Curriculum / ELA / 7th Grade / Unit 6: Claiming Our Place: LGBTQ+ Experiences in the United States / Lesson 16
ELA
Unit 6
7th Grade
Lesson 16 of 20
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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.
Book: The 57 Bus: A True Story of Two Teenagers and the Crime That Changed Their Lives by Dashka Slater pp. 223 – 254
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Reread the chapters titled "Tired" (p. 245) and "A Prayer" (pp. 251–252). What is the impact of reading these chapters side by side? How does it help the reader better understand the story overall? Provide evidence from these chapters to support your answer.
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
What is significant about the chapters "What to Say" and "Always Okay"? How do they fit into the story overall? Provide specific evidence from these pages (pp. 224–226) to support your answer.
How do the chapters "We the People," "Pretty," and "Dancing" contribute to the reader’s understanding of the story overall? Provide specific evidence from these pages (pp. 227–233) to support your answer.
Why did Slater most likely include the chapters "Ripples," "Ass Smacking," "Restorative Justice," and "Not Wanting To"? How do these chapters develop the reader’s understanding of larger ideas in the text? Provide specific evidence from this section of the text (pp. 234–242) to support your answer.
What does today’s reading suggest about privilege and opportunity?
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
consensual
adj.
done with the agreement of all people involved
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. 255 – 295
While reading, answer the following questions.
How is Sasha doing in college?
Is Richard sent to an adult or juvenile facility?
How do Sasha and their family respond to reading Richard's letters?
How does Richard do when he is incarcerated?
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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.
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.7.2 — 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.7.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
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.7.6 — 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.
Lesson 15
Lesson 17
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.
Analyze the effect of the author’s use of second person point of view.
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
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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