Curriculum / ELA / 7th Grade / Unit 6: Claiming Our Place: LGBTQ+ Experiences in the United States / Lesson 13
ELA
Unit 6
7th Grade
Lesson 13 of 20
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Analyze the effect of the author’s use of second person point of view.
Book: The 57 Bus: A True Story of Two Teenagers and the Crime That Changed Their Lives by Dashka Slater
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
In The 57 Bus: A True Story of Two Teenagers and the Crime That Changed Their Lives by Dashka Slater, what is the effect of using a second-person perspective on pages 151–154? Write an analytical paragraph that answers this question. Include a topic sentence, evidence from the text, analysis, and a conclusion in your argument.
An example response to the Target Task at the level of detail expected of the students.
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. 161 – 190
While reading, answer the following questions.
Who has the power to decide whether a young person is tried as a juvenile or adult?
How is Sasha doing at this point in the text?
Why does Richard write to Sasha?
What happens to the letters Richard writes to Sasha? Why?
What is "Skirts for Sasha"?
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L.7.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.7.1.b — Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
RI.7.5 — Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
W.7.1 — Write arguments to support claims with clear reasons and relevant 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.
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.7.1.d — Establish and maintain a formal style.
W.7.1.e — Provide a concluding statement or section that follows from and supports the argument presented.
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.
Lesson 12
Lesson 14
Writing
Unpack the expectations of an informational writing task, study a mentor text, and brainstorm research questions.
W.7.2 W.7.7
Use search terms effectively, assess the credibility of online sources, and begin to gather evidence.
W.7.7 W.7.8
Gather information from multiple sources and create an outline for an informational poster.
W.7.2 W.7.2.a W.7.8 W.7.9
Create an informational poster about a significant event in LGBTQ+ history.
SL.7.5 W.7.2 W.7.6
Present informational posters on a significant event in LGBTQ+ history.
SL.7.4 SL.7.5 W.7.2
Write a paragraph reflecting on the process of creating the LBGTQ+ history timeline.
L.7.1.a W.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.7.3 RI.7.5
Identify a writer or speaker’s argument and assess whether the evidence they provide is relevant to claims.
RI.7.8 RI.7.9 SL.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.7.7 RI.7.9
Make connections between larger legal concepts and events in The 57 Bus, drawing evidence from both texts to support ideas.
L.7.1 L.7.1.b RI.7.5 W.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
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.
SL.7.1 SL.7.1.d SL.7.3 SL.7.4
Assessment – 2 days
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