Unit 1: Understanding Texts (Literary & Informational...
Transcript of Unit 1: Understanding Texts (Literary & Informational...
7th Grade Language Arts
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CMS Seventh Grade Curriculum Guide
Unit 1: Understanding Texts (Literary & Informational)
Unit 1 Essential Questions:
How do literary elements and devices work to impact texts?
How does the author’s use of point of view impact readers’ perceptions of and reactions to characters in a text?
How does an author establish claims and determine purpose and audience when writing an argumentative essay?
How do elaboration and support work together to validate opinions and claims?
How does the use of text features supplement written information?
How does text structure impact the relationship between ideas in a text?
Focus Vocabulary: Genre, Poetry, Drama, Nonfiction, Fiction, Media, Context Clues, Setting, Plot, Conflict, Character (static and
dynamic, major and minor, protagonist and antagonist), Characterization, Character Traits, Character Motivation, Conflict (Internal
vs. External) , Perspective, Point of View (1st person, 3rd person limited, 3rd person omniscient), Author’s Craft, Literary Elements,
Foreshadowing, Flashback, Suspense, Compare/Contrast, Imagery, Style, Argumentation, Author’s/Writer’s Purpose, Audience,
Claim, Evidence, Support, Elaboration, Expository, Editorial, Opinion, Critique, Criteria, Counterargument, Statistics, Anecdote,
Elaboration, Transitions, Chronological, Spatial Order, Degree of Importance
Lesson Essential Questions Aligned Teaching Options Suggested Texts
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LEQ 1: What are the different
elements of genres and how can
readers differentiate between them?
CCSS: RL.7.1
RL.7.2, RL7.3
RL.7.4, RL.7.5, RL.7.6, RI. 7.1,
RI.7.3
Have students make 4-column foldables labeled as: Genre, Definition,
Characteristics, Personal Examples. Divide students into jigsaw learning
groups whereby they become “experts” in a particular genre. Provide each
group with a variety of mentor texts allowing them to read, review, and
develop definitions for and determine the characteristics of their assigned
genre. Once expert groups have completed the initial work, reorganize
groups to form mixed genre groups and allow students to teach each other
their genre.
Students can also use the handout from the following link to as a means for
support.
http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u0_intro_ess
entials_nt1.pdf
Media Connection: Students can view the video clip as a review and add
additional notes to their graphic organizer.
“Just the Facts: Understanding Literature: The Elements of Drama” http://player.discoveryeducation.com/index.cfm?guidAssetId=A51F9E33-7777-47AB-A520-
F336407B6E44&blnFromSearch=1&productcode=US
Genre Workshop (p. 4-11)
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LEQ 2: How do readers use context
clues to construct meaning of
unfamiliar words?
CCSS: L. 7.4 a-d, L. 7.6
Collect samples of sentences and/or short paragraphs containing
challenging words with strong context clues. You may want to choose from
your personal reading, read-alouds, or use this as a way to preview a text.
Display the short paragraph with the word removed or covered. Have
students read the sentence and suggest words that could complete it.
Record their suggestions. Display and read the next sentence in the
paragraph allowing students to refine their suggestions and/or add to the
list already generated. Reveal the first letter of the focus word and allow
students to begin the process of “guessing” based on context clues and the
letter shown. Repeat the process of revealing letters and discussing the
clues until the word has been named. If students are unable to name the
exact word, reveal it and discuss its meaning, connection to the clues
provided and significance of the author‟s choice in using the word.
Display a text of reasonable length containing challenging words. The
target words should be removed and displayed as underlines – creating a
cloze text. Provide a list of the target words in a scrambled order (not the
order in which they appear in the displayed text). Be sure the text includes
sufficient relevant context clues by which readers will be able to construct
meaning. Have students begin to brainstorm which words complete the
sentences in the text and explain their rationale for their choices. At the
end of the exercise, display the text with the targeted words shown and
allow students to discuss how they used clues to place the words in the
text.
Have students answer the LEQ.
Various texts
LEQ 3: What are text features?
CCSS: RI.7.1, RI. 7.2, RI. 7.5
Have students create a T-Chart of text features they find and explain the
purpose of each feature.
“Text Analysis Workshop: Reading
for Information” (p.902)
“What Do You Know About
Sharks?” (p.908)
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LEQ 4: How do text features add to
your understanding of a text?
CCSS: RI. 7.1, RI. 7.2, RI. 7.4, RI.
7.5
What do you think is the author‟s main purpose for writing (selected text)?
Explain how the text features help achieve this purpose.
“What Do You Know About
Sharks?” (p.908)
LEQ 5: What are the different types
of text structures and how do they
impact a text?
CCSS: RI. 7.5, RI. 7.1, RI. 7.9
Have students create a T-Chart of the different text structures they find and
explain the purpose of each. Have students rewrite a section of a selected
text using a different text structure. What is the impact of the revised
writing on the overall meaning of the text?
“Text Analysis Workshop: Reading
for Information” (p.902) “Like Black Smoke: The Black
Death‟s Journey/ A World Turned
Upside Down: How the Black
Death Affected Europe” (p.930,
936)
LEQ 6: How does analyzing the
elements of a story build a deeper
understanding of a text?
CCSS:
RL. 7.1, RL.7.3
Teachers should model and guide students through the text analysis
workshop. Students can use the handouts from the following links to take
notes:
http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u1_txtwkshp_
plotset_nt1.pdf
And
http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u1_txtwkshp_
plotset_nt2.pdf
Text Analysis Workshop
(p. 28-33)
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LEQ 7: How do character traits
reveal character motivation?
CCSS:
RL.7.1
RL.7.6
RL. 7.3
RL.7.7
Character Analysis
Character analysis outline or chart – create a graphic organizer that presents
the methods of characterization (pages 186 and 213).
Student should use the chart to apply to one of the stories read.
Activity: Choose a character from a story read in class. Determine the
characterization techniques used by the author. Explain how the author used
the techniques to develop the character throughout the story.
Reflective question: How did the author‟s use of characterization
techniques reveal character changes throughout the story?
Media Connection: Compare and contrast a written text to its filmed or
multimedia version. How do characters represented in the multimedia
version compare to images created for the reader by the text? Analysis:
How does the use of multimedia impact the use of author characterization
techniques?
Rikki Tikki Saves Teddy from a Snake
http://player.discoveryeducation.com/index.cfm?guidAssetId=00AA66E
8-DA3E-41D7-84D9-
6512E8E131B0&blnFromSearch=1&productcode=US#
Suggested Texts:
“Seventh Grade” (p.36)
“Thank You, Ma‟am” (p.68)
“The Last Dog” (p.48)
“Rikki-tikki-tavi” (p.78)
LEQ 8: How do conflict and
setting impact characters?
CCSS: RL.7.1
RI.7.1
RL.7.3
RI.7.3
W.7.9
SL.7.1
SL. 7.4
Story Element Role Play Role play – Students will choose to become either conflict or setting. Use
examples from previously read selections to support your argument.
Speak from the perspective of why you have the bigger impact or
influence on the character(s). Use text selections to support your
argument.
Suggested Texts:
“Amigo Brothers” (p.324)
“Zebra” (p.192)
“A Wall of Remembrance/ A
Mother‟s Words/ U.S.
Involvement in Vietnam” (p.217,
220)
“The Scholarship Jacket” (p.226)
“Prometheus/ Orpheus and
Eurydice”(p.648, 652)
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LEQ 9: How does the author‟s use
of point of view and perspective
impact a reader‟s reactions to
elements within a text?
CCSS: RL.7.1
RL.7.3
RL.7.6
RI.7.1
RI.7.3
RI.7.6
Alternative Point of View (Writing Task)
Choose a story and rewrite it based on an alternate perspective. Be able
to explain how this switch in perspective changed the story.
Extension- Think of peripheral characters whose voice could impact the
text (i.e. Rapunzel‟s hairdresser!)
Provide students with a magazine or newspaper article. Have them
summarize the article, name the point the article is attempting to make,
and determine from whose perspective the article is being told. Have
students choose a person from the article whose voice is less prominent
than the main speaker. Students should choose critical areas in the
article to interject the voice. Have them write thought bubbles
containing the voice. In writing explain the impact of the voice on the
telling of the story (article).
Class discussion – Analyze student responses from task 3 (above).
Discuss how perspectives change the meaning of the text. How do they
change the reader‟s point of view?
Media Connection: Have students write from the perspective of one of
the individuals represented in the photograph. Students should consider
the possible internal conflict the person may be struggling with. “Marine Special Forces unit patrols isolated area.” http://player.discoveryeducation.com/index.cfm?guidAssetId=73EC66BE-9A36-44C9-885F-
1D4192A0F9E6&blnFromSearch=1&productcode=US
Suggested Texts: “Homeless” (p.369)
“Amigo Brothers” (p.324)
“The War of the Wall” (p.340)
“Dark They Were, and Golden
Eyed” (p.462)
“maggie and milly and molly and
may/ who are you, little i/ old age
sticks” (p.524, 525, 526)
“Names/ Nombres” (p.806)
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LEQ 10: How does an author use
the relationships between literary
elements to create and advance the
plot?
CCSS: RL.7.1
RI.7.1
RL.7.3
RI.7.3
RL.7.6
RI.7.6
W.7.3
W.7.4
W.7.10
Have students choose a previously read story or current story. Have them
represent the story elements using icons, illustrations or other graphic
elements. Student should organize their chosen elements to present the
connections between the elements used in the story they have chosen to
illustrate. Upon completion, conduct a gallery walk to allow students to
display their work. The gallery walk may be interactive whereby
students use sticky notes to leave feedback for their fellow students. If
you choose to conduct the interactive version, be sure students are
instructed on how to provide useful feedback. Student work could be
used as a means of assessing student understanding of the relationship
between the elements in the story. Be sure students include text-specific
details on the icons they use and/or create.
A written explanation of their choices and how the elements advanced
the plot could serve as W2 mini-task.
Suggested Texts: “Ricki-tikki-tavi” (p.78)
“Dirk the Protector” (p.278)
“A Mother‟s Words” (p.220)
“Casey at the Bat” (p.134)
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LEQ 11: How do foreshadowing,
flashback, and suspense
contribute to the development and
advancement of plot?
CCSS: RL.7.1
RL.7.3
RL.7.7
RI.7.1
RI.7.3
RI.7.5
RI.7.7
W.7.3
W.7.4
W.7.5
W.7.10
Teacher should show appropriate examples of texts containing the
devices listed in the LEQ (foreshadowing, flashback, and suspense)
using internet video clips, movie excerpts, etc. Provide students with a
graphic organizer or foldable allowing them to record instances of
foreshadowing, flashback and suspense in the viewed texts. Allow
students to collaboratively discuss the advancement of the plot and how
the devices supported the movement of events.
Repeat the activity above with a written text allowing students to record
instances of devices and discussing the impact of the devices on the
movement of events in the plot. Have students conduct a comparative
analysis of how viewed texts and written texts differ in their use of the
devices in this lesson.
Use the LEQ as means of assessing student understanding of the
concepts.
Reflective Task: Answer the LEQ.
http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u1_riki_ti
ki_tavi_ta1.pdf
Suggested Texts: “Rikki-tikki-tavi” (p.78)
“Casey at the Bat” (p,134)
“A Retrieved Reformation” (p.
236)
“The Last Dog” (p.48)
“Dark They Were, and Golden-
Eyed” (p.462)
“Prometheus/ Orpheus and
Eurydice” (p.648, 652)
LEQ 12: How do title, plot,
characters, and setting work
together to reveal theme?
CCSS: RL.7.1
RL.7.2
RL.7.3
RI.7.1
RI.7.2
RI.7.3
W.7.3
W.7.4
W.7.6
Be sure students understand and can name the theme of a text. Use
several texts and create puzzle pieces with each piece representing a
different element from those listed in the LEQ. Mix up or leave out
elements from the different stories and place them in an envelope.
Organize students into collaborative learning groups and provide each
group with an envelope. Groups will use the information in the envelope
to determine a theme from the materials given. (They should notice that
elements have been mixed causing the theme to be unclear and/or
confusing.)
Upon completion have students discuss how the theme may have been
impacted by the elements they were given.
Suggested Texts “War of the Wall” (p.340)
“Amigo Brothers” (p.324)
“The Monsters are Due on Maple
Street” (p.140)
“Homeless” (p.369)
“Eating Alone” (p.395)
“Casey at the Bat” (p.134)
Reference all previous texts
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Concept Reflection #1 (leads to Culminating Task): Answer the following question using a scavenger hunt with Literature book: What
elements make a story memorable to you? Choose 3 of the elements previously examined that you believe have the greatest impact on the
texts. Using the selections read, choose the most riveting examples of each element. Make a list of characteristics that contribute to making
that element memorable. Explain or describe each characteristic in detail using evidence from the text.
Concept: Comparing and Contrasting Elements of Texts Lesson Essential Questions Aligned Teaching Options Suggested Texts
LEQ 1: How can comparing and
contrasting across texts deepen a
reader‟s understanding of theme and
literary elements?
CCSS: RL.7.1
RI.7.1
RL.7.2
RI.7.2
RL.7.3
RI.7.3
W.7.2
Comparing and Contrasting Across Texts Compare and contrast the themes from the paired readings and
distinguish how authors developed the theme using setting, conflict, and
characters.
Compare and contrast the characters and the development of plot across
stories (pages 316-321).
Suggested Paired Texts: “Thank You, M‟am” and
“Charles” (p.68, 258)
“Spring Harvest of Snow Peas”
and
“Eating Alone” (p.394, 395)
“What Do Fish Have to do with
Anything?” and “Homeless”
(p.352, 369)
“Why We Shouldn‟t Go To
Mars” and “Dark They Were,
and Golden-Eyed” (p.970, 462)
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LEQ 2: How do you craft a
compare/contrast analytical response
when comparing literary elements
(theme, characters, etc.)?
CCSS: RL.7.1
RL.7.2
RI.7.1
RI.7.2
W.7.4
SL.7.1
W.10
Comparing and Contrasting Across Texts Lead students in a discussion on texts about which they may have had
strong reactions. Ask them how they would compare and contrast them.
Record their responses. Their responses should lead to the criteria
around which their comparative essay will be developed.
Use the following essay frame: Authors use a variety of elements and
devices around which they construct their texts. After reading several
pieces of texts, compare 3 texts to analyze how the writers used elements
and devices to deliver a theme.
Choose three elements of the selections to compare and contrast. Use a
graphic organizer to organize and display the information. Examples:
characters, the author‟s ending to the story, the author‟s description of
the setting (using Literature textbook page 303 as a guide).
Suggested Paired Texts: “Thank You, Ma‟am” and
“Mother to Son” (p.68)
“Zebra” and “The Rider” (p.192,
212)
“A Mother‟s Words” and “A
Wall of Remembrance” (p.220,
217)
“Three-Century Woman” and
“Old Age Sticks” (p.250, 526)
LEQ 3: How can readers distinguish
between an author‟s use of literary
elements (style) in two different
genres (same author writing in
different genres or same topic,
different genre, different author)?
CCSS:
RL.7.1
RL.7.7
RI.7.1
RI.7.7
W.7.1
W.7.10
Comparing and Contrasting Across Texts (Author’s Style) Prewriting Activity – Using the elements from the task in LEQ 2, which
style do you prefer and why? Justify your response (first steps in
argumentative writing).
Suggested Paired Texts: “Thank You, Ma‟am” and
“Mother to Son” (p.68)
“Zebra” and “The Rider” (p.192,
212)
“A Mother‟s Words” and “A
Wall of Remembrance” (p.220,
217)
“Three-Century Woman” and
“Old Age Sticks” (p.250, 526)
“The Names” and
“Enemies Attack: A Nation
Mourns” (p.562, 565)
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Concept Reflection #2 (leads to Culminating Task): Pick two or three texts from this unit. For each, reflect on the message/theme the writer
is trying to express. In your reflection, explain how the elements of the texts combine to deliver the message/theme.
Concept: Developing Author’s Craft and Style
LEQ 1: How do writers establish
claims and determine purpose and
audience when writing an
argumentative essay?
CCSS:
W.7.1
W.7.4
W.7.9
L.7.1
L.7.2
L.7.3
L.7.9
Argumentative Writing – Establishing a Claim Identify claims, counterclaims, purpose, support, and elaboration in an
essay or editorial (R 40-41, pages 162-168 and 952-957).
Students can complete the following handouts about the parts of an
argument for the texts about professional athlete‟s salaries:
http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u8_pro_at
hlt_salar_ta1.pdf
Select a mentor text. Model how to determine the claim being
established by the author. Provide students with a variety of mentor
texts (you may have to provide copies or use textbooks). Have them
determine and label the claims being made by the writer. If you are using
non-consumable texts, please provide students with sticky notes by
which to determine the claims and mark the text.
If students are using non-consumable texts, have them place their work
in a daybook or in their notebook, writing the title of the text, its author,
and the claims they have found.
Suggested Texts: “Homeless” (p.369)
“Do Professional Athletes Get
Paid Too Much?” (p.962)
“Pro Athletes‟ Salaries Aren‟t
Overly Exorbitant” (p.960)
“Why We Shouldn‟t Go To
Mars” (p.970)
“Take A Book Wherever You
Go” (p.1001)
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LEQ 2: How does the writer‟s use of
various types of evidence provide
support and elaboration to validate
claims?
CCSS:
W.7.1
W.7.4
W.7.9
L.7.1
L.7.2
L.7.3
L.7.9
Argumentative Writing – Support and Elaboration Use mentor texts to critique how well a writer used support and elaboration
to validate their claim. Use reverse mapping or rainbow writing (use
different colors to identify essay components, such as elaboration, claims,
etc.) ( R 40-41 L – Pages 162-168 and 952-957). The following handout
can be used to examine the texts about professional athletes salaries:
http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u8_pro_athlt
_salar_rs1.pdf
Suggested Texts: “Homeless” (p.369)
“Do Professional Athletes Get
Paid Too Much?” (p.962)
“Pro Athletes‟ Salaries Aren‟t
Overly Exorbitant” (p.960)
“Why We Shouldn‟t Go To
Mars” (p.970)
“Take A Book Wherever You
Go” (p.1001)
LEQ 3: How do writers support
claims?
CCSS:
W.7.1
W.7.4
W.7.9
L.7.1
L.7.2
L.7.3
L.7.9
SL.7.1
SL.7.2
SL.7.3
SL.7.4
Argumentative Writing – Elaboration Techniques Elaboration strategies – Reverse map a text. Identify the types of
elaboration used. What are the effects of those elaboration techniques on the
text? How do these techniques strengthen the author‟s argument?
Using the article above, have students research possible counterclaims to
the points being made. Write a counterargument using the research as
support.
R 33-R 34, R 41
R 40-41
Pages 162-168 and 952-957
Page 958 class discussion activity
Page 968 role-play activity
Think Central for poorly-written essay (Writing and Grammar/ Interactive
Student Models)
Suggested Texts: “Homeless” (p.369)
“Do Professional Athletes Get
Paid Too Much?” (p.962)
“Pro Athletes‟ Salaries Aren‟t
Overly Exorbitant” (p.960)
“Why We Shouldn‟t Go To
Mars” (p.970)
“Take A Book Wherever You
Go” (p.1001)
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LEQ 4: How do writers effectively
introduce their topics?
CCSS:
SL.7.1
SL.7.2
SL.7.3
SL.7.4
W.7.1
W.7.4
W.7.9
Argumentative Writing – Introductions
(Beginning of Culminating Task)
Class discussion – Examine the introductions of various essays (surprise
statement, provide a description, ask a question, relate an anecdote, address
the reader, begin with a controlling idea). Determine whether it captured
your attention as a reader and why.
Using one of the techniques examined above, begin writing your
introduction for the culminating task (R 30, Introductions).
Suggested Texts: “Homeless” (p.369)
“Do Professional Athletes Get
Paid Too Much?” (p.962)
“Pro Athletes‟ Salaries Aren‟t
Overly Exorbitant” (p.960)
“Why We Shouldn‟t Go To
Mars” (p.970)
“Take A Book Wherever You
Go” (p.1001)
LEQ 5: How do writers choose an
organizational pattern and use
transitions to construct content and
form?
CCSS:
W.7.1
W.7.4
W.7.9
Argumentative Writing – Transition Techniques (Continue to Craft
Culminating Task) Examine the transition strategies in various essays.
Create an outline of your first draft with a focus on varied transitions
(time/sequence, spatial order, degree of importance, compare/contrast,
cause/effect) (R32-33).
Suggested Texts: “Homeless” (p.369)
“Do Professional Athletes Get
Paid Too Much?” (p.962)
“Pro Athletes‟ Salaries Aren‟t
Overly Exorbitant” (p.960)
“Why We Shouldn‟t Go To
Mars” (p.970)
“Take A Book Wherever You
Go” (p.1001)
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LEQ 6: How do writers effectively
conclude their topics?
CCSS:
W.7.1
W.7.4
W7.9
Argumentative Writing - Conclusions Practice writing with various strategies to conclude your essay (use ideas
from Literature textbook page 165). Examples: Rephrase your introduction
in the conclusion, ask a question, make a recommendation, and offer an
opinion.
Suggested Texts: “Homeless” (p.369)
“Do Professional Athletes Get
Paid Too Much?” (p.962)
“Pro Athletes‟ Salaries Aren‟t
Overly Exorbitant” (p.960)
“Why We Shouldn‟t Go To
Mars” (p.970)
“Take A Book Wherever You
Go” (p.1001)
Unit 1 Required Culminating Task:
Based on the stories read throughout the unit, choose one and craft a skilled expository essay answering the following question: What makes
this story appealing to the intended audience? When writing your essay, be sure to include the following: A clear identification of the target
audience including text support to justify your determination. How do the elements work together to impact the reader‟s experience? Choose
an element and establish a claim regarding the significance of the element on the progression of the plot and overall message.
(R1/R10, W1) * CMS Rubric for W1 Argumentation Tasks Grades 6-12
*Use the information from the following link to help students organize their thoughts for this task:
http://my.hrw.com/la_2010/na_lit/nsmedia/analysis/literary/MS_Fiction_Frames.pdf
Revision and Grammar Link: Use the following link to differentiate grammar instruction when assisting students through the revision and
editing process: http://my.hrw.com/la_2010/na_lit/teacher/ebook_gr7/reteach_wksheets/index.html
7th Grade Language Arts
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Unit 2: Understanding Writers
Unit 2 Essential Questions:
How do the elements of literature interact to create the central idea/theme of a text?
How does an author’s use of literary devices impact the development of a text?
How do an author’s purpose, style, perspective, and culture/experiences impact the central/theme of a text?
How does the inferential meaning of text impact the central idea/theme?
Focus Vocabulary: Character Motivation, Imagery, Central Conflict, Sensory Details, Author’s Craft, Genre, Author’s Style,
Purpose, Perspective, Audience, Point of view, Organization, Dialogue, Transitions, Dialect, Conclusion, Foreshadowing,
Introduction, Flashback, Textual Evidence, Suspense, In-text Citation, Plot Stages, Writing Process, Theme
Lesson Essential
Questions
Aligned Teaching Options Suggested Texts
7th Grade Language Arts
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LEQ 1: How does an
author use language
and structures of
language to create
mood and tone in a
text?
Complete a graphic organizer using anchor words connoting positive, negative, or neutral moods
and tones. Students categorize words from suggested texts to match the anchor words. Assign
students a text. They will rewrite a portion of the text to create a different mood/tone from the
original. Explain how the change in language impacted the new text.
Write the word Mood on the board. Conduct a Word Splash activity - Students say the first words
that come to their minds for the word. Write their responses on the board. Based on student
responses, have the class develop a usable definition of the word Mood. Repeat this activity with
the word Tone.
Use the link below to provide students with a list of Mood and Tone words
http://www.mrziaja.com/English_II_Downloads_files/tone%20and%20mood%20word%20lists.pdf
An ongoing activity – choose several words from the list, choose students to demonstrate their
meaning to the class (provide the roll-play group with the meaning). Have students record the
words and their meaning in either their daybooks or on a chart in the classroom.
Provide students with a literary and informational text. Have them establish the mood and tone of
both texts. Using the Mood and Tone charts, ask students to describe the mood and tone providing
specific text details as support for their description.
Have students answer the LEQ as an assessment. You may want to ask: What is the connection
between mood and tone? How do these impact the reader‟s understanding?
Suggested Texts:
Holt Units 4,5,6 “A Christmas
Carol” (p.428)
“Clara Barton:
Battlefield
Nurse”(p.858)
“The Highwayman”
(p.587)
“It‟s Not About the
Bike”(p.816)
“War of the Wall”
(p.340)
Write Source –
“Revising for Word
Choice”
(p.308-309)
7th Grade Language Arts
17
LEQ 2: How does an
author‟s background
impact their use of
language and create
style?
CCSS: RI.7.4,
RL.7.4
Discussion: What does it mean to have style? How does someone create their style?
Use any of the authors study information in the textbook (i.e. Ray Bradbury) to connect the
cultural influences to the author‟s work. Students complete the sentence based on this study: “I
know (author‟s name) culture because s/he ____________________ .”
Use multiple texts by the same author to examine the effect of culture on writing. Some
authors to consider: Shirley Jackson, O. Henry, Toni Cade Bambara, Gary Soto. Be sure to
provide students with opportunities to research the authors‟ background to build context for
their stories.
Suggested Texts:
Holt Units 4,5,6 “The Delight Song of
Tsoai-Talee” (p.614)
“Four Skinny Trees”
(p.616)
“Abuelita Who?”
(p.292)
“A Christmas Carol”
(p.428)
“Once Perfect Rose”
(p.518)
“Song for an April
Dusk” (p.520)
“Eleanor Roosevelt”
(p.786)
O. Henry stories such
as “A Retrieved
Reformation” (p.236)
Shirley Jackson
stories, such as
“Charles,” “An
Ordinary Day With
Peanuts,” (p.258, 458)
“The Lottery”
7th Grade Language Arts
18
LEQ 3: What is the
relationship between
author‟s purpose,
style, and genre?
CCSS: RL.7.3,
RI.7.1, RI.7.6, W. 7.2
Select an additional text from the same author and clearly explain how the text was influenced
by the author‟s culture.
*resources available at www.discoveryeducation.com
Media Connection: After viewing the video clip have students discuss and list how Charles
Dickens‟ childhood influenced his writing and choice of topics later in his career.
“The Childhood of Charles Dickens” http://player.discoveryeducation.com/index.cfm?guidAssetId=E08C0F1E-77E5-4E2E-A9DC-
CFCA3B3C8C36&blnFromSearch=1&productcode=US
Examine a variety of genres, including poetry, narrative texts, and informational texts to
identify elements of style for each genre. Explain in writing the connection between
genre/style elements and the purpose, audience, or message.
Suggested Texts:
Holt Units 4,5,6 “A Day‟s Wait”
(p.484)
“The Highwayman”
(p.587)
“A Christmas Carol”
(p.4280
“Clara Barton:
Battlefield
Nurse”(p.858)
Any poem by Maya
Angelou
“The People Could
Fly” (p.5498)
“Encounter with
Martin Luther King,
Jr.” (p.268)
Any poem by
Maya Angelou
“Crispin the Cross of
Lead” (p.707)
“Serf on the Run” and
“Medieval
Adventures” (p.713,
714)
Concept Reflection #1 (leads to Culminating Task): Given multiple texts by the same author, write a paragraph citing textual evidence to show
how patterns across these texts reveal author‟s style.
7th Grade Language Arts
19
Concept: Author’s Craft
(Figurative Language, Imagery, Form, Structure, Sound Devices) LEQ 1: How does
the form and structure
of a text help to
convey a writer‟s
message or ideas?
CCSS: RL.7.5, RI.7.5
Use the graphic organizer on page 527 to analyze the form and structure of poems.
Form- poetry, prose, dialogue
Structure- cause/effect, problem/solution, chronological order, order of importance
Teacher creates packets with examples for each text structure for students to use in a jigsaw activity.
Students work in groups to read, identify characteristics, and create the definition for their assigned
text structures.
Students choose a text to read, determine its meaning and structure. They should be able to answer
the LEQ.
Suggested
Texts:
Holt Units 4,5,6 “Two Haiku”
(p.596)
“Fireflies”
(p.597)
“A Minor Bird”
(p.554)
“Under the Back
Porch” (p.555)
“maggie and
millie and molly
and may”
(p.522)
“old age sticks”
(p.526)
“The Monsters
Are Due on
Maple Street”
(p.140)
“A Mother‟s
Words” (p.220)
Write Source –
“Writing Poems”
(p.354-361)
7th Grade Language Arts
20
LEQ 2: How does
the relationship
between imagery and
figurative language
impact the meaning
of a text?
CCSS: RL.7.4, RL.7.5
Referencing the graphic organizer created previously, add elements of figurative language to
demonstrate how figurative language impacts and adds to the theme of the text. The following
graphic organizer can be used:
http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u4_maggie_milly_ta1.pdf
Suggested
Texts:
Holt Units 4,5,6 “the earth is a
living thing”
(p.568)
“Sleeping in the
Forest” (p.570)
“Gold” (p.571)
“The Courage
That My Mother
Had” (p.559)
“The Monsters
Are Due on
Maple Street”
(p.140)
Write Source –
“Using Special
Poetry
Techniques”
(p.360-361)
7th Grade Language Arts
21
LEQ 3: What is the
relationship between
sound devices and
style?
CCSS:SL 7.2, RL.7.4
Provide students written texts devoid of sound devices (such as Lemony Snicket, Nikki Giovanni,
songs). Have students describe feelings evoked by this version of the text. Then listen to the text
read with the devices now included. Compare the texts and evaluate the use of sound devices and
their impact. (Poetic Devices p.556-557)
Media Connection: Have students view and analyze the use of sound and rhythm helps create
mood.
“How Rhythm in Poetry Creates Mood” http://player.discoveryeducation.com/index.cfm?guidAssetId=C85E4450-5AB5-439D-
A9485F947E75FE06&blnFromSearch=1&productcode=US
Suggested
Texts:
Holt Units 4,5,6 “The
Highwayman”
(p.587)
“Annabel Lee”
(p.579)
“Jabberwocky”
(p.606)
Write Source –
“Using Special
Poetry
Techniques”
(p.360-361)
“Text Analysis
Workshop:
Appreciating
Poetry” (p. 554-
559)
Concept Reflection #2 (leads to Culminating Task): Write an Author’s Study article that argues patterns across multiple works by one
author and analyzes how these patterns reveal the author’s style and culture.
7th Grade Language Arts
22
Concept: Cultural Characteristics of Folklore
(Myths, Legends, Epics, Tales)
LEQ 1: What are the
structural
characteristics of
traditional stories
(myths, legends,
folktales, fables)?
CCSS:RL.7.5
Students will create a foldable to identify the characteristics of each category of traditional stories. The
final page will summarize the similarities. As students begin to characterize these texts, be sure to
provide informational resources to allow students to build their understandings of the context in which
these traditional stories may have been crafted.
Suggested
Texts:
Holt Units 4,5,6 “Prometheus”
(p.648)
“The People
Could Fly”
(p.498)
“Waters of
Gold” (p.722)
“Brer Possum‟s
Dilemma”
(p.718)
“Sally Ann
Thunder Ann
Whirlwind”
(p.734)
7th Grade Language Arts
23
LEQ 2: How does an
author use traditional
stories to reveal
cultural values?
CCSS: RL.7.7, W.7.3
Incorporate into the foldable the question, “What can we learn from traditional stories and why are
they memorable?”
The following handout that corresponds with “Sir Gawain and the Green Knight” can be adapted to
fit any text:
http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u6_frm_sir_gawain_ta1.pdf
Suggested
Texts:
Holt Units 4,5,6 “Prometheus”
(p.648)
“The People
Could Fly”
(p.498)
“Sir Gawain and
the Green
Knight” (p.692)
“Waters of
Gold” (p.722)
“Brer Possum‟s
Dilemma”
(p.718)
“Icarus and
Daedalus”
(p.662)
“The Race
Between Toad
and Donkey”
(p.750)
7th Grade Language Arts
24
LEQ 3: What
qualities in a
traditional work
create longevity?
CCSS:RL.7.4, RL.7.5
Provide a variety of traditional stories to allow students opportunities to extract cultural influences
for each example.
Using the supporting informational texts, have students complete an organizer to track the features
and cultural qualities that may create the longevity. Create a three-tier timeline whereby students
layout the traditional stories on the top, their cultural and social features in the middle, and
connections to modern-day society. Using the timeline, have students draw conclusions about why
the stories have “stood the test of time.”
Media Connection: Based on the theme and values represented in the clip below have students
discuss if this message still relates today.
“The Tale of Sir Gawain and the Green Knight” http://player.discoveryeducation.com/index.cfm?guidAssetId=79AA76AD-9A59-42A8-A186-
2D1A251D48EC&blnFromSearch=1&productcode=US
Use graphic organizer to compare stories with recurring themes. Add to foldable (page 749/ graphic
organizer).
Suggested
Texts:
Holt Units 4,5,6
“Phaethon, Son
of Apollo”
(p.666)
“The People
Could Fly”
(p.498)
“Sir Gawain and
the Green
Knight” (p.692)
“Waters of
Gold” (p.722)
“Brer Possum‟s
Dilemma”
(p.718)
“Icarus and
Daedalus”
(p.662)
“Prometheus”
(p.648)
(p.662)
“The Two Ways
to Count to Ten”
(p.744)
7th Grade Language Arts
25
LEQ 4: How do an
author‟s purpose,
style, perspective, and
culture/experiences
impact the central
idea/theme of a text?
CCSS: (R1/R10, W2)
Choose traditional stories from this unit. Select several cultural and style elements from the text and
recreate it for a different culture and/or time period. Explain in writing the impact of language on the
cultural and style changes made. How might the changes impact the story‟s relativity in its time period?
Suggested Texts:
Refer to selected
texts used
throughout the
unit.
Unit 2 Required Culminating Task:
After exposure to multiple genres and authors, students will select a text (poem, short story, novel, speech, article, picture, etc.) and explain how the
author‟s craft, background, and/or culture contributed to its central idea. (R1/R10, W2)
*Teacher can use the “Expository Writing: Writing for Assessment” workshop from Write Source (p.214-217) to help students prepare this task.
7th Grade Language Arts
26
Unit 3: Sources of Information
Unit 3 Essential Questions: How does the type of source (primary, secondary) impact the information presented?
How does the use of word choice and persuasive techniques enhance the effectiveness of an argument?
How does a reader determine the soundness of an argument?
How do writers use counter-arguments?
How does media influence public opinion and action?
Focus Vocabulary: Text Features, Text Structures, Persuasive Techniques, Sound Reasoning, Argument, Biography,
Autobiography, Primary Source, Secondary Source, Factual Claims, Rhetorical Fallacies, Bias, Textual Evidence, In-text Citation
Lesson Essential Questions Aligned Teaching Options Suggested Texts
LEQ1: What is the difference
between a primary and secondary
source? CCSS: RL. 7.9, RI. 7.1, RI. 7.3
Provide a variety of real-world primary and secondary sources. Have
students view each text and use them to develop the definition and
characteristics of a primary and secondary source. Be sure they record the
information in either an organizer or foldable. Students should be able to
answer the LEQ at the end of this inquiry lesson.
“Text Analysis Workshop:
Biography and Autobiography”
(p.778)
Write Source – “Primary vs.
Secondary Sources” (p. 364)
LEQ2: How can we recognize
factual claims from opinions in a
text?
CCSS: RI. 7.9, RI 7.1 RI. 7.5,
RI.7.3
Create a chart to list factual claims, opinions, and common place assertions
the author uses to support their main idea. Which type of evidence do they
use the most? The following graphic organizer can be adapted and used:
http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u8_grtwhite_s
harks_ta1.pdf
“Eleanor Roosevelt” (p.786) “Letter to the President General
of the Daughters of the
American Revolution/ from The
Autobiography of Eleanor
Roosevelt” (p.801, 802)
7th Grade Language Arts
27
LEQ 3: How does author‟s bias
impact the information presented?
CCSS: RI.7.6, RI. 7.8
Have students create a chart as they read recording the author‟s use of loaded
language to help identify bias. The following graphic organizer can be used:
http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u8_grtwhite_s
harks_rs1.pdf
“Great White Sharks” (p.920)
LEQ 4: What are the parts of an
argument?
CCSS: RI. 7.4, RI. 7.5, RI 7.8,
L 7.5
Identifying Parts of an Argument: Create an inquiry lesson whereby
students view a variety of texts and complete the following: 1. Explore the
texts; 2. Label any and all text features; 3. State the text structure of the texts
they read; 4. Determine the main points being argued; 5. Label the texts for
the components of the argument
Journal option: Choose a text, state the point being argued, explain how the
writer established his/her argument. Determine which part of the argument
was most significant in establishing the point and defend the choice using
specific details for support.
Teacher’s Note: Please be sure to explain to students the difference
between persuasion and argumentation. Persuasion is a type of
argumentation. Persuasion uses emotion as a means to control thinking
and behavior. At the heart of persuasion is argument; however, it is
embedded in the use of specific techniques.
“Text Analysis Workshop:
Argument and Persuasion”
(p.952) “Pro Athletes‟ Salaries Aren‟t
Overly Exorbitant/ Do
Professional Athletes get Paid
Too Much” (p.960, 962)
Write Source – “Persuasive
Paragraph” (p. 219-22)
LEQ 5: How does considering
counterarguments strengthen an
argument?
CCSS: RI 7.8, L 7.5
Have students add a counterargument to their response above. Remind them
to anticipate your objections and provide a response.
“Pro Athletes‟ Salaries Aren‟t
Overly Exorbitant/ Do
Professional Athletes get Paid
Too Much” (p.960, 962)
Write Source – ”Prewriting”
(p.232)
7th Grade Language Arts
28
LEQ: 6 How do persuasive
techniques enhance an author‟s
argument?
CCSS: RI. 7.4, RI. 7.5, RI 7.8
Peer Review: Have students analyze each other‟s responses from above.
Students should identify the claim, persuasive techniques used, and how
elaboration enhanced the argument.
“Media Study: Persuasive
Techniques in Commercials”
(p.984) “Why We Shouldn‟t Go to
Mars” (p.970) “Remarks at the Dedication of
the Aerospace Medical Health
Center” (p.978)
Textbook Website – Media and
Technology, Media Analysis
Guides
LEQ 7: How can a person use
media and statistical data to
increase their impact on society?
CCSS: RI. 7.1, RI. 7.9
RI. 7.2, RI. 7.6
Have students create a multi-media presentation discussing the life and
legacy of a person studied in this unit. Be sure the presentation includes key
numerical data as a means of support.
“The Noble Experiment”
(p.834) “Jackie Robinson makes
Headlines” (p.846) “Media Study: Jackie Robinson”
(p.852) “It‟s Not About the Bike/ “23
Days in July” (p.816, 820) “Do Professional Athletes Get
Paid Too Much?” (p.962)
Write Source – “Creating a
Graph” (p.270-271) “Media Study: Jackie Robinson”
(p.85) “Do Professional Athletes Get
Paid Too Much?” (p.962)
Write Source – “Creating a
Graph” (p.270-271)
7th Grade Language Arts
29
Unit 3 Required Culminating Task:
Using primary and secondary sources, write a speech informing and justifying for the audience your nomination for “Person of the Year.” The
presentation must incorporate three elaboration strategies (i.e. cause-effect, anecdote, compare/contrast), any counterclaims regarding the person of
choice, and statistical data. Be sure to explain the impact the person has had on an element of society (education, technology, science/medicine,
communication, politics, economy, environment).
CCSS: R1/R10, W1, SL. 7.4, SL. 7.6
*CMS Rubric for W1 Argumentation Tasks Grades 6-12
*Use the information from the following link to help students organize their thoughts for this task:
http://my.hrw.com/la_2010/na_lit/nsmedia/analysis/literary/MS_Persuasion.pdf
Revision and Grammar Link: Use the following link to differentiate grammar instruction when assisting students through the revision
and editing process: http://my.hrw.com/la_2010/na_lit/teacher/ebook_gr7/reteach_wksheets/index.html
7th Grade Language Arts
30
Unit 4: Components of Research
Unit 4 Essential Questions:
How do relevant questions help shape your research?
How do writers determine the validity of a source?
How does evaluating bias help writers present information objectively?
How do writers summarize, paraphrase, and quote directly to avoid plagiarism?
How can graphic aids be used to present information effectively?
Focus Vocabulary: Valid Source, Format (of presentation), Objective, Summarize, Paraphrase, Direct Quote, Plagiarism,
Citations, Research Questions, Graphic Aid, Bias, Thesis Statement, Writing Process, Works Cited, Style (Formal vs. Informal)
Lesson Essential Questions Aligned Teaching Options
Suggested Texts
LEQ 1: How do researchers develop
relevant research questions?
CCSS: RI 7.1, RI.7.6, RI. 7.3
Have students analyze the validity of the questions asked in the
selected text.
Media Connection:
“Literature to Enjoy and Write About: Interviewing: Biography” http://player.discoveryeducation.com/index.cfm?guidAssetId=2DC2C3EF-7059-4D87-A6D4-
F7DD22CF1531&blnFromSearch=1&productcode=US
“Research Strategies
Workshop” (p.1010-1027) “Writing Workshop: Research
Paper” (p.1028) “An Interview with Ray
Bradbury” (p.478)
LEQ 2: How and why is it important to
evaluate the information available on a
selected topic?
CCSS: W. 7.7, SL7.1c
Distribute a short article on a topic or person of interest to students.
Have pairs write questions that they might ask to elicit further
information about the subject or person.
Write Research Questions: http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u9_research_paper_rsw1.pdf
“Speaking and Listening
Workshop: Conducting an
Interview” (p.890) „How Hemingway Wrote” (p.493)
Write Source – “Prewriting”
(p.387-390)
7th Grade Language Arts
31
LEQ 3: How does a researcher
determine the reliability, validity, and
usefulness of a source?
CCSS: W.7.6, W7.8, W.7.7
Divide students into small groups. Give each group a different
reference work. Have each group chart the key features of their
reference work and offer examples of the kinds of questions it could
answer (p. 1020). Answer the question: How do the features create
validity and usability of the sources reviewed?
Choose several articles from The Onion (be sure to read them carefully
before giving them to students); selected tabloids, and other print &
media sources. Have students determine if the information presented
is trustworthy, reliable, and useful.
Using the articles you‟ve presented, have students develop a criteria
they can use to determine the validity, reliability, and usefulness of
sources.
“Research Strategies
Workshop: Choosing and
Evaluating Sources” (p.1020)
“Make a Source List” (p.1032) www.hmcurrentevents.com
Write Source – “Evaluating
Sources” (p. 376)
LEQ 4: How does bias impact the
usefulness of texts?
CCSS: W.7.8, W.7.9b
Have students review several texts to determine the levels of bias
contained in them. Have them compare and contrast several articles
from different sources on the same topic to analyze the use of
language in determining bias. Be sure they can name and explain the
significance of language as a means of determining bias.
Have them answer the LEQ.
Media Connection: Pair the video section below with “23 Days in
July”. Choose segments from the full video and have students analyze
the information presented to determine the level of bias.
“The Science of Lance Armstrong” http://player.discoveryeducation.com/index.cfm?guidAssetId=F18CC46F-C1D9-428B-A705-1F90CCCEB234&blnFromSearch=1&productcode=DETB
“23 Days in July” (p.820)
7th Grade Language Arts
32
LEQ 5. How can writers effectively
summarize, paraphrase, and quote
directly to avoid plagiarism?
CCSS: W. 7.4, W. 7.5, W. 7.8
Have students turn to a passage in a nonfiction selection. Have
students work in small groups to take notes on this passage using both
the paraphrasing and the summarizing method. Record different
groups‟ examples on the board. Choose or put together the best
paraphrase and summary to serve as models (1033).
Media Connection: Have students view media clip on plagiarism.
“Plagiarism” http://player.discoveryeducation.com/index.cfm?guidAssetId=919CAA7D-DC32-4D20-B3A5-
B6D311F09E92&blnFromSearch=1&productcode=US
“Writing Workshop: Research
Paper” (p.1028)
Write Source – “Taking
Reading Notes” (p. 445-448,
391-392)
7th Grade Language Arts
33
LEQ 6: How do writers judge the
effectiveness of their work?
CCSS: W.7.2d, W.7.5
Discussion: Part I: Ask students how they made the decision to
purchase a particular item of clothing. List student responses on the
board. Do the same thing asking about how they determine what
piece of technology they will or will not buy? List responses on the
board.
Discussion Part II: Have students group their responses into
categories and assign numerical value to them in order of importance.
Be sure they can justify their value system.
Discussion Part III: Have students develop categories by which they
would judge the effectiveness of a written text. Write responses on the
board being sure they can prioritize categories and assign a value scale
(ie. 1-4).
Assign differentiated groups with appropriately complex texts. Have
students use their categories and value scales to evaluate the texts. Be
sure they can explain their reasoning. You may consider supplying
sticky notes and highlighters for students to work through the analysis
process. Conduct a whole group discussion on the process.
Journal Option: How can this process be used to help “me” improve
my writing?
Ask students to develop a rubric for how their work should be
evaluated.
Extension Option: Choosing the Perfect In-School Treat (involves the
purchase of a variety of candies for demonstration)
Have students complete Analyze a Student Draft activity on
pages1038-1041. Use revision rubric on page 1038 for peer review.
Multiple Texts
“Writing Workshop: Research
Paper” (p.1028-1041)
7th Grade Language Arts
34
LEQ 7: How can graphic aids enhance
information?
CCSS: W. 7.5
Have students choose a nonfiction text that has numerical information
and organize it into a graphic aid. Students should write a paragraph
explaining how the graphic aid enhances the original text.
“Writing Workshop: Research
Paper” (p.1028) “Pro Athletes‟ Salaries Aren‟t
Overly Exorbitant” (p.960)
Write Source – “Multimedia
Presentations (p.411-415)
LEQ 8: How do writers use in-text
citations and a works cited page to avoid
plagiarism?
CCSS: W. 7.4, W. 7.5, W. 7.8
Teacher should model and guide students through the Learn How
activity on page 1041.
“Writing Workshop: Research
Paper” (p.1028)
Write Source – “Writing” (p.
397)
Unit 4 Required Culminating Task:
Students will establish a research topic, locate sources of information, evaluate materials, and take notes in order to create a written research paper
and oral presentation. The presentation may use one of the following formats: Powerpoint/Smartboard presentation, wiki page, newsletter, brochure,
or speech.
Teacher‟s Note: Collaborate with the Media Specialist to assist in implementing the Big 6 Research Model for your students.
Revision and Grammar Link: Use the following link to differentiate grammar instruction when assisting students through the revision
and editing process: http://my.hrw.com/la_2010/na_lit/teacher/ebook_gr7/reteach_wksheets/index.html
CCSS: R1/R10, W7.7, W7.8, W7.1, W7.9a-b