Curriculum / ELA / 7th Grade / Unit 6: Claiming Our Place: LGBTQ+ Experiences in the United States (2021) / Lesson 9
ELA
Unit 6
7th Grade
Lesson 9 of 20
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Identify a writer or speaker’s argument and assess whether the evidence they provide is relevant to claims.
Article: “Victory! Federal Court Rules Trans Students Must Have Access to Bathrooms That Match Their Gender” by Lambda Legal
Article: “We Need Gender Neutral Bathrooms Everywhere” by Adryan Corcione
Video: “Trans People Nail The Absurdity Of The Bathroom Debate | Trans 102 | Refinery29” by Refinery29
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What argument do the people in "Trans People Nail the Absurdity of the Bathroom Debate" make? What reasons do they provide to support this argument? Provide at least three reasons/pieces of evidence provided and explain why they are relevant to the argument.
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Questions about the text that will help guide the students understanding
What argument did Drew Adams’s attorneys make for why having to use a gender neutral bathroom at Adams’s school was discriminatory? Provide quoted evidence from the text to support your answer.
What reasons does the court provide for why they decided to rule in Drew Adams’ favor? Provide at least two pieces of quoted evidence from the article that demonstrates their reasoning.
What evidence does the article, "We Need Gender Neutral Bathrooms" provide to support the argument that gender-neutral bathrooms are needed in public places? Select two pieces of evidence that they use to support this argument.
Drew Adams felt that being asked to use a gender neutral restroom was discriminatory, while the other two sources we read/watched today argue that gender neutral restrooms are a positive thing for trans people. Why do you think this is? Can both of these arguments be true?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
affirm
v.
state as a fact; confirm
relevant
adv.
closely connected and/or appropriate to support the idea
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. 59 – 102
While reading, answer the following questions.
Who is Cherie?
What kind of relationship do she and Richard have?
Who is Miss Kaprice?
Who were the Heartbreak Kidz? What happened to them?
Who was Skeet, and what happened to him?
How does Richard behave when he comes home from Redding?
Why does his behavior change?
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RI.7.8 — 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.
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.
SL.7.3 — Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
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.7.10 — 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.7.2 — Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
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 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
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
RI.7.8RI.7.9SL.7.3
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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