A Christmas Carol: Guidebook 2.0 Unit
Unit Length and Description:
55 Instructional Days
Students read literary and informational texts about the meaning and redemption found through selflessness and valuing people over material possessions. Students understand how writers use stories to teach us these lessons and how characters’ choices affect the plot and build the theme of a story. Students express their understanding by exploring how literature resonates with readers and has “staying power,” becoming a part of our language, culture, and moral code.
2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
Reading Informational Text:
2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
9. 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.
1. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
9. Draw relevant evidence from grade-appropriate literary or informational texts to support analysis, reflection, and research.
a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).
Speaking and Listening:
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a) Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b) Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
c) 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.
d) Acknowledge new information expressed by others and, when warranted, modify their own views.
a) Explain the function of phrases and clauses in general and their function in specific sentences.
b) Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
c) Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
· Students understand the meaning and redemption found through selflessness and valuing people over material possessions.
· Students understand how writers use stories to teach us these lessons and how characters’ choices affect the plot and build the theme of a story.
· What does Dickens want us to understand about the “business” of being human?
· How has Charles Dickens influenced modern society?