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  • MCCRS.ELA-Literacy.RL.7.6
7th Grade Historical Literacy Units
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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:
English Language Arts
Material Type:
Unit of Study
Author:
Jennifer Mortensen
Jessica Leonard
Date Added:
04/16/2019
Facebook Fiction
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In order to get the most out of a piece of literature, students must empathize with the characters, try to understand what motivates the main characters, and how those characters perceive of and interact with their world. The way that our students perceive of and interact with their world is changing all the time. At this point in history, however, digital communication the key. Therefore, as teachers, if we can bring social media into the realm of literature, we have a better chance of engaging the students and getting them to see what lies within the protagonists on the page. This project has the student create a Facebook page for a character in the story, allowing each student to embody that character and interact with others from within that text or intertextually.

Subject:
Arts and Humanities
Material Type:
Interactive
Author:
Michael Benson
Date Added:
01/28/2016
Grade 7 ELA Module 1
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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
Is Mr. Wolf Really a Bad Guy?
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This lesson is intended to show children the importance of evaluating information as they read. The author's point of view is limited in that it only truly shows one side of the story. There is always another perspective. How the author views a subject colors everything that he or she writes about.

Subject:
Arts and Humanities
Material Type:
Lesson Plan
Provider:
University of North Carolina at Chapel Hill School of Education
Provider Set:
LEARN NC Lesson Plans
Author:
Leslie Pate
Date Added:
05/18/2000
Narrative of the Life of Frederick Douglass Unit
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Throughout this unit on Narrative of the Life of Frederick Douglass, students practice the same six skills with greater scaffolding and modeling at the beginning, and more independence toward the middle and end. The tasks include: 1. writing to an essential question to access background knowledge; 2. using context clues and root words to determine word meaning; 3. close reading with the aid of a glossary; 4. taking notes one of two graphic organizers (sequence of events and/or empathy map); 5. re-reading to answer text dependent questions; and 6. summarizing the chapter.

Subject:
Arts and Humanities
Material Type:
Lesson Plan
Provider:
Utah Education Network
Date Added:
08/12/2013
Shakespeare the Player: Illustrating Elizabethan Theatre through A Midsummer Night's Dream
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In this activity, you and your students will explore Elizabethan stage practices as the rustic yet enthusiastic amateur actors from Shakespeare's A Midsummer Night's Dream. While it's not necessary to teach Shakespeare's biography while studying his plays, sometimes opportunities to explore his world through his own eyes present themselves in his text. Students' new insights into the text will provide them with a deeper appreciation for Shakespeare’s world. This activity will take one or two class periods.

Subject:
Arts and Humanities
Material Type:
Lesson Plan
Provider:
Folger Shakespeare Library
Author:
Caitlin S Griffin and Carol Ann Lloyd Stanger
Date Added:
01/30/2015
Teaching Point of View
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Students will learn point of view by comparing and contrasting the views of slaves and a doctor in The People Could Fly retold by Virginia Hamilton and The Passing Cloud -- The Southern Negro by David Morrill. I strongly suggest the teacher previews The Passing Cloud -- The Southern Negro by David Morrill. The entire text is not needed in order for students to form an opinion or to learn point of view. Some students and parents may find the language offensive. I found the text interesting because it allows students to actually read the historical views of some people who lived in the area during the 1800's and early 1900's.

Subject:
Education
Material Type:
Lesson Plan
Provider:
University of North Carolina at Chapel Hill School of Education
Provider Set:
LEARN NC Lesson Plans
Author:
Angela Strother
Date Added:
05/22/2004