7th Grade ELAR Unit 2

Big Idea:

Use critical inquiry to analyze the authors' choices and how they influence and communicate meaning within poetry.

Student Expectations:

Priority TEKS

• 7.2 B: use context such as contrast or cause and effect to clarify the meaning of words
• 7.5 F: make inferences and use evidence to support understanding
• 7.11 A: compose literary texts such as poetry using genre characteristics and craft
• 7.9 A: explain the author's purpose and message within a text;
• 7.9 B: analyze how the use of text structure contributes to the author's purpose;
• 7.9 C: analyze the author's use of print and graphic features to achieve specific purposes;
• 7.9 D: describe how the author's use of figurative language such as metaphor and personification achieves specific purposes
• 7.9 F: analyze how the author's use of language contributes to mood, voice, and tone
• 7.10 A: plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests
• 7.10 B: develop drafts into a focused, structured, and coherent piece of writing
• 7.10 C: revise drafts for clarity, development, organization, style, word choice, and sentence variety
• 7.10 Di: complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments
• 7.10 Dii: consistent, appropriate use of verb tenses
• 7.10 Diii: conjunctive adverbs
• 7.10 Div: prepositions and prepositional phrases and their influence on subject-verb agreement;
• 7.10 Dv: pronoun-antecedent agreement
• 7.10 Dvi: subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor
• 7.10 Dix: correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too
• 7.10 E: publish written work for appropriate audiences

Focus TEKS

• 7.5 D: create mental images to deepen understanding
• 7.5 G: evaluate details read to determine key ideas
• 7.5 I monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down
• 7.6 E: interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
• 7.8 B analyze the effect of rhyme scheme, meter, and graphical elements such as punctuation and capitalization in poems across a variety of poetic forms
• 7.9 E: identify the use of literary devices, including subjective and objective point of view

Ongoing TEKS

• 7.1 A listen actively to interpret a message and ask clarifying questions that build on others’ ideas
• 7.1 B follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems
• 7. 1 D: engage in meaningful discourse and provide and accept constructive feedback from others
• 7.2 A: use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech
• 7.5 A: establish purpose for reading assigned and self-selected texts
• 7.5 H: synthesize information to create new understanding

Student Learning Targets:

• I will analyze the impact of rhyme or repetition of sound on a particular part of a poem.
• I will analyze how the form or structure of a poem contributes to its meaning.
• I will cite textual evidence that strongly support inferences and analysis of poetry.

Essential Questions:

• How are the various forms of poetry similar and different?
• What are the main characteristics of poetry?
• What makes poetry different from other genres?
• What kind of organization could be used for in poetry?
• How and why should I use figurative and/or descriptive language in my poetry?

Extra Information:

Adopted Textbook: Pearson, Prentice Hall Literature

District Grading Policy

Texas Gateway Online Resource Center