Curriculum / ELA / 7th Grade / Unit 7: Defining America: Poems, Essays, and Short Stories (2020) / Lesson 9
ELA
Unit 7
7th Grade
Lesson 9 of 25
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Compare and contrast stories presented in different forms of media, and explain how these stories illustrate aspects of the immigrant experience in America.
Audio Interview: Sheena Jacob and Juliet Jegasothy by produced by Michael Garofalo
Audio Interview: Philomena Luciani and Alison Purcell by produced by Sarah Kramer
Audio Interview: Blanca Alvarez and Connie Alvarez by produced by Katie Simon
Audio Interview: Philip and Andy by produced by Lyna Anwar with Andrés Caballero
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Read and then listen to the audio interview with Blanca Alvarez and Connie Alvarez (Interview 3).
Provide evidence to support your answers
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Questions about the text that will help guide the students understanding
Read and then listen to the conversation between Sheena Jacob and Juliet Jegasothy (Interview 1).
Provide evidence and examples to support your answers.
Read and then listen to the conversation between Philomena Luciani and Alison Purcell (Interview 2)
Why is it important for us to listen to the stories of immigrants and to our fellow Americans more generally? What is the power of stories?
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Reading and/or task to be completed at home in preparation for the next lesson.
To ensure that students are prepared for the next lesson, have students complete the following reading for homework. Use guidance from the next lesson to identify any additional language or background support students may need while independently engaging with the text.
Essay: “An Iraqi Immigrant’s Unexpected Role” by Cynthia Agustin
While reading, answer the following questions.
What is the narrator's life like before she moves to the United States?
What is her life like when she first arrives in the United States?
What questions do you have after reading this essay? Write at least two.
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RI.7.2 — Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.7 — Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
Standards that are practiced daily but are not priority standards of the unit
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.
RI.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.
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.
RI.7.10 — By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.7.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.7.2 — Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
SL.7.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.7.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.7.1.a — Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
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.
W.7.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.7.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.9.b — Apply grade 7 Reading standards to literary nonfiction (e.g. "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").
W.7.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Explain the meaning and impact of specific words and phrases in the essay, “An Iraqi Immigrant’s Unexpected Role,” and reflect on what the essay reveals about the immigrant experience.
Identify recurring themes/words/concepts and definitions of what it means to be American.
Standards
L.7.6RI.7.2
Briefly summarize historical trends in migration, and explain the meaning of words and phrases related to immigration to the United States.
L.7.4L.7.4.aL.7.4.cL.7.4.dRI.7.2RI.7.4
Determine the impact of specific words, phrases, and literary devices on meaning in the poem, “New Colossus.”
L.7.5RL.7.2RL.7.4
Identify examples of figurative language used in “America and I,” and explain the impact of these on meaning.
L.7.5L.7.5.aRI.7.4RL.7.4
Explain how setting and specific experiences shape Yezierska's perspective and beliefs about America.
RI.7.3RI.7.6
Unpack a prompt, study a mentor text, and gather evidence in preparation for writing a paragraph response.
RI.7.3W.7.1W.7.5
Outline and draft a paragraph response, including a strong claim statement, quoted textual evidence, and a concluding statement.
RI.7.3W.7.1W.7.1.aW.7.1.bW.7.1.eW.7.5
Draft and revise a paragraph response, focusing on writing strong analysis.
L.7.1L.7.1.aRI.7.3W.7.1W.7.1.c
RI.7.2RI.7.7
RI.7.3RI.7.4
Explain how setting and specific experiences shape the writer's sense of his identity in the essay, "Hello, My Name Is _______."
RI.7.3W.7.1.c
Explain how poet Adrienne Su uses word choice to develop the speaker's perspective on being the child of immigrants.
RL.7.3RL.7.4W.7.1.c
Explain how the author develops the speaker’s point of view in the short story, “Who’s Irish,” and contrasts it with other characters in the text.
RL.7.6
Explain how the structural choices in the poem, “Where You From?” help to develop meaning.
RL.7.4RL.7.5
Gather and synthesize information on DACA and DREAMers from diverse sources in preparation for creating an informational poster.
W.7.7W.7.8
Work collaboratively to create a poster that educates others on the topic of DACA and the DREAM Act, and effectively present their poster to the class.
SL.7.5W.7.7W.7.8
Explain how beliefs and environment shape the behavior of individuals in "Call Me American."
RI.7.3
Plan and draft a paragraph response to a prompt, drawing strong evidence from a source text.
W.7.1W.7.1.aW.7.1.bW.7.5
Draft and revise paragraph responses.
L.7.1L.7.1.bW.7.1W.7.1.c
Take a clear position on a question and share evidence to support that point of view in a Socratic dialogue.
SL.7.1SL.7.1.aSL.7.1.bSL.7.4
Unpack the expectations of a Writing Task, study a Mentor Text, and begin to plan a personal narrative.
W.7.3W.7.5
Draft a body paragraph that includes descriptive, sensory details about a specific food.
W.7.3W.7.3.bW.7.3.d
Draft an engaging introductory paragraph and experiment with narrative pacing while writing body paragraphs.
W.7.3W.7.3.aW.7.3.b
Write strong conclusions, differentiate between sentence types, and engage in peer feedback.
L.7.1L.7.1.bW.7.3W.7.3.eW.7.5
2 days
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