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ELA G7:M2B

Identity and Transformation: Then and Now

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 1-2 Unit 1: What is Identity and how is it Formed?

Instructional FocusLong-Term TargetsAssessments
  • Launch independent reading (see Launching Independent Reading in Grades 6–8: Sample Plan—stand alone document on EngageNY.org)
  • Launching the module
  • I can self-select text based on personal preferences. (RL.7.11a)
  • I can determine a theme or the central ideas of an informational text. (RI.7.2)

 

  • Analyzing the development of claims and use of evidence in first-person narratives
  • Using evidence and paraphrasing text

 

  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can determine a theme or the central ideas of an informational text. (RI.7.2)
  • I can analyze the development of a theme or central idea throughout the text. (RI.7.2)
  • I can analyze the interactions between individuals, events, and ideas in a text. (RI.7.3)
  • Mid-Unit 1 Assessment: Evidence, Ideas, and Interactions: “Why Couldn’t Snow White Be Chinese?” (RI.7.1, RI.7.2, and RI.7.3)

 

  • Analyzing the structure of informational texts
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can determine a theme or the central ideas of an informational text. (RI.7.2)
  • I can analyze the development of a theme or central idea throughout the text. (RI.7.2)
  • I can analyze the interactions between individuals, events, and ideas in a text. (RI.7.3)
  • 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). (RI.7.5)
  • End of Unit 1 Assessment: Claims, Interactions, and Text Structure: “Is Money Affecting Your Social Status?” (RI.7.1, RI.7.2, RI.7.3, and RI.7.5)

Weeks 3-6 Unit 2: Identity Transformation in Pygmalion

Instructional FocusLong-Term TargetsAssessments
  • Analyzing setting, character, and plot in Pygmalion
  • Evaluating Eliza’s changes internally and externally
  • I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
  • I can analyze the interaction of literary elements of a story or drama. (RL.7.3)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1)

 

  • Mid-Unit 2 Assessment:Using Evidence, Theme, and Inference to Analyze an Unseen Passage in Pygmalion(RL.7.1, RI.7.3, and L.7.4)
  • Planning Pygmalion argument essay
  • Writing and revising Pygmalion argument essay
  • Discussing end of book

 

  • I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
  • I can analyze the interaction of literary elements of a story or drama. (RL.7.3)
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.7.1)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
  • 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 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 effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL7.1)

 

  • End of Unit 2 Assessment: Argument Essay: Eliza’s Changes (RL.7.1, RL.7.3, W.7.1, W.7.9a; W.7.5, L.7.1, and L.7.2)

Weeks 7-8 Unit 3: Culminating Project: Analyzing Gender Roles in Advertising

Instructional FocusLong-Term TargetsAssessments
  • Reintroducing concept of gender in identity formation
  • Researching use of gender stereotypes in advertising and media

 

  • I can conduct short research projects to answer a question. (W.7.7)
  • I can use several sources in my research. (W.7.7)
  • I can generate additional questions for further research. (W.7.7)
  • 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 analyze the main ideas and supporting details presented in different media and formats. (SL.7.2)
  • Mid-Unit 3 Assessment: Gathering Relevant Information and Generating Additional Research Questions (W.7.7 and W.7.8)
  • Culminating Research Project: Analyzing advertisements and creating a counter ad
  • I can conduct short research projects to answer a question. (W.7.7)
  • I can use several sources in my research. (W.7.7)
  • I can generate additional questions for further research. (W.7.7)
  • 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 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 use technology to produce and publish a piece of writing with links to cited sources. (W.7.6)
  • I can express ideas with precision. (L.7.3)
  • I can accurately use seventh-grade academic vocabulary to express my ideas. (L.7.6)
  • End of Unit 3 Assessment: Writing a Research Synthesis (W.7.7 and W 7.8)
  • Final Performance Task: Advertisement Analysis and Counter Ad (W.7.2 a, b, d, f, W.7.4, W.7.6, W.7.7, W.7.8, L.7.3, and L.7.6)

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