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ELA G7:M1

Journeys and Survival

Each module is approximately 8 weeks of instruction broken into 3 units. The "week at a glance" chart in the curriculum map gives the big picture, breaking down the module into a detailed week-by-week view. It shows how the module unfolds, the focus of each week of instruction, and where the six assessments and the performance task occur.

Weeks 1-3 Unit 1: Perspectives in Southern Sudan

Instructional FocusLong-Term TargetsAssessments
  • Building background knowledge about physical environment and reading maps
  • Gathering evidence about point of view in a literary text

 

  • I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
  • I can analyze how an author develops and contrasts the points of view of characters and narrators in a literary text. (RL.7.6)
  • Gathering evidence about point of view in a literary text
  • I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
  • I can analyze how an author develops and contrasts the points of view of characters and narrators in a literary text. (RL.7.6)
  • Mid-Unit 1: Identifying Perspective and Using Evidence from A Long Walk to Water (RL.7.1 and RL.7.6)

 

  • Connecting information with literature: building background knowledge about the Dinka and Nuer tribes of Southern Sudan
  • Gathering evidence about point of view in a literary text

 

  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.7.4)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
  • End of Unit 1: Identifying Perspective and Using Evidence from Informational Texts about the Dinka and Nuer Tribes (RI.7.1, W.7.4, and W.7.9)

Weeks 4-7 Unit 2: Case Study: Survival in Southern Sudan

Instructional FocusLong-Term TargetsAssessments
  • Continue A Long Walk to Water, introduce concept of “theme” and focus on one theme: How people survive in challenging environments
  • Start Reader’s Dictionary and anchor charts:
  • What factors help people survive challenging environments?
  • How does the author develop and contrast the two characters’ point of view?
  • What happens to Salva and Nya?
  • Introducing refugee accounts and reading informational text.
  • I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
  • I can compare and contrast a fictional and historical account of a time, place, or character. (RL.7.9)

 

  • Continue working with refugee texts and finish novel
  • Introduce End of Unit 2 essay prompt
  • Start scaffolding for essay by searching Reader’s Notes and Graphic Organizers to collect details for essay

 

  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
  • I can compare and contrast a fictional and historical account of a time, place, or character. (RL.7.9)
  • Mid-Unit 2 Assessment: Comparing “Water for Sudan” and A Long Walk to Water (RI.7.1, RL.7.1, and RL.7.9)
  • Share a model essay and rubric
  • Instruction: how to analyze and incorporate quotes
  • Write essay draft

 

  • I can cite several pieces of evidence to support an analysis of literary text. (RL.7.1)
  • I can analyze the development of a theme or central idea throughout a literary text. (RL.7.2)
  • I can write informative/ explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.7.2)
  • I can produce clear and coherent writing that is appropriate to task, purpose and audience. (W.7.4)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
  • I can accurately use seventh-grade academic vocabulary to express my ideas. (L.7.6)
  • End of Unit Assessment, Part 1: On-Demand Draft Writing about the Theme of Survival (RL.7.1, RL.7.2, W.7.2, W.7.4, W.7.9, and L.7.6).
  • Read more informational text about Sudan; summarize and build concept map to gather information for the research-based two-voice poem
  • Revise draft based on teacher feedback
  • Finalize essay

 

  • I can cite several pieces of evidence to support an analysis of literary text. (RL.7.1)
  • I can analyze the development of a theme or central idea throughout a literary text. (RL.7.2)
  • I can compare and contrast a fictional and historical account of a time, place, or character. (RL.7.9)
  • I can write informative/ explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.7.2)
  • I can produce clear and coherent writing that is appropriate to task, purpose and audience. (W.7.4)
  • I can gather relevant information from a variety of sources. (W.7.8)
  • I can quote or paraphrase others’ work while avoiding plagiarism. (W.7.8)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
  • I can use correct grammar and usage when writing or speaking. (L.7.1)
  • I can use correct capitalization, punctuation, and spelling to send a clear message to my reader. (L.7.2)
  • I can accurately use seventh-grade academic vocabulary to express my ideas. (L.7.6)

  • End of Unit Assessment, Part 2: Final Draft Writing about the Theme of Survival (RL.7.1, RL.7.2, W.7.2, W.7.4, W.7.8, W.7.9, L.7.1, L7.2, and L.7.6)

 

Week 8 Unit 3: Culminating Project: Voices from Southern Sudan

Instructional FocusLong-Term TargetsAssessments
  • Reconnect with the content of the informational texts and novel by discussing the author’s use of juxtaposition in the novel.
  • Read models of two-voice poems, analyze structure. Students identify criteria and a rubric
  • Selecting evidence and planning to create a research-based two-voice poem
  • Draft, critique, and revise two-voice poem
  • Share poems
  • I can analyze how an author develops and contrasts the points of view of characters and narrators in a literary text. (RL.7.6)
  • I can make connections between a novel and other informational texts. (RL.7.11)
  • I can cite several pieces of evidence to support an analysis of informational text. (RI.7.1)
  • I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W.7.3)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.7.4)
  • With support from peers and adults, I can use a writing process to ensure that purpose and audience have been addressed. (W.7.5)
  • I can gather relevant information from a variety of sources. (W.7.8)
  • I can quote or paraphrase others’ work while avoiding plagiarism. (W.7.8)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
  • I can use correct grammar and usage when writing or speaking. (L.7.1)
  • I can use correct capitalization, punctuation, and spelling to send a clear message to my reader. (L.7.2)

  • Mid-Unit 3 Assessment: Author’s Craft: Juxtaposition in A Long Walk to Water (RL.7.1, RL.7.2, and RL.7.6)
  • End of Unit 3 Assessment: Using Strong Evidence (RL.7.1, RI.7.1, L.7.2, W.7.9)
  • Final Performance Task: Research-based Two-Voice Poem (RL.7.6, RL.7.11, W.7.3a, d, W.7.4, W.7.5, W.7.8, W.7.9, L.7.1, and L.7.2).

 

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