Week 1 of 7th grade 4th 9 weeks Unit
Lesson Plan A. Taylor, T. Taylor, S. Haley, L. Black
Week of March 17th- 21st
Administration: Chase, Goss, Hood
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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).
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard
format for citation.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.SL.7.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and
sufficiency of the evidence.
CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions,
facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.)
Monday:


Teacher will introduce the topic of “What makes a hero?”
Students will begin completing the web quest of to answer the question, “What is a hero?”
o
http://historysheroes.e2bn.org/
o
See web quest handout
Tuesday:

Students will continue to research and take notes on the web quest to answer the question what is the question, “What is a hero?”
Wednesday:

Students will use their notes on the web quest to respond to the writing prompt. (See handout) (See checklist for assessment)
Thursday:




Perform a multi-draft read of Helen Keller biography (see lesson plan handout)
Student will utilize the article and the devices to formulate an argument on who was the bigger hero in the story of Helen Keller. (Helen
Keller or Anne Sullivan)
Teacher will assign groups which side of the argument they are to support.
As a group, the students will formulate an argument for a debate the next day.
Friday:

Students will debate the bigger hero in the story of Helen Keller using the following steps:
1. The teacher will mix the groups so that there are two people arguing each side in each group.
2. The side arguing for Helen Keller will have three minutes to present their main points, then the side arguing Anne Sullivan will
have three minutes to present their main side of the argument.
3. Then, the students will have two minutes per side of the argument to present a rebuttal.
4. The students will then go back to their original groups to share how their debate went and get advice on how to counter their
opponents’ arguments. (5-8 minutes)
5. Students will then go back to their debate groups and repeat the same steps as in step 2.
6. After completing the debate, students will utilize C.C.C pages 310, 313, and 320 to analyze their opponents’ argument and their
own presentation of their argument. (They can use page 310 to take notes during the debate.)
7. TTW informally assess students through observation of debate and through the information given on the C.C.C. pages.
Bell Work:


Mentor sentences
SSR and reader’s response
Assessment:


Research writing through rubric
Informal assessment through observation of the debate
Scaffolding / Intervention Strategies:
Below Grade Level:
 Provide differentiated instruction through strategic grouping (e.g., high/low partners, high/medium/low groups, etc.)
 “Chunk” complex texts
 Build background knowledge through reading or viewing
 Provide Adapted Version of the text in Reader’s Notebook
 Frontload vocabulary essential to understanding
 Anticipate stumbling blocks, model strategies to tackle, provide Anchor Charts
 Mark areas of confusion (e.g., vocabulary, language, complex characters, unfamiliar settings, sentence structure, etc.)
ELL:
 Provide differentiated instruction through strategic grouping (e.g., high/low partners, high/medium/low groups, etc.)
 “Chunk” complex texts
 Build background knowledge through reading or viewing
 Provide ELL Version of text in the Reader’s Notebook
 Frontload vocabulary essential to understanding
 Anticipate stumbling blocks, model strategies to tackle, provide Anchor Charts
 Mark areas of confusion (e.g., vocabulary, language, complex characters, unfamiliar settings, sentence structure, etc.)
 Provide audio versions of the text
 Provide visual aids
 Structure academic responses through the use of sentence frames
Above Grade Level:
Provide ample opportunities for student-created Text Dependent Questions
“Helen Keller biography” TEXT-BASED QUESTIONS
 Text-Based Evidence: Facilitates rich and rigorous evidence-based discussions and writing about common texts through specific, thought-provoking, and
text-dependent questions (including, when applicable, illustrations, charts, diagrams, audio/video, and media).**
 Focuses on challenging sections of text(s) and engages students in a productive struggle through discussion questions and other supports that build toward
independence.
Question
Page
1
Question
Page
1) A. What does the word “unabated” mean in the fifth
paragraph of the section “A Formal Education”
B. Cite a sentence or phrase from the passage that
clued you to the meaning of the word.
2
2) A. How does the structure of “Social Activism”
contribute to the development of the passage as a
whole?
B. Cite evidence from the passage that supports your
answer to part A.
1-3
3) A. What is Helen Keller’s motivation for overcoming her
struggles?
B. Cite evidence from the text that supports your claim
in part A.
INSTRUCTIONAL STRATEGIES
 Reading Text Closely: Makes reading of text(s)
closely, examining textual evidence, and
discerning deep meaning a central focus of
instruction.**
 Provides for authentic learning, application of
literacy skills, student-directed inquiry,
analysis, evaluation, and/or reflection.
 Cultivates student interest and engagement in
 Uses technology and media to deepen learning and
draw attention to evidence and texts as
appropriate.
 Addresses instructional expectations and is easy to
 Integrates reading, writing, speaking and
listening so that students apply and synthesize
advancing literacy skills.
reading, writing, and speaking about texts.
 Includes a progression of learning where
concepts and/or skills advance and deepen
over time.
understand and use.
Instructional Strategies and Activities
Students will multi-draft read the article “Helen Keller biography.”
 1st read- TSW analyze the central idea of each section of the text by using the www.com strategy.
TTW model the www.com strategy with the first two sections of the text. TSW the work in pairs to
use the strategy with the “Educator Ann Sullivan” strategy. TSW finish the article and strategy
individually
 2nd read- TSW analyze the text for deeper understanding using the text- based questions.
 3rd read- Student will utilize the article and the devices to formulate an argument on who was the
bigger hero in the story of Helen Keller. (Helen Keller or Anne Sullivan). Teacher will assign groups
which side of the argument they are to support. As a group, the students will formulate an
argument for a debate the next day. TSW utilize C.C.C page 317 to organize their arguments.
The next day, students will debate the bigger hero in the story of Helen Keller using the following steps:
1) The teacher will mix the groups so that there are two people arguing each side in each group.
2) The side arguing for Helen Keller will have three minutes to present their main points, then the side
arguing Anne Sullivan will have three minutes to present their main side of the argument.
3) Then, the students will have two minutes per side of the argument to present a rebuttal.
4) The students will then go back to their original groups to share how their debate went and get
advice on how to counter their opponents’ arguments. (5-8 minutes)
5) Students will then go back to their debate groups and repeat the same steps as in step 2.
6) After completing the debate, students will utilize C.C.C pages 310, 313, and 320 to analyze their
opponents’ argument and their own presentation of their argument. (They can use page 310 to
Standards
R.I.7.1.
R.I. 7.2.
R.I. 7.3
S.L. 7.1
SL.7.1
SL.7.3
SL.7.4
SL.7.6
take notes during the debate.)
ACADEMIC VOCABULARY:
 Focuses on building students’ academic vocabulary in context throughout instruction.**
Page(s) Words Using Context Clues
Page(s)
Words to Front-Load
Instructional Methods
unabated
1
Use context clues to infer the
definition of the word and support
inferences with details from the text.