Longview ISD
Page 1
7th Grade Unit 2:
Taking A Stand
TAKS Objective:
2, 3, 4
Suggested Time Frame:
TEKS:
6 Weeks
7.10E, 7.10L, 7.12C, 7.11D,
7.12G, 7.12K, 7.12F(3-7)
Unit Overview
During this unit, explore how conflict enables characters to take a stand as they discover their own personal strengths
Enduring Understandings
 A person's point of view affects how they
deal with conflict.
 Conflict can be an agent for positive
or negative change.
 Authors use language to persuade
readers
 Life situations help determine our actions
Essential Questions
 How can a person’s decisions and
actions change his/her life?
 How do decisions, actions, and
consequences vary depending on the
different perspectives of the characters
involved?
 How do authors use the resources of
language to impact an audience?
 Are we governed/guided by fate, free
will, a greater power, or do we fall
somewhere on the spectrum between?
Language of Instruction
 autobiography
 biographer
 biography
 essay
 expository (formal) essay
 first-person point of view
 informative article
 informative nonfiction
 interview
 nonfiction
 personal (informal) essay
 persuasive essay
Relationships and/or Connections
that should emerge
 Distinguishing between internal and
external conflict
 Decisions and actions affect
characters in literature.
 Decisions and actions impact our lives
as well.
Core Vocabulary
 Vocabulary Workshop- unit 3-4
 Word Skills- units 3-4
Core Vocabulary List – see Instructional
Resources
Products students will develop
Select from:
 Story map for novel
 Game board for novel
 Sack of symbolism
 PowerPoint Presentation
 Timeline for “Eleanor Roosevelt”
Writing Purpose
 Compare/Contrast
 To recognize and use compare
and contrast order in writing.
Focus and Coherence
 Maintaining focus
 Logical flow from opening to
conclusion
 All sentences address prompt
Writing Organizations
 Introduction-introduce the subjects
being compared and tells the
reason for the comparison.
 Body-explains similarities and
differences.
 Conclusion-summarizes the
comparison and explains new
understanding.
Depth of Development
 Correct any grammar, spelling, and
punctuation errors.
 Make ideas clear, focused, and
well supported with details.
 Arrange your ideas in a logical
order that moves the reader
through the piece.
 Improve the flow of writing by using
varied sentence lengths
Voice
 Express ideas in a way that show
your individual style.
 Choose words that are precise,
powerful, and engaging.
Conventions of Written Language
 Verbs pg. 13: E3-5
 Adjectives pg. 15 G1-7
 Adverbs pg. 16 H1-7
8/27/2007
DRAFT 2
Longview ISD
Page 2
7th Grade Unit 2:
Taking A Stand
TAKS Objective:
2, 3, 4
Suggested Time Frame:
TEKS:
6 Weeks
7.10E, 7.10L, 7.12C, 7.11D, 7.12G,
7.12K, 7.12F(3-7)
Unit Overview
During this unit, explore how conflict enables characters to take a stand as they discover their own personal strengths
Text Resources
The Language of Literature, pages
 88-96
 102-104
 122-134
 143-149
 155-160
 164-170
Workstations
Whole group
Novel - Select from the following:
 My Louisiana Sky
 Jingo Django
 Harris and Me
 Maniac Magee
 Taking Sides
Computer Lab
Anchor Readings:
The Language of Literature
 “If I Can Stop One Heart from
Breaking”, p. 33
 “Primal Compassion”, p.138
 “Bums in the Attic”, p. 105
Reading Skills/Processes
Small group
Paired learning (partners)
Library
Technology & Electronic Resources
 Internet: Research starter
 Laser links, teacher sourcebook pages 813.
 Lit Performance “Jimmy Valentine” for “A
Retrieved Reformation” Video resource
book 11-16.
 CD Rom for short stories in the anthology
Read Aloud Books:
Other (i.e., Speakers, Field Trips)
WRITING MINILESSONS:
Graphic Organizers
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7.6A
7.6B
7.6C
7.7A
7.7B
7.7C
7.7D
7.7E
7.8A
7.8B
7.8C
7.9A
7.9B
7.9C
7.9D
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7.9E
7.9G
7.10A
7.10B
7.10C
7.10D
7.10K
7.10M
7.11A
7.11B
7.11D
7.12B
7.12D
7.12E
7.12F
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7.12G
7.12H
7.12I
7.12J
7.13A
7.13B
7.13D
7.13E
7.13G
7.13H
7.13I
7.14A
7.14B
7.14C
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7.19D
7.19E
7.20B
7.20C
7.20D
7.20E
7.20F
7.21A
7.21B
7.21C
Writing Skills/Processes
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7.15F
7.15H
7.16A
7.16B
7.16C
7.16D
7.16E
7.16F
7.16G
7.18A
7.18B
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7.18C
7.18D
7.18E
7.18F
7.18G
7.18H
7.18I
7.19A
7.19B
7.19C
Method(s) of Assessment
Observation
A Observation evaluated by peers
B Students engaged in learning activities
C Direct questioning
D Observation of performance or process
Constructed Response
I.
TEKS Check
II. Open-ended
III.
Essay
IV. Research Paper
V. Log / Journal
VI. Story / Play / Poem
VII.
Model / Map / Video
VIII. Oral / Visual / Multimedia
Presentation
Compare/Contrast
Selected Response
1 Fill-in-the-blank test
2 Matching test
3 Multiple choice test
True/False test
Venn Diagram
8/27/2007
DRAFT 2
Longview ISD
Page 3
Seventh Grade ELA 2nd Six Weeks Summary
In this brief overview, the dates will fluctuate according to your students,
calendar, and special events.
Reflections
Suggested: 5 Days
 Reading: Eleanor Roosevelt
 Skills: sequencing, creating a timeline
 Grammar: Verbs, adjectives, adverbs
 Writing: Compare/Contrast brainstorm
Suggested: 5 Days
 Reading: A Retrieved Reformation
 Skills: compare/contrast
 Grammar: Verbs, adjectives, adverbs
 Writing: Compare/Contrast organize information for essay
Suggested: 5 Days
 Reading: After Twenty Years
 Skills: compare/contrast
 Grammar: Verbs, adjectives, adverbs
 Writing: Compare/Contrast begin rough copy
Suggested: 5 Days
 Reading: Rikki-tikki-tavi
 Skills: analyze plot, setting, and problem resolution
 Grammar: Verbs, adjectives, adverbs
 Writing: Compare/Contrast revise essay
Suggested: 5 Days
 Reading: Homeless
 Skills: style, tone, mood
 Grammar: Verbs, adjectives, adverbs
 Writing: Rewrite compare/contrast and turn in final copy
Suggested: 5 Days
 Reading: Dirk the Protector
 Skills: dynamic character traits
 Grammar: Verbs, adjectives, adverbs
***Novel Unit will also be taught during this six weeks. Choose from the 7th book list.
8/27/2007
DRAFT 2