Curriculum / ELA / 7th Grade / Unit 1: Longing to Belong: Poems, Essays, and Short Stories / Lesson 6
ELA
Unit 1
7th Grade
Lesson 6 of 25
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Gather information from various multimedia sources to determine the central idea of belonging for Native People of the Northern Plains.
Website: Northern Plains History and Cultures: How do Native People and Nations Experience Belonging? by the Smithsonian National Museum of the American Indian
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Prior to the start of class, print out the quotes in the Hamlet Quote Card resource and glue/tape them to a notecard in order to be prepared for the opening activity. If possible, move the student desks/tables to the side of the room so that there is room for students to walk around. Alternatively, take students to a space outside the classroom where they will have more room to engage in the activity.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
According to these sources, how do Native People belong to their land, their communities, and their nation?
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Questions about the text that will help guide the students understanding
How do the Crow people feel a sense of belonging to their land, their communities and their Nation?
How do the Northern Cheyenne people feel a sense of belonging to their land, their communities and their Nation?
How do the Oceti Sakowin people feel a sense of belonging to their land, their communities and their Nation?
How do the Mandan, Hidatsa and Arikara people feel a sense of belonging to their land, their communities and their Nation?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
sustain
v.
to provide with the basic necessities of life (00:29)
sacred
adj.
shown great respect; having to do with religion ("Homelands Crow Nation")
Reading and/or task to be completed at home in preparation for the next lesson.
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.
Poem: “Where You From?” by Gina Valdés
While reading, answer the following questions.
What lines does the poet repeat throughout the poem?
What imagery does the poet include? (Think of all 5 senses.)
Why does the poet write in two different languages?
What is the meaning of the poem?
There are 2 copies of the poem for tonight's homework attached. One copy is the original poem, and the other includes an English translation of the poem to support students' literal understanding of the poem in preparation for tomorrow's analysis.
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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.7.9 — Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
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.7.3 — 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).
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.
Next
Explain how the structural choices in the poem, "Where You From?" develop meaning.
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
RI.7.2RI.7.9
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
Write strong conclusions, differentiate between sentence types, and engage in peer feedback.
L.7.1L.7.1.bW.7.3W.7.3.eW.7.5
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