Curriculum / ELA / 7th Grade / Unit 1: Defining America: Poems, Essays, and Short Stories / Lesson 17
ELA
Unit 1
7th Grade
Lesson 17 of 25
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Explain how beliefs and environment shape the behavior of individuals in "Call Me American."
Excerpt: Call Me American by Abdi Nor Iftin
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
When comparing American and Somali culture, Sheikh Ahmed tells Abdi Nor Iftin, “You must choose one or the other.” What impact does this idea have on Iftin? How does Iftin’s behavior change as a result of this conversation? Provide at least two pieces of evidence from the text 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
Consider the other Somali men Iftin lives with. How do their beliefs about the future affect the way that they behave and perceive America? Provide at least two pieces of evidence from the text to support your answer.
How are Abdi Nor Iftin’s prior beliefs about America challenged by his experience in this country? Provide at least two pieces of evidence from the text to support your answer.
How does the ability to speak English shape Abdi Nor Iftin’s experience of living in the United States? Provide at least two pieces of evidence from the text to support your answer.
How would Abdi Nor Iftin respond to the question of what it means to be American? What does the title of his book, Call Me American, reveal about his perspective?
How might Abdi Nor Iftin’s roommates respond to that question?
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.
Read American Dreamers, by Kok-Leong Seow. As you read, consider the following questions:
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.
Article: “American Dreamers” by Kok-Leong Seow
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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).
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 16
Lesson 18
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.
RI.7.3 W.7.1 W.7.1.a W.7.1.b W.7.1.e W.7.5
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.c
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
Explain how setting and specific experiences shape the writer's sense of his identity in the essay, "Hello, My Name Is _______."
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
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
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
Unpack the expectations of a Writing Task, study a Mentor Text, and begin to plan a personal narrative.
W.7.3 W.7.5
Draft a body paragraph that includes descriptive, sensory details about a specific food.
W.7.3 W.7.3.b W.7.3.d
Draft an engaging introductory paragraph and experiment with narrative pacing while writing body paragraphs.
W.7.3 W.7.3.a W.7.3.b
Write strong conclusions, differentiate between sentence types, and engage in peer feedback.
L.7.1 L.7.1.b W.7.3 W.7.3.e W.7.5
Assessment – 2 days
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