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  • WI.ELA-Literacy.L.7.6
7th Grade Historical Literacy Units
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Overview: 7th Grade Historical Literacy consists of two 43 minute class periods. ...

Overview: 7th Grade Historical Literacy consists of two 43 minute class periods. Writing is one 43 minute block and reading is another. The teacher has picked themes based on social studies standards, and a read-aloud novel based on social studies serves as the mentor text for writing and reading skills. More social studies content is addressed in reading through teaching nonfiction reading skills and discussion.

Standards reflect CCSS ELA, Reading, and Social Studies Standards.

Subject:
Education
English Language Arts
Social Studies
Material Type:
Activity/Lab
Assessment
Curriculum Map
Formative Assessment
Author:
Jennifer Mortensen
Date Added:
08/02/2019
Code & Create a Game - Use Hopscotch & Tynker
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Students will use the Hopscotch or Tynker App (either on an iPad ...

Students will use the Hopscotch or Tynker App (either on an iPad or web-based) to create their own video game.  This project is designed for grades 6-8 but could be adopted to other grades.  The project is intended for use after students complete the 20 hour course on introduction to coding on Code.org (https://studio.code.org/s/20-hour)

Subject:
Career and Technical Education
Business and Information Technology
Information and Technology Literacy
Material Type:
Formative Assessment
Game
Rubric/Scoring Guide
Simulation
Provider:
Kurt Wismer
Author:
Kurt Wismer
Date Added:
03/28/2018
Grade 7 ELA Module 1
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In this 8 eight-week module, students explore the experiences of people of ...

In this 8 eight-week module, students explore the experiences of people of Southern Sudan during and after the Second Sudanese Civil War. They build proficiency in using textual evidence to support ideas in their writing, both in shorter responses and in an extended essay. In Unit 1, students begin the novel A Long Walk to Water (720L) by Linda Sue Park. Students will read closely to practice citing evidence and drawing inferences from this compelling text as they begin to analyze and contrast the points of view of the two central characters, Salva and Nya. They also will read informational text to gather evidence on the perspectives of the Dinka and Nuer tribes of Southern Sudan. In Unit 2, students will read the remainder of the novel, focusing on the commonalities between Salva and Nya in relation to the novel’s theme: how individuals survive in challenging environments. (The main characters’ journeys are fraught with challenges imposed by the environment, including the lack of safe drinking water, threats posed by animals, and the constant scarcity of food. They are also challenged by political and social environments.). As in Unit 1, students will read this literature closely alongside complex informational texts (focusing on background on Sudan and factual accounts of the experiences of refugees from the Second Sudanese Civil War). Unit 2 culminates with a literary analysis essay about the theme of survival. Unit 3 brings students back to a deep exploration of character and point of view: students will combine their research about Sudan with specific quotes from A Long Walk to Water as they craft a two-voice poem, comparing and contrasting the points of view of the two main characters, Salva and Nya,. The two-voice poem gives students an opportunity to use both their analysis of the characters and theme in the novel and their research about the experiences of the people of Southern Sudan during the Second Sudanese Civil War.

Subject:
Reading Informational Text
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Date Added:
02/01/2013
Grade 7 ELA Module 2A
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In this module, students explore the issue of working conditions, both historical ...

In this module, students explore the issue of working conditions, both historical and modern day. As they read and discuss both literary and informational text, students analyze how people, settings, and events interact in a text and how an author develops a central claim. Students strengthen their ability to discuss specific passages from a text with a partner, write extended text-based argument and informational pieces, and conduct a short research project. At the end of the module, students will have a better understanding of how working conditions affect workers and the role that workers, the government, consumers, and businesses play in improving working conditions. The first unit focuses on Lyddie, a novel that tells the story of a young girl who goes to work in the Lowell mills, and explores the issue of working conditions in industrializing America. This unit builds students’ background knowledge about working conditions and how they affect workers, and centers on the standard RL.7.3, which is about how plot, character, and setting interact in literature. As an end of unit assessment, students write an argument essay about Lyddie’s choices regarding her participation in the protest over working conditions. The second unit moves to more recent history and considers the role that workers, the government, and consumers all play in improving working conditions. The central text in Unit 2 is a speech by César Chávez, in which he explains how the United Farm Workers empowered farmworkers. Unit 2 focuses on reading informational text, and students practice identifying central ideas in a text, analyzing how an author develops his claims, and identifying how the sections of the text combine to build those ideas. This unit intentionally builds on Odell Education’s work, and if teachers have already used the Chávez speech and lessons, an alternate text is suggested with which to teach the same informational text standards. In the End of Unit 2 Assessment, students apply their understanding of text structure to a new speech. Unit 3 focuses on the research standards (W.7.7 and W.7.8): through an investigation of working conditions in the modern day garment industry, students explore how businesses can affect working conditions, both positively and negatively. As a final performance task, students create a consumer’s guide to working conditions in the garment industry. This teenage consumer’s guide provides an overview of working conditions and offers advice to consumers who are interested in working conditions in the garment industry.

Subject:
Reading Informational Text
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Date Added:
05/12/2013
Grade 7 ELA Module 4A
Conditions of Use:
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This eight-week module focuses on a “science and society” topic, engaging students ...

This eight-week module focuses on a “science and society” topic, engaging students in reading compelling informational text about adolescent brain development and the effects of entertainment screen time on the brain.

In Unit 1, students first read various texts that will build their background knowledge about adolescent brain development in general. Their learning will center around three areas of the brain, namely the prefrontal cortex, the limbic system, and the developing neurons. Students determine main ideas and evidence in diverse media and clarify their learning about this complex content. Then they begin to focus on the issue of screen time and how it may affect teenagers.

Subject:
English Language Arts
Life Science
Material Type:
Full Course
Lesson Plan
Unit of Study
Provider:
New York State Education Department
Provider Set:
EngageNY
Date Added:
01/24/2014
LINCS Vocabulary Strategy
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LINCS vocabulary strategy is used to help with students struggling to learn ...

LINCS vocabulary strategy is used to help with students struggling to learn new vocabulary words.  It helps students learn the meaning of new vocabulary words using memory-enhancing techniques.  The strategy steps help students to focus on the critical elements of the concepts: to use visual imagery, associations with prior knowledge, and key-word mnemonic devices to create a study card; and to study the card to enhance comprehension and recall of the concept.
The Parts to the LINCS Strategy: The LINCS Strategy stands for: L = List the Parts I = Identify a Reminding Word N = Note a LINCing Story C = Create a LINCing Picture S = Self- Test

Subject:
English Language Arts
Material Type:
Diagram/Illustration
Learning Task
Provider:
Prezi Inc.
Date Added:
11/12/2015
Teaching Students About Copyright And Fair Use
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Students explore the legal and ethical dimensions of respecting creative work. First, ...

Students explore the legal and ethical dimensions of respecting creative work. First, they learn a basic foundation of legal principles and vocabulary related to copyright. They understand how such factors as the rules of copyright law, the values and intent of the original creator, and the audience and purpose should affect their decisions about using the creative work of others. Using the Mad Men Student Handout, students then apply these principles to a simulation activity in which they act as advertising executives who have to choose a photo for an ad campaign.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Informational Text
Speaking and Listening
Information and Technology Literacy
Material Type:
Lesson
Author:
Nichole Niebur
Teaching Channel
Date Added:
03/10/2019
Understanding Fair Use in the Digital World
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Students explore the concept of fair use, apply it to case studies, ...

Students explore the concept of fair use, apply it to case studies, and
create an original work of fair use.
Students learn how to judge whether something is protected by fair use
by using the Four Points of Fair Use Student Handout. They
apply the four points of fair use to two case studies, a remixed video and
a mash-up song, to judge whether or not they fall under fair use.
Students then create an original work of fair use by reworking
copyrighted material to create a collage or a remix video.

Subject:
Education
English Language Arts
Information and Technology Literacy
Material Type:
Learning Task
Lesson
Author:
Commen Sense Education
Novella Bailey
Teaching Channel
Date Added:
03/10/2019