• Grade 7 English Language Arts Module #3


    Subject: English Language Arts
    Grade: 7 
    Timeline: 22 Instructional Days
    Module Title: Immigration

    Module Overview: 
    In this unit students will learn about the concept of immigration to the United States during the early 1900s.  Students will read selected informational text, biographies, autobiographies, and primary source documents,viewing videos, listening to audio tapes and studying photographs relevant to the topic.  Students will write a text-based informational essay that describes why so many people immigrated to the United States, their journey, and some of their initial experiences. 
     

    Module Objectives:
    After reading informational text, primary and secondary source material, viewing videos and photographs, and listening to audio tapes, students will complete the module by writing an informational essay that describes the immigrants’ initial experiences in the United States and addresses the question "Why was America still viewed as the Land of Opportunity by millions of United States immigrants during the early 1900s, despite the hardships in relocating to a new land?"  Students will support their discussion with evidence from the text.
     

     
    Focus Standards:
    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 a central idea of a text and analyze its development over the course of the text;  provide an objective summary of 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.
     
    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.

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

    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.

     


     
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    Concepts - Students will know:
    Essential Content
    Literary Devices
    Literary Elements including analysis, character, conclusion, dialogue, explicit, figurative language, inference, intergrations, narrator, point of view, sequence
     
    Competencies -Students will be able to:
    • Cite seveal pieces of textual evidence
    • Determing a central idea and analyze tis development over the course of the text
    • Read and comprehend literary nonfiction
    • Write informative/explanatory text
    • Produce clean and coherent writing
    • Write routinely over extended time frames for a range of tasks, purposes, and audiences

     
    Assessments: Informational/Explanatory Scoring Rubric
     

    Scoring Elements

    Not Yet

    Approaches Expectations

    Meets Expectations

    Advanced

    1

    1.5

    2

    2.5

    3

    3.5

    4

    Focus

    Attempts to address prompt, but lacks focus or is off-task.

     

    Addresses prompt appropriately, but with a weak or uneven focus.

     

    Addresses prompt appropriately and maintains a clear, steady focus.

     

    Addresses all aspects of prompt appropriately and maintains a strongly developed focus.

    Controlling Idea

    Attempts to establish a controlling idea, but lacks a clear purpose.

     

    Establishes a controlling idea with a general purpose.

     

    Establishes a controlling idea with a clear purpose maintained throughout the response.

     

    Establishes a strong controlling idea with a clear purpose maintained throughout the response.

    Reading/ Research

    Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt. (L2) Does not address the credibility of sources as prompted.

     

    Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness. (L2) Begins to address the credibility of sources when prompted.

     

    Presents information from reading materials relevant to the prompt with accuracy and sufficient detail. (L2) Addresses the credibility of sources when prompted.

     

    Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials. (L2) Addresses the credibility of sources and identifies salient sources when prompted.

    Development

    Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy. (L2) Implication is missing, irrelevant, or illogical. (L3) Gap/unanswered question is missing or irrelevant.

     

    Presents appropriate details to support the focus and controlling idea. (L2) Briefly notes a relevant implication or (L3) a relevant gap/unanswered question.

     

    Presents appropriate and sufficient details to support the focus and controlling idea. (L2) Explains relevant and plausible implications, and (L3) a relevant gap/unanswered question.

     

    Presents thorough and detailed information to strongly support the focus and controlling idea. (L2) Thoroughly discusses relevant and salient implications or consequences, and (L3) one or more significant gaps/unanswered questions.

    Organization

    Attempts to organize ideas, but lacks control of structure.

     

    Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure

     

    Maintains an appropriate organizational structure to address the specific requirements of the prompt.

     

    Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt.

    Conventions

    Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.

     

    Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources.

     

    Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors.

     

    Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using an appropriate format.

    Content Understanding

    Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.

     

    Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.

     

    Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.

     

    Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.


     
    Elements of Instruction:
     

    Skills

    Definition

    SKILL CLUSTER 1:  PREPARING FOR THE TASK

    1.  Academic Learning Behaviors (ARTS) and    Metacognitive Strategies

    Ability to recognize and demonstrate learning behaviors (ARTS) and reading strategies (Metacognitve Strategies).

    2.  Bridging Conversation

    Ability to:

    1.       connect the task and new content to existing knowledge, skills, experiences, interests, and concerns

    2.       pose questions and respond to others’ questions and comments with relevant evidence, observations, and ideas

    3.  Task Analysis

    Ability to understand and explain the task’s prompt and rubric. 

    4.  Project Planning

    Ability to plan so that the task is accomplished on time.

    SKILL CLUSTER 2:  READING PROCES

    1.  Readying for Reading and Note Taking

    Ability to ready for reading by preparing a note-taking format.

    2.  Close Active Reading and Note Taking 1

    Ability to:

    1.       read purposefully; cite and record several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

    2.       quote or paraphrase information while avoiding plagiarism.

    3.       cite reference source following a standard MLA format.

    4.       provide basic bibliographic information (title, author and/or link).

    3.  Close Active Reading and Note Taking 2

    Ability to:

    1.       read purposefully; cite and record several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

    2.       quote or paraphrase information while avoiding plagiarism.

    3.       cite reference source following a standard MLA format.

    4.       determine central idea(s) and analyze their development over the course of the text.

    4.  Close Active Reading and Note Taking 3

    Ability to:

    1.       read purposefully; cite and record several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text;

    2.       quote or paraphrase information while avoiding plagiarism

    3.       cite reference source following a standard MLA format;

    4.       determine central idea(s) and analyze their development over the course of the text;

    5.       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.

    6.       compare and contrast a text to an audio analyzing each medium’s portrayal of the subject

    5.  Close Reading and Note Taking 4

    Ability to:

    1.       read purposefully; cite and record several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text;

    2.       quote or paraphrase information while avoiding plagiarism

    3.       cite reference source following a standard MLA format;

    4.       determine central idea(s) and analyze their development over the course of the text;

    5.       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.

    6.       Compare and contrast a text to an audio analyzing each medium’s portrayal of the subject

    7.       determine connotative and denotative definitions of words and phrases (and analyze their impact on meaning);

    6.  Organizing Notes

    Ability to examine a topic, integrate evidence from different sources/formats, analyze and prioritize relevant content.

    SKILL CLUSTER 3:TRANSITION TO WRITING

    1.  Readying as a Writer

    Ability to understand the descriptive text structure and informational/explanatory writing.  .

    2.  Bridging Conversation to Writing

    Ability to transition from reading to writing phase.

    3.  Rubric Analysis

    Ability to understand and explain the informational writing rubric.

    SKILL CLUSTER 4:  WRITING PROCESS

    1.  Initiation of Task

    Ability to introduce a topic clearly, write a focus/thesis statement and initial draft of an opening paragraph which previews what is to follow.

    2.  Planning

    Ability to:

    1.        develop a line of thought and text structure appropriate and relevant to completing an informational/explanatory writing

    2.       cite reference source following a standard MLA format; 

    3.       quote or paraphrase information while avoiding plagiarism.

    3.  Development 1

    Ability to:

    1.       construct an initial draft of the body paragraphs which develops the topic with relevant facts, definitions, concrete details, quotations and examples.

    2.       incorporate transition words, phrases and clauses to create cohesion.

    3.       use precise language and domain-specific vocabulary.

     

    4. Development 2

    Ability to construct an initial draft of a concluding statement and closing paragraph which follows from and supports the information presented.

    5.  Revision

    Ability to apply revision strategies to refine and strengthen the development of informational/explanatory writing, focusing on task, purpose and audience while maintaining a formal style.

    6.  Editing

    Ability to demonstrate command of conventions of standard English grammar and usage; capitalization, punctuation and spelling; and knowledge of language and its conventions when writing and speaking.


     
    Differentiation:
    Below are links to adapted student materials for completing this module. 
    Interdisciplinary Connections:
    Social Studies