Curriculum / ELA / 7th Grade / Unit 1: Defining America: Poems, Essays, and Short Stories / Lesson 18
ELA
Unit 1
7th Grade
Lesson 18 of 25
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Plan and draft a paragraph response to a prompt, drawing strong evidence from a source text.
Excerpt: Call Me American by Abdi Nor Iftin
Article: “American Dreamers” by Kok-Leong Seow
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Complete an outline in preparation for writing a response to the following prompt:
In "America and I" Anzia Yezierska writes about the challenges she faced as an immigrant. At the end of her essay, she expressed her hope that "The Americans of tomorrow, the America that is every day nearer coming to be, will be too wise, too open-hearted, too friendly-handed, to let the least lastcomer at their gates knock in vain with his gifts unwanted."
Based on the excerpt from Abdi Nor Iftin's book Call Me American, do you think he would agree or disagree that Yezierska's vision for the future of America has been fulfilled? Write a one-paragraph response in which you take a clear position on this question, provide quoted textual evidence, and write clear analysis.
OR
Based on Kok-Leong Seow's essay from "American Dreamers," do you think he would agree or disagree that Yezierska's vision for the future of America has been fulfilled? Write a one-paragraph response in which you take a clear position on this question, provide quoted textual evidence, and write clear analysis.
An example response to the Target Task at the level of detail expected of the students.
Reading and/or task to be completed at home in preparation for the next lesson.
Complete any unfinished work on rough drafts.
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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.7.5 — With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Standards that are practiced daily but are not priority standards of the unit
L.7.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.7.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.7.2.b — Spell correctly.
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.7.10 — 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.
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 17
Lesson 19
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
Explain how beliefs and environment shape the behavior of individuals in "Call Me American."
RI.7.3
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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