Curriculum / ELA / 7th Grade / Unit 6: Claiming Our Place: LGBTQ+ Experiences in the United States (2021) / Lesson 6
ELA
Unit 6
7th Grade
Lesson 6 of 20
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Lesson Notes
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Write a paragraph reflecting on the process of creating the LBGTQ+ history timeline.
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Write a paragraph answering the following questions:
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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.
Book: The 57 Bus: A True Story of Two Teenagers and the Crime That Changed Their Lives by Dashka Slater pp. 1 – 27
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While reading, answer the following questions.
Where does this book take place?
When does it take place?
Who are the two primary characters?
What is similar about these two characters?
What is different about these two characters?
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L.7.1.a — Explain the function of phrases and clauses in general and their function in specific sentences.
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
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.
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.7.4 — 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
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.
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.
W.7.7W.7.8
Gather information from multiple sources and create an outline for an informational poster.
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
L.7.1.aW.7.2
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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