Curriculum / ELA / 7th Grade / Unit 1: Longing to Belong: Poems, Essays, and Short Stories / Lesson 24
ELA
Unit 1
7th Grade
Lesson 24 of 25
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Write strong conclusions, differentiate between sentence types, and engage in peer feedback.
Rubric: Narrative Writing Rubric (G7, U1, L21-24)
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
In this unit, many of the stories, poems and nonfiction pieces that students read explored what it means to belong. Some have strong connections to family, culture and community through their experiences with food. Our own relationship with food also helps us understand our families, our culture, and our identity. For this essay, write a narrative about a real memory of food as a way to show who you are or to explore your identity.
The narrative should:
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Reading and/or task to be completed at home in preparation for the next lesson.
If necessary, students can make last-minute revisions to their essays.
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L.7.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.7.1.b — Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
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.e — Provide a conclusion that follows from and reflects on the narrated experiences or events.
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.a — Explain the function of phrases and clauses in general and their function in specific sentences.
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.a — Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
W.7.3.b — Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
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.7.3.d — Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
W.7.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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.
Next
Identify how the author structures the text to explain the science behind our need to belong.
Standards
RI.7.2RI.7.5
Analyze figurative language to reveal character perspective and motivation.
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.
RI.7.4RI.7.7
Summarize Geoffrey Cohen's research on the science of belonging and connection.
RI.7.2
Analyze how word choice and structure contribute to the speaker's perspective in the poem.
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.
RI.7.2RI.7.9
Explain how the structural choices in the poem, "Where You From?" develop meaning.
RL.7.2RL.7.5
Explain how Carmen Perez's experiences in her community shape her life.
RI.7.2RI.7.3
Analyze how the poet uses repetition to convey the tone of a poem.
RL.7.4RL.7.5
Unpack the elements of argumentative writing through a Mentor Text.
W.7.1W.7.9
Unpack an argumentative essay prompt, write a strong claim statement, and outline an essay.
W.7.1W.7.5W.7.9
Draft and revise two strong body paragraphs.
W.7.1W.7.1.aW.7.1.bW.7.1.c
Draft strong introduction and conclusion paragraphs.
W.7.1W.7.1.aW.7.1.e
Revise essays for tone and strengthen argument through counterclaims.
W.7.1W.7.1.cW.7.1.d
Compare the theme presented in a nonfiction essay, "Hello, My Name Is _______" and a poem, "Teenagers."
RL.7.2
Analyze how Farizan develops the symbol of cooking in the novel.
RL.7.2RL.7.4
Students will explain the theme or message in America Ferrera's introduction.
Explain how the structure of "First Day Fly" conveys the narrator's perspective.
RL.7.5RL.7.6
Analyze how Polanco develops the theme of the poem through figurative language and word choice.
Take a clear position on a question and share evidence to support that point of view in a Socratic dialogue.
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.
W.7.3W.7.5
Draft a body paragraph that includes descriptive, sensory details about a specific food.
W.7.3W.7.3.bW.7.3.d
Draft an engaging introductory paragraph and experiment with narrative pacing while writing body paragraphs.
W.7.3W.7.3.aW.7.3.b
L.7.1L.7.1.bW.7.3W.7.3.eW.7.5
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