Seventh Grade Standards Based Project: The Stuff of Consumer

Culture
Anchor Texts:
He -y, Come on Ou -t" by Shinichi Hoshi Lexile: 860
The Dump - Poem by X.J. Kennedy Lexile: N/A
How Things Work - Poem by Gary Soto Lexile: N/A
Always Wanting More from I Want That! informational text by Thomas Hine Lexile: 1240
Video: https://www.globalonenessproject.org/resources/lesson-plans/deconstructing-
consumerism#m[]=modal--film-1317
Consumerism Trap: https://www.youtube.com/watch?v=uNbgQxmcYQY&app=desktop

Essential Questions

What is the effect of an author's purpose on the content they write about?
How do text excerpts contribute to the development of theme, setting, and plot?
How does the authors use of a specific form or structure contribute to the meaning of the
poem or play?
How does the authors use of a particular structure contribute to the text as a whole and
the development of its ideas?

Differentiated Products
1.
Imagine you were an advertising executive creating a public service announcement on
the topic of consumerism. Think about the anchor texts and videos you have analyzed. What
message would you give to consumers? What audience would you target? How would you make
your public service announcement persuasive and memorable? Create the public service
announcement. Use evidence from our anchor texts and videos to support your answer.
2.
The two selections ("He-y, Come On Ou-t" and Always Wanting More) and the two poems
("Dump" and "How Things Work") all share common themes and central ideas. Their authors
intended to send a message with these stories and poems.

Write an informational essay in which you identify the common author's purpose and explain
how that shared purpose applies to today's world. Use at least three of the texts in your
essay as textual evidence.

3.
Using Art to Explore Consumerism
Authors make important statements about consumerism in their works. In this project, use art
to make a personal statement about consumerism. Your artwork should reflect the central
idea of the texts/videos in the unit. It should also include some details within the text that
support the central idea. Planning, developing and refining ideas are important parts of creating
effective and meaningful artwork. You are required to include an analysis of your work.
Analysis
- Brief Description: Describe the work. What are we seeing?
- Interpretation: What is the theme of the piece? What does it mean? What statement(s)
about consumerism are you trying to make? What is the central idea of the artwork? Use
evidence from our anchor texts, videos, and/or discussions to support your statement(s).

Seventh Grade Standards Based Rubric

The Stuff of Consumer Culture
1 2 3 4
Cluster 1: Main Idea Student identifies Student determines Student Student recognizes the
LAFS.7.RL.1.3: and determines key details and determines two repeated details and
Determine two or which details and organizational or more central organizational patterns
more central ideas in patterns patterns used to ideas in a text an author uses to
a text and analyze developed over support the central and analyze their develop ideas over the
their development the central idea ideas over the development course of the text and
over the course of over the course of course of the text over the course these patterns and
the text; the text influence and of the text; details can influence
provide an objective how the author describes how provide an the development of
summary of the text. treats a topic and these details and objective similar topics found in
develops central patterns influence summary of the other texts. Summarize
ideas. the development of text. the text
the overall message highlighting how these
Essential or lesson. specific key ideas and
Question: relationships found in
What central idea the text contribute to
does the author the development of
introduce and authors
develop throughout central ideas and the
the text? overall topic.
Cluster 2: Craft & Student Student compares Student Student evaluates
Structure
understands that and contrasts determines an and determine how
LAFS.7.RI.2.6: the development information in the authors point an authors
Determine an of point of view text to identify of view or acknowledgement of
authors point of
is influenced by which ideas purpose in a another perspective
view or purpose in a
text and analyze
the authors support the text and can actual strengthen
how the author perspective; authors analyze how the authors point of
distinguishes his or however there perspective and the author view and/or on the
her position from can be which support distinguishes topic.
that of others. other another point of his or her
perspectives on view. position from
Essential a topic. that of others.
Question:
What techniques or
devices does the
author use to
distinguish his or her
position from others
on this subject?
Cluster 3: Integ. of Student knows and Student Identifies Student analyzes Student determines
Knowledge & Ideas
LAFS.7.RI.2.5: understand that an the text structures the structure an how an author
Analyze the author develops a used through the author uses to intentionally uses a
structure an author topic with text and determines organize a text, dominating
uses to organize a organizational the primary including how the organizational structure
text, including how patterns (text structure the author major sections and how this structure
the major sections structures and used to develop the contribute to the is influenced by the
contribute to the features) topic. whole and to the topic and central idea.
whole and to the throughout the development of
development of the text to clarify the ideas.
ideas. central ideas.

Essential
Question:
How does the authors
use of this structure
contribute to the text
as a whole and the
development of its
ideas?