Teacher: Mrs.

Brown
Subject(s): ELA 7
Date(s): 10/14/2015
Essential Question: How do authors use narrative elements to create a story?
Why is storytelling an important aspect of a culture or society?
Activity: 1.13 Flight to Freedom
Content Objective (student-friendly): IWBAT analyze how theme is used in a story based on myth.
Language Objective (student-friendly): IWBAT identify theme within a work.
Warm-Up Question: Do you think you learn best from other peoples advice or from your own experience? Explain.
Warm-Up/Pre-Assessment (identify instructional standard/indicator):
Students will answer the Freewrite on page 58: Explain with an example from your own life and/or your reading. Be sure to
include your analysis of the consequences of taking or not taking the advice. Teacher will connect warm-up to Daedalus
and Icarus story.
NEPF: Standard 1, Indicator 2
Daily Review (identify instructional standard/indicator):

Teachers will review characterization with the whole class. Teacher will provide list of common characters for student pairs.
Each pair will select a character and fill out the chart in their notebook, describing what character says, what character
does, how characters appear/look, and what others say about character. Class will review the different characters as a
group, and discuss how this contributes to the portrayal of each character.
NEPF : Standard 1, Indicator 3
Lesson Introduction (identify instructional standard/indicator):

Teach the strategy diffusing to use while reading unknown words. Teacher will put 2-3 sentences up on the board and mode
using the first, how to determine the definition of a word based on its context. Students will collaborate in think-pair-share
groups and use the same strategy to find the meaning of words in the following two examples. Have students practice on
page 59 in the first paragraph. This strategy will be used throughout Daedalus and Icarus.
Concept/Skill Development (including 3+ high level questions) & (identify instructional standard/indicator):
a. Teacher will introduce strategy of diffusing, and re-explore the use of context clues to discover a words meaning.
b. Questions to consider
1. Can you elaborate on the reason you chose that answer? (DOK 3)
2. Justify why you selected the meaning of that word as X. (DOK 3)
3. Which evidence did you use to support your guess? (DOK 3)
NEPF: Standard 4, Indicator 1

Practice & Application (Guided/Independent/Group Practice) (identify instructional standard/indicator):

Students will read through Daedalus and Icarus in groups. As they are reading, they will underline at least five words that
they do not understand. They will then use context clues and textual evidence to determine the definition of the word.
Optional: Students may conduct a similar activity to the Daily Review with Icarus and Daedalus using the same graphic

organizer. Students select textual evidence describing the characters actions, dialogue, appearance, and others reactions
This allows the use of characterization.
NEPF: Standard 4, Indicator 2
*Rigorous Curriculum (identify instructional standard/indicator):
Students may begin practice with analogies to examine the relationship between words. (See attached worksheet)

Writing Prompt (page 63): Students can design an unseen scene of the myth and incorporate dialogue, and vivid details to
create a better understanding of the characters Daedalus or Icarus.
NEPF: Standard 3, Indicator 2
Assessment (Formative - include Homework - & Summative) (identify instructional standard/indicator):

Students will conduct Part 1 of the After Reading activity in groups, discussing the use of characterization, metaphor, and
theme as it relates to the story Daedalus and Icarus. Teacher will monitor group discussion, and then collectively as a
group lead a discussion on question five as it relates to todays society, adding relevance to student learning.
Students will complete the chart on page 63 to connect characterization to theme.
NEPF: Standard 1, Indicator 2
Long-Term Review & Closure (identify instructional standard/indicator):

Check for Understanding: Students will explain a major theme he/she thinks the story represents, using textual evidence to
support their idea. Also, students will revisit the definition of a myth and make connections to how it relates to the values,
customs, and natural phenomenon of the Ancient Greeks.
NEPF: Standard 5, Indicator 2
Supplementary Materials:

1. For characterization practice: http://www.ereadingworksheets.com/reading-worksheets/characterization-worksheet1.pdf

2. More characterization, although this focuses on character
change: http://www.readwritethink.org/files/resources/lesson_images/lesson858/change.pdf
3. Reference Sheet for
Characterization: http://www.readwritethink.org/files/resources/lesson_images/lesson175/RWT186-1.pdf

Potential Modifications to Lesson: Modifications possible for IEPs, 504s, and pacing
CCSS Standards Addressed:
1. RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text.

2. RL.7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provid
an objective summary of the text.