Grade 7 Pacing Guide: Q2 ELA

Q1 Guide

Q3 Guide

Q4 Guide

Overview

Week 1 - 11/5

Weeks 2/3 - 11/13

Week 4 - 11/26

Week 5 - 12/3

Week 6 - 12/10

Week 7 - 12/17

Week 8 - 1/7

Week 9 - 1/14

Week 10 - 1/22

Week 11 - 1/28

Grade 7 Module 2A Recommended Texts

This link provides a list of engaging and accessible texts with text difficulty ranging from grades 2-8 and Lexiles 420-1185. These texts give students opportunities to practice strategies taught during core instruction, build background knowledge around the Module topic, strengthen fluency, and engage in guided and/or independent reading. Keep in mind that these texts not only support independent and/or guided reading, but can also function as a supplemental resource to reteach standards students struggled with through small group instruction.

Working with Evidence: Working Conditions Then and Now

In this module, students explore the issue of working conditions, both historical and modern day. As they read and discuss both literary and informational text, students analyze how people, settings, and events interact in a text and how an author develops a central claim. Students strengthen their ability to discuss specific passages from a text with a partner, write extended text-based argument and informational pieces, and conduct a short research project. At the end of the module, students will have a better understanding of how working conditions affect workers and the role that workers, the government, consumers, and businesses play in improving working conditions. The first unit focuses on Lyddie, a novel that tells the story of a young girl who goes to work in the Lowell mills, and explores the issue of working conditions in industrializing America. This unit builds students’ background knowledge about working conditions and how they affect workers, and centers on the standard RL.7.3, which is about how plot, character, and setting interact in literature. As an end of unit assessment, students write an argument essay about Lyddie’s choices regarding her participation in the protest over working conditions. The second unit moves to more recent history and considers the role that workers, the government, and consumers all play in improving working conditions. The central text in Unit 2 is a speech by César Chávez, in which he explains how the United Farm Workers empowered farmworkers. Unit 2 focuses on reading informational text, and students practice identifying central ideas in a text, analyzing how an author develops his claims, and identifying how the sections of the text combine to build those ideas. This unit intentionally builds on Odell Education’s work, and if teachers have already used the Chávez speech and lessons, an alternate text is suggested with which to teach the same informational text standards. In the End of Unit 2 Assessment, students apply their understanding of text structure to a new speech. Unit 3 focuses on the research standards (W.7.7 and W.7.8): through an investigation of working conditions in the modern day garment industry, students explore how businesses can affect working conditions, both positively and negatively. As a final performance task, students create a consumer’s guide to working conditions in the garment industry. This teenage consumer’s guide provides an overview of working conditions and offers advice to consumers who are interested in working conditions in the garment industry. This task focuses on NYSP12 ELA Standards W.7.2a, b, d, f, W.7.4, W.7.6, W.7.7, W.7.8, L.7.3, and L.7.6

Module2A

Unit 1

Standards Assessed:

 1 SL7.2, SL7,1

2 RL7.3, L.7.4

3 RL.7.3, RL.7.1, L.7.4, SL.7.1

4 RL.7.3, L.7.4, SL.7.1

Assessment

 

Weekly Overview

-The text complexity of Lyddie and the reading assignments for homework are more rigorous than last quarter. Consider the conversations that need to be had with students in order to meet their needs as they embark upon the academic challenges within this module.

Familiarize yourself with Lyddie's Reader's Notes, both student and teacher editions. Students will need to see modeling of how to perform the entry task in lesson 3.

-A Close Reading Guide is used in conjuction with the lessons and require students to complete additional tasks aligned to the learning. Additional accommodations for students can be found in the Unit 1 Overview. Determine which, if any will be used and for what students. Be prepared to discuss accommodations in Lesson 2.

-An audio of chapters 2-23 is available on YouTube by searching "Lyddie audiobook." Students can listen to chapters whole group and/or in small group stations to help them access the text in class if they have difficulty doing so at home.

Refer to the Homework section of each lesson for notes on how to prepare for the next day's lesson. Determine routines and procedures for the implementation of Independent Reading and expectations for when students should finish one book and start another.

-Lessons 1 and 2 orient students to the concept of working conditions and the context in which their readings are heavily focused in this module.

 

Unit Aligned to Performance Task

Students explore the significance of working conditions and why they matter in preparation for the consumer brochure on working conditions they will create for the final performance task.

 

Lesson 1

Introducing Module 2: Working Conditions—Then and Now

Instructional Protocol: Gallery Walk

Routines and Procedures:

Thoroughly read through the Teachers Notes section to adequately prepare materials in advance for this lesson. For instance, the gallery walk entails both images and video that need to be set up ahead of time; and the lesson opens with audio of a working loom playing in the classroom.

 

Lesson 2

Launching Lyddie

Routines and Procedures:

Explain to students the expectations for how work will be organized, checked, and collected during this unit.

 

Lesson 3

Modeling Entry Task, Reading Notes, and Reading Strategies for Lyddie

Instructional Protocol: Fist to Five, Discussion Appointments

Routines and Procedures:

Check for Understanding entry task is modeled by teacher.

 

Lesson 4

Close Reading to Learn about Lyddie’s Character

Instructional Protocol: Fist to Five

Routines and Procedures:

Text-Dependent Questions in this lesson provide opportunities for students to determine the meaning of words and phrases as they are used in the text (standard RL.7.4, which is not directly covered in this module). Make sure to concentrate on these and add additional questions about word choice and meaning if students need additional support.

 

Module 2A

Unit 1

Standards Assessed:

5 RL.7.1, RL.7.3, SL.7.1, SL.7.2

6 RL.7.1, RL.7.3, L.7.4, SL.7.1

7 RL.7.1, RL.7.3, L.7.4, L.7.5, SL.7.1

8 RL.7.1, RL.7.3

 

Assessment

 

Weekly Overview

-This week, and throughout the module, the teacher will model new routines and procedures. The Check for Understanding entry task is designed to ensure that students' misconceptions are identified and addressed by their peers and their teacher.

-Students begin to unpack Lyddie's character and complete reader's notes for homework and use those notes to complete the Check for Understanding entry task the next day. In Lesson 6, they explore how working conditions at the mill directly affect Lyddie.

 

Lesson 5

Analyzing Character: Who is Lyddie?

Question 2 from the Check for Understading entry task serves as Biweekly #1 and addresses RL.7.3

 

Lesson 6

Introducing Working Conditions in the Mills

 

 

Weekly Overview

In Lesson 7, students analyze how word choice and figurative language are employed by the author to provide the reader with an understanding of work conditions in the mill and how they affect Lyddie. In Lesson 8, students analyze text evidence that supports their claim.

 

Lesson 7

Analyzing Word Choice: Understanding Working Conditions in the Mills

Routines and Procedures:

Text-Dependent Questions include opportunities for students to determine the meaning of words and phrases as they are used in the text (standard RL.7.4, which is not directly covered in this module). Make sure to concentrate on these and add additional questions about word choice and meaning if students need additional support.

 

Lesson 8

Analyzing Textual Evidence: Working Conditions in the Mills

 

Module 2A

Unit 1

Standards Assessed:

9 RL.7.1, RL.7.3, L.7.4

10 RL.7.1, RL.7.3, L.7.4, SL.7.1

11 RL.7.1, RL.7.3, L.7.4, SL7.1

12 RL.7.1, RL.7.3, L.7.4, SL.7.1

Assessment:

Weekly Overview

Students gather and analyze text evidence for a claim in favor of/against Lyddie signing the petition.

 

Lesson 9

Mid-Unit Assessment about  Working Conditions in the Mills

Routines and Procedures:

Students will need a copy of Lyddie to complete the assessment. Question #3 of the Mid-Unit Assessment serves as Biweekly #2 and assesses RL.7.3.

 

Lesson 10

Framing Lyddie’s Decision and Practicing Evidence Based Claims

 

Lesson 11

Forming Evidence-Based Claims: Should Lyddie Sign the Petition?

Instructional Protocol: Back to Back and Face to Face

 

Lesson 12

Generating Reasons: Should Lyddie Sign the Petition?

Instructional Protocol: Turn and Talk

 

Standards Assessed:

Lesson 13: W.7.1, W.7.4

Lesson 14: W.7.1, W.7.4, RL.7.1

Lesson 15: W.7.1, W.7.4, RI.7.8

Lesson 16: W.7.1, W.7.4, RI.7.8

Assessment

 

Weekly Overview

Students start the process of writing their argument essay about whether or not Lyddie should sign the petition.

 

Lesson 13

Writing an Argumentative Essay: Introducing the Writing Prompt and Model Essay

 

Lesson 14

Writing an Argumentative Essay: Crafting a Claim

Instructional Protocol: Take A Stand

 

Lesson 15

Writing an Argumentative Essay: Analyzing the Model Essay

Routines and Procedures:

Teach Standard RL.7.6. Take some time to analyze how an author develops and contrasts the points of view of different characters. Her are some examples of questions: What is Ezekiel's view of slavery? What does freedom mean to Ezekiel (pgs. 41-45, if students need more guidance, direct them to comments that Ezekiel makes such as, “So many slaves” and “I hope you find your freedom as well.”) What is Lyddie’s view of freedom? How does her point of view about freedom change over time? (chp 23, “I will not be a slave even to myself”)?

 

Lesson 16

Writing an Argumentative Essay: Planning the Essay"

Standards Assessed:

Lesson 17: W.7.1, W.7.4, W.7.5, W.7.9

Lesson 18: W.7.1, W.7.4, W.7.9

Lesson 19: W.7.5, L.7.1, L.7.2

Lesson 1:  RI.7.3, SL.7.1

Assessment

End of Unit Assessment (Unit 1)

Weekly Overview

Create template for Biweekly Artifact #3. See instructions in Omitted Lesson 19 below. Administer the Biweekly Artifact on either Thursday or Friday and provide students with 15-20 minutes to complete it. Students receive feedback from their peers and teacher before writing and revising essay drafts, after which they complete Biweekly Artifact #3 and begin Unit 2 and learn about Cesar Chavez.

 

Lesson 17

Writing an Argumentative Essay: Peer Critique

Instructional Protocol: Peer Critique

 

Lesson 18

End of Unit 1 Assessment, Part 1: Drafting the Argumentative Essay

 

*Omit Lesson 19 (Biweekly #3)

Since students have conducted a substantial analysis of Lyddie's character as they've gathered evidence to write their essays, this lesson is omitted. World Cafe question #1, the second question listed (What character traits does Lyddie have that let her successfully “stare down” each “bear” she encounters? Include specific examples from different parts of the book to support your thinking.), serves as Biweekly #3 and assesses how Lyddie's encounters with bears shape her character (RL.7.3). This assessment should be administered after students complete Lesson 20. Create a Word document or Google Form (if 1:1 technology is available) for this question. If using paper for student responses, provide lined paper for student responses. Students should only write a written response to the second question posed in question #1.

 

Lesson 20

End of Unit 1, Assessment, Part 2: Revise Essay Drafts

 

Unit 2

Lesson 1

Building Background Knowledge: Planning The Two Voice Poem

Instructional Protocols: Tea Party, Turn and Talk

"

Standards Assessed:

Lesson 2: RI.7.2, RI.7.5

Lesson 3: RI.7.2

Lesson 4: RI.7.2, RI.7.5

Assessment

 

Weekly Overview

Students analyze one of Cesar Chavez's speeches as they build background knowledge about agents of change and unions.  Students unpack the essential question Who Changes Working Conditions? and build background knowledge about Cesar Chavez, which will aid them in developing a consumer brochure about working conditions as they analyze the structure and rhetoric of Chavez's speech.

 

Lesson 2

Reading Closely: Introducing Chávez’s Commonwealth Club Address and Considering the Plight of the Farmworker

Routines and Procedures:

Address standard RI.7.9. Have students analyze how two authors writing about the same topic emphasize different evidence using “Harvesting Hope: The Story of César Chávez” and César Chávez’s ""Commonwealth Club Address (1984)"". Possible questions for students to answer are: What are both texts about? What is the author’s purpose for writing each? What evidence does each author use to shape his/her presentation of key information? Were there important details in one of the presentations that were not in the other? Cite text-based examples. What is common in both? How does one author advance a different interpretation of the facts as compared to the other author?

 

Lesson 3

Reading Closely and Introducing Rhetoric Toolbox: Unions as Agents of Change—Part 1

Instructional Protocol: Discussion Appointments

 

Lesson 4

Speech Structure: Unions as Agents of Change—Part 2

Routines and Procedures:

Consider how independent reading check-ins with students need to be structured for Lesson 5. If still introducing independent reading routines and procedures, continue to review expectations and begin implementation."

Standards Addressed:

Lesson 5 RI.7.1, RI.7.2, RI.7.3, RI.7.5

Lesson 6 RI.7.5, RI.7.3

Lesson 7 RI.7.2, RI.7.5

Lesson 8 RI.7.1, RI.7.2, RI.7.3, RI.7.5"

Assessment

 

Weekly Overview

Students analyze the structure of Cesar Chavez's speeches, looking closely at how he develops claims.

 

Lesson 5

Mid-Unit Assessment: How Chávez Develops His Claims in the Commonwealth Club Address

Routines and Procedures:

Be sure to post vocabulary terms, line numbers, and definitions from Chavez's speech so that students can access the text and their progress towards mastery of CCSS can be assessed. Students will have time for independent reading after they complete the assessment.

 

Lesson 6

Speech Structure: Part 2 of the Commonwealth Club Address

Routines and Procedures:

Make sure mid-unit assessments are graded so that students can take them home and make corrections. Think of an incentive (i.e., extra credit points, positive phone call/note home) if it is a challenge for students to return assignments or make copies for students to take home.

 

Lesson 7

Synthesizing Chávez’s Central Claim

 

Lesson 8

End of Unit Assessment: Analyzing the Structure of Chávez’s Wrath of Grapes Speech

Routines and Procedures:

Similar to Lesson 5, post the vocabulary terms and definitions for students as they will not be familiar with the text."

Standards Addressed:

Lesson 1: SL.7.1

Lesson 2: W.7.7

Lesson 3: W.7.7, W.7.8"

Assessment

 

Weekly Overview

Students prepare for and begin research about modern working conditions in the garment industry.

 

Unit Alignment to Performance Task

Students will examine a case study of modern working conditions in the garment industry and research current conditions as they prepare to create consumer brochures about the clothing industry for a teenage audience.

 

Unit 3

Lesson 1

Setting Purpose for Research: What are Fair Working Conditions?

Instructional Protocol: Four Corners

Routines and Procedures

Have the questions that students developed about Lyddie on hand as they learn about modern working conditions in the garment industry.

 

Lesson 2

Researching: Asking the Right Questions

 

Lesson 3

Research: Paraphrasing Relevant Information"

Standards Assessed:

Lesson 4: W.7.7, W.7.8

Lesson 5: W.7.7, W.7.8

Lesson 6: W.7.7, W.7.8

Assessment

 

Weekly Overview

Students' research preparation culminates with an assessment of their ability to identify what research question is answered in a case study and support their answer with text evidence.

 

Lesson 4

Deepening Your Research

Instructional Protocol: Give One, Get One

 

Lesson 5

Mid-Unit 3 Assessment and Independent Reading Check

Routines and Procedures:

Prepare to pass back assessments tomorrow morning at the beginning of the lesson.

 

Lesson 6

Individual Research"

Standards Assessed:

Lesson 7: W.7.7, W.7.8

Lesson 8: W.7.2, W.7.4, W.7.6, SL.7.1

Lesson 9: W.7.2, W.7.6, W.7.4"

Assessment

End of Unit 3 Assessment: Writing a Research Synthesis (Lesson 7)

Weekly Overview

In Lesson 7, Students create an rubric to evaluate the performance task. In Lessons 8 and 9, they create and publish their consumer brochure.

 

Lesson 7

End of Unit 3 Assessment: Writing a Research Synthesis

 

 

Lesson 8

Performance Task: Planning the Final Brochure

Instructional Protocol: Turn and Talk

 

Lesson 9

Performance Task: Publishing the Final Brochure

Instructional Protocol: Turn and Talk

If time permits, students could present their brochures to their peers in another classroom/grade level, or to the community to inform a larger population of the significance of being a critical consumer as it relates to the working conditions of people producing the goods they buy.

 

Omit Lesson 10

Students can display their brochures in Lesson 9. The book review in Work Time B can be structured as a small group/station for students to showcase their progress towards meeting their independent reading goals and provide and overview to their peers."

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