Unit 1

Life Lessons: “Rikki Tiki Tavi”

 

Grade 7

ELA

 

Unit Length and Description:

 

Nine Weeks

 

Students will read a series of short stories, focusing on identifying the key ideas and details within them.  Poetry and informational texts will also be provided for students to analyze key ideas and details in addition to making connections between the different types of writing.  An author study will be incorporated into the unit, which will serve as an ongoing research project.  If time allows, the students  will present another work by their author to the class.  The culminating writing activity will require the students to read the final short story on their own, identifying specific key ideas and details that support what they believe to be the theme of the story.

 

Standards:

 

Reading Literature

RL.7.1: Cite several pieces of textual evidence to support analysis of that the text says explicitly as well as inferences drawn from the text.

 

RL.7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

 

RL.7.3: Analyze how particular elements of a story interact (e.g., how setting shapes the characters or plot).

 

Reading Informational Texts

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.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

 

Writing

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:

a)   introduce a topic clearly, preview what is to follow; organize ideas, concepts, and information, using strategies such as a definition, classification, comparison/contrast, and cause/effect; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful when aiding in comprehension.

b)   develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c)   use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

d)   use precise language and domain-specific vocabulary to inform about or explain the topic.

e)   establish and maintain a formal style.

f)    provide a concluding statement or section that follows from and supports the information or explanation presented.

 

W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 

W.7.5: 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.

 

Speaking and Listening

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.

a)   Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b)   Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

c)   Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

d)   Acknowledge new information expressed by others and, when warranted, modify their own views.

 

Language
L.7.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a)   Explain the function of phrases and clauses in general and their function in specific sentences.

b)   Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

c)   Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

L.7.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a)   Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

b)   Spell correctly.

 

Enduring Understandings:

 

·         Key ideas and details allow an audience to better understand and comprehend short stories, poetry, and informational texts.

·         Story elements interact with each other, allowing the reader to make deeper connections and analyses.

·         Stories, poetry, and informational texts can teach the reader many valuable life lessons.

·         When writing an informative or explanatory essay, it is important to incorporate examples from the text.

·         When writing, it is important to capitalize, use punctuation, and spell correctly.

·         When interacting with the teacher and fellow classmates, it is important to speak appropriately and listen to others’ points of view, responding respectfully.

 

Essential Questions:

 

·         What elements of short stories, poetry, and informational texts make it easier for us to understand their meaning?

·         How do these elements affect the story, poem, or informational text?

·         Why do we read short stories, poetry, and informational texts?

·         How do we effectively explain our point of view when writing an essay?

·         What grammar rules should I remember when I write an essay?

·         How should I behave when I participate in class or group discussions?