7th Grade English/Language Arts
Third Six Weeks
Writer: Jennifer Tippett
Reading: Expository,
essays and biographies
Writing: expository
Objective:
The student will…
 analyze, make inferences and draw conclusions about expository text and
provide evidence from text to support their understanding
 use a flexible range of metacognitive reading skills in both assigned and
independent reading to understand an author's message
 read grade-level text with fluency and comprehension
 understand new vocabulary and use it when reading and writing
 understand how to glean and use information in procedural texts and
documents
 use elements of the writing process (planning, drafting, revising, editing, and
publishing) to compose text
 write expository and procedural or work-related texts to communicate ideas
and information to specific audiences for specific purposes
 understand the function of and use the conventions of academic language
when speaking and writing
 write legibly and use appropriate capitalization and punctuation conventions
in their compositions
 spell correctly
 use comprehension skills to listen attentively to others in formal and informal
settings
 work productively with others in teams
Overview
Unit Focus: (10) Comprehension of Informational Text/Expository Text. Students
analyze, make inferences and draw conclusions about expository text and provide
evidence from text to support their understanding.
The third six weeks, there is a Reading concentration on expository selections, essays, and
biographies. There should be an emphasis on procedural writing.
The writing process should continue to be developed as well as fluency and vocabulary.
In the suggested lesson ideas section I have listed several stories written in different
formats. Our students need to be familiar with different styles of writing.
TEKS:
Unit Focus: 10 A,
D
Figure 19: A, B,
C, D, E, F
Fluency:
1A
Vocabulary
Development:
2A, B, D, E
Comprehension
of Informational
Text/Procedural
Texts
12A
Writing Process
14A, B, C, D, E
Expository and
Procedural
Texts
17A(i, i, iii, iv, v)
Conventions
19 A (iii, vii), B,
C
Handwriting
2O(i)
Spelling
21A
It is important to use differentiated learning and/or have students work in small groups.
Listening
26A, B
The writing process should have been introduced in the first six weeks, this instruction
should continue. In the second six weeks, the students should write a procedural paper.
Teamwork
28A
Vocabulary development can be taught through DOL.
Please insure that all TEKS are covered.
Academic vocabulary: primary source, demonstrate, link, goal, undertake, impact,
treatment, tone, scope, inference, theme, claim, support, counterargument
Essential Questions:
Enduring Understanding: Good readers set a purpose for reading, monitor and adjust
their comprehension while reading.
How do we share our stories?
What if you could meet your hero?
What is your duty to others?
When is there dignity in silence?
What is a winner?
Are people really paid fairly?
Do we have our priorities straight?
How do we fight disease?
Suggested Lesson Ideas:
Week 1: 2E, RC-7(C), RC-7F, 17A, 14B, 14C, 17A (i, ii, iii, iv, v) 19B,
Reading:
Model the literary skill of characterization in nonfiction by reading “Meet the
Author” on page 267. Ask students to identify which method of characterization
was used to show what Maya Angelou was like.
Read “Encounter with Martin Luther King Jr.” pages 268-272. Struggling readers
can make use of targeted passages on page 268 to focus on key points. Continue to
identify methods of characterization used. Have students complete literary
analysis question 5 to interpret meaning of a passage.
Have students develop the skill of gathering information from nonfiction sources,
in this case a memorandum. Discuss the connections that can be made through
King’s use of numbers and letters for points. Analyze how the organization helped
King to communicate his points. Synthesize how King links African Americans can
benefit from voting.
Differentiated Learning: For struggling readers: model the different ways of
reading with volume and intonation. Use lines 46-49 and 58-62 as examples of
mood.
Advance Readers: Have students research Martin Luther and compare Martin
Luther to Martin Luther King Jr.
Grammar:
Students will begin a “how-to” paper. Begin by pointing out the purpose of their
writing. There are idea starter and prompts listed on page 756. This week
students should do prewriting, The steps to prewriting are on page 757. Be sure to
use the 6 + 1 traits of writing. In the writing process, instruct students in the use of
complex sentences. Make sure to differentiate between main and subordinate
clauses.
Week 2: 2A, 9, RC-7(E), 10D, 14 (A, B, C, D), 17A (i, ii, iii, iv, v)
Reading:
Review the characteristics of a biography. Discuss chronological order. Students
may complete a timeline as they read the selection. Read “Eleanor Roosevelt” (page
784). Have students identify ways in which Roosevelt’s actions helped others.
Differentiated Learning: Struggling readers may complete a Venn diagram to
compare and contrast Roosevelt’s life with her grandmother and with her uncle.
Advanced readers can complete a T chart to list Luce’s and Stevenson’s opinions
of Roosevelt (page 797)
Read “Letter to the President General of the DAR” page 800 and 802. Discuss the
author’s purpose for writing the letter. Also discuss the meaning of “primary
source.”
Grammar:
Students should continue with the “how-to” paper. They should complete
prewriting. Make sure that students have mapped out the steps, and have
considered the audience in their planning. After identifying the steps in process,
the students should make a list of required materials. You may want to have them
construct a flow chart.
Students should now begin drafting the paper. Go over the structure of an effective
“how-to.” (page 759) For struggling readers, you may want to have some examples
of effective “how-to” manuals, troubleshooting guides and instructions.
Week 3: 14 (A, B, C, D), 17A (i, ii, iii, iv, v), 19A (vii), 2A, RC-7(E), 10D
Reading:
Review the characteristics of an autobiography. Model the reading strategy of
summarizing using Meet the Author (page 833) Read “The Noble Experiment” page
832.
Differentiated Learning: Struggling readers may use the Audio Anthology to
ensure that they focus on key events and skills in the selection.
Read the newspaper article “Montreal Signs Negro Shortstop” p. 846. The skill
focus for this article is to identify treatment and scope. Identify the tone of the
article and the scope or focus of the article.
Advanced Learning: Pose the question, “How has sports reporting changed since
the 1940’s?” Let students read from current newspapers and magazines. Have
them make a list of similarities and differences.
Grammar:
After completing rough drafts, students should begin to revise their “how-to”
papers. Go over the steps on page 760. You may want to use peer review to check
for clarity. This would be a great time to address transition words. A short lesson
is on page 759. For more practice with transitions, use Best Practices Toolkit
(pages C16 and C39)
Week 4: 14 (A, B, C, D), 17A (i, ii, iii, iv, v) Reading 1
Reading:
Read “Malcolm X: By Any Means Necessary” p. 826. Discuss how the subjects of
biographies are chosen. Before beginning the selection, review the teaching notes
on page 827-831. Share the one that you feel would be of benefit to struggling
readers. Have students identify how America has changes as a result of the actions
of Malcolm X.
Grammar:
Show students examples revising and editing a “how-to” paper. Use “Analyzing a
Student Draft” on page 761. As students complete their revising, have them work
with a partner and pantomime the instructions given in their partner’s draft. If they
it confusing, they may need to revise further.
Week 5: 14 (A, B, C, D), 17A (i, ii, iii, iv, v), 19C9, 10D, 2A, RC-7(D)
Reading:
Have class sketch or journal traits of a winner. Read “It’s Not About the Bike” p.
814. Review making inferences. (page 815) Review theme. Focus on tone and
subject.
Advanced readers can brainstorm what the author may have meant by the title.
Differentiated Learning: Struggling readers can use targeted passages to focus on
key elements of the story. Have students identify the author’s purpose after
reading line 1-19.
Read “23 Days in July” p. 820. Make connections between the two selections.
Discuss the change in the author’s purpose in the two stories. Check back to the
original traits of a winner. Have these traits changed?
Introduce the elements of nonfiction: argument. Identify the elements of a strong
argument. (claim, support, counterargument) Teach the reading skill: evaluate
reasoning. Examples of modeling are on page 959. Read newspaper article “Pro
Athletes’ Salaries” p. 958 and the newspaper article “Do Pro Athletes’ get Paid too
Much?” P. 962. Have the students critique the logic of the arguments. Which
writer presents stronger support for his claims?
(Optional) Why We Shouldn’t go to Mars p. 968. This story could be used as an
alternative or additional resource.
Grammar:
Students should complete final drafts of “how-to” papers. Have students use the
rubric on page 764 to insure that papers will meet expectations. The editing
process can be used to instruct on run-on sentences. (page 763)
Week 6: 14 (A, B, C, D), 17A (i, ii, iii, iv, v), 13B, 10C, 2A, RC-7(A)
Reading:
Teach Cause and Effect pattern of organization. Use example given on page 929.
Have students make examples related to school. Set a purpose for reading before
beginning “Like Black Smoke: The Black Death’s Journey” p. 928 and “A World
Turned Upside: How the Black Death Affected Europe” p. 942
As they read two selections, ask them to think about how to spread of disease
affected people in the middle ages.
Differentiated Learning: In order for struggling readers to develop fluency, have
them practice reading the first two paragraphs. Students may take turns and read
in pairs.
Grammar:
Students should present or publish writing. You may want students to
demonstrate the process described in their paper using it as a script.
Benchmark exams are to be given this week. `
Suggested Assessment:
Some suggestions for assessment include:
 Group discussion
 Teacher created materials
 Tests, quiz
 Completion of graphic organizers
 Practice and apply sections after each selection from the text
 Journals
Resources:
Holt McDougal: Literature Textbook
Vocabulary and Reading warm-ups
Reader’s Notebook
Literary Analysis Graphic Organizers
Teacher created material
Hear It! Audio CD