Understanding Perspectives
Grade Level: 7th
Subject: ELA
Time Frame: Quarter 3- 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.
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Reading
• I can cite several pieces of text-based evidence to support an analysis of literary text.
• I can determine a theme or the central ideas of a literary text.
• I can analyze the development of a theme or central idea throughout a literary text.
• I can objectively summarize literary text
• I can determine the meaning of words and phrases in literary text (figurative, connotative, and technical meanings).
• I can analyze the impact of rhymes and repetitions of sound on a specific section of poetry, story, or drama.
• I can analyze how a drama’s or poem’s form or structure contributes to its meaning.
• I can compare and contrast different media versions of a literary text (written vs. audio vs. film vs. staged, etc.).
• I can analyze the impact of the techniques unique to each medium.
• I can read grade-level literary texts proficiently and independently.
• I can read above-grade-level texts with scaffolding and support.
• 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 an informational text.
• I can analyze the development of a theme or central idea throughout the 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 analyze the impact of word choice on meaning and tone in an informational text.
• I can determine an author’s point of view or purpose in informational text.
• I can analyze how the author distinguishes his/her position from others’
• 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 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 express ideas with precision.
• 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
• Using Evidence to Support Analysis
• Reading Poetry: Analyzing Structure and Language in a chosen poem
• Comparing Written and Oral Stories
• Analyzing Purpose and Craft in a chosen Narrative
• Essay: Analyzing the author's Position in the chosen narrative
• Children’s Book to Retell a section in the chosen narrative
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Topics
• Launching the unit: What gives stories their enduring power?
• Building background knowledge about the historical context of the chosen Narrative
• Determining author’s Purpose
• Learning routines for reading excerpts from the Narrative
• How to read a poem
• Word choice and figurative language
• Reading Excerpt and analyzing purpose and word choice
• Beginning work with sentence structure
• Comparing written and spoken stories and poems
• Reading Excerpt and analyzing purpose and figurative language
• Reading a new passage from the Narrative
• Writing the essay about the author’s position in the Narrative
• Analyzing the mentor children’s book
• Creating a plan for the children’s books about a part from the chosen narrative and getting feedback
• Practicing sentence structure
• Writing workshops: mini lessons on narrative technique, work time, revision, and reflection
• Illustrating the books and creating final drafts
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Standards
RL.7.1, RL.7.2, RL.7.4, RL.7.5, RL.7.7, RL.7.10
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.7.9, W.7.10
SL.7.1
L.7.1, L.7.2, L.7.3, L.7.4, L.7.5, L.7.6