School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 7

Reading/ELA | Informational | Literary | Writing | Language | Listening | Speaking

Lesson Seeds: The lesson seeds are ideas for the indicator/objective that can be used to build a lesson. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.

Standard 3.0 Comprehension of Literary Text

Indicator 7. Analyze the author's purposeful use of language

Objective a. Analyze how specific language choices contribute to meaning


Students should read a literary text (Suggestion: Amelia Bedelia) where multiple meanings of words create idioms. Prior to reading, the teacher will point out these idioms to students. After reading is complete, teacher and students will discuss how Amelia Bedelia's misunderstanding of phrases created comedy. Students should be able to detail what the character actually did and what she was told to do.


Prior to reading a literary text which contains dialect, students should work in small groups to translate samples of dialect into Standard English. (Example: "I reckon them taters will be right for pickin'. I guess the potatoes are ripe.") As students read the text, they should record any examples of dialect that enable them to understand the character or the plot. After reading is complete, students and teacher should discuss the effect of the story speculating about the contribution of the dialect to authenticity.


Students will read a literary text where the teacher has selected words that have multiple meanings. After students have read the text, they will focus on the selected words. The teacher will show students multiple sentences using a selected word. Then they should choose the sentence where the word is used in the same way as the text. Students will justify their chosen meaning using text support. Finally they will determine how knowledge of that word helps a reader understand the text.


Prior to students reading a literary text, the teacher will ascertain that students know that style is how authors use language. Three particular elements students should be aware of as they read is the author's word choice, the author's sentence structure and length of sentences, and how or if the author uses figurative language, repetition, dialogue, and/or imagery. After students have read a portion of the text, they and the teacher will review that portion noting any of the elements listed above. Next, students should draw a conclusion about that author's style. Following that, they should read another portion of text to determine if their conclusion about author's style is correct.

Resources for Objective 3.A.7.a:
LESSON SEEDS | Sample Assessments | Public Release Items |