What does it mean to be American?

Martha St Jean
9 Week Unit Plan 7th Grade English Language Arts
Stage 1 Desired Results
Established Goals (Content Standards)

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.RL.7.2
Determine a theme or central idea of a text and analyze its development over the course of the text;
provide an objective summary of the text.

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.RL.7.5
Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its
meaning

CCSS.ELA-LITERACY.RL.7.6
Analyze how an author develops and contrasts the points of view of different characters or narrators
in a text.

CCSS.ELA-LITERACY.W.7.2.A
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information,
using strategies such as definition, classification, comparison/contrast, and cause/effect; include
formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.

CCSS.ELA-LITERACY.W.7.2.B
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information
and examples.

CCSS.ELA-LITERACY.W.7.2.C
Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
CCSS.ELA-LITERACY.W.7.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS.ELA-LITERACY.L.7.4.C
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its
part of speech.

CCSS.ELA-LITERACY.L.7.4.D
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the
inferred meaning in context or in a dictionary).
Understandings: Essential Questions:

The idea of what it means to be American 1. What does it mean to be

has changed over time.
The idea of America is difficult, and complex;
people have varying ideas of what America is.
There are many different conceptions of what
it means to be American, specifically in light
of culture, class, gender, time period, and lived
experiences.
American?
2. What makes someone American?
Why are some Americans privileged
and others not?
3. Should undocumented people be
considered American?
4. Are metaphors necessary to explain
or communicate about life?
5. Are songs poems, or are poems
songs? Whats your stance?
6. How do master writers create voice
and make meaning through their
texts?
7. Can life be fully described using
poetry?
8. How does the voice of the writer add
or change the meaning of a text?

Students will know Students will be able to

Key content terms for 7th grade ELA
regarding literary devices and genres. Basic Skills: Reading
and recognize tiers two and three academic comprehension and grammar
and content vocabulary including: conventions
immigration, Civil Rights, race, poetry, stanza, Communication Skills: Expressive
lines, verse, speech, essay, narrator, mood, writing and organization of ideas,
setting, figurative, literal etc. written and verbal
Important Events/People: Walt Whitman, Research Skills: How to find
Langston Hughes, Julia Alvarez, Donovan relevant information, and relate it
 Livingston
Stage 2 Assessment Evidence
Performance Tasks:
Summative task: Students will create a poster board,
PowerPoint presentation, speech, or painting to
present the class with a reflection of what it means to
be American.
Complete multiple choice assessments
Complete in class written assignments
Participation in collaborative group work
Write three essays
Participate in two socratic seminars
Create a multi-modal representation of what it
means to be American.
Self-reflection
Stage 3 Learning Plan
Where are your students headed? Where have
they been? How will you make sure the students
know where they are going?
How will you hook students at the beginning of the
unit?
Thinking Skills: Recognize and
apply thematic and narrative
vocabulary
Study Skills: Annotation
Interpersonal/Group Skills:
Collaboration, Discussion
Other Evidence:
Identify the theme in a text
Compare and contrasts the
perspectives of different authors
writing about different topics
Determine the figurative and
connotative meanings of words in a
text
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.
Analyze how a drama's or poem's
form or structure (e.g., soliloquy,
sonnet) contributes to its meaning
Students have been learning about theme,
exploring ideas of identity and belonging,
and are now learning to make more complex
analyses. This unit is an attempt to move
them forward in their critical thinking while
continuing to establish high expectations.
Students will be hooked using a mini-
documentary featuring the different
Americans attending CUNY Baruch.
Using an anticipation guide, they will make
interpersonal connections by answering
culturally relevant questions. They will be

What events will help students experience and
explore the big idea and questions in the unit?
How will you equip them with needed skills and
knowledge?
How will you cause students to reflect and rethink?
How will you guide them in rehearsing, revising,
and refining their work?
How will you help students to exhibit and self-
evaluate their growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise personalize the
learning plan to optimize the engagement and
effectiveness of ALL students, without
compromising the goals of the unit?
How will you organize and sequence the learning
activities to optimize the engagement and
achievement of ALL students?
Format from: From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for
Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)
given an opportunity to share with other
students. A whole class share out of what it
means to be American is expected to ensue.
This unit is based on a series of paired texts-
literature, videos, photographs, quotes, etc.
- that will allow students to explore the big
idea of the unit, and answer the questions
throughout.
Reflective practice will be embedded in
students use of content standards, as they
think about the imagery of America through
various poems, a song, speeches, and
essays. They will examine the perspectives
of privilege, power, and poverty through the
different American voices represented.
Students participation in discussions, think-
pair-shares, collaborative practices, and
completion of multiple choice questions,
short-answer responses, and finally the
presentation of a multimodal project will
serve to assess their understanding.
All students will be required to participate
in the unit, there will be scaffolding and
multiple means of access including but not
limited to visuals, graphic organizers, and
art.
All pieces are sequenced chronologically in
order for students to be able to relate the
ideas of the Civil Rights movement,
segregation, immigration, and modern day
oppression as related to their personal
histories.

Lesson Number Learning Objective Language Objective Content Standard
Lesson 1 IWBAT use IWBAT answer a CCSS.ELA-
information from a variety of guided LITERACY.W.7.2.D
variety of texts and questions and write
visuals to formulate predictions about the
written questions about theme of the unit.
the unit theme of
What does it mean to
be American?
Lesson 2 IWBAT correctly IWBAT complete a CCSS.ELA-
identify literary multiple choice activity LITERACY.L.7.4.C
vocabulary that is which correctly
particular to the unit identifies academic and CCSS.ELA-
theme of What does it content area LITERACY.L.7.4.D
mean to be American? vocabulary. (2)
IWBAT write two
sentences providing
examples of a
metaphor and imagery.
Lesson 3 IWBAT make IWBAT complete my CCSS.ELA-LITERACY.RL.7.1
predictions and infer anticipation guide with
ideas and concepts that predictions, gist, and
will be explored inferences regarding
throughout the unit. what it means to be
American.

Lesson 4 IWBAT analyze how IWBAT develop a CCSS.ELA-LITERACY.RI.7.1

specific text structures written summary of the
help to convey the given song text using at
themes in America, least one conjunction
the Beautiful and an appositive.

Lesson 5 IWBAT to compare IWBAT compare and CCSS.ELA-LITERACY.RI.7.1

and contrast my contrast my experience
experience of America of America to that of
to that of Katherine Lee Katherine Lee Bates,
Bates. using song text. I will
use at least one
conjunction and an
appositive.
Lesson 6 IWBAT analyze how IWBAT develop a CCSS.ELA-LITERACY.RI.7.1
specific text structures written summary of the
help to convey the given song text using at
themes in America, least one conjunction
the Beautiful and an appositive.

Lesson 7 IWBAT make IWBAT make a written CCSS.ELA-

predictions and infer connection between LITERACY.RL.7.1CCSS.ELA-
the gist of Walt Whitman, Hughes, and LITERACY.RL.7.2
Whitmans poem I the song America the
Hear America Singing Beautiful.
and I Too, Hear
America Singing, by
Langston Hughes using
the title as a text
feature.
Lesson 8 IWBAT use text IWBAT write a claim CCSS.ELA-
evidence to compare and formulate an LITERACY.W.7.2.A
and contrast Walt analysis regarding the CCSS.ELA-
Whitmans point of authors point of view LITERACY.W.7.2.B
view in I Hear using evidence from CCSS.ELA-
America Singing and the text. LITERACY.W.7.2.C
Langston Hughes I
Too, Sing America
Lesson 9 IWBAT use IWBAT answer a CCSS.ELA-LITERACY.RI.7.1
information from a variety of guided
variety of texts and questions about the
visuals to formulate historical context of
claims about the Walt Whitman's poem.
historical context of
Walt Whitman's poem.

Lesson 10 IWBAT use IWBAT answer a CCSS.ELA-LITERACY.RL.7.1

information from a variety of guided CCSS.ELA-
variety of texts and questions about the LITERACY.W.7.2.D
visuals to formulate historical context of
claims about the Langston Hughes'
historical context of poem.
Langston Hughes'
poem.
Lesson 11 IWBAT use text IWBAT write a claim CCSS.ELA-
evidence to compare and formulate an LITERACY.W.7.2.A
and contrast Walt analysis regarding the CCSS.ELA-
Whitmans point of authors point of view LITERACY.W.7.2.B
view in I Hear using evidence from CCSS.ELA-
America Singing and the text. LITERACY.W.7.2.C
Langston Hughes I
Too, Sing America.
(Day 1)
Lesson 12 IWBAT use text IWBAT write a claim CCSS.ELA-
evidence to compare and formulate an LITERACY.W.7.2.A
and contrast Walt analysis regarding the CCSS.ELA-
Whitmans point of authors point of view LITERACY.W.7.2.B
view in I Hear using evidence from CCSS.ELA-
America Singing and the text. LITERACY.W.7.2.C
Langston Hughes I
Too, Sing America.
(Day 2)
Lesson 13 Using copies of my Using sentence stems, CCSS.ELA-LITERACY.SL.7.1
annotated texts IWBAT students will be able to CCSS.ELA-
participate in a Socratic orally compare and LITERACY.SL.7.1.A
Seminar comparing and contrast the viewpoints
contrasting the ideas in of Walt Whitman and
America the Langston Hughes on
Beautiful, I Hear what it means to sing
America Singing, and America.
I Too, Hear America
Singing based on the
perspectives of the
different authors (2)
Students will identify
personal perspectives to
incorporate into the
discussion of how do
they sing America.
Lesson 14 IWBAT use Students will be able to CCSS.ELA-LITERACY.RI.7.6
background use textual evidence to
information on Julia articulate - verbally and
Alvarez to make through writing - how
inferences and analyze the theme of the text is
her thoughts as a child conveyed the literary
about what it means to element: language.
be an American.
Lesson 15 IWBAT use Students will be able to CCSS.ELA-LITERACY.RI.7.6
information from an use textual evidence to
interview to state who articulate - verbally and
Julia Alvarez is in my through writing - how
own words. the theme of the text is
conveyed the literary
element: language.

Lesson 16 Using textual evidence Students will be able to CCSS.ELA-LITERACY.RI.7.6

students will be able to use textual evidence to
identify the main articulate - verbally and
idea/theme of through writing -
Name/Nombres and impact of names on a
respond accurately to persons identity, and
comprehension connect it to the idea of
questions related to it. being American.
Lesson 17 Using Julia Alvarezs Students will be able to CCSS.ELA-LITERACY.RI.7.6
text Name/Nombres use textual evidence to
IWBAT write an articulate - verbally and
analysis about the through writing -
impact of names on a impact of names on a
persons identity, and persons identity, and
connect it to the idea of connect it to the idea of
being American. being American.

Lesson 15 Using Julia Alvarezs Using specific details CCSS.ELA-LITERACY.RI.7.1

Names/Nombres and evidence students
text students will be will be able to
able to cite several construct a written
analysis that identifies
pieces of textual
the theme of the text
evidence to support and supports my claim.
analysis of what the
text says explicitly,
and make inferences
drawn from the text.
Lesson 16 Using textual evidence Students will be able to CCSS.ELA-LITERACY.RI.7.6
students will be able to use textual evidence to
identify the main articulate - verbally and
idea/theme of through writing -
Name/Nombres and impact of names on a
respond accurately to persons identity, and
comprehension connect it to the idea of
questions related to it. being American.

Lesson 17 Using Julia Alvarezs Students will be able to CCSS.ELA-LITERACY.RI.7.6

text Name/Nombres use textual evidence to
IWBAT write an articulate - verbally and
analysis about the through writing -
impact of names on a impact of names on a
persons identity, and persons identity, and
connect it to the idea of connect it to the idea of
being American. being American.

Lesson 18 Using Julia Alvarezs Using specific details CCSS.ELA-LITERACY.RI.7.1

Names/Nombres text and evidence IWBAT
students will be able to will be able to
cite several pieces of construct a written
textual evidence to analysis that identifies
support analysis of the theme of the text
what the text says and supports my claim.
explicitly, and make
inferences drawn from
the text.
Lesson 19 I will be able to begin Using sentence stems, CCSS.ELA-LITERACY.7.2a
creating an outline that students will create a CCSS.ELA-
identifies how, Julia written framework for LITERACY.W.7.1b
Alvarez, uses the an essay on the theme CCSS.ELA-
literary element of Names/Nombres.
LITERACY.W.7.1c
language to convey
theme. (2) I will be able
to use details from the
text to support my
response.
Lesson 20 Using Julia Alvarezs Using specific details CCSS.ELA-LITERACY.RI.7.1
text Names/Nombres and evidence IWBAT
IWBAT to write an will be able to
essay using several construct a written
pieces of textual analysis that identifies
evidence to support the theme of the text
analysis of what the and supports my claim.
text says explicitly, and
make inferences drawn
from the text.
Lesson 21 In small group Using sentence CCSS.ELA-LITERACY.SL.7.1
discussion, students stems, students will CCSS.ELA-
will be able to compare be able to orally LITERACY.SL.7.1.A
and contrast the compare and contrast
different ways the
the viewpoints of the
various Julia Alvarez
readings use language
various Julia Alvarez
to impact the text. readings use
language to impact
the text, and respond
to peer ideas during a
small group
discussion.