ELA 7, UNIT TWO: “SURVIVING THROUGH DETERMINATION AND PERSEVERENCE””
UNIT DURATION: NINE WEEKS— OCTOBER 29, 2018—JANUARY 11, 2019.
KEY QUESTION: “HOW DOES ONE SURVIVE WHEN FACING ADVERSE CONDITIONS?”
STANDARDS ADDRESSED
CCSS.ELA-Literacy.RL.7.6
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
CCSS.ELA-Literacy.RL.7.9
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
CCSS.ELA-Literacy.RI.7.6
Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
CCSS.ELA-Literacy.RI.7.7
Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
CCSS.ELA-Literacy.RI.7.9
Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
CCSS.ELA-Literacy.W.7.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W.7.2.a
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.7.2.b
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
CCSS.ELA-Literacy.W.7.2.c
Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
CCSS.ELA-Literacy.W.7.2.d
Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.W.7.2.e
Establish and maintain a formal style.
CCSS.ELA-Literacy.W.7.2.f
Provide a concluding statement or section that follows from and supports the information or explanation presented.
CCSS.ELA-Literacy.W.7.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
CCSS.ELA-Literacy.W.7.6
Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
CCSS.ELA-Literacy.W.7.7
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
CCSS.ELA-Literacy.L.7.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.7.1.a
Explain the function of phrases and clauses in general and their function in specific sentences.
CCSS.ELA-Literacy.L.7.1.b
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
CCSS.ELA-Literacy.L.7.1.c
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
CCSS.ELA-Literacy.L.7.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.7.4.a
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.7.4.b
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
CCSS.ELA-Literacy.L.7.4.c
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
CCSS.ELA-Literacy.L.7.4.d
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
CCSS.ELA-Literacy.SL.7.2
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
CCSS.ELA-Literacy.SL.7.5
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
CCSS.ELA-Literacy.SL.7.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
UNIT VOCABULARY
ACADEMIC—CITE/CITATION, COMPARE, CONTRAST, CREDIBILITY, CREDIBLE, FORMAL, INFORMATIVE/EXPLANATORY TEXT, ORGANIZE, PARAPHRASE, PERSPECTIVE, PLAGIARISM/PLAGIARIZE, RELEVANT, REVISE, RELEVANCE, SUPPORT, TECHNIQUE, TEXT STRUTURES (TYPES), TEXT FEATURES, TOPIC, SUMMARY, SUMMARIZE, SIGNIFICANT, SIGNIFICANCE, SOURCE, TOPIC.
CONTENT– BIOGRAPHY, AUTOBIOGRAPHY, MEMOIR, HISTORICAL FICTION, TONE, POINT OF VIEW, STYLE.
RESOURCES/TEXTS: UPDATED LISTS TBD DUE TO INFLUX OF NEW AND REASSIGNED STAFF. IN THE PAST, SELECTIONS FROM THIS UNIT HAVE INCLUDED, “THE NOBLE EXPERIMENT” BY JACKIE ROBINSON, “ELEANOR ROOSEVELT” BY WILLIAM JAY JACOBS, FROM “GROWING UP” BY RUSSELL BAKER, FROM “IMMIGRANT KIDS” BY RUSSELL FREEDMAN, “A DAY’S WAIT” BY ERNEST HEMINGWAY, “THE NEW COLOSSUS” BY EMMA LAZARUS, “ZEBRA” BY CHAIM POTOK, AND “CASEY AT THE BAT” BY ERNEST LAWRENCE THAYER.
UNIT OVERVIEW: STUDENTS WILL READ, COMPARE, AND ANALYZE FICTION AND NONFICTION WORKS FROM THE SAME TIME PERIOD IN WHICH INDIVIDUALS STRUGGLE TO SURVIVE AND PERSEVERE AGAINST THE ODDS. USING AUDIO, VIDEO, OR OTHER MULTIMEDIA VERSIONS OF THE TEXT, STUDENTS WILL FURTHER ANALYZE THE IMPACT OF HISTORY ON AN AUTHOR’S WRITING, AS WELL AS THE IMPACT THAT INDIVIDUALS MADE ON HISTORY. STUDENTS WILL DETERMINE THE POINT OF VIEW AND THE PURPOSE OF VARYING TEXTS. THEY WILL USE TEXT EVIDENCE TO SUPPORT THE ANALYSIS OF THE TEXT AND CONTINUE TO IDENTIFY THE CENTRAL IDEA. STUDENTS WILL UTILIZE AN UNDERSTANDING OF CENTRAL IDEAS AND SUPPORTING DETAILS TO CONDUCT A SHORT RESEARCH PROJECT GATHERING RELEVANT INFORMATION ABOUT A TOPIC . THIS UNIT ENDS IN A PERFORMANCE ASSESSMENT IN WHICH STUDENTS WILL EFFECTIVELY WRITE AN INFORMATIVE /EXPLANATORY TEXT RELATED TO THE THEME OF SURVIVAL. STUDENTS WILL ESTABLISH AND MAINTAIN FORMAL STYLE, INCLUDE RELEVANT FACTS AND DETAILS, AND CONTINUE TO DEMONSTRATE AN UNDERSTANDING OF THE WRITING PROCESS.
STUDENT LEARNING TARGETS:
I CAN COMPARE FICTION AND NONFICTION.
I CAN DISTINGUISH BETWEEN DIFFERENT TYPES OF LITERARY TEXT STRUCTURE.
I CAN DETERMINE THE POINT OF VIEW AND ANALYZE ITS IMPACT ON THE TEXT.
I CAN CITE TEXTUAL EVIDENCE TO SUPPORT MY ANALYSIS OF A TEXT.
I CAN DETERMINE THE THEME OR CENTRAL IDEA OF A TEXT.
I CAN PARTICIPATE AND CONTRIBUTE TO AN ORGANIZED DISCUSSION.
I CAN RESEARCH A TOPIC AND GATHER RELEVANT INFORMATION.
I CAN WRITE ORGANIZED INFORMATIONAL TEXTS AND MAINTAIN A FORMAL WRITING STYLE.
I CAN USE THE WRITING PROCESS AND THE CORRECT CONVENTIONS TO CONSTRUCT AN IN FORMATIVE/EXPLANATORY TEXT.