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.
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.
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.
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
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
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
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