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ELA G7:M2B:U1

What is Identity and how is it Formed?

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 1Launching the Module: Identity and Transformation: Then and Now

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the central idea of a text. (RI.7.2)
  • I can make inferences about the central idea of Nadia’s Hands.
  • I can build a working definition of identity. 
  • Identity journals
  • Identity anchor chart
  • External Identity mind map
  • Internal Identity mind map
  • Reader’s Notes: Not Much, Just Chillin’: The Hidden Lives of Middle Schoolers, pages 105–106
  • None

Lesson 2Defining Key Terms: Gender and Internal Identity

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can determine the central ideas in informational text. (RI.7.2)
  • I can analyze the interactions between individuals, events, and ideas in a text. (RI.7.3)
  • I can cite specific evidence from “Team Players” to support an analysis of the text.
  • I can determine the central ideas in “Team Players.”
  • I can analyze the interactions between individuals, events, and ideas in “Team Players.” 
  • Reader’s Notes: Not Much, Just Chillin’, pages 105–106 (from homework)
  • Identity anchor chart
  • Reader’s Notes: “Team Players”
  • None

Lesson 3Analyzing the Central Ideas, Part 1: “The Border”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can analyze the development of the 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 use quotations from “The Border” to support an analysis of the text.
  • I can trace the development of the central idea of “The Border.”
  • I can analyze the interactions between individuals, events, and ideas in “The Border.”
  • Reader’s Notes: “Team Players” (from homework)
  • Text-Dependent Questions: “The Border”
  • Reader’s Notes: “The Border”
  • Identity anchor chart
  • Student identity mind maps
  • Back-to-back and Face-to-Face

Lesson 4Analyzing the Central Ideas, Part 2: “The Border”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can express ideas with precision. (W.7.4)
  • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1)
  • I can use quotes successfully to support an analysis of the central ideas of “The Border.”
  • I can write with precision about “The Border” using the “quote sandwich”.
  • By engaging in a discussion with my partner, I can analyze “The Border” to deepen my understanding of its central idea
  • Identity anchor chart
  • Reader’s Notes: “The Border” (from homework)
  • Short Response Graphic Organizer: “The Border”
  • Discussion Appointment

Lesson 5Mid-Unit 1 Assessment: Evidence, Ideas, and Interactions in “Why Couldn’t Snow White Be Chinese?”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can determine the central ideas in an informational text. (RI.7.2)
  • I can analyze the interactions between individuals, events and ideas in a text. (RI.7.3)
  • I can determine the central ideas in “Why Couldn’t Snow White Be Chinese?”
  • I can give evidence in support of a central idea of “Why Couldn’t Snow White Be Chinese?”
  • I can analyze the interaction between an individual and events and ideas in “Why Couldn’t Snow White Be Chinese?” 
  • Mid-Unit 1 Assessment
  • None

Lesson 6Drawing Inferences: “My Own True Name”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can determine the central ideas in informational text. (RI.7.2)
  • I can analyze the interactions between individuals, events, and ideas in a text. (RI.7.3)
  • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1) 
  • I can make and share accurate inferences about “My Own True Name” in discussion with my peers.
  • I can determine the central idea of “My Own True Name.”
  • I can analyze the interactions between individuals, events, and ideas in “My Own True Name.”
  • Identity anchor chart
  • Reader’s Notes: “My Own True Name”
  • None

Lesson 7Analyzing Text Structure: “Teen Slang: What’s, Like, So Wrong with Like?”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the central ideas of an informational text. (RI.7.2)
  • I can analyze the development of a central idea throughout the text. (RI.7.2)
  • 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)
  • I can analyze the organization of “Teen Slang: What’s, Like, So Wrong with Like?” to determine the author’s claims and evidence.
  • I can analyze how the claims and evidence of “Teen Slang: What’s, Like, So Wrong with Like?” relate to one another. 
  • Reader’s Notes: “My Own True Name” (from homework)
  • Text-Dependent Questions: “Teen Slang: What’s, Like, So Wrong with Like?”
  • “Teen Slang: What’s, Like, So Wrong with Like?” Structure anchor chart.
  • None

Lesson 8Analyzing Text Structure: “Generation Z Stereotyped…”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the central ideas of an informational text. (RI.7.2)
  • I can analyze the development of a central idea throughout the text. (RI.7.2)
  • 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)
  • I can analyze the organization of “Generation Z Stereotyped ...” to determine its central ideas and evidence.
  • I can analyze the central ideas and evidence of “Generation Z Stereotyped …” and how they relate to one another. 
  • Forming Evidence-Based Claims Graphic Organizer: “Teen Slang: What’s, Like, So Wrong with Like?” (from homework)
  • None

Lesson 9End of Unit Assessment: Claims, Interactions, and Structure in “Is Money Affecting Your Social Status?”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • 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)
  • I can cite evidence to support analysis of “Is Money Affecting Your Social Status?”
  • I can analyze interactions between individuals, events, and ideas in “Is Money Affecting Your Social Status?”
  • I can analyze how paragraphs of “Is Money Affecting Your Social Status?” contribute to the development of the ideas in the text. 
  • End of Unit 1 Assessment
  • None

Lesson 10Independent Reading Celebration and Read-aloud of the Myth of Pygmalion

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can self-select text based on personal preferences. (RL.7.11a)
  • I can celebrate my accomplishments in independent reading for this unit. 
  • Independent Reading sharing
  • None

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