Reading Closely and Writing to Learn
Grade Level: 7th
Subject: ELA
Time Frame: Quarter 1- 8 weeks
Essential Questions
Speaking and Listening:
- How does the lack of a component (introduction, main idea, supporting details, and conclusion) change the impact of a presentation?
- How do the ideas included in a presentation clarify the topic, text, or idea?
- What different media or formats are appropriate for a presentation?
- What makes an effective discussion?
- What strategies do effective communicators use to involve other people in a discussion?
- How do we share responsibility in discussions?
Reading
- How would changing the setting, character, plot, or point of view affect the outcome of a literary text?
- How do authors appeal to the reader's emotions and beliefs?
- How does an author use language to convey his/her viewpoint?
- How can readers distinguish between facts and an author's opinion? Why does this matter?
- How are multiple sources valuable when we are learning new information?
- How is nonfiction like fiction?
- How do we identify similarities and differences between two texts on the same topic?
- When a word has multiple meaning or pronunciations, how does a reader select the correct one?
- How do we learn new words?
- How do people adjust the words they use in different contexts?
Writing
- What part does word choice play in writing?
- How do we use evidence to support our claims?
- How do we use counterclaims to support our arguments?
- How do we use evidence to enhance our readers' understanding?
- How do different references enhance readers' think about writing?
- What should writers tell and what should they describe to make information clear?
- In what ways does an author use the setting to create a mood for the story?
- What inferences can a reader make about different character types?
- What visual clues does a writer give about a story by using only the words of a text?
- How doe writers summarize information in their own words?
- What makes content credible or non-credible?
- How might different audiences understand a message differently?
- How do we cite research?
Language Usage
- How do transition words create fluency in writing?
- How can vocabulary help or hinder a piece of writing?
- When does a writer know he/she has done enough editing?
- How does editing make someone a better writer?
By the end of the unit, students will know/be able to:
Speaking and Listening
• I can effectively engage in discussions with diverse partners about seventh grade topics, texts, and issues.
• I can express my own ideas clearly during discussions.
• I can build on others’ ideas during discussions.
• I can analyze the main ideas and supporting details presented in different media and formats.
• I can use effective speaking techniques (appropriate eye contact, adequate volume and clear pronunciation).
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Reading
• I can cite several pieces of text-based evidence to support an analysis of literary text.
• I can analyze the development of a theme or central idea throughout a literary text.
• I can determine the meaning of words and phrases in literary text (figurative, connotative, and technical meanings).
• I can analyze how an author develops and contrasts the points of view of characters and narrators in a literary text.
• I can compare and contrast a fictional and historical account of a time, place, or character.
• I can read grade-level literary texts proficiently and independently.
• I can read above-grade-level texts with scaffolding and support.
• I can make connections between a novel and other informational texts.
• I can cite several pieces of evidence to support an analysis of informational text.
• I can objectively summarize informational text.
• I can determine the meaning of words and phrases in text (figurative, connotative, and technical meanings).
• I can determine an author’s point of view or purpose in informational text.
• I can read grade-level informational texts proficiently and independently.
• I can read above-grade-level texts with scaffolding and support.
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Writing
• I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized.
• I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense.
• I can produce clear and coherent writing that is appropriate to task, purpose, and audience.
• With support from peers and adults, I can use a writing process to ensure that purpose and audience have been addressed.
• I can gather relevant information from a variety of sources.
• I can quote or paraphrase others’ work while avoiding plagiarism.
• I can use a standard format for citation.
• I can select evidence from literary or informational texts to support analysis, reflection, and research.
• I can adjust my writing practices for different time frames, tasks, purposes, and audiences.
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Language Usage
• I can use correct grammar and usage when writing or speaking
• I can use correct capitalization, punctuation, and spelling to send a clear message to my reader.
• I can use a variety of strategies to determine the meaning of unknown words or phrases.
• I can analyze figurative language, word relationships and nuances in word meanings.
• I can accurately use seventh-grade academic vocabulary to express my ideas.
• I can use resources to build my vocabulary
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Assessments
• Identifying Perspective and Using Evidence from Informational Texts
• Comparing two informational texts
• Writing about a chosen theme
• writing about a chosen literary element in a chosen text
• Research-based Two-Voice Poem
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Topics
• Building background knowledge
• Gathering evidence about point of view in a literary text
• Connecting information with literature: building background knowledge
• introduce concept of “theme” and focus on one theme
• How does the author develop and contrast the two characters’ point of view?
- reading informational text.
• Start scaffolding for essay by searching Reader’s Notes and Graphic Organizers to collect details for essay
• Share a model essay and rubric
• Instruction: how to analyze and incorporate quotes
• Write essay draft
• Read more informational text; summarize and build concept map to gather information for the research-based two-voice poem
• Revise draft based on teacher feedback
• Finalize essay
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Standards
RL.7.1, RL.7.2, RL.7.4, RL.7.6, RL.7.6, RL.7.9, RL.7.10, RL.7.11
RI.7.1, RI.7.2, RI.7.4, RI.7.6, RI.7.10
W.7.2, W.7.3, W.7.4, W.7.5, W.7.8, W.7.9, W.7.10
SL.7.1, SL.7.2, SL.7.4
L.7.1, L.7.2, L.7.3, L.7.4, L.7.5, L.7.6