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ELA G7:M3

Slavery—The People Could Fly

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: Powerful Stories—Slavery in America

Instructional FocusLong-Term TargetsAssessments
  • Launching the module: What gives stories their enduring power?
  • Building background knowledge about the historical context of the Narrative
  • I can determine a theme or the central ideas of a literary text. (RL.7.2)
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • Mid-Unit 1 Assessment: Using Evidence to Support Analysis – “Frederick Douglass” (RI.7.1)

 

  • Determining Douglass’s Purpose
  • Learning routines for reading excerpts from the Narrative
  • I can determine the meaning of words and phrases in text (figurative, connotative, and technical meanings). (RI.7.4)
  • I can determine an author’s point of view or purpose in informational text. (RI.7.6)
  • I can analyze how the author distinguishes his/her position from others’. (RI.7.6)
  • I can read above-grade-level texts with scaffolding and support. (RI.7.10)
  • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • How to read a poem
  • Word choice and figurative language
  • I can determine a theme or the central ideas literary text. (RL.7.2)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.7.5)
  • I can determine the meaning of words and phrases in literary text (figurative, connotative, and technical meanings). (RL.7.4)
  • I can analyze how a drama’s or poem’s form or structure contributes to its meaning. (RL.7.5)
  • I can analyze the impact of rhymes and repetitions of sound on a specific section of poetry, story, or drama. (RL.7.4)
  • End of Unit 1 Assessment: Reading Poetry: Analyzing Structure and Language in “We Wear the Mask” (RL.7.2, RL.7.4, RL.7.5, and L.7.5a)

Weeks 4-6 Unit 2: Case Study: Analyzing Author Craft and Purpose in Narrative of the Life of Frederick Douglass

Instructional FocusLong-Term TargetsAssessments
  • Reading Excerpt 3 and analyzing purpose and word choice
  • Beginning work with sentence structure
  • 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 informational text. (RI.7.2)
  • I can determine the meaning of words and phrases in text (figurative, connotative, and technical meanings). (RI.7.4)
  • I can analyze the impact of word choice on meaning and tone in an informational text. (RI.7.4)
  • I can determine an author’s point of view or purpose in informational text. (RI.7.6)
  • I can analyze how the author distinguishes his/her position from others’. (RI.7.6)
  • I can read above-grade-level texts with scaffolding and support. (RI.7.10)
  • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1)
  • I can use correct grammar and usage when writing or speaking. (L.7.1)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.7.5)

  • Comparing written and spoken stories and poems
  • Mid-Unit 2 Assessment, Part 1: Comparing written and spoken stories and poems
  • Reading Excerpt 4 and 5 and analyzing purpose and figurative language
  • 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 informational text. (RI.7.2)
  • I can determine the meaning of words and phrases in text (figurative, connotative, and technical meanings). (RI.7.4)
  • I can analyze the impact of word choice on meaning and tone in an informational text. (RI.7.4)
  • I can determine an author’s point of view or purpose in informational text. (RI.7.6)
  • I can analyze how the author distinguishes his/her position from others’. (RI.7.6)
  • I can read above-grade-level texts with scaffolding and support. (RI.7.10)
  • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1)
  • I can use correct grammar and usage when writing or speaking. (L.7.1)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.7.5)
  • I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
  • I can compare and contrast different media versions of a literary text (written vs. audio vs. film vs. staged, etc.). (RL.7.7)
  • I can analyze the impact of the techniques unique to each medium. (RL.7.7)

  • Mid-Unit 2 Assessment, Part 1: Analyzing Storyteller’s Craft: Comparing Written and Oral Stories (RL.7.1, RL.7.7)
  • Mid-Unit 2 Assessment, part 2: Reading a new passage from the Narrative
  • Writing the essay about Douglass’s positions in the Narrative
  • 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 informational text. (RI.7.2)
  • I can determine the meaning of words and phrases in text (figurative, connotative, and technical meanings). (RI.7.4)
  • I can analyze the impact of word choice on meaning and tone in an informational text. (RI.7.4)
  • I can determine an author’s point of view or purpose in informational text. (RI.7.6)
  • I can analyze how the author distinguishes his/her position from others’. (RI.7.6)
  • I can read above-grade-level texts with scaffolding and support. (RI.7.10)
  • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1)
  • 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 use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.7.5)
  • 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)

  • Mid-Unit 2 Assessment, Part 2: Analyzing Storyteller’s Craft: Analyzing Purpose and Craft in Douglass’s Narrative (RI.7.1, RI.7.4, RI.7.6, L.7.4a, b, L.7.5b, c)
  • End of Unit 2 Assessment: Essay: Analyzing Douglass’s Position in the Narrative (W.7.2, W.7.4, W.7.9b, RI.7.1, RI.7.2, RI.7.6)

Weeks 7-8 Unit 3: Writing a Narrative Based on an Event from the Life of Frederick Douglass

Instructional FocusLong-Term TargetsAssessments
  • Analyzing the mentor children’s book
  • Creating a plan the children’s books about an episode from Douglass’s life and getting feedback
  • Practicing sentence structure
  • I can determine a theme or the central ideas literary text. (RL.7.2)
  • 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 select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
  • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1)
  • I can express my own ideas clearly during discussions. (SL.7.1)
  • I can build on others’ ideas during discussions. (SL.7.1)
  • 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, Part 1: Writer’s Roundtable (SL.7.1b, c, d)
  • Mid-Unit 3 Assessment, Part 2: Sentence Structure Quiz  (L.7.1a, b, c; L.7.2a)
  • Writing workshops: mini lessons on narrative technique, work time, revision, and reflection
  • Illustrating the books and creating final drafts
  • I can determine a theme or the central ideas literary text. (RL.7.2)
  • 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 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 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: Second draft of storyboards for the children’s book (W.7.3, W.7.9, W.7.11)

 

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