Unit Title:
Unit 5– Informational Texts
Duration
4 Weeks
7th Grade
Big Ideas:
 Effective Readers use strategies before, during and after reading to construct and extend meaning
 Effective Readers understand that the overall structure of the text helps to construct meaning
 Effective Readers understand that
Essential Questions:
 Why is it important to use background knowledge while reading?
 How do text features help aid in comprehension?
 How does the organization structure of a text affect the overall meaning conveyed in a text?
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Learning Objectives- Students will be able to Identify the key terms of unit by providing a written definition.
 Determine the main idea of a text by closely reading a nonfictional text
 Utilize organizational patterns in a text to construct meaning by closely reading and analyzing nonfictional texts
 Analyze an author’s use of figurative language by closely reading nonfictional text
 Determine an author’s point of view and position on a topic by closely reading a nonfictional text
 Analyze an author’s use of bias and loaded language by closely reading nonfictional texts
 Analyze an author’s use of organizational patterns by closely reading nonfictional texts
 Compare and Contrast nonfictional texts covering the same topic by closely reading nonfictional texts
 Compose sentences using proper grammar by using the correct subject verb agreement
 Evaluate an author’s claim by analyzing and citing examples found in nonfictional texts
 Revise Sentences and Grammar by corrected grammar and mechanics in writing using Grammar in Context.
PACCSS:
1.2 Reading Informational Text- Students read, understand, and respond to informational text—with an emphasis on
comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on
textual evidence.
CC.1.2.7.A
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.
CC.1.2.7.B
Cite several pieces of textual evidence to support analysis of what the text says explicitly, as well as inferences, conclusions,
and/or generalizations drawn from the text.
CC.1.2.7.C
Analyze the interactions between individuals, events, and ideas in a text.
CC.1.2.7.D
Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others
1.4 Writing
Students write for different purposes and audiences. Students write clear and focused text to convey a well defined
perspective and appropriate content.
CC.1.4.7.D
Organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and
cause/effect; use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts; provide a
concluding statement or section; include formatting when useful to aiding comprehension.
1.5 Speaking and Listening
Students present appropriately in formal speaking situations, listen critically, and respond intelligently as
individuals or in group discussions
Learning Strategies:
 Mini-Lessons: Teacher will introduce, model, explain, and/or review strategies that align with the day’s
objectives. Mini Lessons should also include anticipatory sets (Warm Up and Closing)
 Guided or Independent Student Practice: Students will practice the modeled strategies that align with the
day’s objective. The activities could include:
o Peer Editing for outlines for short essays
o Peer Editing for short essays
o Whole Class readings of essays found in Unit ( See Suggested Materials)
o Group work for Informational Text/Organizational Graphics Project
o Group work for vocabulary acquisition and usage
o Group or Peer work for Grammar in Context Activities
o Independent work for outlines
o Independent work short essays
o Independent work for quizzes
o Independent work for tests
 Reflection –Whole class will regroup and review the lesson objectives and allow teacher to address concepts
that students still need to work on. Activities could include:
o Lesson Review (Whole Class Activity)
o Quick Write- What did students understand? What didn’t they understand?
o Open Ended Questions
o Sentence Stems
Academic Vocabulary:
Area
Domain
Hypothesis
Objective
Access
Category
Chapter
Despite
Resolve
Modify
Formative Assessments:
 Completed Outlines (See Outline Rubric, Appendix E)
 Short Essays (See Writing Scoring Rubric, Appendix A)
 Accurate Completion of Grammar in Context Worksheet
 Accurate Completion of Worksheets and Activities found in online (See Suggested Materials)
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Summative Assessments:
 Group Project on Organizational/Informational Texts
 “ End of Reading” Tests (See Suggested Materials)
Essential Materials Needed:
PA Writing Rubric (Appendix 4)
Holt McDougal Literature Book, 7th Grade Edition
Outline Rubric
Fever 1776
Suggested Materials And Readings:
Holt McDougal Literature Book, 7th Grade-Unit 8- Informational Text- “Text Analysis Workshop” (pages 902-905)
- “Unit Introduction” Worksheets
o Note Taking Part 1 (found online at my.hrw.com)
o Note Taking Part 2 (found online at my.hrw.com)
o
Holt McDougal Literature Book, 7th Grade-Unit 8- Informational Text- “What Do You Know About Sharks” (pages 906-917)
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Text Analysis: Text Feature
Reading Skill: Outline
Vocabulary Study
Vocabulary Practice
Vocabulary Strategy
Grammar in Context
Selection Tests A, B/C
Holt McDougal Literature Book, 7th Grade-Unit 8- Informational Text- “What Do You Know About Sharks” (pages 918-927)
o Text Analysis: Evidence In Informational Texts
o Reading Skill: Recognize Author’s Bias
o Vocabulary Study
o Vocabulary Practice
o Vocabulary Strategy
o Grammar in Context
o Selection Tests A, B/C
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- Holt McDougal Literature Book, 7th Grade-Unit 8- Informational Text- “Like Black Smoke/A World Turned Upside Down”
(pages 928-941)
o Reading Strategy: Set a Purpose fore Reading
o Vocabulary Study
o Vocabulary Practice
o Vocabulary Strategy
o Grammar in Context
o Selection Tests A, B/C
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- Holt McDougal Literature Book, 7th Grade-Unit 8- Informational Text- Why We Shouldn’t Go to Mars” (pages 968-975)
o Text Analysis: Counterargument
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Websites:
Reading Skill: Paraphrase
Vocabulary Study
Vocabulary Practice
Vocabulary Strategy
Grammar in Context
Selection Tests A, B/C