Unit-at-a-Glance Detail | EL Education CurriculumTEST2

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ELA G7:M2B:U1

What is Identity and how is it Formed?

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Launching the Module: Identity and Transformation: Then and Now

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Identity Entry Task/Unpacking Learning Targets (5 minutes)

2.  Work Time

     A.  Nadia’s Hands (10 minutes)

     B.  Who Am I on the Outside? External Identity (12 minutes)

     C.  Who Am I on the Inside? Internal Identity (12 minutes)

3.  Closing and Assessment

     A.  Revising Identity Anchor Chart and Reviewing Learning Targets (6 minutes)

4.  Homework

     A.  Read the excerpt from Not Much, Just Chillin’: The Hidden Lives of Middle Schoolers, pages 105 and 106. Complete the homework questions. 

  • Identity journals
  • Identity anchor chart
  • External Identity mind map
  • Internal Identity mind map
  • Reader’s Notes: Not Much, Just Chillin’: The Hidden Lives of Middle Schoolers, pages 105–106

Lesson 2Defining Key Terms: Gender and Internal Identity

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Collecting Homework/Identity Journal Entry Task (5 minutes)

     B.  Unpacking Learning Targets (5 minutes)

2.  Work Time

     A.  Reading and Answering Text-Dependent Questions: “Team Players” (20 minutes)

     B.  Guided Practice: Reader’s Notes: “Team Players” (10 minutes)

3.  Closing and Assessment

     A.  Reviewing Identity Anchor Chart and Learning Targets (5 minutes)

4.  Homework

     A.  Complete the Identity column and the Reader’s Dictionary for “Team Players.”

  • Reader’s Notes: Not Much, Just Chillin’, pages 105–106 (from homework)
  • Identity anchor chart
  • Reader’s Notes: “Team Players”

Lesson 3Analyzing the Central Ideas, Part 1: “The Border”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Return Mind Maps/Review Homework/Unpack Learning Targets (5 minutes)

2.  Work Time

     A.  Modeling Reading Strategies with “The Border” (10 minutes)

     B.  Central Ideas of “The Border”: Close Read (15 minutes)

     C.  Quote Sandwich: Back-to-Back and Face-to-Face (10 minutes)

3.  Closing and Assessment

     A.  Reviewing Identity Anchor Chart and Learning Targets (5 minutes)

4.  Homework

     A.  Complete Reader’s Notes: “The Border.” 

  • Reader’s Notes: “Team Players” (from homework)
  • Text-Dependent Questions: “The Border”
  • Reader’s Notes: “The Border”
  • Identity anchor chart
  • Student identity mind maps
  • Back-to-back and Face-to-Face

Lesson 4Analyzing the Central Ideas, Part 2: “The Border”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Reviewing Reader’s Notes and Unpacking Learning Targets (5 minutes)

2.  Work Time

     A.  Drafting “The Border” Short Response (15 minutes)

     B.  Setting Up Discussion Appointments (5 minutes)

     C.  Peer Critique: “The Border” Short Response (15 minutes)

3.  Closing and Assessment

     A.  Reflecting on the Writing Process/Reviewing Learning Targets (5 minutes)

4.  Homework

     A.  Finish revising “The Border” Short Response (due at the start of Lesson 5).

  • Identity anchor chart
  • Reader’s Notes: “The Border” (from homework)
  • Short Response Graphic Organizer: “The Border”
  • Discussion Appointment

Lesson 5Mid-Unit 1 Assessment: Evidence, Ideas, and Interactions in “Why Couldn’t Snow White Be Chinese?”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Entry Task: Introduction to Vocabulary in “Why Couldn’t Snow White Be Chinese?” (7 minutes)

2.  Work Time

     A.  Mid-Unit 1 Assessment (20 minutes)

     B.  National Identity: the 2010 Census (15 minutes)

3.  Closing and Assessment
     
     A.  Reviewing Learning Targets (3 minutes)

4.  Homework

     A.  Complete Question 4 in the identity journal Lesson 5 task.

  • Mid-Unit 1 Assessment

Lesson 6Drawing Inferences: “My Own True Name”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Identity Journal Entry Task/Unpacking Learning Targets (5 minutes)

2.  Work Time

     A.  Text-Dependent Questions: “My Own True Name” (18 minutes)

     B.  Written Conversation: Inferences in “My Own True Name” (13 minutes)

3.  Closing and Assessment

     A.  Returning Mid-Unit 1 Assessment (4 minutes)

     B.  Reviewing Identity Anchor Chart/Learning Targets (5 minutes)

4.  Homework

     A.  Correct the Mid-Unit 1 Assessment and complete Reader’s Notes: “My Own True Name.”

  • Identity anchor chart
  • Reader’s Notes: “My Own True Name”

Lesson 7Analyzing Text Structure: “Teen Slang: What’s, Like, So Wrong with Like?”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Identity Journals and Unpacking Learning Targets (5 minutes)

2.  Work Time

     A.  Listening for Gist: “Teen Slang: What’s, Like, So Wrong with Like?” (10 minutes)

     B.  Analyzing the Structure of the Text: “Teen Slang: What’s, Like, So Wrong with Like?” (1o minutes)

     C.  Reading Closely: “Teen Slang: What’s, Like, So Wrong with Like?” (13 minutes)

3.  Closing and Assessment

     A.  Forming Evidence-Based Claims: “Teen Slang: What’s, Like, So Wrong with Like?” (7 minutes)

4.  Homework

     A.  Complete the Forming Evidence-Based Claims Graphic Organizer: “Teen Slang: What’s, Like, So Wrong with Like?”

     B.  Read your independent reading book for the unit at home.

  • Reader’s Notes: “My Own True Name” (from homework)
  • Text-Dependent Questions: “Teen Slang: What’s, Like, So Wrong with Like?”
  • “Teen Slang: What’s, Like, So Wrong with Like?” Structure anchor chart.

Lesson 8Analyzing Text Structure: “Generation Z Stereotyped…”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Listening for Gist: “Generation Z Stereotyped ...” (10 minutes)

2.  Work Time

     A.  Analyzing the Structure of the Text: “Generation Z Stereotyped ...” (1o minutes)

     B.  Reading Closely: “Generation Z Stereotyped ...” (10 minutes)

     C.   Unstructured Review for the End of Unit Assessment (10 minutes)

3.  Closing and Assessment
 
     A.  Identity Journal (5 minutes)

4.  Homework

     A.  Continue reading in your independent reading book for the unit at home and study for your assessment. Be sure to bring your independent reading book to class.

  • Forming Evidence-Based Claims Graphic Organizer: “Teen Slang: What’s, Like, So Wrong with Like?” (from homework)

Lesson 9End of Unit Assessment: Claims, Interactions, and Structure in “Is Money Affecting Your Social Status?”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Entry Task: Unpacking Learning Targets/Reviewing Vocabulary (5 minutes)

2.  Work Time

     A.  End of Unit 1 Assessment (25 minutes)

3.  Closing and Assessment

     A.  Turn and Talk/Anchor Chart Development for Unit 2 (15 minutes)

4.  Homework

  1. Continue reading in your independent reading book for this unit.
  • End of Unit 1 Assessment

Lesson 10Independent Reading Celebration and Read-aloud of the Myth of Pygmalion

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Identity Journal Entry Task (5 minutes)

2.  Work Time

     A.  Independent Reading Celebration (25 minutes)

     B.  Unit 2 Teaser: Pygmalion Myth Read-aloud (10 minutes)

3.  Closing and Assessment

     A.  Goal-Setting for Unit 2 (5 minutes)

4.  Homework

     A.  Continue reading in your independent book.

  • Independent Reading sharing

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