Claiming Our Place: LGBTQ+ Experiences in the United States (2021)

Unpack the expectations of an informational writing task, study a mentor text, and brainstorm research questions.

Standards

W.7.2W.7.7

Use search terms effectively, assess the credibility of online sources, and begin to gather evidence.

Standards

W.7.7W.7.8

Gather information from multiple sources and create an outline for an informational poster.

Standards

W.7.2W.7.2.aW.7.8W.7.9

Create an informational poster about a significant event in LGBTQ+ history.

Standards

SL.7.5W.7.2W.7.6

Present informational posters on a significant event in LGBTQ+ history.

Standards

SL.7.4SL.7.5W.7.2

Write a paragraph reflecting on the process of creating the LBGTQ+ history timeline.

Standards

L.7.1.aW.7.2

Describe how a text is organized, how specific chapters fit into the overall structure of the text, and how the author makes structural choices to develop the reader’s understanding of characters, setting, and plot.

The 57 Bus pp. 1–27

Standards

RI.7.5

Describe how Sasha’s community responded to their gender identity, and how specific chapters in the text contribute to the reader’s understanding of characters, ideas, and events.

The 57 Bus pp. 28–56

Standards

RI.7.3RI.7.5

Identify a writer or speaker’s argument and assess whether the evidence they provide is relevant to claims.

“Victory!”
“We Need...”
“Trans People Nail The Absurdity...”

Standards

RI.7.8RI.7.9SL.7.3

Explain specific chapters fit into the overall structure of the text and how the author makes structural choices to develop the reader’s understanding of characters, setting, and plot.

The 57 Bus pp. 59–102

Standards

RI.7.5

Analyze the way that Slater develops the reader’s understanding of the fire on the bus and compare news reports about the incident with facts and details Slater includes in The 57 Bus.

The 57 Bus pp. 105–133
“Okland California Victim...”
“Oakland Police Seek Witnesses...”

Standards

RI.7.7RI.7.9

Make connections between larger legal concepts and events in The 57 Bus, drawing evidence from both texts to support ideas.

The 57 Bus pp. 134–160
“Hate Crimes, Explained” — End after section “What Motivates Hate Offenders”
Hate Crimes

Standards

RI.7.3RI.7.5

Analyze the effect of the author’s use of second person point of view.

The 57 Bus

Standards

L.7.1L.7.1.bRI.7.5W.7.1

Identify an author or speaker’s argument and assess whether the evidence they provide is relevant and sufficient.

The 57 Bus pp. 161–190

Standards

RI.7.8

Explain the way that events affect individuals’ emotions, beliefs, and behavior in The 57 Bus.

The 57 Bus pp. 191–222

Standards

RI.7.3

Explain how specific chapters in The 57 Bus fit into the overall structure of the text, and develop the reader’s understanding of characters and ideas.

The 57 Bus pp. 223–254

Standards

RI.7.5

Describe how The 57 Bus is organized and how Slater's structural choices develop the reader’s understanding of characters and ideas.

The 57 Bus pp. 255–295

Standards

RI.7.5

Identify central ideas in The 57 Bus and explain how Slater develops ideas over the course of the text.

The 57 Bus

Standards

RI.7.2

Socratic Seminar

Engage in a Socratic Seminar with peers, responding directly to others by rephrasing and delineating arguments, determining the strength of evidence, and posing clarifying questions.