| MI: English Language Arts 6-12 Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.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. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. RL.7.5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently. RL.7.10.By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.7.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. W.7.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 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. SL.7.1a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL.7.1b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. SL.7.1c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. SL.7.1d. Acknowledge new information expressed by others and, when warranted, modify their own views. 5. Demonstrate understanding of word relationships and nuances in word meanings. L.7.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.7.5a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. L.7.5b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. L.7.5c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | |
| Reading Assessments: Reading Survey- Consider surveying students using Google Forms. The results of the form can be turned into a Google Sheet that can be shared and discussed with students and used for unit decision making. Sample Reading Survey Google Form [Force Copy]. A similar survey can be completed in the spring for comparative purposes. Here is a preview of the Ready Survey form. In the writing pre-assessment, you will anchor their pre-assessment in reading a persona poem. There are suggestions on the template, but you will need to be sure the poem is appropriate for your students’ needs. 7th Grade Launch: Writing Pre-assessment
Writing Survey- Consider surveying students using Google Forms. The results of the form can be turned into a Google Sheet that can be shared and discussed with students and used for unit decision making. Sample Writing Survey Google Form [Force Copy] A similar survey can be completed in the spring for comparative purposes. Here is a preview of the Writing Survey form.
Suggestions for Summative Assessments 7th Grade ELA: Launch Unit Persona Poem Rubric (Summative Assessment)
Students will plan, draft, revise, edit, and rewrite a Persona poem in which the speaker is a character from the student’s own independent reading text. The student will need to use their skills as a reader, as well as their skills as a poet, to craft this poem. Reading, writing, and language standards are assessed in this task.
Additionally, ensure that each student is given a chance to give one book talk. The assessment can be found here: 7th Grade ELA: Launch Unit Book Talk Rubric. This routine is established in Lesson Three.
| Analyzing Demonstrating Distinguishing Engaging Interpreting Producing Using |
| Click here to access detailed lesson plans for this unit. For additional context and support with the instructional approaches in all of the units, please click here. | These units are intended to be a free curriculum resource available widely at no cost to Michigan schools and teachers. Because of this, the lessons in these units contain links to any required instructional materials for implementing individual lessons. In order to support the instructional practices throughout the units, your district should consider providing resources and materials in the following areas: - Suggested anchor and mentor texts: Throughout the units, you will find suggested texts to use as anchor and mentor texts when modeling reading and writing instruction. Because the units are built around standards and instructional practices, they are not about the content found within any given text, and so any suggested text may be substituted for alternate texts as appropriate given the focus and standards of the unit. Text selection in these units prioritizes diverse representation of characters, situations, and authors including, but not limited to, racial and ethnic background, gender, LGBTQ+ identity, genre, format (e.g. graphic novels, novels in verse, etc.), and complexity levels. If you are considering alternate or additional texts, it is critical to the integrity of these units that diverse representation is maintained. If you wish to use the suggested texts included in the unit, you can find free-access materials linked within each lesson template. Because the unit writers prioritized a commitment to engaging, inclusive texts, there are some suggestions for texts and trade books that are not available in free, open-access platforms. Texts that you may want to consider purchasing for teacher and/or student use can be found within the unit as well as in this document that lists Texts and Resources to Consider Purchasing . For schools that own a Newsela ELA subscription, this document provides suggested Newsela resources to supplement each unit.
- Abundant choice reading materials: Because these units are built upon workshop principles, students’ opportunity to independently select and engage in a wide range and volume of reading is critical. Access to school libraries and media specialists will significantly support implementation of these units. Additionally, individual classroom libraries will provide further and crucial resources necessary for the differentiation and gradual release of responsibility necessary to implementing these units with fidelity.
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