Curriculum / ELA / 7th Grade / Unit 1: Defining America: Poems, Essays, and Short Stories / Lesson 22
ELA
Unit 1
7th Grade
Lesson 22 of 25
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Draft a body paragraph that includes descriptive, sensory details about a specific food.
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Draft a paragraph describing your food, including at least four sensory details.
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.
Read one or more of the short essays on food, memory, and identity from The New York Times' "Memories of Meals Past."
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W.7.3 — Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.7.3.b — Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
W.7.3.d — Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
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.7.3 — Use knowledge of language and its conventions when writing, speaking, reading, or listening.
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.
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.7.3.c — Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
W.7.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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.
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 21
Lesson 23
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
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
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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