Curriculum / ELA / 7th Grade / Unit 6: Claiming Our Place: LGBTQ+ Experiences in the United States (2021) / Lesson 2
ELA
Unit 6
7th Grade
Lesson 2 of 20
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Use search terms effectively, assess the credibility of online sources, and begin to gather evidence.
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Submit a list of three resources found through independent online research and explain why the texts are useful and credible.
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Continue to gather evidence from the sources you found today using your Note-Taker Template (G7, U6).
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W.7.7 — Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
W.7.8 — Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
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.7.2 — 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.
SL.7.5 — Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
SL.7.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.7.2 — Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
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.7.6 — Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
W.7.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
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
Gather information from multiple sources and create an outline for an informational poster.
Unpack the expectations of an informational writing task, study a mentor text, and brainstorm research questions.
Standards
W.7.2W.7.7
W.7.7W.7.8
W.7.2W.7.2.aW.7.8W.7.9
Create an informational poster about a significant event in LGBTQ+ history.
SL.7.5W.7.2W.7.6
Present informational posters on a significant event in LGBTQ+ history.
SL.7.4SL.7.5W.7.2
Write a paragraph reflecting on the process of creating the LBGTQ+ history timeline.
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.
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.
RI.7.3RI.7.5
Identify a writer or speaker’s argument and assess whether the evidence they provide is relevant to claims.
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.
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.
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.
Analyze the effect of the author’s use of second person point of view.
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.
RI.7.8
Explain the way that events affect individuals’ emotions, beliefs, and behavior in The 57 Bus.
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.
Describe how The 57 Bus is organized and how Slater's structural choices develop the reader’s understanding of characters and ideas.
Identify central ideas in The 57 Bus and explain how Slater develops ideas over the course of the text.
RI.7.2
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.
SL.7.1SL.7.1.dSL.7.3SL.7.4
2 days
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