Unit 1 Week 2 Objective Board

TEKS + DOL

Monday · Unit 1 Lesson 6

TEKS 7.5G, 7.8D(i), 7.8D(ii)

DOL

I will demonstrate learning by identifying the controlling idea, evaluating supporting details, and analyzing how a text feature supports understanding in 4 out of 5 questions.

TEKS + DOL

Tuesday · Unit 1 Lesson 7

TEKS 7.8D(iii), 7.9A

DOL

I will demonstrate learning by analyzing how organizational patterns support the author’s purpose in 4 out of 5 questions.

TEKS + DOL

Wednesday · Unit 1 Lesson 8

TEKS 7.6D, 7.9D, 7.7A, 7.9F

DOL

I will demonstrate my learning by paraphrasing a poem and analyzing how the poet’s language develops mood and theme.

TEKS + DOL

Thursday · Unit 1 Lesson 9

TEKS 7.6D, 7.9D

DOL

I will demonstrate my learning by paraphrasing and summarizing a poem and analyzing how figurative language achieves specific purposes in 4 out of 5 questions.

TEKS + DOL

Friday · Unit 1 Lesson 10

TEKS 7.7A, 7.9A, 7.9F

DOL

I will demonstrate my learning by analyzing shared themes, author’s purpose, and how the poets’ language contributes to tone in 4 out of 5 questions.

Class Scaffolds

Monday · Unit 1 Lesson 6

Controlling-Idea Check

Does this idea live across the whole article, not just one section?

Evidence Test

The strongest evidence has the strongest relationship to the controlling idea.

Text-Feature Stem

The feature ___ helps the reader understand ___ because ___.

Academic Language

controlling idea, key idea, supporting detail, relevant evidence, text feature.

Class Scaffolds

Tuesday · Unit 1 Lesson 7

Organizational Patterns

classification · cause and effect · problem and solution · description

Pattern Check

1. Name the pattern. 2. Point to the evidence. 3. Explain what the pattern helps the author show.

Purpose Stem

The author uses ___ to help readers understand ___, which supports the purpose of ___.

Academic Language

organizational pattern, structure, author’s purpose, classify, cause, effect, describe.

Class Scaffolds

Wednesday · Unit 1 Lesson 8

TP-CASTT Reminder

Title · Paraphrase · Connotation · Attitude/Tone · Shifts · Title Revisited · Theme

Language Effect Stem

The words “___” suggest ___ and create a ___ mood/tone because ___.

Theme Check

A theme is a complete message about life or people, not a one-word topic.

Evidence Check

Choose the line that most directly develops the mood, tone, or theme you named.

Class Scaffolds

Thursday · Unit 1 Lesson 9

Paraphrase Check

Keep the important meaning. Change the wording. Do not add new ideas.

Extended-Metaphor Map

Literal image · figurative meaning · what it reveals about the mother’s life.

Figurative-Language Stem

The image “___” represents ___ and emphasizes ___.

Theme Frame

The poem suggests that people should/can ___ when ___.

Class Scaffolds

Friday · Unit 1 Lesson 10

Compare Before You Combine

First determine each poem’s message on its own. Then identify the larger idea both messages share.

Shared-Theme Test

If the idea only fits one poem, it is not the shared theme.

Development Stem

Both poems develop the idea that ___. “Abuelita Magic” uses ___, while “Mother to Son” uses ___.

Evidence Reminder

Use specific language and tone from BOTH poems.

Thinking Steps

Monday · Unit 1 Lesson 6

Determining a Controlling Idea

Identify the topic.
Gather the most important details.
Determine what the details show when considered together.
State the controlling idea and check that it fits the whole text.

Thinking Steps

Tuesday · Unit 1 Lesson 7

Analyze Organizational Patterns

Identify what the section is mostly explaining.
Identify the organizational pattern.
Explain how the pattern organizes the author’s ideas.
Connect the pattern to the author’s purpose.

Thinking Steps

Wednesday · Unit 1 Lesson 8

Analyze Connotation

Identify an important word, image, or figurative expression.
Determine what the language means in context.
Explain the feeling, association, or effect the language creates.
Connect that effect to mood, tone, or theme.

Thinking Steps

Thursday · Unit 1 Lesson 9

How to Paraphrase

Identify the important meaning.
Restate the meaning in your own words.
Check that you kept the important ideas, changed the wording, and added no new ideas.

Thinking Steps

Friday · Unit 1 Lesson 10

How to Compare Themes

Determine the message of each poem.
Find and test the shared idea.
Explain how each poet develops the theme.

Objective + DOL

Monday · Unit 1 Lesson 6

Learning Objective

I can evaluate important details and use academic vocabulary in discussion and writing to explain the controlling idea, identify supporting evidence, and analyze how text features support my understanding.

DOL

1. Which detail from paragraphs 8–11 best supports a key idea about why seniors benefit from teen tutors?A. Scully’s teen tutor was personable and used plain language to explain technology she found difficult to understand.B. Teen tutors rely on manuals and diagrams to explain unfamiliar technology terms.C. Many seniors already understand basic technology but want help with advanced features.D. Teen tutors prefer teaching in groups so seniors can learn from one another.

2. Which key idea about the teen trainers is best supported by details in paragraphs 12–13?A. Teen trainers must learn new technology before they can teach seniors effectively.B. Teaching seniors helps teens become more patient and better understand older adults’ perspectives.C. Teens often struggle to explain technology because they use too many technical terms.D. Seniors expect teens to know every type of technology, even those teens rarely use.

3. How does the section heading “Sensitivity Training” contribute to the reader’s understanding of the article?A. It signals that the section will explain how college students prepare to understand challenges seniors may experience.B. It shows that senior citizens must complete training before receiving technology help.C. It introduces reasons teenagers have difficulty learning new technology.D. It explains why the TECH program in Oregon was created.

4. What is the controlling idea of the selection?A. Technology programs for seniors are expanding because teens enjoy volunteering.B. Seniors and teens both gain meaningful benefits when they work together on technology skills.C. Most seniors struggle with technology because devices are designed for younger users.D. Teenagers are the only group capable of teaching seniors how to use modern devices.

5. Which detail from the selection best supports the controlling idea that both generations benefit from the program?A. Seniors often bring their own devices to class so teens can troubleshoot problems.B. Teen tutors sometimes become friends with seniors and continue communicating afterward.C. Many seniors sign up for classes because their families prefer digital communication.D. Teen tutors are required to complete sensitivity training before teaching seniors.

Objective + DOL

Tuesday · Unit 1 Lesson 7

Learning Objective

I can analyze how organizational patterns in a nonfiction text contribute to the author’s purpose and explain my thinking through discussion and writing.

DOL

1. What is the most likely reason the author wrote this article?A. To describe how technology programs for seniors are organized across the countryB. To explain how teens and seniors benefit from learning technology togetherC. To argue that schools should require teens to teach seniors digital skillsD. To highlight the challenges seniors face when learning new technology

2. How does the use of examples throughout the article support the topic?A. By illustrating how different communities design their own senior-tech programsB. By showing that seniors prefer learning from teens rather than from family membersC. By demonstrating that technology skills improve only when seniors practice dailyD. By revealing that most seniors already understand basic technology before joining classes

3. How does the use of a cause-and-effect structure in paragraphs 12–13 support the topic of the article?A. It shows how teens adjust their teaching methods based on seniors’ reactions.B. It explains why seniors often ask teens about technology teens rarely use.C. It demonstrates how teaching seniors leads teens to reflect on earlier technology.D. It reveals that seniors rely on teens because manuals are too difficult to understand.

4. How does the comparison between teen tutors and college tutors in paragraphs 14–17 support the topic?A. By contrasting the different tools each group uses to teach seniorsB. By showing how both groups adapt their communication to meet seniors’ needsC. By demonstrating that college tutors rely more on technology than teen tutorsD. By revealing that teen tutors learn faster because they use simpler strategies

5. Which statement best expresses the author’s message in the article?A. Seniors can learn technology independently if given enough time and resources.B. Teenagers should be required to complete sensitivity training before teaching seniors.C. Interactions between teens and seniors can build confidence and connection for both groups.D. Technology programs for seniors are successful only when they include advanced devices.

Objective + DOL

Wednesday · Unit 1 Lesson 8

Learning Objective

I can annotate a poem using TP-CASTT and explain how the poet’s language develops tone and theme using relevant text evidence.

DOL

1. Read lines 1–5 from the poem. What is the best paraphrase of these lines?A. A mother sits outside at night because she does not want her crying baby to wake the family.B. A distressed new mother sits in her small home and tries unsuccessfully to comfort her crying baby.C. A mother becomes angry because the baby has been wrapped too tightly in a blanket.D. A mother cries because she is worried that her family’s home is too small for the baby.

2. Read line 4 from the poem: “rocks the angry bundle.” The poet uses figurative language in this line most likely to suggest that the mother —A. is carrying several objects while caring for the babyB. is becoming angry because the baby refuses to sleepC. is struggling to comfort a baby who is upset and difficult to sootheD. is protecting the baby by wrapping it tightly in a blanket

3. In which line or phrase from the poem does the poet’s use of language best convey a soothing mood?A. “cries with her baby”B. “still desert night”C. “ts . ss, ts . ss”D. “gray-haired shaman”

4. Which TWO themes are developed in the poem? Select TWO correct answers.A. The wisdom of older generations can provide comfort during difficult moments.B. Family members can support one another when a situation feels overwhelming.C. People must solve their problems independently to become stronger.D. Traditional practices are valuable only when they involve supernatural powers.E. Difficult experiences should be ignored until they resolve themselves.

5. Part A: What is the most likely meaning of the title “Abuelita Magic”?A. The abuelita uses supernatural powers to make the baby obey her.B. The abuelita performs a secret ceremony that the mother does not understand.C. The abuelita’s wisdom, love, and traditional knowledge have an extraordinary effect on her family.D. The abuelita teaches the new mother how to create a toy from a dried chile.

Part B: Which TWO lines from the poem best support the answer to Part A? Select TWO correct answers.A. “sits on the dirt floor of the two-room house”B. “finds a dried red chile”C. “gray-haired shaman”D. “cures her two children / with sleep”E. “in the still desert night”

Objective + DOL

Thursday · Unit 1 Lesson 9

Learning Objective

I can analyze Mother to Son by paraphrasing the poem, explaining how the extended metaphor and tone shift develop the speaker’s message, and using text evidence to write a theme statement.

DOL

1. Read lines 1–7 from the poem. Which sentence best paraphrases these lines?A. The mother explains that the staircase in her home has become damaged and unsafe.B. The mother reveals that her life has included painful hardships and has not been easy or comfortable.C. The mother regrets that she has never lived in an expensive or beautiful home.D. The mother admits that her own choices have caused most of the problems in her life.

2. Read line 2 from the poem: “Life for me ain’t been no crystal stair.” The poet uses the metaphor in this line most likely to emphasize that the mother —A. wishes that she had been able to live a wealthier lifeB. believes that climbing stairs has made her physically strongerC. has experienced a life filled with difficulties rather than ease and comfortD. wants her son to understand why their home needs repairs

3. Read lines 8–13 from the poem. What is the best paraphrase of these lines?A. The mother has continued making progress through changes and uncertainty.B. The mother has stopped to rest whenever her journey has become too difficult.C. The mother has often become lost because no one has helped guide her.D. The mother has reached her goals only after her life became easier.

4. Which TWO statements best describe how the poet’s use of figurative language achieves specific purposes in the poem? Select TWO correct answers.A. “Tacks” and “splinters” help the reader imagine the painful obstacles the mother has faced.B. “Boards torn up” and “bare” suggest that the mother has experienced hardship and a lack of comfort or support.C. “Reachin’ landin’s” suggests that the mother stops moving whenever she becomes tired.D. “Goin’ in the dark” explains that most of the mother’s difficulties occurred at night.E. “Still climbin’” shows that the mother plans to repair the damaged staircase herself.

5. Part A: Which is the best summary of the poem?A. A mother describes a dangerous staircase and warns her son not to climb it because he might fall.B. A mother explains that her family once struggled financially but has now overcome every difficulty.C. A mother tells her son that he will experience the same problems she faced and must follow the exact path she took.D. A mother explains that her life has been difficult, describes how she has continued moving forward despite obstacles, and advises her son not to give up when life becomes hard.

Part B: Which statement best explains how the extended metaphor supports the summary in Part A?A. The poet first describes a beautiful staircase, then explains how it became damaged, and finally shows the son repairing it.B. The poet first uses damaged staircase details to represent hardship, then uses upward movement to represent perseverance, and finally connects the mother’s experience to her advice.C. The poet repeats the staircase description to show that the mother and son have experienced identical problems.D. The poet leaves the staircase’s meaning unclear to create mystery about the mother’s past.

Objective + DOL

Friday · Unit 1 Lesson 10

Learning Objective

I can compare a shared theme across two poems and explain how each poet’s purpose, language, and tone communicate that theme using relevant text evidence.

DOL

1. Read these lines from “Abuelita Magic.” How does the poet’s use of language in these lines contribute to the tone of the poem?A. The description creates a mysterious tone by suggesting that the chile contains a secret power.B. The word wrinkled creates a critical tone by emphasizing that the chile is old and damaged.C. The repeated sound creates an impatient tone by showing that the abuelita wants the baby to become quiet immediately.D. The words slowly and ts . ss create a gentle, soothing tone that emphasizes the abuelita’s calming influence.

2. What is Langston Hughes’s primary purpose in “Mother to Son”?A. To show how a person’s experiences with hardship can be used to encourage someone else to persevereB. To explain why parents should protect their children from every difficult experienceC. To describe the dangers people may encounter when climbing a damaged staircaseD. To convince readers that people must overcome their problems without guidance from others

3. Which TWO themes are developed in “Mother to Son”? Select TWO correct answers.A. People should avoid unfamiliar situations because they may lead to failure.B. Life becomes easier once people reach their most important goals.C. Difficult experiences can develop strength and determination.D. People must follow the same path as their family members to become successful.E. Personal experience can give someone the wisdom to guide and encourage others.

4. Which statement best compares how the poets’ language contributes to tone in the two poems?A. Both poets use harsh descriptions and repeated warnings to create serious and frightening tones.B. “Abuelita Magic” uses gentle sounds and calming word choices to create a soothing, admiring tone, while “Mother to Son” uses direct commands and personal language to create a firm, encouraging tone.C. “Abuelita Magic” uses formal language to create a distant tone, while “Mother to Son” uses humorous language to create a playful tone.D. Both poets use questions and uncertain language to show that the older family members do not know how to help.

5. Which theme is shared across “Abuelita Magic” and “Mother to Son”?A. Younger family members must learn to solve their problems without assistance.B. Difficult experiences can be avoided when people follow family traditions.C. Older family members should prevent younger people from experiencing hardship.D. Older generations can use their wisdom and experience to help younger family members through difficult moments.