Common Core

Standard
CCSS.ELALITERACY.RI.7.2
Determine two or
more central ideas in
a text and analyze
their development
over the course of
the text; provide an
objective summary
of the text.

How I Currently
Teach It
I give students a grade
level text and a
graphic organizer that
asks them to identify
the central idea of the
text, three supporting
details, and then
complete an objective
summary of the text. I
usually collect student
work and put them
into partners for the
next day and then pull
a small group. In the
past, I have had a split
between students who
can accurately
identify the central
idea but not the
supporting details and
students who are able
to accurately select
the most important
supporting details but
their central idea isnt
accurate. I try to
partner a strong
central idea student
with a strong
supporting details
student to revise their
papers and then ask
them to work together
using these skills on a
new grade level text. I
also pull a small of
group of students that
cannot accurately
identify a central idea
or supporting details
and confer with them

Technological Pedagogical Content Knowledge (TPACK) Ideas

At home, students can access the text from our Google

Classroom page and fill out the correlating graphic organizer
that night for homework (that night, I can group them for their
in class practice the following day)Google Classroom
https://classroom.google.com/welcome
During class time, students can work to edit their answers
with their partners on their Google Docs. The small of group
of students that I pull can work through an interactive lesson
of watching a video and Make A Map of the central ideaGoogle Docs
https://www.google.com/docs/about/
Make A Map
https://www.brainpop.com/make-a-map/?
topic=/english/freemovies/mainidea/
Engage students at home watching a video about what an
objective summary is, is not, and how to accurately write oneObjective Summary Video
https://www.youtube.com/watch?v=scjqgee2qJE
During class time the following day, students will
electronically annotate an article and then compose an
objective summary on their Google Doc. They will then have
to revise and leave comments for a partner on their Google
DocGoogle Docs
https://www.google.com/docs/about/

to work together on
modeling the skill and
guiding them through
the practice of the
skill. The following
day, I usually have to
model how to write an
objective summary
for the whole class
and guide them
through a practice of
writing one together.
CCSS.ELAI model the following
LITERACY.RI.7.5
types of text
Analyze the structure structures and draw
an author uses to
the blank graphic
organize a text,
organizers students
including how the
will need as they draw
major sections
them along with me:
contribute to the
cause and effect,
whole and to the
problem solution,
development of the
description, time
ideas.
order, and compare
contrast. I go through
lessons with short
texts to model/ guide
their practice in
selecting which
graphic organizer to
use and what the text
structure the author is
using is. I then have
students do it
independently with a
grade level text. As
students work with
longer pieces of text,
they are asked to
analyze it on a micro
level (either
paragraph by
paragraph or by each
section) to see how

At home, students can view the following video to get

background knowledge on text structure and then create a
glogster poster to use as a notes page on the various types of
text structureText Structure Video
http://youtu.be/s74XA3tCPt8
Glogster- online poster
https://www.glogster.com/#love
During class the following day, students can work through the
three interactive text structure practices and the quiz on the
website while I confer with students as they workInteractive Text Structure Practice
http://www.ereadingworksheets.com/text-structure/text-structureactivities/text-structure-interactive-quiz/
At the end of class, students will complete an online exit
ticket on text structureOnline Exit Ticket
http://exitticket.org/

CCSS.ELALITERACY.RI.7.9
Analyze how two or
more authors writing
about the same topic
shape their
presentations of key
information by
emphasizing
different evidence or
advancing different
interpretations of
facts.

CCSS.ELALITERACY.W.7.3

each of the sections

work together to
develop the ideas as a
whole.
I provide students a
choice between two
different concepts that
I have selected with
two grade level
articles that have
opposing
interpretations of facts
and opinions.
Students are asked to
read these articles and
complete a graphic
organizer that asks
them to identify the
central idea of each of
the articles, three
pieces of text
evidence (the key
information) and then
identify the point of
view of the authors.
Based on student
work this day, I group
them the next day to
revise with a partner
or pull a small group
to model these skills. I
then ask students to
answer the following
prompt: How does
each persons point
of view shape the
readers
understanding of the
text? Use details
from each source to
support your answer.
When writing a
narrative, I begin by

At home, students can be asked to select a controversial topic

theyre interested in and find two online sources addressing
that topic from any of the following sites:
http://www.timeforkids.com/,
http://kids.nationalgeographic.com/, http://www.sikids.com/,
https://newsela.com/ (or a site that they preapprove from me).
Each source must have an opposing view of each other.
Students can post these link in a Google Doc to be accessed
the next dayGoogle Docs
https://www.google.com/docs/about/
During class, students will be asked to organize their analysis
electronically of each of the opposing articles they found
(identify the key information presented, identify their
evidence and facts presented)Electronic Graphic Organizer
https://bubbl.us/
Based on the analysis completed in class, I can either model
for the whole class or pull small groups with common topics
to engage students in conversation about the way information
is presented and how facts can be interpreted.
Then, students can work in small groups to complete a gallery
walk/ small presentation of their analysis and answer to the
following prompt: How does each persons point of view
shape the readers understanding of the text? Use details
from each source to support your answer.

At home, view the following video on the writing process and

email me one comment you have about the writing process,

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

reviewing the writing

process in class.
Students then read an
example narrative and
identify the narrative
elements within the
story (the plot it
follows and the
descriptive details it
encompasses).
Students are then
asked to plan their
narrative on a plot
diagram, draft their
narrative, revise their
narrative with a
partner, and then
compose a final copy
of their narrative.

one thing you learned about the writing process, and one
question you still have about the writing processWriting Process Video
https://www.youtube.com/watch?v=W_objZtokYk
In class, view the following online personal narrative example
and when finished, use a poll site to ask students to identify
elements of narrative from the video
Personal Narrative Example https://www.youtube.com/watch?
v=W_objZtokYk
Poll Everywhere
https://www.polleverywhere.com/

Ask students to answer each others questions they have on

narrative writing through discussion and online research
(present those findings to whole class)
To begin the planning process, students can explore the
following sites and choose how they want to plan their
narrative electronically:
Personal Narrative Graphic Organizer
http://www.timeforkids.com/files/201107/personalnarrativeorganizer.pdf
Interactive Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/
Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/
Students will then have a choice for how they want to
compose their personal narrative electronically. Students will
need to submit their narrative proposal to me electronically
through an email for approval.
References
English Language Arts Standards Reading: Informational Text Grade 7. (2016). Retrieved from
http://www.corestandards.org/ELA-Literacy/RI/7/