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ELA G7:M3:U1

Powerful Stories—Slavery in America

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 1What Gives Stories Their Power?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine a theme or the central ideas of a literary text. (RL.7.2)
  • I can determine the meaning of words and phrases in a literary text (figurative, connotative, and technical meanings). (RL.7.4)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.7.5)
  • I can analyze how the content, theme, images, and language in The People Could Fly give the story its enduring power.
  • Powerful Story note-catcher
  • None

Lesson 2Introducing Narrative of the Life of Frederick Douglass

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can build on others’ ideas during discussions. (SL.7.1)
  • I can determine an author’s point of view or purpose in informational text. (RI.7.6)
  • I can build on others’ ideas during discussions.
  • I can understand the historical context of a piece of nonfiction.
  • Students’ observations during the Gallery Walk
  • Gallery Walk

Lesson 3Building Context for the Narrative: Slavery in America

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 accurately use 7th grade academic vocabulary to express my ideas. (L.7.6)
  • I can draw conclusions about slavery in America and cite specific textual evidence to support them.
  • “Slave Trade” Text Dependent Questions
  • None

Lesson 4Building Context for the Narrative: The Abolition Movement

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 accurately use 7th grade academic vocabulary to express my ideas. (L.7.6)
  • I can draw conclusions about the abolition movement in America and cite specific textual evidence to support them.
  • “Abolition” from Freedom: A History of US, Webisode 5: Text-Dependent Questions, Part 1 (from homework)
  • “Abolition” from Freedom: A History of US, Webisode 5: Text-Dependent Questions, Part 2
  • None

Lesson 5Mid-Unit Assessment: Using Evidence to Support Analysis: “Frederick Douglass”

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 recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. (RL.7.11)
  • I can draw conclusions about Frederick Douglass and support them with evidence from the text.
  • I can select an independent reading book that is just right for me.
  • Mid-Unit 1 Assessment
  • None

Lesson 6Why did Douglass write the Narrative?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the meaning of words and phrases in informational 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 explain Frederick Douglass’s purpose in writing Narrative of the Life of Frederick Douglass.
  • Frederick Douglass’s Purpose: Text and Questions
  • Discussion Appointment

Lesson 7Introducing the Process for Close Reading: Meeting Frederick Douglass

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the meaning of words and phrases in informational text (figurative, connotative, and technical meanings). (RI.7.4)
  • I can read above grade level informational texts with scaffolding and support. (RI.7.10)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can determine the meaning of words and phrases in an excerpt from Narrative of the Life of Frederick Douglass.
  • I can use common roots, prefixes, and suffixes as clues to the meaning of words in Narrative of the Life of Frederick Douglass.
  • I can reread a complex text to better understand it.
  • Determining Position (from homework)
  • Excerpt 1 Text and Questions
  • Discussion Appointment

Lesson 8Analyzing Douglass’s Purpose

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.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 analyze how specific excerpts of Narrative of the Life of Frederick Douglass convey Douglass’s position on slavery
  • I can use common roots, prefixes, and suffixes as clues to the meaning of words in Narrative of the Life of Frederick Douglass
  • I can reread a complex text to better understand it.
  • Excerpt 1 Text and Questions
  • None

Lesson 9Close Reading Excerpt 2: Plantation Life

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the meaning of words and phrases in informational text (figurative, connotative, and technical meanings). (RI.7.4)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can read above grade level informational texts with scaffolding and support. (RI.7.10)
  • I can determine the meaning of words and phrases in an excerpt of Narrative of the Life of Frederick Douglass.
  • I can use common roots, prefixes, and suffixes as clues to the meaning of words in Narrative of the Life of Frederick Douglass.
  • I can reread a complex text to better understand it.
  • Excerpt 1: Constructed Response (from homework)
  • Excerpt 2 Text and Questions
  • None

Lesson 10Analyzing Douglass’s Purpose in Excerpt 2

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the meaning of words and phrases in informational 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 determine Frederick Douglass’s position in Excerpt 2 of Narrative of the Life of Frederick Douglass.
  • I can determine the meaning of words and phrases in Excerpt 2 of Narrative of the Life of Frederick Douglass.
  • I can identify what makes Narrative of the Life of Frederick Douglass a powerful story.
  • Excerpt 2 Text and Questions
  • Excerpt 2: Analysis note-catchers
  • None

Lesson 11Introducing Poetry

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze the impact of rhymes and repetitions of sound on a specific section of poetry. (RL.7.4)
  • I can determine the figurative meaning of words and phrases in literary text. (RL.7.4)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.7.5)
  • I can read grade-level literary or informational texts proficiently and independently. (RI.7.10, RL.7.10)
  • I can select an appropriate independent reading book and create an effective plan for completing it.
  • I can analyze the impact of rhymes and repetitions of sound on a specific section of poetry.
  • I can identify common poetic devices, especially those that have to do with structure, figurative language, and repetition.
  • Found Poem Draft #1 (from homework)
  • None

Lesson 12How to Read a Poem: “The Negro Speaks of Rivers”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze the impact of rhymes and repetitions of sound on a specific section of poetry. (RL 7.4.)
  • I can determine the figurative meaning of words and phrases in literary text. (RL.7.4)
  • I can analyze how a poem’s form or structure contributes to its meaning. (RL.7.5)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.7.5)
  • I can identify common poetic devices, especially those that have to do with structure, figurative language, and repetition.
  • I can read and reread a poem to find layers of meaning.
  • Found Poem Draft 2 (from homework)
  • Exit Ticket: Self-Assessment
  • None

Lesson 13Poetic Tools in Narrative of the Life of Frederick Douglass

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze the impact of rhymes and repetitions of sound on a specific section of poetry. (RL.7.4.)
  • I can determine the figurative meaning of words and phrases in literary text. (RL.7.4)
  • I can analyze how a poem’s form or structure contributes to its meaning. (RL.7.5)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.7.5)
  • I can analyze the impact of rhyme and repetition in specific poems.
  • I can analyze the use of figurative language in poetry and nonfiction text.
  • I can analyze how figurative language, form, and sound contribute to meaning.
  • Poetic Tools in the Narrative: Exit Ticket
  • None

Lesson 14Poetry Analysis: Small Group Practice

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze the impact of rhymes and repetitions of sound on a specific section of poetry. (RL.7.4.)
  • I can determine the figurative meaning of words and phrases in literary text. (RL.7.4)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.7.5)
  • I can analyze how a poem’s form or structure contributes to its meaning. (RL.7.5)
  • I can analyze the impact of rhyme and repetition in a specific section of poetry.
  • I can determine the figurative meaning of words and phrases in a poem.
  • I can analyze how a poem’s structure contributes to its meaning.
  • Exit Ticket: Poetic Tools in the Narrative
  • None

Lesson 15End of Unit Assessment: Poetry Analysis

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze the impact of rhymes and repetitions of sound on a specific section of poetry. (RL.7.4)
  • I can determine the figurative meaning of words and phrases in literary text. (RL.7.4)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L. 7.5)
  • I can analyze how a poem’s form or structure contributes to its meaning. (RL.7.5)
  • I can analyze the impact of rhyme and repetition in a specific section of poetry.
  • I can determine the figurative meaning of words and phrases in a poem.
  • I can analyze how a poem’s structure contributes to its meaning.
  • End of Unit 1 Assessment
  • None

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