Language Arts » 7th grade 'Perspectives' (Unit 1 overview)

7th grade 'Perspectives' (Unit 1 overview)

Highlights of Unit 1: Generations (Quarter 1)

As a class, in small groups, and independently, students will work to answer this question: 

What can one generation learn from another? 


TALK IT OVER WITH YOUR SON OR DAUGHTER

What are some of the ways you could answer the question What can one generation learn from another?

When is experience important? How can someone teach the essence of their experience?

Why do you think stories about a character learning from someone older or younger are so compelling?

 

UNIT 1 SELECTION TITLES, AUTHORS, GENRES

WHOLE-CLASS LEARNING

“Two Kinds” from The Joy Luck Club

Amy Tan

novel excerpt

“A Simple Act”

Tyler Jackson

news blog

from An Invisible Thread

Laura Schroff and Alex Tresniowski

memoir

SMALL-GROUP LEARNING

“Tutors Teach Seniors New High-Tech Tricks”

Jennifer Ludden

news article

“Mother to Son”

Langston Hughes

poetry

“To James”

Frank Horne

poetry

“Family”

Grace Paley

poetry


PERFORMANCE TASKS AND PERFORMANCE-BASED ASSESSMENT

Whole-Class Task (25%)

After completing the Whole-Class section of the unit, students will have the opportunity to use any of the texts to discuss how the theme of generation is explored through the narrative.

End-of-Unit Performance Assessment (45%)

After completing the Whole-Class section of the unit, students will write a nonfiction narrative answering this question: Write from experience of a time where you have learned something from another generation.


Standards

Activities and assignments in Unit 1 will help your child meet the following Common Core State Standards for reading literature, informational texts, writing, and speaking and listening. Here are some key standards students will work toward in this unit.


Reading

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.

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

• 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 the text.

Writing

• Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.


Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Speaking and Listening

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.

• Present claims and findings (e.g. argument, narrative, summary presentations), emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

• Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.