Longing to Belong: Poems, Essays, and Short Stories

Identify how the author structures the text to explain the science behind our need to belong.

“The Science Behind our Need to Belong”

Standards

RI.7.2RI.7.5

Analyze figurative language to reveal character perspective and motivation.

“Popularity”

Standards

RL.7.3RL.7.4

Analyze how the podcast and the delivery of the lines adds a layered meaning to the words in the transcript.

“This American Life 803: Greetings, People of Earth | Act Four, Jorts and All”
“Greetings, People of Earth | Act Four, Jorts and All”

Standards

RI.7.4RI.7.7

Summarize Geoffrey Cohen's research on the science of belonging and connection.

“The Science of Belonging and Connection”

Standards

RI.7.2

Analyze how word choice and structure contribute to the speaker's perspective in the poem.

“Hanging Fire”

Standards

RL.7.4RL.7.5RL.7.6

Gather information from various multimedia sources to determine the central idea of belonging for Native People of the Northern Plains.

Northern Plains History and Cultures: How do Native People and Nations Experience Belonging?

Standards

RI.7.2RI.7.9

Explain how the structural choices in the poem, "Where You From?" develop meaning.

“Where You From?”

Standards

RL.7.2RL.7.5

Explain how Carmen Perez's experiences in her community shape her life.

“Carmen Perez”

Standards

RI.7.2RI.7.3

Analyze how the poet uses repetition to convey the tone of a poem.

“I, Too”

Standards

RL.7.4RL.7.5

Unpack the elements of argumentative writing through a Mentor Text.

Standards

W.7.1W.7.9

Unpack an argumentative essay prompt, write a strong claim statement, and outline an essay.

Standards

W.7.1W.7.5W.7.9

Draft and revise two strong body paragraphs.

Standards

W.7.1W.7.1.aW.7.1.bW.7.1.c

Draft strong introduction and conclusion paragraphs.

Analytical Writing Rubric, Mid-Unit Task (G7, U1)

Standards

W.7.1W.7.1.aW.7.1.e

Revise essays for tone and strengthen argument through counterclaims.

Analytical Writing Rubric, Mid-Unit Task (G7, U1)

Standards

W.7.1W.7.1.cW.7.1.d

Compare the theme presented in a nonfiction essay, "Hello, My Name is _______: How I Learned to Stop Whitewashing Myself" and a poem, "Teenagers."

“Hello, My Name is ______: How I Learned to Stop Whitewashing Myself”
“Teenagers”

Standards

RL.7.2

Analyze how Farizan develops the symbol of cooking in the novel.

“Why I Learned to Cook”

Standards

RL.7.2RL.7.4

Students will explain the theme or message in America Ferrera's introduction.

“Introduction”

Standards

RI.7.2

Explain how the structure of "First-Day Fly" conveys the narrator's perspective.

“First-Day Fly”

Standards

RL.7.5RL.7.6

Analyze how Polanco develops the theme of the poem through figurative language and word choice.

“Identity”

Standards

RL.7.2RL.7.4

Socratic Seminar

Take a clear position on a question and share evidence to support that point of view in a Socratic dialogue.

All unit texts

Standards

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.

Narrative Writing Rubric (G7, U1, L21-24)

Standards

W.7.3W.7.5

Draft a body paragraph that includes descriptive, sensory details about a specific food.

Narrative Writing Rubric (G7, U1, L21-24)

Standards

W.7.3W.7.3.bW.7.3.d

Draft an engaging introductory paragraph and experiment with narrative pacing while writing body paragraphs.

Narrative Writing Rubric (G7, U1, L21-24)

Standards

W.7.3W.7.3.aW.7.3.b

Write strong conclusions, differentiate between sentence types, and engage in peer feedback.

Narrative Writing Rubric (G7, U1, L21-24)

Standards

L.7.1L.7.1.bW.7.3W.7.3.eW.7.5