Curriculum / ELA / 7th Grade / Unit 1: Defining America: Poems, Essays, and Short Stories / Lesson 11
ELA
Unit 1
7th Grade
Lesson 11 of 25
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Explain how setting and specific experiences shape the writer's sense of his identity in the essay, "Hello, My Name Is _______."
Essay: “Hello, My Name Is ______” by Jason Kim
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How and why have Jason's Kim feelings about his Asian identity changed since he first arrived in America as a 10-year-old? Provide specific evidence from the essay to support your answer.
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
How do the writer’s experiences in the schoolyard shape his sense of identity? Support your answer with two pieces of specific evidence from the text.
How do the writer’s experiences in America impact his relationship with his family? Support your answer with two pieces of specific evidence from the text.
What impact does Jason Kim's presence on the TV show Girls have on viewers? Why? Support your answer with two pieces of specific evidence from the text.
How would Jason Kim have answered the following question as a child and as an adult: “What does it mean to be American”? Provide evidence from the text to support your answer.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
disdain
v.
to consider something to be unworthy of one’s consideration
asset
n.
useful or valuable thing
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.
Poem: “Peaches” by Adrienne Su
While reading, answer the following questions.
Who is the speaker of this poem? How do you know?
Who are the other characters in this poem?
What is the setting of the poem?
Enhanced Lesson Plan
RI.7.3 — Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
W.7.1.c — Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
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.7.2 — 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.7.4 — 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.7.6 — 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.
Lesson 10
Lesson 12
Identify recurring themes/words/concepts and definitions of what it means to be American.
L.7.6 RI.7.2
Briefly summarize historical trends in migration, and explain the meaning of words and phrases related to immigration to the United States.
L.7.4 L.7.4.a L.7.4.c L.7.4.d RI.7.2 RI.7.4
Determine the impact of specific words, phrases, and literary devices on meaning in the poem, “New Colossus.”
L.7.5 RL.7.2 RL.7.4
Identify examples of figurative language used in “America and I,” and explain the impact of these on meaning.
L.7.5 L.7.5.a RI.7.4 RL.7.4
Explain how setting and specific experiences shape Yezierska's perspective and beliefs about America.
RI.7.3 RI.7.6
Writing
Unpack a prompt, study a mentor text, and gather evidence in preparation for writing a paragraph response.
RI.7.3 W.7.1 W.7.5
Outline and draft a paragraph response, including a strong claim statement, quoted textual evidence, and a concluding statement.
Draft and revise a paragraph response, focusing on writing strong analysis.
L.7.1 L.7.1.a RI.7.3 W.7.1 W.7.1.a W.7.1.b W.7.1.c W.7.1.e W.7.5
Compare and contrast stories presented in different forms of media, and explain how these stories illustrate aspects of the immigrant experience in America.
RI.7.2 RI.7.7
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.
RI.7.3 RI.7.4
RI.7.3 W.7.1.c
Explain how poet Adrienne Su uses word choice to develop the speaker's perspective on being the child of immigrants.
RL.7.3 RL.7.4 W.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.7.4 RL.7.5
Gather and synthesize information on DACA and DREAMers from diverse sources in preparation for creating an informational poster.
W.7.7 W.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.7.5 W.7.7 W.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.7.1 W.7.1.a W.7.1.b W.7.5
Draft and revise paragraph responses.
L.7.1 L.7.1.b W.7.1 W.7.1.c W.7.5
Socratic Seminar
Take a clear position on a question and share evidence to support that point of view in a Socratic dialogue.
SL.7.1 SL.7.1.a SL.7.1.b SL.7.4
Translate the expectations of the writing task and analyze a mentor text.
W.7.3
Outline a real experience with food and translate this memory into a narrative.
W.7.3 W.7.3.d
Draft an engaging and informative introduction.
W.7.3 W.7.3.a W.7.3.b
Compose a complete narrative and revise for transitions, mechanics, and organization.
Differentiate between simple, compound, and complex sentences.
L.7.1 L.7.1.a L.7.1.b W.7.3 W.7.3.c W.7.3.e
Assessment – 2 days
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