Working With Evidence
Grade Level: 7th
Subject: ELA
Time Frame: Quarter 2- 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 explain how ideas clarify a topic, text, or issue.
Reading
• I can cite several pieces of text-based evidence to support an analysis of literary text.
• I can analyze the interaction of literary elements of a story or drama
• I can read grade-level literary texts proficiently and independently.
• I can read above-grade-level texts with scaffolding and support.
• I can interpret and make connections between literature and other texts, ideas, or perspectives.
• I can cite several pieces of text-based evidence to support an analysis of literary text.
• I can analyze the interaction of literary elements of a story or drama.
• I can cite several pieces of text-based evidence to support an analysis of informational text.
• I can determine a theme or the central ideas of informational text.
• I can analyze the development of a theme or central idea throughout the text.
• I can objectively summarize informational text.
• I can analyze the interactions between individuals, events, and ideas in a text.
• I can analyze the organization of an informational text (including how the major sections contribute to the whole and to the development of the ideas).
• I can read grade-level informational texts proficiently and independently.
• I can read above-grade-level texts with scaffolding and support.
Writing
• I can write arguments to support claims with clear reasons and relevant evidence
• I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized.
• 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 use technology to produce and publish a piece of writing with links to cited sources.
• I can use technology to collaborate with others while producing a piece of writing, linking to cited sources.
• I can conduct short research projects to answer a question.
• I can use several sources in my research.
• I can generate additional questions for further research.
• I can gather relevant information from a variety of sources.
• I can use search terms effectively.
• I can evaluate the credibility and accuracy of each source.
• 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.
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 express ideas with precision.
• I can use a variety of strategies to determine the meaning of unknown words or phrases.
• I can accurately use seventh-grade academic vocabulary to express my ideas.
• I can use resources to build my vocabulary
Assessments
- Evidence, Ideas, and Interactions- choose a connecting questions
• Using Evidence, Theme, and Inference to Analyze a chosen informational text
• Argument Essay on a chosen topic
• Gathering Relevant Information and Generating Additional Research Questions
• Writing a Research Synthesis
• Advertisement Analysis and Counter Ad
Topics
• Analyzing the development of claims and use of evidence in first-person narratives
• Using evidence and paraphrasing text
• Launch independent reading
• Analyzing the structure of informational texts
• Analyzing setting, character, and plot in a chosen text
• Planning argument essay
• Writing and revising argument essay
• Reintroducing concept of gender in identity formation
• Researching use of gender stereotypes in advertising and media
• Culminating Research Project: Analyzing advertisements and creating a counter ad
Standards
RL.7.1, RL.7.3, RL.7.10, RL.7.11
RI.7.1, RI.7.2, RI.7.3, RI.7.5, RI.7.10
W.7.1, W.7.2, W.7.4, W.7.5, W.7.6, W.7.7, W.7.8, W.7.9, W.7.10
SL.7.1, SL.7.2
L.7.1, L.7.2, L.7.3, L.7.4, L.7.6