), students are to write in their
own words, the idea the quote is trying to express.  Students will use this slip of paper as an exit slip.

Product/Performance: Students will summarize the poem (Lesson 5:  Somebody Wanted But So ;
locate/trace theme and language elements (Lesson 5:  Poetry Analysis Worksheet and explain the
specific meaning of a quote with a “choice” theme (Lesson 5: Quotes; and compare/contrast written poem
to its audio version.

Reflection: Students should think about choices they have made and how many of them could be
changed.  Teacher should reflect upon the effectiveness of the lesson, evaluate/collect other quotes to
use in the future, be able to suggest other literary works with “Choice” as a theme.
 Lesson 5: Quotes

(selected from http://www.quotegarden.com/decisions.html)

A peacefulness follows any decision, even the wrong one. ~Rita Mae Brown

When you have to make a choice and don't make it, that is in itself a choice. ~William James

It's not hard to make decisions when you know what your values are. ~Roy Disney

Some persons are very decisive when it comes to avoiding decisions. ~Brendan Francis

When one bases his life on principle, 99 percent of his decisions are already made. ~ Unknown

Life is the sum of all your choices. ~Albert Camus

The hardest thing to learn in life is which bridge to cross and which to burn. ~David Russell

Indecision becomes decision with time. ~ Unknown

Using the power of decision gives you the capacity to get past any excuse to change any and
every part of your life in an instant. ~Anthony Robbins

The doors we open and close each day decide the lives we live. ~Flora Whittemore

To decide is to walk facing forward with nary a crick in your neck from looking back at the
crossroads. ~Betsy Cañas Garmon

Decisions become easier when your will to please God outweighs your will to please the world.
~Anso Coetzer

Good decisions come from experience, and experience comes from bad decisions. ~ Unknown

Once you make a decision, the universe conspires to make it happen. ~Ralph Waldo Emerson

The inability to make a decision has often been passed off as patience. ~ Unknown
Somebody Wanted But So

Lesson 5: Somebody Wanted But So

 Lesson 5: Poetry Analysis Worksheet
“The Road Not Taken”

1. In the everyday sense, what is happening in the poem? (Summarize the action)

2. What is the poem’s setting? (Remember setting is “where” and “when”)

3. Who is the speaker of the poem? Who is the audience of the poem?

4. What is the rhyme scheme of this poem?

5. Are there any words in the poem that are unfamiliar to you?

6. Can you find any similes? Alliteration?

7. The “road” is a metaphor for what?

8. What is the poem’s theme?

9. What emotion(s) does the poet experience?

Lesson Six: Deciding for Others

Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will open the lesson
by reminding students that during this unit, we are evaluating decision-making.  So far, most of our study
has been based on making decisions for ourselves.  Today’s lesson will focus on how we make decisions
for the benefit of others.

Anchor Text & Questions for Close Reading:

“Wooden Leg’s Story of the Battle: A Cheyenne’s account of the Battle of the Little Bighorn,” a copy can
be found here: http://www.astonisher.com/archives/museum/wooden_leg_little_big_horn.html
“Surrender Speech of Chief Joseph,” a copy can be found here:
http://www2.gsu.edu/~eslmlm/chiefjoseph.html
For questions, see Lesson 6: To Fight or To Surrender

Vocabulary Development: Students will add new words and definitions to their Unit AlphaBox.

commotion
surrender
analyze
compare
contrast
 
Students will utilize the SWAT! strategy to review all vocabulary from the unit so far. This vocabulary
review activity requires two fly swatters and a strong, flat surface on which to display the words.  The
teacher will write or post the words on the board, and divide the class into two teams.  The students
number off by twos, and the first student from each team comes to the board, picks up a fly swatter and
stands with his/her back to the words. The teacher reads a definition, says, “Go!” and the students turn
and quickly try to SWAT the correct word.  If both students choose the same word, the fly swatter that is
on the bottom gets the point. The kinesthetic learners in the classroom will love this activity.  It
encourages students to pay close attention to the words and the definitions because they may be read
many times during the game.

Manage the Lesson:

Step 1: Teacher will open the lesson by reminding students that during this unit, we are evaluating
decision-making.  So far, most of our study has been based on making decisions for ourselves.  Today’s
lesson will focus on how we make decisions for the benefit of others

Step 2:  Individually, students will use a dictionary to locate the definitions of the new vocabulary words
(commotion, surrender, analyze, compare, and contrast). Students will place the words and the definitions
(stated in their own words) onto their Unit AlphaBox.

Step 3:  Once complete, teacher will review correct definitions with whole group.

Step 4:  Teacher will have vocabulary words for the unit written on the board.  (Full list:  civil defense,
firestorm, fallout, radiation, align, celestial, free will, malign, preordained, slung, frail, barren, discern,
diverge, evaluate, hence, options, trod, commotion, surrender, analyze, compare, contrast).  Teacher will
then utilize the SWAT! strategy with students (see “Vocabulary Development” above) to review the
vocabulary.
 
Step 5:  Once game is finished, teacher will keep the class divided into two sections.  One section will be
analyzing Chief Joseph’s famous surrender speech; the other section will be analyzing Wooden Leg’s
account of The Battle of Little Bighorn (As it is very long in its entirety, today’s study of Wooden Leg’s
account could end with “I walked on back to the home lodge.”)  Students may access these speeches via
internet or printed copies.
 
Step 6:  In their groups, students will read their assigned material.  Once complete, students will
collectively answer short questions for their corresponding text. (See Lesson 6: To Fight or To Surrender)
Students in each group whose name is first alphabetically will be the “recorder” of the answers; students
in each group whose name is last alphabetically will be the “facilitator” of discussion.
 
Step 7:  Once groups are finished, students will resume whole group.  The ‘facilitator” in each group will
stand and read aloud their group’s text for the benefit of the other group.  Teacher may also project
websites with the texts to assist each group in reading/understanding the other group’s material. Each
group will also share their questions and answers.
 
Step 8:  Teacher will explain/review the purpose of a Venn Diagram.  From overhead, teacher will guide
students through completing a Venn Diagram illustrating a compare/contrast of the two texts (See Lesson
6: Compare/Contrast).  (Teacher may also choose to have students complete the diagram as individuals).
 
Step 9:  Once the teacher is satisfied that students understand the similarities and differences between
the two texts, the connection that language plays in expressing those choices, and what factored into
each decision, the teacher will prepare for the next activity.
 
Step 10:  The teacher will divide students into groups of 5 (Lesson 6:  Group Roles and Responsibilities)
Each group will randomly select an extemporaneous speech topic; teacher can employ any method for
selection (See Lesson 6:  RATS). Groups will have approximately 10-15 minutes to prepare a short two-
minute speech for the topic selected.
 
Step 11:  Once groups have completed their assignment, “Information Manager” will read the topic aloud,
and the “Summary Manager” will read the speech aloud for each group. 
 
Step 12:  Once each group is finished presenting its speech, the remaining class will determine if the
speech was appropriate for audience and tone as indicated on Lesson 6:  RATS.  Discussion as
necessary can follow.
 
Step 13:  To close, teacher will ask, “How do we decide for others?” and record answers on board.

Active Literacy: Students will read a first-person account of The Battle of Little Bighorn and Chief
Joseph’s surrender speech.  Students will locate the similarities and differences of the two Native
American texts, and identify the differences between two authors regarding the same topic particularly in
relation to tone and its appropriateness for each piece. 

Post Literacy: Students will collaboratively write a speech appropriate to purpose, tone, audience and
topic.

Product/Performance: Students will show evidence of increasing their vocabulary knowledge by adding
to their Unit AlphaBox and playing SWAT!.  By reading text and completing Lesson 6: To Fight or To
Surrender worksheet as well as Lesson 6:  Compare/Contrast diagram, students will show evidence for
their analysis of how two writers can examine the same topic.  Students’ preparation and presentation of
speech appropriate for role, audience, tone and topic will establish evidence for students’ ability to adapt
their speech to a variety of tasks.

Reflection: Students should reflect on the focus question:  How do we decide for others? Teacher should
reflect on any problems with the lesson and students/areas that need additional attention.
 Lesson 6: To Fight or To Surrender

Questions: (Answers highlighted for teacher convenience)

Wooden Leg’s Account of The Battle of Little Bighorn:

1. What was Wooden Leg doing at the beginning of his account? Sleeping
2. Why were the young men called to fight? They were being attacked.
3. What is the purpose of this account? To tell Wooden Leg’s version of the
events
4. What does the tone of Wooden Leg’s account express? Confusion,
excitement, anxiety.
5. Is Wooden Leg’s account more matter-of-fact or emotional? Matter-of-
fact

Chief Joseph’s Surrender Speech?

1. What is the purpose of Chief Joseph’s speech? To surrender

2. What reasons does Chief Joseph give for his choice? Tired, his people are
dead/dying
3. What is the overall tone of this speech? Sadness, defeat
4. Is this speech more matter-of-fact or emotional? Emotional
5. What line, if any, sticks with you? Usually the famous last line
Lesson 6: Compare/Contrast
 Lesson 6: Group Roles and Responsibilities

Wooden Leg’s Chief Joseph’s

Account Speech
ROLE RESPONSIBILITY

Recorder On a clean sheet of notebook paper, the Recorder will write down the final speech
form.

Task Manager The Task Manager will keep the group from getting off task. He/she will maintain
the focus of the group. Should a conflict arise, it is the responsibility of the Task
Manager to solve it.

Time Manager Time Manager will select the speech for his group. Periodically, the Time Manager
will remind group members of how much time is left to complete the task.

Information The Information Manager will read aloud the speech and locate any additional
Manager information the group might need.

Summary The Summary Manager will make sure that the group’s final decision is set, and
Manager he/she will read the speech aloud when called upon.

Special Notes:

 Every member of the group is encouraged to speak, ask questions, and offer solutions.

 No member is to be ridiculed for anything that is said.

Note similarities and differences between these two texts. Things to consider: What happens
in each, word choices, tone, who is speaking, historical connections, and anything else

OVER ALL GOAL: Determine why one text chooses “to fight” and the other text chooses “to
surrender.” How does the language of each piece correspond to the particular choice? What
factors into decisions we make on behalf of others?
 Lesson 6: RATS
Extemporaneous Speech Topics

Role Audience Tone Speech

Topic
Student School Board Serious Allowing
students to use
cellphones as
part of
classroom
instruction
Veterinarian General Urgent Having pets
Public spayed/neutered
Principal Students Happy Announcing an
extra week off
for spring break
Doctor Parents Informative The damaging
effects of drug
abuse on teens
Relative Audience at Sad The death of
funeral home your beloved
aunt Matilda
A story Elementary Funny The adventures
teller students of Sir Sneeze-a-
lot
Lesson Seven: Choices and Consequences

Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will ask students to
brainstorm on all of the ideas, activities, and texts used throughout this unit to date.  Students will create
an idea web from all they can remember.  

Anchor Text & Questions for Close Reading: As students begin their culminating project for this unit
(writing a narrative), they will reference ideas, discussions and texts from the previous six lessons.  No
new text will be utilized, other than the students’ own work.

Vocabulary Development: Students should begin studying their Unit AlphaBox words and definitions.  

Manage the Lesson:

Step 1:  Teacher will ask students to brainstorm on all of the ideas, activities, and texts used throughout
this unit to date.  Individually, students will create an idea web from all they can remember.  Once
complete, students will share elements of their webs with teacher, who will create a class web on
overhead.  (Some key elements should include, but are not limited to, the following:  Lesson 1: the bunker
activity – choosing survivors and Magic 8 Ball; Lesson 2: the idea of fate versus “Free Will” via song
lyrics, also exploring figurative language; Lesson 3 and 4: “Thank You, Ma’am” short story and who/what
influences our decisions; Lesson 5: “The Road Not Taken” poem and quotes about choices; Lesson
6:  First-person narrative and speech from Native Americans connecting to the idea of decisions for the
benefit of others.)

Step 2:  Teacher will then direct students back to the text of “Thank You, Ma’am” since it is a short story,
and that will be the product that students will be creating. Teacher will ask students, based on this text, to
identify the elements that make a good short story – elements that would be important to their upcoming
task of writing a short story themselves. 

Note:  The elements that have proven themselves to me as means for improving students writing are very
specific:  use of a plot chart (Freytag’s); character development; limited action time; use of dialogue;
description that includes careful word choices, figurative language, and sensory details; and sentence
variety.  All of these elements are found within the story “Thank You, Ma’am.”

Teacher will record student responses on board or presentation flip chart.  Teacher will guide the
discussion to include the above elements as these will be the requirements for the writing assignment
(see Lesson 7:  Narrative Requirements)

Step 3:   Teacher will now share the writing prompt (see Lesson 7: Prompt).  This prompt could be placed
on the board for the duration of the unit, so students can access it for clarity.

Step 4:  Teacher will now distribute to students their own copy of the requirements of the narrative
(see Lesson 7:  Narrative Requirements) and discuss them with students.

Step 5:  Teacher will distribute the Lesson 7:  Brainstorming for Narrative Writing Form and review any
parts that students may question.  Once discussion is complete, students are to use the form as a method
for brainstorming the details and character development of their story.  

Note:  Students who are having difficulty coming up with a writing idea might try the following:  Have
student list 3 character types ( ex: waitress, bank robber, ninja), 3 locations (ex: a restaurant, a movie
theater, a house), 3 emotions (ex: love, anger, sadness), 3 times/dates (ex:  July 4, evening, noon), 3
unusual items (ex:  Samurai sword, a tulip, a hat pin), 3 excuses (ex:  The dog ate my homework, I had to
get to the hospital, I meant to do it but forgot).  Usually by the end of the list students will have some idea
with which to work.

Step 6:   Students should complete the Lesson 7:  Brainstorming for Narrative Writing Form for homework
as well as study their Unit AlphaBox words for tomorrow.  

Active Literacy: During this lesson students will be reviewing narrative structures and character
development while they complete their Lesson 7:  Brainstorming for Narrative Writing Form.  Teacher
should be available to answer questions students might have regarding story elements and
characteristics.  Teacher should also be prepared to use other, short narratives familiar to student as
examples for ways to complete his/her story ideas. 

Post Literacy: At the end of the lesson, teacher can ask each student, prior to leaving, about the
progress of his story ideas.

Product/Performance: A completed Lesson 7:  Brainstorming for Narrative Writing Form will be initial

evidence of mastery of many of the points found within the standard. The final product will be the
completed narrative in Lesson 10.

Reflection: Students’ main focus should be on capturing the essence of their story idea.  This is NOT the
time for students to begin any revision/editing.  The teacher should reflect on any students still struggling
with story ideas, and which students’ Lesson 7: Brainstorming for Narrative Writing Form show evidence
of fulfilling the Lesson 7:  Narrative Requirements, particularly the time limit of less than one hour.
 Lesson 7: Narrative Requirements

Your narrative must include. . .

. . . a plot
 Complete with exposition, rising action and conflict, a climax, and falling
action and resolution

. . . action that completes itself within an hour of real time.

 This will probably require approximately two (2) pages of handwritten
(front and back) rough draft and carefully selected transition words.

. . . developed characters
 Names, description, motivation (scattered throughout the narrative)

. . . dialogue
 At least two instances of dialogue, properly indented and punctuated
 Be careful not to turn your story into nothing more than just a recorded
conversation; some dialogue is good, but in a short story, too much is too
much!
. . . description
 Describe key people, places, items, setting
 Use sensory appeal to make the description “showing” not just “telling”

. . . figurative language
 Try similes, metaphors, onomatopoeia, alliteration, personification

. . . sentence variety
 Include a variety of simple, compound, complex, and compound-complex
sentences.
 Lesson 7: Prompt

Life, as you have learned during this unit, is full of choices. Think
about how hard it was to decide whom you would select to survive in
the fallout shelter. You may also recall the time prior to reading
“Thank You, Ma’am” when you were asked to remember a choice you
made which might have been a bad choice. We also discussed the
possibility of choices being permanent or changeable when we read
“The Road Not Taken,” and we read of the hard decisions made on
behalf of others that some Native Americans encountered.

Yes, life is full of choices.

For this prompt, you are to write a first-

person short story (a narrative) that has
“choices” as a theme. Of course some
consequence of the choice should be in the
story, too. Your story may be something
that has actually happened to you, or it
may be a work of fiction that has you as
the main character.
My Characters. . .

Lesson 7: Brainstorming for Narrative Writing

(Note: this first page was also used in Lesson 3 to outline character development)

Look like . . . (physical description, clothing, etc.)

Say. . . (record 4 key pieces of dialogue that tell something about each character)

Do. . . (what do the characters do during the story, particularly in relation to other characters)

Live. . . (where, how, with whom)

Want. . . (may be stated or implied)

 CONFLICT: (select one)

 Man vs. Man

Freytag’s Pyramid
 Man vs. Nature
3. CLIMAX: __________________________ 4. FALLING ACTION:
 Man vs. Self
___________________________
 Man vs. Society

 Man vs.
Gods/Supernatural

2. RISING ACTION:

5. RESOLUTION:

Characters: Description:

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Initial Conflict: _____________________________________________________
_____________________________________________________
____________________________________________________

1. EXPOSITION: (Background)
Theme:
Setting:
1. General: _________________________________
Time: _________________________
Lesson Eight: Choices and Consequences (continued)

Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will review the
current writing assignment, the requirements for the assignment and the elements of good narrative
writing discussed in Lesson 7.

Anchor Text & Questions for Close Reading: As students continue their culminating project for this unit
(writing a narrative), they will reference ideas, discussions and texts from the previous lessons.  No new
text will be utilized, other than the students’ own work.

Vocabulary Development: Students will review unit vocabulary by playing “Memory” with words and
definitions from the unit.  Teacher may print out enough copies of Lesson 8:  Vocabulary Memory for
groups of four to play.  Teacher may also elect to have students create their own “cards” in order to study
at home. These words will comprise a matching portion of the unit test.

Manage the Lesson:

Step 1:  Teacher will place students in groups of four or five.  A set of Lesson 8: Vocabulary
Memory words and definitions will be given to each group.  Students will review the unit vocabulary by
turning all cards face down.  Students will take turns trying to locate matching sets of a word and its
definition.  The student with the most pairs, once all cards have been revealed, wins the game.

Step 2:  Next, teacher will instruct students to get out their brainstorming materials from yesterday’s
lesson (see Lesson 7).  Teacher will explain to students the purpose of a “hook” in writing (to quickly grab
the reader’s attention). A good source of quick information, complete with examples, is found at “Narrative
Writing: Hooks” http://tinyurl.com/cqqpn47. Teacher will then discuss some possible “hooks” that students
should add to their narrative assignment.  Students should write their hook on their existing brainstorming
form.

Step 3:  Teacher will also review the mostly commonly used types of figurative language (simile,
metaphor, personification, and onomatopoeia).  Teacher will give students a few minutes to think of two
instances of figurative language they could add to their story.  Students should write these onto their
brainstorming form and highlight them to ensure that students actually put them into their narratives.

Step 4:  Once complete, teacher will explain that there is another area of writing that students sometimes
struggle with -- writing dialogue with correct indention and punctuation.  Teacher should quickly review
key rules for writing dialogue.   Many student textbooks contain rules for writing dialogue as well as
examples that students might use as reference in addition to a variety of online resources.

Step 5:  Once review of dialogue writing is complete, teacher will provide copies of daily comics from a
local newspaper.  These are usually short and contain only two or three characters.  Teacher should
make sure that the comics offered contain enough actual dialogue to make the practice worthwhile.  (The
Sunday funnies are a good source for longer practice).   Comics can also be accessed at “Stu’s Comic
Strip Connection” www.stus.com/3majors.htm.  This website has them all! 

Students will then pair up (or whatever number is  appropriate for the comic strip), and by taking turns
with each comic character, the students will write the comic strip dialogue onto a sheet of notebook paper
using proper indention and punctuation.  Teacher should be monitoring students’ progress and checking
for understanding.  Teacher may collect the collaborative dialogue as an exit slip and use as formative
assessment.
Step 6:  Once the teacher is satisfied that students have a mastery of the rules of dialogue writing,
students will then proceed to writing their rough draft for their story. Students may need to be reminded to
make sure their story fulfills all the requirements established in Lesson 7 as well as include the material
added today (hooks, figurative language and correct dialogue).  Students will finish the rough draft as
homework.  Most students should have approximately two pages, handwritten on the front and back. 

Step 7:  To close, teacher will remind students to complete their narrative rough drafts for
tomorrow.  Teacher will also collect comic strip dialogue as an exit slip.

Active Literacy: During this lesson students will be reviewing hooks, figurative language and dialogue
writing in order to add these elements successfully to their stories.

Post Literacy: To close, teacher will remind students to complete their narrative rough drafts for
tomorrow.  Teacher will also collect comic strip dialogue as an exit slip.

Product/Performance: An augmented (hooks and figurative language) brainstorming form will be initial
evidence of mastery of many of the points found within the identified standard.  The final product will be
the completed narrative in Lesson 10. 

Reflection: Students should reflect on how many of the required elements they have in their rough
draft.  Teacher should reflect upon the quality of student elements. 
 upon www.dictionary.com

Lesson 8: Vocabulary “Memory”

(v) – to bring into a (v) – to examine (adj) – incapable of (n)- plans or activities
line; to bring into carefully. . .to identify producing offspring, for the protection of
cooperation or causes, key features, unproductive, civilians in times of
agreement etc. unfruitful disaster or
emergency.

(adj) – pertaining to (n) – noisy (v) – to consider or (v) to consider or

the heavens disturbance describe similarities show differences
(spiritual or real)

(v) – to extend in (v) – to see, recognize, (v) – to judge or (n) – a raging fire of
different directions; or apprehend; to determine the great intensity
to branch off recognize as different significance, worth or
quality of

(n) – airborne (n) – free and (adj) – delicate health; (adv) – from now on,
particles that result independent choice, not robust; weak therefore
from explosions, the idea that humans
eruptions, forest express personal
fires, etc., especially choice not determined
from nuclear by physical or divine
explosions forces

(n) – devastation on (v) – to speak harmful (n) – the act of (v) – chosen or
a large scale, untruths; speak evil of choosing; an item or determined
particularly following feature that may be previously
wars or other chosen
cataclysmic events

(n) – the process in (v) – past tense of (v) – to yield; to give (v) – to step or walk
which energy is sling; to hang by a up on
emitted as particles sling or placed so as
or waves, to swing loosely
particularly nuclear
energy
 Lesson 8: Vocabulary “Memory”

Align Analyze Barren Civil Defense

Celestial Commotion Compare Contrast

Diverge Discern Evaluate Fire storm

Fall out Free will Frail Hence

Mass Destruction Malign Options Preordained

Radiation Slung Surrender Trod

Lesson Nine: Choices and Consequences (continued)

Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will remind students
of the requirements for their narrative (see Lesson 7).

Anchor Text & Questions for Close Reading: As students continue their culminating project for this unit
(writing a narrative), they will reference ideas, discussions and texts from the previous lessons.  No new
text will be utilized, other than the students’ own work.

Vocabulary Development: Teacher will explain to students that there will be test during Lesson 10.  A
portion of the test will be matching the words from this unit (Unit AlphaBox) to their correct
meaning.  Teacher may elect to give students a few minutes to study independently, play Vocabulary
Memory again (see Lesson 8), or play “SWAT” (see Lesson 6).

Manage the Lesson:

Step 1:  Teacher will explain to students that there will be test during Lesson 10.  A portion of the test will
be matching the words from this unit (Unit AlphaBox) to their correct meaning.  Teacher may elect to give
students a few minutes to study independently, play Vocabulary Memory again (see Lesson 8), or play
“SWAT” (see Lesson 6).

Step 2:  Teacher will remind students of the requirements for their narrative (see Lesson 7) and have
students retrieve the completed rough draft for their “Choices” story (last night’s homework).

Step 3:  Teacher will explain that students will engage in writing conferences during today’s
lesson.  During their conference students should remember that the purpose of the conference is to help
another student improve his/her rough draft. 

Step 4:  Teacher will pair students.  (Depending upon the composition/ability of the class, the teacher may
let students choose their partners to increase their comfort level, or the teacher may pair students up with
similar writing abilities to make the shared suggestions more effective.)

Step 5:  Teacher will explain the procedures for the writing conferences:

Student “A” will . . .

1. Read aloud his/her writing, allowing Student “B” to see the paper as it is being read.

2. Once finished reading, Student “A” will tell Student “B” of any problem areas in his/her writing
(ex:  dialogue, story is not long enough, lacks description, story is too long, a particular section that is
awkward, etc.)

3. Student “B” will record any of the problem areas on Student “A” paper.

Then. . .

Student “B” will . . .

1. Read aloud his/her writing, allowing Student “A” to see the paper as it is being read.

2. Once finished reading, Student “B” will tell Student “A” of any problem areas in his/her writing
(ex:  dialogue, story is not long enough, lacks description, story is too long, a particular section that is
awkward, etc.)

3. Student “A” will record any of the problem areas on Student “B” paper.
Then . . .

Both students will carefully and silently read through the other’s paper again.  This time, students will
mark any corrections they feel are necessary (spelling, punctuation, paragraphing, word choices).

Each student will also attempt to address any problem area mentioned earlier by writing suggestions
specific to the problem.

Finally, each student will complete a Lesson 9:  Checklist sheet for the other student’s paper.

Once both are finished, students will orally share all of their comments/marks and give the other student
his/her completed Lesson 9:  Checklist and his/her rough draft.

Step 6:  Teacher will then distribute copies of Lesson 9:  Checklist to each student.

Step 7:  Students will begin their writing conferences. 

Step 8:  When both students have finished, students will work to improve/correct their rough
drafts.  Teacher will be available to help students that cannot resolve any writing issue.  (ex:  “I know I
need more description, but I don’t know what to describe, how to describe it, or where to put it.”).

Step 9:  In whole group, teacher will explain that students need to have a completed/corrected rough draft
for the next day’s lesson.  Students will also take a unit test that will include the vocabulary and short
answer questions that relate to the unit’s theme of choices as well as some of the material covered.

Active Literacy: While helping their classmates improve upon their story, students will also be reviewing
many literary elements (plot elements, dialogue, theme) as they complete Lesson 9:  Checklist.

Post Literacy: In whole group, teacher will explain that students need to have a completed/corrected
rough draft for the next day’s lesson.  Students will also take a unit test that included vocabulary.  

Product/Performance: The completion of the Lesson 9:  Checklist sheet will be evidence of the writing

collaboration among the student pairs.  Improvements their rough draft will be evidence of student writing
being strengthened through peer review.  Evidence of mastery of many of the points found within
ELA.7.22 will be the final product, which will be completed in Lesson 10. 

Reflection: Teacher will reflect on the effectiveness of the writing conferences and determine if any
changes to procedure are necessary.  Students should spend time reflecting on ways to use the Lesson
9:  Checklist to improve their narratives. 
 LESSON 9: CHECKLIST
Narrative:

_____Your story is about a choice.

_____Your story is written in first-person.

_____I can identify the exposition of your story.

_____I can identify the rising action of your story.

_____I can identify the climax of your story.

_____I can identify the falling action and resolution of your story.

_____The action of your story takes place within one hour.

_____You have approximately two (2) handwritten pages (front and back)

_____I can identify transition words in your paper.

_____Your characters are named.

_____There are at least two (2) instances of dialogue in your story.

_____Your dialogue is written correctly.

_____Your story is NOT just a recorded conversation.

_____You have described the following people: ___________________

_____You have described the following places: ____________________

_____You have described the following items: ____________________

_____I can find places in your story that appeal to the senses (sounds, feelings, tastes, smells)

_____I have found at least two examples of figurative language in your story. The two examples are as
follows: 1) ______________________________________ 2) _________________________________

_____There are additional examples of figurative language in your story.

_____I could find at least two (2) compound sentences in your story.

_____I could find at least two (2) complex sentences in your story.

_____I could find at least one (1) compound/complex sentence in your story.
 LESSON 9: CHECKLIST
(continued)

_____Your story has a good title that grabbed my attention.

_____Your story has an interesting “hook.”

These are the elements of your story that I like: (ex: story idea, word choices, description, characters –
but do not limit your answer to just these!)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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The elements of your story that I think need work: (ex: plot, dialogue, word choices, description – but
do not limit your answer to just these!)
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Here is an place that confused me: (maybe none)

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Here are some suggestions for you to consider:

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Any other comments:

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Lesson Ten: Choices and Consequences (continued)

Teacher Facilitation of Student Acquisition of Background Knowledge: Prior to the unit test, the
teacher will informally remind students of the key components of each lesson:  (Some key elements might
include, but are not limited to, the following:  Lesson 1: the bunker activity – choosing survivors and Magic
8 Ball; Lesson 2: the idea of fate versus “Free Will” via song lyrics, also exploring figurative language;
Lesson 3 and 4:  “Thank You, Ma’am” short story and who/what influences our decisions; Lesson 5: “The
Road Not Taken” poem and quotes about choices; Lesson 6:  First-person narrative and speech from
Native Americans connecting to the idea of decisions for the benefit of others; Lesson 7- 9 brainstorming
and creating/improving rough draft of a personal narrative.

Anchor Text & Questions for Close Reading: As students complete this unit, they will reference ideas,
discussions and texts from the previous lessons.  No new text will be utilized, other than the students’
own work.

Vocabulary Development: Students will complete a vocabulary matching section on the unit test.

Manage the Lesson:

Step 1:  Prior to the unit test, the teacher will informally remind students of the key components of each
lesson:  (Some key elements might include, but are not limited to, the following:  Lesson 1: the bunker
activity – choosing survivors and Magic 8 Ball; Lesson 2: the idea of fate versus “Free Will” via song
lyrics, also exploring figurative language; Lesson 3 and 4:  “Thank You, Ma’am” short story and who/what
influences our decisions; Lesson 5: “The Road Not Taken” poem and quotes about choices; Lesson
6:  First-person narrative and speech from Native Americans connecting to the idea of decisions for the
benefit of others; Lesson 7- 9 brainstorming and creating/improving rough draft of a personal narrative.)

Step 2:  Teacher will ensure a good testing environment (spacing of students, etc.) and distribute copies
of the Lesson 10:  No Easy Answers Unit Test.  It is teacher discretion if students will be permitted to write
on the test paper or use their own notebook paper.  Additionally, teacher may need to use this test as the
basis for a modified version for struggling students.

Step 3:  Students will complete the test, submitting their papers to teacher.  The teacher should use a
rubric to “score” the paragraph portion of the test.
 
Step 4:  Students will begin the final step in their culminating project for this unit. Students will use laptops
or computers to create a final, published copy of their narratives.  Students may use Microsoft Word or
other word processing program to type their narratives.

Teacher may also give students the choice of placing their narratives onto PowerPoint slides and adding
images to enhance their digital stories.  

Students may need some extra time in order to complete this final task, as some students do not have
access to computers at home.

Step 5:  Once complete, teacher will use a narrative rubric to “score” student narratives.
Active Literacy: Students will review all the literary elements and pieces from the unit as they complete
the unit test.

Post Literacy: Once all tests have been completed and graded, teacher will return tests to students,
discussing any issues that might arise.  Likewise, teacher will return narratives to students and discuss
any problems and/or share papers of good quality.

Product/Performance: The completed narrative will determine mastery of the writing standards
ELA.7.22, ELA.7.23, and ELA.7.25.  The vocabulary portion of the unit test will evaluate the mastery of
ELA.7.41.

Reflection: Students will have the opportunity to reflect upon the unit during the short answer portion of
their test.  This will give them the chance to express to teacher the overall effectiveness of the
unit.  Teacher should use student responses to plan any changes to the unit.
 Lesson 10: No Easy Answers Unit Test

I. Vocabulary: (Lessons 1-6)

Match the following words with their correct definition

1. Align A. a noisy disturbance

2. Analyze B. to speak harmful untruths; speak evil of
3. Barren C. to extend in different directions; to branch off
4. Civil defense D. a raging fire of great intensity
5. Celestial E. to step or walk on
6. Commotion F. to bring into a line, cooperation or agreement
7. Compare G. devastation on a large scale
8. Contrast H. incapable of producing offspring, unproductive
9. Diverge I. chosen or determined previously
10. Discern J. from now on; therefore
11. Evaluate K. to see, recognize, or apprehend
12. Fire storm L. pertaining to the heavens (spiritual or real)
13. Fall out M. to consider or show differences
14. Free will N. to examine carefully. . . to identify causes, features, etc.
15. Frail O. to yield; to give up
16. Hence P. the act of choosing; an item or feature that may be chosen
17. Mass destruction Q. free and independent choice
18. Malign R. to consider or describe similarities
19. Options S. to judge or determine the significance, worth or quality of
20. Preordained T. delicate health; not robust; weak
21. Radiation U. the past tense of sling; to hang so as to swing loosely
22. Slung V. airborne particles from explosions, particularly nuclear
23. Surrender W. plans or activities to protect civilians during disasters
24. Trod X. energy emitted as particles, especially nuclear energy

II. Short Answer

25. List five (5) ideas you’ve learned during this unit. (Lessons 1-9)
a.
b.
c.
d.
e.
 26. List three (3) ways authors develop characters. (Lessons 3-4)
a.
b.
c.
27. In “The Road Not Taken” the road is a metaphor for what? (Lesson 5)
a.
28. What are two reasons Chief Joseph gave for his surrender in his famous “I will fight no more
forever” speech? (Lesson 6)
a.
b.

29. What was the tone of Chief Joseph’s speech? (Lesson 6)

a.

1. List five (5) elements that all good short stories contain. (Lesson 7)
a.
b.
c.
c.
d.
e.
III. Longer Answers

30. Choose one of the following. Write your paragraph on a separate sheet of paper. Be sure to follow
all rules for writing paragraphs. Your paragraph should contain at least 8 sentences.

a. Write a paragraph explaining how you make important decisions.

b. Write a paragraph explaining who influences you and your decisions.

c. Write a paragraph describing your favorite lesson from this unit. Be sure to explain why you
liked the lesson.

d. Write a paragraph persuading your principal to allow you more elective choices in your
schedule.