Objective
Identify examples of figurative languageused in “America and I,” and explain the impact of these on meaning.
Readings and Materials
Essay:“America and I” by Anzia Yezierska — Paragraphs 1-49
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Target Task
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Writing Prompt
How has Yezierska's perspective of America changed from the beginning of the text? How does her use of figurative language communicate this changed perspective? Provide evidence from paragraphs 2-3 and paragraph 45 to support your answer.
Sample Response
An example response to the Target Task at the level of detail expected of the students.
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Key Questions
Questions about the text that will help guide the students understanding
Close Read Questions
How does Yezierska describe her life in Russia? How does she use figurative language to communicate her thoughts and feelings? Select two examples from paragraphs 3-6 and explain the meaning and impact of this figurative language.
How does Yezierska imagine life in America will be before she arrives? How does she use figurative language to communicate her thoughts and feelings? Select two examples from paragraphs 2-7 and explain the meaning and impact of this figurative language.
How does Yezierska feel after learning that her first employers will not be paying her? How does she use figurative language to communicate her feelings? Select two examples from paragraphs 36-40 and explain the meaning and impact of this figurative language.
Discussion Questions
Yezierska asks herself aloud, “Where is America? Is there an America?” What does she mean by this? Support your answer with specific evidence from the text.
Exit Ticket
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Vocabulary
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
Academic
metaphor
n.
the comparison of two unlike things in order to provide the reader with a deeper understanding of one of those things.
simile
n.
the comparison of two unlike things using “like” or “as” to indicate what is being compared in order to provide the reader with a deeper understanding of one of those things.
Text-based
idealized
adj.
seen as perfect or much better than reality
disillusioned
adj.
disappointed that something is not as good as previously believed
Homework
Reading and/or task to be completed at home in preparation for the next lesson.
To ensure that students are prepared for the next lesson, have students complete the following reading for homework. Use guidance from the next lesson to identify any additional language or background support students may need while independently engaging with the text.
Essay:“America and I” by Anzia Yezierska — paragraph 50-end
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While reading, answer the following questions.
Where does Yezierska begin working? What are the benefits and downsides of this new job?
What does Yezierska's English teacher suggest that she do?
Is the vocational worker helpful to Yezierska? Why or why not?
Does Yezierska feel that her life has changed since learning English?
Who does Yezierska begin to read about at the end of the essay?
Enhanced Lesson Plan
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Common Core Standards
L.7.5— Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Language Standards
L.7.5— Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.7.5.a— Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Language Standards
L.7.5.a— Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
RI.7.4— Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
Reading Standards for Informational Text
RI.7.4— Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
RL.7.4— Determine the meaning of words and phrases as they are used in a 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.
Reading Standards for Literature
RL.7.4— Determine the meaning of words and phrases as they are used in a 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.
Supporting Standards
Standards that are practiced daily but are not priority standards of the unit
L.7.5
Language Standards
L.7.5— Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.7.5.b
Language Standards
L.7.5.b— Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
L.7.5.c
Language Standards
L.7.5.c— Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.6
Language Standards
L.7.6— 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.
RI.7.1
Reading Standards for Informational Text
RI.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.
RI.7.3
Reading Standards for Informational Text
RI.7.3— 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).
RI.7.10
Reading Standards for Informational Text
RI.7.10— By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.7.1
Speaking and Listening Standards
SL.7.1— 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.
SL.7.6
Speaking and Listening Standards
SL.7.6— Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.7.1
Writing Standards
W.7.1— Write arguments to support claims with clear reasons and relevant evidence.
W.7.1.a
Writing Standards
W.7.1.a— Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
W.7.1.b
Writing Standards
W.7.1.b— Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
W.7.1.c
Writing Standards
W.7.1.c— Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
W.7.4
Writing Standards
W.7.4— Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.7.9
Writing Standards
W.7.9— Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.9.a
Writing Standards
W.7.9.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").
W.7.10
Writing Standards
W.7.10— Write routinely over 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.
Lesson 3
Lesson 5
