Module 3, UNIT 1: Slavery, Abolition, and Frederick Douglass Module 3, UNIT 1 LENGTH: 25 days

Module 3, UNIT 1 LEARNING GOALS

I can cite several pieces of text-based evidence to support an analysis

of informational text. (RI.7.1)
I can determine the meaning of words and phrases in text (figurative,
connotative, and technical meanings). (RI.7.4)
I can determine an authors point of view or purpose in informational
text. (RI.7.6)
I can analyze how the author distinguishes his/her position from
others. (RI.7.6)
I can read above-grade-level texts with scaffolding and support.
(RI.7.10)
I can effectively engage in discussions with diverse partners about
seventh-grade topics, texts, and issues. (SL.7.1)
AZCCRS and Learning I can use a variety of strategies to determine the meaning of unknown
Targets words or phrases. (L.7.4)
I can determine a theme or the central ideas literary text. (RL.7.2)
I can analyze figurative language, word relationships, and nuances in
word meanings. (L.7.5)
I can determine the meaning of words and phrases in literary text
(figurative, connotative, and technical meanings). (RL.7.4)
I can analyze how a dramas or poems form or structure contributes to
its meaning. (RL.7.5)
I can analyze the impact of rhymes and repetitions of sound on a
specific section of poetry, story, or drama. (RL.7.4)

Why did slavery exist?

Guiding Questions
How did Frederick Douglass use his book to support his position on slavery?
Mid-Unit 1 Assessment: Using Evidence to Support Analysis Frederick
Douglass (RI.7.1)
End of Unit 1 Assessment: Reading Poetry: Analyzing Structure and Language
Unit Assessments and in We Wear the Mask (RL.7.2, RL.7.4, RL.7.5, and L.7.5a)
Projects
Project: Students will create a technology-based visual to show the negative
effects of slavery

Module 3, UNIT 2: Throwing Light on Slavery Module 3, UNIT 2 LENGTH: 25 days

Module 3, UNIT 2 LEARNING GOALS

I can cite several pieces of text-based evidence to support an analysis

of informational text. (RI.7.1)
AZCCRS and Learning I can determine a theme or the central ideas informational text.
Targets (RI.7.2)
I can determine the meaning of words and phrases in text (figurative,
connotative, and technical meanings). (RI.7.4)
I can determine an authors point of view or purpose in informational
 text. (RI.7.6)
I can analyze how the author distinguishes his/her position from
others. (RI.7.6)
I can use correct grammar and usage when writing or speaking. (L.7.1)
I can analyze the impact of word choice on meaning and tone in an
informational text. (RI.7.4)
I can determine an authors point of view or purpose in informational
text. (RI.7.6)
I can write informative/explanatory texts that convey ideas and
concepts using relevant information that is carefully selected and
organized. (W.7.2)
I can quote or paraphrase others work while avoiding plagiarism.
(W.7.8)

How did Frederick Douglass use his book to support his position on slavery?
Guiding Questions How can people use stories to convince an audience?
How can people be leaders of change?
Mid-Unit 2 Assessment, Part 2: Analyzing Storytellers Craft: Analyzing
Purpose and Craft in Douglasss Narrative

Essay: Analyzing Douglasss Position in the Narrative

Unit Assessments and
Projects Project: Students will complete the Throw Light Shark Tank project, which
requires them to research an issue, create an informative report, create a plan
to address the issue, and present their plan to local business owners.

Module 1, UNIT 1: Perspectives and Survival in Sudan Module 1, UNIT 1 LENGTH: 30 days

Module 1, UNIT 1 LEARNING GOALS

I can cite several pieces of text-based evidence to support an analysis

of literary text. (RL.7.1)
I can analyze how an author develops and contrasts the points of view
of characters and narrators in a literary text. (RL.7.6)
I can compare and contrast a fictional and historical account of a time,
place, or character. (RL.7.9)
AZCCRS and Learning
I can analyze the development of a theme or central idea throughout a
Targets literary text. (RL.7.2)
I can select evidence from literary or informational texts to support
analysis, reflection, and research. (W.7.9)
I can accurately use seventh-grade academic vocabulary to express my
ideas. (L.7.6)
I can quote or paraphrase others work while avoiding plagiarism.
(W.7.8)
I can write informative/explanatory texts that convey ideas and
concepts using relevant information that is carefully selected and
organized. (W.7.2)
 How do individuals survive in challenging environments?
How do culture, time, and place influence the development of identity?
Guiding Questions How does reading from different texts about the same topic build our
understanding?

Mid-Unit 1: Identifying Perspective and Using Evidence from A Long Walk to

Water (RL.7.1 and RL.7.6)

End of Unit 1: Identifying Perspective and Using Evidence from Informational

Texts about the Dinka and Nuer Tribes (RI.7.1, W.7.4, and W.7.9)

Mid-Unit 2 Assessment: Comparing Water for Sudan and A Long Walk to

Unit Assessments and
Water (RI.7.1, RL.7.1, and RL.7.9)
Projects
Informative essay-Exploring the theme of survival in A Long Walk to Water

Project: Students will research a survivor of their choice and contribute an

artifact to our survivor museum

Module 2, UNIT 1: Working Conditions Past and Present Module 2, UNIT 1 LENGTH: 30 days

Module 2, UNIT 1 LEARNING GOALS

I can cite several pieces of text-based evidence to support an analysis

of literary text. (RL.7.1)
I can analyze the interaction of literary elements of a story or drama.
(RL.7.3)
I can write arguments to support claims with clear reasons and
relevant evidence. (W.7.1)
AZCCRS and Learning I can select evidence from literary or informational texts to support
Targets analysis, reflection, and research. (W.7.9)
I can cite several pieces of text-based evidence to support an analysis
of informational text. (RI.7.1)
I can identify the argument and specific claims in a text. (RI.7.8)

What are working conditions, and why do they matter?

How do workers, the government, business, and consumers bring
Guiding Questions about change in working conditions?
How does a speaker develop and organize a central claim?
 Unit 1 Assessment: How Working Conditions Affected Lyddie (RL.7.1 and
RL.7.3)

Argumentative essay-Should the regulations of the garment industry change?

Unit Assessments and
Projects
Project: Students will research the garment industry and create a business
model to improve the conditions.

Module 2, UNIT 2: Working Conditions and Change (Lyddie and Chavez) Module 2, UNIT 2 LENGTH: 30

Module 2, UNIT 2 LEARNING GOALS

I can cite several pieces of text-based evidence to support an analysis

of informational text. (RI.7.1)
I can determine a theme or the central ideas of an informational text.
(RI.7.2)
I can analyze the development of a theme or central idea throughout
the text. (RI.7.2)
I can analyze the interactions between individuals, events, and ideas in
a text. (RI.7.3)
AZCCRS and Learning I can analyze the organization of an informational text (including how
Targets the major sections contribute to the whole and to the development of
the ideas). (RI.7.5)
I can write informative/explanatory texts that convey ideas and
concepts using relevant information that is carefully selected and
organized. (W.7.2)

What are working conditions, and why do they matter?

How do workers, the government, business, and consumers bring
Guiding Questions about change in working conditions?
How does a speaker develop and organize a central claim?

Mid-Unit 2 Assessment: How Chavez Develops His Claims in the

Commonwealth Club Address (RI.7.1, RI.7.2, RI.7.3, and RI.7.5)

End-of-Unit 2 Assessment: Analyzing the Structure of Chavezs Wrath of

Unit Assessments and Grapes Speech (RI.7.1, RI.7.2, RI.7.3, and RI.7.5)
Projects
Project (continued from Unit 1): Students will research the garment industry
and create a business model to improve the conditions.

Module 4A, UNIT 1: Adolescent Brain and Screen Time Module 4A, UNIT 1 LENGTH: 30 days

Module 4A, UNIT 1 LEARNING GOALS

 I can cite several pieces of text-based evidence to support an analysis
of literary text. (RL.7.1)
I can determine a theme or the central ideas of informational text.
(RI.7.2)
I can analyze the development of central ideas in a text. (RI.7.2)
I can determine the meaning of words and phrases in text (figurative,
connotative, and technical meanings). (RI.7.4)
I can analyze the organization of an informational text (including how
the major sections contribute to the whole and to the development of
the ideas). (RI.7.5)
I can compare and contrast different media versions of informational
text (written vs. audio vs. film vs. staged, etc.). (RI.7.7)
I can analyze impact of the techniques unique to each medium.
(RI.7.7)
I can analyze the main ideas and supporting details presented in
different media and formats. (SL.7.2)
AZCCRS and Learning I can identify the argument and specific claims in a text. (RI.7.8)
Targets
I can evaluate the argument and specific claims in a text for sound
reasoning and relevant, sufficient evidence. (RI.7.8)
I can outline a speakers argument and specific claims. (SL.7.3)
I can evaluate the reasoning and evidence presented for soundness,
relevance, and sufficiency. (SL.7.3)
I can analyze the interactions between individuals, events, and ideas in
a text. (RI.7.3)
I can contrast how multiple authors emphasize evidence or interpret
facts differently when presenting information on the same topic.
(RI.7.9)
I can write arguments to support claims with clear reasons and
relevant evidence. (W.7.1)

How is the adolescent brain changing?

Should screen time be limited? Why or why not?
Guiding Questions How can I make an informed decision about an issue and then
effectively argue my position?

Mid-Unit 1 Assessment: Using Evidence to Support Analysis Frederick

Douglass (RI.7.1)
End of Unit 1 Assessment: Reading Poetry: Analyzing Structure and Language
Unit Assessments and in We Wear the Mask (RL.7.2, RL.7.4, RL.7.5, and L.7.5a)
Projects
Students will write an argumentative essay supporting their position on the
APAs recommendation for changes to screen time.