How do people form friendships in the midst of trouble?
Days 1-2 - SEED 1
Days 3-7 - PLAN 1
Days 8-12 - PLAN 2
Days 13-18 - PLAN 3
Day 19 - SEED 2
Days 20-21 - SEED 3
Days 22-23 - SEED 4
Days 24-30 - PLAN 4
Download Seeds, Plans, and Resources (zip)
CCSS Standards for this Unit
Send Feedback to MSDE’s Reading Team
Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing
lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.
Overview of Lesson
This lesson should be taught over multiple days to students. This lesson will focus on the language that Mark Twain used in The Adventures of Tom Sawyer. The students should read chapters 1-4 in The Adventures of Tom Sawyer to analyze how the setting shapes the characters. The students should read a historical account written by Mark Twain where he writes about his life on the Mississippi River.
Teacher Planning, Preparation, and Materials
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.
RL.7.3 Analyze how particular elements of a story or drama interact.
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 specific verse or stanza of a poem or section of a story or drama.
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.
RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as need at the high end of the range.
Speaking & Listening
SL.7.1a 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.
SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
L.7.1 command of the conventions of standard English grammar and usage when writing or speaking.
L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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.