Subject:

Unit:
Teacher:

Literature

Duration:

Tropical Secrets/Persuasive Essay

Ms. Carlos

Grade Level:
Academic year:

6 Weeks
7
2015-2016

Standards/Benchmarks
CCSS.ELA-LITERACY.W.7.4

Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.7.5

With some guidance and support from peers and adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose
and audience have been addressed. (Editing for conventions should demonstrate command of
Language standards 1-3 up to and including grade 7 here.)
CCSS.ELA-LITERACY.W.7.1

Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RI.7.8

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.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RL.7.2

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.
CCSS.ELA-LITERACY.RL.7.3

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the
characters or plot).
CCSS.ELA-LITERACY.RL.7.5

Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its
meaning

CCSS.ELA-LITERACY.RL.7.6

Analyze how an author develops and contrasts the points of view of different characters or
narrators in a text.
CCSS.ELA-LITERACY.RL.7.9

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.
Enduring Understandings:

Essential Questions:

Stories can be told through poetry

Stories can be told through multiple
different perspectives
Jewish refugees fled Germany during
WWII and many went to Cuba for safety
because other countries refused to accept
them.
Ethos, Pathos, and Logos are tools to
make a strong argument.

What makes a strong argument? What are Ethos,

Pathos, and Logos and how do we use them?
How is a book written in narrative poems different
than a book written in prose?
Why is it important to write about historical events
from the past? Can the same conflicts in society
repeat themselves?
Why do authors write from multiple perspectives?
What life lessons can we learn from Tropical
Secrets?
Should countries be required to accept refugees?

Vocabulary:

Resources:

Free verse
Prose
Refugee
Holocaust
Perspective
Ethos
Pathos
Logos

Tropical Secrets by Margarita Engle

Derogatory
Mediocre
Flourish
Counterfeit
Acquittal
Annihilate
Canny
Melancholy
Pamper
Shabby

Graphic Organizers
PowerPoint Presentations
Student Devices

http://www.bbc.com/news/world-middle- east32057601
https://www.youtube.com/watch?v=RBQ-IoHfimQ
http://www.unhcr.org/excom/standcom/3ae68d0e
10/social-economic-impact-large-refugeepopulations-host-developing-countries.html

Topics & Skills

Week 1: Students will participate in a review of Narrative Elements in the form of a game of Charades/Pictionary. The
purpose of this activity is to review narrative elements with students before reading a new novel in order to prepare them
for analysis. Students will participate in class in a preview of the novel in order to understand the context. Students will be
split up into random groups based on the color sticker they have on their paper. Each group will be required to research
and record information on a topic connecting to the novel (What was the Holocaust? Where and when did it take place?
/ What is a refugee? How do people usually become refugees? / Why were German refugees taken to Cuba during the
Holocaust?) Each group will present their findings while the rest of the class fills in the information on their graphic
organizer, practicing listening and speaking skills. Students will read Chapters the first 6 poems of Tropical Secrets in class
while the teacher reads them out loud. Students will answer reading comprehension questions, along with HOT questions
about setting, characters and predictions for the rest of the book. The close read will also ask students to analyze pieces of
text, make inferences and provide textual evidence to support those inferences. For closure the teacher will ask students to
make a personal connection to the text (What would you do if you were in the main characters position? How would you
feel?). Students will read poems 7-15 in class in groups. Students will take turn reading the poems out loud then discuss
the section and write a short summary of what happened. Students will fill out a character chart for the two main characters
focusing on indirect characterization (appearance, actions, dialogue, thoughts/feelings) and then will be asked to make
inferences about their personality traits based on that information. Then, students will complete a Venn diagram comparing
and contrasting Daniel and Paloma (focusing on where they come from, their perspectives, their experiences). Students
will read the next set of poems at home and answer reading comprehension questions for homework.
Week 2: Students will read the next set of poems at home and answer reading comprehension questions for homework.
Students will brainstorm as review what makes a strong argument and the teacher will guide the class in creating a clear
list for students to copy down. The teacher will review elements of an Argument (hook, thesis statement, reasons with
evidence, counterargument, closing statement). The teacher will do a lesson introducing Ethos, Pathos, and Logos, giving
definitions and examples of each. The students will then have independent practice with Ethos, Pathos and Logos where
they will identify which is being used in an example text and then write examples of their own. Students will receive their
persuasive essay assignment packet. Students will have a quiz on these topics (what makes a strong argument,
Ethos/Pathos/Logos, parts of a persuasive essay/argument) at the end of the week. Students will be given their persuasive
essay assignment packet.

Week 4: Students will read the next set of poems at home and answer reading comprehension questions for homework.
Students will begin working collaboratively in purposefully made groups (based on MAP data) on their packet. The packet
includes 4 activities before the students will start writing their essay. The first activity will ask them to participate in an
online simulation that allows them to experience what Syrian refugees go through when they choose to flee their home
country. The second activity will ask them to watch a YouTube video showing what life is like for a young Syrian refugee.
The third activity will ask them to read the reasons countries list for NOT accepting refugees. The fourth activity will ask
them to assume certain roles (government, refugee, citizen) and play out a scenario in order to understand all perspectives
of the situation. After each activity is completed the students will be asked What did this activity show you about
refugees? and Was this activity meant to be informative or persuasive? Why? The teacher will go over the essay prompt
with the students (Should countries be required to accept refugees?). The teacher will go over expectations for each part of
the argument and answer initial questions. Students will begin working independently on their essay.
Week 5: Students will read the next set of poems at home and answer reading comprehension questions for homework.
Students will continue to work independently on their essay. Teacher will circulate and guide writing process. Students
will peer edit, practicing their ability to give constructive criticism and to delineate and analyze an argument. They will be
asked to choose the strongest part and explain why it is strong and to choose the weakest part, explain why it is weak and
offer suggestions for improvement. Students will revise based on peer feedback. Students will turn in their packet when
they are done, receive teacher feedback and make necessary revisions.
Week 6: Essay DUE.
Assessments: Reading Homework, Close Reads, Persuasive Writing Quiz, Persuasive Essay