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ELA G7:M3:U3

Writing a Narrative Based on an Event from the Life of Frederick Douglass

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 1Introducing the Performance Task: The Children’s Book

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W.7.3)
  • I can use correct grammar and usage when writing or speaking. (L.7.1a and b)
  • I can articulate the difference between a narrative and a summary.
  • I can combine phrases into a complete sentence.
  • I can identify where a modifier goes in relation to the noun it modifies.
  • None

Lesson 2Discussing and Identifying Themes: What Makes a Good Children’s Book?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W.7.3)
  • I can use correct grammar and usage when writing or speaking. (L7.1a and b)
  • I can write a concluding thematic statement that connects the experience of Frederick Douglass to situations beyond the story.
  • I can recognize narrative techniques in a children’s book.
  • I can combine phrases into a complete sentence.
  • Children’s Book Scavenger Hunt
  • None

Lesson 3Preparing for the Mid-Unit Assessment: Planning the Children’s Book

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W.7.3)
  • 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.7.1a and b)

 

  • I can plan a children’s book that is organized in a way that makes sense to the reader.
  • I can use narrative tools purposefully.

 

  • My Children’s Book Plan
  • None

Lesson 4Mid-Unit Assessment Part 1: Writer’s Roundtable

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1)
  • I can build on others’ ideas during discussions. (SL.7.1)
  • 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 effectively engage in discussion with my peers.
  • I can give and receive useful feedback on My Children’s Book Plan.
  • Mid Unit 3 Assessment Part 1: Writer’s Roundtable: Whole Class Discussion Tracker
  • Mid-Unit 3 Assessment Part 1:Writer’s Roundtable: Self-Assessment
  • None

Lesson 5Mid-Unit Assessment Part 2: Beginning the Writer’s Workshop

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W.7.3)
  • With support from peers and adults, I can use a writing process to ensure that purpose and audience have been addressed. (W.7.4)
  • I can use correct grammar and usage when writing or speaking. (L.7.1a and b)
  • I can use the tools of a narrative writer efficiently and deliberately.
  • I can recognize the importance of sensory details and using nouns and verbs instead of adjectives in narrative writing.
  • I can use feedback from my peers to make my story more clear and thoughtful.
  • I can recognize and correct common sentence errors.
  • Mid-Unit 3 Assessment Part 2
  • None

Lesson 6Writing the Children’s Book: Day One

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W.7.3)
  • 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 narrative tools deliberately and effectively.
  • I can recognize the importance of strong verbs, precise description, and sensory imagery in narrative writing.
  • I can give useful and specific peer feedback.
  • Children’s Book Storyboards
  • Praise-Question-Suggest

Lesson 7Writing the Children’s Book: Day Two

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W.7.3)
  • I can use narrative tools deliberately and effectively.
  • I can recognize the way dialogue can help a reader “show-not-tell” the story.
  • Independent reading check-in
  • None

Lesson 8Writing the Children’s Book: Day Three

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W.7.3)
  • I can use correct capitalization, punctuation and spelling to send a clear message to my reader. (L.7.2)
  • I can use resources to correct my spelling.
  • I can assess my writing based on a rubric.
  • Children’s Book Storyboards

 

  • None

Lesson 9End of Unit Assessment and Independent Reading Review

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W.7.3)
  • I can read grade-level literary texts proficiently and independently. (RL.7.10)
  • I can use correct grammar and usage when writing or speaking. (L.1)
  • I can use correct capitalization, punctuation, and spelling to send a clear message to my reader. (L.2)
  • I can express ideas with precision. (L.3)
  • I can recognize coordinating adjectives.
  • I can illustrate my children’s book in an effective and interesting way.
  • End of Unit 3 Assessment: Second draft of Storyboards for the Children’s Book
  • End of Unit 3 Assessment: Self Assessment of My Draft Storyboard
  • Independent reading assessment
  • None

Lesson 10The Performance Task: The Children’s Book Final Draft

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W.7.3)
  • 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 revise and polish my children’s book into a final, publishable version.
  • I can write an author’s note to explain how I addressed audience and purpose.
  • Performance task: children’s book—final draft
  • Author’s note
  • None

Lesson 11Coda: What Gives This Story Power? Re-examining Powerful Stories

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. (RL.7.2)
  • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (L.7.5)
  • Engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (SL 7.1)
  • I can analyze how the content, theme, images, and language in Turning the Page give the story its enduring power.
  • I can engage effectively with my classmates. 
  • Analyzing a Powerful Story: Turning the Page
  • None

Lesson 12Coda: What Gives My Story Power? Celebrating Student Work

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. (RL.7.2)
  • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (L.7.5)
  • I can analyze how the content, theme, images, and language in a classmate’s story give the work its enduring power. 
  • Closing Reflection
  • None

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