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ELA G7:M1:U3

Culminating Project: Voices from Southern Sudan

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Analyzing Point of View in A Long Walk to Water

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 explain how Park compares and contrasts Nya and Salva to convey ideas about how people survive in Sudan.

  • Students’ final drafts of their End of Unit 2 Assessment (A Long Walk to Water essay)
  • Exit ticket
  • Admit and Exit Ticket

Lesson 2Mid-Unit 3 Assessment and Planning the Two-Voice Poem

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of literary text. (RL.7.1)
  • I can determine the central ideas of informational text. (RL.7.2)
  • I can analyze the development of a central idea throughout the text (including its relationship to supporting ideas). (RL.7.2)
  • I can objectively summarize informational text. (RL.7.2)
  • 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 compare and contrast a fictional and historical account of a time, place, or character. (RL.7.9)
  • I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W.7.3)
  • I can explain how Park compares and contrasts Salva and Nya to convey ideas about how people survive in Sudan.
  • I can plan and write a two-voice poem that compares and contrasts Salva and Nya to convey my own ideas about how people survived in the challenging environment of South Sudan. 

  • Mid-Unit 3 Assessment
  • Admit and Exit Ticket

Lesson 3Examining a Model Two-Voice Poem and Planning a Two-Voice Poem

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 cite several pieces of text-based 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 cite text-based evidence to support the comparison and contrasting of Salva and Nya in my two-voice poem.
  • I can analyze a model two-voice poem using a rubric.
  • I can plan my two-voice poem.  

  • Exit Ticket
  • Admit and Exit Ticket

Lesson 4Peer Critique: Use of Evidence in the Two-Voice Poem

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.7.4)
  • I can critique my partner’s two-voice poem using the rubric.
  • I can revise my work by incorporating feedback from my partner. 

  • Two-voice poem drafts
  • Peer Critique

Lesson 5End of Unit 3 Assessment: Using Strong Evidence

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RL.7.1)
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
  • I can use correct capitalization, punctuation, and spelling to send a clear message to my reader. (L.7.2)
  • I can cite evidence to support my analysis of an informational text in the end of unit assessment. 
  • I can use correct capitalization, punctuation, and spelling in my two-voice poem. 

  • End of Unit 3 Assessment
  • Admit and Exit Ticket

Lesson 6Performance Task: Two-Voice Poem Readings

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use effective speaking techniques (appropriate eye contact, adequate volume, and clear pronunciation). (SL 7.4)
  • I can use correct grammar and usage when writing or speaking. (L 7.1)
  • I can present my two-voice poem, using appropriate eye contact, volume, and pronunciation. 
  • I can demonstrate correct grammar and usage when presenting my two-voice poem. 

  • Two-voice poems
  • None

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