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Martha St Jean
9 Week Unit Plan 7th Grade English Language Arts
Stage 1 Desired Results
Established Goals (Content Standards)
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.RL.7.6
Analyze how an author develops and contrasts the points of view of different characters or narrators
in a text.
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.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).
Understandings: Essential Questions:
Where are your students headed? Where have Students have been learning about theme,
they been? How will you make sure the students exploring ideas of identity and belonging,
know where they are going? and are now learning to make more complex
analyses. This unit is an attempt to move
them forward in their critical thinking while
continuing to establish high expectations.
How will you hook students at the beginning of the Students will be hooked using a mini-
unit? documentary featuring the different
Americans attending CUNY Baruch.
Using an anticipation guide, they will make
interpersonal connections by answering
culturally relevant questions. They will be
given an opportunity to share with other
students. A whole class share out of what it
means to be American is expected to ensue.
What events will help students experience and This unit is based on a series of paired texts-
explore the big idea and questions in the unit? literature, videos, photographs, quotes, etc.
How will you equip them with needed skills and - that will allow students to explore the big
knowledge? idea of the unit, and answer the questions
throughout.
How will you cause students to reflect and rethink? Reflective practice will be embedded in
How will you guide them in rehearsing, revising, students use of content standards, as they
and refining their work? think about the imagery of America through
various poems, a song, speeches, and
essays. They will examine the perspectives
of privilege, power, and poverty through the
different American voices represented.
How will you help students to exhibit and self- Students participation in discussions, think-
evaluate their growing skills, knowledge, and pair-shares, collaborative practices, and
understanding throughout the unit? completion of multiple choice questions,
short-answer responses, and finally the
presentation of a multimodal project will
serve to assess their understanding.
How will you tailor and otherwise personalize the All students will be required to participate
learning plan to optimize the engagement and in the unit, there will be scaffolding and
effectiveness of ALL students, without multiple means of access including but not
compromising the goals of the unit? limited to visuals, graphic organizers, and
art.
How will you organize and sequence the learning All pieces are sequenced chronologically in
activities to optimize the engagement and order for students to be able to relate the
achievement of ALL students? ideas of the Civil Rights movement,
segregation, immigration, and modern day
oppression as related to their personal
histories.
Format from: From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for
Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)
Lesson Number Learning Objective Language Objective Content Standard
Lesson 1 IWBAT use IWBAT answer a CCSS.ELA-
information from a variety of guided LITERACY.W.7.2.D
variety of texts and questions and write
visuals to formulate predictions about the
written questions about theme of the unit.
the unit theme of
What does it mean to
be American?
Lesson 2 IWBAT correctly IWBAT complete a CCSS.ELA-
identify literary multiple choice activity LITERACY.L.7.4.C
vocabulary that is which correctly
particular to the unit identifies academic and CCSS.ELA-
theme of What does it content area LITERACY.L.7.4.D
mean to be American? vocabulary. (2)
IWBAT write two
sentences providing
examples of a
metaphor and imagery.
Lesson 3 IWBAT make IWBAT complete my CCSS.ELA-LITERACY.RL.7.1
predictions and infer anticipation guide with
ideas and concepts that predictions, gist, and
will be explored inferences regarding
throughout the unit. what it means to be
American.