7 ELA Unit 2 Overview

Longview ISDPage 1

7th Grade Unit 2: / Taking A Stand / Suggested Time Frame: / 6 Weeks
TAKS Objective: / 2, 3, 4 / TEKS: / 7.10E, 7.10L, 7.12C, 7.11D, 7.12G, 7.12K, 7.12F(3-7)
Unit Overview
During this unit, explore how conflict enables characters to take a stand as they discover their own personal strengths
Enduring Understandings

A person's point of view affects how they deal with conflict.
Conflict can be an agent for positive or negative change.
Authors use language to persuade readers
Life situations help determine our actions

/ Essential Questions

How can a person’s decisions and actions change his/her life?
How do decisions, actions, and consequences vary depending on the different perspectives of the characters involved?
How do authors use the resources of language to impact an audience?
Are we governed/guided by fate, free will, a greater power, or do we fall somewhere on the spectrum between?

Writing Purpose

 Compare/Contrast
 To recognize and use compare and contrast order in writing.

Focus and Coherence

 Maintaining focus
 Logical flow from opening to conclusion
 All sentences address prompt

Writing Organizations

 Introduction-introduce the subjects being compared and tells the reason for the comparison.
 Body-explains similarities and differences.
 Conclusion-summarizes the comparison and explains new understanding.

Depth of Development

 Correct any grammar, spelling, and punctuation errors.
 Make ideas clear, focused, and well supported with details.
 Arrange your ideas in a logical order that moves the reader through the piece.
 Improve the flow of writing by using varied sentence lengths

Voice

 Express ideas in a way that show your individual style.
 Choose words that are precise, powerful, and engaging.

Conventions of Written Language

 Verbs pg. 13: E3-5
 Adjectives pg. 15 G1-7
 Adverbs pg. 16 H1-7
Language of Instruction

autobiography
biographer
biography
essay
expository (formal) essay
first-person point of view
informative article
informative nonfiction
interview
nonfiction
personal (informal) essay
persuasive essay

Core Vocabulary

Vocabulary Workshop- unit 3-4
Word Skills- units 3-4

Core Vocabulary List – see Instructional Resources / Relationships and/or Connections that should emerge

Distinguishing between internal and external conflict
Decisions and actions affect characters in literature.
Decisions and actions impact our lives as well.

Products students will develop
Select from:

Story map for novel
Game board for novel
Sack of symbolism
PowerPoint Presentation
Timeline for “Eleanor Roosevelt”

88-96
102-104
122-134
143-149
155-160
164-170

Novel - Select from the following:

My Louisiana Sky
Jingo Django
Harris and Me
Maniac Magee
Taking Sides

Anchor Readings:
The Language of Literature

“If I Can Stop One Heart from Breaking”, p. 33
“Primal Compassion”, p.138
“Bums in the Attic”, p. 105

Read Aloud Books: / Workstations
Whole groupSmall group Paired learning (partners) Library Computer LabTechnology & Electronic Resources

Internet: Research starter
Laser links, teacher sourcebook pages 8-13.
Lit Performance “Jimmy Valentine” for “A Retrieved Reformation” Video resource book 11-16.
CD Rom for short stories in the anthology

Other (i.e., Speakers, Field Trips) / Reading Skills/Processes
□ 7.6A
□ 7.6B
□ 7.6C
□ 7.7A
□ 7.7B
□ 7.7C
□ 7.7D
□ 7.7E
□ 7.8A
□ 7.8B
□ 7.8C
□ 7.9A
□ 7.9B
□ 7.9C
□ 7.9D / □ 7.9E
□ 7.9G
□ 7.10A
□ 7.10B
□ 7.10C
□ 7.10D
□ 7.10K
□ 7.10M
□ 7.11A
□ 7.11B
□ 7.11D
□ 7.12B
□ 7.12D
□ 7.12E
□ 7.12F / □ 7.12G
□ 7.12H
□ 7.12I
□ 7.12J
□ 7.13A
□ 7.13B
□ 7.13D
□ 7.13E
□ 7.13G
□ 7.13H
□ 7.13I
□ 7.14A
□ 7.14B
□ 7.14C
Writing Skills/Processes
□ 7.15F
□ 7.15H
□ 7.16A
□ 7.16B
□ 7.16C
□ 7.16D
□ 7.16E
□ 7.16F
□ 7.16G
□ 7.18A
□ 7.18B / □ 7.18C
□ 7.18D
□ 7.18E
□ 7.18F
□ 7.18G
□ 7.18H
□ 7.18I
□ 7.19A
□ 7.19B
□ 7.19C / □ 7.19D
□ 7.19E
□ 7.20B
□ 7.20C
□ 7.20D
□ 7.20E
□ 7.20F
□ 7.21A
□ 7.21B
□ 7.21C
WRITING MINILESSONS: /

Graphic Organizers

Compare/Contrast

Venn Diagram / Method(s) of Assessment
Observation
A Observation evaluated by peers
B Students engaged in learning activities
C Direct questioning
D Observation of performance or process
Constructed Response

TEKS Check
Open-ended
Essay
Research Paper
Log / Journal
Story / Play / Poem
Model / Map / Video
Oral / Visual / Multimedia Presentation

Selected Response
1 Fill-in-the-blank test
2 Matching test
3 Multiple choice test
True/False test

Seventh Grade ELA 2nd Six Weeks Summary

In this brief overview, the dates will fluctuate according to your students, calendar, and special events.

Reflections

Suggested: 5 Days

Reading: Eleanor Roosevelt
Skills: sequencing, creating a timeline
Grammar: Verbs, adjectives, adverbs

Writing: Compare/Contrast brainstorm

Suggested: 5 Days

Reading: A Retrieved Reformation
Skills: compare/contrast
Grammar: Verbs, adjectives, adverbs
Writing: Compare/Contrast organize information for essay

Suggested: 5 Days

Reading: After Twenty Years
Skills: compare/contrast
Grammar: Verbs, adjectives, adverbs

Writing: Compare/Contrast begin rough copy

Suggested: 5 Days

Reading: Rikki-tikki-tavi
Skills: analyze plot, setting, and problem resolution
Grammar: Verbs, adjectives, adverbs

Writing: Compare/Contrast revise essay

Suggested: 5 Days

Reading: Homeless
Skills: style, tone, mood
Grammar: Verbs, adjectives, adverbs
Writing: Rewrite compare/contrast and turn in final copy

Suggested: 5 Days

Reading: Dirk the Protector
Skills: dynamic character traits
Grammar: Verbs, adjectives, adverbs

***Novel Unit will also be taught during this six weeks. Choose from the 7th book list.

8/27/2007DRAFT 2