ELA 7, UNIT THREE: “FINDING TRUTH THROUGH QUESTIONING””
UNIT DURATION: NINE WEEKS— JANUARY 14, 2019 — MARCH 22, 2019.
KEY QUESTION: “HOW CAN EVIDENCE BE USED TO SUPPORT CLAIMS AND DISCOVER TRUTH?”
STANDARDS ADDRESSED
CCSS.ELA-Literacy.RL.7.7
Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).Establish and maintain a formal style.
CCSS.ELA-Literacy.RI.7.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
CCSS.ELA-Literacy.RI.7.5
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
CCSS.ELA-Literacy.RI.7.8
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
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.7.1
Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.7.1.a
Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
CCSS.ELA-Literacy.W.7.1.b
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.W.7.1.c
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
CCSS.ELA-Literacy.W.7.1.d
Establish and maintain a formal style.
CCSS.ELA-Literacy.W.7.1.e
Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-Literacy.W.7.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
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.7.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.W.7.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.L.7.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.L.7.5.a
Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
CCSS.ELA-Literacy.L.7.5.b
Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
CCSS.ELA-Literacy.L.7.5.c
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
CCSS.ELA-Literacy.L.7.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CCSS.ELA-Literacy.SL.7.3
Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
CCSS.ELA-Literacy.SL.7.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
UNIT VOCABULARY
ACADEMIC—ARGUMENT, CLAIM, CLARIFY, EVALUATE, RELEVANT/IRRELEVANT, SUFFICIENT/ADEQUATE, PRIMARY SOURCE, SECONDARY SOURCE, SUBJECTIVE, INTERPRETATION, PROPOSE, LOGICAL, FALLACY, CREDIBLE, RELIABLE, VALID, REFUTE, REBUTTAL, SUPPORT, OBJECTIVE, BIAS, COUNTERCLAIM, CRITIQUE, PERSUASION, PROPAGANDA, PERSPECTIVE.
CONTENT– SCIENCE FICTION, FANTASY, PERSUASIVE WRITING.
RESOURCES/TEXTS: UPDATED LISTS TBD DUE TO INFLUX OF NEW AND REASSIGNED STAFF. IN THE PAST, SELECTIONS FROM THIS UNIT . PAST UNIT SELECTIONS HAVE INCLUDED “DARK THEY WERE AND GOLDEN EYED” BY RAY BRADBURY, “THE ETERNAL FRONTIER” BY LOUIS L’AMOUR, AND “THE MONSTERS ARE DUE ON MAPLE STREET” BY ROD SERLING.
UNIT OVERVIEW: STUDENTS WILL EXPLORE WORKS OF LITERATURE TO DETERMINE HOW ONE’S LIFE EXPERIENCES CAN IMPACT A READER’S POINT OF VIEW AND UNDERSTANDING OF A TEXT. STUDENTS WILL ALSO EXAMINE UNIVERSAL THEMES PRESENT IN BOTH LIFE AND LITERATURE. READING AND COMPREHENSION OF FICTION AND NONFICTION WILL CONTINUE AND EXTEND TO THE HIGHER END OF THE TEXT COMPLEXITY BAND IN THIS UNIT. STUDENTS WILL STUDY THE TEXT STRUCTURES AND THE IMPACT WORD CHOICE HAS ON THE MEANING OF A TEXT.
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 THAT I MAKE.
I CAN EVALUATE A SOURCE FOR CREDIBILITY AND RELEVANCE.
I CAN ORGANIZE MY THOUGHTS IN A CLEAR AND COHERENT MANNER.
I CAN WRITE A PERSUSASIVE OR ARGUMENTATIVE ESSAY THAT MAINTAINS FORMAL STYLE.
I CAN PARTICIPATE IN AND CONTRIBUTE TO AN ORGANIZED DISCUSSION.