7th Grade Guided Practice (GP) #2

Reading Literary (RL.7.5 and RL.7.6)

Purpose
The purpose of the Guided Practice (GP) is to supplement and complement high-quality literacy
instruction in the Kentucky Core Academic Standards for English Language Arts. This Practice is designed
to support implementation of KCAS within the JCPS Curriculum, and to provide students with a review of
the literacy standards. This Practice should not be used to introduce new content. The Guided Practice
provides an opportunity for students to apply their learning before, during, and after reading. Teachers
are encouraged to modify and/or extend the lesson to best meet the needs of their students. The
Practice emphasizes student responsibility for thinking, reading, and writing critically, just as they should
during any learning experience. This Guided Practice should not be used as independent class work or
homework; teacher guidance and feedback should continue throughout the lesson.

Priority Standards: ELA Standards

RL. 7.5-- Analyze how a dramas or poems form or structure contributes to its meaning.
RL.7.6--Analyze how an author develops and contrasts points of view of different characters or
narrators in a text.

Supporting Standards
RL.7.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
RL.7.2Determine 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.
RL.7.3Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
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 a specific verse or
stanza of a poem or section of a story or drama.
RL.7.10By 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.
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.)
W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 7 reading standards to literature. (e.g. Compare and contrast a )
SL.7.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse
partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly.
c. Pose questions that elicit elaboration and respond to others questions and comments with relevant observations
and ideas that bring the discussion back on topic as needed.
d. Acknowledge new information expressed by others and, when warranted, modify their own views.
L.7.3Use knowledge of language and its conventions when writing, speaking, reading or listening.
a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and
redundancy.
L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading
and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a words position or function in a sentence) as a
clue to the meaning of a word or phrase.

Casey at the Bat

By Ernest Lawrence Thayer

Objectives:
Students will be able to make their thinking visible by responding in writing while being read
to and/or reading a text. (RL.7.10, W.7.4, W.7.9)
Students will be able to recognize and distinguish between the various forms of poetry.
(RL.7.5)
Students will be able to use evidence from the text to analyze the structure of a poem.
(RL.7.5)
Students will be able to use evidence from the text to analyze the meaning of a poem. (RL.7.1,
RL.7.2, RL.7.5, RL.7.6)
Students will be able to use evidence from the text to compare and contrast the various
points of view of different characters in a poem. (RL.7.1, RL.7.6)
Students will be able to use evidence from the text to determine the strategies the author
uses to develop the points of view of various characters and the narrator of a poem. (RL.7.1,
RL.7.3, RL.7.4, RL.7.6)

Sample Learning Targets:

I can identify the poetic elements that contribute to the form/structure of the poem,
Casey at the Bat.
I can analyze the structure of Casey at the Bat.
I can analyze the meaning of Casey at the Bat.
I can analyze the relationship between a poems form and structure as it contributes
to the meaning of the poem, Casey at the Bat.
I can recognize the strategies the author uses to contrast the points of view of
different characters in Casey at the Bat.
I can cite examples from the poem to analyze how the author develops the points of
view of various characters.
I can analyze how the author contrasts different points of view in a single poem.

Overview:
The teacher will guide students in thinking critically about the text, focusing on the structural
elements of the poem, Casey at the Bat, and the points of view and perspectives of the
characters in the poem.

Instructional Plan
Note: Before using this instructional plan with students, the teacher reads the poem and completes
the multiple choice and extended response questions just as the students will do.

Introduction:
With studentsteacher reviews Standard RL.7.5. Discuss the various forms of poetry. Discuss
how these forms help to convey the meaning in a poem. Discuss how the structure of a poem
contributes to its meaning.
With studentsteacher reviews Standard RL7.6. Discuss how the various characters and the
narrator in a poem can have differing points of view/perspectives.

Guided Reading (Whole Group):

Teacher directs a Read Aloud/Think Aloud of the poem, Casey at the Bat, with the class. As
you read, allow students time to record answers to embedded questions in the boxes provided
on their student copies.
Students share and discuss answers with partners and with the whole group.

Guided Support (Independent Work Time with Teacher Supervision):

Students work independently to re-read the poem and answer multiple choice and extended
response questions.
Teacher monitors and gives support as needed.

Guided Analysis:
Teacher reviews the protocol for completing the Student Self-Analysis sheet.
Teacher asks students to identify correct answers to multiple choice questions and guides
discussion about their choices.
After reviewing the answers, students complete the multiple choice section of the student selfanalysis sheet (last page of this document) with emphasis on the supporting evidence column.
Teacher distributes and reviews the Kentucky General Scoring Guide.
Teacher models scoring, using his/her own answer to the extended response and the scoring
guide.
Students work in pairs or small groups to score their own extended responses.
Allow time for students to discuss and revise their extended responses with the goal of
producing proficient answers.
In small groups, students will share their revisions and explain why each was made.

Determining Next Steps:

Teacher examines student self-analysis sheets to determine next steps for instruction and plans
accordingly.

PART 1: Making Thinking Visible/Reading for a Purpose

Take a look at the passage. Just from glancing over the text quickly, what can you tell about it?
Readers should ask themselves questions as they read. As we read this poem together, we are going
to use that strategy to help us better understand the poem. Be sure to pay close attention to the
different points of view that may be revealed as we read.

Casey at the Bat

By Ernest Lawrence Thayer

The outlook wasn't brilliant for the Mudville nine that day;
The score stood four to two, with but one inning more to play,
And then when Cooney died at first, and Barrows did the same,
A pall-like silence fell upon the patrons of the game.
What can we infer is the setting for this poem? Use evidence from the poem to support your answer. (RL.7.1)
(FYI for teacherThe poem is set just before the start of Mudville's last turn at bat in the ninth inning.)
What does the writer mean by Cooney died at first, and Barrows did the same, A pall-like silence fell upon the
patrons of the game? (RL.7.1, RL.7.4, RL.7.5). (Teacher Note: The author uses hyperbole to indicate the player
was tagged out. This use of figurative language creates dramatic tension, since one more out would end this game,
with Mudville losing.)

A straggling few got up to go in deep despair. The rest

Clung to that hope which springs eternal in the human breast;
They thought, "If only Casey could but get a whack at that
We'd put up even money now, with Casey at the bat."
But Flynn preceded Casey, as did also Jimmy Blake,
And the former was a lulu1, while the latter was a cake2;
So upon that stricken multitude grim melancholy sat;
For there seemed but little chance of Casey getting to the bat.

The author uses slang terms to describe two players. What does this convey to readers about how the crowd
views these characters? (RL.7.4, RL.7.6) Remind students to use the glossary at the bottom of the page to
understand the slang of the day. Allow students to discuss how the authors use of slang to reveals the crowds
perception of the players.

1
2

Lulu: baseball slang for an incompetent player.

Cake: someone who was conceited, self-important and arrogant, yet not very strong.

But Flynn let drive a single, to the wonderment of all,

And Blake, the much despised, tore the cover off the ball;
And when the dust had lifted, and men saw what had occurred,
There was Jimmy safe at second and Flynn a-hugging third.
After reading these lines, describe the scene. How does the author use language and rhyme help to create a
sense of action? (RL.7.5, RL.7.1)

Then from five thousand throats and more there rose a lusty yell;
It rumbled through the valley, it rattled in the dell;
It pounded on the mountain and recoiled upon the flat,
For Casey, mighty Casey, was advancing to the bat.
There was ease in Casey's manner as he stepped into his place;
There was pride in Casey's bearing and a smile lit Casey's face.
And when, responding to the cheers, he lightly doffed his hat,
No stranger in the crowd could doubt 'twas Casey at the bat.
What can readers infer about Caseys frame of mind as he comes up to bat? (RL.7.1, RL.7.6)

Ten thousand eyes were on him as he rubbed his hands with dirt.
Five thousand tongues applauded when he wiped them on his shirt.
Then while the writhing pitcher ground the ball into his hip,
Defiance flashed in Casey's eye, a sneer curled Casey's lip.
And now the leather-covered sphere came hurtling through the air,
And Casey stood a-watching it in haughty grandeur there.
Close by the sturdy batsman the ball unheeded sped
"That ain't my style," said Casey. "Strike one!" the umpire said.

Why didnt Casey swing at this pitch? (RL.7.1, RL.7.6)

(Teacher Note: Casey he thought he was too good a player to bother with swinging until he really liked the pitch.
This creates a sense of drama and anticipation of what will happen next.)

From the benches, black with people, there went up a muffled roar,
Like the beating of the storm-waves on a stern and distant shore;
"Kill him! Kill the umpire!" shouted someone on the stand;
And it's likely they'd have killed him had not Casey raised his hand.

With a smile of Christian charity great Casey's visage shone;

He stilled the rising tumult; he bade the game go on;
He signaled to the pitcher, and once more the dun sphere flew;
But Casey still ignored it, and the umpire said "Strike two!"

In this stanza, what does the word visage mean? What is the rising tumult? (RL.7.4)

"Fraud!" cried the maddened thousands, and echo answered "Fraud!"

But one scornful look from Casey and the audience was awed.
They saw his face grow stern and cold, they saw his muscles strain,
And they knew that Casey wouldn't let that ball go by again.

How has Caseys perspective changed? Predict what will happen next. (RL.7.1, RL.7.6)

The sneer has fled from Casey's lip, the teeth are clenched in hate;
He pounds with cruel violence his bat upon the plate.
And now the pitcher holds the ball, and now he lets it go,
And now the air is shattered by the force of Casey's blow.
Oh, somewhere in this favored land the sun is shining bright,
The band is playing somewhere, and somewhere hearts are light,
And somewhere men are laughing, and little children shout;
But there is no joy in Mudville mighty Casey has struck out.

There is a sudden shift in the setting and overall tone in the first three lines of last stanza. Why has the author
chosen this moment just after Caseys third swing to insert this change? (RL.7.5)
Mudville is mentioned in the very first line of the poem, but not again until the last line. Why? (RL.7.5)
What is the central idea of this poem? (RL.7.2)

PART 2: Focus on Multiple-Choice and Extended Response

Directions: This section contains four multiple-choice questions and one extended response
question. Re-read the poem Casey at the Bat. Pay close attention to the form and structure
of the poem. Think about how the author used structure to contribute to the meaning of the
poem. Look for the points of view of different characters, as well as the narrator. Carefully
consider evidence from the text to help you in selecting your answers. Circle the correct
answer for each multiple-choice question
1. Why did the crowd shout Fraud!? (RL.7.6)
a. They agreed with the umpires call, Strike two!
b. They thought that Casey had stolen home plate.
c. They disagreed with the umpires call, Strike two!
d. They thought the pitcher missed Caseys signal.
2. In which line does the author use personification to show the crowds perspective on Casey?
(RL.7.6)
a. The score stood four to two, with but one inning more to play.
b. Five thousand tongues applauded when he wiped them on his shirt.
c. No stranger in the crowd could doubt twas Casey at the bat.
d. From the benches black with people, there went up a muffled roar.
3. The form of this poem was chosen to: (RL.7.5)
a. explain the rules of baseball to people who attend games
b. inform readers about the dangers of attending games
c. argue that umpires always make unfair calls
d. narrate the story about a well-liked baseball player
4. What is the MAIN effect that the repetition in the last two lines of the second to last stanza has
on readers? (RL.7.5)
a. It conveys the idea of slow motion.
b. It conveys a mood of hopelessness.
c. It conveys a feeling of boredom.
d. It conveys an impression of well-being.

Writing About Reading (Extended Response)

Directions: Complete this extended response question on a separate sheet of paper.
Describe the mood of this poem. How do the points of view of the characters contribute to this feeling?
Use evidence from the poem to support your answer. (RL.7.6)

Student Self- Analysis Sheet, Grade 7 GP # 2

Student Name ____________________________________________ Date ____________________

Question
Number

My
Answer

Correct
Answer

Evidence from the text that supports

my answer.

Now, I CAN.

RL.7.6 Analyze how an

author develops and
contrasts points of view of
different characters or
narrators in a text.

RL.7.6 Analyze how an

author develops and
contrasts points of view of
different characters or
narrators in a text.

RL.7.5 Analyze how a

dramas or poems form or
structure contributes to its
meaning.

RL.7.5 Analyze how a

dramas or poems form or
structure contributes to its
meaning.

Extended
Response

Standard for Mastery

Revise
on back
of this
sheet

RL.7.6 Analyze how an

author develops and
contrasts points of view of
different characters or
narrators in a text.

Which standards do I need to review? _____________________________________________________

My plan: