ELA 7, UNIT FOUR: “REFLECTING ON LIFE THROUGH LITERATURE””
UNIT DURATION: NINE WEEKS— MARCH 25, 2019 — MAY 23, 2019 .
KEY QUESTION: “HOW DO LIFE EXPERIENCES INFLUENCE AN AUTHOR’S WORK AND A READER’S PERSPECTIVE?”
STANDARDS ADDRESSED
CCSS.ELA-Literacy.RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.7.2
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.
CCSS.ELA-Literacy.RL.7.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
CCSS.ELA-Literacy.RL.7.5
Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
CCSS.ELA-Literacy.RI.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.7.2
Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
CCSS.ELA-Literacy.RI.7.3
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
CCSS.ELA-Literacy.RI.7.10
By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-Literacy.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.7.1.a
Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
CCSS.ELA-Literacy.SL.7.1.b
Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
CCSS.ELA-Literacy.SL.7.1.c
Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
CCSS.ELA-Literacy.SL.7.1.d
Acknowledge new information expressed by others and, when warranted, modify their own views.
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.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.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.7.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
UNIT VOCABULARY
ACADEMIC—COMPARE, CONTRAST, INFER, CONCLUDE, ASSESS, SPECULATE, DELINEATE, DISTINGUISH, EXPLICIT, REFLECT, REFLECTION, TECHNIQUE, PERSPECTIVE, SPEAKER.
CONTENT– IRONY, COMEDY, TRAGEDY, FIGURATIVE LANGUAGE, HYPERBOLE, PERSONIFICATION, SIMILE, POETIC DEVICES, ALLITERATION, ONOMATOPOEIA, REPETITION, RHYME.
RESOURCES/TEXTS: UPDATED LISTS TBD DUE TO INFLUX OF NEW AND REASSIGNED STAFF. IN THE PAST, SELECTIONS FROM THIS UNIT HAVE INCLUDED, “THE GOSPEL ACCORDING TO LARRY” BY JANET TASJIAN, .
UNIT OVERVIEW: STUDENTS WILL READ FICTIONAL AND NONFICTIONAL TEXTS THAT ADDRESS THE SAME TOPIC, BUT ARE WRITTEN BY MANY DIFFERENT AUTHORS IN ORDER O ANALYZE THE STRUCTURE AND PRESENTATION OF KEY INFORMATION. THEY WILL STURDY THE CASES BUILT BY DIFFERENT AUTHORS TO SUPPORT A CLAIM AND DETERMINE THE AMOUNT OF TRUTH PRESENT. STUDETNS WILL STUDY THE TEXT STRUCTURES AND THE IMPACT WORD CHOICE HAS ON THE MEANING OF A TEXT. AS A FINAL PERFORMANCE ASSESSMENT, STUDENTS WILL DEMONSTRATE MASTERY OF THE USE OF ARGUMENT TO SUPPORT A CLAIM WITH CLEAR REASONS AND RELEVANT EVIDENCE.
STUDENT LEARNING TARGETS:
I CAN DETERMINE THE MEANINGS OF WORDS AND PHRASES.
I CAN COMPARE AND CONTRAST A WRITTEN TEXT TO ITS MULTIMEDIA EQUIVALENT.
I CAN EVALUATE THE IMPACT AN AUTHOR’S POINT OF VIEW HAS ON THE PRESENTATION OF INFORMATION.
I CAN RECOGNIZE HOW A SPECIFIC SEGMENT OF A TEXT IMPACTS THE OVERALL MEANING.
I CAN TRACE AND EVALUATE AN AUTHOR’S ARGUMENT.
I CAN PROVIDE EVIDENCE TO SUPPORT THE CLAIMS I MAKE.