S1+Tibbetts+Courtney

=Stage 1 Identify Desired Results= A. Reading A 2. Literary Texts Grades 7- Fever, 1793 Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and common literary devices help shape the readers response. e. Compare how similar themes are presented in different works. ||
 * **Establish Goals:** **(G)** ||
 * MLR: English Language Arts

//What understandings are desired?//
•Characters portrayal and time of events associated with them are important aspects of the book that need to be looked at more closely. •The various components that contribute to the structure of a text (narration, themes) are important to the text as a whole. ||
 * //Students will understand that:// **(U)** ||
 * •Literary devices are used to create meaning in the text and contribute to the ways a text can be interpreted.

//What essential questions will be considered?//
•How are the characters portrayed by the narrator and how does that contribute to the way the text is read? •Why are there literary devices and where can they be found?
 * **Essential Questions:** **(Q)** ||
 * •Why are there so many components that make up the structure of the novel and what are they?
 * 1) How are the main characters introduced and depicted?
 * 2) How does yellow fever begin (who and where) in the story?
 * 3) How does the disease of yellow fever relate to diseases prominent today such as HIV and Hepatitis?
 * 4) How was the fever cured in the novel and how would that differ from today?
 * 1) How is the life of a fourteen year old (Matilda) in 1793 different from now?
 * 2) Why do some characters (Matildas' mother and grandfather) think it is okay to stay despite yellow fever spreading?
 * 3) How does King George (the parrot) add to the novel?
 * 4) How does the fever epidemic help Matilda to grow to an adult and when does this occur?
 * 1) How is the color yellow symbolized in the book?
 * 2) How are strange words used in the book that may be common in 1793 but not today?
 * 3) How is foreshadowing used in chapters 3 and 4?
 * 4) Why is the story told from Matildas' point of view (first person)? ||

//What key knowledge and skills will students acquire as a result of this unit?//
plot, irony, point of view (first person, third person). •Definitions- Define what a literary device is in general then define specific literary devices found in the novel. •Critical Details- Who the narrator is and their role in the novel, character portrayal, location, themes, and conflicts. || •Describe the different components that make up the structure of the text (narration, themes). •Make sense of literary devices within the text. •Design a timeline of events according to the novel. •e. Compare how similar themes are presented in different works. •Assume the role of a character from the novel. •Self-assess the best way to interpret the text. ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * •Vocabulary- narrator, writing style,

2004 ASCD and Grant Wiggins and Jay McTighe