Reading and Research
Grade Level: 7th
Subject: ELA
Time Frame: Quarter 4- 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 presented in different media and formats clarify a topic, text, or issue.
• I can outline a speaker’s argument and specific claims.
• I can evaluate the reasoning and evidence presented for soundness, relevance, and sufficiency.
• I can present claims and findings with descriptions, facts, details, and examples.
• I can use effective speaking techniques (appropriate eye contact, adequate volume, and clear pronunciation).
• I can include multimedia components and visual displays in a presentation to clarify claims and to add emphasis.
• I can adapt my speech for a variety of contexts and tasks, using formal English when indicated or appropriate.
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Reading
• 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 informational text.
• I can analyze the development of central ideas in a text.
• I can analyze the interactions between individuals, events, and ideas in a 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 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 identify the argument and specific claims in a text.
• I can evaluate the argument and specific claims in a text for sound reasoning and relevant, sufficient evidence.
• I can contrast how multiple authors emphasize evidence or interpret facts differently when presenting information on the same topic.
• 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 arguments to support claims with clear reasons and relevant evidence
• 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 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.
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Language Usage
• 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.
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Assessments
• Read a text and listen for Main Idea and Supporting Details
• Tracing and Evaluating Arguments in Text and Video
• Making a Claim about a chosen topic
- Position Paper
- Final independent reading product
• Reflection on the Writing Process
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Topics
• Building background knowledge
• Introduce Domain-Specific Vocabulary
• Listening for main ideas and supporting details
• Start Thinking Log and Reader’s Notes
• Trace the arguments of several informational texts
• Listen for arguments in informational videos
• Compare and contrast authors’ use of evidence in several different text pairings
• Start research on a chosen topic including teaching the following skills:
– Evaluating the credibility of sources
– Generating supporting research questions
– Quoting or paraphrasing others’ work
• Introduce the researcher’s notebook and researcher’s roadmap
• Practice comparing author’s use of evidence
• Use search terms effectively
• Conduct internet-based research
• Use dictionaries to confirm or revise inferred meanings of words
• Introduce the decision-making process
• Weighing the evidence: Fishbowl discussion on chosen topic
• Creating a visual display for a presentation
• Formal presentations of claims about a chosen topic
• Analyze model position paper for argument and structure
• Plan position paper
• Introduce Steps to Writing a Position Paper
• Engage in peer feedback to strengthen argument in position papers.
• Cite sources correctly
• Draft the position paper
• Create final independent reading product
• Revise position paper based on teacher feedback
• Reflect on the steps to writing a position paper
• Craft visual representation of position paper
• Publish visual representations and share with class in a Gallery Walk
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Standards
RI.7.1, RI.7.2, RI.7.3, RI.7.4, RI.7.5, RI.7.8, RI.7.9, RI.7.10
W.7.1, W.7.4, W.7.5, W.7.7, W.7.8, W.7.9, W.7.10
Sl.7.1, SL.7.2, SL.7.3, SL.7.4, SL.7.5, SL.7.6
L.7.4, L.7.6